Terms and Definitions
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| Associate Degree Programs |
| Associate Degree Programs consist of planned academic curriculum programs leading to an Associate in Arts (A.A.), Associate in Fine Arts (A.F.A.), Associate in Science (A.S.), or an Associate in Applied Science (A.A.S) degree. |
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| Basic Skills Programs |
| Basic Skills Programs include Adult Basic Education (ABE), a program of basic educational skills for adults aged 16 or older who are out of school, who have not graduated from high school and who function at less than the ninth grade level of competency; General Educational Development (GED), a program of instruction designed to prepare adult students to pass the GED test that leads to a high school diploma equivalency; Adult High School Diploma (AHS), a program of instruction offered cooperatively with local public school systems to help adult students earn an Adult High School Diploma; Compensatory Education (CED), a program of instruction providing basic education skills for mentally disabled adults; and English as a Second Language (ESL), a program of instruction to help adults who have limited or no proficiency in the English language. |
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| Certificate Programs |
| Certificate Programs are curriculum programs designed to provide entry-level employment training. Certificate programs range from 12 to 18 semester hour credits and can usually be completed within one semester by a full-time studen |
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| Clerical staff |
| Clerical staff includes those whose assignments are typically associated with duties which are clerical/ secretarial in nature. Staff in this category are responsible for internal and external communications, recording and retrieval of information (not to include computer operator/programmer), and other office work, such as bookkeepers, typists, data entry operators, bookstore clerk, library clerk (not recognized as a librarian), secretaries, etc. |
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| Community Service Programs |
| Community Service Programs consist of single courses, each complete in itself, that focuses on an individual’s personal or leisure needs rather than occupational or professional employment. The cultural, civic, and visiting artist components of this program meet community needs by providing lecture and concert series, art shows, the use of college facilities by community groups, providing speakers to community organizations, and visiting artist activities for college communities. |
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| Curriculum Programs |
| Curriculum Programs are a wide variety of planned educational programs, which range in length from one semester to two years. These programs lead to certificates, diplomas or associate degrees, depending on the nature of the curriculum. Curriculum programs include certificate, diploma, Associate in Applied Science, Associate in Arts, Associate in Fine Arts, Associate in Science and Associate in General Education programs. |
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| Diploma Programs |
| Diploma Programs are designed to provide entry-level employment training. Diploma programs range from 36 to 48 semester hour credits and can usually be completed by a full-time student within two semesters and one summer session. Associate degree level courses within a diploma program may also be applied toward an Associate in Applied Science degree. |
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| Continuing Education (Extension) Programs |
| Continuing Education (Extension) Programs are comprised of non-credit courses related to occupationally specific areas such as fire service, law enforcement and emergency medical training, community service, business and industry, and adult basic skills education. |
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| Faculty |
| Faculty includes staff whose primary responsibilities are instructional and involve guiding/directing the learning experiences of students in an instructional environment. |
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| Full-Time Equivalent Curriculum Annual Budget |
| Full-Time Equivalent Curriculum Annual Budget is based on class membership for 16 hours of class, shop, or laboratory per week for 32 weeks, the number of weeks in the Fall and Spring semesters, 2003-04. To determine the annual FTE, the total membership hours reported for the year are divided by 512. To calculate FTE for a single class or section take the total contact hours and multiply by the total number of students at the 10% point and divide by 512. Example: ENG-111 is a 48 total contact hours for the semester. 48 hours X 16 students = 768 divided by 512 = 1.5 FTE. |
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| Full-Time Equivalent Extension Annual Budget |
| Full-Time Equivalent Extension Annual Budget is computed by dividing the total membership hours reported by 688. The reporting periods used for computing the extension budget FTE are Spring, Summer, and Fall semesters. |
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| Focused Industry Training (FIT) Program |
| Focused Industry Training (FIT) Program is a grant-funded training service. The primary purpose of the program is to provide additional resources to the colleges to allow them to offer occupational classes in critical industrial skills when the enrollment may be small, or costs higher than usual. Classes supported with these funds do not generate budget FTE. |
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| Human Resources Development Program (HRD) |
| Human Resources Development Program (HRD) is an instructional program targeting unemployed and underemployed adults. The core curriculum for HRD training is focused on the assessment and development of employability competency skills that have been identified as essential for the workplace. The core curriculum for HRD training includes, but is not limited to, the following components: traditional self-esteem and goal-setting activities, career exploration/planning of educational/employment opportunities, resume/application preparation, interviewing techniques, job referrals/placements, basic skills review, placement test review, and study skills/making the grade strategies. Some local HRD programs offer short-term skills training classes in the areas of computer literacy, clerical/word processing, customer service representative, child care, home health care, hospitality/tourism, and other skills training that match local workforce needs |
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| Learning Laboratory Programs |
| Learning Laboratory Programs consist of self-instruction using programmed texts, audio visual equipment, and other self-instructional materials. A learning laboratory coordinator has the function of bringing the instructional media and the student together on the basis of objective and subjective evaluation and of counseling, supervising, and encouraging persons working in the lab. |
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| New and Expanding Industry Programs |
New and Expanding Industry Programs provide for the training needs of new industries that are moving into the state and also for existing industries undergoing a major expansion which results in the need for additional skilled workers. |
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| Non-Occupational Self-Supporting Programs |
| Non-Occupational Self-Supporting Programs consist of courses which the college may provide at the request of the community but for which the college receives no budgetary credit. Athletics, games and hobby courses fall into this category. The cost of such activities is borne exclusively by the participants or some contracting agency. |
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| Occupational Regular Budget Programs |
| Occupational Regular Budget Programs are extension courses designed for the specific purposes of training an individual for full- or part-time employment, upgrading the skills of persons presently employed, or for retraining others for new employment in occupational fields. |
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| Occupational Self-Supporting Programs |
| Occupational Self-Supporting Programs are occupationally related courses which the college may provide at the request of the community but for which the college receives no budgetary credit. The cost of such activities is borne exclusively by the participants or some contracting agency. |
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| Regular Budget Programs |
| Regular Budget Programs include all programs in the Curriculum and Regular Budget Extension Areas (Basic Skills and Occupational Regular Budget). |
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| Special Credit Student |
| Special Credit Student an individual who does not want to earn a degree, diploma or certificate, but wishes to enroll in classes will be classified as a special credit student. |
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| Transitional Curriculum Programs |
| Transitional Curriculum Programs are those programs that do not lead to a formal award. They include Special Credit, Huskins Bill high school, and Dual Enrolled high school programs. |
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| Unduplicated Headcount |
| Unduplicated Headcount is the number of individuals enrolled in curriculum or extension programs. A student is counted only one time in any statistic but may be counted more than one time across statistics. For example, a student enrolled in both the curriculum and extension program areas is counted once in both statistics, but is counted only one time in the college’s total enrollment statistic. Because of this, the sum of the enrollments in each program may exceed the totals and subtotals. |
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