Chabot College
Office of Academic Services
College Enrollment Management Committee Meeting
October 12, 2015
Chair:
Present:
Minutes by:
Stacy Thompson
Dale Wagner, Jeff Drouin, Bob Buell, Angela Villasana, Dave Fouquet, Laurie Dockter, Luis C, Carolyn Arnold, Marcia Corcoran, Tim Dave
Ebony Jennings
Agenda Item
Discussion
Accreditation
Briefly went over accreditation feedback from accreditation
team.
Went over and confirmed summer class schedule
5/31-7/1 (5 Week) can rollover
7/5 - 8/4 (5 Week can’t roll back
6/13-8/4 (8 Week) rollback
6/27-8/4 (6 Week) rollback.
DEMC retreat debriefing
Scheduled on (9/25) Discussions were on stability
Lorenzo would like to go on stability for 17-18 instead of 16-17
Stability is still under discussion.
Action Items
P20 Report is due November 2nd due date on decision to
announce if going on stability. Paper work should in order by
mid-October.
Marcia did update for PBRC conciliated note (see attached
handout).
Page 1
Chabot College
Office of Academic Services
College Enrollment Management Committee Meeting
October 12, 2015
Reviewed data for 5 week summer modules. Went over face
IR Data
to face and online course success rates.
Carolyn will send out face to face success rate by course.
Compared and discussed demographics of evening student
enrollment from Fall 2007 Vs. Fall 2015.
Jeff discussed the need to hire instructors to teach online
during the summer if full time faculty aren’t willing to teach
online during summer.
Marcia suggests COOL Committee comes to CEMC meeting
and share process on approval on online teaching.
Jeff suggested CEMC makes a recommendation to the Faculty
Senate to look into offering online sessions or in areas
currently not offered and areas they are offered. With that, let
the senate talk to the C.O.O.L Committee vs. the C.O.O.L
Committee coming to CEMC
Spring/Summer schedule
Dale did a formal recommendation to encourage
faculty to develop online educational modality in
all disciplines that don’t offer them. He also
suggests it comes from the Faculty Senate.
Spring schedule was submitted to schedulers. Any changes
need to be submitted right away. Another request for
Summer/Fall schedule was submitted to get that schedule
rolled but, still waiting on LPC to submit theirs. If Angela
hasn’t heard anything by Monday she can send a template of
what we did last year.
Summer /Spring FTEF can be increased.
Page 2
Chabot College
Office of Academic Services
College Enrollment Management Committee Meeting
October 12, 2015
Adjourn
Move to adjourn
Included with minutes are detailed documentation on
information and data discussed by Carolyn on IR data and
Marcia on DEMC retreat will attached to meeting minutes.
Page 3
Summary Notes for Plamiing Review and Budget Council, October 7, 2015 Meeting
District Enrollment Management Committee (DEMC) Summit, District Office, September 25, 2015
Presented by Marcia Corcoran, Dean of Language Alis
We have a chance to get more revenue from the state. Four workgroups to develop recommendations:
(I.) Programs/Cun'iculum; (II.) In Reach/Outreach; (III.) Processes/Procedures; (IV.) Rollback and Stability
I.
Programs/Curriculum (Scheduling)
Review scheduling for summer:
• 5-week sessions staiiing before June 30 can go on previous year, courses with no prerequisites
followed by next course in the sequence -talk to A and R
• more online, more training for online, hybrid courses could be used for higher-unit conrses
• more marketing to UCB ai1d CSUEB
• more bridging courses (e.g. math jam)
Consider adding more evening/weekend offerings:
• What is minimum suppo1t level? Library/tutoring, snacks/cafeteria, campus safety, computer use
• Consider Friday night/Saturday morning for ce1tain types of classes; e.g., course in a sequence, liigh
demand/bottleneck courses, particular disciplines (Early Childhood Development)
• Would need a dean to oversee the night/weekend college; Would need Instrnctional Assistants/Lab
Techs for these, especially in lab classes due to need for additional setup
• Check: Is it collected as Daily Census (less appo1iiollll1ent) or Weekly Census (more apportionment
• Have dialogue with faculty about cmTiculum options for the long term
Staffing/Logistics:
• Faculty prioritization process needs to consider full-time staffing increases for bottleneck disciplines
like math
II.
•
•
•
•
In-Reach/Outreach
Increase evening/weekend programs
Develop marketing plan
Develop coordinate bridges for stndents inclnding summer
Hire social media specialist(s) to increase retention and outreach; explore alternative communication
methods for contacting students (e.g., mass text messaging)
III.
Processes and Procedures
Scheduling and Registering:
• Look at scheduling from view of completion (use Degree Works, Ed Plans, bottlenecks, 45-unit plus
students). Hlre a degree audit/ed plaiining coordinator
• Look at the tiniing of the DEMC allocations in relation to the schedule
• Maximize "user friendliness" of online schedule
• Offer more "liigh-touch attention" to "rookie" students to market and guide them
• Improve room usage
Hiring and Adjunct Pools:
• Streamline hiring of adjunct facnlty
• Develop recruitment strategies for hiring adjunct faculty
1
Bottlenecks:
• Address bottleneck areas (in science, math, English, and communications) while finding a balance for
productivity
• Offer comses students need (see scheduling above). Offer "pathways" and "packages" for timely
completion
• "Every time we fill a course, add a section."
Marketing:
• Need targeted and strategic marketing
• Hire our ovm students- for creating social media and other applications
• Continue to develop our website
• Require use of campns email (the Zone) and market to students on their campus email
IV.
Rollback and Stability
TI1ere may be a chance to gain additional revenues from the state. This depends on how we repo1i our
numbers on our 320 report, the repo1i of our FTES to the state for state apportiomnent (revenue).
[Note: Report our numbers to the state, 4 tinies a year, January 15 (use our summer and fall numbers, predict
what we might use for spring)
April due date, use summer and fall, and some infonnation for spring
July 15, annual, includes all numbers for sunnner, fall, and spring (may have missing information, may not
include late drops)
Nov. 1, opp01iunity to make corrections to July sub1nission]
District EMC allocates to each college the FTES targets. College EMC strategizes to hit our targets. Ifwe
come in sho1i, we can b01Tow FTES from following sunnner to roll back. Chabot rolled back from summer
2015 to meet our base target for 14-15. Now we are trying to decide what to do for 15-16.
Some colleges statewide have gone on "Stability Funding." The term Stability Funding arises from Senate
Bill 361, from Section 84750.5 of the California Ed Code:
• Increases in FTES results in increases in revenue in the year of the increase at the amount of FTES.
It is capped to a certain level, you get funded for growth
• Decreases in FTES, you will not see a revenue reduction until following year. The term Stability
Funding describes the app01iionment dollars a district receives during the year it initially reports a
decrease.
• Ifa subsequent increase in FTES within 3 years from initial drop, you get actual FTES (a restoration
of any reductions due to the previous decreases).
Chabot is slowly coming out of recession and we are working to grow back.
Continuing a dialogue as to how we are going to rep01i the 320 repo1i due Nov. 1. Continuing ongoing
discussion of ideas for growth in FTES. . .would be great to have a 3-year plan.
Next steps:
Each workgroup to identif'.y 2 strategies that have a major possibility of impact.
Decide at the college: what are the tasks, who would be involved, and who at DO needs to be present and
involved -put forward a detailed analysis and implementation plan. Then DEMC will offer
recommendations to the Chancellor.
2
Chabot College Student Characteristics
Characteristic Comparison for Evening Students
Fall 2007 vs Fall 2015
2007 Evening
Students
2015 Eveing
Students
Total
Students
num
6,108
pct
100%
num
5,450
pct
100%
Gender
Female
Male
Unknown
3,368
2,605
135
55%
43%
2,826
2,549
75
52%
47%
Race-ethnicity
African-American
Asian-American
Filipino
Latino
Native American
Pacific Islander
White
Other
Age
19 or younger
20-21
22-24
25-29
30-39
40-49
50 or older
Attendance Status
Full-time
12 or more units
Part-time
6 to 11.5 units
.5 to 5,5 units
Enrollment Pattern
Both Day and Eve/Sat
Evening or Eve/Sat
790
1,055
576
1,489
47
171
1,345
635
1,080
858
1,019
1,058
1.017
660
416
2o/o
13°/o
17°/o
9°/o
24°/o
1o/o
1o/o
3°/o
22°/o
18°/o
14%
17%
17o/o
17°/o
11o/o
7°/o
551
899
433
2.109
12
92
977
377
1,237
942
944
928
820
323
256
1°/o
8°/o
39°/o
<1°/o
2°/o
18°/o
7°/o
23%
17%
17o/o
17°/o
15%
6°/o
5°/o
27°/o
1.875
34%
2,145
2.323
35%
38%
2.096
1,479
38°/o
70%
30%
3,004
2,446
2015 Eveing
Students
Total
Students
num
pct
6,108 100%
num
5,450
Enrollment Status
First time any college
First time transfer
Returning transfer
Returning
Continuing
In High School
878
698
827
103
3,527
75
14°/o
11°/o
864
586
625
2
3,337
36
Student Ed Level
In High School
Freshman (< 30 units)
Sophomore (30-59 u.)
Other undergraduate
ANAS degree
BNBS or higher deg.
292
2,882
993
590
386
612
10°/o
88
2,896
1,101
732
224
409
2,658
44%
3137
58%
777
13%
493
9°/o
1,044
17°/o
745
14o/o
495
1,134
8%
19°/o
280
795
15°/o
14%
2°/o
58°/o
1o/o
pct
100%
16%
11°/o
11°1
<1°/o
61°/o
1o/o
10%
16%
1,640
4,276
1,832
2007 Evening
Students
27%
55%
45%
Educational Goal
Transfer
(with/without ANAS)
ANAS only
(not
transfer)
Occupational certificate
or job training
Personal development
(intellectual/cultural,
(basic skills, GED)
Other or Undecided
Top 7 Cities
Hayward
San Leandro
Union City
Oakland
Castro Valley
Fremont
San Lorenzo
1,773
851
552
393
474
510
262
5°/o
47o/o
16°/o
10o/o
6'lo'
29%
14o/o
9°/o
6%
8°/o
8°/o
4°/o
1,897
741
451
414
394
307
302
2°/o
53%
20°/o
13°/o
4°/o
8°/o
5o/o
35°/o
14°/o
8°/o
8°/o
7°/o
6°/o
6o/o
SOURCES: Institutional Research Dataset, Fall Census: final count.
Chabot College Office of Institutional Research
Updated: 10/12/2015
Chabot College
Face to Face and Distance Education Success Rates
Summer 2014, Fall 2014, Spring 2015, and Summer 2015
'F1
iTOt3h!Ehr'Olli'hents
1
i:'_i,.hJ!,,,;,:;:;&n·n
't;
:Numl'.ier
!;J(, '.t'.'.11.i!itJi:.l:.\.i•,
c-
Y;h1t1t\'i11iiNCiIT1ber
,:;L'!,Jc:t1Y1,f:.1i:::!:'l;·.::.:::-,.!
1
All:·_.CO_U$, :·\\:.(J'iMi!/1:j:'.
m7!/;!i;1r::i!:1
Pct
6,863
35,368
34,840
9,828
100%
100%
100%
100%
5,200
23,975
24,199
7,475
76%
68%
4,366
29,557
28,359
5,947
100%
100%
100%
100%
3,451
20,372
20,094
4,706
79°/o
Summer 2014
Fall 2014
Spring 2015
2,355
4,791
5,476
100%
100%
100%
1,645
2,955
3,417
700/o
Summer 2015
3,629
100%
142
1,020
1,005
252
100%
Summer 2014
Fall 2014
Spring 2015
Summer 2015
i!)/!i !H!i@t:1 ::-8;9:1 .SS.;
Pct
'ifW!J: fW\ t:l'.
: :;!;i !i i fi!lli :/j ilf:ttl!i Jt92J1 -,!
Pct
if1:lrl\:1\R118:_B.. cf
11
.,
1
776
5,419
5,157
1,010
11%
15%
15°!o
1 0°/o
887
5,974
5,484
1,343
497
4,512
4,083
529
11o/o
15o/o
14°/o
9o/o
418
4,673
4,182
712
11°/o
62o/o
267
766
969
16%
18%
443
1,070
1,090 .
2,596
72°/o
447
12o/o
586
16°/o
104
648
688
173
73°!o
64%
12
141
105
34
8%
14%
10°/o
13%
26
231
212
45
18%
23%
69°/o
76°/o
13%
17%
· 16o/o
14o/o
F8CEft(f:17ace ·. T: ?i'.)i
1
Summer 2014
Fall 2014
Spring 2015
Summer 2015
69%
71o/o
79°/o
10°/o
16%
15o/o
12o/o
on1ie:} ;-': :_: -. i!I·;.:·:('.r/;s
yqriq .--,. ic :
62%
' 19°/o
· . 22%
20%
i -· ,'/.1'··-<1,'.I. i/)·-
Summer 2014
Fall 2014
Spring 2015
Summer 2015
1 00%
100%
100%
68%
69%
Chabot College Office of Institutional Research
21°/o
18°/o
Updated / 0/!2/15
Chabot College
Face to Face and Distance Education Success Rates, by Session
Summer 2015
654
2,355
5,468
100%
100%
100%
493
1,865
4,027
76
225
597
12°/o
79o/o
74o/o
75%
13o/o
11°/o
85
265
844
9,605
100%
7,259
76%
1,007
10%
1,339
14%
10%
11%
15o/o
(i\F1f,,P
.,.er. ,c.. e'"f' it. L/1fi:hri}i1B\.NJi1ii.t?'.l :lJ?mJii1ii:[1fieti?·nt
197
262
1,822
3,187
100%
100%
100%
100%
160
227
1,495
2,382
81%
613
392
443
2,181
100%
100%
100%
100%
436
266
310
1,584
62
90
100
100%
100%
100%
52
60
61
67o/o
9,605
100%
7,259
87°/o
82%
75o/o
71%
8
24
150
318
4o/o
9°/o
go/o
1 Oo/o
4o/o
10%
15°/o'
12o/o
12%
18%
5
19
21
21°/o
61%
5
11
18
76o/o
1,007
10%
1,339
14%
70%
73%
84%
C.,habot College Office of Institutional Research
13o/o
14%
go/o
107
74
69
336
15o/o
70
52
64
261
68o/o
11%
29
11
177
487
17%
19o/o
16%
1 So/o
8%
21%
Updated / /J/12115