Planning and Information
Purpose: To provide MIS information to program chairs and coordinators in a way that is concise, easy to access, and useful.
General: These data sets are based on the needs identified for the program review format that is being piloted in 2007-08. They should also be used for developing unit plans.
Using this Report. Information about the data provided in each part of the report is provided below:
Part A - Demographics
Part B - Department/Program Success, Retention, Efficiency
Part C - Degrees and Certificates Awarded
The first part of this section shows the number of degrees and certificates awarded within the discipline. This information is provided for a three year period and includes the following categories: Associate of Arts/Associate of Science (AA/AS) degrees, Certificates of Achievement (CA), Certificates of Completion (CC), and Certificates of Enrollment (CE). The second part of this section shows the number of degrees and certificates awarded by the college. This information is provided to the programs for comparison purposes.
Part D - Number of Courses Offered: Enrollment/Fill/Success Rates
This shows a three-year history of courses offered within the program/discipline. This information includes the number of sections, total enrollments, success rate, and fill rate.
Part E - Student Success
The objective of this part of the report is to indicate whether there are unique factors in the specific program or discipline that cause students to be more or less successful than they are at the college as a whole. This part provides student success percentages by gender, age, cumulative grade point average (GPA), and race. The Student Success percentage is defined as the number of students receiving a grade of A, B, C, CR divided by the number receiving a grade of A, B, C, D, F, CR, NC, W, I. The Cumulative GPA comparison shows the percentage of students with GPAs within specified ranges. The idea is to highlight unique factors in the program or discipline that might contribute to student success rates that vary from the college norm. Additionally, for comparison purposes, student success information for the college as a whole is also shown.
Part F - Faculty Demographics
This table shows the age and ethnicity data for the faculty teaching within this program/discipline. It is broken down into full and part time categories.
Part G - Faculty Load
The first part of this section shows the faculty load distribution within the program/discipline for the fall semester for the past three years. Load is a work unit value assigned to faculty assignments based on Article VII Work Load of the BCEA Faculty Contract. This information is in load credits (in most cases one class equals 10 load credits). One hundred load credits equals 1.0 FTEF. Categories include the Total, Full-Time, Overload/Load Bank, Part-Time, Voluntary Overload, and Contract Services. Voluntary Overload is load earned by faculty members for sections taught with out pay by design. Contract Services is load is earned by companies doing contract work with Butte College such as Chico Beauty College. The second part of this section shows the faculty load for the college. This information is provided for comparison purposes.
In the future we will change the load credits into percentages to make this information more easily transferable into FTES.
Part H - SURE Report Data
The SURE Report data compares FTES revenues generated by a program/discipline to its direct costs. Also shown is a revenue-to-cost ratio. Programs with a ratio of greater than one are generating more in FTES revenue than they cost. Programs with a ratio of less than one are costing the District more than they earn. The cost data only includes direct costs faculty, supplies, etc. It does not include indirect costs such as administrative support, technology, facilities, utilities, etc. Overall, the programs must generate significantly more than they earn for the District to maintain its financial viability. There are many factors that impact this report. These include number of full-time faculty, number of associate faculty, pedagogical caps, room caps, amount of lecture and lab, and the cost of supplies required by the program. For this reason the ratio is worthwhile for departments to use to determine trend data. However, it not as useful for comparing departments to one another based on the large number of variables upon which it is based.
Part I - Program Percentage of Total District FTES
This section shows the percentage of the total District FTES that is generated by the program/discipline.