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. 

 

 

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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 

 

 

    

 

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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. 

 

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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. 

 

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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. 

 

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◦ 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. 

 

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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. 

 

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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). 

   

 

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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 

 

   

 

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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   

 

   

 

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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   

 

 

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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   

    

 

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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

 

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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) 

   

 

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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

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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