SBCTC Policy Manual
Chapter 5 Appendices
Appendix A: Terms and Definitions
Sequential courses are classes where instruction begins and ends on specific days within a quarter. Enrollments are generally added at the beginning of the class. The majority of sequential courses begins within the first five instructional days of a quarter and shares the same census date. Note: Sequential courses that begin before or after the first five instructional days of a quarter are referred to as non-typical and have their own census date.
Continuous enrollment courses are open-entry classes permitting students to begin instruction at any time during a quarter. The enrollment census date for a continuous enrollment course is the last instructional day of the course.
Student-based courses are specific to clock-hour technical colleges only. They are “open entry/open exit” classes in which students can begin and end instruction at any time during the quarter. Students enroll for a specified number of clock hours, which vary for each student and can be adjusted during their enrollment period. These enrollments are counted based on the number of hours a student enrolls or is expected to use towards program completion within a quarter. The census date for student-based clock hour classes is the fifth instructional day after a student’s first day of class. It is determined individually for each student.
Student-Based Course: Changed Enrollment Period
Students who reduce their enrollment period length will be reported for the shorter period. Students who increase their enrollment period length will be reported for the longer period.
Student-Based Courses: Program Change
Students, who change programs within a quarter but after the fifth day of their enrollment period, count for the number of hours enrolled in each program. Note: Students shall not be claimed for more than the total enrolled hours possible for a course that operates for the full length of a term.
Net enrollment is the number of registered students and their associated course data as prescribed by the counting methodology less enrollments that did not meet the counting intent.
Each college has an instructional calendar that indicates the college’s official quarterly start and end dates for the current academic year.
Enrollment transactions that affect enrollment counting; i.e., “student adds,” “student withdrawals,” and “student drops” from classes.
Enrollment transactions that register students into class sections.
Withdrawals are requests originated by the student that occur after the census date.
Drops are withdrawal requests originated by the student that occur prior to the census date or administrative actions originated by the college that occur anytime during the quarter.
Quarterly Reporting Date
This is the date when enrollment information is recorded in the Student Management Information System (SMIS). This process constitutes the college’s official quarterly enrollment report to the SBCTC. The SBCTC will notify colleges of the quarterly reporting periods prior to the beginning of the academic year.
Computer System Transaction Log
This is an electronic record of all enrollment transaction.
This is the process where registration information is collected on forms outside of the registration office. These forms are delivered to the registration office at some point in time after completion. They are usually entered in “batches” into the student management system.
Any course is considered non-typical if it is not sequential or does not start in the first five days of a quarter or does not have a 10th instructional day. Examples: 1) One and/or two-day courses, workshops, and seminars; 2) Courses that begin prior to the first day of the next quarter; 3) Courses that occur in-between quarters; 4) Continuous open entry/open exit courses.
Appendix B: Reporting Enrollment
Student Specific Provisions for Reporting Students in State-Funded Courses
The following student-specific provisions can affect the reporting of students in courses funded by state dollars:
- Running Start – Students may enroll simultaneously in high school and college classes or solely in college classes and receive high school credit towards graduation for those classes. Classes taken at the college as part of the Running Start Program are limited to college level courses numbered 100 or above. Note: Credits earned in college-level courses by Running Start students may also be used to satisfy requirements for associate degrees or other completion certificates (WAC 131.46).
- Rev. 11/1/2002
Repeat Course Rule – Students cannot be reported for a course in which they have already earned credit except when such a repeat is necessary to satisfy a requirement for improving academic or skill progress (grades). In no circumstance will a student be reported more than three times for the same course – this is defined as two repeats in addition to the original enrollment.
- Restrictions on Reporting Credits – Transcript credits based on course challenges, transfer, or prior experience cannot be reported for enrollment purposes. However, credits for courses in which a student enrolls to develop a portfolio of evidence to support the awarding of transcript credit are reportable.
- Reporting Students in some Fee-Waiver Programs – Students enrolled under some legislatively directed fee waiver programs cannot be reported for state funding purposes (see Community College Tuition, Fees, and Waivers).
Basic Skills Scheduling and Enrollment
A clear distinction should be made between “sequential” and “continuous” basic skills classes. Colleges will use one of the two following methods for reporting purposes.
- Method I -
- Code all sequential and continuous entry classes as “continuous; an
- Set up all courses as variable credit, enrolling students on a prorated basis. For example, an ABE 1-5 variable credit, Basic Education course in a 10-week quarter would be as follows.
- Register week 1 or 2 = 5 credits
- Register week 3 or 4 = 4 credits
- Register week 5 or 6 = 3 credits
- Register week 7 or 8 = 2 credits
- Register week 9 or 10 = 1 credit
- Method II
- Code all courses as sequential; and
- Set up all courses with multiple sections prorated based on the number of weeks in a quarter. Each section will have its own start day. The counting method will be the tenth instructional day of each section. For example, an ABE 5 credit, Basic Education course, in a 10-week quarter would be as follows:
- Register in week 1 or 2 = 5 credits
- Register in week 3 or 4 = 4 credits
- Register in week 5 or 6 = 3 credits
- Register in week 7 or 8 = 2 credits
- Register in week 9 or 10 = 1 credit
Applied Baccalaureate Coding and Reporting
rev. 3/15/2007, 8/15/2008
All applied baccalaureate programs include lower division coursework to be completed in the junior and senior years, consistent with the typical 60/40 ratio of lower division to upper division work in baccalaureate programs offered at traditional baccalaureate institutions.
For matriculated student coding and reporting purposes:
- All enrolled degree required credits shall apply to the total FTE count for the applied baccalaureate program regardless of the course level.
- Students are coded with the “I” Program Intent Code to allow for appropriate counting of these credits.
Non-matriculated students the college will consider for enrollment in 300/400 level courses include:
- Community members employed in the occupation who could benefit from the course as education or skills up-grade.
- Students with deferred admission status.
- Students seeking future admission interested in trying an upper division course(s) before applying to the program.
- Students in related lower division programs who use the 300 or 400 level courses as electives or substitutes for required courses in their applied associate degree.
Students who enroll with non-matriculated status must:
- Enroll on a space available basis.
- Pay the full per credit tuition rate at the baccalaureate tuition level.
- Be counted toward the applied baccalaureate program aggregate FTE total for 300 and 400 level courses.
- Each college must develop a space available enrollment policy for upper division courses.
- Limit the number of non-matriculated students in each course to one third of the total FTEs.
- Non-matriculated students will be identified by the Fee Pay Status code assigned to the upper division course, not the “I” Program Intent Code.
- Only colleges accredited at the applied baccalaureate level, or who have informal candidacy at the applied baccalaureate level, can offer 300 and 400 level courses.
- College course offerings at the 300 and 400 level are limited to those required for the accredited degree.
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