1. Craig Rutan, Santiago Canyon College

2.  Each college/district is funded by the state of California based on their number of Full Time Equivalent Students (FTES).  There are three different levels of funding  Credit  Career Development College Preparation (CDCP )  Non-Credit

3.  There are several different ways to compute FTES (WSCH, DSCH, Positive Attendance, etc) but the typical calculation is:

4.  A three unit course that has 50 students enrolled brings ~ 5.14 FTES back to the district.  A three unit course that is enrollment limited to 24 students can only bring back 2.47 FTES.

5.  SCC must make a target set by the state for the amount of FTES we generate. The goal is to generate that FTES with a minimum amount of cost.  For each class that has enrollment restrictions that reduce FTES, there must be a class offered that brings in cheaper FTES.

6.  Many of us have tried to accommodate more students each semester. While this can help the students and does increase FTES, should we really be taking more?  Administrators have encouraged us to take as many students as possible but over enrolling a class could impact the quality of education that each student receives.

7.  The Curriculum Committee is given the right to recommend a maximum class size during the review process  Things that effect class caps are:  Pedagogy  Safety  External Agencies  Room Size  Special Populations (Honors, Distance Education, DSPS, etc)

8.  The Curriculum and Instruction Council has never had a voice on class capacities.  With an increased emphasis on enrollment management, should we start to look at adding this piece?  Faculty should look at Setting Course Enrollment Maximums: Process, Roles, and Principles which can be found at http://www.asccc.org/papers/setting-course- enrollment-maximums-process-roles-and- principles to get a look at the process http://www.asccc.org/papers/setting-course- enrollment-maximums-process-roles-and- principles