Standardized Simplified
AACRAO 2012
Scheduling
&
Standardized
Simplified Session T1.037
Who are we? And why should you listen to us?
Emy Farley
Degree Audit & Technology Administrator
Jason Maher Assistant Registrar
What am I going to take home to my university from this presentation?
Who you need What constraints are Where to start Why you need data How Hamline University changed our entire mindset about academic scheduling
Software will save us!
Our process is fine – the faculty just don’t play along.
First let’s dispel some myths My school is too big or too small for real changes.
We already know what the problem is.
I know there are
problems…
but what are they specifically?
Step One: Do your research!
What are the first questions I should ask myself? Is there anyone here who can help me? What are our constraints? Are they real constraints? When other people look at our process, what do they see?
What kind of data do I need, anyway? Your course meeting patterns – as well as actual course start and end times & how many courses are using each block of time. Your term dates – as well as the actual dates your courses are meeting. (behind your back)
Complete classroom inventory.
What was Hamline’s problem? schedule wasn’t flexible enough no master calendar unclear process for changes scheduling gluts scheduling never stops operating in a vacuum no oversight for changes
everything geared toward undergraduates inefficient use of classroom space policies unclear and not being followed structure is not scalable and is incapable of supporting even modest growth
in fall 2008 we ran out of classrooms
Step Two: Standardize & Simplify
What did we standardize?
What did we simplify?
universitywide meeting patterns
term & class start dates
timing
schedule change requests
2 year scheduling
schedule projection
“ horizons” classroom attributes Add/Drop/Withdrawal guidelines
College of Liberal Arts UG • MS • UG • UG •
School of Business
School of Education MS
UG
•
•
Cohort • Cohort •
Learning Community •
Continuing Studies
•
Continuing Studies
•
College of Liberal Arts
School of Business
School of Education
Horizon One: UG, MS, and DRlevel courses Horizon Two: Cohorts Horizon Three: Learning Communities Horizon Four: Continuing Studies
Scheduling Horizons
4 credits 3 credits 2 credits
2/1/2012
3/1/2012
3/22/2012 4/19/2012
2/15/12 2/14/18 3/15/12 2/13/21 3/14/18
1 credit
3/225/12 2/12/29 3/13/21 3/224/18 4/195/12
start of term
Subterm
end of term
Step Three: Implement your changes
How did we implement our changes? buyin a carrot
being the expert
training, training, training
keeping our stakeholders involved
dive in
Step Four: Bask in your own glorious success
(please note: this may take several years)
Our results
In the spring of 2008, we had graduate classes starting roughly every other day, which put about 62% of our graduate courses out of compliance with federal Financial Aid guidelines, as well as having no set add, drop, or withdrawal policies. In spring 2012, fewer than 10% of graduate classes held their first meeting outside their proper start time. About half of those that did start outside their window were within 12 days . Now go home and ask yourself:
How can these be my results?
Questions?
Emy Farley
[email protected]
Jason Maher
[email protected]
Thank you!
Scheduling
&
Standardized
Simplified Session T1.037
Who are we? And why should you listen to us?
Emy Farley
Degree Audit & Technology Administrator
Jason Maher Assistant Registrar
What am I going to take home to my university from this presentation?
Who you need What constraints are Where to start Why you need data How Hamline University changed our entire mindset about academic scheduling
Software will save us!
Our process is fine – the faculty just don’t play along.
First let’s dispel some myths My school is too big or too small for real changes.
We already know what the problem is.
I know there are
problems…
but what are they specifically?
Step One: Do your research!
What are the first questions I should ask myself? Is there anyone here who can help me? What are our constraints? Are they real constraints? When other people look at our process, what do they see?
What kind of data do I need, anyway? Your course meeting patterns – as well as actual course start and end times & how many courses are using each block of time. Your term dates – as well as the actual dates your courses are meeting. (behind your back)
Complete classroom inventory.
What was Hamline’s problem? schedule wasn’t flexible enough no master calendar unclear process for changes scheduling gluts scheduling never stops operating in a vacuum no oversight for changes
everything geared toward undergraduates inefficient use of classroom space policies unclear and not being followed structure is not scalable and is incapable of supporting even modest growth
in fall 2008 we ran out of classrooms
Step Two: Standardize & Simplify
What did we standardize?
What did we simplify?
universitywide meeting patterns
term & class start dates
timing
schedule change requests
2 year scheduling
schedule projection
“ horizons” classroom attributes Add/Drop/Withdrawal guidelines
College of Liberal Arts UG • MS • UG • UG •
School of Business
School of Education MS
UG
•
•
Cohort • Cohort •
Learning Community •
Continuing Studies
•
Continuing Studies
•
College of Liberal Arts
School of Business
School of Education
Horizon One: UG, MS, and DRlevel courses Horizon Two: Cohorts Horizon Three: Learning Communities Horizon Four: Continuing Studies
Scheduling Horizons
4 credits 3 credits 2 credits
2/1/2012
3/1/2012
3/22/2012 4/19/2012
2/15/12 2/14/18 3/15/12 2/13/21 3/14/18
1 credit
3/225/12 2/12/29 3/13/21 3/224/18 4/195/12
start of term
Subterm
end of term
Step Three: Implement your changes
How did we implement our changes? buyin a carrot
being the expert
training, training, training
keeping our stakeholders involved
dive in
Step Four: Bask in your own glorious success
(please note: this may take several years)
Our results
In the spring of 2008, we had graduate classes starting roughly every other day, which put about 62% of our graduate courses out of compliance with federal Financial Aid guidelines, as well as having no set add, drop, or withdrawal policies. In spring 2012, fewer than 10% of graduate classes held their first meeting outside their proper start time. About half of those that did start outside their window were within 12 days . Now go home and ask yourself:
How can these be my results?
Questions?
Emy Farley
[email protected]
Jason Maher
[email protected]
Thank you!
