1. education
2. graduate school
3. college

ADMINISTRATIVE AND SUPPORT UNIT REVIEW
SELF-STUDY REPORT SUBMISSION COVER SHEET
Cycle Year 2005-2006
The attached report is a: … Departmental/Unit Report ; University Function Report
Department/Function Name:
Class Scheduling
Dept./Function Head’s Name:
Submission Date:
December 23, 2005
Phone:
Self-Study Report Primary Writer/Editor
Self-Study Report Team Members
Carolyn Alexander
Shealyn Allman
William Andrews
Marilyn Crouch
Sue Fagan
Jennie Grinnage
Nikolas Huot
Lauren Martin
Patricia Rackliffe
Veronica Trammell
Tanya Weefur
Shelly-Ann Williams
Division or College:
Andrew Young School of Policy Studies, College
of Arts and Sciences, College of Education,
College of Health and Human Sciences, College
of Law, J. Mack Robinson College of Business,
Office of Class Scheduling (part of university’s
Office of the Registrar)
Number of Subunits in Department
7
Dept./Function Head’s Supervisor Name:
Title:
Peer Institutions Used for Comparisons
Arizona State University
Temple University
University of Tennessee
University of Illinois at Chicago
University of South Florida
University of Houston
University of Cincinnati
University of Alabama at Birmingham
State University of New York at Albany
University of Wisconsin at Milwaukee
Virginia Commonwealth University
University of Louisville
University of New Mexico
Wayne State University
List of Appendices
A-G: Functional Responsibilities and
Organization Charts of Colleges and OCS
H: Clock Schedules
I: Classroom Inventory
J: Number of Active Courses and Classes
Schedule
K: Number of Changes Submitted to OCS
L: Sample Forms
M: Scheduling Manuals
N: Production Calendars
O: Surveys
P: Known Issues with R-25
Q: Peer Institutions
Number of Employees in Department/
Function: 12
ASUR Class Scheduling
I. Mission and Functional Responsibilities
A.1. What is the mission of the unit (and its subunits, if applicable)?
The mission of the class scheduling process is two-fold: 1) to ensure that the most accurate class schedule is
posted to the university website in order for students to successfully register for classes; 2) to achieve 100%
classroom placement of classes the academic units have selected to teach each term to maximize the opportunities
for student learning while adhering to curriculum inventory guidelines established by the Board of Regents
(BOR).
In addition, the College of Law, with a separate Registrar’s Office and classrooms restricted for use by law
students only, has a complementary mission to give faculty the freedom to schedule their classes as they choose.
A.2. Explain how the department’s mission supports the present missions and strategic plans of the division
and the university.
The mission is consistent with the present missions and strategic plans of the university and of the individual
colleges. The class schedule process allows academic units to offer a range of courses to fit the needs of a diverse
student body of traditional and non-traditional students.
A.3. How is the mission communicated to unit staff and constituents?
The professionals responsible for class scheduling at the college level (college schedulers) and in the Office of
Class Scheduling (OCS) utilize a team approach by meeting once each month to discuss the mission and any
issues related to the scheduling process. In turn, college schedulers disseminate information to their respective
department representatives by holding regular meetings, corresponding by e-mail and telephone, and meeting in
person.
B. List the functional responsibilities of the unit.
The functional responsibilities and process of class scheduling are intertwined. Both are indicated below.
FUNCTIONAL RESPONSIBILITY PROCESS CHART
Enrollment
Management Group sets registration dates
EMG
College Committees meet to approve new courses, changes in courses & curriculum
Colleges
College faculty approve curricular changes
Colleges
Course curricular changes made in Banner
Colleges
Colleges/OCS Part of term dates checked in SOATERM in Banner
Production calendar for schedule developed and approved by Colleges
OCS
Schedule rolled into BQA-quality assurance database for testing in Banner
OCS
Schedule is proofed in BQA
Colleges
Schedule rolled into BPROD-Banner Production Database
OCS
Dates set in Banner for security modification for departments
Colleges
Production calendar created for departments
Colleges
Modifications are made to the schedule; appropriate forms and proof copy of
Colleges
schedule sent to departments or, for Law, to the associate dean
Law manually assigns classrooms and sets enrollment limits at the time the schedule
Colleges
is received from the associate dean
Schedulers and some departments complete data entry of schedule including preColleges
assigning restricted or partially-restricted classrooms
New external site requests sent to BOR & external site codes created
OCS
Second proof sent to departments (depending on college processes)
Colleges
First large room request meeting held for schedulers
Colleges
Second large room request meeting held to proof assignments
Colleges
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Large room assignments are pre-assigned in Banner
Media, large room, and special faculty requests due from departments
Media requests for classes entered into Banner by schedulers
Run media report
Initial schedule due to OCS; Schedule closes for colleges
Extract data from Banner
Resolve extract issues
Master Schedule reports run for OCS; Schedule opens for minor changes for
colleges
1st Beginning time proof run by each college
Colleges
Final proof copy of schedule sent to departments for review
Colleges
Final proof entered into Banner prior to Schedule 25 (S-25)* run
Colleges
Schedule proofing and clean-up
Colleges
Schedule closes; S-25 runs, with the exception of Law courses, and imports data
OCS
from Banner to Resource 25 (R-25)**
Request for revision of registration guide materials
OCS
Update Banner with room assignments
OCS
Kick-outs and problem resolution
OCS
Lab/breakout assignment requests to OCS
Colleges
Queue opens two weeks prior to posting of schedule to the web for changes
OCS
Class schedule change requests made in Banner and submitted to OCS queue
Colleges
Corrected registration guide materials returned
OCS
Final Beginning time proofs
Colleges
Lab/breakout assignments
OCS
Beginning time corrections due to OCS
OCS
Final schedule deadline; Queue closes
OCS
Schedule and registration guide posted to the web; queue reopens for processing of
OCS
adds and drops
Registration begins
Colleges/OCS Changes to schedule made in Banner and processed through the queue. Day/time
changes processed as drop/add from this point
Final exam schedule and common exam schedule posted to the web
OCS
Evaluation of instructor dates set in Banner
Colleges
2 weeks into semester room change and special events requests processed
OCS
2 weeks into semester Pre-Edit Run of Curriculum Inventory Report (CIR)
OCS
4 weeks into semester final exam schedule for Law built by college registrar
Colleges
7
weeks into semester CIR Edit due to BOR
OCS
10 weeks into semester Distance Education CIR Edit due to BOR
OCS
12 weeks into semester Room Utilization Report (RUR) due to BOR
OCS
*Schedule 25 (S-25) is a space scheduling software product that generates classroom space assignments.
**Resource 25 (R-25) is the other component for scheduling which imports its course and classroom information
from S-25 and Banner.
Colleges
Colleges
Colleges
OCS
OCS
OCS
OCS
OCS
Additional functional responsibilities of OCS are to:
• coordinate the administrative functions of the scheduling process
• create, monitor and maintain clock schedules for courses (see Appendix Hi)
• maintain academic schedule queue and general inventory room files
• manage the final and common exam schedules
• manage CIR and RUR edits
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submit CIR and RUR to BOR
manage special events classroom reservations
process special exam room requests
Additional functional responsibilities of the college schedulers are to:
• coordinate the administrative functions of the scheduling process
• analyze enrollment data and student demographics for schedule projection
• provide scheduling recommendations to college/department administrators
• train departmental functional users on scheduling procedures
• train department schedulers on how to use Banner and Crystal scheduling components
• advise department schedulers and representatives on processes and procedures
• serve as liaison between departments and OCS and Office of the Registrar
• troubleshoot registration issues as they relate to prerequisites, limits, course equivalencies, and special
authorizations
• process classroom reservation requests
• correct errors on CIR
• run Crystal reports for departments and colleges
The College of Law’s course scheduling process is completely self-managed. The associate registrar:
• coordinates the administrative functions of the scheduling process
• receives the preliminary class schedule from the associate dean
• types it into a coherent grid form
• creates, monitors and maintains clock schedules for courses (see Appendix Hii)
• manually assigns classrooms (College of Law classroom space is not controlled by S-25/R-25)
• assesses technology needs
• determines limits
• enters the classes into the Banner system
• manages the course catalog curriculum
• maintains and updates the printed and web versions of the catalog
The college schedulers and OCS have listed their functional responsibilities in greater detail in Appendices A-G.
As you can see from the appendices, the percentage of responsibility for course scheduling varies by college.
C. What are the unit’s key indicators (performance outcome measures)? How are they incorporated into
the unit’s processes?
The key indicators, which are of equal priority to the scheduling process, are:
• course catalog modifications are completed for term schedule production
• term schedules are created for student registration
• course sections are assigned to classrooms
• students are able to successfully register for classes
• CIR is free of fatal errors
Each of these indicators is incorporated into the scheduling process through set guidelines and procedures. In
order for courses to be scheduled, they must be correctly created at catalog in Banner. Term schedules are then
rolled and modified in the system and verified for accuracy. Once the term schedule is finalized, OCS places
courses in the appropriate classrooms using the S-25 and R-25 software products (for a complete list of
classrooms, see Appendix I). Retention of current students and the successful transition of the accepted student to
enrolled student depend on the continuous accuracy of the class schedule and classroom placement. The college
schedulers edit the CIR prior to submission.
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D. To whom does the unit report?
The college schedulers report to their respective deans, associate deans, and administrative directors. The OCS
staff reports to the associate and university registrar.
II. Services Provided
A.1. What services/product does the unit provide?
Together, the college schedulers and OCS develop an accurate class schedule for publication.
The college schedulers provide an array of services to their college dean, associate deans, departmental chairs,
faculty members, and business managers. These services include, but are not limited to: implementing curriculum
changes, analyzing enrollment and student demographic data, projecting the number of course sections needed,
monitoring and managing enrollment, ensuring the accuracy of the schedule, setting the parameters for online
evaluation of instructor, generating reports, maintaining catalog descriptions, providing training to departmental
users, and disseminating information to the university community. (Appendix J)
OCS’ services include, but are not limited to: placing academic courses in classrooms, providing a schedule for
web posting, modifying academic courses after web posting (ex. limit changes, time/day changes, room changes,
part of term changes), monitoring and maintaining clock schedule for courses, requesting external site codes from
the BOR, producing the final exam schedules, reserving classrooms for special exams/common exams, scheduling
special events, and reporting room availability in order to schedule maintenance of classroom space and/or
technology. In an average term, after the schedule is posted to the web, OCS processes approximately 1,000
changes to academic classes, which translates to 17% of all classes scheduled, and 450 special events requests
(Appendix K).
Services are also provided to the student population through registration as it pertains to accurate course
prerequisites, classroom assignments for pedagogical reasons, and special attributes for particular courses and/or
students. Troubleshooting with the Office of the Registrar, academic departments, students, and other offices
within the university are central to the process. Due to the expert knowledge in class scheduling and its
parameters, most college schedulers and OCS participate as members on various university committees.
A.2. Of these, which ones are the units’ core functions?
The core function of the scheduling process, shared equally by the college schedulers and OCS, is to produce an
accurate class schedule for publication and registration.
B.1. How are services prioritized and scheduled, and by whom?
The Enrollment Management Group (EMG) develops a perpetual registration calendar, by which registration
dates are set. This registration calendar drives the date that the schedule is to be posted to the web. OCS and the
college schedulers develop the schedule production calendar, from which the college schedulers develop a
timeline for their departments. The production process varies across the colleges. The College of Law has a
separate academic calendar which adheres as closely as possible to that of the university.
B.2. Do any laws, regulation, or other requirements external to the university impact the provision of
services/product? If so, please identify.
The only external entities impacting the class schedule are the City of Atlanta Fire Marshall, the BOR and, for the
College of Law, the American Bar Association (ABA).
The Fire Marshall’s code limits enrollment based on individual classroom square footage. The BOR is the
governing body that determines the academic calendar for colleges and universities in the university system. This
entity also sets guidelines and deadlines for curriculum inventory reporting (CIR) and room utilization reporting
(RUR). The college schedulers review these reports and correct all fatal errors, which are courses that are not
coded according to CIR and/or RUR parameters. The ABA, which is the national accrediting body for law
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schools, sets forth standards governing the delivery of services to students and faculty to which accredited law
schools must adhere.
C.1. Who are the unit’s customers? Consider also secondary customers and those supported by your
services such as faculty, department heads, and administrators.
The primary customer of the class scheduling process is the entire student body. Secondary customers are
university and college administrators, department chairs or managers, faculty and staff members, student
organizations, and some outside groups sponsored by Georgia State University.
C.2. How does the unit make potential customers aware of available services/products (what the unit
offers)?
Prospective students are our only potential customers; they are made aware of our services through the posted
class schedule and catalog on the web.
C.3. How does the unit make its customers aware of its priorities, policies, and procedures (how the unit
operates)?
OCS and college schedulers produce written documentation in the form of production calendars and manuals that
detail the process and procedures. These time line calendars are distributed to the college schedulers, who share
this information with their administrators and academic department representatives. The dissemination of
information on policies and procedures is communicated via written instructions and forms (Appendix L) and
include detailed manuals (Appendix M), and production schedule timelines (Appendix N). Information is also
shared through e-mails, phone conversations, one-on-one training sessions and/or group training sessions.
D.1. How does the unit learn about the customers’ needs and obtain feedback regarding service
delivery?
The college schedulers and OCS meet once a month to address customers’ needs. College schedulers and OCS
receive feedback via telephone, e-mail, and scheduled or impromptu meetings from department representatives,
instructors, and/or students.
D.2. How well are clients’ needs defined and met? In this section include information collected from your
outcomes assessment.
A survey, written by the college schedulers and designed in collaboration with the Survey Research Project at
the Andrew Young School of Policy Studies, was sent in order to measure how well the needs of the
professionals in the academic units responsible for coordinating the department class schedule were defined and
met. With a response rate of 60%, this survey includes feedback from every college with the exception of the
College of Law (see Appendix Oi).
Major findings from the survey include:
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94.5% of the departmental representatives (strongly agree, 77%, agree 17.5%) their college scheduler(s)
are knowledgeable, courteous, professional, responsive to their needs, and collaborate to solve problems
95% of the departmental representatives are highly satisfied or satisfied (strongly agree 76%, agree 19%)
with their college scheduler
81% of the departmental representatives responded the forms utilized in the class scheduling process are
easily understandable
84% of the departmental representatives were satisfied with the overall timeliness of the schedule process
in their college and were satisfied with the process their college has established to schedule classes each
term
79% of the departmental representatives think that the schedule is due too early before the academic units
are ready to commit
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Another survey, created through Management and Staff Development Services, was sent to college schedulers to
determine how well OCS meets their needs (see Appendix Oii).
With a response rate of 100%, this survey found that:
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•
•
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100% of college schedulers agree or strongly agree that communications to OCS are acknowledged
within 48 hours
100% of the college schedulers agree or strongly agree that OCS is accommodating whenever possible
and that information received is accurate
100% of the college schedulers agree or strongly agree that OCS works to the best of their ability given
the constraints of the current software system
72% of the college schedulers disagree or strongly disagree that they receive more kick outs than other
colleges
72% of the college schedulers disagree or strongly disagree that the overall time taken by the entire
scheduling process can be accomplished over a shorter time span
86% of the college schedulers make schedule changes after the semester has started and 83% make room
changes after the semester has started
86% of the college schedulers strongly disagree that they would rather continue to send Group-Wise
emails rather than enter change requests directly into Banner themselves, i.e. web-queue
14% of the college schedulers feel that there is a reasonable amount of time given to process an external
site request
E.1. Are there services/products that clients need or request which the unit cannot provide?
1) OCS’ clients, the college schedulers, need adequate and error-free software for placing courses in classroom
space; R-25 is inefficient and causes additional work hours for OCS and college schedulers. (Appendix P)
2) OCS’ clients, the college schedulers, need an online web queue. The queue would provide a more userfriendly way of processing room/course changes in the Banner system. It would also reduce processing time and
serve as a tracking system for the college schedulers and OCS.
3) For certain clock hours, OCS cannot meet the requested needs:
a) for technology rooms. The demand exceeds the limited number of technology-equipped rooms.
b) for classrooms equipped with student workstations with the current general inventory of nine
rooms.
c) for classrooms with capacity exceeding 70.
4) Although there are no additional services that college schedulers and OCS cannot provide, the scheduling
process, according to the surveys, could be optimized by modifying the registration dates to begin registration
later.
5) OCS’ clients, the college schedulers, need a more timely response from the BOR for external site requests.
Currently, response time ranges from several weeks to several months. A more timely response would provide a
more accurate schedule and assist in an error free CIR.
E.2. What would the unit need to be able to provide these?
1) The university needs to investigate purchasing and implementing a more effective and efficient software
product for classroom assignments.
2) The university needs to commit the monetary and IS&T programmer resources to develop and implement an
online web queue.
3) Classroom availability may be resolved by:
a) having every general inventory classroom equipped with an instructor workstation, video
projector, and TV monitor/VCR. This should be the basic set up for all classrooms small (15-30
size) and large (75-300 size). This will help to alleviate the need to manually place courses that
request basic technology.
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b) having some classrooms of varying sizes equipped with student workstations and/or wireless
network connections.
c) having an enforceable university policy that would require the academic schedule to be balanced
by time, day, and number of rooms allotted for use.
4) The EMG is responsible for developing the registration dates, which determine the university and college
production scheduling calendars. Since these dates cannot be changed by the class scheduling group, college
schedulers encourage EMG to review and revise registration dates.
5) External Site approval is a BOR process that is beyond the control of OCS.
III. Goals and Objectives
A.1. What are the unit’s present goals and objectives?
The goals of the class scheduling process are:
1) to build a schedule in accordance to academic program requirements
2) to achieve 100% placement of classes the academic units have selected to teach each term and 3) to submit to
the BOR a CIR report that has no fatal errors
A.2. Explain how they support the defined mission and functional responsibilities of the unit.
The class scheduling process is central to the core functions of registration and credit hour generation at the
university.
A.3. How were these goals and objectives developed and how were they communicated to staff and
constituents?
These goals were developed in coordination between the college schedulers and OCS. To ensure that the goals
are met, college schedulers and OCS set internal processes for the academic units to develop their schedule in
coordination with the university deadline for posting the schedule to the web to maximize student registration.
These goals are communicated among OCS, college schedulers, and departmental representatives by having
regular and impromptu meetings and corresponding by e-mail and telephone.
B.1. How is achievement of the unit’s goals and objectives measured?
Achievement of the class scheduling process is measured by:
1) successfully building a class schedule submitted by academic units;
2) successfully placing classes into rooms at the times specified by the academic units;
3) posting the schedule to the web by the advertised deadline; and
4) correcting all fatal category errors on the CIR report for the BOR prior to a predetermined deadline.
B.2. To what extent have the present goals and objectives been achieved?
1) Class schedule is successfully produced 100% of the time based on classes submitted by academic units with
modifications as necessary.
2) The goal of 100% placement of classes into rooms has not been met consistently due to the number of available
classrooms coupled with the times and days the academic units would like to schedule classes.
3) The goal of posting the schedule to the web by the advertised date has not been met consistently, due to
problems with the R-25 software. The delay in posting the schedule to the web has not delayed registration for
students.
4) The goal of submitting an error free CIR report to the BOR has been consistently met.
B.3. What are the unit’s notable accomplishments?
• Beginning summer 2000, the college schedulers and OCS participated on the university Banner
implementation team to create the catalog and course scheduling modules.
• Development, maintenance, and monitoring of a university-wide clock schedule for the five colleges, with
the exception of Law, which has its own clock schedule.
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A detailed catalog manual was developed by the college schedulers, providing invaluable written
guidelines for the process.
A detailed class scheduling manual was developed for both the college schedulers and department
schedulers, providing invaluable written guidelines for the process.
Georgia State has 17 large classrooms, defined as rooms which hold 70 or more students. For the fall and
spring semesters, the colleges meet to ensure these rooms have been allocated to maximize student
enrollment with appropriate class assignment.
Successfully producing a fall and summer schedule simultaneously in response to changes in philosophy
concerning when registration for future semesters should occur to maximize student retention.
A new classroom placement software, R-25, was successfully implemented in fall 2004, although it has
not met its performance expectations.
OCS successfully makes approximately 1,000 changes to this initial schedule in an average semester,
after the initial schedule is submitted to OCS and the R-25 software has made classroom placements in
Banner.
Approximately 900 special events are scheduled in classrooms each year.
A 100% accurate CIR is sent to the BOR each semester.
C. How does the reward structure within the unit (including recognition, promotion, and merit salary
increases) support the unit’s goals and objectives?
The reward for accomplishing the goals and objectives of the various offices is annual merit pay increases. The
merit pay increase is recommended based on the annual performance evaluation. Since most of the college
schedulers have additional responsibilities, performance is based on initiative and contributions to the total job
responsibilities of each individual by the unit employing the individual.
IV. Structure, Organization, and Climate
A.1. What is the unit’s organizational structure? (Provide an organizational chart).
An organizational chart for each college listing the position(s) with line item responsibility for class scheduling,
and one for the Office of Class Scheduling, is attached as Appendices A through G. Depending on the college,
oversight scheduling responsibility in the colleges is part of the job descriptions of staff within the Dean’s Office
or Office of Academic Assistance (OAA). The scheduling process for the College of Law is handled by the
college’s associate registrar. OCS is a self-contained section within the university Office of the Registrar.
A.2. Is the form of organization appropriate to meeting the unit’s goals and objectives?
The individual colleges and OCS have capitalized on each unit’s individual structure and personnel from both a
philosophical and work-flow perspective with the result that clearly defined responsibilities and objectives have
been articulated. The current structure has provided for role clarity and has eliminated role ambiguity for all staff
involved. For example, since only a finite number of classes can be scheduled at times that have been identified
as peak demand times for classes at the university, each college scheduler negotiates with its own departments to
move and shift classes, eliminating a possible source of great conflict between OCS and the academic
departments. This structure also allows the college scheduler to strategize with the department chairs in
modifying and adapting each department’s class schedule based on considerations of degree program, enrollment
pattern and growth strategies, and specialized knowledge concerning the limited faculty resources of the college.
If conflicts arise, OCS has a body of professionals responsible for class scheduling to act as change agents and
implement policy decisions across the university with consistency and fairness.
A.3. How does the unit backup critical staff functions?
With the exception of the College of Arts and Sciences, all colleges have only one professional responsible for
scheduling.
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The College of Arts and Sciences scheduling office has three scheduling professionals in order to meet the
demands related to the size and complexity of their schedule, providing essential backup to manage the process.
The Andrew Young School of Policy Studies has begun cross-training with one of the other professionals in the
OAA as the director is planning for retirement.
The College of Health and Human Sciences’ backup for scheduling is the director of its OAA.
The College of Law has an administrative specialist, trained by the College of Law associate registrar, as backup
for the self-contained law scheduling process.
The J. Mack Robinson College of Business and the College of Education do not have backup for critical staff
functions.
OCS has two professionals who manage different functions. Although cross-training has begun, due to the
exigencies of the professionals’ functional responsibilities, it will not be complete for another year.
B.1. For any services/products provided by the unit in conjunction with other units within the university,
please describe the relationship.
• The college schedulers and OCS staff have formed a close professional working relationship to facilitate
the class scheduling process. The entire group meets monthly to discuss processes and issues, and to
disseminate any information distributed by various units of the university that affect scheduling.
• The EMG establishes the dates for registration, allowing the college schedulers and OCS to coordinate a
class schedule production calendar.
• Each college, in the process established by its scheduler(s), works with departmental representatives to
create the initial schedule each term.
• Input on the initial schedule is solicited by the departmental representatives from all faculty members in
each of the colleges.
• The University Senate Committee on Planning and Development, with its subcommittee CBSAC (Capital
Budget and Space Allocation Committee), has as part of its charge the “acquisition of facilities, the
maintenance of physical facilities and grounds, the allocation of space.” This committee makes decisions
that impact the classroom inventory, but the class schedulers and OCS have no representation on this
committee. This has proved problematic in the past.
• The Classroom Facilities Council has as its charge that it “will provide university-level coordination of
planning, renovation, maintenance, equipping, and scheduling of general inventory classrooms by
bringing together on a regular basis designated representatives of administrative and University Senate
units with responsibilities for those classroom facility functions.” The council has the entire OCS staff as
members, and a college scheduler representing and reporting to the scheduling group provides input from
the college perspective to the council.
B.2. How is the work coordinated between or among units?
Work is usually coordinated through formal and informal channels. Constant communication between the
schedulers and OCS is necessitated to ensure problems that arise in scheduling are resolved. Formal and informal
communication is achieved through e-mails, telephone calls, written guidelines and forms, and monthly meetings.
Coordination is also afforded through committee membership and participation.
B.3. How can such relations be facilitated?
Relations between units could be facilitated through participation and inclusion in committees responsible for
classroom and space allocation. Continued discussions at the monthly schedulers meeting and the involvement of
strategic personnel in each academic unit in the colleges are necessary to ensure adequate flow of communication
and continued accuracy of the schedule.
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C.1. Are duplicate or parallel services offered within the unit or elsewhere in the university?
As required by the American Bar Association, the College of Law has parallel services with OCS and other
colleges. It controls its own classrooms into which all College of Law classes must be scheduled, and has an
academic calendar which differs from the other five colleges at the university.
The other five colleges all have professional staff responsible for the production and accuracy of their college
schedule. While these services are parallel, different populations (departments) are served and different business
processes are utilized to accomplish the scheduling of classes for each college. College schedulers and OCS
collaborate on the scheduling process, but do not duplicate services.
Another parallel service involves room reservations. Whereas OCS reserves classrooms in the general inventory
for academic special events, space not included in the general classroom inventory is reserved for special events
by other offices across the university.
C.2. Describe any potential or apparent overlap and discuss what changes might be indicated (e.g.,
centralization, coordination, elimination of duplication).
Although the scheduling process may appear to present some overlap, each level (academic units, college
schedulers, OCS) of the class scheduling process has distinct, but complementary, responsibilities based on the
production calendar already developed between the college schedulers and OCS. Below are work flow functions
that are processed at different levels.
Departmental Representatives (if applicable):
• enter preliminary data
• assign courses to their totally restricted classroom space
College Schedulers:
• enter all scheduling data and changes to schedule as requested by departmental representatives
• proof schedule for: whether the courses meet according to the official university clock; course limit and
classroom capacity; course comments; media and technology requests; prerequisites, co-requisites, and
special registration restrictions; and for appropriate schedule type, campus, session, crosslist, auto
schedule, off-campus, and part of term codes (per BOR policies)
• assign courses to totally restricted classrooms and partially restricted rooms (only prior to deadline set by
OCS)
OCS:
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•
proofs schedule for: classroom conflicts; university clock; media and technology assignments; enrollment
limit/classroom capacity: crosslist courses
assigns courses to general classroom inventory
Centralization of the scheduling process would not be practical due to the significant differences in structures,
policies, and business processes of the colleges. The scheduling process developed within the confines of the
scheduling production calendar currently operates at a highly efficient level. No changes are indicated at this
time.
D.1. What are the unit’s (1) planning, (2) decision-making, and (3) individual and (4) unit performance
evaluation processes?
Planning and decision-making of the scheduling process is done by the college schedulers and OCS, in
conjunction with the college and university administrations.
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Individual performance evaluation is the responsibility of each of the schedulers’ and OCS’ direct supervisor.
Function and process performance evaluation is the responsibility of the University community—faculty, staff,
and students rely on the schedule being posted prior to the beginning of registration.
D.2. Who is involved in each?
Planning and decision-making is a function of the college schedulers and OCS as a group and as individuals.
Performance evaluation is the responsibility of the college schedulers’ and OCS’ direct supervisors and the
University community as a whole.
E.1. How are individual and unit work responsibilities and expectations determined?
Responsibilities and expectations are determined in the individual colleges and Office of the Registrar dependent
on that individual’s job description and supervisor expectation.
E.2. How are they communicated to the employees of the department?
The protocols, communication channels, work responsibilities, and expectations are defined by the job
descriptions of the individuals hired and/or assigned to complete the process.
F.1. What is the general morale, attitude, and culture of the unit?
This question is not applicable to the scheduling process. Staff members responsible for course scheduling are
part of larger units in either the individual colleges or Office of the Registrar. Some of these individuals have
previously participated in the university climate survey; other offices have a single staff member responsible for
the scheduling process.
F.2. What measures are taken to ensure that the unit is appropriately sensitive to the cultural backgrounds
of staff and clients? (Note: If detailed explanations of employee survey data are required, please include
this discussion in an appendix.)
This question is not applicable to the scheduling process. Staff members responsible for course scheduling are
part of larger units in either the individual colleges or Office of the Registrar. Some of these individuals have
previously participated in the university climate survey; other offices have a single staff member responsible for
the scheduling process.
V. Resources
A.1. Provide a budget allocation and expenditure summary for the past three fiscal years, and a copy of
your most recent internal audit.
This question is not applicable to the scheduling process because there is no line item budget for the scheduling
process. While salary information is available, it is not an accurate comparison because staff members
responsible for course scheduling are part of larger units in either the individual colleges or Office of the Registrar
and have additional functional responsibilities. See appendices A through G for complete lists of functional
responsibilities.
A.2. Indicate how resources are spent on each of the core functional activities identified in I.1.B.
Not applicable.
A.3. To what extent does the budget allocation and its utilization allow unit goals and objectives to be
realized?
Not applicable.
A.4. What is the decision-making process for the distribution of budget allocations within the unit?
Not applicable.
B.1. What is the space, facilities, and technology allocation (describe the quantity and quality)?
11
The six academic college schedulers and the OCS have allocated space and technology within their respective
offices to adequately perform their job tasks as it relates to producing a cohesive and proficient schedule of
classes for all academic terms.
Andrew Young School of Policy Studies (AYSPS)
The scheduling function is part of the responsibilities of the college’s Office of Academic Assistance, which
is housed in suite G52 of the Andrew Young Building. In addition to the office of the director, the suite is
composed of two additional offices, a reception area with chairs and couches and two student workstations
with a counter, a conference room and a production/file room. The space is adequate for the needs of the
office, and has standard equipment (fax, network printer shared by all office personnel, individual computer
workstations with appropriate software and printers, individual phone lines for each office and the reception
area, and a high-speed scanner).
College of Arts & Sciences(A&S)
The College of Arts & Sciences scheduling office, comprised of three full-time schedulers, is housed in suite
305-311 in the General Classroom Building. Each A&S scheduler has an office, a computer workstation, a
printer, and direct telephone line. The suite also has a printer/copier connected to the network shared by all
three schedulers. The scheduling team also has access to a fax machine and various office supplies in the
Office of the Dean.
College of Education (COE)
The College of Education has one college scheduler who coordinates and manages the scheduling process
with each department. The College of Education provides one office (COE 1018) for the college scheduler
with a computer monitor, hard drive, printer and direct phone line for the scheduling process. The dean’s
office has a networked printer, a copier, a fax machine, and office supplies to which the college scheduler has
access. The office also has adequate storage for current and historical records for scheduling and other
reporting for the college.
College of Health and Human Sciences (HHS)
The College of Health and Human Sciences has one college scheduler, a Senior Academic Adviser, who is
housed in the Office of Academic Assistance in 811 Urban Life Center. He has a computer workstation with
access to Banner and Crystal, a printer and a direct telephone line. The office also has a networked printer, a
photocopier, and office supplies to which the Adviser/scheduler has full access as needed.
College of Law (LAW)
The College of Law Schedulers (Registrar and Administrative Assistant) are located on the Third Floor of the
Urban Life Building. They are located in offices 335 and 337. Each Law Scheduler has a computer
workstation, printer, and direct telephone line. The office also has a networked printer and fax machine that the
schedulers share.
J. Mack Robinson College of Business (RCB)
The J. Mack Robinson College of Business scheduler is housed in 722 RCB. The office offers a comfortable
working environment. The scheduler’s office is equipped with a workstation which includes applicable
software, stand alone printer, copier, telephone and filing cabinets. The scheduler has access to a fax
machine, network printer and scanner.
Office of Class Scheduling (OCS)
This section of the Registrar’s Office is comprised of the Academic Scheduler and the Events Management
Coordinator. The two OCS offices are located in 227 Sparks Hall within the Registrar’s Office. Each office
contains a computer workstation (the Events Management office contains one additional computer
workstation for R25 processing), which allows the professionals access to Banner, Crystal reports and R25, a
12
printer, and direct telephone lines. OCS also has access to network printers, office copier, and fax machine.
The space is adequate for the needs of the office.
B.2. To what extent does the allocation and its utilization allows unit goals and objectives to be realized?
Although workspace and resource allocated to schedulers and OCS vary, most goals and objectives are met as
evidenced by the completion of the schedule of classes and room placement. College schedulers are easily
accessible to administrators and departmental representatives due to office location and technology.
C.1. Do employee skills match the unit’s foreseeable needs?
The scheduling process requires extensive knowledge and experience with the Banner system, knowledge of class
scheduling, and/or planning for a large university. The skill-set of the colleges and OCS staff are sufficient for
the function’s foreseeable needs.
C.2. How is the need for training determined?
There is no systematic mechanism for training, other than the procedures manuals developed by the scheduling
offices. Training in Banner, Crystal Enterprise, and the overall job responsibilities are performed at the time of
hire by personnel in the colleges’ office and OCS utilizing existing personnel in each individual office. New
enhancements, modifications to Banner, and/or policy changes to the class scheduling procedure may also
necessitate additional training needs.
C.3. How is training and cross-training provided?
College schedulers are responsible for their own training and the training of their departmental representatives in
the Banner scheduling module and in the basic process of class scheduling using the manual developed by the
schedulers. Additionally, the college schedulers may train departmental representatives on the use of Crystal
Enterprise.
Training for R-25 is provided by the OCS manager. Subsequent e-training may be provided by CollegeNet, the
software provider for R-25, if funds are made available from the University Registrar.
C.4. How is the acquisition of new skills and knowledge encouraged?
The acquisition of new skills is necessitated by technology upgrades and modifications to the Banner scheduling
system.
D.1. What changes could be made to produce greater efficiencies or economies of scale (e.g., reduction,
modification, or elimination of paperwork; structural reorganization)?
1) Purchasing and implementing adequate software for placing courses in classroom space would greatly
improve efficiency. The current system, Resource 25, does not adequately place courses in the Banner
system in a timely manner.
2) Fully supporting the Banner security modification is necessary to reduce workload redundancy in course
scheduling. The security modification controls departmental accessibility in the Banner system.
However, due to lack of funding and program support, the security modification is no longer supported by
SCT and will not be available after the next major Banner upgrade in December 2006. This key service
keeps untrained and unauthorized departmental users from making changes that might negatively impact
registration, classroom capacity, and/or the university clock schedule.
3) Hiring additional help for one-manned offices would be beneficial to the scheduling process in these
offices because these offices have no backup.
4) Providing a web-queue for the colleges would streamline the process of making changes to the schedule.
5) Balancing the schedule. Because the university is currently scheduling over 6000 courses per semester in
only 164 classrooms, the university needs more classroom space and/or an established process for
producing a balanced schedule, especially at the peak times during early morning (TR 9:30 AM), midday
13
Tuesday/Thursday from 11:00 AM – 3:00 PM and evening hours Monday through Thursday at 4:30/5:30
PM.
6) Re-examining registration periods. Because the schedules for any one term must be posted well in
advance of a semester (due to earlier and earlier registration), academic units make an enormous number
of changes to their initial schedules. This severely impacts the efficiency of classroom usage.
7) Studying the effects of eliminating classrooms from the general inventory for the sole use of specific
academic units. With a projected increase in enrollment and demand for classrooms, the constant
reduction of general inventory classrooms will create a problem by not accommodating the projected
student load with adequate classroom space.
8) Expanding off-campus course offerings. With the increasing demand for a finite number of classrooms at
the downtown campus, the college schedulers urge the university administration to allow the Colleges of
Arts and Sciences, Health and Human Sciences, and Andrew Young School of Policy Studies to teach
classes at the two satellite locations, the Alpharetta Center and Georgia State Brookhaven Center.
D.2. What constraints (e.g., resources, personnel, technology) must the unit address to achieve these?
The constraints facing the college schedulers and OCS are a lack of technological and financial support, as well as
a lack of authority to carry out change across the university. The college schedulers and OCS recognize a
significant budgetary commitment would have to be made to the Office of the Registrar to purchase and
implement a replacement software package for R-25.
VI. Peer Comparisons
A. If appropriate and available, please provide data to indicate how the unit compares with similar units at
peer institutions (e.g., Urban 13+, BOR peer institutions) in terms of structure, responsibilities, number of
employees, and budget. Information from the unit’s professional organization can be used in lieu of
selected peer institutions. If comparisons are not appropriate or if data are not available, please explain
why not.
The Urban 13 peer institutions were contacted and telephone interviews were conducted with representatives of
the scheduling process. The following institutions participated in our study (see Appendix Q):
• Arizona State University
• Temple University
• University of Tennessee
• University of Illinois at Chicago
• University of South Florida
• University of Houston
• University of Cincinnati
• University of Alabama at Birmingham
• State University of New York at Albany
• University of Wisconsin at Milwaukee
• Virginia Commonwealth University
• University of Louisville
• University of New Mexico
• Wayne State University
The institutions were divided into two categories according to the structure of the scheduling process.
• Centralized: Office of the Registrar/Scheduling is responsible for data entry, accuracy and classroom
placement during the entire scheduling process. In a centralized process, Colleges/Departments send
marked proofs to the Office of the Registrar/Scheduling for data entry.
• Decentralized: Colleges/Departments are responsible for the development, maintenance, and accuracy of
the course schedule and assignment of private and partially restricted space. In a decentralized process,
14
the Office of the Registrar/Scheduling Office is responsible solely for classroom placement and
management.
Based on the definitions stated above, 10 institutions operate similarly to Georgia State University under a
decentralized scheduling structure, while the remaining 4 function under a centralized structure.
The schedule production timeline (from the time the schedule rolls into production until it is published to the web)
at Georgia State is 6 months, which is similar to approximately half of the institutions interviewed; the process
varies from 3 to 9 months at other institutions.
After the schedule rolls from the previous term/year into production, academic units determine what schedule
adjustments need to be made. Schedule modifications are then entered into the system. Data entry is completed
by the colleges and/or departments at 9 of the peer institutions; in 4, the Office of the Registrar/Scheduling enters
the data; the Instructional Technology department enters the data for the remaining institution. The colleges
and/or departments at Georgia State input all data into Banner.
The software used for data entry differs among the peer institutions. There are 4 off-the-shelf products currently
being used: Banner, Ad-Astra, PeopleSoft, and SIS Plus. Institutions not using any of the above products use inhouse developed software to manage their data entry.
Accuracy of the schedule is ensured by various levels of proofing. Departments, colleges, and the Office of the
Registrar/Scheduling are involved in the proofing process to varying degrees depending on the institution. At
Georgia State, the college schedulers are responsible for the accuracy of their colleges’ schedules. Of the 14 peer
institutions interviewed, 10 of the colleges and/or departments are responsible for proofing and accuracy of the
courses. For the remaining 4, the Office of the Registrar/Scheduling handles this responsibility.
Private and partially restricted space is assigned by the colleges and/or departments based on predetermined
allocations. Whether the scheduling process is centralized or decentralized, the Office of the Registrar/Scheduling
handles classroom placement for general inventory classrooms. Georgia State’s Office of Class Scheduling
(OCS) uses Schedule 25 (S-25) and Resource 25 (R-25) for classroom placement. Listed below is a breakdown of
classroom placement software and the number of institutions who use them:
• S-25 – 1
• R-25 - 1
• R-25/S-25 – 1
• Ad-Astra – 3
• SIS Plus – 1
• Excellere – 1
• In-House – 3
• None, manual placements - 3
The number of rooms dedicated to academic courses at our peer institutions range from 70-300. In terms of
classroom allocations, 11 universities have some classrooms and/or buildings assigned to specific colleges or
departments during the entire scheduling process or until a predetermined date. Some room allocations are
determined by:
• Decision of university administration
• Specific resources related to disciplines (i.e. science labs, art studios or computer labs)
• Ownership of buildings and/or classrooms by Colleges/Departments
• Assignment of specific zones on campus to Colleges/Departments
15
Georgia State University has 164 general inventory classrooms where classes are available to all disciplines.
Georgia State does not have a formal allocation process; however, some departments own a number of classrooms
that are totally restricted to meet the pedagogical needs of their specific disciplines. Other classrooms are
partially restricted to departments until a predetermined deadline and then are released to the general inventory.
Since the number and structure of departments and colleges vary widely among the peer institutions, it is difficult
to ascertain exactly how many staff members are involved in the scheduling process. Course curriculum
development is another process that differs across universities and colleges and could not be determined for this
report. Budget information was also not available.
B. Analyze the differences and similarities (if applicable).
The functional responsibilities of the scheduling units differ widely at each university making it difficult to make
a one-to-one comparison between Georgia State University and other institutions. Each institution utilizes
different methods for carrying out the scheduling process. In addition, it is worth noting that the peer institutions
of Georgia State vary significantly in enrollment, programs of study, resources, and number of buildings and
classrooms; all factors that directly affect the scheduling process and classroom assignments. However, the
following institutions were most comparable in process, levels of organizational structure, and room allocations:
• Temple University
• University of Illinois at Chicago
• University of Houston
In terms of process and organizational structure, all three of the above mentioned universities along with Georgia
State operate with a decentralized scheduling process. In all instances, a representative at the college level
oversees the process and acts as a liaison between the departments and the Office of the Registrar/Scheduling.
Colleges and departments are responsible for the development, maintenance and accuracy of the schedule.
In terms of room allocations, Temple University, the University of Illinois at Chicago, and Georgia State have
some classroom space dedicated to departments and/or colleges. Classrooms that are totally restricted or owned
by a particular academic unit are assigned by the college or department that owns the space. Classrooms that are
partially restricted are pre-assigned by departments and colleges before a predetermined deadline; after that date,
partially restricted classrooms revert to the general inventory to be assigned by the Office of the
Registrar/Scheduling Office.
Overall, Georgia State University compares favorably to the peer institutions in structure and organization. Some
of the institutions were not as satisfied with their process due to heavy workload with minimal staff (particularly
those with a highly centralized process), duplication of duties, lack of a standard set of procedures, and high
turnover of staff at the department level. However, Georgia State’s decentralized scheduling process has minimal
overlapping duties between colleges and OCS but has clearly defined guidelines. Furthermore, college schedulers
at Georgia State can handle departmental staff changes given that they are responsible for every aspect of the
schedule production process outside of general inventory classroom placement and work closely with various
department representatives to ensure accuracy of the schedule.
VII. Summary of Report and Strategic Directions
A.1. Overall, what are the unit’s greatest strengths?
The greatest strengths, which allow a successful schedule process each term, are the flexibility and knowledge
base of the college schedulers and OCS staff. The class schedule process could not be accomplished without the
teamwork and professionalism displayed by all staff involved in the process.
Another strength is the level of commitment of the staff. The colleges and OCS staff collaborate to form a united
consensus to voice concerns, brainstorm solutions to problems, and recommend and implement change to
processes, forms and procedures.
16
A.2. How can the unit leverage the strengths that already exist?
Structured training and development would strengthen skills and commitment to the university and to the process,
since the individuals involved in scheduling have different titles and functional responsibilities dependent upon
where they are employed.
Membership on university level committees that deal with classrooms would provide the committee with
additional expertise from OCS and college schedulers. It would also allow communication channels to be
developed between those committees and the individuals responsible at the university for successful class
scheduling, the college schedulers and OCS.
A.3. Can the strengths be improved upon?
Strengths can be improved upon by providing opportunities for professional development that would allow
college schedulers and OCS personnel to grow as individuals and through contributions to the professional
organizations of which they become members. Membership in and attendance at American Association of
Collegiate Registrars and Admissions Officers (AACRAO), Southern Association of Collegiate Registrars and
Admissions Officers (SACRAO), and attendance at SCT and Georgia Summit conferences would underscore the
potential benefits to both the university and the individual.
B. What areas need improvement, and what recommendations can address these?
Areas needing enhancement are services/products, processes, and resources. Itemized recommendations for each
of these areas are listed below.
B.1. What, if any, changes are indicated in the unit’s current mission, goals, objectives and key indicators
or performance outcome measures? (Section I)
The mission, goals, objectives, and performance outcome measures are appropriate for the class scheduling
process. No changes are indicated at this time.
B.2. What, if any, changes are indicated in the services/products provided to clients by the unit? (Section II)
The most immediate change is replacement of the R-25 software that would eliminate or possibly reduce the
amount of manual placement of classes. While the current software may be appropriate for event scheduling, the
complexity of our scheduling process, which includes totally and partially restricted rooms and media/technology
room assignments, makes the reliability of the software program questionable.
In addition, the following changes are indicated to optimize the scheduling process:
• A scheduling process change is the online web-queue, which would be a more efficient tool for managing
changes to the schedule after the initial placement of classes into rooms has been done. Approximately
1,000 changes are made college wide to the initial schedule.
• Improvement and upgrades to technology in general inventory classroom space to ensure optimal
scheduling.
• Upgrades to general inventory classroom space and/or additional classrooms equipped with student
workstations.
• Forms associated with the scheduling process will be reviewed with the departmental representatives.
B.3. What, if any, changes are indicated in the ways that the achievement of goals and objectives is
measured? (Section III)
No changes are indicated at this time for the measurement of goals and objectives.
B.4. What, if any, changes are indicated in the unit’s organizational structure, processes, and climate?
(Section IV)
17
A positive change would occur if college schedulers and OCS had representation on university committees
dealing with classroom issues.
B.5. What, if any, changes are indicated in the unit’s resources (budget, space, staffing, technology, etc.)?
(Section V)
• Maintain the Banner security modification
• Provide more technology and large size classrooms, to help ensure balanced scheduling
• Purchase a better software program for placing courses and events in classroom space
• Implement an online web-queue for the scheduling process
• Re-examine the prolonged and overlapping registration periods
• Hire additional staff for some college offices and OCS
• Provide additional opportunities and funding for structured training
• Encourage University leadership to act as change agents
• Participate on university committees for classroom issues
C.1. Define for your unit a reasonable time-frame for goal-setting (e.g., 3-, 5-, years), then review the
recommendations derived from B1-5 above.
Changes recommended in B1-5 would involve a commitment of budgetary resources and technical staff from
other units at the university.
One to three years is a reasonable time-frame to accomplish all of the following goals:
• Develop and implement online web-queue
• Replace current room placement software
• Equip existing general inventory classrooms with a standard media/technology package
• Increase the number of general inventory classrooms equipped with student workstations or wireless
connectivity
• Maintain Banner security modification
• Hire additional staff
• Provide training and cross-training opportunities
• Provide professional development opportunities
• Participate on university committees for classroom issues
C.2. What priorities among these areas should be set?
Primary Priorities
• Replace current room placement software
• Maintain Banner security modification
• Participate on university committees for classroom issues
• Develop and implement online web-queue
• Equip existing general inventory classrooms with a standard media/technology package
• Increase the number of general inventory classrooms equipped with student workstations or wireless
connectivity
Secondary Priorities
• Hire additional staff
• Provide training and cross-training opportunities
• Provide professional development opportunities
C.3. What is a realistic timetable for the achievement of the recommendations (1-3, 5 years)?
The realistic timetable for the achievement of the priorities is one to three years.
18
C.4. Within each time frame, prioritize the recommendations.
One-Year Priorities
• Maintain Banner security modification
• Participate on university committees for classroom issues
• Provide professional development opportunities
• Provide training and cross-training opportunities
Three-Year Priorities
• Replace current room placement software
• Develop and implement online web-queue
• Hire additional staff
• Equip existing general inventory classrooms with a standard media/technology package
• Increase the number of general inventory classrooms equipped with student workstations or wireless
connectivity
C.5. How does the unit plan to monitor progress? Note: For the purpose of addressing this question, a
chart that utilizes the following headings will suffice.
One-Year Goals
Prioritized recommendations
1. Continue maintenance of security modification in Banner
beyond December 2006
2. Participate on university committees on classroom issues
3. Provide monetary resources for professional development
activities
4. Provide monetary resources for training and crosstraining
Measures of progress
Continued maintenance of Banner security modification
Appointed to university committees on classroom issues
Membership in professional associations and participation
in professional meetings
Training provided
Three-Year Goals
Prioritized recommendations
1. R-25 is replaced
2. Queue form screen added to Banner
3. Additional staff support
4. Equip existing general inventory classrooms with a
standard media/technology package
5. Increase the number of general inventory classrooms
equipped with student workstations or wireless connectivity
Measures of progress
New software purchased and implemented
Queue form designed and implemented
Additional staff positions filled
Reduction in number of classroom change requests
Reduction in number of classroom change requests
Five-year goals
It is not realistic to have five year goals for the class scheduling process. Classroom changes, technology
acquisition and course scheduling time lines will change dependent upon monetary resources, the mission and
goals of the university, the degree programs offered and student enrollment and demographics, among other
mitigating factors.
19
Appendices
Table of Contents
A.
Andrew Young School of Policy Studies
i.
Functional Responsibilities
ii.
Organizational Chart
B.
College of Arts and Sciences
i.
Functional Responsibilities
ii.
Organizational Chart
C.
College of Education
i.
Functional Responsibilities
ii.
Organizational Chart
D.
College of Health and Human Sciences
i.
Functional Responsibilities
ii.
Organizational Chart
E.
College of Law
i.
Functional Responsibilities
ii.
Organizational Chart
F.
J. Mack Robinson College of Business
i.
Functional Responsibilities
ii.
Organizational Chart
G.
Office of Class Scheduling
i.
Functional Responsibilities
ii.
Organizational Chart
H.
Clock Schedule
i.
University
ii.
College of Law
I.
Classroom Inventory
i.
General Inventory
ii.
College of Law
J.
Number of Active Courses and Classes Scheduled
K.
Number of Requests Submitted to OCS
i.
Changes to Academic Courses
ii.
Special Events Reservation
L.
Sample Forms
i.
College of Arts and Sciences Classroom Request Form
ii.
College of Arts and Sciences Technology and Media Request Form
iii.
College of Arts and Sciences Classroom Reservation Form
iv.
College of Arts and Sciences Course Change Request Form
v.
College of Health and Human Sciences Media/Technology Request Form
M.
Manuals
i.
Course Catalog Procedures Manual
ii.
College Schedule Procedures Manual
iii.
OCS Procedures Manual
N.
Production Calendars
i.
University (Spring 2006 and Summer/Fall 2006)
ii.
College of Arts and Sciences Spring 2006
iii.
College of Education Summer/Fall 2006
O.
Survey to Customers
i.
College Schedulers
ii.
OCS
P.
Known Issues with Resource 25
Q.
Peer Institutions
i.
Questionnaire
ii.
Peer Institutions’ Response for Scheduling Process
iii.
Peer Institutions’ Response for Special Events Reservation
APPENDIX Ai
Andrew Young School of Policy Studies
Office of Academic Assistance
Functional Responsibilities
Catalog, Course Scheduling, Degree Audit Systems—10%
•
The OAA handles the course scheduling function for the School which includes
meeting with department staff, faculty and chairs to analyze enrollment trends,
anticipate student demand for courses based on students’ degree programs and
completion dates, and strategize patterns of enrollment to maximize course
time/day and number of course section offerings; entering the term schedules into
Banner and maintaining both the schedule and catalog components of Banner
•
The OAA is responsible for the maintenance and updating of both the
undergraduate and graduate catalogs.
•
The OAA is responsible for the maintenance of student records in compliance
with degree requirements and for maintaining and updating of AYSPS degree
requirements in Banner, and PACE and CAPP.
Advisement - New Students—30%
•
The OAA office functions as the advisement office for prospective, new and
continuing graduate and undergraduate students in the School.
•
OAA staff attend university-sponsored events such as Incept new student
orientation and Panther Preview visitor days to promote programs and advise new
and prospective students.
•
At the undergraduate level, welcome letters are sent to all accepted students, and,
if the student is a transfer, transfer credit is reviewed and an academic evaluation
is prepared, showing how the student’s previous transfer credit has applied to the
degree. All undergraduate students with more than 42 semester hours of college
credit in an undergraduate degree program in the Department of Economics and
the Department of Public Administration and Urban Studies are advised by this
office.
•
OAA staff act as liaisons between students and other units of the university; they
must be cognizant of other offices that can provide services, referring students to
appropriate avenues for additional assistance.
•
At the graduate level, this office has the responsibility for creating the graduate
application and instruction forms, both electronic, through CollegeNet, and pdf
applications. Problems with the download from SSD to Banner from CollegeNet
must be investigated and resolved.
•
The application data is entered, application materials are matched, and the
applicant is sent periodic communications either through e-mail or letter, giving
the applicant an update on the status of their application. Individuals with
questions concerning their application are answered through the OAA office.
•
After the graduate application is complete, both an overall and a last-two-year
grade point average are calculated for the faculty admissions committee. The
application is sent to the faculty committee for the admission decision, in
accordance with the procedure agreed upon with that committee. Once the
decision is made, the decision letter is prepared by the OAA.
•
A responsibility of the OAA is to counsel those applicants who were rejected for
admission, providing realistic strategies for reapplication. For those applicants
who were admitted, the OAA provides registration, schedule planning and other
relevant information and assists the faculty at orientation.
Advisement – Continuing Students—30%
•
A primary responsibility of the OAA is to assist students with program planning
and develop an individualized program of study for each student. Advisors
provide guidance on interpretation of degree regulations, registration assistance
including help with course selection and schedule revisions, and many other
services to current students each semester.
•
OAA advisors coordinate advisement in the School by assigning each student a
faculty advisor based on the student’s area of interest, and by working with the
faculty advisors when questions arise concerning the student’s program of study.
•
OAA staff attend university-sponsored events such as the Major Fair to advise
students who are interested in the School’s programs. Advisors also provide
individual advisement to students interested in changing their major to one of the
School’s degree programs.
•
The OAA is responsible for the interpretation of college and university policies
and catalog regulations. All petitions, which average more than 300 per year, are
processed by the OAA, and all appeal decisions are communicated to the student
through the OAA.
•
Students who need paperwork completed or letters written in conjunction with
their academic program are assisted by the OAA. This includes letters for
sponsors, transfer credit, and various letters certifying attendance, graduation
expectation, and recommendations, as examples.
•
Academic standing letters are sent to the dean’s list, dean’s key, faculty scholar
and faculty scholarship award students at the undergraduate level on behalf of the
dean each semester after grades are received.
•
At the graduate level, academic standing is reviewed each semester after grades,
and warning, continued warning, exclusion and termination letters are prepared
and sent as necessary.
•
Students in academic difficulty, or who have questions concerning their academic
standing or petition procedures meet with OAA staff for advisement.
•
Tuition waivers of all types, including graduate research assistantship waivers and
special international waivers available to the college, are entered into Banner by
the OAA each term. The OAA monitors the registration and performance of
students receiving a waiver to ensure compliance with the School’s and university
requirements.
•
The OAA is responsible for auditing students’ degree requirements for
graduation. Graduation audits are sent to each student up for graduation that
term, and as the application is received from the Graduation Office, notifying the
students of any unfulfilled requirements. Advisors meet with students to review
their audit and plan for graduation.
•
At the master’s and doctoral level, in addition to course requirements, other
regulations, such as time limits, core comprehensive exams, field exams,
dissertation and thesis, committee appointment and proposal defense and final
oral exam requirements are monitored by the OAA.
•
The office is responsible for ensuring a doctoral student’s final dissertation meets
format requirements, and each dissertation is read by a staff member. The office
coordinates the electronic submission and/or binding of the theses and
dissertations with the University library and the microfilming of the dissertations.
Academic Assistance Website and Email Advising—5%
•
The office maintains an academic assistance website, with information applicable
to current and prospective students. The office assists academic departments in
AYSPS in updating program information on their websites.
•
The AYSPS website includes a general email address that all staff in the office
respond to when questions or comments come in from the public or prospective
applicants.
•
Advisors also respond to current student questions via email received through the
general address and the advisors’ individual email addresses.
•
The OAA has created and maintains an online graduate orientation as part of its
academic assistance web site.
Recruitment Activities—10%
•
Meeting with prospective students, especially those interested in graduate
programs within the School, is a central function of the office.
•
An aggressive recruitment plan has been developed for the School. Recruitment
is an integral responsibility for the office, with office staff (each) going to
between 15 and 20 recruitment events each year to promote the college and
inform prospective students of the admission and degree requirements for the
programs.
•
The OAA is responsible for assisting in the creation of program brochures, flyers
and other recruitment materials for the undergraduate and graduate programs.
OAA staff assist faculty in developing letters, mail and email lists for recruitment
purposes.
•
The OAA maintains displays for use by AYSPS staff and faculty for recruiting
and special events.
International Students—10%
•
Recruitment includes increasing the diversity of our international and student
population, an important objective in line with the AYSPS Diversity Plan. To that
end in the international arena, the OAA is responsible for completing applications
to be a host institution. This process involves completion of the voluminous
applications and providing the requested statistics and student data, when required
each year for each agency. We have been approved as a host college for the
Academic and Professional Programs for the Americas (formerly Latin American
Scholarship Program-- LASPAU), the Leadership Fellows for Public Service
program (IREX), the American Councils for International Education Presidential
Scholarship Programs, the USIA-American Councils Freedom Support Act
program (FSA), the Edmund S. Muskie Graduate Fellowship Program, the
Mandela Economics Scholars Program (MESP) and have increased the admission
and attendance of students sponsored by the Fulbright program of the Institute of
International Education (IIE) and various United States Agency for International
Development (USAID) programs at the university.
•
Over 500 international credentials are evaluated by an OAA staff member with
thirty years’ experience in international credential evaluation for the AYSPS and
international credentials from other colleges are evaluated upon request. Over
200 credentials from graduate international applicants were evaluated this past
year for other units of the university, including the Robinson College of Business,
the College of Health and Human Sciences, and the College of Education and
other institutions in the region and accrediting agencies.
•
OAA staff work with the office of International Student Services to process
financial documents needed for issuance of international students’ visas.
General Administrative Support—5%
•
The office provides statistics for the departments on credit hours, enrollment,
graduation, and for various surveys and accrediting agencies and organizations.
•
The OAA assists faculty with any student issues that arise including academic
honesty issues, academic performance, and classroom discipline processes, and
helps faculty interpret university regulations and requirements.
•
The OAA determines the eligible students for faculty selection for awards at our
annual Honors Day dinner, and coordinates all aspects of the awards ceremony
including sending the award letter and invitation to the student, managing the
online RSVP response system, and printing the certificates, program and name
tags for this significant showcase event which hosts over 325 people, including
board members, high ranking university officials, and visiting dignitaries.
•
The office responds to general inquiries about the School and its programs via
email, mail, telephone, in person meetings and visits to organizations to promote
the School.
APPENDIX Aii
APPENDIX Bi
College of Arts & Sciences
Functional Responsibilities
The College of Arts & Sciences has three full-time college schedulers. Along with their daily
maintenance of the course schedule, the schedulers in A&S have other responsibilities.
Shelly-Ann Williams – Administrative Specialist - Curriculum
70% Scheduling
1. Senior Scheduling Coordinator:
• manages overall coordination of the production process and serves as scheduling
liaison to the Dean,
• ensures that the college is following university rules and regulations in the areas of
schedule, evaluation and curriculum,
• maintains approximately 1/3 of the A&S Departments (course adds, changes, drops,
media requests, proofing for accuracy, classroom change requests and other issues
related to course scheduling);
• oversees grade reporting and incomplete grade assignments at the end of each term;
• programs and manages of registration restrictions/prerequisites,
• implements Freshman Learning Communities,
• manages large room allocations and other facility issues in this area,
• maintains all key banner control forms (security, evaluation dates, etc),
• supervises activities of the scheduling staff.
2. Serves as College liaison to programming staff, the College Scheduling Group, and the
Office of the Registrar.
3. Performs Banner testing, troubleshooting, and College/Department documentation
maintenance.
4. Trains new functional users, staff and faculty, on Banner and Crystal.
5. Assists with the development and maintenance of Crystal reports in areas of expertise for
the DOAS and CSG.
15% Statistics
6. Compiles DOAS statistics and department statistics as needed.
5% Curriculum
7. Oversees the curriculum process and serves as a College Liaison.
5% Special Projects
8. Fulfills Special Projects for the Dean as Needed.
5% Committees
9. Sits on the following committees: Statware Data Warehouse, ASUR, A&S Professional
Development Committee, Staff Council, Data Quality/Best Practices Committee.
Nikolas Huot – Administrative Specialist – Academic
70% Scheduling
1. Maintains approximately 1/3 of the A & S Departments. This includes:
• data entering all scheduling and staffing changes for assigned area according to
the published deadlines,
• entering media assignments for assigned area,
• proofing all scheduling documents,
• making sure that departments are following university schedule regulations,
• serving as liaison to department schedulers in assigned areas.
15% Curriculum
2. Manages and maintains curriculum data pre and post approval and serves as a College
Liaison to the Curriculum Committee. This includes:
• compiling data for Curriculum Committee review,
• data entering changes according to catalog audit procedures,
• proofing reports,
• researching problems.
10% Grade Reporting
3. Oversees grade reporting at the end of each term, which includes:
• running Missing Grade Reports during the grade submission periods;
• working with departments to resolve grade submission issues;
5% Additional Responsibilities
4. Trains new functional users, staff and faculty, on Banner and Crystal.
5. Sits on the Arts & Sciences Staff Executive Committee
6. Backfill Senior Coordinator as needed.
7. Fulfills special projects as needed.
Veronica Trammell – Administrative Specialist-Academic
70% Scheduling
1. Maintains approximately 1/3 of the A & S Departments. This includes:
• data entering all scheduling and staffing changes for assigned area according to
the published deadlines,
• entering media assignments for assigned area,
• proofing all scheduling documents,
• making sure that departments are following university schedule regulations,
• serving as liaison to department schedulers in assigned areas.
15% Evaluations
2. Manages and maintains evaluation data which includes:
• coordinating and programming all TBA sections that need to be turned on for
each department,
• working with departments to resolve all evaluation errors,
• keep central evaluation records/statistics for DOAS,
10% CIR Reporting
3. Cleans up CIR errors (Curriculum Inventory Report) which includes proofing for and
fixing the following:
• % responsibility for staffing errors,
• campus and session code errors,
• distance education errors, etc,
5% Additional Responsibilities
4. Trains new functional users, staff and faculty, on Banner and Crystal.
5. Sits on the Graduation Appeals Committee.
6. Backfill Senior Coordinator as needed.
7. Fulfills special projects as needed.
APPENDIX Bii
College of Arts and Sciences
Organizational Chart (proposed)
Dean
Lauren Adamson
Director of
Administration
John Medlock
Admin Spec Curriculum
Shelly-Ann Williams
Media Office
Manager
Randy Trammell
Admin Spec - Acad
Nikolas Huot
Admin Spec - Acad
Veronica Trammell
Admin Spec - Acad
Stephanie Mullis
PR Coordinator
Ann Claycombe
College
Administrative
Officer
Business Manager II
Vacant
Director of
Development
Associate to the Dean
Gabriela McNicoll
Admin Spec - Admin
(0.5 EFT)
Jeff Rumiano
Admin Spec - Admin
(0.5 EFT)
Cindy Forrest
2-3
Student Assistants
Director, Office of
Academic Assistance
Admin Spec - Admin
Vacant
5 Associate Deans
APPENDIX Ci
College of Education
Functional Responsibilities
The College of Education retains one college scheduler. Even though the college
scheduler maintains and coordinates the scheduling process with each department in the college,
the scheduler also has other responsibilities. The official title of the college scheduler is the
Dean’s Office Administrator for Data Management and Enrollment. Listed below are the
responsibilities of this position.
Scheduling (30%)
• The college scheduler coordinates and manages the scheduling process with each
department.
• Each department in the college has one scheduler who enters in the initial schedule for
their departments.
• All modifications to the schedule are handled by the college scheduler.
• The administrator provides historical enrollment data and a variety of statistical reports
for use in departmental scheduling of classes.
• The administrator monitors college classroom allocation and utilization.
• The administrator coordinates, tracks, and resolves assignments of specialized
technology/media classrooms.
• The administrator monitors daily registration figures and low enrollment courses for
justification or cancellation.
• The administrator coordinates the master curriculum process from college to university
level.
• The administrator manages and maintains college curriculum records and amendments.
• The administrator monitors grade reporting including grades changes and incomplete
grade assignments
Curriculum Changes (40%)
• The administrator must have knowledge of the applicable policies, procedures, and laws
of the university and Board of Regents.
• The administrator coordinates the master curriculum process from college to university
level.
• The administrator is the liaison between the departments, dean’s office, and committees
to implement the curriculum changes.
• The departments send their proposed curricular changes to the administrator for review,
who after the review sends the proposals to the Dean, Associate Dean, and Director of the
Office of Academic Assistance for review.
• Once the dean has reviewed the proposals, the administrator reviews the proposals with
the Academic Affairs Committee, Professional Education Faculty Curriculum
Committee, and the College of Education faculty for approval or denial.
• If the proposals are approved, the administrator updates the undergraduate and graduate
catalogs with those changes.
•
The administrator manages and maintains college curriculum records and amendments.
The administrator maintains records from 1977 to the present of all curriculum changes.
Reports (10%)
• The administrator maintains the following reports for the college:
o Credit hour production for each semester, fiscal year, and historical
o Credit hour production for each department
o Faculty listings and teaching rosters
o List of active courses and the number of times they have been taught
o Courses taught with enrollment
o Cross listed courses
o Enrollment versus course limits
o Clock time reports
o Grade reports
o List of prerequisites, corequisites, and restrictions of courses
o General Inventory
o Efficiency reports
o Curriculum proposals and changes
College Committees (6%)
• The administrator serves on the following college committees: Academic Affairs
Committee, Professional Education Faculty Curriculum Committee, Student Affairs
Committee, and Petitions Review Committee
• The Academic Affairs Committee and the Professional Education Faculty Curriculum
Committee review, approve, and deny all curriculum proposals for the college.
• The Student Affairs Committee process issues facing the college from scholarships to
student appeals.
• Students can submit the Student Petition for Waiver or Variance to the Petitions Review
Committee. This petition is for use by students in the College of Education who are
seeking a waiver or variance from an established policy, procedure, rule, or guideline
governed by the College of Education.
• The administrator also serves on several university committees.
Student Appeals (6%)
• The administrator is the liaison for the Appeals Panel of the Student Affairs Committee.
• Any student in the College of Education may appeal to the Student Affairs Committee for
review of an action taken or decision made concerning a petition of waiver or petition of
resolution, which action or decision the student holds to be arbitrary, capricious, or
discriminatory.
• The student must take every effort to resolve any academic problem through the petition
process before appealing to the Student Affairs Committee.
• If the student decides to appeal, he or she must meet with the liaison and process the
paper work to meet with the Student Affairs Committee.
• The liaison outlines the types of hearings the student can participate in and reviews the
documentation provided by the student.
• The liaison reviews the documentation with the committee and the departments.
•
The administrator maintains records of all petitions and the results of the petitions
Syllabi (5%)
• The syllabi are requested each term for all courses taught.
• The departments send the administrator all syllabi for the current semester on disk once
the second week of classes has ended.
• Files are kept in the Dean’s Office for each course.
• Each file contains the oldest syllabi, the most current syllabi, and the proposals for the
creation of the courses.
• Each time the course is taught a new syllabus is placed in the file and older syllabi are
purged.
• The administrator maintains a chart listing the date of the oldest and most current syllabi.
This chart is updated every semester.
• The administrator reviews each syllabus to ensure that it matches the instructor of record
or to see if the syllabus has changed.
Faculty Evaluations (3%)
• The administrator initiates the process in Banner so students can access the evaluations
for faculty.
• The administrator runs the report for faculty evaluations.
• The administrator sends the department chairs a list of faculty who did not have any
evaluations or comments.
APPENDIX Cii
College of Education
Organizational Chart
APPENDIX Di
College of Health and Human Sciences
Functional Responsibilities
The College of Health and Human Sciences has one college scheduler. This scheduler maintains
and coordinates the scheduling process with each department in the college, the scheduler, a
Senior Academic Advisor in the Office off Academic Assistance. Listed below are the
responsibilities of this position.
•Undergraduate student advisement. (20 %)
Includes providing programs of study, evaluating transfer credit, assisting in course selection
and schedule revisions, and providing information on college and university policies and
catalog regulations. Includes advisement of prospective students.
•Undergraduate professional program admissions. (10 %)
Includes admissions counseling and processing for applicants to the undergraduate programs in
nursing, nutrition, respiratory therapy and social work. Includes advisement of prospective
applicants.
•Graduate admissions. (10 %)
Includes admissions counseling and processing, and counseling of prospective applicants for
the MS program in Health Sciences and for the Certificate Program in Dietetic Internship.
.
•Maintenance of the degree audit system for programs in the College to include the PACE
system as well as the CAPP system. Degree requirements and academic regulations are
updated as changes are made. (1 %)
•Coordination of class scheduling (35 %)
For the College including the production of a schedule each semester, large classroom
allocations, media/technology classroom allocations, clock schedule enforcement, schedule
revisions, and coordination of the course evaluation process each semester.
•Provision of program and admissions information to the general public and prospective students
at both the graduate and undergraduate level. (15 %)
•Audit of the records of all graduating students in the College to make certain
all degree requirements have been met and to clear each student for graduation. (1 %)
•Career counseling, especially for undecided majors. (1 %)
•Academic advisement at Incept orientation programs. (1 %)
•Maintenance of graduate and undergraduate catalog material. (5 %)
•Participation in university-level recruitment events, as well as recruitment events throughout the
Atlanta area and the state of Georgia. (1 %)
APPENDIX Dii
College of Health and Human Sciences
Office of Academic Assistance
Organizational Chart
Director
Office of Academic Assistance
Assistant to the Director
Administrative Secretary
Administrative Assistant
Academic
Advisor
Admissions
Coordinator III
Admissions
Counselor II
Academic
Advisor
Senior
Academic
Advisor
Senior
Academic
Advisor
APPENDIX Ei
College of Law
Functional Responsibilities
The class scheduling function for the College of Law is the responsibility of the College of Law
Associate Registrar. The College of Law Office of the Registrar is one of two sub-units of the
Office of Student Affairs, the other sub-unit being Law Admissions. The sub-unit contains two
staff members, the associate registrar and the administrative specialist. Listed below are some of
the responsibilities of this unit.
Academic Calendar (5%)
·
sets semester starting and ending dates, midpoints, exam periods, grades-due dates,
graduation dates and other dates/deadlines according to ABA requirements and law
school policies
Catalog (5%)
·
add/discontinue/change classes in Master Curriculum on Banner
·
update course catalog on web and in print
Class Scheduling (10%)
·
receive class schedule from Associate Dean
·
assess technology needs of the faculty
·
assign limits and classrooms
·
create class schedule in grid format
·
input class schedule on Banner, modify as needed
·
proof! proof! proof!
Registration (10%)
·
set appointments
·
create and disseminate registration materials, both printed and web-based
·
resolve registration issues (drop/adds, overflows, joint degrees)
·
monitor class sizes and rooms, modify as needed
Grades (10%)
·
Collect and input grades into BANNER
·
disseminate first year grades through College of Law web site (Fall only)
·
provide faculty lists of their class grades by name and exam number
·
grade reports
Exams (30%)
·
create exam schedule
·
create proctor schedule
·
disseminate exam numbers to law students
·
lead laptop exam software training seminars
·
set up Securexam Management web site for take home exams
·
·
·
proctor exams
schedule and proctor make up exams
print, sort and deliver exams to faculty
Graduation/Academic Advising (5%)
·
audits
·
clearances for graduation
Reports/Awards (10%)
·
American Bar Association yearly report
·
Princeton Review questionnaire
·
Petersen’s Guide questionnaire
·
Fall first year averages/progress report
·
LSDAS first year averages report (Spring GPAs)
·
course averages report
·
CALIs
·
faculty teaching duties report
·
Graduate rankings
·
first year rankings
·
second year rankings
·
Law review standings (grade-on and write-on)
·
Probations and Exclusions
Faculty Evaluations (2%)
·
manages the evaluation process in Banner so students can access the evaluation system
and faculty can view their individual evaluations.
·
runs evaluation reports for Dean/Associate Dean/Faculty Committees
Misc. (13%)
·
various letters and certifications
·
Bar forms
·
verification of enrollment/graduation
APPENDIX Eii
College of Law
Organizational Chart
Anne Emanuel
Associate Dean
GSU College of Law
Tricia Rackliffe
Associate
Registrar
GSU College of
Law, Office of the
Registrar, a subunit of Student
Affairs
Lauren Martin
Administrative Specialist
GSU College of Law
Office of the Registrar,
a sub-unit of Student Affairs
APPENDIX Fi
J. Mack Robinson College of Business
Functional Responsibilities
The J. Mack Robinson College of Business has one college scheduler. The official title of the
college scheduler is Administrative Specialist-Curriculum, and the position is housed in the
Dean’ Office. Listed below are the responsibilities of this position.
Scheduling (70%)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Projects and maintains undergraduate core courses primarily based on past term
enrollments and student demand
Coordinates and manages the scheduling process with twelve departments and several
specialized programs
All modifications to the schedule are handled by the college scheduler
Provides scheduling information and directions to each department within the college
Assigns partially restricted rooms for the college
Monitors, coordinates, track and resolves technology/media room assignments
Negotiates large size room assignments for the college
Monitors daily registration for low enrollment courses for cancellation or justification
Maintains the college curriculum records and amendments
Must have knowledge of curriculum procedures within the college, and law of the
university as it relates to schedule
Responsible for updating course descriptions
Monitors grade reporting
Produces a production schedule for each registration period
Provides functional training and information
Responsible for generating and running reports as it pertains to schedule
Serves as a liaison between the departments, dean’s office and registrar’s office
Coordinates mid-term and common final exams
Responsible for authorizing and determining security class ID’s for staff and faculty as it
pertains to the schedule
Responsible for testing schedule and catalog forms after upgrades to the Banner system
have been made
Correct all errors on the curriculum inventory report (CIR)
Maintain scheduling files
Responsible the course prerequisites and restrictions in the banner system
Reporting (15%) - Generates reports from Crystal Enterprise, College reports and/ or Statware
for the following tasks:
•
•
Credit hour production for each department
Faculty listings and teaching rosters
•
•
•
•
•
•
•
•
List of active and discontinued courses
Course limits, enrollments and room capacity
Curriculum changes
Cross listed courses
Courses taught
Location reports
Course prerequisite, co-requisites, level and restriction report
Grade reports
Student evaluation of Instructor (SEI) 8%)
•
•
•
•
Sets the parameters for the process in Banner for all parts of term and specialized
programs
Coordinates the printing process with the university’s computer center
Runs the report for all departments and the deans office
Maintains hard copy files for the college
Other duties (7%)
•
•
•
Troubleshoot problems, and assist students
Assist non-academic units with issues relating to schedule/registration
Represents the college on university’s work groups/committees
APPENDIX Fii
J. Mack Robinson College of Business
Organizational Chart
The organizational Chart for the J. Mack Robinson College of Business Deans Office is as
follows: The position of Administrative Specialist Curriculum is the college scheduler’s
position.
College Dean
Dr. Fenwick Huss
Associate to the
Dean
Irene LaFleur
Associate Dean
Academic
Dr. Irene
Duhaime
Michelle
PettiwayLavender
Human Resource
Officer
Deanna Julian
Admin. Specialist
Administrative
Laurie Jones
Business Manager
Marlene Sename
Admin. Coord.
Associate Dean
Academic
Plannin/Programs
Dr. Jane Mutchler
John Ward
Analyst Program
Intermediate
Wanda Bartlett
Admin. Coordinator
Jennie Grinnage
Admin. Specialist
Curriculum
Lori Burns
College Business
Service Officer
Andria Reddick
Admin. Specialist
Academic
Assistant Dean
Finance &
Administration
Ralph Kahlan
John Hicks
Accountant II
Pamela Smith
College Finance
Officer
APPENDIX Gi
Office of Class Scheduling
Functional Responsibilities
Marilyn Crouch-Administrative Specialist-Academics
Manages production of the class schedule. -65%
• Create Production Calendar
• Confirm term dates in SOATERM
• Requests external sites from the Board of Regents.
• Run media reports
• Run the pick-off
• Review schedule to check for accuracy
• Run Media Report
• Run reports for clock exceptions, conflicts and scheduling errors
• Run Schedule 25 through Resource 25
• Notify Schedulers of Kick-Outs-Kick-Outs Resolved
• Labs/Breakouts assigned classroom space.
• Schedule is posted to the web
• Process course changes that are sent to the queue
• Submit cock exception requests for review and approval
• Respond to inquires from college schedulers and departments
Coordinates administrative functions of the office. 15%
• Manages OCS, Veteran Affairs and Continuing Education Departments
• Ensure adequate daily office coverage
• Ensure daily functions are being processed in a timely manner.
• Attend management meetings.
• Ensure weekly Special Event reports are mailed to Key Control.
• Facilitate communication between Events Coordinator and Continuing Education
Coordinator
• Ensure Continuing Education Credits are captured
• Investigates and resolves complaints concerning space reservations.
• Respond to e-mails and phone calls concerning space issues.
• Review Veteran Affairs reports for accuracy
• Respond to Veteran Affairs student inquires.
Coordinates the utilization of general classroom space. 10%
• Communicate with Events Coordinator to ensure availability of space
• Record and maintain general inventory list of active and inactive rooms
• Maintain classroom space utilizing Resource 25
Prepares reports, memos, letters and forms. 5%
•
•
•
Run Crystal reports for University Registrar, Associate Registrar, Associate Provost and
various departments of the university community.
Draft letters of response for Associate Registrar review and approval.
Create processing forms that are reviewed and/or approved by the Associate Registrar for
finalization
Promote the Continuing Education Program at Georgia State University. 5%
• Encourage applicable room reservation requestors to register under the Continuing
Education Program at Georgia State University.
• Maintain Continuing Education Records
Tanya Weefur-Senior Scheduler
Manage Special Events Classroom Reservations- 30%
• The senior scheduler manages special events for staff, faculty and student organizations.
• All request and response are communicated via email and telephone.
• Room placements are made by the senior scheduler within 48 hours of receipt.
• All room placements for such events in general classroom space are handled by the senior
scheduler.
• The placements are reviewed to avoid conflicts with other events.
• The senior scheduler tracks all special events on a daily basis.
• An average of 800 special events are scheduled each year.
Promote Continuing Education Functions- 3%
• The senior scheduler encourages all major special events requestors to participate in the
Continuing Education program.
• Request of this nature are forwarded to the Continuing Education authority.
• The senior scheduler follows up on participation of special events requestors.
Manage Final Exam Schedule-3%
• The final exam schedule is generated for each semester by the senior scheduler.
• The completed schedule is reviewed for errors and submitted to the associate registrar for
posting.
Schedule Common Final Exams- 5%
• All common exams are scheduled as special events by the senior scheduler.
• The senior scheduler coordinates, with the college schedulers of the College of Arts and
Sciences and Robinson College of Business, the exam times and room placements.
• After the placements are reviewed by the college schedulers of these two colleges, room
placements are confirmed.
• The common exam schedule is also included on the overall final exam schedule.
Make Special Exam Rooms Assignments- 5%
•
•
•
Special Exam room assignments are made by the senior scheduler for students requesting
a variance from their original exam schedule, mostly in the case of common exams.
The times and dates are coordinated with the departments and/or college schedulers.
After the placements are made, a confirmation with room assignments is sent to the
department requesting.
Maintain the Academic Schedule Queue (Effect ADDs, CHANGEs, DISCs)- 45%
•
Changes to academic room placements are processed via the queue.
•
The senior scheduler constantly keeps track of request coming to the queue.
•
The requests are printed out from the queue for processing.
•
All requests are initiated in Banner for changes to be made.
•
The data is then exported to the R25 for room placements.
•
Each course is processed individually for placement.
•
The R25 interface is initialized for data export.
•
After room placements are complete, the data is exported to Banner through the interface.
•
The senior scheduler checks each course for correct room placements.
•
Other changes like limit increase and course activation are then made in Banner.
•
The college schedulers are informed of the room placements and cross-checked.
•
The processed queue forms are filed for future reference.
Maintain General Inventory File- 3%
•
The senior scheduler maintains a listing of all general classroom space university-wide.
•
This listing is updated every school term to reflect changes.
•
An updated listing is sent out to the college schedulers as often as possible.
Provide Assistance such as Proofreading Academic Reports to Eliminate Errors- 6%
• The senior scheduler proofs classroom location reports, limit reports, cross-listed courses
reports, and technology request reports before each term.
• All errors are reported to the Office Manager.
• After the errors are reviewed, the Senior scheduler aids the Office Manager to resolve
them.
APPENDIX Gii
Office of the Registrar
Staff Organizational Chart
September, 2005
Cherise Y. Peters
Kisha Simmons
Admin Asst
Winnie Tsang-Kosoma
Carolyn Alexander
Assoc Reg
Sched/Prod/Grad/Res
Assoc Reg
Imaging/Banner/Rec Mgt
Vernessia Callahan
Asst Reg I
Stu Apls/Dept Admin Mgr
Jan McCord
Asst Reg I
Imaging/Rec Mgt
Linda Herndon
Asst Director
Marilyn Crouch
VA/Cont Ed/
Sched Mgr
Sonya Scandrick
CSS Imaging I
Kent Williams
CSS III
Records Mgt
Cynthia Carmichael
VA/Cont Ed
Verna Brooks
Tech Mgr
Tara Smith
CSS Imaging I
David Matthias
CSS II
Records Mgt
Tanya Weefer
Sr. Scheduler
Jeffery Sumter
NCAA Comp Off
Sarah Wells
CSS Imaging I
Cassandra Burroughs
CSS II
Records Mgt
Dannelle Crowe
ISSI
Jessica Key
Intermediate IS
Asst VP for Enrollment Services
and University Registrar
Corky Batson
Ed & Prod Mgr
RedDot
Michael Gresham
Old Website Maintenance
Lydia Niemczyk
Res Aud
Averil Smith
Assoc Reg
Rec/Reg
Stephanie Scruggs
Admin Asst
Darrick Owens
ESC
Supervisor
John Rieken
Asst Reg II
Grad
Eric White
Registration
Supervisor
Sabrina Champion
Admin Spec
Grades/Records
Agnes Cook
Deg Spec
Mavis Mosley
Cross Reg Coord
Theresa Strong
CSS II
Thanh Dong
Deg Spec
Vacant
CSS II
Katina Atkins
CSS II
Sherrille McIntosh
ESC Counselor
Densia Hightower
Deg Spec
Abenicia Fleming
CSS II
James Strickland
ESC Counselor
Christopher Robertson
Vacant
CSS II
Elaine Jones
ESC Counselor
Comm Cord
Shayla Bennett
CSS III
Vickie Roberson
CSS II
Christopher Carmichael
ESC Counselor
Thomas Kersey
ESC Counselor
Clyde John
ESC Counselor
APPENDIX Hi
Clock Schedule
Georgia State University
Courses at the university are created for 1 to 6 semester hour(s) credit. A course must meet for
750 minutes for each hour of credit. The university also schedules variable hour courses, defined
as those with a semester hour range.
1 Semester Hour Courses (750 minutes)
1 day/week, 15 sessions (M,
W, F,S) 50 min/class
8:00 - 8:50
9:00 - 9:50
10:00 - 10:50
11:00 - 11:50
12:00-12:50
1 day/week, 15 sessions (M,
W, F,S) 50 min/class
1:00 - 1:50
3:00 - 3:50
1 day/week, 15 sessions (M,
W, F,S) 50 min/class
5:30 - 6:20
7:15 - 8:05
8:45 - 9:35
Morning Classes
1 day/week, 15 sessions (TT) 50
min/class
8:00 - 8:50
9:30 – 10:20
11:00 – 11:50
Afternoon Classes
1 day/week, 15 sessions (TT) 50
min/class
1:00 – 1:50
2:30 – 3:20
4:00 – 4:50 (laboratory only)
Evening Classes
1 day/week, 15 sessions (TT) 50
min/class
5:30 – 6:20
7:15 – 8:05
8:45 – 9: 35
1 day/week, 14 sessions (S)
55 min/class
8:00 - 8:55
9:05 - 10:00
10:10 - 11:05
11:15 - 12:10
1 day/week, 14 sessions (S)
55 min/class
1:00 - 1:55
3:00 - 3:55
1 day/week, 14 sessions (S)
55 min/class
4:30 - 5:25
6:00 - 6:55
7:15 – 8:05
2 Semester Hour Courses (1500 minutes)
2 day/week, 30 sessions
(MW)
50 min/class
8:00 - 8:50
9:00 - 9:50
10:00 - 10:50
11:00 - 11:50
12:00 -12:50
Morning Classes
2 day/week, 30
1 day/week, 15
sessions (TT)
sessions (Fri, S )
50 min/class
100 min/class
(1hr/40min)
8:00 – 8:50
9:00 – 10:40
9:30 – 10:20
11:00 – 12:40
11:00 – 11:50
1 day/week, 14
sessions (S)
110 min/class
(1 hour/50 min)
8:00 - 9:50
11:00 - 12:50
Break 12:15 - 1:00 -TT
2 day/week, 30
sessions
(MW )
50 min/class
1:00 - 1:50
2:00 - 2:50
3:00 - 3:50
2 day/week, 30 sessions
(MW and TT)
50 min/class
5:30 - 6:20
7:15 – 8:05
8:45 – 9:35
Afternoon Classes
2 day/week, 30
1 day/week, 15
sessions
sessions
(TT)
(M, Tu, W, Th, Fri, S)
50 min/class
100 min/class
(1hr/40min)
1:00-1:50
1:00 - 2:40
2:30-3:20
2:45 - 4:25
Evening Classes
1 day/week, 15 sessions
(M, Tu, W, Th, Fri)
100 min/class (1hr/40min)
5:30 - 7:10
7:15 – 8:55
1 day/week, 14
sessions (S)
110 min/class
(1 hour /50 min)
1:00 – 2:50
3:00 - 4:50
1 day/week, 14 sessions (S)
110 min/class
(1 hour/50 min)
5:30 - 7:20
7:30 – 9:20
3 Semester Hour Courses (2250 minutes)
Morning Classes
3 day/week
45 sessions
(MWF)
50 min/class
2 day/week
30 sessions
(MW)
75 min/class
(1 hr/15 min)
2 day/week
30 sessions
(TT)
75 min/class
(1 hr/15 min)
1 day/week
15 sessions
(F)
150 min/class
(2 hrs/30 min)
1 day/week
15 sessions
(SAT)
150 min/class
(2 hrs/30 min)
1 day/week14
sessions(S)
165 min/class
(2 hrs/45 min)
8:00 - 8:50
9:00 - 9:50
10:00 - 10:50
11:00 - 11:50
12:00 - 12:50
7:30 - 8:45
12:00 – 1:15
8:00 – 9:15
9:30 – 10:45
11:00 – 12:15
9:00 - 11:30
9:00 – 11:30
11
45 – 2
15
11:45
2:15
8:00 - 10:45
11:00-1:45
1 day/week
15 sessions
( SAT)
150 min/class
(2 hrs/30 min)
1 day/week 14
sessions (S)
165 min/class
(2 hrs/45 min)
2:30 – 5:00
2:00 – 4:45
Break 12:15 - 1:00 -TT
3 day/week
45 sessions
(MWF)
50 min/class
2 day/week
30 sessions
(MW)
75 min/class
(1 hr/15 min)
1:30 - 2:20
3:00 – 3:50
1:30 - 2:45
3:00 – 4:15
Afternoon Classes
2 day/week
1 day/week
30 sessions
15 sessions
(TT)
(M,T, W, T, F)
75 min/class
150 min/class
(1 hr/15 min) (2 hrs/30 min)
3 day/week
45 sessions
(MWF)
50 min/class
2 day/week
30 sessions
(MW, TT)
75 min/class
(1 hr/15 min)
5:30 - 6:20
7:15 – 8:05
8:45 – 9:35
5:30 - 6:45
7:15 - 8:30
8:45 - 10:00
1:00 - 2:15
2:30 – 3:45
1:00 – 3:30
Evening Classes
2 day/week
30 sessions
(TT only) 75
min/class
(1 hr/15 min)
4:00 – 5:15
1day/week
15 sessions
(M,T, W, T,F)
150 min/class
(2 hrs/30 min)
1day/week 14
sessions (S)
165 min/class
(2 hrs/45 min)
4:30 - 7:00
7:15 - 9:45
5:30 - 8:15
4 Semester Hour Courses (3000 minutes)
Morning Classes
3 day/week, 45 sessions 2 day/week, 30 sessions 1 day/week, 15 sessions 1 day/week, 14 sessions
(F, Sat)
(S)
(MWF)
(TT) – NO MW Morning
100 min/class
200 min/class
215 min/class
70 min/class
(1 hr/40 min)
(3 hrs/20 min)
(3 hrs/35 min)
(1 hr/10 min)
7:30 - 8:40
8:00 – 9:40
9:00 -12:20
8:00 -11:35
12:00 – 1:10
10:00 - 11:40
Afternoon Classes
3 day/week, 45 sessions 2 day/week, 30 sessions 1 day/week, 15 sessions 1 day/week, 14 sessions
(MWF)
(MW &TT)
(M, Tu, W,T, F, Sat)
(S)
70 min/class
100 min/class
200 min/class
215 min/class
(1 hr/10 min)
(1 hr/40 min)
(3 hrs/20 min)
(3 hrs/35 min)
1:30 - 2:40
1:00 - 2:40
1:00 - 4:20
1:00 - 4:35
3:00 - 4:10
2:45 – 4:25
Evening Classes
3 day/week, 45 sessions 2 day/week, 30 sessions 1 day/week, 15 sessions 1 day/week, 14 sessions
(MWF)
(MW &TT)
(M, Tu, W,T, F, Sat)
(S)
70 min/class
100 min/class
200 min/class
215 min/class
(1 hr/10 min)
(1 hr/40 min)
(3 hrs/20 min)
(3 hrs/35 min)
5:30 - 6:40
5:30 - 7:10
5:30 - 8:50
5:30 - 9:05
7:15 - 8:25
7:15 - 8:55
8:45 - 9:55
4 Semester Hour Courses (2250 minutes of lecture/750 minutes lab)
3 hours Lecture times (1 hour labs follow 1 hour clock schedule)
3 day/week, 45 sessions
(MWF) 50 min/class
8:00 - 8:50
9:00 - 9:50
10:00 - 10:50
11:00 - 11:50
12:00 - 12:50
3 day/week
45 sessions
(MWF)
50 min/class
1:30 - 2:20
3:00 – 3:50
3 day/week, 45
sessions
(MWF) 50 min class
(1hr/10 min)
5:30 - 6:20
7:15 – 8:05
8:45 – 9:35
Morning Classes
2 day/week, 30
sessions (MW) 75
min/class (1 hr/15 min)
7:30 – 8:45
12:00 – 1:15
2day/week,30 sessions
(TT)75 min/class (1hr/15
min)
8:00 - 9:15
9:30 - 10:45
11:00 - 12:15
Afternoon Classes
2 day/week
2 day/week
30 sessions
30 sessions
(MW)
(TT)
75 min/class
75 min/class
(1 hr/15 min)
(1 hr/15 min)
1:30 - 2:45
3:00 – 4:15
1:00 - 2:15
2:30 – 3:45
Evening Classes
2 day/week, 30
2 day/week
sessions
30 sessions (TT
(MW/TT)
only)
75 min/class (1
75 min/class
hr/15 min)
(1 hr/15 min)
5:30 - 6:45
4:00 – 5:15
7:15 - 8:30
8:45 - 10:00
1 day/week
15 sessions
(M,T, W, T, F) 150
min/class
(2 hrs/30 min)
1:00 – 3:30
1 day/week
15 sessions
(M, T, W, T, F)
150 min/class
(2 hrs/30 min)
4:30 – 7:00
7:15 – 9:45
5 Semester Hour Courses (3750 minutes)
Daily 75 sessions
(MTWTF) 50 min/class
Morning Classes
No MW/TT
8:00 – 8:50
11:00 – 11:50
3 day/week 45 sessions
(MWF) 85 min/class
(1 hr/25 min)
1:00 - 2:25
3:00 - 4:25
Afternoon Classes
2 day/week 30 sessions
(MW/TT) 125 min/class
(2hrs/5 min)
1:00 - 3:05
3 day/week 45 sessions
(MWF) 85 min/class
(1 hr/25 min)
Evening Classes
2 day/week 30 sessions
(MW/TT) 125 min/class
(2hrs/5 min)
5:30 - 6:55
7:15 – 8:40
5:30 - 7:35
7:45 - 9:50
1 day/week, 15 sessions
(F, Sat)
250 min/class
(4 hrs/10 min)
9:00 - 1:10
1 day/week, 15 sessions
(F, Sat)
250 min/class
(4 hrs/10 min)
1:00 - 5:10
1 day/week, 15 sessions
(F, Sat)
250 min/class
(4 hrs/10 min)
5:30 - 9:40
6 Semester Hour Courses (4500minutes)
Morning Classes
3 day/week
45 sessions
(MWF)
100 min/class (1hr/40 min)
2 day/week
30 sessions
(TT)
150 min/class (2 hrs/30 min)
8:00 - 9:40
8:00 – 10:30
10:00 - 11:40
Break 12:15 - 1:00 -TT
Afternoon Classes
3 day/week
45 sessions
(MWF)
100 min/class
(1 hr/10 min)
2 day/week
30 sessions (MW)
150 min/class
(2 hrs/30 min)
2 day/week
30 sessions (TT)
75 min/class
(2 hrs/30 min)
1:00 – 2:40
3:00 – 4:40
1:30 – 4:00
1:00 - 3:30
Evening Classes
3 day/week
45 sessions
(MWF)
100 min/class
(1 hr/40min)
5:30 – 7:10
7:30 – 9:10
2 day/week
30 sessions
(MW, TT)
150 min/class
(2 hrs/30 min)
7:15 – 9:45
Regular Summer Session (7 Week)
1 Semester Hour Classes
*(There is not a daily 12:15-1:00 break in summer semesters.)
Day Classes
1 day/week, 7 sessions
(M,T,W, Th, F, Sat)
110 min/class (1hr/50min)
8:00 - 9:50
10:00-11:50
Afternoon Classes
1:00 - 2:50
3:00 - 4:50
Evening Classes
5:30 - 7:20
7:30 - 9:20
2 Semester Hour Classes
3 day/week, 21 sessions
(MWF)
75 min/class (1hr/15min)
Day Classes
2 day/week, 14 sessions
(MW and TT)
110 min/class (1 hr/50 min)
8:00 – 9:15
8:00 – 9:50
1 day/week, 7 sessions
(M, T, W, Th ,F)
220 min/class (3 hrs/40
min)
8:00 – 11:40
10:00 – 11:15
10:00 – 11:50
12:00 – 3:40
12:00 – 1:15
1:00 – 2:50
3:00 – 4:15
3:00 – 4:50
5:30 – 6:45
7:30 – 8:45
Evening Classes
5:30 – 7:20
7:30 – 9:20
5:30- 9:10
Regular Summer Session (7 Week)
3 Semester Hour Classes
Day Classes*
3 day/week, 21 sessions
(MWF)
110 min/class (1hr/50min)
2 day/week, 14 sessions
(MW and TT)
165 min/class (2hr/45min)
1 day/week, 7 sessions
(M, T, W, Th, F, Sat)
325 min/class (5hr/25min)
8:00-9:50
10:00-11:50
8:00-10:45
8:00-1:25
12:00-1:50
1:50-4:35
10:55-1:40
2:00-3:50
4:00 – 5:50
Evening Classes
6:00-7:50
4:45-7:30
8:00-9:50
7:40 – 10:25
4:30-9:55
4 Semester Hour Classes
Note: The following clock schedule was approved by the College Deans on
January 20, 1999
Day Classes
3 day/week, 21 sessions
(MWF)
150 min/class (2hr/30 min)
8:00 – 10:30
12:00 – 2:30
2 day/week, 14 sessions
(MW and TT)
220 min/class (3 hr/ 40 min)
8:00 – 11:40
12:00 – 3:40
Evening Classes
5:30 – 8:00
8:10 – 10:40
5:30 – 9:10
May Session
3 Semester Hour Classes (2250 minutes)
(15 Daily sessions for 3 Semester Hour classes = 150 minutes/session)
Day Classes*
15 Daily sessions
150 min/class
8:00-10:30
11:00-1:30
1:45-4:15
Evening Classes
4:30-7:00
7:15-9:45
Regular Summer Session (6 Week)
1 Semester Hour Classes
Day Classes
1 day/week, 6 sessions
(M,T,W, Th, F, Sat)
125 min/class (2hr/5min)
8:00 – 10:05
12:00 – 2:05
3:00 – 5:05
Evening Classes
5:30 - 7:35
8:00 – 10:05
2 Semester Hour Classes
Day Classes
3 day/week, 18 sessions
2 day/week, 12 sessions
(MWF)
(MW and TT)
90 min/class (1hr/30min)
125 min/class (2 hr/5min)
8:00 – 9:30
8:00 – 10:05
10:00 – 11:30
12:00 – 2:05
12:00 – 1:30
3:00 – 5:05
2:00 – 3:30
4:00 – 5:30
6:00 – 7:30
8:00 – 9:30
Evening Classes
5:30 – 7:35
8:00 – 10:05
Regular Summer Session (6 week)
3 Semester Hour Classes
Day Classes
3 day/week, 18 sessions
(MWF)
125 min/class (2hr/5min)
2 day/week, 12 sessions
(MW and TT)
190 min/class (3hr/10min)
1 day/week, 6 sessions
(M, T, W, Th, F, Sat)
375 min/class (6hr/15min)
8:00 – 10:05
12:00 – 2:05
8:00 – 11:10
8:00 – 2:15
12:00 - 3:10
3:00 – 9:15
3:00 – 5:05
4:00 – 7:10
Evening Classes
5:30 - 7:35
8:00 – 10:05
7:30 – 10:40
4 Semester Hour Classes
Day Classes
3 day/week, 18 sessions
2 day/week, 12 sessions
(MWF)
(MW and TT)
170 min/class (2hr/50 min)
250 min/class (4 hr/ 10 min)
8:00 – 12:10
8:00 – 10:50
1:00 – 5:10
12:00 – 2:50
3:00 --5:50
Evening Classes
7:30 – 10:20
5:30 – 9:40
Regular Summer Session (6 week)
6 Semester Hour Classes
Day Classes
3 day/week, 18 sessions
(MWF)
250 min/class (4hr/10 min)
2 day/week, 12 sessions
(MW and TT)
375 min/class (6 hr/ 15 min)
8:00 – 2:15
8:00 – 12:10
3:00 – 9:15
1:00 – 5:10
Evening Classes
5:30 – 9:40
APPENDIX Hii
College of Law
Semester Clock
1 SEMESTER HOUR COURSES
MORNING/AFTERNOON CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
50 MINUTES PER CLASS
(50 MIN)
9:00-9:50
10:30-11:20
1:00-1:50
2:20-3:10
2:30-3:20
4:00-5:50
EVENING CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
50 MINUTES PER CLASS
(50 MIN)
6:00-6:50
7:00-7:50
2 SEMESTER HOUR COURSES
MORNING/AFTERNOON CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
100 MINUTES PER CLASS
(1 HR/40 MIN)
9:00-10:40
10:30-12:10
1:00-2:40
2:20-4:00
2:30-4:10
4:00-5:40
EVENING CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
100 MINUTES PER CLASS
(1 HR/40 MIN)
6:00-7:40
3 SEMESTER HOUR COURSES
MORNING/AFTERNOON CLASSES
2 DAYS PER WEEK - 28 SESSIONS PER
SEMESTER
75 MINUTES PER CLASS
(1 HR/15 MIN)
9:00-10:15
10:30-11:45
1:00-2:15
2:30-3:45
4:00-5:15
MORNING/AFTERNOON CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
165 MINUTES PER CLASS
(2 HRS/45 MIN)
9:00-11:45
10:30-1:15
1:00-3:45
2:30-5:15
EVENING CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
165 MINUTES PER CLASS
(2 HRS/45 MIN)
6:00-8:45
4 SEMESTER HOUR COURSES
MORNING/AFTERNOON CLASSES
2 DAYS PER WEEK - 28 SESSIONS PER
SEMESTER
100 MINUTES PER CLASS
(1 HR/40 MINUTES)
9:00-10:40
10:30-12:10
1:00-2:40
2:30-4:10
EVENING CLASSES
1 DAY PER WEEK - 14 SESSIONS PER
SEMESTER
220 MINUTES PER CLASS
(3 HRS/40 MINUTES)
6:00-9:40
APPENDIX Ii
General Classroom inventory
TYPE
G
ROOM
GCB 703
CAP
12
FEATURES
LAYOUTS
G
GCB 721
16
Tables & Chairs
G
GCB 719
16
Tables & Chairs
G
GCB 717
16
Tables & Chairs
G
GCB 715
16
Tables & Chairs
G
GCB 711
16
Tables & Chairs
G
G
SP 310
GCB 709
16
16
G
GCB 705
16
Tables & Chairs
G
GCB 701
16
Tables & Chairs
G
GCB 707
16
Tables & Chairs
G
G
AH 320
KH 280
20
20
G
GCB 221
20
Tablet Armchairs
G
GCB 217
20
Tablet Armchairs
G
G
G
G
G
G
G
G
G
G
G
G
G
SP 420
SP 320
SP 133
SP 131
AH 216
SP 309
SP 135
CS 308
CS 208
CS 203
CS 210
CS 310
GCB 107
21
22
24
24
24
24
24
25
25
27
27
27
30
V
V
EL/IWS/VP/SWS/DVD/WT
EL/IWS/VP/SWS/DVD/WT
V
V
EL/IWS/VP/SWS/DVD/WT
IWS/VP/LC
IWS/VP/LC
IWS/VP/LD/SWS/LC
IWS/VP/SWS/LC
IWS/VP/SWS/LC
G
G
G
G
G
G
G
G
G
G
ALC 203
GCB 320
ALC 305
ALC 303
ALC 205
ALC 330
ALC 332
SP 423
SP 329
AH 319
30
30
30
30
30
30
30
30
30
30
DVD/EL/IWS/VP/WT/LC
IWS/VP/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
V
V
V
Tables & Chairs
V
V
Tables & Chairs
Tables & Chairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Computer Station
Computer Station
Tablet Armchairs
Tablet Armchairs
Computer Station
Tablet Armchairs
Tablet Armchairs
Computer Station
Computer Station
Computer Station
Tablet Armchairs
Loose ( Tablet Armchairs)
Tablet Armchairs
Loose (Tablet Armchairs)
Loose (Tablet Armchairs)
Loose ( Tablet Armchairs)
Loose (Tablet Armchairs)
Loose (Tablet Armchairs)
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
General Classroom inventory
TYPE
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
ROOM
ALC 230
SP 324
SP 322
SP 321
AH 330
SP 422
AH 327
SP 424
SP 425
AH 311
SP 428
SP 432
SP 421
SP 426
SP 430
SP 328
CS 200
SP 303
SP 301
SP 300
CS 201
SP 304
SP 306
SP 308
SP 326
SP 307
SP 330
CS 309
SP 302
CS 300
GCB 321
GCB 325
GCB 323
GCB 331
GCB 317
GCB 315
GCB 127
GCB 329
KH 288
CAP
30
30
30
30
30
30
30
30
30
30
30
30
30
31
31
33
35
35
35
35
35
35
35
35
35
36
36
36
37
39
40
40
40
40
40
40
40
40
40
FEATURES
DVD/EL/IWS/VP/WT/LC
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
IWS/VP/LD/SWS/LC
V
V
V
IWS/VP/LD/LC
V
V
V
V
V
V
IWS/VP/LC
V
IWS/VP/SWS/LC
IWS/VP
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
V
IWS/VP/LC
G
G
GCB 327
KH 526
40
40
IWS/VP/LC
G
SP 305
43
V
LAYOUTS
Loose (Tablet Armchairs)
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Computer Station
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tables & Chairs
Tablet Armchairs
Computer Station
Accounting Desks
Accounting Desks
Accounting Desks
Accounting Desks
Accounting Desks
Accounting Desks
Tablet Armchairs
Accounting Desks
Tablet Armchairs
Accounting Desks
Fixed/Tablet Armchair
Tablet Armchairs
General Classroom inventory
TYPE
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
ROOM
ALC 204
ALC 429
ALC 213
ALC 224
ALC 231
ALC 30
ALC 313
ALC 324
ALC 331
ALC 403
ALC 406
ALC 432
ALC 304
SP 327
GCB 429
GCB 615
GCB 617
GCB 431
GCB 621
GCB 401
GCB 303
GCB 625
GCB 603
GCB 631
GCB 403
GCB 415
GCB 629
GCB 417
GCB 425
GCB 427
GCB 623
GCB 521
GCB 231
GCB 229
GCB 227
GCB 525
GCB 523
GCB 627
GCB 601
GCB 517
GCB 515
GCB 529
CAP
45
45
45
45
45
45
45
45
45
45
45
45
45
46
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
48
FEATURES
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
V
IWS/VP/LC/M
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC/M
IWS/VP/LC
IWS/VP/LC
IWS/VP
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC/M
IWS/VP/LC/M
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
LAYOUTS
Loose (Chair & Tables)
Loose (Chairs & Tables)
Loose (Chair & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chair & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Loose (Chairs & Tables)
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
General Classroom inventory
TYPE
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
ROOM
GCB 531
GCB 503
GCB 501
GCB 527
SP 137
CS 306
SP 311
ALC 12
ALC 31
CS 107
ALC 302
ALC 106
ALC 107
ALC 202
ALC 229
ALC 2
ALC 329
ALC 306
ALC 333
CS 206
SP 427
CS 207
CS 209
ALC 206
CS 205
ALC 233
CS 105
CS 103
CS 104
CS 106
CS 101
KH 519
CAP
FEATURES
48
IWS/VP/LC
48
IWS/VP
48
IWS/LC/VP/M
48
IWS/VP/LC
49
EL/IWS/VP/SWS/DVD/WT
50
IWS/VP/LC
51
V
55 DVD/EL/IWS/VP/WT/LC(e.s.)
55 DVD/EL/IWS/VP/WT/LC(e.s.)
55
IWS/VP/LC
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
56 DVD/EL/IWS/VP/WT/LC(e.s.)
59 DVD/EL/IWS/VP/WT/LC(e.s.)
59 DVD/EL/IWS/VP/WT/LC(e.s.)
60
IWS/VP/LC
60
V
60
IWS/VP/LC
60
IWS/VP/LC
60 DVD/EL/IWS/VP/WT/ LC(e.s.)
60
IWS/VP/LC
60 DVD/EL/IWS/VP/WT/LC(e.s.)
66
IWS/VP/LC
66
IWS/VP/LC
66
IWS/VP/LC
66
IWS/VP/LC
66
IWS/VP/LD/LC
70
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Computer Station
Accounting Desks
Accounting Desks
Fixed
Fixed
Tablet Armchairs
Fixed
Fixed
Fixed
Fixed
Fixed
Fixed/Table
Fixed
Fixed
Fixed
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Fixed
Tablet Armchairs
Fixed
Fixed/Tiered
Fixed/Tiered
Fixed/Tiered
Fixed/Tiered
Fixed/Tiered
Fixed/Tiered
G
G
G
G
G
G
G
G
G
G
GCB 201
GCB 203
GCB 218
GCB 223
GCB 215
GCB 200
GCB 600
GCB 700
GCB 400
GCB 300
75
75
75
75
75
118
120
120
121
122
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Tablet Armchairs
Lecture Hall
Lecture Hall
Lecture Hall
Lecture Hall
Lecture Hall
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/LC
IWS/VP/WT/LC
IWS/VP/LC
IWS/VP/WT/LC
IWS/VP/LC
LAYOUTS
General Classroom inventory
TYPE
G
G
G
G
G
G
ROOM
GCB 500
ALC 24
ALC 5
CS 608
LS 102
UL 220
CAP
122
200
200
206
212
380
FEATURES
IWS/VP/LC/WT
DVD/EL/IWS/VP/WT/LC
DVD/EL/IWS/VP/WT/LC
IWS/VP/LC
IWS/VP/LD/LC
TOTAL GENERAL SPACE: 164
Breakdown by Size
> 220
1
200-212
4
95-122
6
70-75
6
60-66
12
50-56
14
40-49
59
30-39
41
20-29
16
< 20
11
EL = ELMO(Digital/Document Camera)
IWS = Instructor Workstation (has network access)
VP= Video Projector
LC = Laptop Connect/each seat
LD = Laser Disc
M = Map
SWS = Student Workstation
V = TV & VCR
VHS = VHS w/ projector
WT =Wall Talker
DVD =DVD @ Instructor Computer
AH-Art & Humanities Building
ALC-Aderhold Learning Center
AR-Sports Arena
COE-College of Education Building
CS-Classroom South Building
GCB-General Classroom Building
KH-Kell Hall
LS-Library South
SP-Sparks Hall
UL-Urban Life Building
LAYOUTS
Lecture Hall
Fixed/Table Armchairs
Fixed/Table Armchairs
Fixed/Tiered
Lecture Hall
Auditorium
APPENDIX Iii
College of Law
Classroom Inventory
“Space for the College of Law is located in the Urban Life Building. It is comprised of
Floors 1-6. The College of Law has control of 17 classrooms, 11 of which are smart
classrooms. To be compliant and consistent with the American Bar Association Standards,
the classrooms and facilities for the Law School are for the exclusive use for the Law
School only.”
1) Classroom 100 (capacity: 109)
Classroom Services
ANNOUNCEMENTS
All systems in this room are functioning correctly. The computer has been upgraded with a new operating
system.
EQUIPMENT STATUS
Equipment
Status
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Voice Assist
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
2) Classroom 140-Moot Courtroom (capacity: 40)
Services
ANNOUNCEMENTS
The systems in this classroom are functioning properly unless otherwise noted.
EQUIPMENT STATUS
Equipment
Computer System
DVD/VCR Player
Audio Systems
Projector
Network Access
Internet Access
Status Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Classroom
Videoconferencing / Student Taping
Digital Document Camera
Down for maintenance
October 28, 2005
3) Classroom 144 (capacity: 15)
Classroom Services
ANNOUNCEMENTS
There are no technology devices for this classroom at this time.
4) Classroom 170 (capacity: 145)
Classroom Services
ANNOUNCEMENTS
All systems in this room are functioning correctly. The computer has been upgraded with a new operating
system.
EQUIPMENT STATUS
Equipment
Status
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Voice Assist
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
5) Classroom 201 (capacity: 60)
Classroom Services
ANNOUNCEMENTS
All systems in this room are functioning correctly. Please erase the whiteboard when you finish using the
room as a courtesy for the next class.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
VHS/DVD Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Network Access
Internet Access
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Wireless Keyboard
Wireless Mouse
6) Classroom 202 (capacity: 16)
Classroom Services
ANNOUNCEMENTS
There are no technology devices for this classroom at this time.
7) Classroom 203 (capacity: 24)
Classroom Services
ANNOUNCEMENTS
There are no technology devices for this classroom at this time.
8) Classroom 216 (capacity: 24)
Classroom Services
ANNOUNCEMENTS
There are no technology devices for this room.
9) Classroom 217 (capacity: 24)
Classroom Services
ANNOUNCEMENTS
There are no technology devices for this room.
10) Classroom 230 (capacity: 68)
Classroom Services
ANNOUNCEMENTS
All systems in this room are functioning correctly. The computer has been upgraded with a new operating
system.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Network Access
Internet Access
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Wireless Keyboard
Wireless Mouse
11) Classroom 311 (capacity: 29)
Classroom Services
ANNOUNCEMENTS
All systems are working in this room.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
E-Beam Whiteboard System
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
12) Classroom 325A (capacity: 28)
Classroom Services
ANNOUNCEMENTS
All systems are functioning properly in this classroom. The computer now has upgraded software.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
E-Beam Whiteboard System
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
Classroom Video Recording System
13) Classroom 325B (capacity: 28)
Classroom Services
ANNOUNCEMENTS
All systems are functioning properly in this classroom. The computer now has upgraded software.
EQUIPMENT STATUS
Equipment
Status
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
E-Beam Whiteboard System
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Classroom Video Recording System
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
14) Classroom 330 (capacity: 50)
Classroom Services
ANNOUNCEMENTS
All systems in this room are functioning correctly. The computer has been upgraded with a new operating
system.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
15) Classroom 405 (capacity: 30)
Classroom Services
ANNOUNCEMENTS
All systems are functioning properly in this classroom. The computer now has upgraded software.
EQUIPMENT STATUS
Equipment
Status
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
E-Beam Whiteboard System
Network Access
Internet Access
Classroom Video Recording System
Satellite TV Access
Wireless Keyboard
Wireless Mouse
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
16) Classroom 406 (capacity: 30)
Classroom Services
ANNOUNCEMENTS
All systems are functioning properly in this classroom. The computer now has upgraded software.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
E-Beam Whiteboard System
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Classroom Video Recording System
Satellite TV Access
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
17) Classroom 602 (capacity: 20)
Classroom Services
ANNOUNCEMENTS
All systems are functioning properly in this room. The computer has been upgraded with a new operating
system.
EQUIPMENT STATUS
Equipment
Smart Podium
Computer System
DVD Player
Videocassette Recorder/Player
Audio Systems
External Laptop Hookup
External S-Video Hookup
External RCA-Video Hookup
Network Access
Internet Access
Wireless Keyboard
Wireless Mouse
Status
Last Updated
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
October 28, 2005
APPENDIX J
Number of Active Courses and Classes Scheduled
Number of Active Courses
by number and percentage
ED, 705, 11%
A&S
PS
RCB, 515, 8%
LAW
HHS
RCB
HHS, 433, 7%
ED
LAW, 316, 5%
PS, 225, 4%
A&S, 4200, 65%
In an average term, 6,400 courses are placed in 164 general inventory and a number of restricted
or partially restricted classrooms on campus or at approved off-site locations. During the
summer and may-session terms, approximately 3,000 courses are scheduled.
Number of Classes Scheduled Typical Term
where Fall 2005 = Typical Term
(Note: may include multiple offering of same class)
ED, 520, 9%
A&S
PS
RCB, 660, 11%
LAW
HHS
RCB
HHS, 250, 4%
ED
LAW, 190, 3%
PS, 150, 2%
A&S, 4250, 71%
APPENDIX Ki
Number of Changes to Academic Courses Requested to OCS
(as of 11/28/2005)
SPRING
2005
Arts and Business
Sciences
Add
83
Change
233
Discontinue 90
SUMMER
2005
Arts and
Sciences
Add
44
Change
107
Discontinue 62
FALL
2005
Arts and
Sciences
Add
194
Change
212
Discontinue 168
SUMMARY:
ADDS- 560
CHANGES - 1054
DISCONTINUES- 536
22
197
39
Education Health and
Human
Sciences
26
14
41
7
27
0
Business Education Health and
Human
Sciences
15
33
10
32
54
3
21
29
0
Business Education Health and
Human
Sciences
43
35
13
70
68
13
31
42
2
Policy
Studies
9
5
12
Policy
Studies
4
2
3
Policy
Studies
15
10
10
Totals
154
483
168
Totals
106
198
115
Totals
300
373
253
APPENDIX Kii
Special Events Reservation Requests to OCS
(as of 11/28/2005)
ACTUARIAL SCIENCE
AFRICAN- AMERICAN STUDIES
APPLIED LINGUISTICS
ARTS & SCIENCES DEAN'S OFFICE
ASTRONOMY
BIOLOGY
CHEMISTRY
COMMUNICATION
COMPUTER SCIENCE
ENGLISH
GEOGRAPHY
HISTORY
MATHEMATICS & STATISTICS
MODERN AND CLASSICAL LANGUAGES
PHILOSOPHY
PHYSICS
POLITICAL SCIENCE
PSYCHOLOGY
SOCIOLOGY
WOMEN STUDIES
ARTS & SCIENCES
2
15
38
48
2
10
12
18
2
16
1
4
22
25
12
2
10
7
6
1
253
ACCOUNTING
ACCOUNTING
BUSINESS COMMUNICATION
COLLEGE OF BUSINESS DEAN'S OFFICE
COMPUTER INFORMATION SYSTEM
EXECUTIVE MBA
FINANCE
INTERNATIONAL BUSINESS
MANAGERIAL SCIENCES
MARKETING
REAL ESTATE
RISK MANAGEMENT & INSURANCE
BUSINESS
12
46
3
7
15
13
6
14
7
2
7
15
147
COLLEGE OF EDUCATION DEAN'S OFFICE
EDUCATIONAL PSYCHOLOGY
KINESIOLOGY AND HEALTH
MIDDLE AND SECONDARY EDUCATION
EDUCATION
18
7
1
3
29
COLLEGE OF HEALTH AND HUMAN SCIENCES DEAN'S OFFICE
NURSING
PHYSICAL THERAPY
34
11
3
RESPIRATORY THERAPY
HEALTH AND HUMAN SCIENCES
2
50
COLLEGE OF POLICY STUDIES DEAN'S OFFICE
ECONOMICS
POLICY STUDIES
3
19
22
LAW
3
STUDENT ORGANIZATIONS
207
ADVANCED CAMPUS SERVICES
FACILITIES MANAGEMENT
GSU TESTING OFFICE
GSU WELCOME CENTER
IS&T
OFFICE OF THE REGISTRAR
UETS
UNDERGRADUATE ADMISSIONS
OFFICES & SERVICES
4
9
59
7
8
8
14
18
127
ORGANIZATION TOTALS
ARTS & SCIENCES
BUSINESS
EDUCATION
HEALTH AND HUMAN SCIENCES
POLICY STUDIES
LAW
STUDENT ORGANIZATIONS
OFFICES & SERVICES
GRAND TOTAL
253
147
29
50
22
3
207
127
838
APPENDIX Li
CLASSROOM REQUESTS FORM
DATE: _______________________
COLLEGE OF ARTS & SCIENCES
SEMESTER: _________________
Please Note: Classroom changes requested for medical or disability-access reasons will be accepted
at any time. All other classroom change requests will be accepted after the second week of Fall and
Spring classes and the first week of Summer classes. This request form must be signed by the
scheduler or department chair before submission to the College Scheduling Office and can be sent
to the Dean’s Office, 741-GCB or the 3rd floor Scheduling Office (suites 305-311 GCB).
Course
Subject & #
CRN
Beg/End Time &
Days
Crosslist Limit
Code
Count
Instructor
Current
Room
EXPLAIN REASON FOR CLASSROOM CHANGE REQUEST. BE SURE TO ADDRESS THE
FOLLOWING CRITERIA IF APPROPRIATE:
Be clear and detailed about the room’s inadequacies.
If problem is noise or temperature, have you contacted the Physical Plant at 651-0700?
If problem is medical, what are the limitations and/or requirements of instructor or student?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
What changes are needed for the new room?
Type of room (i.e., seminar, regular, etc.)___________________________________________________
Size/Capacity ________________________________________________________________________
Different configuration _________________________________________________________________
If a specific room is required, give building and number _______________________________________
Type of furnishing (i.e. desks, tables, etc.) __________________________________________________
Media/technology needs_________________________________________________________________
Disabled access _______________________________________________________________________
Does teaching method affect type of room? _________________________________________________
* REQUIRED: __________________________
Signature of Chair, Director, or Scheduler
________________
Date
DO NOT WRITE BELOW THIS LINE—FOR SCHEDULING OFFICE USE ONLY
___________________________
Date Received in this office
___________________________
Date OCS Office contacted
___________________________
Date approved by OCS Office
________________
New room
___________________________
Date department contacted
Date and reason for denial: ____________________________________________________________
APPENDIX Lii
*** ***
REQUEST FOR TECHNOLOGY AND MEDIA CLASSROOM ASSIGNMENTS.
DEADLINE:
Please use one form per course, but be sure to indicate cross-listed courses.
Course Subject & #:___________________ CRN: ________ X-LIST Code: ________
Days/Times: ____________________ Instructor: _______________
EQUIPMENT DESIRED - (Not all equipment types are in every room.)
FOR MULTIPLE EQUIPMENT REQUESTS, PLEASE RANK YOUR NEEDS WITH #1 AS THE HIGHEST PRIORITY):
If required for half of all class
meetings
or
less,
check
below:
RANK
VCR W/ DIGITAL PROJECTOR
VCR W/ TV MONITOR
DVD PLAYER
INSTRUCTOR WORKSTATION
STUDENT COMPUTER WORKSTATIONS
ELMO (DOCUMENT CAMERA)
LASER DISC PLAYER
WALLTALKER
(whiteboard)
LAPTOP CONNECTIVITY
(for students)
EXTERNAL MODEM LINE
GSU NETWORK ACCESS
MAPS (HISTORY DEPT. ONLY)
Call Room Reservations at 1-2862 for as-needed PC classroom use in 305-CS. As-needed audiovisual equipment
should be requested on-line from UETS at http://webdb.gsu.edu/uets/equip_res/.
Equipment must be requested on-line by 6 p.m. the day BEFORE it is needed.
PROVIDE BRIEF JUSTIFICATION (requests submitted without justification will be given the lowest priority). ***Please
indicate specific software that will be used.***
There are NO GUARANTEES that this request can be granted. These specialized facilities are limited in number and
there is usually more demand than supply for these rooms at the peak class scheduling hours. Room ‘sharing’ may
be necessary to fulfill some requests.
***Requests submitted after the deadline cannot be considered.***
DEADLINE FOR
Return this completed form to your Department Scheduler.
APPENDIX Liii
CLASSROOM RESERVATION FORM
COLLEGE OF ARTS AND SCIENCES
Reservation Request Form
Complete the form below to reserve a room in general inventory. The reservation should not
exceed five days; if you require a room/classroom more than five times a semester, please
contact your scheduler. Please send the completed form to your scheduler.
Name:
Date:
Department:
Date(s)
Requested:
Day(s):
Start Time:
End Time:
Room Capacity/Limit:
Room Requirement (media, room configuration, moveable chairs/tables, etc.):
Building Preference:
(Please note that if no room is available in building indicated, OCS will consider other buildings.)
Reason for Reservation:
FOR SCHEDULING OFFICE USE ONLY
Date Reservation Form
Received:
Date OCS Contacted:
Date Approved:
Room Reserved:
Date Department Contacted:
Date and Reason for Denial:
APPENDIX Liv
SCHEDULING OFFICE
COLLEGE OF ARTS & SCIENCES
Input on Banner:
Entered on proof:
DISCONTINUE: See Schedule Manual for specific instructions.
Subject:
Crse #:
Section #:
Days:
Begin Time:
End Time:
Bldg/Room:
Instructor:
Date:
From:
Dept/Schl:
Semester:
CRN:
XLST Code:
Limit:
Remember: all students must be dropped before a section can be discontinued.
ADD NEW SECTION/SESSION: See Schedule Manual for specific instructions.
Subject:
Crse #:
CRN:
(if adding session to existing section)
Campus:
Days:
XLST ID:
XLST CRNs:
Bldg/Room:
Section #:
Session #:
BOR Sched Type:
Begin Time:
Part/Term:
End Time:
Auto Schd:
Appr Code:
Limit:
Credit Hrs:
Session Schd Type:
Instructor(s) Name/SSN:
Comments:
Honors?
If this is a topics course, provide short title:
ADD ADDITIONAL SESSION(S) TO THIS SECTION (e.g. labs/brks): See Schedule Manual for instructions.
Session #:
Session Schd Type:
Days:
Begin Time:
Session #:
Session Schd Type:
Days:
Begin Time:
Instructor:
End Time:
Auto Schd:
Bldg/Room:
Auto Schd:
Bldg/Room:
Instructor:
End Time:
MODIFY AN EXISTING SECTION/SESSION: See Schedule Manual for instructions.
If these items are changed, a new computer number may be assigned.
Subject:
Crse #:
Section #:
Session #:
CRN:
Following items may be modified: (Remember: all students must be dropped before days/times may be changed.)
Section #:
Days:
XLST ID:
XLST CRNs:
Bldg/Room:
Campus:
Begin Time:
Instructor(s) Name and SSN:
Session Schd Type:
Credit Hrs:
Comments:
Honors?
If this is a topics course, provide short title:
End Time:
Limit:
Auto Schd:
Appr Code:
APPENDIX Lv
College of Health and Human Sciences
Media/Technology Classroom Request Form
_____________ Semester, 200___
Deadline Date/Time: ________________________ Return to:_____________________
Instructor Name__________________________________________________________
Course and CRN: _________________________________________________________
Course Days/Times:_______________________________________________________
Equipment Desired (Not all equipment types are in every room. For multiple equipment
requests, please RANK your needs with #1 as the highest priority):
Equipment
Banner Code
(for data entry use)
_______ VCR w/ Digital Projector
_______ VCR w/ TV monitor
_______ Instructor Workstation
_______ Student Computer Workstations
_______ ELMO (Document Camera)
_______ DVD Player
_______ Walltalker
_______ Laptop Connectivity
_______ External Modem Line
_______ GSU Network Access
07
08
04
03
09
19
14
16
01
02
Call Room Reservations at 1-2862 for as-needed PC classroom use in 305-CS. Asneeded audiovisual equipment should be requested on-line from UETS at
http://webdb.gsu.edu/uets/equip_res/. Equipment must be ordered on-line by 6:00 PM
the day BEFORE it is needed.
There are NO GUARANTEES that this request can be granted. These specialized
facilities are limited in number and there is usually more demand than supply for media
classrooms at peak class scheduling hours. Room sharing may be necessary to fulfill
some requests.
REQUESTS SUBMITTED AFTER THE DEADLINE
CAN NOT BE CONSIDERED.
DEADLINE: __________________________________________________________
APPENDIX Mi
Course Catalog Procedures
Introduction:
Only College level schedulers will have maintenance access to
the Banner Catalog Unit. All curriculum changes must go
through the appropriate academic unit channels before being
implemented in Banner.
Policy
Clarifications:
Changes to title and credit hours are to be audited using the copy
button function. In addition, the units will now distinguish
between standing topic generics and varying topic generics.
Standing topic generics will be added to SCACRSE. Varying
topic generics and honors courses will be handled by overwriting
title at SSASECT.
Procedures
Overview:
The following procedures and policy information are covered in
this manual:
¾ Adding a Course
¾ Changing a Course
¾ Inactivating/Reactivating a course
¾ Using Quickflow
¾ Generic Title Courses
¾ Repeat Policy/Procedures
¾ Reactivation Audit Trail
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Table of Contents
Unit 1: Adding a Course……………………………………………… 3
Unit 2: Changing a Course……………………………………………. 19
Unit 3: Inactivating/Reactivating a Course…………………………… 22
Appendix A: Using QuickFlow……………………………………….. 26
Appendix B: Generic Title Courses…………………………………… 27
Appendix C: Repeat Policy/Procedures………………………………. 29
Appendix D: Reactivation Audit Trail………………………………... 31
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Unit 1: Adding a Course
Introduction:
Only College level schedulers may add courses to the Banner
Catalog module.
Policy
Clarifications:
Procedures
Overview:
Please review the policies concerning generics and honors
courses before adding them to catalog.
1. Start your Quickflow for the create course procedures
(optional).
2. Go to SCACRSE (Basic Course Information Form). Enter
all basic course information.
3. Go to SCADETL (Course Detail Information Form). Enter
specific course detail.
4. Go to SCARRES (Course Registration Restriction Form).
Enter all applicable registration restrictions.
5. Go to SCASRES (Schedule Restrictions Form). Enter all
applicable schedule restrictions.
6. Go to SCATEXT (College/Department Text Form). Enter
additional notes concerning course if desired by unit. This is
not the course description.
7. Go to SCAPREQ (Catalog Pre-requisite and Test Score
Restrictions Form). Enter simple perquisites and/or test score
restrictions.
OR
Use CAPP Area Prerequisites to enter all complex
prerequisites.
Please refer to Appendix G for CAPP Prerequisites
procedures.
8. Exit.
Procedure
Flowchart:
Course Catalog Procedures
Insert Flowchart
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Step 1: Start Quickflow – Optional
See Appendix A for Using QuickFlow procedures.
Step 2: Basic Course Information Form (SCACRSE) – Required
This form is used to create and maintain basic course catalog information. This form
contains the minimum information needed to add a course into catalog. Before creating a
course, search to see if there is an existing record.
1. In SCACRSE, enter “Subject,” “Course,” “Term,” then <Next Block> function.
See Appendix B for policy/procedures on generic courses.
2. “From Term” defaults to key block term. “To Term” defaults to END OF TIME.
Enter “Course Title,” “College,” Skip “Division,” “Department,” “Course Status ,”
Skip “Approval Code,” enter “CIP Code ,” Skip “Preq Waiv,” “Credit Hours,”
“CEU/Cred and “Billing” fields should always equal, “Lecture/Lab/Other Hours,”
“Limit” is always 98, then <Next Block> function. (See Repeat section in Appendix
C for Repeat Information.)
Please Note: CIP codes can be found at the following websites:
2000 (current version) http://nces.ed.gov/pubs2002/2002165.pdf
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3. Enter “Level” then <Next Block> function.
Please Note: All graduate courses should be coded both GS and US for appropriate GPA
calculation for undergraduate students who are allowed to take specific graduate courses.
Graduate courses coded this way will count in the undergraduate GPA.
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4. Enter all appropriate “Mode(s),” Set “Default.” “D” used for Default. “N” used for
Non Default. Always enter “A” for audit. Audit is used with all grade modes, then
<Next Block> function.
•
Most courses will have more than one grade mode. If necessary, a single
mode can be specified at section.
Valid Grading Modes and the valid grades within each mode are:
CODE:
DESCRIPTION:
GRADES WITHIN A MODE:
6
7
8
A
B
C
L
M
N
O
Q
R
S
T
W
Y
Learning Support English
Georgia System required value
Learning Support Math
Georgia System required value
Learning Support Reading
Georgia System required value
Audit
AU
RTP Remediation Reading & Writ Georgia System required value
CEU
Letter Grade
A,B,C,D,F,I,W,WF
Letter Grade with Both I and IP
A,B,C,D,F,I,W,WF, IP
Numeric
1,2,3,......97,98,99,100,I,W,WF
Other
Letter Grades that should not go
into the GPA.
In Progress (IP)
IP, S, U, I, W, WF
RTP Remediation Reading
Georgia System required value
Satisfactory/Unsatisfactory
S,U, I,W,WF
Transfer
A,B,C,D for transferable courses;
NA,NB,NC,ND for nontransferable
RTP Remediation Writing
Georgia System required value
First Semester of Year Long
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5. Enter all appropriate “Schedule Type(s).”
•
Code
A
B
In the first Schedule field, enter the overall Instruction Code as it should be reported
to the BOR. The values for this field are as follows:
Instruct Course Type
Method
10
Lecture
11
Lecture/Supervised Lab/Clinic
C
12
D
20
Lecture/Unsupervised
Lab/Clinic
Seminar
E
30
Supervised Lab/Clinic
F
40
Unsupervised Lab/Clinic
G
50
H
55
Independent Study
(Code Correspondence
courses)
Directed Study
I
M
60
57
Practice Teaching
Asynchronous Instruction
N
81
Internship/Practicum
Course Catalog Procedures
Description
Must have class hours, but no lab hours
Must have lecture hours AND supervised lab/clinic
hours
Must have lecture hours AND minimally supervised
lab/clinic hours
Small group of upper division, grad, and/or honors
students studying/interacting with a faculty member(s)
Students in lab or clinic under faculty supervision.
Must have lab hours but no lecture hours
Students in lab or clinic under minimal supervision.
Must have lab hours but no lecture hours
Approved study topic with periodic faculty guidance
and no lecture, lab, or clinic contact hours
A one-to-one teaching situation, e.g., private piano
lessons
Teacher education field experience
Instruction that normally occurs without assigned space
and with timing/duration that varies. This includes
internet, video cassette, print-based correspondence, &
some types of satellite courses
Minimally supervised practical or field experience
related to the program of study
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O
91
Thesis
P
92
Dissertation
Student working on master’s thesis with minimal
supervision
Student working on doctoral dissertation with minimal
supervision
(Per current BOR policy, 8/01/01 - will change over the years.)
•
Note: The following values are no longer valid and are maintained for
historical purposes only.
J
K
L
70
80
90
Internship
Practicum
Thesis/Dissertation
•
In subsequent Schedule fields, enter all possible breakout types (e.g. Lab,
LBL, etc.) for the course so that they can be scheduled at SSASECT. Oasis
BRKs do not need an additional schedule type.
•
“Workload,” “Over Enroll,” and “Adjusted Workload” should be left blank.
6. <Save>.
Step 3: Course Detail Information Form (SCADETL) – Required
This form is used to add specific detail to the basic course information. Course
descriptions will be maintained and pulled into web and print copy from SCADETL.
1. Enter “Subject,” “Course,” “Term,” then <Next Block> function.
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2. Enter “Co-Requisite(s)” (not used in first year). Course Subject and Number, if
applicable, then <Next Block> function.
3. Enter “Equivalent Course(s)” for prerequisite checking (not used in first year).
•
Enter “same as” course equivalent in “Subject” and “Course.” For example, if
Engl 1101 was Eng 111, enter Eng 111 in these fields.
•
Enter the start and end term for each course equivalent.
•
<Save>, and then <Next Block> function.
4. Enter “Fee Code(s). The Amount field will auto populate, then <save>.
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This option provides a way to assess additional fees (other than tuition) related to a
specific course. An example would be the creation of a special lab fee for a science
course. A code would be created on TSADETC (Detail Code Control Form) for each
special fee used and then that code would be entered here for each course as needed.
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5. Enter “Degree Attribute(s)” if applicable, then <Next Block> function.
6. On first line of Course Text, using appropriate upper and lower case letters, enter the
full course title – limit of 60 characters per line, followed by a period. Text does not
wrap. Full title may take more than one line.
•
On the next available new line, enter course Prerequisites and/or Corequisites
followed by a period.
•
On the next available new line, enter the catalog course description using
standard upper and lower case letters and standard punctuation, followed by a
period.
Warning, there is no word processing function in Banner; therefore, spelling, grammar
and punctuation must be manually edited. Also, text does not wrap.
•
Enter any parenthetical information. Examples: (Repeatable). (Course only
offered in the Spring Semester).
•
<Save>
Please Note: If you do not want the course to print in the printed catalog. Leave “Course
Text” blank.
7. Enter “Transfer Institution(s)” if applicable, then <Next Block> function.
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8. Skip all “Supplemental Data Items”, except Classification (required).
9. Enter classification code.
10. <Save> function.
Step 4: Course Registration Restriction Form (SCARRES) –
Optional
This form is used to enter and maintain registration restrictions for courses. Registration
restrictions may be entered on an effective term basis for college, major, class, level,
degree, program, and campus. Once entered here, these restrictions default to the course
section information for the term. The catalog restrictions may be changed at section, if
necessary.
Restrictions must be set at catalog before section is created in order for the information to
roll down. Multiple restrictions within any given block may exist. If sections already
exist, you must add the restrictions to the catalog and appropriate sections. For example,
you may exclude both PS and AS students from ACCT 4310.
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1. Enter “Subject,” “Course,” “Term,” then <Next Block> function.
2. Enter “I” to include, “E” to exclude. Enter “College,” then <Next Block> function.
3. Enter “I” to include, “E” to exclude. Enter “Major,” then <Next Block> function.
4. Enter “I” to include, “E” to exclude. Enter “Class,” then <Next Block> function.
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5. Enter “I” to include, “E” to exclude. Enter “Level,” then <Next Block> function.
• All undergraduate courses should be left blank.
All graduate courses must
include GS (“I” and “GS”). This will prevent undergraduate students from being
able to register for graduate courses without special permission.
Warning – “I” is an include only function. For example, if an undergraduate course is
coded “I” and “GS,” no undergraduate students will be able to register for the course
without using the override function as SFAREGS.
6. Enter “I” to include, “E” to exclude. Enter “Degree,” then <Next Block> function.
7. Enter “I” to include, “E” to exclude. Enter “Program,” then <Next Block> function.
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8. Skip “Campus” exclusion (not using), <Save> function.
Step 5: Schedule Restrictions Form (SCASRES) – Optional
This form is used to restrict how a course can be schedule by a term(s) and/or campus
location(s). Only use this form if a restriction is necessary, otherwise leave blank. For
example, BUSA 4980 may only be taught in the Fall term at Alpharetta Center.
1.
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“Subject,” “Course,” “Term,” then <Next Block> function.
2. Enter “I” to include, “E” to exclude part of term.
3. Enter the term the course may or may not be offered. <Next Block> function or
<Save>.
4. Enter “I” to include, “E” to exclude campus.
5. Enter the campus code where the course may or may not be taught and <Save>.
Step 6: College/Department Text Form (SCATEXT) – Optional
This form is not for catalog copy. It is a place where additional information may be
stored if needed.
1.
Enter additional information <save>.
Step 7: Catalog Pre-requisite and Test Score Restrictions Form
(SCAPREQ) – Optional
These fields are necessary to implement prerequisite and co-requisites. CAPP
instructions immediately following.
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This form is used to enter simple prerequisites and test score restrictions for a course.
(At SCACRSE, if you plan to use simple prerequisites for a course, do NOT check the
“CAPP Areas for Pre-Requisites” box at the bottom of the Basic Course Information. If
the CAPP box is checked, any simple prerequisites that are entered will be ignored.)
•
After adding a course at SCACRSE, go to the form SCAPREQ. Use either direct
access, choose SCAPREQ from the Course Catalog Menu or from SCACRSE
select Options, then Course Prerequisites. Prerequisites assigned on SCAPREQ
will default/filter down to each course section later scheduled at SSASECT.
Prerequisites for individual sections may be changed at SSASECT.
o When pre-requisite checking is used during registration, only prerequisites
defined at SECTION will be enforced. Catalog level prerequisites set up on
SCAPREQ are never checked during registration.
1. At SCAPREQ, Enter the “Subject,” “Course,” and “Term.” <Next Block>. The
course title will populate. If CAPP is checked at SCACRSE, it will also be checked
here. <Next Block>.
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In this example, students who have earned a grade of C or better in English 1102 or 1103
will have met the requirements to register for Engl 2140.
2. Pre-Requisite Restrictions information for the course for pre-requisite checking.
Only SIMPLE PREREQUISITES can be given here.
o If you want to keep an audit trail of simple prerequisite changes, use the
Maintenance function.
o Use a rule of 3 when determining if you have a simple prerequisite. For
example, if a requirement is to have taken a list of three courses, you can
use simple prerequisites. Also, if a requirement is to have three courses
and one quarter equivalent, you can use simple prerequisites. However, if
the requirement is to have taken three out of a list of four courses, that
requirement should not be defined using test score and pre-requisite
restrictions; it could only be defined using a CAPP area.
Test score and pre-requisite restrictions as well as CAPP area restrictions can be
defined for the a course for the same time period, but only one set of restrictions will
be effective, based upon the value in the CAPP Areas for Pre-Requisites checkbox
in the main window. If you are in a unit that will be using CAPP, but want to use
simple prerequisites for a course, be sure to uncheck the CAPP checkbox.
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Entering Restrictions:
Fields
A/O
(
Test Code
Test Score
Prerequisite
Subject
Prerequisite
Course
Prerequisite
Level
Prerequisite
Grade
Prerequisite
Concurrency
)
Descriptions
And/Or relationship between multiple prerequisites and test scores. Use
these with the parentheses to indicate multiple conditions. For example:
(Engl 1101 and 1102) or (Engl 1103).
The left parenthesis begins a set of test score and/or prerequisite
conditions that are to be grouped together within parentheses.
Parentheses may be stacked, but be sure to close all open sets of
parentheses when creating restrictions. For example:
((Math 1101 and Math 1102) or (Math 1103)) and Chem 1101.
Code for a test such as the SAT, TOEFL, or GMAT that is a prerequisite
requirement for a course. Test codes are validated in the Test Code
Validation Form, STVTESC. (Double click to get to STVTESC.)
Minimum test score the student must receive for the test type entered in
the Test Code field in order to pass the prerequisite restriction for the
course.
Subject of the course which is the prerequisite to the course entered in
the Key Block. Subjects are validated on STVSUBJ.
The course number for the prerequisite course. You can double click for
a list of valid course numbers, but you can enter ANY course number
whether or not it represents a valid course. (This allows you to define
prerequisite restrictions without having to create the prerequisite course
first on SCACRSE.)
Indicates the required level of the prerequisite course. (You must use
both Prerequisite Level and Grade or neither of them.)
Indicates the minimum grade required for the prerequisite course.
Minimum grade is not a required field, but if it is not entered, remember
that a course that has been failed or withdrawn from will satisfy the
prerequisite. (You must use both Prerequisite Level and Grade or neither
of them.)
Some prerequisite requirements may be fulfilled if the prerequisite exists
on the student’s academic history or registration record, but has not yet
been graded for the same registration term; courses that students have
registered in for future terms will not meet the concurrency requirement.
The right parenthesis indicates the end of a set of test score and
prerequisite conditions. (Be sure to close all open sets of parentheses.)
3. Be sure to <SAVE> any simple prerequisites that you enter before exiting.
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STEP 8:
CAPP INSTRUCTIONS
CAPP PREREQUISITE CHECKING
When entering complex prerequisites in the CAPP module, please keep the following in
mind.
•
•
•
You cannot use both CAPP and simple prereq checking at SCAPREQ.
If a course requires more than three separate course prerequisite, the programming
should be done in CAPP.
There are situations where multiple restrictions for a course require multiple
CAPP areas. For example, if you have a course with a GPA restriction and a
prereq, these should be set up as two separate CAPP areas that both get tied to the
course.
STEP ONE: SMAALIB - Required
1. Go to SMAALIB and set up a library “Area” name and “Description.” Our
naming convention for prerequisites has been to use the prefix and number as the
area name, and “prereq” (or other appropriate label) for the description.
2. Uncheck “dyn” and check “preq.” FYI – It is important that you uncheck “dyn”
as this is for degree audit functions.
3. <Save.>
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STEP TWO: SMAAREA - Required
1. Go to SMAAREA and enter the “Area” name, “Term,” and <Next Block>.
2. Click “active” and <Save>.
3. Enter any needed fields at SMAAREA.
Please note: A) GPA checking is generally not done at GSU via the GPA field at SMAAREA due
to the number of exceptions. These have been set up as attributes in CAPP prerequisite checking,
and a programmer places them on student every term. Specifics about GPA checking at GSU will
be discussed at the end of this section.
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STEP THREE : ATTACH COURSE ATTRIBUTES TO AREA - Required
1. Go to “Options” and select “Attach Courses/Attributes to Area.”
(In this example, the student must have Math 1113 or an appropriate score on the
COMT.)
2. Enter all needed logic and <Save>.
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•
•
•
•
Same set with unlike subsets = “Or”
Same set with like subsets = “And”
Different sets = “And”
Null sets/subsets are required elements and are an implied “And.”
Logic Examples
The student must have (Math 1111 and Math 2222) AND (Math 3333 or Math 3355).
A
001 Math 1111
C
B
001 Math 2222
C
C
001 Math 3333
C
C
002 Math 3355
C
FYI – There are different ways to write this kind of logic. The following logic would be
read in exact the same way for the example above.
A
A
B
B
001
001
001
002
Math 1111
Math 2222
Math 3333
Math 3355
C
C
C
C
The student must have (Soci 1111 or Soci 2222) AND (Math 3333 or Math 3355).
A
001 Soci 1111
C
A
002 Soci 2222
C
B
001 Math 3333
C
B
002 Math 3355
C
The student must have (Engl 1111 and 2222) OR (Phil 1111 and 2222) AND (Wst 1111
or Soci 1111).
A
001 Engl 1111
C
A
001 Engl 2222
C
A
002 Phil 1111
C
A
002 Phil 2222
C
B
001 Wst 1111
C
B
002 Soci 1111
C
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In addition to traditional course prerequisites, you may place various types of other
restrictions at this block. The internal right hand box has an extensive selection that can
be accessed with the bottom scroll bar indicated by the arrow above. This extensive
menu includes a place to require minimum scores on placement tests and specific student
attributes. You may also indicate that concurrent enrollment is allowed. FYI – You may
enter a minimum grade requirement in the block for each course prerequisite, or, if they
all require the same grade, you could enter this information on the main SMAAREA
block.
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3. If the area requires checking quarter equivalents, go to the include/exclude course level
block, enter the information, and <Save>.
STEP FOUR: SMAPROG – Required
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1. Go to SMAPROG, enter “PREREQ” in “Program,” enter 200308 in “Term,” and
<Next Block>. FYI – Do not audit SMAPROG. This is a university table created
affective 200308. The actual program will look at the term range on SMAAREA.
2. Go to “Options” and “Attach Areas to Program.” This will take you to the block
that actually activates the CAPP area.
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3. Enter your CAPP area. <Save>.
Warning – The CAPP area will not work if it is not entered at SMAPROG.
STEP FIVE: CATALOG (SCACRSE and SCAPREQ) - Required
Once you have set up the prerequisite areas in CAPP, you will need to attach these to
the actual courses in catalog.
1. Go to SCACRSE and enter the “subject,” “course,” “term,” and <Next Block>.
2. Check the CAPP Areas for Pre-requisites box and <Save>.
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3. Go to SCAPREQ (Course Pre-requisites) via the options menu and <Next
Block>. The CAPP box should come up as checked. Once this is verified, <Next
Block> twice.
4. Enter the CAPP area name(s) in the Course Area Pre-requisite Restrictions block
and <Save>.
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a. If a course has multiple restrictions, a GPA restriction and a prerequisite
for example, it will have multiple areas that should be listed in this block.
See the example below.
FYI - When the schedule rolls or new sections are created, this information will be
placed at the section level on SSAPREQ. See below. If the schedule rolls before you
have entered the information at catalog, you will also have to manually place it on
section.
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GPA and HOUR Checking Explanation
1. All GPA rules for CSC (A23) and Comm (A22) are entered as student attributes in
the course/attribute attachment block. This workaround was put into place in order to
accommodate all the various exceptions to policy at GSU. HS and BU also use this
workaround for GPA restrictions. Since this is straight “or” logic, they should have
the same set and different subsets.
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A22 EXAMPLE
(In this example, G000 and H9 are included as senate policy states that the GPA
requirement does not apply to students with less than 9 institutional hours.)
All GPA attributes for the university start with G.
G000
G200
G220
G230
G250
G290
0 institutional hours (new students & transfers)
2.0 – 2.19 (HS)
2.2 – 2.29 (AS – Comm)
2.3 – 2.49 (AS – CSC)
2.5 – 2.89 (BU)
2.9 and up (BU)
IMPORTANT - When you use this workaround, you must remember to enter all GPA attributes
that are of greater value than your attribute so that those students will also be able to register.
Some GPA areas are also affected by the number of hours a student has completed.
See example above. All hour rules at GSU will start with H.
H9
H45
less than 9 institutional hours (AS)
at least 45 institutional hours (BU)
FYI - You will need to incorporate adding GPA requirements into the curriculum
process.
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2. Each semester, the programmer will place the appropriate GPA attribute on each
student’s record at SGASADD for the upcoming registration period. She will update
the attributes after grades post.
Basically, the student must have an appropriate GPA attribute in order to get into a
class that has been restricted by these attributes. The program that assigns the
attributes does occasionally miss a few students. If that happens, you can add the
attribute on this screen after verifying the information.
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Unit 2: Changing a Course
Introduction:
Only College level schedulers will make changes to the Banner Catalog
module.
Policy
Clarifications:
For title changes and credit hour changes, a new record must be created
via the copy function to serve as a historical audit trail. This is a
required procedure (see step 2). All other changes may be made directly
on the existing record (see step 1). All catalog changes are affective for
future sections scheduled and will not roll down to existing sections.
Procedures
Overview:
1. Go to Appropriate Form in Course Catalog Menu. Enter all changes
not related to Title or Credit Hours. (No audit trail will exist.)
2. For Title/Credit Hour Changes Go to SCACRSE. Copy record for
auditing purposes and enter Title and/or Credit Hour changes.
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Step 1: For All Changes Except Title/Credit Hour. - Go to the
appropriate form in the Course Catalog Menu shown
below.
1. Enter “Subject,” “Course,” “Term,” then <Next Block> function to access desired
field.
2. Change appropriate field and <Save>.
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Step 2: For All Title/Credit Hour Changes (SCACRSE) – Required
1. Enter “Subject,” “Course,” and tab to “Term.” In “Term,” enter the term for which
the title and/or credit hour change will become effective for the course. <Next
Block> function.
2. Click the “Copy” button.
•
This action will duplicate the record and make the “From Term” equal to the
effective “Term” noted in the key block on the new record. It will also change
the “To Term” on the previous record to the term for which the old title and/or
credit hour change ended for that record forming an audit trail.
3. Change the Title and/or Credit Hours by tabbing to the field(s) and typing over the
existing data.
4. <Save>.
5. To change Course Text/Description use SCADETL.
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6. Click the “Maintenance” button.
7. Make necessary changes to description.
8. <Save>.
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Unit 3: Inactivating/Reactivating a Course
Introduction:
Only College level schedulers may inactivate/reactivate a course.
Auditing inactivation/reactivation is up to the individual academic unit.
Policy
Clarifications:
The purge function should only be used if an uncorrectable mistake has
been made.
Procedures
Overview:
1. Go to SCACRSE (Basic Course Information Form). Change status
code.
2. Go to SCABASE (Course Base Maintenance Form). Change End
Term.
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Step 1: Basic Course Information Form (SCACRSE) – Required
Bring up the course at the term you wish for it to be inactivated.
1. Enter “Subject,” “Course,” “Term” and <Next Block> function.
2. Go to “Status” and change the indicator to Inactive “I” (or Active “A” to reactivate).
3. <Save>.
Step one does not prevent the course from being scheduled at SSASECT if
inactivating or allow the course to be scheduled at SSASECT if reactivating. Step 2
must be completed.
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Step 2: Course Base Maintenance Form (SCABASE) – Required
1. Bring up the course with the original start term and go to Base Course
Maintenance form (SCABASE).
2. Insert new end term.
3. <Save>.
Course will remain active from begin term to the new end term. You will not be able
to add the course for that end term.
•
For inactivation, once this step is complete, you will not be able to schedule
the course at SSASECT for terms greater than the end date. For
reactivation, if using an audit trail, make sure that the correct term record is
selected at SSASECT.
Warning - If the academic unit desires an audit trail of reactivation, do not follow these
steps. SCACRSE, copy function, and SCABASE must be used in the correct sequence to
audit reactivation. See Reactivation Audit Trail in appendix. Please note: Auditing
reactivation multiple times on a course makes the search current record process
cumbersome.
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PURGING A COURSE RECORD IN CATALOG
(The purge function should only be used if an uncorrectable mistake has been saved.
For example, a misplaced character in the course number would merit a purge (ENGL
1101/, instead of ENGL 1101.)
•
Go to the Course Base Maintenance Form (SCABASE).
•
Enter “Subject,” “Course,” “Term” and <Next Block>.
•
Go to the Record menu and select Remove. (You will be given a warning that all
course data will be deleted.)
•
<Save>. (Record is not retrievable!)
Please Note: If sections exist, a course cannot be purged. The section would have to be
purged before the catalog record. Sections cannot be purged after registration has begun.
Be careful when using the purge function as you have the ability to remove courses that
do not belong to you.
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APPENDIX A
Using QuickFlow Procedures
Process
1. From the File Drop-down menu, select QuickFlow or use Direct Access and type
GUAQFLW to display the QuickFlow form.
2. Type the QuickFlow code in the QuickFlow field.
3. Select the <Start button> or press Enter.
4. Enter data and <Save> data on the form.
5. <Exit> the form. The next form in the QuickFlow appears.
6. Repeat steps 4 and 5 for each form in the QuickFlow. After you pass through all the
forms in the QuickFlow, the GUAQFLW Form reappears.
7. If you want to create another course, repeat steps 3 through 6. If you are finished
with the procedures, select the <Cancel button>
Note:
If you do not have any data to enter on a particular form within the QuickFlow, <Exit>
the form. A message may appear on some forms asking whether you want to exit the
form, answer Yes.
If you want to access a particular form while you are in QuickFlow, from the File dropdown menu, select Direct Access to enter the Banner 7-character form name.
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APPENDIX B
Procedures for Standing Topic Generic courses at SCACRSE.
Please note: A) Varying topic generic courses are being handled by modifying title at
SSASECT. Please see the scheduling manual for further information. B) Honors courses
should be treated as varying topics courses at SSASECT. College level schedulers will
modify title at section to indicate that the course is an honors section.
Standing generic courses are those courses that end in a letter suffix (CRJU 4900A,
PERS 2001N, KH 1010B, MGT 9250D, etc…) with topics that remain fixed from term
to term. For example, 3150A is always Creative Writing – Poetry, whereas 3150 B is
always Creative Writing – Fiction. Standing topic generic courses must be created as
separate courses in Catalog at SCACRSE.
•
Enter “Subject,” and then “Course” using the letter suffix without a space between
the numbers and letter. There are only five characters allowed, so you will only
be able to add 26 generic subjects per course. (Note: K can only be used for
laboratory science courses. In addition, do not use T as this denotes varying
topics at SSASECT)
•
Enter the first term the course is to be taught.
•
Enter the subject title of the generic course.
•
Enter the rest of the basic course information in SCARCSE and the course details
in SCADETL. Course descriptions should be entered only if the unit wants the
course to print in the official catalog. Course descriptions should be left blank if
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the unit does not want the course to print in the catalog. Registrar will filter
catalog records for printing based on the presence of a course description.”
•
<Save>.
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APPENDIX C
Procedures for Repeat Policy & Repeat Rules Process
at SCACRSE
(These fields are necessary as Colleges begin to use prerequisite, repeat limit, and max.
hour checking.)
• GSU’s current Repeat Policy:
o All attempts at all academic courses taken on either the undergraduate or
graduate levels are included in the calculation of the total number of grade
points earned and the total number of academic semester hours attempted.
o All hours earned in courses that are repeated except for the final attempt
are excluded in the calculation of semester hours for graduation.
•
SCACRSE: When entering a new course or making changes to an existing course
at SCACRSE, you have the option to provide Repeat Information (Limit and
Max. Hours) and the Repeat Status. Depending on SOATERM settings, Repeat
Information will give students warning if they exceed the limit or max hours for a
course. The limit/max hours settings on SCACRSE will NOT impact GPA.
o Use either the Repeat Limit or Max. Hours fields, but not both. Banner logic
can only handle one limit and would check only the first field that is filled in.
o Every attempt a student has made of a course, including those that receive
grades of W, WF, or F, count as attempts when Banner is checking for Repeat
Limit and Max Hours.
o Equivalent courses count as repeat attempts. Please see the previously
prepared “Procedures for Equivalent Course at SCADETL in SCACRSE” for
issues related to equivalent checking.
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o The Repeat Limit, Max Hours, and Repeat Status can be printed from Catalog
depending on how a unit filters its catalog data pull.
SHARPTR: Repeat/Equivalent Course Rules Form: used to create and
maintain the university’s rules for determining when to include or exclude a
repeated or equivalent course in the student’s GPA. The rules are defined by
effective term and level. These rules will be used in the Repeat/Equivalent
Course Check (SHRRPTS) and Calculate GPA (SHRCGPA) reports to set the
include/exclude status of the course and then to look at that include/exclude
status for the GPA calculations.
The Academic History team will enter the rules on SHARPTR.
•
SCACRSE Repeat Limit: Valid values are 0 and 1-98 allowing up to 99
occurrences of a single course. This field designates how many times the course
will be counted in the Repeat Rules Process (SHRRPTS) for credit. Jonette has set
98 as a default in the Limit field for all of the courses that she has loaded into
Banner. If this repeat limit is incorrect for any courses, replace the 98 with the
correct number of repeats allowed. Enter the correct number of repeats when
entering any new courses. <Save> any changes.
o If a student tries to exceed the number allowed, they will get a warning at
SFAREGS if repeat limit severity is set to fatal or warning at SOATERM.
This warning may be overridden and the student can register anyway.
•
SCACRSE Max Hours: Valid values for this field are null and 0.00 – 998.99. This
field can be used to record the maximum number of hours a student can earn in
multiple enrollments of a course. It designates how many credits this course may
be counted for in the Repeat Rules Process (SHRRPTS).
o Like Repeat Limit, attempting to register for a course after exceeding the
Maximum Hours will give a warning/error message in the Student Course
Registration Form (SFAREGS) if Maximum Hours severity is set to fatal
or warning on SOATERM. Please note that these warnings/errors can be
overridden.
•
SCACRSE Repeat Status: double click for list of possible values on the Repeat
Status Code Validation Form (STVREPS). The Repeat Status field is used to
designate if the course can be repeated. Repeat Status does not control any
processing and is used for information and reporting purposes only. [Colleges will
need to examine this field when prerequisite checking is being used.]
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APPENDIX D
Procedures for establishing an audit trail when
reactivating a course (Optional).
1. At SCACRSE, enter “Subject,” “Course,” and tab to “Term.” In “Term,” enter the
term for which the course was inactivated. <Next Block> function.
2. Click the Copy button.
• This action will duplicate the record and make the “From Term” equal to the
effective “Term” noted in the key block on the new record.
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3. Using the Options menu, scroll down to the Base Course Maintenance form.
4. The key block information should already be populated. <Next Block>.
5. Change “End Term” to the end of time. Do not change “Start Term.”
6. <Save>. Once reloaded on SCACRSE, the “To Term” on the new (copied) record
will now be 999999, and an audit record will exist for the former inactivated status
record.
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APPENDIX Mii
Schedule Procedures
Introduction:
College and department level schedulers will have access to the Banner
Schedule Unit. All curriculum changes must go through the appropriate
academic unit channels before being implemented in Banner.
Policy
Clarifications:
Procedures
Overview:
The following procedures and policy information are covered in this manual:
¾ Adding a Section
¾ Changing a Section
¾ Inactivating/Reactivating a Section
¾ Adding multiple Sections of the same course
¾ Adding labs, lab lectures, and breakout sessions
¾ Cross listing Sections
¾ Honors and Generic/Varying Topic Sections
¾ Authorizations and Holds
¾ Media Requests
¾ The web “queue”
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Table of Contents
Unit 1: Adding a Section …………………………………………
3
Unit 2: Changing a Section………………………………….
31
Unit 3: Discontinuing/Reactivating a Section ………………………
34
Appendix A: Using the Schedule Section Query Form (SSASECQ)
40
Appendix B: Adding multiple sections of the same course . . . . .
42
Appendix C: Auto Sched Table for College Schedulers…..
46
Appendix D: Cross listing Sections……………………………..
49
Appendix E: Faculty Assignment Form (SIAASGN)
52
Appendix F: Student Registration Permit-Override Form (SFASRPO)
53
Remaining Appendices are for COLLEGE-LEVEL USERS ONLY
Appendix G: Block Scheduling
54
Appendix H: The Registration Mass Drop Form (SFAMASS). . . . . .
59
Appendix I: Generic Courses: Varying Topics and Honors Sections
61
Appendix J: Schedule Override Form (SSAOVRR)
64
Appendix K: Security - SZACSRT
66
Appendix L: Requesting Media Assignments
68
Appendix M: Using the Web-Based Queue
71
Appendix N: BOR Schedule Type Definitions
77
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Unit 1: Adding a Section
Introduction:
Sections are added on SSASECT.
Policy
Clarifications:
Department users add course information on SSASECT during a specified
period of time. College users add any necessary information on SSADETL.
Procedures
Overview:
1. Go to SSASECT (Schedule Form). Enter all basic section information.
2. Enter Section Enrollment information and <save>.
3. Enter Meeting Time and Instructor information and <save>.
4. Go to SSADETL (Schedule Detail Form). Enter all applicable
information. [COLLEGE USERS ONLY]
5. Go to SSARRES (Section Registration Restriction Form) and enter
registration restriction details. [COLLEGE USERS ONLY]
6. Go to SSAPREQ (Schedule Pre-requisite & Test Score Restrictions
Form). Enter simple pre-requisites and/or test score restrictions or CAPP.
[COLLEGE USERS ONLY]
7. Go to SSATEXT (Section Comment Form). Enter all applicable course
comments.
8. <Save> and <Exit>.
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Step 1: Schedule Form (SSASECT) – Required
This form is used to build and maintain the schedule of classes according to the definitions and
restrictions created in the Course Catalog. The Schedule Form creates sections of courses in the Course
Catalog Module. A course must exist in the Catalog prior to the creation of sections for that particular
course.
1. “Term”: Enter the 6-digit term code.
•
The term code is the 4-digit year + 01 for spring, 05 for summer, or 08 for fall. If you do not
know the code, double-click in the “Term” field or <F9> to see the list of values. Examples:
Term
Fall 2002
Spring 2003
Summer 2003
Fall 2003
Spring 2004
Summer 2004
Fall 2004
Code
200208
200301
200305
200308
200401
200405
200408
2. “Course Ref. Number” (CRN): Type ADD to create a CRN for the course schedule. <Next Block>
function (Ctrl + Page Down).
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•
A CRN is a 5-digit number associated with a specific Subject, Course Number and Section
Number; it is the same as a computer number in Oasis, except that it is 5 digits long. The first
digit of the CRN is tied to the term: 1 = Spring, 5 = Summer, and 8 = Fall.
Please note: If you <tab> out of the Course Ref. Number field instead of using the <Next Block>
function, the Default Section Information window will appear. The user can click cancel, and use the
<Next Block> function to move to the Section Information block or click in the Subject field in the
Section Information block.
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3. “Subject”: Enter Subject code. The Subject must exist in the Banner Catalog. (The Subject field is the
same as the Course Prefix in Oasis.) Double click or <F9> to search the list of existing courses.
•
To view Catalog course information, either select “Basic Course Information” from the Options
menu or use Direct Access to go to SCACRSE.
4. “Crse Number”: Enter the course number. Number must exist in Catalog. Double click or <F9> to
search the list of existing courses.
•
Catalog title will populate automatically.
•
Policy: Title is not to be overwritten at schedule unless it is a special/varying topic or Honors
course. See Appendix I: Generic Courses: Varying Topics and Honors Sections.
5. “Section” field: Enter the 3-digit Section Number. If multiple sections of the same course are created,
enter the section numbers in consecutive order (e.g., 001, 002, 003). The numbers are entered
consecutively regardless of beginning time as you add sections. In order to make the class schedule easier
for students to read, order the sections by day by time per the standard model (MWF/MW first, then TR,
etc). To search for existing section numbers for the course, double click or <F9> in the Section field to
display the Schedule Section Query Form (SSASECQ).
•
The Section field is used to designate a section number to be associated with the subject course
combination. A section number can only be used once to identify a subject-course number
combination in a term.
•
For the procedure to quickly add multiple sections of the same course, regardless of begin time,
see Appendix B: Adding Multiple Sections of the Same Course.
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6. “Cross List”: This field is where the Cross List Group Identifier will appear if a cross list has been
created on the Schedule Cross List Definition Form (SSAXLST).
•
See Appendix D: Cross Listing Sections.
7. “Campus”: Click or <tab> to the field and enter the Campus code. If you do not know the code,
double-click in the Campus field or <F9> to see the list of possible values. The codes that we are using
are marked with two tildes, ~~, before the description.
CODE:
A
1
DESCRIPTION:
~~ Main Campus
~~Main Campus NON-S25 (any section
assigned to the Alpharetta Center, Indian Creek
Lodge, OR a building that HAS NO general
inventory or partially restricted rooms, OR
“NA” sections)
~~ Off Campus, Mand. Fee Charged
~~ Off Campus, No Mand. Fees
~~ Foreign Campus
~~ Other Uni Sys GA Institution
F
X
I
O
•
Most sections should be coded “A” - Main Campus, or “1” - Main Campus NON-S25.
o Use “A” for any section that will be scheduled on the main GSU campus in a building that
has general inventory or partially restricted space: AH, AL, ALC, CO, COE, CS, GCB, KH,
LS, SP, UL.
o
•
Use “1” for any section that is considered Main Campus/Non-Schedule 25: Alpharetta
Center, the Indian Creek Lodge, and all building that have NO general inventory or partially
restricted rooms: ALPH, AR, E184, HH, ICR, NA, NSC, PP01, RIALTO, SA, STD, UC,
USC. You should also use “1” for NA sections: 4999s, 6999s, etc.
Off-campus sections should be coded as follows:
o
A section being held at another University System school, such as Georgia Tech, should be
coded “O” Other Uni Sys GA Institution.
o
A section being held off campus at a location within the United States and greater than 50
miles from Atlanta should be coded “X” Off Campus, No Man. Fee.
o
A section being held off campus at a location within the United States and less then 50 miles
from Atlanta should be coded “F” Off Campus, Man. Fee.
o
A course being held off campus in a foreign country should be coded “I” - Foreign Campus.
o
All off-campus courses require external site codes on ZTVEXSC. This code should match
the off-campus location entered in the “Build” field on STVMEET.
o
All off-campus courses must have their CRN and location tagged on ZSAOFFC.
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Please note: these codes may be updated to meet the Board of Regents’ reporting rules.
8. “Status”: Enter “A” - Active as the Status code. All sections being created should have status A before
the Schedule 25 run and the queue process. Once the queue has opened for the term, sections will need to
be added with “P” – Pending Status. See Appendix M: Using the Web-Based Queue.
9. “Schd Type”: Enter the overall Schedule Type for the section. Double click or <F9> to see the
schedule types that are set up at Catalog for the course.
Policy Statement: On the first SSASECT screen “Section Information,” the overall instruction type
reported to the Board of Regents must be entered in the “Schd Type” field.
•
Example: a section with overall schedule type Lecture/Supervised Lab will have at least 3
schedule types listed at Catalog: Lecture, Lecture/Supervised Lab, and Supervised Lab. You
would select Lecture/Supervised Lab as the overall schedule type on SSASECT. The overall
schedule type is usually the broadest type listed; it encompasses all of the other types listed.
•
Please contact your college schedule if you are unsure about which schedule type to select.
10. “Part/Term”: This field defaults to code “1.” which is for the full semester in Fall or Spring. Doubleclick or <F9> for the list of codes for the term.
•
If you are scheduling a section for a minimester or a calendar exception, please correct the code.
•
If you are scheduling a section for Summer, you must change the code to one of the summer Part
of Term codes. FYI - Term code “1” is NOT a valid code for the Summer term even though
Banner will let you save the record.
•
Term dates automatically populate as set by the Registrar’s Office on SOATERM. You should
only change the dates when scheduling calendar exceptions, code “E.” Type over the start and
end dates with the applicable dates for the exception and <save>.
Part of Term Code
1
A
B
E
M
6
7
Description
Full term (Fall or Spring Term)
Minimester 1 (Fall or Spring Term)
Minimester 2 (Fall or Spring Term)
Exceptions (All Terms)
Summer May Session
Summer 6-Week Session
Summer 7-Week Session
11. “Grade Mode”: Grade Mode should be left blank so that all grade modes that exist at Catalog may be
used for the section. Most courses have multiple grade modes set at Catalog: Letter Grade and Audit; S/U,
Audit, etc.
•
Please DO NOT enter a Grade Mode on SSASECT unless it is necessary to limit grading for
some reason. To see all available modes for the course, double click or <F9>.
12. “Session”: Enter the correct code; most courses will use code “A” - On Campus in assigned space.
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Session Code
A
B
D
E
Description
On campus, in assigned space
Section with unassigned space
Off campus, in assigned space
Off campus in unassigned space
•
Sections with N/A locations, such as 4999s and 6999s, should be code “B” - Section with
unassigned space.
•
For off campus sections, use code “E” - Off campus in unassigned space (if you do not know a
specific room location). Only use “D” – Off campus in assigned space if a specific location and
time can be identified.
13. “Appr Code”: Enter the appropriate approval code if applicable; this is an optional field. The Special
Approval Severity switch on the Term Control Form (SOATERM) determines how this is checked.
(Approval codes work like Authorizations in Oasis.)
Approval Code
AA
DE
DP
HA
US
Definition
Advisor
Dean’s Office
Department
Honor’s Advisor
Undergraduate Studies –
Freshmen Learning Comm.
•
Although any approval code will prevent students from registering, the specified code itself is
informational only.
•
Appr. Code may be added, changed, or removed even after registration has started.
•
Please note: Information at Catalog in this field does not feed down to SSASECT. It is used at
Catalog for informational purposes only.
See Appendix F: Student Registration Permit-Override Form (SFASRPO) for information on giving
students approval to register for sections with Approval Codes.
14. “Attn. Meth”: GSU is not using this field.
Please note: If you <tab> out of the “Attn. Meth” field, the Enrollment Data block will open. If you do
not <tab> out of “Attn. Meth,” BE SURE to choose Section Enrollment Info from the Options menu.
You must enter Enrollment Data for each section, or students will not be able to register.
DEPARTMENT USERS: Only College Users will update the rest of the fields in the main SSASECT
block. Please <save> and proceed to Section Enrollment, Meeting Time, and Assigned Instructors. *If
you are setting a specific number of hours for a section with variable hours, please contact your College
Scheduler.
15. “WCH”/”DCH” fields: GSU is not using these fields.
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16. “Print” checkbox: COLLEGE USERS ONLY. Defaults to checked, which means that the section will
be viewable on the web schedule and will print in the Banner Schedule Report - SSRSECT (it does not
impact the Crystal Schedule Report).
• Click to uncheck indicator, if you want to SUPPRESS the section from the web schedule.
Students will not be able to view the section, but they will still be able to register for it if they
know the CRN.
•
BREAKOUT SESSIONS can no longer be suppressed because they do not have separate CRNs.
17. “Gradable” checkbox: COLLEGE USERS ONLY. Defaults to checked for gradable. Click to
uncheck indicator, if applicable.
• Uncheck if section should not be graded. An example of a section that is not gradable would be a
linked lab section with a separate CRN that should not receive a separate grade from the lecture
section. The credit hours/billing hours for the ungradeable section must be changed to zero
18. “CAPP Areas for Pre-requisites” checkbox. The CAPP indicator turns on CAPP prerequisite
checking. It will roll down from Catalog. Uncheck indicator, if applicable.
19. “Tuit/Fee Waiver” checkbox: WE ARE NOT USING THIS FIELD. It should NOT be checked.
20. “VR/Web Avail” checkbox: COLLEGE USERS ONLY. Defaults to checked, which means that
students can view and register for the section on Banner Web.
• Uncheck the indicator if you want to suppress the section on the Banner Web schedule AND for
web registration. Unchecking the VR/Web Avail indicator will PREVENT web viewing AND
web registration for the section.
21. “Link Ident”: COLLEGE USERS ONLY. Links are used to connect sections of the same course
when it is required that some combination of these sections be taken concurrently. Linking sections
requires defining link identifiers on SSASECT and defining connectors on SSADETL. Both are two-byte
characters which are user defined. Courses must have the same prefix and number in order for linking to
work.
22. “Credit/CEU Ind,” “Billing,” “Lecture,” “Lab,” “Other,” “Contact”: COLLEGE USERS ONLY.
Fields automatically populate with data entered at SCACRSE.
• To set a specific number of credit hours for a variable hour course, enter the number of credit
hours in the blank field below the low-end Credit Hour field.
•
Enter the same number of hours in the blank field below Billing so that students will be charged
accurately.
Warning: Billing does not update automatically when Credit Hours are changed.
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23. <Save> the record. Banner will change the word ADD in the CRN field to an automatically assigned
CRN number. Proceed to Section Enrollment Info.
•
Check the bottom left of the screen to make sure that it says “Transaction Complete. * records
applied and saved.” The number of records applied and saved will vary.
Enrollment Data: Select the Section Enrollment Info link on the menu to go to the Enrollment Data
block (tabbing out of the “Attn. Meth” field will also bring up the Enrollment Data block). This block is
used to set the maximum number of seats for the section (i.e., the limit) here. It also displays the “actual”
number of seats taken, the number of seats remaining, the generated credit hours, and census information.
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1. “Maximum”: Enter the number of students that can register to set the maximum enrollment for the
section. All other fields are display only. GSU is not using the Waitlist or Projected fields. <Tab>.
2. <Save>.
• Either <tab> out of the Maximum field to return to the main SSASECT window, or click Course
Section Information on the Options menu. <Next block>.
Scheduled Meeting Times: The meeting time block is used to breakout the section into its various
meeting parts known as sessions in Banner. Each breakout or lab session requires a separate line on this
form. Use this block to enter and maintain meeting times and room data associated with a section,
including the beginning and ending times and the location for each of its sessions.
Please see Appendix C: Auto Sched Table for College Schedulers for a list of types of meeting
sessions and the correct “Campus,” “Session,” “Auto Sched,” “Build,” and “Room” codes for each type.
• Access by clicking Scheduled Meeting Times on the Options menu or <Next Block> from
SSASECT.
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1. “Meet”: Enter the numeric code for the desired clock schedule time and <tab>. “Start Date,” “End
Date,” day(s) checkboxes, and “Start-End Time” will automatically populate.
• Double click or <F9> to access the Meeting Time Code Validation Form (STVMEET). Warning: this is a
VERY LARGE table of possible meeting times. To clear the table and search for meeting times, select
Enter from the Query menu on the menu bar. Then you can search on any element/combination of
elements: day(s), begin time, and/or end time. Double click on the meeting time that you want to
populate SSASECT, or <Exit> to return to SSASECT with out selecting a meeting time.
OR: If a non-standard time has been approved, or if you do not want to search for the Meeting Time
Code, <tab> out of the “Meet” field, which will populate “Start Date” and “End Date” from the
“Part/Term” field information entered on SSASECT.
• Days of the week: Check the boxes for the days of the week this section will meet.
•
“Start/End Time”: Enter the start and end times using the 24-hour/military clock.
o For TBA meeting time courses, <tab> out of “Meet,” <tab> through the days/times,
leaving them blank, and proceed to the “Auto Schd” field. You will need to enter 0 (zero)
in the Hrs/Wk field before you will be to save the session.
•
Use the scroll bar to navigate to the remaining fields within the scroll window in the Meeting
Time block.
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2. “Auto Schd”: Enter the appropriate ‘automatic’ scheduling status code for the Schedule 25 program to
assign rooms. Double click or <F9> for the list of codes.
•
The Auto Schd code must be entered for all sessions that meet in general inventory space,
whether they are being PREASSIGNED or will be assigned rooms by Schedule 25.
Scheduling Status Code
ASM
AXM
HSM
NSM
VSM
WSM
(blank)
Definition
Preassigned section in general inventory or partially restricted
space (campus “A”)
Preassigned intentional time conflict
Home preassigned (x-listed) in general inventory or partially
restricted space
Needs a room assignment
Visitor preassigned (x-listed) in general inventory or partially
restricted space
Visitor needs assignment
TBS/NA/off campus locations; Breakouts and Labs in noninventory space (any meeting session in non-inventory
space—such as the Haas Howell building or the Natural
Science Center—may be left blank)
•
Most sections will need “NSM” - Needs a Room Assignment code.
•
If you’re preassigning a course in your department’s own TOTALLY RESTRICTED space, you
can either enter “ASM” - Preassigned Class or leave the Auto Sched field blank.
o
If you’re preassigning 2 sections in the same space at the same time that are NOT cross listed,
such as 2 lab sections which share the same space, use “AXM” - Preassigned Conflict, to
indicate an intentional room conflict.
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•
If you’re cross listing a section that needs a room assignment, use “NSM” - Needs a Room
Assignment for the home/main section. The visitor section(s) should receive code “WSM” Visitor needs assignment.
o
If you’re preassigning a cross-listed course, use “HSM” - Home Preassigned for the
home/main course and “VSM” - Visitor Preassigned for the visitor/guest section(s).
Warning: In addition to the NSM/WSM or HSM/VSM “Auto Sched” codes, cross-listed sections also
need a Cross List Group Identifier. See Appendix D: Cross Listing Sections.
•
Media Requests: Use “NSM” or “NSM/WSM” for any sections for which you will be submitting
a media request.
•
Leave the Auto Sched field BLANK for sections with N/A locations, such as 4999s and 6999s,
and for off campus courses.
•
Leave the Auto Sched field BLANK for lab, LBL, and breakout sessions that need general space.
These are assigned rooms by the Office of Course Scheduling after the main sessions have been
placed by Schedule 25. (Lab, LBL, and breakout sessions that need general space will be
identified by putting TBS – to be scheduled – in the Build field.)
Warning: If you enter “NSM” - Needs a Room Assignment (or “NSM/WSM” for a group of crosslisted
sections) in “Auto Sched” in error when preassigning a room and building, the Schedule 25 program
which assigns rooms will OVERWRITE the preassignment.
3. “Build”: Enter the appropriate Building code if you’re preassigning a section. If a section requires
general inventory space—except for labs, LBLs, and breakouts—leave “Build” and “Room” blank.
• Double click or <F9> in the “Room” field to search for room and building (if you search from
the “Build” field, you will not be able to choose room and building at the same time).
•
If you have a lab, LBL, or breakout that needs general inventory space, enter “TBS” - To Be
Scheduled in the “Build” field. This will ensure that labs, LBLs, and breakouts are placed after all
main course sessions. Leave the “Room” field blank.
•
Courses with N/A locations, such as 4999s and 6999s, should have the “NA” code entered in the
“Build” field. Leave the room field blank.
•
Courses with off-campus locations: enter the off-campus location code in the “Build” field. Leave
the “Room” field blank.
4. “Room”: Enter the room number if you’re preassigning the course in. If a course requires general
space, leave “Build” and “Room” blank.
• Double click or <F9> in the “Room” field to search for room and building.
5. “Sched” field: this is the schedule type. For the first session, this field will default to the overall
schedule type listed at SSASECT. If the section has multiple meeting times/ sessions, you must change
Sched to the appropriate schedule type for each session. Double click or <F9> to view all schedule types
that exist for the course at Catalog.
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In the above example, A=Lecture session, Z=Lab Lecture session, and E=Supervised Lab session.
• For courses with multiple meeting sessions, such as lectures with lab, lab lecture, or breakout
sessions, be sure to choose the correct Schedule Type for each session scheduled.
o Please note: breakout sessions should be entered with the same Schedule type as the main
part of the course.
•
As in Oasis, schedule the lecture session first, then LBL, then lab or breakout sessions.
o Once saved, Banner will arrange multiple sessions in day order. Banner Web will need to be
set to filter based on session order.
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6. “O”: enter the correct Override code to override necessary time/room conflicts. (e.g. The LBL session
ends at 9:00 and the LAB session begins at 9:00). <Tab>.
• You cannot save sessions with time or room conflicts without entering an Override code.
• Use “R” for room conflicts as “O” will also override time conflicts on the student’s schedule.
Code
T
R
O
Definition
Override time conflict
Override room conflict
Override time and room conflict
7. “Hrs/Wk” field: this field usually calculates automatically. If it does not calculate, enter “0.”
8. “Sess Cred” field: this field is automatically populated with the section’s credit hours for Session 01
and zero for subsequent sessions. If a College wishes to breakdown the section credit by session, type
over the populated data.
9. “Sess Ind”: This field autofills for Session 01. For sections with multiple sessions, enter the correct
Session Indicator for each additional session that you add: 02 for the second session, 03 for the third
session, etc. As in Oasis, schedule the lecture session first as 01, then LBL, then lab or breakout sessions,
as applicable.
• An easy way to distinguish SECTION numbers on the main page of SSASECT from SESSION
INDICATORS on the Meeting Time and Instructor blocks is that Sections should have 3-digit
numbers and Sessions have 2-digit numbers.
10. <Save> after each session is entered.
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11. When all sessions have been entered, either <Next Block> to the Instructor block or choose Assigned
Instructors from the Options menu.
Instructor: This block is used to assign a faculty member(s) to each session of a course section.
1. “Session Ind”: the default is 01. If you are staffing a session other than session 01, please be sure to
correct the indicator. If staffing a team taught session, you may have multiple lines/staffing information
for one session indicator.
2. Enter the faculty member’s ID number or double click/ <F9> to search for the faculty member you
wish to staff.
• When searching on the Faculty/Advisor Query Form (SIAIQRY), try to narrow your search by
entering at least the beginning of the instructor’s last name plus the wildcard character, %. If
you’re searching for someone with a common name such as John Smith, be as specific as
possible.
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Note: when you move your cursor to the second line after staffing the first session, the session indicator
will still default to session 01. Be sure to correct the session number if you are staffing any other session.
3. “Instruction Workload”: the course credit hours default into this field when an instructor is assigned.
4. “% Resp”: 100 defaults into this field when an instructor is assigned.
•
The percent of responsibility column must total 100% for the entire CRN. If it does not equal
100%, it will kick out as a fatal CIRS error at mid-point.
5. “P”: Primary instructor checkbox - a check mark will default into this field for the first instructor
assigned. If you have multiple instructors for a section, list them all, but one primary instructor must be
identified.
• Only the Primary instructor will be able to access the class roster and to enter grades on Web for
Faculty.
6. “O”: leave blank or enter O to override a faculty schedule conflict. You cannot <save> the record if
you have created a faculty conflict unless you override it. (If the section is not crosslisted, you should
investigate why you’re getting a conflict error.)
7. “ % Sess”: 100 defaults into this field when an instructor is assigned.
•
% of Session for an individual meeting session (01, 02, 03) cannot exceed 100%, but the total %
SESS for the CRN can exceed 100%. If % SESS for the section does not equal 100% a warning
message will display at auto help (bottom left corner of the Banner screen).
8. <Save>.
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9. If you <Next block>, you will go to the Section Scheduler Preferences block, which GSU is not using at
this time. Instead of using <Next block>, choose Course Section Detail (SSADETL) on the Options
menu. You may also use Direct Access to go to SSADETL.
Sections may also be staffed on SIAASGN. See Appendix E: Faculty Assignment Form (SIAASGN).
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Step 2: Course Section Detail/Schedule Detail Form (SSADETL)
COLLEGE-LEVEL USERS ONLY.
1. “Section Links”: Links are used to connect sections of the same course when it is required that some
combination of these sections be taken concurrently. Linking sections requires defining link identifiers
on SSASECT and defining connectors on SSADETL. Both are two-byte characters which are user
defined. Courses must have the same prefix and number in order for linking to work.
2. “Co requisites”: Co-requisites are two or more different courses that must be taken concurrently. Corequisites are set up at Catalog on SCADETL. If a specific section of a course is required as a corequisite, then that section’s Course Reference Number must be listed in the Co-requisite Section
information on the Schedule Detail Form, SSADETL.
1. Access SSADETL either by choosing it from the Options menu on the left of the screen or via
Direct Access.
•
You will not be able to set up co-requisites until the sections have been added at SSASECT.
2. Enter the “Term” and “Course Ref. Number” in the Key Block. <Next Block> twice to move to the
Co-Requisites window.
•
Co-requisites entered at Catalog will not already be listed on SSADETL because they are by
course rather than by CRN. The Catalog-level co-requisites are automatically in effect at
section.
3. If you know the CRN, enter it and <tab>. The “Subject,” “Course,” and “Section” data will populate.
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•
If you do not know the CRN, double click in the CRN field to search for existing sections of
the course that was set up as a co-requisite at Catalog. Select the appropriate section and hit
return. The CRN and section information will populate.
You CANNOT set up a co-requisite at Section that does not already exist at Catalog.
4. After you have finished entering all co-requisite CRNs, <Save>.
3. “Section Fees”: GSU is not using this field.
4. “Degree Program Attributes”: Do NOT alter. This field is being handled by another team. For some
courses, it will be populated with attribute codes from the Degree Program Attribute Validation table
(STVATTR).
5. “Section Contracts”: This field is for information only. Do not alter.
6. “Block Schedules”: COLLEGE USERS ONLY. This function will allow a user to establish a group of
set CRNS that can be placed on a student’s registration record by using one unique code. See Appendix
G: Block Scheduling.
Note: Section Scheduler Preferences: GSU is not using Partition Preferences at this time. Room
Attribute Preferences are being used for media requests only. See Appendix L: Requesting Media
Assignments.
Step 3: Course Section Restrictions/Section Registration Restriction Form (SSARRES)
At this time, DEPARTMENT-LEVEL SCHEDULERS should ONLY ADD LEVEL restrictions for
graduate courses (level restrictions must be set for all graduate courses). DO NOT ADD any other
restrictions.
The Section Registration Restriction Form may be opened via Direct Access or by choosing Course
Section Restrictions on the Options Menu. This form is used to enter registration restrictions for specific
sections. Registration restrictions may be entered on an effective term basis for college, major, class,
level, degree, program, and campus. If restrictions were entered for the course at catalog on SCARRES
before a section is created, they will filter down to SSARRES. The catalog-level restrictions may be
changed at section, if necessary.
Warning: Restrictions must be set at catalog before section is created in order for the information
to roll down.
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1. Key Block: Enter “Term” and “Course Ref. Number.” <Tab>. “Subject” and “Course” will populate.
<Next Block>.
2. “College”: Enter “I” to include, “E” to exclude. Enter College code(s), then <Next Block>.
3. “Major”: Enter “I” to include, “E” to exclude. Enter Major code(s), then <Next Block>.
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4. “Class”: Enter “I” to include, “E” to exclude. Enter Class code(s), then <Next Block>.
5. “Level”: Enter “I” to include, “E” to exclude. Enter Level code(s), then <Next Block>.
• All graduate courses must INCLUDE GS. When creating a new graduate section, the level
restriction should roll down from Catalog.
Warning: “I” is an include-only function. If an undergraduate course is coded “I” and “GS,” no
undergraduate students will be able to register for the course without using the override function
as SFAREGS.
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6. “Degree”: Enter “I” to include, “E” to exclude. Enter Degree code(s), then <Next Block>.
7. “Program: Enter “I” to include, “E” to exclude. Enter Program code(s), then <Next Block>.
8. “Campus”: Enter “I” to include, “E” to exclude. Enter Campus code(s), then <Next Block>. [FYI This field was used for a period of time to hold GPA attributes as a workaround to CAPP-related
restrictions while GSU was waiting for CAPP to be fixed by SCT.]
9. <Save>. Choose “Section Comments” from the Options menu if you need to add any comments.
Otherwise, <exit> to return to the main SSASECT screen.
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Step 4. Section Test Score and Prerequisite Restrictions (SSAPREQ)
COLLEGE-LEVEL USERS ONLY.
Section Test Score and Prerequisite Restrictions (SSAPREQ) may be reached through Direct Access or
by choosing Course Prerequisites on the Options Menu.
•
If you plan to use simple prerequisites for a course, do NOT check the “CAPP Areas for PreRequisites” box at SCACRSE or SSASECT. If the CAPP box is checked at either SCACRSE or
SSASECT, any simple prerequisites that are entered will be ignored.
•
Any simple prerequisites entered at Catalog on SCAPREQ will filter down to the section
prerequisite form, SSAPREQ when the schedule rolls. If you want to add, change, or delete
prerequisites on a specific section, go to SSAPREQ after adding the section at SSASECT. Use
either Direct Access or choose SSAPREQ from the Options Menu.
o
When prerequisite checking is used during registration, only prerequisites defined at
SECTION will be enforced. If the prerequisites that filter down from SCAPREQ to
SSAPREQ are removed at section, no prerequisites will be enforced.
o
Make all changes to prerequisites before Registration begins.
1. Enter “Term” and “Course Ref. Number”. <Next block>.
2. The Subject, Course Number, and Section Title fields will populate. Select Test Score & Pre-Requisite
Restriction from the Options Menu.
•
If you are using simple prerequisites, the CAPP box CANNOT be checked.
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CAPP has not been checked, so simple prerequisites will be effective for this course if prerequisite
checking is enforced.
•
Unlike SCAPREQ, there is no Maintenance Function at SSAPREQ that allows you to keep an
audit trail.
3. Use a Rule of 3 when determining if you have a simple prerequisite. For example, if a requirement is to
have taken a list of three courses, you can use simple prerequisites. However, if the requirement is to have
taken four out of a list of five courses, that requirement should not be defined using test score and prerequisite restrictions; it could only be defined using a CAPP area.
•
Simple test score and pre-requisite restrictions as well as CAPP Section Area Pre-requisite
restrictions can be defined for the same section for the same term, but only one set of restrictions
will be effective, based upon the value in the CAPP Areas for Pre-Requisites checkbox in the
main window. If you are in a unit using CAPP, but want to use simple prerequisites for a course,
be sure to uncheck the CAPP checkbox.
•
Simple pre-requisites can be added, changed, or removed while registration is going on.
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4. Entering Restrictions:
Fields
A/O
(
Test Code
Test Score
Prerequisite
Subject
Prerequisite
Course
Prerequisite
Level
Prerequisite
Grade
Prerequisite
Descriptions
And/Or relationship between multiple prerequisites and test scores. Use these with the
parentheses to indicate multiple conditions. For example: (Engl 1101 and 1102) or
(Engl 1103).
The left parenthesis begins a set of test score and/or prerequisite conditions that are to
be grouped together within parentheses. Parentheses may be stacked, but be sure to
close all open sets of parentheses when creating restrictions. For example:
((Math 1101 and Math 1102) or (Math 1103)) and Chem 1101.
Code for a test such as the SAT, TOEFL, or GMAT that is a prerequisite requirement
for a course. Test codes are validated in the Test Code Validation Form, STVTESC.
(Double click to get to STVTESC.)
Minimum test score the student must receive for the test type entered in the Test Code
field in order to pass the prerequisite restriction for the course.
Subject of the course which is the prerequisite to the course entered in the Key Block.
Subjects are validated on STVSUBJ.
The course number for the prerequisite course. You can double click for a list of valid
course numbers, but you can enter ANY course number whether or not it represents a
valid course. (This allows you to define prerequisite restrictions without having to
create the prerequisite course first on SCACRSE.)
Indicates the required level of the prerequisite course. (You must use both Prerequisite
Level and Grade or neither of them.)
Indicates the minimum grade required for the prerequisite course. Minimum grade is
not a required field, but if it is not entered, remember that a course that has been failed
or withdrawn from will satisfy the prerequisite. (You must use both Prerequisite Level
and Grade or neither of them.)
Some prerequisite requirements may be fulfilled if the prerequisite exists on the
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Concurrency
)
student’s academic history or registration record, but has not yet been graded for the
same registration term; courses that students have registered in for future terms will not
meet the concurrency requirement.
The right parenthesis indicates the end of a set of test score and prerequisite conditions.
(Be sure to close all open sets of parentheses.)
5. <Save> the prerequisite information before exiting.
Depending on each department’s policies, prerequisites can be OVERRIDDEN for individual students at
Registration. See the Registration Manual for more information.
Step 5. Section Comments
The Section Comment form (SSATEXT) may be accessed from the Options menu on SSASECT (arrow
down) or SSADETL or through Direct Access.
1. Enter “Term” and “Course Ref. Number” and <tab>. “Subject” and “Course” information will
populate. <Next block>.
2. Enter “Section text” (equivalent to section comments in Oasis).
•
You may use a maximum of 6 lines. You do not need to write in full sentences, but do follow
standard rules of capitalization and end each fragment with a period. Use the <tab> or your cursor
to move to the next line.
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•
Types of information to include: crosslist information; term information; meeting dates, times, or
locations that need clarification beyond the information in the “Meeting Time” block; topic
information if the full title/topic does not fit on SSASECT.
3. <Save> after entering all section text.
WARNING: Text fields in Banner do not wrap. Each line holds only 60 characters. When you exceed 60
characters without tabbing to the next available line, Banner sends you back to the beginning of the
current line. There is NO SPELL CHECK. Carefully proofread all section text.
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Unit 2: Changing a Section
Introduction:
Policy
Clarifications:
Procedures
Overview:
After the schedule 25 program has run, you must discontinue and re-add a
section if changing day or begin time, or if changing location from on campus
to off campus, or from off campus to on campus.
After schedule 25 has run, all adds, changes, and discontinues must be sent
down the Web Queue.
1. During departmental access periods: go to appropriate form in Course
Schedule Menu. Enter changes and <save>.
2. Outside of departmental access periods: submit change forms to your college
scheduler.
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Prior to the initial schedule deadline, changes may be made on SSASECT to any of the fields except
subject and course number. The subject and course number associated with a CRN cannot be changed
after a section has been created and saved.
•
After the schedule 25 run, all changes (and adds and discontinues) must be requested by CollegeLevel Schedulers on the Web Queue. Department Schedulers will continue to submit changes on
paper forms to the College-Level Schedulers once their access has been cut off.
WARNING: Any changes to SSASECT after registration begins will not impact on any student who has
already registered. Many fields cannot be changed once registration exists for a section unless the enrolled
students are dropped.
Step 1: Making Changes on SSASECT
1. “Subject” and “Crse Number” cannot be changed.
2. Short title: COLLEGE-LEVEL USERS ONLY. The short title may only be changed for Varying Topic
or Honors courses. Please see Appendix I: Generic Courses – Varying Topics and Honors Sections.
3. “Section”: the section number may be changed/corrected as long as you do not try to change it to
another number that already exists. Type the new 3-digit section number over the existing section number
and <save>.
4. “Cross List”: cross list information may be added/changed/removed before registration. See Appendix
D: Cross Listing Sections.
When you remove the cross list group identifier from SSASECT and <save>, that section is removed
from the list of associated CRNs for that cross list group identifier. Remove all the CRNs for the cross list
group identifier, and the identifier code still exists, still shows the maximum enrollment, but doesn't have
any associated CRNs. A new batch of CRNs can be associated with the identifier code.
5. “Campus”: before the initial schedule deadline, the campus code may be changed on SSASECT. Type
the new code over the existing code and <save>.
6. “Status”: section cannot be changed from Active to Discontinued if registration exists. See Unit 3:
Discontinuing/Reactivating a Section for instructions.
7. “Schd Type”: may be changed if the new schedule type exists at Catalog. Schedule type at SSASECT
must be the overall schedule type that is reported to the BOR for the course. Type the new code over the
existing code and <save>.
8. “Part/Term”: If meeting times already exist for a section, you may not change Part of Term unless you
first delete the meeting information, then change the “Part/Term” code and finally re-enter the meeting
information. You cannot change Part of Term if enrollment exists for the course. To change Part of term,
type the new code over the existing code (and/or the new start/end date over the existing start/end date)
and <save>.
9. “Grade Mode”: Grade Mode should be left blank. If you select one grade mode at section, students will
not be able to register for any other grade mode.
• Department users: please contact your college scheduler before making changes to Grade Mode.
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10. “Session”: type the new code over the existing code and <save>.
11. “Appr. Code”: type the new code over the existing code and <save>.
12. “Attn Method”: GSU is not using this field.
13. Check boxes: Check or uncheck as needed and <save>.
14. “Credit/CEU Ind”: Credit hour information filters down from Catalog. To set a specific number of
credit hours for a variable hour course, enter the number in the blank field under the “Credit” field (or
type over the existing number). <Save>. Update the field under “Billing” hours to match the field under
“Credit” hours and <save>.
15. “Meeting Time”: you can use Record Remove to erase all information associated with a meeting
session OR check/uncheck days of the week, type over times, “Auto Sched,” “Build,” “Room,” etc. with
correct information and <save>.
16. “Instructor”: To change an instructor(s) for a session, use Record Remove and <save>, and then add
the new instructor. To add a new instructor, put your cursor in the next blank line, enter the correct
“Session Ind” and follow the procedure for adding an Instructor.
•
To remove staffing when there are multiple instructors, remove then from the bottom up, and
<save> after you have removed each instructor/line.
17. SSADETL: Use Record Remove to remove any Links, Co-requisites, or Block codes that are
inaccurate and <save>. Enter any new Links, Co-requisites, and/or Block codes and <save>.
18. “Section Text”: To remove a whole line of text, put your cursor in that line and use Record Remove.
<Save> after removing each line. To remove a part of a line, put your cursor in the line at the appropriate
place, delete the unwanted characters, and <save>. Type in any corrected or additional text and <save>. If
you need to insert text in the middle of existing lines, use Record Insert to get a blank line. As always,
<save> any changes.
•
Remember that each line of “Section Text” holds only 60 characters, the text does not wrap, and
there is no SPELL CHECK feature in Banner.
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Unit 3: Purging, Discontinuing, and Reactivating a Section
Introduction:
Policy
Clarifications:
Sections may be purged before the schedule 25 run.
Department Users: After the initial department schedule deadline, submit paper
forms to your college schedulers to discontinue sections.
Procedures
Overview:
College Users: After the schedule 25 run, all discontinues should be sent down
the web queue. See Appendix J: Using the Web-based Queue for
instructions. After their access has been cut off, Department users should
submit discontinues on their college’s scheduling form to their college’s
scheduling office.
1. Procedures vary depending on whether any students have registered for the
section. Inactivating a section before registrations is fairly simple; after
registration it becomes a multipart process.
1. Go to SSASECT (Schedule Form).
2. Before the schedule 25 run, purge the section and <save>.
3. After the initial schedule deadline, follow the process to discontinue the
section:
• remove instructor(s)
• remove meeting time(s)
• change status to “D” – Discontinued
• <Save>
4. If registration has begun:
• uncheck the VR/Web Avail box on SSASECT to stop enrollment
• use SFAMASS to remove all students from the section
• remove instructor(s)
• remove meeting time(s)
• change status to “D” - Discontinued.
• Re-check VR/Web Avail.
• <Save>
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PURGING A SECTION RECORD IN SSASECT
Policy Statement: The purge function should only be used before the schedule 25 program runs
(department users may only purge sections before their initial schedule deadline).
1. Go to SSASECT.
2. Enter “Term,” “Course Ref. Number,” and <Next Block>. Your cursor will now be in the subject field,
and the basic section information will be populated.
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3. Go to the Record menu and select “Remove.” All section information will disappear, and you will be
given a warning that all section data will be deleted.
4. <Save>.
Discontinuing and reactivating a Section at SSASECT
1. On SSASECT, enter “Term,” “Course Ref. Number,” and <Next Block>.
2. If Registration has started, uncheck the VR/Web Avail checkbox to stop any further enrollment.
3. Check to see if registration exists for the section by selecting “Section Enrollment Info” on the Options
menu.
•
The “Actual” field details the number of students registered for the course.
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3. If registration exists, drop the students by using the Registration Mass Drop Form (SFAMASS). See
Appendix H: The Registration Mass Drop Form. Students can also be dropped individually on the
Student Course Registration Form (SFAREGS).
•
Please Note: Banner will not allow the user to discontinue a section with registration, assigned
instructors, or meeting times.
Warning: Unless an authorization is added to the section, students may successfully register for the course
before you complete the full discontinue process.
4. Go to SSASECT. Enter “Term,” “Course Ref. Number,” and <Next Block>.
5. Select “Assigned Instructors” on the Options menu.
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6. Place the cursor in the last “Session Ind” field. Go to the Record menu and select “Remove.” <Save>.
Proceed to the previous session/line and remove that instructor and <Save> until all instructors have been
removed.
Warning: If multiple instructors exist, they must be deleted bottom up, and the user must <save>
after each record is removed. Otherwise an error message will appear stating that a primary
instructor must exist for the course.
7. Select “Scheduled Meeting Times” on the Options menu.
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8. Place the cursor in the last “Meet” field. Go to the Record menu and select “Remove.” <Save>.
Warning: If multiple meeting times exist, they must be deleted bottom up, and the user should <Save>
after each record is removed.
9. Select Course Section Information from the Options menu or <Previous block> to return to the main
SSASECT form.
10. <Tab> to the “Status” field.
11. Change indicator to “D” for Discontinued.
12. Re-check VR/Web Avail if you wish for the course to still show on the web.
13. <Save>.
14. To reactivate a discontinued course, <tab> to the “Status” field, change the indicator to “A” for
Active, and <Save>. You will need to add Meeting Times and Instructor.
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Appendix A: Using the Schedule Section Query Form (SSASECQ)
1. To search for existing sections on SSASECQ, double-click or <F9> in either the “Course Ref.
Number” or “Section” fields on SSASECT or use Direct Access.
2. Enter the fields on which you want to search (for example, you can search on: Term; Term and Subject;
Term, Subject and Course Number; etc.).
•
As on all Banner Query forms, the % sign is the wildcard. If you want to search for all 1000 level
courses for a Subject, for example, enter the Subject code in the “Subj” and enter “1%” in the
“CRSE” field.
•
If the “Term” field is blank and a course prefix has been selected, the course section history will
be displayed for all existing terms.
3. After entering the fields on which you want to search, either <F8> or choose “Execute” from the Query
Menu on the top menu bar.
4. Double-click or <F9> on a section to populate SSASECT with a specific CRN.
•
If you were searching to find the next available Section number for a course, simply <Exit>
(clicking the “Red Door” button on the top right) to return to SSASECT and then enter the next
available Section number in the “Section” field.
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•
If a second search is needed, hit Enter Query to clear the search results. Then enter your new
search criteria and repeat steps 3 and 4.
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APPENDIX B: Procedure for Adding Multiple Sections of the Same Course
1. Add a default section with section number “0” at SSASECT, filling in all information from Subject
through Section Enrollment Info. <Save> the sample section and write down its CRN (Course. Ref.
Number).
2. Roll back to the key block. Type “Add” in the CRN field, and then <tab>. Tabbing out of the CRN
field should automatically pull up the Default Section Information block.
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3. <Tab> to the Default Course Ref. Number field and enter the CRN for your sample section. < Tab>.
4. Click the Process Default button. This will populate SSASECT and the Section Enrollment info with
all of the information you entered on the default section.
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5. Change the section number from 0 to 001 (or to the next available section number for the course).
<Save>.
6. Roll back to the key block, enter add in the “CRN” field, and hit <tab>. This should bring up the
Default Section Information block again. Follow the same procedure to add all but the last of the sections
of the course (i.e., change the section number from 0 to 002, or the next available section and <Save>.
Roll back and repeat the process).
7. When you only have one remaining section to add, pull up your sample section by entering its CRN in
the key block. Use the <Next Block> function to access the original CRN instead of tabbing to the Default
Section Info block Change the section number from 0 to the next available section number. <Save>. You
should now have entered a series of sections of one course, and should not be left with a section number
of 0.
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Please note: be sure that you create the last of your multiple sections by changing the section number of
your default section from 0 to the appropriate section number. You will need to go back and add meeting
time, instructor, and all other section-specific information to each of the individual course sections.
8. You must access each section that has been added and set up Meeting Time(s) and Instructor(s).
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Appendix C: Auto Sched Table for College Schedulers
Meeting
Time
Auto
Sched
NSM
Meeting Time:
Build
Meeting
Time:
Room
(blank)
(blank)
“A” – on campus in
assigned space
“A” – on campus in
assigned space
(blank)
TBS
(blank)
(blank)
Enter building
code
Enter room
number
“A” – on campus in
assigned space
ASM or
AXM*
Enter building
code
Enter room
number
Enter “1” - main
campus, non S25
“A” – on campus in
assigned space
(blank)
Enter building
code
(blank)
Enter “A” - main
campus
Enter “1” - main
campus, non S25
“A” – on campus in
assigned space
“A” – on campus in
assigned space
ASM
Enter building
code
Enter building
code
Enter room
number
Enter room
number (if
applicable)
O – if
required
O – if
required
Enter “A” for
gen. Inventory or
“1” for noninventory
Enter “A” - main
campus
“A” – on campus in
assigned space
AXM*
Enter building
code
Enter room
number
O
Auto fills
“A” – on campus in
assigned space
NSM
(blank)
(blank)
(blank)
Auto fills
SSASECT Main:
Campus Field
(base on main
session)
Enter “A” - main
campus
SSASECT Main:
Session Field
(base on main session)
Enter “A” - main
campus
Enter “A” or “1”
- based on
session 01
Enter “A” - main
campus
Alpharetta/Indian Creek
sessions
Preassigned Session in
General Inventory Space
Preassigned Session in
non-inventory space
(Rialto, SA, AR, AL,
NSC, HH, Alpharetta,
ICL, etc.)
Preassigned session with
intentional room conflict
Type of Meeting Session
Session needs a room
(NOT including breakouts,
LBLs, Labs, or Xlst
visitors)
Lab, LBL, or breakout
session that needs a room.
Lab, LBL, or breakout
session preassigned in
non-inventory space
Lab, LBL, or breakout
session preassigned in
GENERAL-inventory
space
Cross List: Home session
needs a room
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“A” – on campus in
assigned space
46
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Meeting
Time:
O
Meeting Time:
Hrs/Wk
Auto fills
O – if
required
O – if
required
Auto fills
O – on
all
sessions
if a
conflict
O – if
required
Auto fills
Auto fills
Must enter “0”
(zero) if there are
no meeting times
Auto fills
Auto fills
Georgia State University
Type of Meeting Session
Cross List: Visitor session
needs a room
Cross List: Home session
preassigned
Cross List: Visitor session
preassigned
Sessions with “n/a”
locations (4999s, 6999s,
etc.)
Session with “TBA”
meeting times
SSASECT Main:
Campus Field
(base on main
session)
Enter “A” - main
campus
Enter “A” - main
campus
Enter “A” - main
campus
Enter “1” - main
campus, non-S25
SSASECT Main:
Session Field
(base on main session)
Enter “1” - main
campus non-S25,
if applicable; if
off campus, enter
appropriate off
campus code
“B” – section with
unassigned space if “n/a”
location, i.e., 4999s, 6999s
etc.
OR
“D” - off campus, assigned
space
OR
“E” - off campus,
unassigned space
“D” - off campus, assigned
space
“D” - off campus, assigned
space
OR
“E” - off campus,
unassigned space
“D” - off campus, assigned
space
OR
“E” - off campus,
unassigned space
Off campus: held at
another University System
of GA institution
Enter “O” –
Other Uni Sys of
GA institution
Off campus: held in the
US
Enter “F” - Off
Campus
Off campus: held outside
of the US
Enter “I” –
Foreign
Campus or “S”
– Study Abroad
(Still being
decided)
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“A” – on campus in
assigned space
“A” – on campus in
assigned space
“A” – on campus in
assigned space
“B” – section with
unassigned space
47
Meeting Time:
Build
Meeting
Time:
Room
Meeting
Time:
O
Meeting Time:
Hrs/Wk
(blank)
(blank)
(blank)
Auto fills
Enter building
code
Enter building
code
Enter Building
code “NA”
Enter room
number
Enter room
number
(blank)
(blank)
Auto fills
O
Auto fills
“O” – if
required
(blank)
Enter Building
code “NA”
unless there’s a
specific location
(blank)
Must enter “0”
(zero) if there are
no meeting times
Must enter “0”
(zero) if there are
no meeting times
(blank)
Enter location
code (in “Build”
field)
(blank)
Letter
“O” – if
required
Must enter “0”
(zero) if there are
no meeting times
(blank)
Enter location
code (in “Build”
field)
(blank)
Letter
“O” – if
required
Must enter “0”
(zero) if there are
no meeting times
(blank)
Enter location
code (in “Build”
field)
(blank)
Letter
“O” – if
required
Must enter “0”
(zero) if there are
no meeting times
Meeting
Time
Auto
Sched
WSM
HSM
VSM
(blank)
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Type of Meeting Session
SSASECT Main:
Campus Field
(base on main
session)
SSASECT Main:
Session Field
(base on main session)
Meeting
Time
Auto
Sched
Meeting Time:
Build
Meeting
Time:
Room
Media Assignments
Enter “A” - main “A” – on campus in
NSM** (blank)
(blank)
campus
assigned space
(College Users Only)
*AXM: use Auto Sched code “AXM” and the appropriate override code for all sessions that have time/room conflicts.
Meeting
Time:
O
Meeting Time:
Hrs/Wk
(blank)
Auto fills
**Media Assignments: Department Schedulers should enter “NSM” for courses which will be requesting media. If the session is given a media
assignment, the College Scheduler will change Auto Sched to “ASM,” “HSM,” or “VSM,” as appropriate, and enter the building & room assignment.
If the session does not receive a media assignment, the College Scheduler will leave Auto Sched as “NSM” so that Sched 25 will assign a room.
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Appendix D: Cross Listing Sections
Creating a Cross List Group Identifier on SSAXLST
(Department users may be assigned Cross List Group Identifiers by their College Scheduling
Offices.)
1. Once sections have been created at SSASECT that need to be crosslisted, use Direct Access to go to
SSAXLST.
2. Enter “Term” and <tab> to the “Cross List Group Identifier” field.
3. Use the flashlight to search for existing Cross List Group Identifier codes on SSAXLSQ for that term.
Either select an existing code that you would like to add a section to by double clicking it, which returns
you to SSAXLST, or note the next available code that is not yet being used and exit the query form.
Consult the Cross List Group Identifier Spreadsheets at the end of Appendix C for spreadsheets
which list the Cross List Group Identifiers assigned to each college.
4. Enter the next available code for your college in the “Cross List Group Identifier” field and <next
block>.
5. “Maximum Enrollment” field: Enter the maximum enrollment for all of the sections in the cross list
group and <next block>. Remember to adjust the maximum enrollment if you add extra sections or
change a limit on a crn in a Cross List Group. This is not an auto populated field.
6. “CRN” field: enter or search for/select each CRN that you want to associate with the Cross List Group
and <save>.
•
You will receive an error if you try to associate a CRN with more than one Cross List Group.
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When a Cross List Group Identifier has been associated with a CRN, it will autopopulate on SSASECT
in the “Cross List” field.
7. To view/query existing Cross List Groups, use the Crosslist Meeting Time/Instructor Query Form
(SSAXMTI). It displays the meeting time and instructor information associated with a cross-listed group
of courses. This form may be reached through Direct Access or from Meeting Time on SSASECT.
•
Use SSAXMTI to expedite assigning meeting time and instructor details to the visitor sections in
a Cross List Group.
8. Enter “Term” in the Key Block and <tab> to the Crosslist Group Identifier (crosslist code) field. If you
do not know the crosslist code/group identifier, you can search for existing codes. <Next block> to access
the list of associated CRNs.
9. If crosslisted courses are to be scheduled for the same room during the same time, one method to
accomplish this is to assign meeting days, times, room, etc. for one of the crosslisted courses and <save>
this date on SSASECT.
10. To quickly schedule other cross-listed courses in the same room, enter the crosslist code/group
identifier for each section on SSASECT, then go to Meeting Time, and use the Duplicate Item function
(found on the Field and Record menus at the top of the screen) to access SSAXMTI. This form displays
the meeting time and instructor information already associated with the crosslisted group of courses.
11. Place your cursor in the Course Ref Number field of the course with the previously added schedule
information which you would like to copy to the newly crosslisted section. Double click or use Select to
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default the meeting dates, days, times, room, and instructors into SSASECT with the Override field filled
in for the Meeting Time and Instructor windows. <Save> your records. They are automatically posted.
•
Meeting time and instructor information can also be added manually for each course. Overrides
will need to be requested to schedule the same rooms and instructors for multiple crosslisted
sections.
Remember: Banner does not require crosslisted courses to meet at the same time, or in the same
room, or with the same instructor. You will NOT receive an error message if you enter crosslisted
sections that meet separately.
12. Removing Cross Lists/Reusing Cross List Group Identifiers: Go to SSAXLST to remove
associated CRNs and enrollment information from a Cross List Group Identifier by inserting your cursor
on each CRN and doing a Record Remove.
•
When all associated CRNs have been removed from a Cross List Group Identifier, it will still
appear when you search on SSAXLSQ for existing identifiers for a term; It cannot be wiped from
the list of identifier codes being used.
•
If you’ve removed all associated CRNs, you can reuse a Cross List Group Identifier within the
same term by re-associating CRNs with the identifier code on SSAXLST.
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APPENDIX E: Faculty Assignment Form (SIAASGN)
The Faculty Assignment Form is used to enter and maintain the assignment information for a term for a
faculty or advisor.
•
The Schedule Form (SSASECT) will update SIAASGN when instructors are assigned to
sections. SIAASGN is an alternative location for staffing.
•
The faculty member must exist on the Faculty Information Form prior to having assignments
created.
1. Enter “Faculty ID number” (or use flashlight button to search for faculty member whom you want to
staff); enter “Term.” <Next Block>.
•
Remember to limit your search by entering at least partial names and using the % wildcard. The
faculty file is very large and will take a long time to search if you do not limit the search criteria.
2. Enter (or search for) “CRN” for the first section you want to staff with the professor in the key block.
Session 01 and the course information will automatically populate.
•
If a section is entered which has multiple sessions, each session will display as a separate data
record. Delete any sessions that you do not want to staff with the professor in key block.
•
<Save> after entering each CRN/Session combination that you want to staff.
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APPENDIX F: Student Registration Permit-Override Form (SFASRPO)
Special Approvals and Overriding Course Limits (Oasis: Authorizations and Overflows)
1. Enter “Term” for which the override should apply, “Student ID,” and <Next Block>.
• Search for the student ID with either the flashlight button or <F9>.
2. Enter (or double click/ <F9> to choose) the appropriate “Permit” code. <Tab>. Examples:
Code
Definition
SP APPROV
Special Approval (AUT in Oasis)
CAP OVF
Override filled course (OVF in Oasis)
CO/PRE REQ
Override co/or prerequisites
DUPLICATE
Override duplicate
TIME
Override time conflicts
•
Policy: Department users may only give permits for courses within their departments.
Never override a filled course beyond room capacity.
3. Enter the CRN of the section for which the permit applies and <Tab>. Subject, Course, and Section
Number will automatically populate.
• Search for the CRN with either the flashlight button or <F9>.
Please note: Overrides can be given based just on Subject and Course when a particular section CRN is
not known. In this scenario, the user must be careful when entering multiple overrides for same subject
courses as Banner may combine permit-override rules.
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4. <Save>. Your User ID will be tagged to the permit.
APPENDIX G: Block Scheduling
College-Level Users Only
Block Scheduling represents sets or groupings of class sections to which students are assigned in order to
register more efficiently. Both sections and individual students are block coded.
•
The College of Arts & Sciences will be using Block Scheduling to schedule Freshman
and Advanced Learning Communities.
Creating a Block Code
1. To create a Block Schedule code, go to the Block Schedule validation table (STVBLCK) via Direct
Access.
2. “Block Code” field: enter a code of 1-10 alphanumeric characters. This code is unique to one block of
selected courses. Once saved, the code cannot be changed; it must be deleted and added back.
3. “Description” field: a description of the block must be entered before the Block Code can be saved.
The description field can be edited after being saved.
4. “Activity Date” field: once the Block Code is saved, the creation date will auto fill.
5. <Save>.
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6. To delete a Block Code that has been saved, place cursor on code. Select the Record menu on the
Toolbar and select “Remove”. The “Block Code,” “Description,” and “Activity Date” fields are all
removed. <Save>.
•
If a section has been associated with a block, the block code must be removed at SSADETL
before the code can be deleted on STVBLCK.
Associating Sections with a Block
Once a code has been created for a new block, individual sections are assigned to the Block code on
SSADETL (Schedule Detail Form).
1. On SSADETL, select Block Schedules from the Options menu.
2. Enter “Term” and “Course Ref. Number” for the section that you want to add to the block.
3. In the “Block” field, enter the block code that was created on STVBLCK. <Tab>. The “Description”
and “Activity Date” will populate from STVBLCK.
•
A Block Code can be associated with an unlimited number of sections. Enter the appropriate code
on SSADETL for each section that should be associated with the block.
4. To view/proof all associated courses for one block, go to SSABLCK. Enter block code in key field and
information for all sections that have been blocked will appear. The total credit hours and number of
hours for billing of all blocked sections will appear at the bottom of the form.
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•
Sections may also be added to or dropped from a block on SSABLCK.
Associating Students with Blocks
After blocks have been set up on STVBLCK and SSADETL, the block code must be entered on each
student authorized to be in that block.
1. Go to individual student record on the General Student form (SGASTDN) and <Next Block>.
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2. Select “Additional Student Information” from the Options Menu. Enter the block code in the “Block”
field and <save>.
3. To register students with the Block code at SGASTDN, go to SFAREGS and enter “Term” and “ID”
and next block. The Block code should automatically populate the “Process Block” field. Click in the box
to the right of the code. The student will automatically be registered for all sections associated with the
Block code.
•
The box to the right of the Block code will remain empty after you click it, but
registration will occur.
4. <Save>.
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•
If the student is restricted to a set number of hours and the block sections exceed that limit, then
the system would come back with an error message. Max Hours can be changed if this occurs.
•
Blocking courses does not prevent non-blocked students from registering for a section in the
blocked group of classes. Also, blocking courses does not prevent students within that block
from dropping parts of the blocked group.
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APPENDIX H: The Registration Mass Drop Form (SFAMASS)
College-Level Users Only
Use SFAMASS to quickly drop students from a section without having to query each student’s
registration individually. The “S”: Registration Status field will update to reflect each student’s new
status. The Registration Mass Drop Form, SFAMASS, may be reached through Direct Access or through
the Registration Menu.
•
The status entered is validated against the Course Registration Status Code Validation Form
(STVRSTS) and must have both the “Count in Enrl” (Enrollment) and “Count in Asmt”
(Assessment) checkboxes unchecked on the Course Registration Status Code Validation Form
STVRSTS. The “S” Registration Status field can simply be updated or the record can be deleted.
•
Registration information must be entered for the section prior to accessing this form. (You can’t
mass drop students who haven’t registered!)
1. On SSASECT, uncheck the VR/Web Avail box to stop enrollment.
2. On SFAMASS, enter “Term” in the Key Block. Tab to the Course Reference Number and either enter
it or click on the flashlight to search for the correct CRN and select it. The Course Prefix, Course
Number, and Section Number will populate. <Next Block>.
3. All of the students who are registered in the section will be pulled into the table. Check the status field.
In the above example, there are 2 students in the section, and their status is RE – Registered.
4. Change the status for each student who needs to be dropped to “DD.” This can be selected from the
validation table or simply typed in.
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5. <Save> after each drop.
6. After all of the students have been dropped from the section to be discontinued, return to SSASECT to
remove instructor(s) and meeting time(s), bottom up, and then you can change the status of the course
from Active to Discontinued.
7. If the discontinued section was in General Inventory space, use either the Web Queue or the Queue
Workaround Form to notify the Office of Course Scheduling of the discontinue.
Please Note: As a result of the necessity to drop all registered students before a section can be
discontinued, it is no longer possible to section adjust students into a different section of the same course.
An alternative to the Oasis section adjustment process is still being developed.
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APPENDIX I: Generic Courses—Varying Topics and Honors Sections at SSASECT.
College-Level Users Only
Varying-topic/generic and Honors sections are being handled by modifying title at SSASECT.
Policy: College-Level Schedulers can overwrite/modify title at section to indicate the particular topic for
that term for varying-topic and Honors sections.
Please note: Standing-topic courses are those courses that end in a letter suffix (CRJU 4900A, PERS
2001N, KH 1010B, MGT 9250D, etc…) with topics that remain fixed from term to term. For example,
ENGL 3150A is always Creative Writing – Poetry, whereas 3150 B is always Creative Writing – Fiction.
Standing topic generic courses must be created as separate courses in Catalog at SCACRSE. Titles for
standing-topic courses will NOT be updated at SSASECT.
1. At SSASECT for courses that have varying topics, overwrite the Catalog title by inserting the letter
“T” and a blank space before typing the new, section-specific topic title in all caps. <Save>.
•
Use the “T” for sections such as seminars, problems, workshops, practicums, field experiences,
topics, independent study, research, and other courses with varying subject matter.
Example:
Catalog Title:
AH 6900 SPECIAL STUDIES SEMINAR
Varying Topic: AH 6900 T SEMINAR IN MEDIEVAL ART
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Student transcripts and the class schedule will define the “T” code as representing Topics courses. The
letter “T” will not be available for permanent generic courses in Banner Catalog.
2. At SSASECT for Honors sections, overwrite the Catalog title by inserting the code “HON” and a blank
space before typing the new Honors title. Try to fit as much of the original title in after the HON code.
<Save>.
•
Use the “HON” code for any approved Honors section.
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•
Student transcripts and the class schedule will define the HON code as representing Honors
course sections.
Directed readings and independent study courses: will not use the T indicator. In Oasis, a generic
letter was used solely to allow students to register for more than one section of a course to increase the
number of hours registered. Under Banner, changing the topic at section will not change the course
number as it does on Oasis.
•
Issue: Need to find another way for students to register for multiple sections of the same course.
FLCs: Freshman Learning Communities will not use a special indicator. The classes will be listed as
regular classes with only a statement in the comment field.
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APPENDIX J: Schedule Override Form (SSAOVRR)
College-Level Users Only
The purpose of the Schedule Override Form is to change catalog values at the section level. College code,
Taxonomy of Program code, Division code, and Department code may be overridden. The section must
exist prior to entering this form. There is no edit check against the catalog information.
•
For example: If the catalog states that a course is in the College of Arts and Sciences in the
African American Studies Department, the class schedule information may be changed to the
College of Arts and Sciences, Math Department for a particular section for a particular term.
Please Note: These override field values are used when the course is rolled to academic history either in
batch or online, and the overrides are used in the Class Roster (SFRSCST), Schedule Section Tally
(SSRTALY), and Class Schedule (SSRSECT) reports.
1. Use Direct Access to go to the Schedule Override Form (SSAOVRR) or select Course Section
Overrides from the Options menu. Enter Term and Course Ref. Number. <Next Block>.
2. Using your mouse, insert the cursor into the field you want to override.
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3. Type in the desired College, Division, Department, and/or Taxonomy code that should apply to the
section for the term in the Key Block.
4. <Save>.
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APPENDIX K: Security - Procedures for SZACSRT
College-Level Users Only
The purpose of the College Section Restrictions Form is to provide the college level user with the ability
to limit department user access to the schedule by date by term. Multiple term information may exist in
the first block. This form also limits department users to adding/modifying sections only within their
college.
Please Note: College-level users need to exist on the table under a generic college code (currently “XXsuperuser”) in order to not be affected by the security modification. “Term Code,” “From Date,” and “To
Date” do not need to be filled in for college “XX” as the security triggers are ignored for college users
anyway.
Historical terms should be removed from the first block. Department users cannot access terms that do
not appear on SZACSRT with active dates.
1. Go to SZACSRT. Enter your “College Code” and <Next Block>.
2. Enter the “Term Code,” “From Date,” “To Date,” and <SAVE>. Repeat this step for each term in
progress.
•
When modifying date access, just type over the existing from and to dates and <save>.
Warning: “To Date” activates at 12:01 a.m. For example, if you want departments to have access
to the schedule through 5:00 p.m. on January 17th, your “To Date” would need to be January 18th.
3. <Next Block>.
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4. Type in all department user IDs on separate lines. If you need additional lines, go to the Record menu
and select “insert.” To remove a user, go to the Record menu and select “remove.”
5. <Save>.
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Appendix L: Requesting Media Assignments
College-Level Users Only
Departments will continue to submit media request forms to their College Scheduling Offices. College
schedulers will enter all approved media requests on Banner.
Policy: Banner’s Building/Room Attributes Validation table (STVRDEF) contains more attributes than
currently used in the media request process. College schedulers will only request those attributes that
were available on the Oasis media request screen, with the addition of now being allowed to request
maps.
1. On SSASECT, enter “Term” and “Course Ref. Number” and <Next Block>.
2. Select “Section Room Attribute Preferences” from the Options menu to open the SSASECT Section
Scheduler Preferences block.
3. Enter the code for the media requested in the Room Attribute Preferences “Code” field. The following
codes may be used:
01
02
03
04
05
06
07
08
09
10
14
16
18
19
EXTERNAL MODEM LINE
GSU NETWORK ACCESS
STUDENT COMPUTER WORKSTATIONS
INTRUCTOR WORKSTATION
TABLET ARMCHAIRS (MOVEABLE)
TABLE & CHAIRS
VCR W/ DIGITAL PROJECTOR
VCR W/ TV MONITOR
ELMO (DOCUMENT CAMERA)
LASER DISC PLAYER
WALLTALKER
LAPTOP CONNECTIVITY
MAPS (HISTORY)
DVD PLAYER
•
Double-click or <F9> to access the list of room attribute codes on the Building/Room
Attributes Validation table (STVRDEF).
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4. After entering a code, <tab> to the “Preferences” and rank the attribute preference (1, 2, 3, 4, etc.).
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•
Preferences do not have be ranked consecutively. For example, if ELMO and a laser disc
player, they can both be ranked with a 1.
•
You may enter as many codes as needed. If additional lines are needed, use Record
Insert.
Note: Leave the “NSM” or “WSM” auto schedule code in the SSASECT Meeting Time Block until a
media room is actually assigned.
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Appendix M: Using the Queue Work-Around
College-Level Users Only
QUEUE WORKAROUND
Making Changes to the Schedule After the Schedule 25 Extract.
Policy: The college schedulers will not make any changes to courses when the queue is closed
according to the production calendar. Since the system will no longer prevent a college user
from manipulating the schedule at a given time, OCS will send an email out letting the college
users know when access to the schedule closes or opens. The queue workaround is only for
adds/changes/discontinues that affect general inventory space. As always, general inventory
space includes partially restricted space that is pre-assignable until the initial schedule is
submitted.
Procedure: After the Schedule 25 room placements have been posted in Banner, the schedule
will reopen for additional changes. Those adds/changes/discontinues affecting general space
should be submitted electronically on the Queue Workaround form according to the following
procedures. Please remember, after the final schedule is submitted, all day/time changes will be
entered as drop/adds per the usual process.
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Course Adds
Queue Workaround
Name:
Date:
Rebecca Harrison
3/12/02
Term:
CRN:
200208
82345
Is this an add or change that requires a new room or a discontinue?
What session is this add/change/discontinue for if other than session 01?
Add
Subject:
Math
Crse Number:
7020
Org. Lt:
Req:
25
Day/s:
Req:
MWF
Start Time:
Req:
8:00 a.m.
End Time:
Req:
8:50 a.m.
Room:
Req:
Xlst
Code:
Xlst
CRNS:
Xlst
Action:
Comments to
OCS:
Instructor is allergic to chalk.
1. Add the course on Banner in a pending status at SSBSECT_SSTS_CODE and leave building
and room blank.
2. Fill out the Queue Workaround form and email it to Marilyn.
FYI - If you are adding a section to an existing cross-list group that will place the cross-list group
over room capacity, please note the new total enrollment for the section in “Xlst Action.”
3. If the course can be placed, Marilyn will go to Banner and
• change the status of the course to active
• enter the building and room assignment
• <Save>
• email the requestor that the CRN has been placed
Please Note: If the course cannot be placed, Marilyn will email the requestor. The requestor will
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then either purge the course or submit a different time according to the above steps.
Time/Day Changes
After the “Final Schedule Deadline,” any time/day changes other than TBA changes must be
made by discontinuing the section and adding it back. (Please note: this policy also applies to
classes in non-inventory space.)
Time/Day Changes – Only for courses listed as TBA going to a set day/time that require
General Inventory Space.
1. Change the course information in Banner by
• removing instructors & meeting time/s
• changing the course status to pending
• adding in the new meeting time/s
2. Fill out the Queue Workaround form and email it to Marilyn.
3. If the course can be placed, Marilyn will go to Banner and
• change the status of the course to active
• enter the building and room assignment
• <Save>
• email the requestor that the CRN has been placed
Please Note: If the course cannot be placed, Marilyn will email the requestor. The requestor will
then either revert to the original day/time or discontinue the section following the discontinue
procedures.
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Limit Changes
Queue Workaround
Name:
Date:
Rebecca Harrison
3/12/02
Term:
CRN:
200208
82345
Is this an add or change that requires a new room or a discontinue?
What session is this add/change/discontinue for if other than session 01?
Change
Subject:
Math
Crse Number:
7020
Org. Lt:
Req:
25
48
Day/s:
Req:
MWF
Start Time:
Req:
8:00 a.m.
End Time:
Req:
8:50 a.m.
Room:
Req:
240-S
Spaces
Xlst
Code:
Xlst
CRNS:
Xlst
Action:
Comments to OCS:
Policy: Do not make the limit change in Banner until a new room is found and assigned.
1. Fill out the Queue Workaround form.
2. Enter the new limit in the “Req” field under Org Lt and “Spaces” in “Req” under Room and
email it to Marilyn.
3. If the course can be relocated to accommodate the new limit, Marilyn will go to Banner and
• change the limit on the CRN
• enter the new building and room assignment
• <Save>
• email the requestor that the CRN has been relocated and the limit raised.
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Simple Room Change Requests
1. Fill out the Queue Workaround form entering “Spaces” in the “Req” field under Room and
email it to Marilyn. Note any necessary comments in the “Comments to OCS” field.
2. If the course can be relocated, Marilyn will go to Banner and
• enter the new building and room assignment
• <Save>
• email the requestor that the CRN has been relocated
Other Cross-list Changes
Queue Workaround
Name:
Date:
Rebecca Harrison
3/12/02
Term:
CRN:
200208
82345
Is this an add or change that requires a new room or a discontinue?
What session is this add/change/discontinue for if other than session 01?
Change
Subject:
Math
Crse Number:
7020
Org. Lt:
Req:
25
Day/s:
Req:
MWF
Start Time:
Req:
8:00 a.m.
End Time:
Req:
8:50 a.m.
Room:
Req:
240-S
Spaces
Xlst
Code:
Xlst
CRNS:
Xlst
Action:
DP
82415
#82345 needs to be cross-listed with an existing group (DP). Cross-listing these
courses would increase the total limit to 45. A new room will be needed.
Comments to OCS:
1. Fill out the Queue Workaround form specifying under “Xlst Action” what the change will do.
For example: Department X wants to uncrosslist this CRN and offer it as a stand alone section.
Section would need its own room.
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2. If the request can be accommodated, Marilyn will email the requestor the necessary
information.
3. Given the complexities of cross-listing in Banner, the requestor will then enter the cross-list
changes in Banner his/herself unless it is a simple room change. Marilyn will make room
changes in Banner herself on all xlsted sections.
Discontinues
Policy Statement: Purges may be done up until the Schedule 25 run posts in Banner. After that
point, sections must be discontinued.
1. Discontinue the section on Banner by
• dropping any registered students (SFAMASS)
• removing instructors & meeting times
• changing the status to “D”
• <Save>
2. Fill out the Queue Workaround form and email it to Marilyn.
3. Marilyn will record the room as being free on those days/times on her report.
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Appendix N: BOR Schedule Type Definitions
Choose the most accurate overall schedule type for reporting to the BOR from the main block of
SSASECT.
Code
A
B
C
Instruct
Method
10
11
12
Course Type
Description
Lecture
Lecture/Supervised Lab/Clinic
Lecture/Unsupervised Lab/Clinic
Must have class hours, but no lab hours
Must have lecture hours AND supervised lab/clinic hours
Must have lecture hours AND minimally supervised lab/clinic
hours
Small group of upper division, grad, and/or honors students
studying/interacting with a faculty member(s)
Students in lab or clinic under faculty supervision. Must have lab
hours but no lecture hours
Students in lab or clinic under minimal supervision. Must have
lab hours but no lecture hours
Approved study topic with periodic faculty guidance and no
lecture, lab, or clinic contact hours
D
20
Seminar
E
30
Supervised Lab/Clinic
F
40
Unsupervised Lab/Clinic
G
50
H
I
M
55
60
57
Independent Study
(Code Correspondence courses)
Directed Study
Practice Teaching
Asynchronous Instruction
N
81
Internship/Practicum
O
P
91
92
Thesis
Dissertation
A one-to-one teaching situation, e.g., private piano lessons
Teacher education field experience
Instruction that normally occurs without assigned space and with
timing/duration that varies. This includes internet, video cassette,
print-based correspondence, & some types of satellite courses
Minimally supervised practical or field experience related to the
program of study
Student working on master’s thesis with minimal supervision
Student working on doctoral dissertation with minimal
supervision
(Per current BOR policy, 8/01/01 - will change over the years.)
•
Note: The following values are no longer valid and are maintained for historical
purposes only.
J
K
L
70
80
90
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APPENDIX Miii
Scheduling Process/Procedures (Banner/R25/Sched25)
(Control Term should be correctly reflected before scheduling process begins. Also
get a fresh copy of the “special” depts..dat from BPROD)
Request restrictions from DBA at least 24 hours prior.
PURGE-SSRSCPR
Be sure to purge all previous terms as well.
Purpose-This step purges the schedule data in the work table (SSASCHW). Data must be
cleared from table before beginning the scheduling process.
Purge Parameters are as follows:
01 Term Code:
200301
02 Campus Code: A
03 Update/Audit U
After this process check the worktable to ensure that it is cleared.
Be sure that DBA”S have added room restrictions (before extract) so that non-general
inventory space will not be scheduled by S25.
EXTRACT (PICK-OFF)-SSRSCRM
Purpose-This process creates buildings, partitions, departments and term/room extract
and control export files for scheduling tool.
Go to GJACPTL. Type in SSRSCRM in the process field. Then next block and click on
the flashlight in the parameter set field. Click on Pick-Off (Initial Step). Then next
block.
File Parameters and values are as follows:
01 Scheduling Term Code:
200301
02 Scheduling Campus Code:
A
03 Start Date
blank
04 End Date
blank
05 Room Attribute Def Filename phys.dat
06 Partition Definition Filename part.dat
07 Subject Definition Filename depts.dat
08 Room Definition Filename
rooms.dat
09 Control Parameter Filename
ctrl.dat
10 Class Descriptor Filename
datain.dat
11 Create Work Table
Y
12 Control Term Code
200301
13 Control Campus Code
A
14 Subject for Inactive Rooms
AAIR
Once the parameters have been verified, click the submit button.
Note: Banner defaults to the Submit button. However, you must click on the Submit
button even though it’s already been checked.
Once the job has been submitted, click the save button icon to run the job process. The
job name (s) will appear on the Auto-hint line. Make note of the job number contained in
the job name.
JOB OUTPUT- http://jobs.gosolar.gsu.edu (be sure to use Netscape not
Internet Explorer).
Go to above website. Check to be sure that the lis log is there and that the job is
completed. Check datain.dat to be sure that it was created properly.
Also check ctrl.dat, part.dat, phys.dat and rooms.dat. Be sure that the modified date
column reflects the current date.
SSASCHW-Work table
Purpose-Review schedule before Sched 25 run. Check this table to ensure that
scheduling codes are correct as follows:
ASM-Preassigned class
AXM-Preassigned time conflict
HSM-Home preassigned (x-listed)
NSM-Needs a room assignment
TBA-To be arranged/individual basis
VSM-Visitor preassigned (x-listed)
WSM-Visitor needs assignment
Note: Any changes should be made in Banner and then run “Create Extract Files
for Schedule 25” again. (Extract)
**Carletta must run media scripts before records are imported from Banner**
Begin by creating a new cabinet for current term:
Log into R25 and choose “Directories” from the menu, then choose event.
a.) Highlight cabinet from previous term and right click. Choose the copy option.
b.) When new screen appears be sure to enter “new” cabinet name and change
dates to reflect current term.
c.) Highlight Academic subject folder, click add and then click O.K.
To begin the export process:
1.
Go to “Start”
2.
Select “Shutdown”
3.
When shutdown box comes up, open the dropdown and select “Log off ????”
4.
When it has logged you off, the Novell Login box will appear. Change your
id which appears in the Username: box to “r25interface”.
5.
Enter the password for this account.
6.
You will then be asked to enter the password for your PC. Generally this is
the same as your network login password.
7.
Go to “Start”
8.
Select “Programs”, “R25v3.2”, “Interface”, “Start Apache”
9.
10.
11.
12.
13.
14.
15.
16.
17.
There will be 2 message boxes that will flash up on the screen and then go
away.
To make sure that everything is ready, “alt”, “ctrl”, “del”
Select “Tasklist”
Select “Processes”
Select the gray button that says “Image Name” to alphabetize the processes.
You should see “APACHE.EXE” twice.
Close the tasklist box
Open your internet browser of choice.
In the address, type http://localhost:1214
Hit “Enter”
When the Export/Import screen comes up:
a.) go to the first option which is Export Classes and then click enter
b.) enter the term to be exported and then hit the submit button, this should
take about 20 minutes.
c.) the next screen will be the log file which will come up and let you know if
the download is successful.
d.) If the download is successful then proceed, return to the main menu, if not
successful, determine what the problems are and restart the export process.
Once the import is complete, go to Windows Explorer:
a.) Check the number of subjects exported. This number will appear at the
bottom of the screen.
b.) Check the requests folder. This folder should be empty.
c.) Check the reply folder. This folder should have preassignments.
d.) Check the error folder. If the error file is a reasonable number to handle
manually, then do so in Banner once the import is complete. If this file is
huge then go back to banner, make corrections and then run the import
again. Note: This file should be divided by two to get an accurate number
of errors.
Return to R25.
a.) Choose “Administration” from the options at the top of the screen.
b.) Click on vCalendar interface.
c.) Click on Import vCalendar files.
d.) Click on the “Start” button.
The import will take between 4 -6 hours depending upon the number of classes and the
term being imported.
Return to R25.
a.) Choose ”Scheduling” from the from the menu. Then choose “task list”.
b.) Check the outstanding box. Uncheck the next four boxes after that. Only the
last box which is “v-calendar information should be checked.
c.) Click “Search”. This should show the number of courses that need room
assignments. Once you have viewed the number of assignments, close this
screen.
Choose “Directories” from the menu.
a.) Choose “event”.
b.) Choose “search”
c.) Either choose a search option under “my searches” or create a new search by
clicking the add button. Choose “outstanding tasks” then “outstanding v-cal
to do’s”. Then choose “Event Cabinets, include any: (select term)”. Then
save the search.
Choose “Directories” from the menu.
a.) Choose “space”.
b.) Choose “search”
c.) Under “my searches” view the GIF search which should include only
classrooms that are for use for academic course/event scheduling. Once
classroom space is identified as accurate, close search.
Choose “Directories” from the menu.
a.) Choose “organization”
b.) Choose “search”.
c.) Under “my searches” choose “S25” key. All academic courses should have a
S25 key and should therefore fall within this group which currently shows 184
organizations. If no editing is needed close this search.
Choose “Scheduling” from the menu.
a.) Choose “S25”.
b.) Choose new run from the tool bar at the top of the screen.
c.) On the Create Schedule 25 Run screen, place a name in the Run Name field.
d.) The directory field should reflect:O:\R25v32\R25WrK\s25\DATA
e.) In the Space Search Field enter: GIF Search by using the drop down menu to
select “other search”, my searches and then GIF Search.
f.) In the Organization Search field enter: S25 key by using the drop down menu
to select “other search”, my searches and then S25 key.
g.) In the Event Search filed enter: The name of the event that you will be
running S25 for. Choose the name of your event from the drop down menu and
hit OK.
Return to the main Sched 25 screen.
a.) Highlight the job that you want to run by clicking on it
b.) At the top of the tool bar choose the option to prepare data. This will give you a
report of classes that are prepared. At the end of the report, it should read that
data preparation is complete, and then you will be able to move on to the next
phase. If data preparation is not complete, then make adjustments/corrections to
the data as needed and rerun the prepare date report again.
c.) At the top of the tool bar choose the option to run schedule 25. Once this run is
complete then review reports. i.e. classes impossible to place, classes not
placed, error file. If these reports are satisfactory then proceed to the next step. If
these files are not satisfactory then make adjustments/corrections to the data as
needed and rerun Sched 25.
Return to R25.
a.) Choose”Scheduling” from the menu. Then choose “task list”.
b.) Check the outstanding box. Uncheck the next four boxes after that. Only the
last box which is “v-calendar information should be checked.
Click “Search”. This should show the number of courses that need room assignments.
Once you have viewed the number of assignments, close this screen.
Choose “Directories” from the menu.
a.) Choose “event”.
b.) Choose “search”
c.) Either choose a search option under “my searches” or create a new search by
clicking the add button. Choose “outstanding tasks” then “outstanding v-cal
to do’s”. Then choose “Event Cabinets, include any: (select term)”. Then
save the search.
d.) Highlight all items in the search and then right click. Then choose v-calendar
actions, then complete to do’s.
e.) The vCalendar to Do’s to complete: screen will appear. Check all options that
apply on this screen. Once the process is complete, you will receive a pop-up
screen that indicates the number of to do’s generated.
f.) Highlight all items in the search and then right click. Then choose v-calendar
actions, then choose generate reply/counter objects. A screen will appear to
ask if you are sure that you want to generate reply/counter objects, choose
“generate”.
g.) Once the generation is complete, a message will pop up to tell you how many
reply/objects were generated.
Open windows explorer.
Choose, my computer, O drive, R25v32,R25W2K, vcal. Under the v-cal folder check the
counter , error and reply folders.
a.) The counter folder should have the files that are to be sent back to Banner with
room assignments.
b.) The error folder will not be sent back to Banner. Every attempt should be
made to correct these files and regenerate them into the initial request folder so
that placements can be made through R-25 and then sent to Banner.
c.) The reply folder should have files that contain preassignments. This file should
have all of its original room assignments
Import
18.
19.
20.
21.
Go to “Start”
Select “Programs”, “R25v3.2”, “Interface”, “Start Apache”
There will be 2 message boxes that will flash up on the screen and then go
away.
To make sure that everything is ready, “alt”, “ctrl”, “del”
22.
23.
24.
25.
26.
27.
28.
Select “Tasklist”
Select “Processes”
Select the gray button that says “Image Name” to alphabetize the processes.
You should see “APACHE.EXE” twice.
Close the tasklist box
Open your internet browser of choice.
In the address, type http://localhost:1214
Hit “Enter”
When the Export/Import screen comes up:
a.) go to the second option which is Import Classes and then click enter
b.) enter the term to be imported and then hit the submit button, this should
take about 20 minutes.
c.) the next screen will be the log file which will come up and let you know if
the import was successful.
d.) If the import is successful then proceed, return to the main menu, if not
successful, determine what the problems are and restart the import
process.
e.) Once the import has been deemed successful, go to Banner to be sure that
the updates have been processed in Banner.
APPENDIX Ni
University Production Calendar
Spring 2006 Class Schedule Coordination Calendar
(Italics indicates actions taken by College schedulers)
April-May
Friday-April 15, 2005
Friday-April 29, 2005
(BQA)
Friday-April 29, 2005
Friday-May 13, 2005
Spring 2006 Roll
a). OCS confirms correct part of term dates are in SOATERM.
b). Spring materials (including departmental header information) rolled into Banner
c). Colleges confirm dates rolled correctly in BQA for all parts of term and that correct
dates are coming into schedule with schedule adds and changes. (test in BQA).
d). Spring material (including departmental header information) rolled into Banner.
(BPROD)
Monday- August 1, 2005
Requests for external sites due. 1st Large Room Meeting.
Friday-August 5, 2005
2nd Large Room Meeting.
Wednesday- August 10, 2005
Colleges have input all media requests so that OCS can run the media report.
Special room placement requests due (i.e. disability room requests/media room share
requests).
Friday- August 12, 2005
Initial schedule deadline 5:00 p.m. (Schedule closes). Colleges (and departments in
some colleges) have input as much information as possible by this date. Alpharetta
report sent to Alpharetta. Clock exceptions due
Monday- August 15, 2005
Extract (Pick off) run at 9:00 a.m.
Thursday - August 18, 2005
OCS resolves extract issues.
Friday-August 19, 2005
Master Schedule reports run for OCS. Schedule opens for minor changes. (Do Not Use queue
workaround form). Colleges will update the system for accuracy to reflect corrections, resolve
problems, and changes made by departments.
August 22-September 2, 2005
First Two Weeks of Fall 05 Classes.
Monday-August 22, 2005
Requests for revision of registration guide materials made to schedulers.
Thursday- September 1, 2005
1st Beginning time proof (run by each college). Colleges check each record to ensure
accuracy and verify reliability of system.
Friday-September 2, 2005
Schedule closed at 5:00 p.m. Corrected registration guide materials returned to
OCS and editorial header changes completed by 5:00 p.m.
Tuesday–September 6, 2005
Schedule 25 run at 9:00 a.m.
Friday- September 23, 2005
Update Banner with room assignments. Queue opens (use queue workaround form).
Friday- September 30, 2005
Final schedule deadline. (Queue closed at 5:00 pm until schedule posted to web).
Wednesday- October 5, 2005
Final beginning time proofs (run by each college). Colleges will use this time to recheck
schedule and resolve any issues prior to schedule being posted on the web.
Thursday-October 6, 2005
Projected date for classroom assignments for labs and breakouts.
Friday-October 7, 2005
Begin time corrections to OCS by 5:00 p.m.
Monday -October 10, 2005
Schedule and registration guide posted to web for student access. Queue file reopens. (use queue
workaround form). All day/time changes should be processed as drop/add from this point.
Monday-October 24, 2005
1st Day of Registration.
Summer 2006/*Fall 2006 Class Schedule Coordination Calendar (Proposed)
(Italics indicates actions taken by College schedulers)
Thursday-October 6, 2005
Friday-October 7, 2005
Tuesday-October 11, 2005
Monday-October 31, 2005
Tuesday-November 1, 2005
Tuesday-November 8, 2005
Summer 2006 Roll
a). OCS confirms correct part of term dates are in SOATERM.
b). Summer materials (including departmental header information)
rolled over by UIS into Banner (BQA)
c). Colleges confirm dates rolled correctly in BQA for all parts of term and that
correct dates are coming into schedule with schedule adds and changes. (test
in BQA).
d). Summer material (including departmental header information) rolled over by UIS
into Banner. (BPROD)
Fall 2006 Roll
a). OCS confirms correct part of term dates are in SOATERM.
b). Fall materials (including departmental header information)
rolled over by UIS into Banner (BQA)
c). Colleges confirm dates rolled correctly in BQA for all parts of term and that
correct dates are coming into schedule with schedule adds and changes. (test in BQA).
d). Fall materials (including departmental header information) rolled over by UIS
into Banner. (BPROD)
Monday-November 21, 2005
Requests for external sites due.
Friday-December 9, 2005
Initial schedule deadline 5:00 p.m. (Schedule closes). Colleges (and departments in
some
colleges) have input as much information as possible by this date. Alpharetta report sent to
Alpharetta. Clock exceptions due.
Monday-December 12, 2005
Extract (Pick off) run at 9:00 a.m.
*Wednesday-December 14, 2005
Requests for external sites due.
Thursday-December 15, 2005
OCS resolves extract issues by 5:00 p.m.
Friday -December 16, 2005
Master Schedule reports run for OCS. Schedule opens for minor changes. (Do Not Use queue
workaround form). Colleges will update the system for accuracy to reflect corrections, resolve problems,
and changes made by departments.
Monday-December 19, 2005
1st Beginning time proof (run by each college). Colleges check each record to ensure accuracy
and verify reliability of system.
Tuesday-December 20, 2005
Colleges have input all media requests so that OCS can run the media report. Special room
placement requests due (i.e. disability room requests/media room share requests).
Wednesday-December 21, 2005
Schedule closed at 5:00 p.m.
Thursday-December 22, 2005
Schedule 25 run at 9:00 a.m.
Tuesday-January 3, 2006
Request for revision of registration guide materials made to schedulers.
*Tuesday- January 3, 2006
1st Large Room Meeting.
*Thursday-January 5, 2006
Colleges have input all media requests so that OCS can run the media report.
Special room placement requests due (i.e. disability room requests/media room share
requests).
*Friday –January 6, 2006
2nd Large Room Meeting.
*Thursday-January 12, 2006
Initial schedule deadline 5:00 p.m. (Schedule closes). Colleges (and departments in some
colleges) have input as much information as possible by this date. Alpharetta report sent to
Alpharetta. Clock exceptions due.
*Friday-January 13, 2006
Extract (Pick-off) run at 9:00 a.m.
*Tuesday-January 17, 2006
OCS resolves extract issues by 5:00 p.m.
Wednesday-January 18, 2006
Update Banner with room assignments. Queue opens (Use queue workaround form).
*Thursday-January 19, 2006
Master Schedule reports run for OCS. Schedule opens for minor changes. (Do Not Use
queue workaround form). Colleges will update the system for accuracy to reflect
corrections, resolve problems, and changes made by departments.
*Tuesday-January 24, 2006
1st Beginning time proof (run by each college). Colleges check each record to ensure
accuracy and verify reliability of system.
Wednesday-January 25, 2006
Final schedule deadline. (Queue closed at 5:00 pm until schedule posted to web).
Thursday-January 26, 2006
Final beginning time proofs (run by each college). Colleges will use this time to recheck
schedule and resolve any issues prior to schedule being posted on the web.
Friday-January 27, 2006
Corrected registration guide materials returned to OCS and editorial header changes
completed by 5:00 p.m.
*Friday-January 27, 2006
Schedule closed at 5:00 p.m.
* Monday-January 30, 2006
Schedule 25 run at 9:00 a.m.
Request for revision of registration guide materials made to schedulers
Monday-February 6, 2006
Projected date for classroom assignments for labs and breakouts.
Wednesday-February 8, 2006
Begin time corrections to OCS by 5:00.
Monday-February 13, 2006
Schedule and registration guide posted to web for student access. Queue file reopens. (Use queue
workaround form). All day/time changes should be processed as drop/add from this point.
*Monday- February 20, 2006
Update Banner with room assignments. Queue opens (Use queue workaround form).
*Friday-February 24, 2006
Corrected registration guide materials returned to OCS and editorial header
changes completed by 5:00 p.m.
Monday-February 27, 2006
1st day of Summer Registration.
* Wednesday-March 1, 2006
Final schedule deadline. (Queue closed at 5:00 pm until schedule posted to web).
*Thursday-March 2, 2006
Final beginning time proofs (run by each college). Colleges will use this time to recheck
schedule and resolve any issues prior to schedule being posted on the web.
* Monday-March 6, 2006
Projected date for classroom assignments for labs and breakouts.
*Wednesday-March 8, 2006
Begin time corrections to OCS by 5:00.
*Monday-March 13, 2006
Schedule and registration guide posted to web for student access. Queue file reopens. (Use queue
workaround form). All day/time changes should be processed as drop/add from this point.
*Monday-March 27, 2006
1st day of Fall Registration.
APPENDIX Nii
College of Arts & Sciences
Spring Schedule 2006 Production Calendar
System Access & Proofing
Spring Proof 1 Distributed
-
May 16, 2005 - Input Data in Banner
Spring Proof 1 Due
-
June 17, 2005
Spring Proof 2 Distributed
-
June 22, 2005 - Paper Proof
Spring Proof 2 Due
July 13, 2005 - All major changes and clock exceptions must
be submitted by this date, especially those affecting large space
and media.
•
Please provide your scheduler with a list of Honors and Special Topics courses that includes
the appropriate short title.
Spring Proof 3 Distributed
-
August 8, 2005 - Paper Proof - Do not move courses that
have pre-assigned classroom space.
Spring Proof 3 Due
-
August 19, 2005
Final Review Distributed
-
September 14, 2005 - Paper Proof - Minor Changes Only
Final Review Due
-
September 21, 2005
Media Requests Dist.
-
June 16, 2005
Media Requests Due
-
July 13, 2005
-
August 8, 2005
Spring Media
Registration Guide &
Header/Banner Changes
Due
Registration Dates
Spring Schedule Posted to the web
Spring Registration begins
-
October 10
October 24
APPENDIX Niii
College of Education
Sample Summer 2006/Fall 2006 Class Schedule Calendar
Monday, October 31, 2005
1st Proof of Summer 2006 Schedule sent to
departments
Tuesday, November 1 Friday, December 2, 2005
Departments have access to the
Summer 2006 schedule to input as much
information as possible. The schedule closes
at 5:00 p.m. on December 2nd.
Monday, November 14, 2005
Summer requests for external sites are due
to Shea by 5:00 p.m.
Thursday, November 17, ‘05
1st Proof of Fall 2006 Schedule sent to
departments
Thursday, November 17, ‘05 Friday, January 6, ‘06
Departments have access to the
Fall 2006 schedule to input as much
information as possible. The schedule closes
at 5:00 p.m. on January 6th. Clock
exceptions
are also due on January 6th.
Friday, December 2, 2005
Summer 2006 Media Requests are due by
5:00 p.m. to Shea. Summer Schedule closes
at 5:00 p.m.
Friday, December 9, ‘05
Fall 2006 requests for external sites are due
to Shea by 5:00 p.m.
Wednesday, December 14, 2005
2nd Proof of Summer schedule sent to
departments. Please mark your changes in
red. Send changes to Shea.
Friday, December 16, 2005
Shea has access to the Summer schedule to
make changes.
Wednesday, December 21, 2005
Summer 2006 Schedule closes.
Send all changes to Shea by 12:00 p.m. on
December 21st.
Wednesday, December 21, ‘05
Fall 2006 Media Requests are due by 5:00
p.m. to Shea
Wednesday, January 4, 2006
3rd Proof of Summer schedule sent to
departments. Please mark your changes in
red.
Friday, January 6, ‘06
Fall 2006 Schedule closes at 5:00 p.m. All
clock exception memos are due.
Tuesday, January 10, ’06
2nd Proof of Fall schedule sent to
departments. Please mark your changes in
red. Send changes to Shea
Monday, January 16, 2006
Changes for 3rd Proof (summer schedule)
due to Shea by 5:00 p.m.
Wed., January 18-Wed., 25, 2006
Shea has access to Summer 2006 Schedule
to make changes.
Thursday, January 19, ’06 Friday, January 27, ’06
Shea has access to the Fall schedule to
make changes until January 27th. Send all of
your changes to Shea by 1:00 p.m. on Jan.
27th
January 26-February 13, 2006
Summer 2006 Schedule is closed. No
Changes
Tuesday, January 31, ’06
3rd Proof of Fall schedule sent to
departments. Please mark your changes in
red and send to Shea.
Friday, January 27, 2006
Summer Final Proof is sent to departments.
Schedule remains closed until February 13th.
Monday, February 13, 2006
Summer Schedule and registration guide
posted to web for student access. Changes
can be made to schedule by Shea. Send
amendment forms to Shea.
Mon., February 20-Wed., March 1, ‘06
Shea has access to Fall 2006 Schedule to
make changes. Schedule closes at 5:00 p.m.
on March 1st. Schedule is closed until it is
posted to the web on March 13th.
Monday, February 27, 2006
1st day of Summer Registration
Friday, March 3, ‘06
Fall Final Proof is sent to departments.
Schedule remains closed until March 13th.
Monday, March 13, ‘06
Schedule and registration guide posted to
web for student access. Changes can be
made to schedule by Shea. Send amendment
forms to Shea.
Monday, March 27, ‘06
1st day of Fall Registration
APPENDIX Oi
Go to Individual Complete
Responses:
c Show respondent's emails.
d
e
f
g
Scheduling - Customer Feedback Survey
Report created on: Thursday, November 17, 2005 2:38:00 PM
The results of your survey are displayed below. If your survey includes text responses,
click the “View” button to read individual results. To exclude a particular response, click
the Included Responses button. You can then view the set of individual responses that
are currently included and select those you wish to exclude. Results below contain only
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Email Invites
72
Visits
58
Partials
0
Completes
43
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each of your recipients
Responses: n
i Completes only n
j
k
l
m
j Partials only n
k
l
m
j Completes & Partials
k
l
m
This survey examines practices, attitudes and beliefs about the class scheduling
process and function in your department and college.
All responses are anonymous.
Please read each item carefully and click on your response.
1. Which College do you represent?
A&S
15
35%
Law
0
0%
RCB
8
19%
CHHS
6
14%
COE
10
23%
AYSPS
4
9%
43
100%
2. Please select the response the best describes your opinion
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly
Disagree
1. My college scheduler(s) is knowledgeable
about the steps to complete the class
76%
19%
2%
2%
0%
32
8
1
1
0
79%
17%
2%
2%
0%
33
7
1
1
0
76%
17%
5%
2%
0%
32
7
2
1
0
4. My college scheduler(s) is willing to
76%
19%
2%
2%
0%
collaborate with me to solve problems.
32
8
1
1
0
81%
14%
2%
2%
0%
scheduling process.
2. My college scheduler(s) is courteous and
professional.
3. My college scheduler(s) is responsive to
my needs.
5. My college scheduler(s) follows through
with me.
6. Overall, I am satisfied with my interaction
with my college scheduler(s).
7. The forms utilized in the scheduling
process are easily understandable to me.
8. I was satisfied with the overall timeliness
of the schedule process in my college.
34
6
1
1
0
76%
19%
2%
2%
0%
32
8
1
1
0
45%
36%
10%
10%
0%
19
15
4
4
0
56%
28%
7%
9%
0%
24
12
3
4
0
Number of years I have been involved in scheduling courses for my
3. department.
<1
7
17%
1-2
9
21%
3-5
8
19%
6-8
7
17%
9-10
1
2%
11-15
4
10%
Over 15
6
14%
42
100%
12
29%
Approximate number of course sections my department schedules in
4. a typical academic term.
< 50
51 - 75
5
12%
76 - 100
10
24%
101 - 125
3
7%
126 - 150
4
10%
151 - 175
1
2%
176 - 200
3
7%
201 - 250
0
0%
251 - 300
2
5%
> 300
2
5%
42
100%
< 10
26
62%
11-20
13
31%
21-30
2
5%
31-40
0
0%
41-50
1
2%
51-60
0
0%
61 -70
0
0%
71-80
0
0%
> 80
0
0%
42
100%
< 10
19
45%
11 -20
18
43%
21- 30
3
7%
31- 40
1
2%
Approximate number of times I contact, either by telephone, e-mail or
in person, my college scheduler(s) with questions about my
5. department schedule in an average month.
Approximate number of course modifications (add/discontinue/room
change/term limits, etc.) my department submits to my college
6. scheduler(s) after the final schedule deadline.
41- 50
1
2%
51- 60
0
0%
61- 70
0
0%
71- 80
0
0%
81- 90
0
0%
91- 100
0
0%
101- 110
0
0%
>110
0
0%
42
100%
From your perspective, rank in order of importance, from 5 to 1, with 5 being most important
and 1 the least important, each of these reasons changes are made to your department’s
7. class schedule in a typical term.
5
4
3
2
Most Important
1. Schedule is due too early before
department is ready to commit
2. Did not know budget when initial schedule
was due
3. New professor hired (either full-time or
part-time)
4. Faculty member scheduled to teach
received course release
5. Changes in faculty teaching assignment
6. Faculty preference
7. Curriculum change
8. Change in media/technology request
9. New media/technology request
10. Departmental scheduling error
11. Classes are added or deleted as
registration progresses and enrollment is
analyzed
1
Least Important
50%
29%
14%
2%
5%
21
12
6
1
2
17%
12%
21%
12%
38%
7
5
9
5
16
29%
26%
21%
10%
14%
12
11
9
4
6
20%
29%
24%
7%
20%
8
12
10
3
8
33%
43%
14%
2%
7%
14
18
6
1
3
15%
37%
27%
10%
12%
6
15
11
4
5
12%
21%
23%
21%
23%
5
9
10
9
10
7%
32%
24%
15%
22%
3
13
10
6
9
14%
31%
21%
14%
19%
6
13
9
6
8
10%
12%
26%
33%
19%
4
5
11
14
8
24%
46%
20%
5%
5%
10
19
8
2
2
From your perspective, rank order of actual time spent, each of these tasks associated with
the class scheduling process. Rank order from 5 to 1 with 5 being the most time spent on
8. task and 1 the least amount of time spent on task.
5
Most amount of
time spent on
4
3
2
task
1. Receiving input from faculty regarding
teaching preferences
2. Reviewing student enrollment in courses
past terms
3. Helping teaching faculty understand the
intricacies and complexities of the schedule
process
4. Proofing the department schedule to
ensure day/time schedule balance
5. Receiving input from faculty regarding
media/technology requirements
6. Proofing the schedule for accuracy prior
to the college deadlines
1
Least amount of
time spent on
task
19%
26%
24%
19%
12%
8
11
10
8
5
12%
21%
24%
24%
19%
5
9
10
10
8
12%
26%
26%
14%
21%
5
11
11
6
9
38%
33%
14%
10%
5%
16
14
6
4
2
12%
27%
22%
27%
12%
5
11
9
11
5
51%
34%
10%
5%
0%
21
14
4
2
0
Overall, I am satisfied with the process my college has established to schedule classes each
9. term.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly
44%
40%
9%
7%
0%
19
17
4
3
0
Disagree
1. .
In the text box below, please add any general comments you would like to make about the
10. course scheduling process.
24 Responses
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Scheduling - Customer Feedback Survey
Questions that required written responses are displayed by individual query. The "Report Overview" button
or "Back" button will return you to your survey results.
Each individual respondent is referenced under the # column.
In the text box below, please add any general comments you would like to make about the
10. course scheduling process.
1
My scheduler does an outstanding job in accommodating our needs.
2
Classroom assignment is always a problem--not enough technology rooms to meet my faculty needs.
3
I would like to see better communication about the scheduling process.
4
More structure to large classroom assignments. Access to more than 1 year of past schedules via GoSolar system.
5
My responses are not valid because I don't do hands-on scheduling. My office manager does.
6
The summer and fall overlap in scheduling imposed by the Registrar's calendar is almost impossible to fulfill from both a
staffing perspective and a registration perspective. Fall early registration should not start until late May (NOT MARCH!)
7
It would be helpful if we could have some features remain open, like staff changes, auth only.
8
The problem we primarily face is that the clock schedule does not coincide with our classroom needs. The School's
pedagogical needs should not be subverted to a fixed clock schedule for classroom space. If the School had several
dedicated classrooms to use in the time slots that fit our teaching needs, it would be much preferable.
9
It seems the schedules are needed earlier and earlier each year. It very difficulty for faculty to know their course releases
9 months in advance. After the dust settles at the beginning of each semester, I don't understand why the Registrar's
office won't consider room changes. Technology needs change and what the faculty thought they would need or not
need 9 months before could very well have changed once classes have started.
10
The schedule is due to early. And we should have access to make changes for a longer period, without having to send
forms and make the college schedulers responsible. If the system was open longer we could avoid the paperwork and
do it ourselves.
11
The college schedulers should not have that much control on small things like staffing changes/limits/authorizations.
after the system closes. The time frame for initial data input is too short for the Fall and Spring schedules and they
afterwards everything goes to paper proof. This is ridiculous. Some of the changes submitted to the scheduling office
could be done within each department. It definitely a controlled/micro-managed process.
12
The College Schedulers are professional, helpful, and extremely knowledgeable in Arts and Sciences. I'm impressed
with how quickly they make changes and much we can rely on their help. They all three are a pleasure to work with!
Thanks!
13
The scheduling staff in A&S are unfailingly helpful, knowledgeable, and efficient. Our problems with scheduling have to
do mainly with not knowing what courses we can offer and what professors are going to be available to teach the
classes. It might help to have later deadlines.
14
I think there needs to be more hands on scheduling in the dept/entering information in ssasect
15
Our Schedulers are doing an excellent job!
16
PTI's are normally hired close to the beginning of the semester -- after classroom assignments have been completed, but
the PTI will then need technology, so we have to request a classroom change.
17
(1) It would be helpful if we could make online changes through one more proof. (2) Media Room requests are way, way
too early--I understand why they're so early, but they're still too early!
18
I think the deadlines are too early but I also know that there's not much leeway to change it so we'll continue to make
due. The staffing process is always a huge pain, partly because our department doesn't turn in paperwork on time and
party because it takes forever to process. Also, I don't enjoy filling out the excel forms every time I want to make a postentry period change...I look forward to when we can submit change requests online! :)
19
Jennie is great! She always takes time out to make sure that I understand the processor to answer any questions I might
have. Bravo!
20
The schedule due dates come up much sooner than in the past and often overlap. This sometimes makes it difficult to
make scheduling decisions.
21
I have a wonderful scheduler--Veronica Trammel. She doesn't make me feel horrible if I make a mistake or blow up with
things aren't done just right. She is so helpful and proactive with her work. I love working with her. I wish we had
processes that were on-line like Robinson College of Business. That would make life much easier and efficient. But
overall I am very pleased with the Scheduling Department in the Arts and Science College at Georgia State University
22
Bill Andrews is our college scheduler and he does a fantastic and professional job! The most important issues that cause
us difficulty, in my view, are lack of classroom technology/space and the clock hours used for the university are not
compatible with nursing course/clinical hours.
23
We have a new scheduler in our college Shea Alman. She has been very helpful. She has leaned a great deal in a short
period of time.If she is not sure of an answer to a questions, she will check with another college. I am enjoying working
with her.
24
It would be great to have designated classrooms under our control so we could offer more flexible class times etc.
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APPENDIX Oii
Go to Individual Complete
Responses:
c Show respondent's emails.
d
e
f
g
Registrar's Scheduling Function - Customer
Feedback
Report created on: Thursday, November 17, 2005 2:44:00 PM
The results of your survey are displayed below. If your survey includes text responses,
click the “View” button to read individual results. To exclude a particular response, click
the Included Responses button. You can then view the set of individual responses that
are currently included and select those you wish to exclude. Results below contain only
Included responses
7
0
Cross Tabulate
Cross reference multiple
questions
Download Results
Launch Date
Receive results in
spreadsheet format
11/15/2005 - 1:45 PM
Modified Date
Close Date
Email Invites
0
Visits
14
Partials
0
Completes
7
Responses: m
n Completes only m
i
j
k
l
n Partials only m
j
k
l
n Completes & Partials
j
k
l
The Scheduling Unit of the Registrar's Office (hereafter referred to as "the Unit") is
interested in hearing from you, their customers. Your input will be used by this unit as they put
together a plan to meet the university's future needs.
1.
Please read each question carefully.
1
Strongly
2
3
4
Disagree
1. The emails I receive from the unit are
clear and easy to understand.
2. The unit provides me with the
information I need to get my class
information in the system in a timely manner.
3. The unit provides knowledgeable
responses to my questions/concerns.
4. The unit acknowledges my
communications within 48 hours.
5
Strongly
N/A
Agree
0%
0%
14%
0%
86%
0%
0
0
1
0
6
0
0%
0%
29%
14%
43%
14%
0
0
2
1
3
1
0%
0%
14%
14%
71%
0%
0
0
1
1
5
0
0%
0%
0%
14%
86%
0%
0
0
0
1
6
0
5. I am confident that I receive accurate
information from the unit.
6. Overall, the unit is accommodating,
whenever possible.
7. I feel/think my questions and concerns
could/should be addressed more
completely.
8. Representatives of the unit are
professional and courteous.
9. The unit works to the best of its ability
given the constratints of its current software
systems.
10. I think/feel I get more "kick-outs" and
"Impossible-to-Place" results than I should.
11. The time allotted between the banner
update and the final posting to the web is too
short.
12. I feel/think that the overall time taken by
the entire scheduling process can be
accomplished (without repersussions or
0%
0%
0%
57%
43%
0%
0
0
0
4
3
0
0%
0%
0%
14%
86%
0%
0
0
0
1
6
0
17%
50%
0%
17%
17%
0%
1
3
0
1
1
0
14%
0%
0%
14%
71%
0%
1
0
0
1
5
0
0%
0%
0%
14%
86%
0%
0
0
0
1
6
0
43%
29%
0%
29%
0%
0%
3
2
0
2
0
0
0%
14%
57%
14%
14%
0%
0
1
4
1
1
0
43%
29%
14%
14%
0%
0%
3
2
1
1
0
0
complications) over a shorter time span.
2. Please select the appropriate frequency.
1. I have schedule changes to make after
the semester has started.
2. I have room changes to make after the
semester has started.
1
2
3
4
5
Never
Seldom
Sometimes
Frequently
Always
14%
0%
0%
0%
86%
N/A
0%
1
0
0
0
6
0
0%
17%
0%
0%
83%
0%
0
1
0
0
5
0
3. Rate the reasonablness of the processing time/information required for two special requests.
1
Very
2
3
4
UNreasonable
1. I think/ feel that the amount of time it
takes to process a clock exception request
is......
takes to process a external site request
2. I think/ feel that the amount of time it
is......
3. I think/ feel that the amount of information
I must supply to process a clock exception
request is......
4. I think/ feel that the amount of information
I must supply to process an extenal site
request is......
5
Very
N/A
Reasonable
0%
14%
43%
14%
0%
29%
0
1
3
1
0
2
14%
14%
43%
14%
0%
14%
1
1
3
1
0
1
0%
0%
14%
14%
43%
29%
0
0
1
1
3
2
0%
0%
43%
14%
29%
14%
0
0
3
1
2
1
4.
Please give your opinion on these potential changes.
1
Strongly
2
3
4
Disagree
5
Strongly
Agree
17%
33%
17%
17%
17%
1
2
1
1
1
2. I think that having "view only" access to Resource 25 to see all the courses
0%
0%
50%
17%
33%
0
0
3
1
2
3. I am in favor of the College schedulers (not depts) having permission to
0%
0%
0%
40%
60%
0
0
0
2
3
50%
33%
0%
17%
0%
3
2
0
1
0
1. Moving the "media" deadline closer to the "pick-off" would adversely affect
my areas.
and all the events would be helpful to me.
enter request modifications/course updates using Banner.
4. I would rather continue to send Group-Wise emails than enter my requests
for changes directly into the Banner system myself.
4 Responses
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Registrar's Scheduling Function - Customer Feedback
Questions that required written responses are displayed by individual query. The "Report Overview" button
or "Back" button will return you to your survey results.
Each individual respondent is referenced under the # column.
4.
Please give your opinion on these potential changes.
1
<b>Moving</b> the "media" deadline <i><b>closer</b></i> to the "pick-off" would <u>adversely</u> affect my areas.
Departments already have a difficult time with the current deadline. Moving it earlier will increase the number of late
media requests.
2
<b>Moving</b> the "media" deadline <i><b>closer</b></i> to the "pick-off" would <u>adversely</u> affect my areas.
The current media deadline is okay.
I think that having "view only" access to <b>Resource 25</b> to see all the courses and all the events would be
<b>helpful</b> to me.
Not neccessary.
I am <b>in favor of</b> the <u>College</u> schedulers <small>(not depts)</small> having permission to <i>enter</i>
request modifications/course updates <b>using</b> Banner.
I am in favor of the online queue
I would <b>rather</b> continue to send Group-Wise emails <i>than</i> enter my requests for changes directly into the
Banner system myself.
I would rather have an online queue instead of emails
3
<b>Moving</b> the "media" deadline <i><b>closer</b></i> to the "pick-off" would <u>adversely</u> affect my areas.
Media deadline is the schedule deadline for the departments, so moving it to a later time will give the departments
more time.
I think that having "view only" access to <b>Resource 25</b> to see all the courses and all the events would be
<b>helpful</b> to me.
Not sure about this.
I am <b>in favor of</b> the <u>College</u> schedulers <small>(not depts)</small> having permission to <i>enter</i>
request modifications/course updates <b>using</b> Banner.
Might be helpful
I would <b>rather</b> continue to send Group-Wise emails <i>than</i> enter my requests for changes directly into the
Banner system myself.
Might be helpful
4
<b>Moving</b> the "media" deadline <i><b>closer</b></i> to the "pick-off" would <u>adversely</u> affect my areas.
Since most of my classes have media requests, de facto the deadline dates are the same.
I think that having "view only" access to <b>Resource 25</b> to see all the courses and all the events would be
<b>helpful</b> to me.
Since i haven't seen R-25, I don't know what this capability would add or enable me to better
perform my scheduling capabilities. Question needs more explanation.
I am <b>in favor of</b> the <u>College</u> schedulers <small>(not depts)</small> having permission to <i>enter</i>
request modifications/course updates <b>using</b> Banner.
I don't understand the question. We already have to
enter course modifications in Banner as schedulers.
I would <b>rather</b> continue to send Group-Wise emails <i>than</i> enter my requests for changes directly into the
Banner system myself.
If this question is asking if we want on on-line queue, the answer is definitely yes.
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Copyright ©1999-2005 MarketTools, Inc. All Rights Reserved.
APPENDIX P
Known Issues with Resource 25
Project Name:
Project Manager:
Revision Date:
OPEN ISSUES
Number
3
Off-campus
assignments (i.e.
ALPH, OC-211, NSC
and KH) are
overridden
5
R25 not accurate.
6
Getting the two
systems in sync.
7
Bulk Scheduling
outside of R25
R25/S25
Marilyn Crouch & Carletta
Duncan
10/26/2005
Description
1. Preassignments for
Alpharetta and other offcampus location sites are being
overridden and placed in
general inventory space.
Should all classrooms and
buildings (even if not used by
OCS) be placed in the rooms
file?
2. Possibly use a common code
for TBS and N/A so that these
courses can also be excluded
from the import.
Course that is offered on TR
was only assigned on Tuesday
in R25 but Thursday was also
available. Why does this
happen?
Status/Comments
1. Include all off campus locations in the
R25 room file.
Courses offered off-campus can only be
assigned session codes of: D or E. This will
allow off-campus courses to be excluded from
import.
If valid reason for using codes other than D or
E also test room share options
2.
a. Discuss with schedulers.
b. Test: Shared rooms options as a possible
solution for N/A and TBS courses. Test to be
conducted in QA environment.
Make sure that space is available for all
days/dates requested.
Check course import messages in R25 import
log.
(1) The entire bulk process is
completed
(a) export courses from
Banner to R25
(b) export courses from R25
to S25 and assign rooms in S25
(c) import courses into
Banner from R25
(2) Transactional processing is
turned on for the specified term.
(3) Pre-assignments are
changed in Banner but are not
being exported to R25 via
transactional processing.
Can we run Sched 25 stand
alone and then dump the
assignments into R25 to allow
for media processing and more
efficient room changes, etc?
Check the error log to try and resolve errors,
then send to R25.
Steps for investigating problem:
1. After user updates course and determines
course has not been exported, contact UIS
ASAP. DO NOT attempt to force export again
by updating course again.
2. UIS will verify that local_version >=
external_version in TCS.tcs_intrfc_tbl in
Banner. Local_version must be >=
external_version in order for course to be
exported by transactional processing.
Discouraged per collegenet.
GSU to test in QA.
10
How do we create
the final exam
schedule under R25
and what exactly
does it do?
Currently the final exam
schedule is created manually.
Can we possibly use R25 to
create this schedule?
R25 Final Exam Processing: No, the R25
final exam function does not create final exam
schedules. The final exam function permits
you to reserve the rooms during final exams.
You must enter your established exam
schedule into the R25 Interface and run the
exam export which will create Vcalendar files
of the Banner courses using the current room
assignment in Banner and will make the room
reservation date based on your preestablished exam schedule.
R25 Interface patches need to be installed in
QA in order to test final exam scheduling.
Patches Installed: May 2005
11
Transactional
Process
Setup:Update
crontab file to use
RunTCSTrans.exe
instead of
RunTCSTrnExprt.exe
RunTCSTrans.exe extracts all
terms activated for transactional
mode processing. Production
cron job is currently using
RunTCSTrnExprt.exe which
requires a single term code to
be passed as a parameter.
Hence multiple
RunTCSTrnExprt.exe
statements must be specified in
the cron control file if multiple
terms need to be processed.
Requires functional user testing in QA.
R25 Interface patches need to be installed in
QA in order to test
RunTCSTrans.exe.Patches Installed in QA:
May 2005Requires functional user testing
in QA.Note: The crontab file and it's
schedule is created via the R25
Interface.Steps for creating crontab file:(1)
Set the timing frequency for running the
transactional export and import on Configure
the Interface => Processing Options.
Set
the TRANS_FREQ variable to the desired
interval for transactional processing.
Example: Enter 10 if you want the
transactional process to run every 10 minutes.
The value must be atleast 5.(2) On the
Interface Main Menu => Set Transactional
Timing File, enter the time you want
processing to begin and the time you want
processing to end.(3) The crontab file is
always created with RunTCSTrnExprt.exe
noterm. You will need to edit the crontab file
in NOTEPAD as follows: (a) Replace
RunTCSTrnExprt.exe noterm with
RunTCSTrans.exe (b) Comment out the
RunTCSTrnImprt.exe (place a # at the
beginning of the line).
You do not need
to run the import separately because
RunTCSTrnExprt runs both the transactional
export and import.
12
13
Transactional mode
trigger for section
number.
Schedule R25
system update for
production
CollegeNet provides the
following triggers:
SSBSECT:
(1)
tcs_update_ssbsect_max_enrl
AFTER UPDATE OF
ssbsect_max_enrl
(2
)tcs_update_ssbsect_ssts_code
AFTER UPDATE OF
ssbsect_ssts_code
SSRMEET:
(1) tcs_ssrmeet_row_delete
AFTER DELETE ON ssrmeet
(2) tcs_ssrmeet_row_insert
AFTER INSERT ON ssrmeet
(3) tcs_ssrmeet_row_update
AFTER UPDATE ON ssrmeet
SSRXLST:
(1) tcs_ssrxlst_row_insert
AFTER INSERT ON ssrxlst
(2) tcs_ssrxlst_row_delete
AFTER DELETE ON ssrxlst
SIRASGN:
(1) tcs_delete_sirasgn_pidm
AFTER DELETE ON sirasgn
(2) tcs_insert_sirasgn_pidm
AFTER INSERT ON sirasgn
(3) tcs_update_sirasgn_pidm
AFTER UPDATE OF
sirasgn_pidm
Functional user needs to
identify time periods for DBA to
update production with patches.
Create GSU trigger owned by TCS to fire on
update of SSBSECT_SEQ_NUMB
New GSU trigger in QA as of 10/24/2005:
gsu_ssbsect_update_seq_numb
Requires functional user testing in QA.
14
Additional Functional
Procedures for Batch
Processing
CLOSED ISSUES
Number
Issue Name
(1) Temporarily suspend Cron
job via the R25 Interface - Set
Transactional Timing File
option.
Note: This simply stops the
cron. The TCS Banner triggers
continue to execute and
courses will be exported when
the cron is turned back on.
(2) (a) Turn off R25 vcal import.
(b) Export batch.
(c) Make a backup copy of
request files generated by batch
export.
(d) If tracing is turned on in
R25, turn tracing off. ( Tracing
is located under
Help=>Trace=>Options).
(e) Turn on R25 vcal import
-- R25 batch import should be
started in the AM may require
8+ hours to complete.
(3) Compare the number of
request files to the number of
events for which TODOS were
generated in the import log.
(4) After R25 import, check
outstanding tasks - compare
number of TODOS generated to
number of request/reply files.
Number of TODOS generated
should be approximately twice
the number of request. If large
discrepancy, notify technical
support ASAP - DO NOT
perform any task in R25 for the
batch term.
(5) Turn transactional back on
using the R25 Interface
-- Set Transactional Timing File
Description
Status/Comments
1
Assigning Media
Courses
Media assignments are difficult
to manage within R25.
Courses can not be
preassigned unless the
assignments are made in
datain.dat. Can a script be
written to capture only these
courses and can be two batch
runs? One for media and
another one for the remaining
courses?
2
Labs/Breakouts are
assigned to general
inventory space.
4
Triggering courses
for R25
8
How can we delete
old S25 runs from the
log?
Labs and breakouts that are
attached to main course
sessions are assigned to
general inventory space. These
assignments should be made
last once all of the main
courses have been assigned.
Is there anyway to flag these
courses so that they are not
assigned to any space?
Currently, courses are triggered
to be sent to Banner by deleting
the meet day time, saving the
change and then re-entering the
original dates again. Is there an
easier way to trigger a course to
be sent to R25?
Whenever I try to delete old
files from the S25 log, the
system crashes.
9
Can courses be
excluded from the
batch run according
to campus code
versus session
code?
We have courses that are
offered at off-campus locations
that do not need to be sent to
R25. The courses are identified
in Banner by their campus
code.
CollegeNet:
Solution: Highlight courses that are to be
preassigned for media, then prepare data
again.
GSU Problem with CollegeNet solution:
You cannot create an event search in R25
based on features.
GSU Possible Modification???
An event search can be based on a
category.
Create a R25 database process to generate
a category for each course that has at least
one feature specified on the R25 database.
SQL script completed: May 2005
Executed in Production: September 7,
2005
Create a dummy event to maintain the lab in
R25. Main events and labs can not be
separated under R25.
Must remove meeting patterns, change limit
or instructor to activate R25 trigger.
Use the “X” (delete button) on the toolbar
instead of right clicking the mouse and
selecting the delete option. Used Web-ex.
Currently the answer is no under the current
R25 version but will possibly be available
under the new R25 version.
APPENDIX Qi
Peer Institutions Questionnaire
Tell me about your University.
1. How many courses does your institution schedule each term?
2. How many classrooms and buildings does your institution use for course scheduling?
3. How long does it take to produce your academic schedule from the initial roll to when it
is made available to students? (ex. 3, 6, or 9 months)
Who’s Responsible for the schedule?
4. What is the organizational structure for course scheduling at your institution? Who do
your central, college, or departmental schedulers, report to?
5. Do you have centralized scheduling process? If so, what do you feel are the advantages
and disadvantages of centralized scheduling?
What is your scheduling process?
6. What types of software does your institution use for academic course scheduling. Does it
adequately satisfy your scheduling needs? Why or Why not? Please list specific
problems, if any. Would you choose another software program? If applicable, please
give the name of the software.
7. Who does the course data entry and ensures the accuracy of the schedule?(department,
college or central scheduling office)
8.
•
•
•
•
•
•
Once data entry is complete, how do you process the following:
Course schedule modifications
Classroom technology requests (media, large, private)
Classroom change requests
Standard and non-standard course times
Distance Learning
Off-Campus Courses
9. What type of data warehousing do you use?
10. How does your institution handle placing large courses and courses requesting classroom
technology?
11. Does your institution allocate classrooms or buildings to specific departments or
colleges? What are the advantages and disadvantages?
12. Who approves changes to the established clock schedule?
13. Do you have a large number of courses that can not be placed at the time of the initial
room assignment? How are these courses handled?
14. How is your final exam schedule generated?
Special Event Scheduling
15. Does your institution use classroom space for reservations or are there certain rooms
designated as special event reservation rooms?
16. Does your central scheduling office handle special event requests? If not, who does?
17. What resources/ tools do you use for special events scheduling?
18. Do you charge a fee for all special events? If so, what is your policy regarding charges
for special events?
19. When do you begin accepting requests for events taking place within a future semester?
For example, is there a grace period- when a semester begins- to allow the academic
courses to be placed in their appropriate spaces first?
20. How are special event requests made and what is the approval process?
21. How many special events do you, on an average, schedule within a year?
22. Who handles the arrangement for special equipment needed for an event?
APPENDIX Qii
Peer Institutions--Scheduling Process
University
Contact Person
Georgia State
George Mason
Joy Staulcup, Senior Associate
Registrar for Registration &
Scheduling (703) 993-2441 or
Stephanie Guthrie, Manager,
(703) 993-2455
#Colleges
Term
Enrollment
6-College of Arts and Sciences, Robinson College of
Business, College of Law, AY School of Policy Studies,
College of Education, College of Health and Human
Sciences
Semester
20,000 undergrad
and 7,000 grad
(200408)
9-College of Visual and Performing Arts, College of Arts
and Sciences, School of Computational Sciences,
College of Education and Human Development, School
of Information Technology and Engineering, School of
Law, School of Management, College of Nursing and
Health Science, School of Public Policy
Semester
17,000 undergrad
and 11,000 grad
(200408)
SUNY at Albany
Ellen Weatherby, Assistant Registrar, 9-College of Arts and Sciences, College of Nanoscale
Science & Engineering, School of Business, School of
(518) 442-5546; Academic Space
Education, College of Computing and Information,
Scheduling (518) 442-5546
College of Public Affairs & Policy, School of Criminal
Justice, School of Social Welfare, School of Public
Health
Semester
11,000 undergrad
and 5,000 grad
U of Wisconsin in
Milwaukee
10-School of Architecture and Urban Planning, School
Allen Meier, Enrollment Services,
of the Arts, School of Social Welfare, School of
(414) 229-5997 or Beth
Weckmueller, Director of Enrollment Business Administration, School of Education, College
of Engineering and Applied Science, College of Health
Services, (414) 229-6164
Sciences, School of Information Studies, College of
Letters and Sciences, College of Nursing
Semester
27,000 students
Virginia
Commonwealth
U of Louisville
U of New Mexico
Wayne State U
Donna R. Brodd, Vice Provost for
Academic Affairs,
(804) 828-6162 or Cedric Dorsey
(804) 828-1868 or Laura Longmire
(804) 828-1353
11-College of Humanities & Sciences, School of Allied
Health Professions, School of the Arts, School of
Business, School of Dentistry, School of Education,
School of Engineering, School of Medicine, School of
Nursing, School of Pharmacy, School of Social Work
Semester
27,000 students
Kathleen Otto, University Registrar
and Director of Enrollment Services,
(502) 852-4660
11-College of Arts and Sciences, School of Law,
College of Business and Public Administration, School
of Dentistry, College of Education and Human
Development, School of Social Work, School of
Medicine, School of Music, School of Nursing, School
of Public Health and Information Sciences, School of
Engineering
Semester
16,000 undergrad
and 5,000 grad
(200408)
Scheduling Office
(505) 277-4336
10-School of Management, School of Architecture and
Planning, College of Arts and Sciences, College of
Education, School of Engineering, College of Fine Arts,
School of Medicine, College of Nursing, College of
Pharmacy, School of Law
Semester
33,000 students
Quarter
10,000 undergrad
and 7,000 grad
(2004)
Donna Maniaci, Manager Class and 11-Business Administration, Education, Engineering,
Fine, Performing & Communication Arts, Liberal Arts &
Room Scheduling,
Sciences, Medicine, Nursing, Pharmacy & Allied Health
(313) 577-3541
Professions, Social Work, Urban, Labor & Metropolitan
Affairs, Law
Kathy Tibbetts, Director University
Classroom Scheduling,
(480) 965-7070
16-College of Design, College of Education, College of
Human Services, College of Law, College of Liberal
and Sciences, College of Nursing, College of Public
Programs, College of Teacher Education and
Leadership, College of Technology and Applied
Sciences, School of Engineering, College of Fine Arts,
New College of Interdisciplinary Arts and Sciences,
School of Agribusiness and Resouce Management,
School of Global Management and Leadership, School
of Business, School of Journalism and Mass
Communication
Semester
47,000 undergrad
and 11,500 grad
(200408)
Marlene Chachkin, Scheduling
Manager,
(215) 204-1936
16-College of Music and Dance, Communication and
Theater, Dentistry, Education, Engineering, School of
Business and Management, Health Professions, Law,
Liberal Arts, Medicine, Pharmacy, Podiatric Medicine,
Science and Technology, Social Administration,
Tourism and Hospitality Management, School of Art
Semester
25,000 undergrad
and 8,500 grad
(200408)
U of Tennessee
Margie Russell, Associate University
Registrar, (865) 974-1310
12- Agricultural Sciences & Natural Resources,
Architecture & Design, Arts & Sciences, Business
Administration, Communication & Information,
Education, Health & Human Sciences, Engineering,
Health Science Center, Nursing, Social Work, Law,
Veterinary Medicine
Semester
20,000 undergrad
and 8,000 grad
(200408)
U of Illinois at
Chicago
Peggy McDonald, Director Office of
the Timetable,
(312) 413-3641
14-Applied Health Sciences, Architecture & the Arts,
Business Administration, Dentistry, Education,
Engineering, Liberal Arts & Sciences, Medicine,
Nursing, Pharmacy, Public Health, Social Work, Urban
Planning & Public Affairs
Semester
24,500 students
Arizona State U
Temple U
U of Alabama at
Birmingham
U of South Florida
U of Houston
U of Cincinnati
Registrar (205) 934-8222
12-School of Arts & Humanities, School of Business,
School of Dentistry, School of Education, School of
Engineering, School of Health Related Professions,
School of Medicine, School of Natural Sciences and
Mathematics, School of Nursing, School of Optometry,
School of Public Health, School of Social and
Behavioral Sciences
Semester
11,500 undergrad
and 6,000 grad
(200508)
Schedule of Classes Production
(813) 974-7213 or
Scheduling Office
(813) 974-2462
10- Architecture, Marine Science, Public Health,
Medicine/Medical Science, Nursing, Visual &
Performing Arts, Engineering, Education, Business,
Arts & Sciences
Semester
42,000 students
Office of Registration and
Academic Records
(713) 743-1010 press 4
12- Architecture, Business, Education, Engineering,
Law, Technology, College of Hotel and Restaurant
Management, College of Liberal Arts and Social
Sciences, College of Natural Sciences and
Mathematics, Optometry, Pharmacy, Social Work
Semester
35,000 students
Quarter
35,000 students
13- College of Arts & Sciences, College of Allied Health
Gail Fredensborg, Associate
Sciences, College of Applied Science, College of
Registrar and Director of Registration
Business, Conservatory of Music, College of Design,
and Scheduling, (513) 556-6515
Architecture, Art & Planning, College of Education,
Criminal Justice, and Human Services, College of
Engineering, College of Law, College of Medicine,
College of Nursing, College of Pharmacy, School of
Social Work
University
# Buildings/
Classrooms
Georgia State U
20,000 undergrad
and 7,000 grad
Sched Process/
Centralized?
Production
Time
Who Enters Data Entry Who
Data?
Software
Proofs?
# Staff
Room Allocation Placement Report
Software
Software
5-6 months
161 general
Decentralized: Depts. and
inventory rooms Colleges enter data. Colleges
proof and make changes until
certain date. Registrar assigns
rooms and makes changes
after schedule posted.
Departments Banner
and Colleges
Colleges
2 FT
Some departments
have totally
restricted and/or
partially restricted
classrooms.
S25-R25
SUNY at Albany
11,000 undergrad
and 5,000 grad
135 classrooms
Decentralized: Registrar send
6 months
initial schedule to Depts. Depts
make changes in the system until
a certain date. Registrar makes
all changes afterwards.
Department
has 4 months
PeopleSoft
Registrar
3
Departments have
first priority on some
buildings. Upkeep of
building keep from
allocation.
S25 moving to PeopleSoft
R25
U of Wisconsin in
Milwaukee
27,000 students
160 rooms; 31
rooms with
media.
Decentralized: Departments
enter data including classroom
assignments. Registrar handles
the rest.
Department
PeopleSoft
Registrar
2 FT, 6
PT
Departments have
own areas.
Ad Astra
Virginia
Commonwealth U
27,000 students
56 buildings over Centralized: Registrar send rolls 15 weeks
several campuses to Depts 3 weeks; Registrar
enters data for 2 weeks. 3 cycles.
Registrar
SISPlus
moving to
Banner
Department 3
Each College has
SISPlus
own building. Once
own space is filled,
requests are handled
on 1st come/1st
served basis.
SISPlus
database
All changes must be requested to the
Registrar. Classrooms roll with schedule.
Scheduling process appear unorganized.
U of Louisville
16,000 undergrad
and 5,000 grad
(200408)
90-100 general
Centralized: Registrar to College
rooms/campus; 3 Schedule Coordinators to Depts.
campuses
3 cycles of proofs then a final
proof.
PeopleSoft
College
2
Most Colleges have
own buildings.
PeopleSoft
Special requests (media, clock exceptions,
large rooms) are noted on proofs and entered
by Registrar. Room and schedule changes
must be initiated by schedule coordinator at
College level.
U of New Mexico
33,000 students
135 general
inventory. Only 6
rooms with media
and 5 large
rooms.
Centralized: Registrar sends
5 months
proof to depts, which make
appointments with Registrar to
get data entered. Depts. Review
data for 2 days, then by
appointment only.
Registrar
None. Moving Registrar
to Banner
3
No allocations, but try None
to place courses
together.
Reports come Changes are processed through appointment
for Stats
with Registrar. Rooms are assigned on 1st
Office.
come/1st served. Registrar has difficult times
because of heavy work load and high turnover
at the dept level.
Wayne State U
10,000 undergrad
and 7,000 grad
(2004)
190 general
inventory rooms
Centralized: Registrar send rolls 4 months
to Depts 2 weeks; Registrar
enters data. 3 cycles.
2 data entry
people in the
Registrar
Banner
Departments have
priorities over
buildings.
Discover
Changes are requested to the Registrar by
Oracle moving email.
to Cognos
5 months
Summer, Fall, & Program
Spring go to
Assistants in
Colleges/Depts the Registrar
late Nov. or
Dec. Scheds
are posted in
March. Term
productions
don't overlap.
Department 3
Manually
Manually
Notes
Crystal
Home Grown Part-Time employees are responsible for
Departments' changes.
University
# Buildings/
Classrooms
Sched Process/
Centralized?
Production
Time
Who Enters Data Entry Who
Data?
Software
Proofs?
Arizona State U
47,000 undergrad
and 11,500 grad
(200408)
32 buildings/
292 rooms
Decentralized: Registrar sends
schedules to Depts for redlines.
Depts send redlines to
Information Technology dept. IT
enters data.
9 months
Information
Technology
Room Allocation Placement Report
Software
Software
Notes
Zones are set up;
rules are set w/
priorities.
Excellere
Changes are sent to IT for them to enter.
Would prefer deptartments to enter data
themselves.
Temple U
25,000 undergrad
and 8,500 grad
(200408)
4 buildings/
1smart
Decentralized: Depts-College8 months
Sched Office. Colleges are
responsible for assigning rooms.
Entry by
Home Grown: College
Departments SIMS
and
Coordinated by
Colleges
Colleges have
ECA
allocated classrooms
(some shared). Free
rooms revert to
general space after a
time.
WebFocus
Colleges processes rooms and courses
changes and submits them to Scheduling and
Space Management. Unassigned courses are
placed only after departments prove they have
80% utilization of private space.
U of Tennessee
20,000 undergrad
and 8,000 grad
(200408)
200 rooms
Decentralized: Academic Depts. 6 months
build schedule.
Department
DBT
mainframe
Department 3
and
Registrar
Vice Chancellor
Ad Astra
allocates buildings or
rooms for discipline.
Crystal
Used to be centralized a year ago, but there
were too many changes and couldn't keep up
with demand. Departments Heads must sign
off on clock exceptions.
U of Illinois at
Chicago
24,500 students
300 rooms
Decentralized: Scheduling Office 3 months
to some Colleges to
Departments.
Department
Banner
Department
and College
Priority list of rooms Ad Astra
that Depts. lose after
pre-proof.
Eddie Reports No day/time changes allowed after registration
run with
started.
Banner.
U of South Florida
42,000 students
155 general
inventory rooms
Decentralized: Registrar rolls
schedule.
6 months
Department
and College
Banner
Department 2
and College
Only for labs. Not
enough rooms for
allocation.
IT runs
reports
Depts/Colleges make changes in the system.
IT Department created a conflict list report for
proofing.
U of Houston
35,000 students
155 general
purpose rooms
Decentralized: Registrar runs
reports for Colleges. Colleges
distribute reports to Depts.
4 months
College
Home Grown
moving to
PeopleSoft
College;
Registrar
some
5
Colleges have
Home Grown
allocated buildings;
moving to Ad
unplaced courses are Astra
worked out by
Colleges.
Institutional
Research
runs reports.
Changes and requests are processed through
different offices (Technology Services-media,
Provost-clock exceptions). System stays open
til 12th day of class.
U of Cincinnati
35,000 students
125 scheduled
classrooms
Decentralized: Smaller Colleges 3 months
or Colleges in own building do
their own assignment. Mixed
process.
Department
and College
Home Grown
and manual
Registrar
2.5
All Colleges and
Departments have
private space.
U of Alabama in
Birmingham
11,500 undergrad
and 6,000 grad
(200508)
72 general
classrooms
Decentralized: Depts create
master file/courses, Room
Scheduler assign rooms.
Department
Home Grown
moving to
Banner
Department 2
George Mason U
Did not respond
6 months
Excellere
moving to
People Soft +
home grown
system
# of
Staff
Department 2.5 in IT
1 FT for
sched
only
Excellere
R25, S25
Home Grown Home Grown. Large classrooms are requested a year in
moving to S25 Runs queries. advance. Time slots are allocated to
Colleges/departments.
No allocations.
R25
Departments indicate
preferences on
proofs.
Home Grown Registrar processes changes after
departments are locked out. Room changes
must be approved by Room Scheduler.
APPENDIX Qiii
Peer Institutions--Special Events
University
What Office
Handles Events
Reservation?
Resources
Used?
Fees?
Use
Classrooms?
Approval Process
SUNY at Albany
135 classrooms
Scheduling Office
Manual
No.
Yes.
1600
Phone or email requests.
Outside agencies must
obtain permit from
Residential Life first.
Requests are acepted ath
the end of prior semester to
academic groups.
Scheduling Office
U of Wisconsin in
Milwaukee
160 rooms; 31 rooms
with media.
Manual
No.
Yes.
Phone or email requests.
Accepts request all year
long, but places them after
academic courses are
scheduled.
SIS Plus
No.
Special event
Requests are emailed, no
space is available. approval process.
Requestors are asked to
wait until classroom
placement is complete.
R25
No.
Yes.
Virginia
Commonwealth
56 buildings over
several campuses
Classroom Scheduling
U of Louisville
90- Scheduling Office
100 general
rooms/campus; 3
campuses
Events/ What Office
Year
Provides
Equipment?
Technology Office.
Quite a bit. Scheduling Office.
100s.
Technology
Department.
800/
Technology
Chair of department must
semester. Department.
approve if requestor is not
from university. Email
request. Requests are made
following the scheduling
calendar. Courses are
placed first.
Scheduling Office
Manual
No.
Yes, academic
organizations
receive priority.
Online form is available.
Accepts requests a few
months before semester
starts.
350/
Media Technology
semester. handles tech
requests.
Scheduling Office
Wayne State U
190 general inventory
rooms
Banner
No.
Yes.
Coordinators for each
department or instructors
email request. Early
requests are held until
classrooms are placed.
500
Techonology
Service.
Arizona State U 32 Office of Scheduling.
buildings/ 292 rooms
Home grown
system.
No.
Yes, after preregistration and
academic
placements.
Designated/authorized
person in campus
organization submits
request.
50008000.
Technology
Classroom Support.
U of New Mexico
135 general
inventory. Only 6
rooms with media.
Temple U
4
buildings/ 1smart
Office of Scheduling
and Space
Management
ECA on their
No.
mainframe--no
software
involved.
Yes, event needs
are prioritized with
credit-bearing
courses.
Special event request form. 1000s.
Signature of authorized
person for after hours or
smart rooms. Does not
accept requests until the 2nd
week.
U of Tennessee
200 rooms
Scheduling Office
schedules some
requests.
AdAstra; events Only for
don't go
newest
through time
building.
table.
Yes, some.
Email request; no special
approval needed. Has a
Conference Office with
which some work with.
Accept events after bulk
schedule and some
registration take place.
A lot.
Office of Scheduling
and Space
Management
requests technology
from the Instructional
Support Office.
Technology Center
and Facilities.
U of Illinois at
Chicago
300
rooms
Scheduling Office
AdAstra
For outside Yes.
groups
only.
Requestors submit a form or 200
call and sign a contract.
Students must be registered.
Large events must be
approved by Provost. Does
not accept requests until the
10th day of classes.
Classroom Support
Services. Does not
allow outside groups
to use technology.
U of Alabama at
Birmingham
72 general
classrooms
Scheduling Office
R25
Not for U
Yes.
sponsored.
Form or email requests; no 500/
approval needed, except for semester.
large events which need
Associate Provost approval.
Requests are accepted after
academic classes have been
placed.
Educational
Technology Service if
room is not
equipped.
U of South Florida Scheduling Office
155 general inventory
rooms
R25
Yes. Size Yes.
of room
and hours.
Needs a week prior to event.
Large room requests may
need 1 month. Does not
accept requests until the 2nd
week. Will accept weekends
and late evenings.
Instructional
Technology
Department.
Scheduling Office
Manual
U of Houston
155 general purpose handles special events
for academic purposes.
rooms
Reservation Center
deals with everything
else.
U of Cincinnati
125 scheduled
classrooms
Special Events Office
consults Scheduling
Office for classroom
use.
George Mason
did not respond.
R25
Yes.
Yes.
Phone reservations 3 days
before event if no media
needed. Written request 5
days prior for changeable
rooms. Student org. require
approval from Activities and
Leadership Development
Office.
Depends on location:
either Scheduling
Office or Media
Center.