Thesis statistics help
LCC does a disproportionate amount of noncredit training and tends to get a disproportionate amount of this funding as well. The directors are using their Six Sigma institute to examine their own business practices and cost structure. In order to achieve revenue growth, they are managing open enrollment more efficiently and developing a business plan that will return profit to the college rather than just operating in a cost recovery climate. Noncredit courses do not go through the curriculum committee. Program developers watch for course duplication, and if there is none the course is recorded at the college and included in the schedule of available courses. Certificates earned do not appear on student transcripts but the college tracks the number of certificates awarded. There is no single data system for noncredit education since the credit system determined the way that the database was set up.
Jobs Challenge funds require an integrated database, so the system is being modified to include noncredit fields. Noncredit students are seen as feeder students for the credit program. The college takes a more global view of issues rather than looking through the credit or noncredit lens. The advantage from blending credit and noncredit education is that silos are broken down and skill sets overlaps. Noncredit education is seen as a showcase for the college, part of a seamless continuum of educational opportunities and a source of feeder students. Washington State Community College Marietta, Ohio Program organization. Washington State Community College (WSCC) is small and does not support a large administration.
The chief academic officer has oversight over all credit programs and also serves as dean of the arts and sciences division. Noncredit education is housed within the Center for Business and Technology and has its own director.
There are two reporting lines, one from credit education and one from noncredit. The college attaches credit to programs as much as possible because it receives reimbursement only for credit courses. Funds for the noncredit division come from grants, such as the Targeted Industry Grant, which is aimed at manufacturing and health.
The college also goes out on its own to procure as many contracts as it can. The state sets limits on how much tuition can be increased: at most six percent yearly. The Center for Business and Technology has access to and can hire both full- time credit and adjunct faculty.
Faculty must show competency in the subject matter and have 10 years of experience in the field in order to be hired. The curriculum committee for new classes uses a six-month process. It makes a decision about whether a course is to be credit or noncredit based on what makes more sense to the consumer and what serves the consumer better. Noncredit thesis statistics help classes have moved to credit but it is rare for credit courses to become noncredit. The State Board of Regents required reporting enrollment numbers from noncredit courses starting in July of 2005. WSCC focuses on the adult learner, age 25 and older. According to the thesis statistics help coordinator of the noncredit programs, students are recruited into the credit program by bringing them onto the campus for noncredit courses. The chief academic officer confirmed that a good percentage of students in noncredit take credit classes as well. Noncredit education is seen as a critical role of the community college, one of five missions of WSCC. Two-thirds of the college is concerned with economic development and preparing people for the workforce.
Since Cy-Fair College is new, it had great latitude in how to structure its noncredit programs.
It created a structure where the noncredit and credit programs are integrated within departments by content area, with the intention of creating collaboration and better meeting the full spectrum of student needs. The college created a position for a dean of new program development and corporate training to handle work with corporations and serves as the continuing education liaison responsible for coordinating the continuing education program managers from across the departments. There are five main divisions that are overseen by deans who report to the college vice president of student learning. Each dean is responsible for academics, workforce continuing education, and avocational continuing education. The state provides support for both credit and noncredit education. The college sets its noncredit tuition level and has an agreement to keep it at the same level as other colleges thesis statistics help in the district (which is about 1,400 square miles). Whether a course is offered as workforce noncredit or leisure is determined by the state guidelines in the Workforce Education Course Manual (WECM). It is relatively easy for the college to offer a new noncredit course. In contrast, a new course in the credit division must be part of a program of study. It takes at least one year to get a program approved. It is common for courses to thesis statistics help change from noncredit to credit. Since the timeline to add courses in the credit division is so long, courses are sometimes offered first as noncredit. Noncredit courses appear on a transcript that is separate from the credit transcript.
The college gives certificates for each course successfully completed and is moving 81 toward providing certificates for completing a series of courses. The district office, which is comprised of five community colleges, seven satellite centers, and the University Center, handles all of the state reporting. It has the capacity, however, to review information on noncredit education broken out by leisure, workforce, ESL, and even to the subject level. However, the population is so diverse that it is hard to distinguish a pattern. Tyler Junior College Tyler, Texas Program organization. There is a very close working relationship among the schools, and the deans meet together weekly. The college is closely connected to the regional workforce system, including the Chamber of Commerce, the Workforce Investment Boards, and the Tyler Economic Development Council. It uses its noncredit programs to both serve the economy of the region and provide a pathway for students not yet ready to enroll in its credit programs.
There is a fair amount of sharing of resources and faculty, mostly among the vocational faculty. Tuition and fees are the source of funding for noncredit education. The SCS operates as a full cost recovery model and generates revenue for the college. It receives general funds from the college in the form of a loan which is repaid with an additional 40 percent overhead as rent. It tries to set tuition rates at a reasonable level, but needs to recover costs and have enough to pay for the development of new classes. The state maintains a centralized bank of curriculum and the college curriculum committee process has waned during the years. If a course is not available from the bank, the SCS will develop a special topics course which may eventually get turned into a regular course.