(The Enrollment Fairy)
Mt. San Jacinto College
October 31, 2006
Topics to be Covered
1 Full-time Equivalent Student
(FTES) is equal to 1 student
enrolled in 15 semester hours.
This has nothing to do with units !
9 hours + 3 hours + 3 hours = 15 hours
For those students who
attend less than 15 hours,
we piece their hours
WFCH = Weekly Faculty Contact Hours
This tells us how many hours the class meets each week.
(Not to be confused with units!!)
When we look at our total WFCH, we are looking at the
size of our schedule. Each School is assigned a certain
number of WFCH to schedule for what is called the “regular
term”. The regular term includes Fall,
Intersession, and Spring. Summer has its own, separate
This WFCH allotment is the same as the catalog WFCH.
Example - A Sociology class meets on
Mondays and Wednesdays from 8-9:30.
It therefore meets 3 hours per week.
In the CATALOG, it states that for a
normal 16-week semester, the class
meets 3 hours a week. Therefore, for
scheduling purposes, this class is 3
WFCH. That is what you count against
your allotment, the CATALOG hours.
What about short-term classes, ABCs,
& overlaps? How do you count WFCH ?
Enrollment = the number of students in the class
Until we know what the actual enrollments are, we use
estimates. We utilize estimates so that we can project
what our total enrollments will be as soon as we plan the
schedule. As we plan our schedule, it is important to
have chair and dean, estimate what the enrollment will
be for each individual class. The time of day, number
of sections, the size of the classroom, and the
individual teaching the class all come into play.
These enrollments always fluctuate. For
purposes of funding, the state takes a
“snapshot” in time at the first 20% of the
course. This is called Census. For a full
semester, 16-week course, this occurs Monday
of the 3rd week.
WSCH = Weekly Student Contact Hours
This tells us how many student hours we have and is the
intermediate step in calculating FTES.
WSCH is calculated by the following:
WFCH X Enrollment = WSCH
Example - In our sociology example of 3 WFCH with 45
students enrolled, we multiply 3 x 45 = 135 WSCH
If we divide this by 30 (an approximation), we obtain the
number of FTES generated. THIS IS JUST AN
APPROXIMATION. THE REAL FTES HAS TO DO WITH
THE APPORTIONMENT METHOD.
How the State of
California Calculates FTES
Weekly Census - Regular term length
DSCH (Daily Student Contact Hours) -
Positive Attendance -Classes that do not meet
on a regular basis or open entry/open exit
Independent Study/Work Experience -
Non-classroom; and all On-line
These are classes that meet on a regular basis
each week for the full semester. Students are
counted on enrollment, not attendance, during
The formula = Hours of enrollment x 17.5
This includes classes that meet on a regular basis
for at least 5 days, but do not meet the full
Enrollment is counted on each course’s individual
census day (20% of course).
Summer, short-term courses, and Intersession
are included here
The formula =
(# of hours of enrollment/day) x (the total # of
days the class meets) x (the number of students
Actualhours of attendance are counted. Every
525 hours counts as one FTES.
Irregularly scheduled credit courses
Open entry/open exit
In-service academy classes
Formula = Contact Hours
Positive Attendance (PA) is counted in the
semester of the last class meeting, even if a
majority of the class met during a previous
What about summer?? How do you schedule for
it to maximize your options???
One weekly student contact hour is counted for
each unit of credit in which the student is
The formula is the same as weekly classes or
DSCH classes depending upon the length of the
In the past, this was the kiss of death for on-
line labs, where WFCH are different than the
units. NEW changes to code have solved this
Are We Efficient?
The Cost of Generating FTES
Statewide, a measure of efficiency is WSCH/FTEF where
WSCH is divided by the Full-time Equivalent Faculty
(FTEF). This tells us how much of a faculty load it takes
to generate a given WSCH.
FTEF (Full-time Equivalent Faculty) is the portion of a
full-time load which each particular class represents.
Statewide (and as a rough approximation), a WSCH/FTEF
of 500-525 represents the point of financial breakeven
for a college.
Soc class had 135 WSCH/ 20 (the FTEF) = 675
(33 is the breakeven for a 3 hour class)
If you build it, they will come OR we schedule for
students. Not all schedule this way. Stories??
Establish time blocks to maximize efficiency for
students, teachers, and classrooms.
Schedule according to your own Educational Master
Plan. That is your target, your goal, of what the
college should look like in the future.
Have a “road map” of how you plan to achieve that
target. I call that my Academic Master Plan (AMP).
The AMP is a 3-year rolling plan that allows for
planning and scheduling in small increments.
Information Degree Information Courses to be added and year added
l Depart. Progr Degr Cert of Cert of Course 2006-7 2007 -8 2008-9
C C C
o o o
s s s
Achieve. Compl. # WFCH t # WFCH t # WFCH t
(state -18 (local -17
or more) or less)
ACADEMIC Master Plan
Each year, we systemically add
classes that will allow us to What our college will look
achieve our Educational Master like when we are fully built-out
Plan with 50,000 students?
Be aware of your curriculum cycle so you
can schedule what you want, when you
want. Know that you need to calculate
adequate time for state, commission, and
Know your rate of cancellations, and build
that into your schedule. Know when to cancel
and how to cancel. What is your practice??
Hybrids?? 8-weekers?? Build them together
so you don’t waste a room.
Strive to fill in IGETC blocks. Students use
Tuesday and 1 2 3 4 5
Tuesday/ 3 4 5
English Math Arts/ Soc/Behav Phys/Bio
Arts & Social & Physical &
Thursday English Math
8:00 - 9:30 am Engl 101 Econ 121 Chem 100
Soco 101 Chem 151
9:30 - 11:00 am Math 119 Musi 100 Econ 120 Biol 105
Musi 109 Hist 110 Biol 106
Phil 102B Chem 100L
11:00 am-12:30pm Engl 101 Math 150 Musi 100 Hist 110 Chem 200
Engl 205 Math 252 Art 100 Poli 101
12:30 - 2:00 pm Engl 101 Huma 102 Psyc 101 Biol 105
Know what rooms you “rent” and understand
Some colleges establish
calendar of ownership
Arts and Humanities Business, Math, Scien TCWI Public Safety
A106 A111 (before 8am & eve) C104 A111 (8 am – 5 pm)
A107 A203 (evenings) C105 A200 (all classrooms)
B207 C500 (noon thru evening) F107
C103 F302 F209
D204 I101A F212
D205 I108 ATT – S201
I125 ATT – S401
I101B I126 S5 107 (TR eve only)
I110/111 S5 102, 103,104, 107
I122 108,109,111, 200,
I123 202, 203, 204, 208
209, 212, 212A
How to Predict Your FTES or
Knowing If You are Going to
Hit Your Nut
Some put together a schedule or roll-over
schedule, cross their fingers, then wait to see
what happens. Don’t let fate determine your
FTES fate. Plan, plan, plan
Some let all grow the same amount, eg. “Add
5%” (number of classes??, WFCH, FTEF,
Know your programs, schools, divisions and their
differential rate of return (WFCH to FTES;
FTEF to FTES)
Total WFCH FTES Total FTES
Allotment Factor Target
2005 - 6 2005 - 6
1,772 1.1 1,950
2,318 1.1 2,550
611 1.0 611
1,079 0.8 863
How do you predict Positive Attendance
Do research in which
you look historically Class Fall Fall Delta
at FTES produced at Census 320 “Factor”
census vs. your 320
report. Determine AJ360 35 33 33/35 =
your “factor” which 94%
indicates your % AJ361 37 33 33/37 =
Decision Support System
This gives us tools to make decisions:
Before the schedule goes to bed
For hiring processes
For program review, etc.
That integrate our processes
That automatically download into our processes