Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
DRAFT ‐ November 16, 2010
Enrollment Management Plan ‐ Draft
2011‐2014
The Enrollment Management Committee is charged with understanding and applying information about students, college services, instruction, and internal and external factors that support student success from recruitment through becoming successful alumni (meeting specific student goals) through the use of data and data analysis. The Enrollment Management Committee will develop processes to assess the progression and attainment of individual student goals.
2
Contents Background ................................................................................................................................................... 3
Guiding Principles for Enrollment Planning .................................................................................................. 3
Philosophy Framework ................................................................................................................................. 4
Planning Assumptions ................................................................................................................................... 4
Service Area .......................................................................................................................................... 4
Demographic Focus ............................................................................................................................... 5
Student Success ............................................................................................................................................ 6
Strategies ...................................................................................................................................................... 6
I. Student Success Strategies ................................................................................................................ 6
II. Scheduling Strategies ........................................................................................................................ 6
III. Support Services Strategies .............................................................................................................. 6
IV. Outreach Strategies ......................................................................................................................... 7
Strategy Implementation .............................................................................................................................. 9
Key Performance Indicators .................................................................................................................... 13
3
Background At Orange Coast College we believe that although there are external factors beyond our control,
enrollment can be strategically influenced by internal actions through strategic enrollment management
planning. This enrollment management plan provides a framework for intentionally utilizing marketing,
scheduling, staffing, and pedagogy in a strategic way in order to:
Identify and Meet Enrollment Goals
Improve and Expand Student Support Programs
Increase Diversity
Ensure Access
Increase Retention, Success (Transfer), and Graduation Rates
Guiding Principles for Enrollment Planning The enrollment management plan will:
Support OCC’s Mission & Values (Community, Learning, Access, Stewardship, and
Sustainability). (once strategies are solidified link them to Values or add category to
show where it maps to)
Use data as supporting evidence.
Be revised on an annual basis:
Review progress towards goals.
Analyze changes in base data and data trends.
Review plan with the District Enrollment Management plans.
Modify plan as needed.
4
Philosophy Framework National Goal‐ President Obama’s College Completion Goal (2/24/2009) is to increase college
graduation to 60% for all adult citizens by 2025 (at least a two‐year degree).
State Legislation (SB 1440 ‐ Student Transfer Achievement Reform [STAR] Act) Commencing with the 2011‐2012 academic year, SB 1440 requires a community college district
to grant an associate degree for transfer to a student in that student’s field of study once a
student has met degree and transfer requirements for a particular major. Upon completion of
the transfer associate degree, the student is eligible for transfer with junior standing into the
California State University (CSU) system. Students will be given priority consideration when
applying to a particular program that is similar to the student’s community college area of
emphasis. The bill prohibits a community college district or campus from adding local course
requirements in addition to requirements of the STAR Act, and prohibits the CSU from requiring
a transferring student to repeat courses similar to those taken at the community college that
counted toward their associate degree for transfer.
State Chancellor’s priority‐ In communications from the State Chancellor’s Office (2009),
California Community Colleges should prioritize their offerings based on:
Transfer
Career & Technical Education
Basic Skills
Community College League of California‐The League’s Commission on the Future is establishing
the case for a significant increase in graduates by one million AA degrees by 2020. Based on the
League’s goal, OCC projects it will have to confer an additional 16,000 degrees by 2010.
Coast District – OCC’s plan will need to align with the District’s Vision 2020 and District
Enrollment Management Committee goals.
Planning Assumptions
Service Area Orange Coast College’s official service area is within the Coast Community College District: Costa Mesa,
Huntington Beach, Newport Beach, Seal Beach, Westminster as well as selected areas of Garden Grove
and unincorporated portions of Orange County.
Based on data provided by the Cambridge West Group (2008), OCC’s effective service area is within a
7.5 mile radius from the campus. The cities within this effective service area having the highest
projected population growth in Orange County through 2030 are Orange, Santa Ana, Irvine, Garden
Grove and Anaheim.
5
OCC’s non‐resident students are comprised of both out of state students and international students:
◦ Out of state students comprised 2% of the student population in fall 2008 (n = 483). Out
of state students have doubled since the early 2000’s (Orange Coast College Atlas, 2008‐
09).
◦ Enrollment of International/non‐immigrant visa students totaled 991 in fall 2000 and
began to decline in fall 2001. Enrollment reached a low of 533 in fall 2005. As of fall
2009, OCC enrolled approximately 950 international/non‐immigrant students (fall 2009),
a 78% increase over fall 2005 (Orange Coast College Atlas, 2008‐09).
Demographic Focus High School Graduates in Orange County
◦ The number of high school graduates will begin to decline in 2011‐2012 with a overall
projected decrease of 8% by 2015 (State of California Department of Finance
projections, 2008).
Age 25 ‐64 year olds in Orange County
◦ 20.5% have not obtained a HS diploma (US Census Bureau, 2000).
◦ 23.3% reported some college as their highest level (US Census Bureau, 2000).
◦ 43% have an associate’s degree or higher with OCC’s service area ranging from 29.6%
(Westminster) to 70.6% (Newport Beach) (US Census Bureau, 2000).
Ethnicity
◦ By 2020, Latinos are projected to be the largest ethnic group in OC; comprising 41% of
the population. Seventy‐one percent of the current Latino population is under 34, and
50% is under 24 (Orange County Workforce Indicators 2010‐11).
◦ OCC’s official service area is projected to have a Latino population increasing to 48%,
the Asian American / Pacific Islander population increasing to 18%, and the Caucasian
population is decreasing to 30% by 2030 (State of California Department of Finance
projections, 2008).
The Lumina Foundation’s A Stronger Nation through Education (2010) report contends
colleges must increase college success with the 21st Century Students to reach
completion/attainment goals The 21st Century Student includes:
◦ Working adults.
◦ Low‐income.
◦ First generation.
6
◦ Students of color.
Student Success The primary definition of student success for the purposes of enrollment management is the completion
of a degree, certificate, or program of study that leads to transfer or career success.
As a comprehensive community college, we also value personal enrichment.
Strategies
I. Student Success Strategies 1. Study transfer velocity data to determine the length of time it takes to complete a degree,
certificate, or program of study that leads to transfer or career success. Define the baseline
then establish performance goals:
a. Define baseline data and establish goals for decreasing the length of time it takes to
complete the primary definition of success (see above) for full‐time students.
b. Define baseline data and establish goals for decreasing the length of time it takes to
complete the primary definition of success (see above) for part‐time students.
(Note: Need to consult with IR to see whether or not A&B can be determined)
2. Study course success and retention rates and persistence rates, define a baseline, and establish
performance goals.
3. Schedule town halls/open forums to discuss student success.
4. Institutionalize Student Success Initiatives (tutoring, early alert, supplemental instruction,
learning communities, etc.).
5. Support programs that enhance student success both inside and outside of the classroom
(library, counseling, co‐curricular activities, health services, etc.).
II. Scheduling Strategies 1. Implement core curriculum plan through the departments and schedule course offerings
accordingly.
2. Explore non‐credit and fee‐based options.
3. Schedule to meet State and District FTEs targets.
III. Support Services Strategies 1. Develop an online version of the Answer Center to expand on existing Answer/Welcome Center.
7
2. Communication:
a. Survey students to determine the preferred method of communication (i.e. text
messaging, email, phone, etc.).
b. Implement technology to provide relative communication delivered just‐in‐time
according to students’ needs/interests.
3. Referrals
a. Create an ombudsman position.
b. Develop a campus‐wide referral plan/procedure.
4. Increase available data through technology:
a. Revise the admissions application to collect more information regarding students’
educational goals, major, etc.
b. Build external colleges’ catalogs in Banner so that students’ in‐coming transfer work can
be entered in the database.
c. Implement an online degree audit system, which includes an online Student Education
Plan (SEP).
d. Develop reports to identify courses students need to complete their
degrees/certificates.
e. Sign on with the Clearinghouse to track students who transfer to other
colleges/universities.
f. Enforce all prerequisites campus‐wide.
g. Update students’ program of study in Banner once they have met with a counselor and
have an SEP.
h. Review the registration priority policy and adjust to align with Enrollment Management
Plan priorities.
IV. Outreach Strategies 1. Coordinate all outreach activities through the Outreach Support Center (activities, outreach
events, publications, etc.).
2. Develop relationships/partnerships with UCI, CSUF, and CSULB to ensure transferability of OCC
courses.
3. Collect recruitment data and develop a plan to utilize the Banner recruitment module for
tracking recruitment.
8
4. Develop a plan for stronger partnerships with high schools in official service area:
a. SOAR (High school senior program).
b. Assessment Testing (juniors/seniors) in the high school and analyze results to determine
college readiness.
c. Develop summer boot camp programs for students who test at remedial level
math/English.
5. Develop an international recruitment plan.
6. Develop an outreach plan to target the 21st century student as define by the Lumina Foundation
and OCC’s defined service area (see above).
9
Strategy Implementation I. Student Success Strategies Responsible Party Timeline Key
Performance Measure #
Study transfer velocity data to determine the length of time it takes to complete a degree, certificate, or program of study that leads to transfer or career success. Define the baseline then establish performance goals.
Institutional Research Divisions/Programs
Baseline for initial goals established by end of spring 2011 and measured each year at end of fall to reflect prior spring
I.1 I.1a I.1b
Study course success and retention rates and persistence rates, define a baseline, and establish performance goals.
Departments, disciplines, and divisions
Program Review 3 year timeline (PR would be enhanced to add performance goals and then measure them)
I.2
Schedule town halls/open forums to discuss student success.
Staff Development Every semester beginning spring 2011 for 3 consecutive semesters (to see how it is working)
Institutionalize Student Success Initiatives (tutoring, early alert, supplemental instruction, learning communities, etc.).
Office of the President, College Council, College Budget Committee, Student Success Center
Developed and implemented by end of May 2012 because grant runs out October 1, 2012
I.4
Support programs that enhance student success both inside and outside of the classroom (library, counseling, cocurricular activities, health services, etc.). What would be the baseline for a student in a given population to assure that they have sufficient services to succeed? Establish the baseline.
Office of Instruction,Offices of Student Services with delegation out to the divisions and departments (may be part of re‐org w/creation of new division structures to help support this [ie‐Dean of Student Success] – discussion should continue throughout spring semester)
Based on setting performance goals in baseline in Program Review Should be reported back to EMC for integration into enrollment planning
TBD
10
II. Scheduling Strategies Responsible Party Timeline Key Performance Measure #
Implement core curriculum plan through the departments and schedule course offerings accordingly.
Divisions Work through the plan in Spring 2011, start using plan in Fall 2011 when scheduling for Spring 2012
II.1
Explore noncredit and feebased options Increase/decrease on community needs to generate revenue.
Divisions, Community Education
II.2
Schedule to meet State and District FTES targets.
Office of Instruction, Divisions
Each semester
11
III. Support Services Strategies Responsible Party Timeline Key Performance Measure #
Development an online version of the Answer Center to expand on existing Answer/Welcome Center.
Outreach Support Center, Director of Enrollment Services
Dec. 2011 – draft Spring 2012
III.1
Survey students to determine the preferred method of communication (i.e. text messaging, email, phone, etc.).
Vice President of Student Services, Institutional Effectiveness
December 2010 (in‐progress)
Implement technology to provide relative communication delivered justintime according to students’ needs/interests.
Tech Committee, Vice President of Instruction, Vice President of Student Services, Vice President of Administrative Services
Fall 2012
Create an ombudsman position. President Identify by Spring 2011
Develop a campuswide referral plan/procedure and survey students to establish baseline and subsequent surveys to assess effectiveness.
Ombudsman December 2011 III.3b
Revise the admissions application to collect more information regarding students’ educational goals, major, etc.
Institutional Effectiveness, Director of Enrollment Services, District Information Technology
December 2011
Build external colleges’ catalogs in Banner so that students’ incoming transfer work can be entered in the database. (Step 1)
Enrollment Services, District Information Technology, Vice President of Instruction
December 2011
Implement an online degree audit system, which includes an online Student Education Plan (SEP). (Step 2 dependency on Step 1)
Vice President of Instruction, Vice President of Student Services, Dean of Counseling, District Information Technology
December 2012
Develop reports to identify courses students need to complete their degrees/certificates. (Step 3)
Institutional Effectiveness, Vice President of Instruction
Spring 2013
Sign on with the Clearinghouse to track students who transfer to other colleges/universities.
Institutional Effectiveness Spring 2011
Enforce all prerequisites campuswide.
Vice President of Instruction, Vice President of Student Services, Associate Dean of Student Services
Spring 2013
Update students’ program of study in Banner once they have met with a counselor and have an SEP.
Dean of Counseling, Vice President of Student Services
Spring 2011
Review the registration priority policy and adjust to align Enrollment Management Plan priorities.
Enrollment Management Committee
Fall 2011
12
IV. Outreach Strategies Responsible Party Timeline Key Performance Measure #
Coordinate all outreach activities through the Outreach Support Center (activities, outreach events, publications, etc.).
Outreach Support Center On‐going
Develop relationships/partnerships with UCI, CSUF, and CSULB to ensure transferability of OCC courses.
Transfer Center, President On‐going
Collect recruitment data and develop a plan to utilize the Banner recruitment module for tracking recruitment.
Outreach Support Center On‐going IV.1
Develop a plan for stronger partnerships with high schools in official service area for Senior Orientation Assessment Registration (SOAR) program.
President On‐going IV.4a IV.4c
Test (juniors/seniors) in the high school and analyze results to determine college readiness. Establish baseline for future assessment.
Associate Dean of Student Services. Matriculation Office, Institutional Effectiveness, Vice President of Instruction, Vice President of Student Services
Summer 2011 2010 (Baseline)
IV.4b
Develop summer boot camp programs for students who test at remedial level math/English/Reading. Establish baseline for future assessment.
Vice President of Instruction, Curriculum, Counseling
Summer 2011 IV.4c
Develop an international recruitment plan.
Associate Dean of Student Services
Summer 2011
Develop an outreach plan to target the 21st century student as define by the Lumina Foundation and OCC’s defined service area.
Outreach Support Center Summer 2011
13
Key Performance Indicators KPI # Student Success
Strategies
Baseline Spring 2011
Goal Performance Summer
2011
Performance Fall 2011
Performance Spring 2012
I.1 Study transfer velocity
data to determine the
length of time it takes
to complete a degree,
certificate, or program
of study that leads to
transfer or career
success. Define the
baseline then establish
performance goals.
√
Determined by individual programs by end of Spring 2011
Not able to measure much but will probably be primary semester measurementsand need to measure every semester
I.2 Study course success
and retention rates and
persistence rates in
Program Review, define
a baseline, and
establish performance
goals.
Established in Program Review
Element of Program Review
I.Ia Define baseline data
and establish goals for
decreasing the length
of time it takes to
complete the primary
definition of success
(see above) for full‐
time students.
I.1b Define baseline data
and establish goals for
decreasing the length
of time it takes to
complete the primary
definition of success
(see above) for part‐
time students.
I.4 Institutionalize Student
Success Initiatives
(tutoring, early alert,
supplemental
instruction, learning
communities, etc.)
Define baseline data
and track performance
of Title III goals.
Already defined in Student Success Grant and tracked yearly through the grant. Need to define the Institutionalization plan and how we would, from a staffing view point, organize it &
Institutionalization plan needs to be “flushed out” by end of Spring 2011 and fully implemented by end of Spring 2012
14
assure the financing
II.1 Schedule course
offerings according to
the core curriculum.
Establish baseline once
core is defined, track
and align course
offerings to students’
needs.
Measured every fall & spring (after determining how to measure it)
15
KPI # Student Success Strategies
Baseline Spring 2011
Goal Performance Summer
2011
Performance Fall 2011
Performance Spring 2012
II.2 Identify non‐credit and fee‐
based options. Increase fee‐
based options according to
community education
business plan.
III.1 Develop and track usage of an
online version of the Answer
Center to expand on existing
Answer/Welcome Center.
TBD once available
III.3b Develop and track
usage/efficiency of a campus‐
wide student referral
plan/procedure and
documents.
TBD once available
IV.4b Test (juniors/seniors) in the
high school and analyze
results to determine college
readiness.
Establish baseline for future
assessment.
IV.4c Develop summer boot camp
programs for students who
test at remedial level
math/English/Reading.
Establish baseline for future
assessment.
Support of Part Time Faculty Resolution
Nov 30, 2010
Moved by Senator Rick Boone
Seconded by
Senator Tom Dowling
Whereas, Part time faculty are not systematically trained on common practice or processes at our college. Whereas, Newly hired part time faculty are not commonly given a professional mentor for guidance and department integration. Whereas, Division offices usually close after “normal” hours, restricting part time faculty access. Whereas, The College has no consistent, cross-divisional process for scheduling part time faculty or meeting contract obligations. Be it resolved that the Academic Senate of Orange Coast College supports the training of part time faculty to become more knowledgable of college culture and processes and to support them in the pursuit of full time teaching positions. Be it resolved that the Academic Senate of Orange Coast College supports a part time faculty office that allows for “after hours” use and universal access for all part time faculty. Be it resolved that the Academic Senate of Orange Coast College supports the creation of a best practice for scheduling part time faculty that meets or exceeds contractual obligations and allows for a transparent scheduling process.
42nd FALL SESSION RESOLUTIONS 2010 Fall Plenary Session
Final Resolutions
1.05 F10 Creation of a Part-Time Faculty Member of the Year Award Denise Cabanel-Bleuer, Orange Coast College Whereas, California community college part-time faculty are invaluable partners in ensuring student success by providing high quality instruction and dedication to their profession; Whereas, California community college part-time faculty contribute significantly to campus enrichment through activities such as serving on committees and as faculty advisors and participating in departmental, divisional, and campus-wide activities such as curriculum development, assessment, and program review; and Whereas, There are various awards that recognize faculty excellence that, although open to all faculty, historically advantage full-time faculty; Resolved, That the Academic Senate for California Community Colleges create a yearly award for a part-time faculty member that recognizes excellence in teaching and outstanding contributions to the campus environment and to student success and that the award amount and presentation be consistent with other comparable faculty awards given by the Academic Senate for California Community Colleges. MSC Disposition: Local Senates Assigned: Standards and Practices Committee
13.05 F10 Providing Part-time Faculty with Adequate Resources and Support Jon Drinnon, Merritt College, Area B
Whereas, Community college budgets have been cut and resources and support limited for all faculty; Whereas, Part-time faculty are particularly vulnerable to resource and support cuts since they have limited presence on campuses and often limited political power to protect and maintain an adequate level of resources and support; and Whereas, Colleges and districts have a duty to protect academic integrity by maintaining the resources and support that all faculty, both full- and part-time, need to be effective educators; Resolved, That the Academic Senate for California Community Colleges work with its educational partners to advocate for a level of resources and support for part-time faculty that can maintain an adequate teaching environment for them and learning environment for our community college students. MSC Disposition: Local Senates, CoFO Assigned: President
13.09 F10 Best Practices: Integrating Part-time Faculty into Shared-Governance Brian Sos, San Diego City College
Whereas, The Academic Senate for California Community Colleges is committed to professionalism for all faculty as an essential element in providing students with excellent educational opportunities, services, and instruction as recommended in Part-Time Faculty: A Principled Perspective (adopted Spring 2002); and Whereas, The Academic Senate is committed to integrating part-time faculty into senate activities at the local and state level as stated in Part-Time Faculty: A Principled Perspective (2002); and Whereas, The 2008 Educational Policy Committee found that most academic senates across the state appear to provide dedicated representation for part-time faculty (72.7%), but “Part-time Faculty: Where Are We Now?” (Rostrum, December 2008) noted that the presence of one or two part-time faculty serving on a local senate is a far cry from meaningful involvement of part-time faculty in the intellectual life of the institution; and Whereas, No guidelines have been provided by the Academic Senate to aid local senates in developing bylaws that encourages recruitment, retention, and mentoring for integrating part-time faculty into senate activities; Resolved, That the Academic Senate for California Community Colleges administer a comprehensive survey soliciting quantitative and qualitative information about local senates’ bylaws and best practices regarding the recruitment, encouragement, and inclusion of part-time faculty in the voice of the academic senate through such means as local senate executive committee participation, department representation, compensation, voting or non-voting status, and inclusion on senate and local committees; and Resolved, That the Academic Senate for California Community Colleges compile and disseminate information regarding participation of part-time faculty via a paper, Rostrum articles, or other appropriate venues, and report on the progress of the resolution at the Fall 2011 Plenary Session. MSC Disposition: Local Senates Assigned: Relations with Local Senates Committees
Student Success CORE Scheduling Process and Definitions
Step 1: Identify by marking with a “X” otherwise, leave blank for not applicable
GE = General education courses that fulfill general education requirements (AS, Option 1, Option 2, Option 3 or any future general education pattern), but are not specially required to complete the general education. These courses are NOT required by any certificate or transfer major. Additional priority should be given to courses on multiple general education patterns and multiple areas on those patterns.
Examples: Biol 101, Music 105 & Chemistry 100 are NOT required by any transfer major but are general education classes.
Golden Four: are courses in areas A1, A2, A3, and B4 of the CSU GE Breadth. In the IGETC GE Breadth, courses are in 1A, 1B, 1C and area 2. Step 2: Recording instructions specified below
Which Major? 1. Identify the courses – abbreviate each course name 2. If a course qualifies across all disciplines record as “Multiple”
Major/ Certificate Requirement Career and certificate programs (pages 68-150 catalog) Number of Students in Major No data available - Estimate SB 1440 Leave blank- will be identified in spring 2011
Example -Drawing: Photography (PHOT), Fashion (FASH), and Architecture (ARCH).
Example – Math and English courses that qualify as a requirement for a majority of courses offered (Other departments that use the course as a prerequisite for their program): Record “multiple” - if the list of majors/courses is longer than (5) five.
Step 3: Identify by marking with a “X” otherwise, leave blank for not applicable
EX = Exploration Courses that help student decide on their major. Each department should designate a course that will help students explore a major in that field of study
EE = Early Enrollment Foundation courses that begin and/ or continue a sequential group of required courses. The higher the sequence of courses that the course fulfills, the higher the priority the course should be. Not taking this course during a student’s first semester at OCC will likely delay goal attainment (AA, AS, Certificate, Transfer)
Major Prerequisite (Articulated Major Requirements) These courses should be articulated to the local feeder universities. They will be listed on Assist.org. ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.
EX Examples: Counseling 120, Allied Health 010, FN 100, Fash 115, Marsc 100, Intro to many subjects. EE Examples: Basic skills, ESL, Transfer major or certificate prerequisites.
GE1: AA General Education – Option 1 pages 44-45 catalog GE2: AA General Education - Option 2 page 43 catalog GE3: AA General Education – Option 3 pages 46-47 catalog ASGE: Associate of Science Graduation Requirement pages 48-49 catalog Golden Four: (Option -2 Area A1, A2, A3 and B4) page 44 catalog AAGR: AA Graduation Requirements page 42 Catalog
12/1/10 (Pilot Run)
Step 4: Identify by marking the appropriate column with a “X” otherwise, leave blank as not applicable
Tier I Values major preparation and exploration (determining a major). Courses that should be offered every semester; often with multiple sections
Tier II Values General Education and CTE courses that must be offered in sequence or program integrity and/ or student completion, but not necessarily every semester
Tier III Values personal development, personal (non major) development & community access Additional Definitions:
Actual Waitlist Number of students’ waitlisted on the 1st day of class Cumulative Waitlist Number of students’ who added themselves to the waitlist at any time during
the registration cycle
Orange Coast CollegeDepartment Priority Table Pilot Run 12-1-10 through 12-10-10Department: XXXXX
Cour
se P
refix
and
Num
ber
EX-E
xplo
ratio
nEE
-Ear
ly E
nrol
lmen
t
Maj
or P
rere
quisi
te
SB14
40 M
ajor
Req
uire
men
t
Maj
or/C
ertif
icate
Req
uire
men
t
Whi
ch M
ajor
?
Numbe
r of S
tude
nts i
n M
ajor
*
GE #1
GE #2
GE #3
ASGE
Golde
n Fo
urAA G
radu
atio
n Re
quire
men
t
Wai
t List
-- A
ctua
l wai
tlist
num
bers
Wai
t List
-- C
umul
ativ
e
Numbe
r of S
ectio
ns
Numbe
r of S
eats
offe
red/
Sem
este
r
Tier
I
Tier
IITi
er II
I
Course Name 77 535 3 730Course Name 8 57 1 165Course Name 46 149 3 75Course Name 4 22 1 24Course Name 19 75 1 54Course Name 9 41 1 24Course Name 6 41 1 22Course Name 10 56 1 24Course Name 9 41 1 24Course Name 0 4 1 22Course Name 2 18 1 20Course Name 4 16 1 10Course Name 1 9 1 22Course Name 4 25 1 24