Academic Senate Meeting
December 4, 2015
AGENDA ITEM 5.2
December 1, 2015
Institutional Research
Understanding Non-Credit Course Offerings
at College of the Redwoods
Non-credit courses differ in important ways from credit courses. Here is some data to help make sense of noncredit offerings at CR.
Non-credit Application
Non-credit students typically fill out a one-page paper application that gathers minimal information.
Additional information is often needed for student to move to credit coursework.
Sections by Subject
EDUC, GUID, and ESL have been offered most frequently. Note that non-credit courses vary in length. Because
all non-credit courses use a positive attendance accounting method, courses are never cancelled for low
enrollment. Instead, they are end dated, which sometimes results in courses that last for only a few days.
BUS CIS EDUC
Fall 2015
2014 - 2015
2013 - 2014
2012 - 2013
2011 - 2012
2010 - 2011
2009 - 2010
2008 - 2009
2007 - 2008
2006 - 2007
1
1
26
55
16
2
2
2
2
2
1
ESL
10
28
20
FT GUID HLTH MATH READ
4
2
Sections by Location
Fall 2015
2014 - 2015
2013 - 2014
2012 - 2013
2011 - 2012
2010 - 2011
2009 - 2010
2008 - 2009
2007 - 2008
2006 - 2007
19
4
35
19
1
2
2
2
3
1
1
Del Norte
Eureka
KlamathTrinity
8
66
1
7
127
55
1
2
2
2
3
1
1
1
11
6
7
2
6
8
Mendocino
SR
WORK
1
10
1
76
5
142
63
3
4
4
4
5
3
2
Southern
Humboldt
Grand
Total
1
76
2
1
2
2
2
2
2
1
Grand
Total
142
63
3
4
4
4
5
3
2
Academic Senate Meeting
December 4, 2015
AGENDA ITEM 5.2
December 1, 2015
Institutional Research
Understanding Non-Credit Course Offerings
at College of the Redwoods
Enrollment
Students can enroll in non-credit courses at any time in the semester, except MATH-272 and MATH-276 which
have managed enrollment. The term “census” is not meaningful for non-credit courses because attendance is
tracked by hour. Students are never dropped from non-credit courses, even if they attend only a few hours.
The end of term enrollment number shows the number of students enrolled for at least a minimal amount of
time over the course of the semester. You can see that it is always greater than at what would be a normal
census date.
Census Day
End of Term
Enrollment
Enrollment
Fall 2015
882
1950
2014 - 2015
1416
2896
2013 - 2014
597
1208
2012 - 2013
17
52
2011 - 2012
60
186
2010 - 2011
26
222
2009 - 2010
28
186
2008 - 2009
55
181
2007 - 2008
32
168
2006 - 2007
74
186
Full-time Equivalent Students (FTES) by Residency
FTES from non-credit has increased substantially since 2012-2013. FTES from non-credit has been comprised
of more students who have yet to go through the process of establishing residency. Credit FTES is made up of
only about 5 percent of students with non-resident status.
Resident FTES
Fall 2015
2014 - 2015
2013 - 2014
2012 - 2013
2011 - 2012
2010 - 2011
2009 - 2010
2008 - 2009
2007 - 2008
2006 - 2007
59.11
67.94
21.75
0.17
1.34
1.28
0.78
1.98
2.24
1.49
Non-Resident
FTES
Sum of Total
FTES
102.77
49.53
21.58
0.49
3.71
1.16
1.08
0.2
0.05
0.19
43.66
117.47
43.33
0.66
5.05
2.44
1.86
2.18
2.29
1.68
Academic Senate Meeting
December 4, 2015
AGENDA ITEM 5.2
December 1, 2015
Institutional Research
Understanding Non-Credit Course Offerings
at College of the Redwoods
FTES and Full-time Equivalent Faculty (FTEF)
Almost seven full-time equivalent faculty taught non-credit courses in 2014-2015, and about that same FTEF is
expected in 2015-16. EDUC courses have accounted for the most TLUs in recent years. GUID, EDUC and MATH
courses account for the largest FTES.
Fall 2015
CIS
EDUC
ESL
FT
GUID
MATH
READ
SR
WORK
2014 - 2015
BUS
EDUC
ESL
GUID
MATH
READ
SR
WORK
2013 - 2014
EDUC
ESL
GUID
READ
Non-Credit Total
Credit Total
Total FTES
102.8
0.6
24.9
10.4
11.5
29.4
18.3
3.8
.
4.0
117.5
2.6
34.2
21.8
28.4
23.3
6.8
0.1
0.4
43.3
4.4
24.8
10.4
3.8
263.6
9868.6
FTEF
3.3
0.1
1.2
0.6
0.2
0.2
0.4
0.1
.
0.4
6.7
0.1
2.9
1.3
0.7
1.1
0.5
0.0
0.1
2.4
0.4
0.9
0.7
0.3
12.4
385.0
FTES/FTEF
31.2
4.2
20.0
18.2
75.8
127.2*
45.7
28.5
9.4
17.4
32.9
11.6
16.4
40.6
21.2
13.1
6.8
5.7
18.0
10.5
26.5
14.7
10.9
21.2
25.6
*GUID-205 “Supervised tutoring” courses do not compensate tutors using TLUs, resulting in a FTES/FTEF
that appears more efficient than is actual.