Base Allocation

• Credit FTES
• Special Admit FTES (Dual Enrollment)
• Non-Credit FTES (Career Development and College Preparatory programs)
• Non-Credit FTES

Supplemental Allocation

• Number of students who receives Pell Grant
• Number of students who receives the California Promise Grant
• Number of AB 540 students

Student Success Allocation (All Students, Pell Students, Promise Students)

• Number of Associate Degrees Awarded 
• Number of Associate Degrees for Transfer Awarded
• Number of Bachelor's Degrees Awarded
• Number of Credit Certificates Awarded
• Number of Graduates who Transferred to. 4-yr Institution
• Number of Students who completed 9+ CTE units
• Number of Students who completed transfer-level Math and English within the year
• Number of Graduates who achieved a regional living wage

Other: Offer to Help!

Hello!

I would love to help in any way that I can with advocacy to engage with legislators and the CCCCO in enhancing the SCFF to minimize the negative effects to the College--so if there's a way that the college in moving forward with this, I would love to help! =)

Have a nice day!

Full Time Faculty

This is a great idea. The Board of Trustees are engaged with our state legislators in discussing the effects of the new SCFF to Ohlone. Faculty can do the same by engaging with the state Academic Senate. It is also possible to do a letter writing campaign addressed to our state legislators to help focus their attention to the SCFF.

Other: Test Proctoring Center

During my time in SAS we have been contacted several times by people wanting to take proctored exams on our campus, but for courses taken at other institutions. This is not a service that SAS can provide. However, it may be something for Ohlone to look into as a for-fee service. If we advertise ourselves as a hub for people who need proctored exams for classes at other schools, we may be able to drum enough business to make it profitable. It may give us another use for the space and/or personnel in the placement testing center.

Administrator/ DDAS

This has been done in the past and the expenditures were greater than the revenue brought in.

Suggestions

Ran across this at the New Haven District Web Site. Perhaps this is something we could look into? Every little bit helps.

https://www.mynhusd.org/apps/pages/index.jsp?uREC_ID=411159&type=d&pREC_...

Classified Staff

This is a great idea.

We have partnered with Amazon for Ohlone College to be an associate and receive donations from Amazon when  someone log ins to their Amazon account through the link found on our purchasing office website.  

Suggestions

While programs like the Interpreter Prep program were once well regarded, the fact is that there are some programs that may need to be cut in order to maintain the overall financial health of the college. A few years ago the college leadership wanted the IPP (Interpreter Prep Program) to start taking 20 students per cohort. That number was reduced to 15. The fact is that the IPP does not typically get 15 applicants, and in many recent years has not had as many as 10 0r 12 qualified applicants. The cohort recruited fall 2017 was so small that none of them were screened out for lack of skill because of the mandate to accept at least 12 students. The lack of screening mean that three of the students washed out due to poor grades before the end of their first semester. The class recruited in the fall of 2016 faced similar issues.

The fact is that many local colleges have cut their ASL programs to just levels one and two (two semesters), while an IPP student should have a minimum of five semesters of ASL prior to applying to the IPP. This has impacted the number of qualified students in the area. Also, starting in 2012 the Registry of Interpreters for the Deaf mandated that all interpreters wishing to take the certification exam must have a BA. This means the attraction of an AA interpreting program has diminished. Within the teaching community there is a debate as to whether interpreting should be taught in two-year institutions.

Cutting the IPP may cause some short term pain. But it is a program that likely loses money. The faculty member coordinating the program is a long term sub, so cutting the position would not be difficult. For the good of the college overall, IPP should be examined to see if it is pulling its weight.

Choose not to answer

We are looking at the viability of all programs using program review, environmental scan, and the educational master plan.

Suggestions

While it seems the frontal property has gotten a lot of push-back, a spin on the idea is frontal property built for (1) faculty and (2) subsidized student housing...

I was just reading another article on the "Safe Lot Legislation". Why not consider instead of the parking lot as a place for the homeless, but actual subsidized housing from the state, specific to these that are homeless. This would not increase the traffic situation as much since both students and faculty are on campus.

Not sure of the revenue matching the $1M, but with a subsidy and faculty paying rent, this could possible generate something...

Full Time Faculty

The purpose of the Frontage Property project is to generate non-apportionment revenue for the District to help augment our finances. This idea may not generate the revenue we would realize plus we will be giving up the use of the land for 99 years.

Suggestions

Might be a good idea to try thinking outside the box when it comes to innovative funding sources

1) Sell Newark....and put the investment back into Fremont. No hassle for students getting to and from campuses.? No expensive shuttle needed..... If we need to expand in the future then build up our online programs.

Real estate prices alone could help build up our reserves

Part Time Faculty

We are open for innovative ideas to generate funding sources.
However, selling the Newark property has a lot of negative implications for Ohlone:
1. Negative impact on the Newark and Union City communities we serve.
2. One time proceeds would not resolve on-going budget issues.
3. Ohlone receives approximately $1M per year from the State by having a center. We would lose this ongoing funding from the State.
4. We would lose the specialized facilities we have built for the health sciences and technology programs.

Suggestions

There are some deans who have made mention of wanting the opportunity to be a VP. At this time with cost savings and efficiency that comes to mind...why not offer them this opportunity here at Ohlone now???. Instead of hiring full time VP placements for one year, let's reassess using the in-house talent we have. And IMHO there is talent to be had. Easier to replace a dean maybe now, rather than search for a VP? Maybe a FT faculty person can step up to help out for one year and the Dean move up.

Part Time Faculty

As in the case of the Vice President of Academic Affairs/Deputy Superintendent, to save on costs, the interim will serve in this capacity until June 2020. This together with the interim VP of Administrative Services/AVP of IT Services help with our reduction strategies.

We are looking at additional ways to save on administrative costs.

Suggestions

Move all other programs to ACB and make Newark the ALLIED HEALTH CENTER and rent out ASOC/LRC areas to Urgent Care type Unit to bring in $$$$$$ and allow for internships on site FOR THE HEALTH PROGRAMS.

Part Time Faculty

There is a minimum amount of FTES that needs to be generated in a site to retain its center status and the appropriate funding it receives according to the Chancellor's Office. We might lose the center status if we decide to move all other programs to the Fremont campus.

We are required by Accreditation to provide student support services on all locations.

Suggestions

We should offer all these construction workers discount on evening classes

Just saw 50 of them leaving campus

Part Time Faculty

Giving discounts may be against the Education Code of California or Title 5. Also, we do not know if the workers reside here in the area or are only here during the weekdays to work.

However, we will ask our contractor if we can leave some flyers in their office trailer to promote our programs.

Other: Question

What is the Ohlone desired target Fund 10 balance as a percent of expenditures? How does that compare to what it is today?

How does the college agree on what is an appropriate fund balance %? This could have an impact on how we handle expenditure reductions (ie filling vacancies with a critical need).

Full Time Faculty

The Board of Trustees has set a 17% fund balance as a percentage of expenditures of the General Fund. This is approximately equal to 2 1/2 months of salary of employees. The current fund balance is $11,165,468 (based on the adopted 2018-2019 Final Budget), but this changes at the end of each fiscal year. The Board is responsible for setting the goal for the fund balance. When they set it in 2015, 17% represented the average fund balance amount for the CCCs.

Other: Data Question

I think there might be some inaccuracies in the data on Average Salary and Benefits chart:
1) For 2018-19 there are listed 4 VPs/AVPs but there are 5. https://www.ohlone.edu/administration
2) For 2018-19 there are 13 deans and exec deans for academics listed, but I only count 11. https://www.ohlone.edu/administration
3) For the 2012-13 data, it also looks as though the numbers may be inaccurate. https://www.ohlone.edu/sites/default/files/documents/imported/ohloneorga...
3) Why is the President's salary and benefits not posted on the chart?

Could you please correct this data so that we're looking at accurate information? Thanks

Full Time Faculty

(1) The Average Salary and Benefits chart reflects the funded positions. Listed is 4 VPs/AVPs because the AVP of IT Services is also taking the role of VP Admin Services on interim. Additionally, the EDAA is also taking the role of VPAA as interim. Therefore, while there are 5 VPs/AVPs, what is funded is only 4 VPs/AVPs. Administrators taking two or more positions do not get paid double.
(2) There are only 11 deans and executive deans -
1. Executive Dean of AA/Newark Center (also concurrent as interim VPAA)
2. Executive Dean of AA/Research and Planning
3. Dean of Languages, Communication, and Academic Success
4. Dean of Science, Engineering, and Math
5. Dean of Social Sciences
6. Dean of Business and Technology
7. Dean of Athletics, Kinesiology, and Arts
8. Dean of Health Sciences
9. Dean of Deaf Studies
10. Dean of Counseling and Student Success
11. Dean of Enrollment Services

(3) The Average Salary Chart are the funded positions in the budget (referred to as budget position control) while the actual organizational chart may look different. An example is explained in (1) above.

(4) The Average Salary Chart was developed based on a specific request. The request did not ask for the President's salary and benefits. If you are interested in looking at the President's contract, it is posted on the HR page.

Suggestions

Whether regarding the SCFF or a future parcel tax campaign, there are existing faculty, classes, and student groups on campus that I think would be very happy to be involved. For instance, I (Katherine Michel) teach American Government and advise the Civic Engagement Club. A fantastic class project would be to conduct get-out-the-vote efforts (and there is a TON of research on how to do this most successfully!); great club activities (beyond GOTV) would be to hold workshops to educate our campus community, to coordinate a community forum, to work on a letter-writing campaign, or even to take students to visit our representatives in Sacramento. Long term, a parcel tax will clearly provide the best non-apportionment revenue stream, so if a campaign is brewing for 2020, please engage those of us on campus who can help early on in the process!

Full Time Faculty

I heard a podcast about a high school that was tapping into the rapidly growing warehouse industry by building a large warehouse on campus and using the facility to teach students applicable skills, such as operating machinery and logistics management.

https://www.latinousa.org/2018/10/04/warehouseworld/

Can we build infrastructure such as a warehouse, auto shop, vineyard, event center, etc. that is also utilized as a learning facility in order bring in revenue from the outside, offer opportunities to students, and also bypass some of the bureaucratic obstacles we faced with the frontage property?