CU Admin Conference OCTOBER 26 2020 Welcome Jamie

CU Admin Conference OCTOBER 26, 2020

Welcome! Jamie J. Carmichael Associate Registrar, Scheduling & Systems Jamie. Carmichael@Carleton. ca 613 -520 -2600, ext. 3588

2020 Sessions and Registration Barb Speckmann Manager, Student Systems Support barbara. speckmann@carleton. ca Phone: 613 -520 -2600, ext. 3129

2020 Sessions and Registration Session 1: General Assembly: Scheduling and Registration During a Pandemic Session 2: RO Information Session 3: Engagement and Supporting International Students Session 4: Banner 9 Training (Navigation and Forms Deep Dive) Session 5: Current and Future Landscape: DARS, Courseleaf and Carleton 360 Session 6: DCU refresher (Summer 2021 Data entry) Session 7: Teaching and Learning/Educational Development Centre Session 8: Healthy Workplace Session 9: Student Support and Advising in a Virtual World Session 10: Revolutionary Approach to Exams During a Pandemic

Housekeeping Rules § Please keep your video turned off as this can affect the quality of the call § Please keep your microphones muted during the presentation § We will allow time at the end of the presentation for questions § To ask your question, please enter it into the chat or use the raise hand function § We will have a name draw at the end of each session for a door prize § Gifts will be sent at the end of the day

Scheduling and Registration during a Pandemic

Summer 2020 q. Decision to push Summer 2020 courses online was announced in March q. The timetabling team changed the session code to Web for over 600 CRNs q. VOD sections were deactivated q 720 change requests were submitted through Banner (compared to 574 requests last summer) plus email requests

Summer 2020 In the summer 2020 term instructors had a choice of keeping or deleting a previously scheduled meeting time q 413 Summer 2020 sections were synchronous or blended (with a meeting time) - 68% q 191 Summer 2020 sections were asynchronous (no meeting time) - 32%

Fall 2020 q. Decision to push Fall 2020 courses online was made before the timetable was uploaded to Banner q. The timetabling team changed the session code to W (Web) for over 4000 Fall CRNs q. Previously scheduled meeting times were kept for Fall CRNs

Fall 2020 q. Fall VOD sections were deactivated q. Fall CUOL sections were modified; section comments updated q. Fall course locations were deleted

Winter 2021 q. Decision to push Winter 2021 courses online was announced in early September q. Winter 2021 course sections that used to have the session code D (Day) or E (Evening), now have the session code W (Web) q. VOD sections were deactivated; students dropped q. Winter course locations have been removed from SSASECT

Winter 2021 CUOL Sections q. CUOL sections before the decision of delivering winter 2021 courses online was made: q. On campus section to be recorded for CUOL, in a CUOL-enabled room (e. g. BIOL 2903 A) q. Video on demand service for students in the on campus section (e. g. BIOL 2903 AOD) q. CUOL section, recording of section A (e. g. BIOL 2903 V) q. Video on demand service for students in the online section (e. g. BIOL 2903 VOD)

Winter 2021 CUOL Sections q. CUOL sections after the decision of delivering winter 2021 courses online was made: two online sections with the session code W q. One has a meeting time, the other one does not q. Some departments requested to merge the two sections q. Section comments have been updated to exclude any reference to CUOL or VOD q. Note: the synchronous section will no longer be recorded by Carleton Online. Instructors wishing assistance adjusting their course for online presentation should contact the EDC via this portal Course Design Express (https: //carleton. ca/edc/course-design-express-intake-form/). q. VOD sections have been deactivated; no fee for VOD

Types of Online Courses q. Synchronous Courses q. A real-time, online course where the instructor and students meet via web conferencing tools, at scheduled days and times q. Instructors and students share information, ideas and learning experiences in a virtual course environment. q. Questions: q. Will classes be recorded and made available to students who missed them? q. Is participation mandatory? q. Can special arrangements be made for international students?

Types of Online Courses q. Asynchronous Courses q. An online course where the instructor and students can share information, ideas, and learning experiences at different times and in a virtual course space q. Instructors develop course content as a sequence of units, which students can move through based on their schedules q. Units can be comprised of assigned readings, guiding questions to consider, online media, quizzes, and discussion boards q. Meeting time may be used for tests, midterms or office hours q. Students are expected to be available during the scheduled meeting time q. Question: q. Does the instructor plan to hold fixed time in-term assessments during the scheduled meeting time?

Types of Online Courses q. Blended Courses q. An online course where there is a mixture of synchronous meetings and asynchronous activities q. This means students need to be prepared to meet some of the time online via web conferencing tools at scheduled days and times q. The specific dates will be communicated by the instructor in the course outline q. The asynchronous activities are intended to provide flexibility to students when the class is not meeting synchronously q. Students are expected to remain up to date with the deadlines and due dates provided by the instructor q. Questions: q. Is this indeed a blended course? Many instructors chose the blended delivery mode in order to have flexibility to develop their course over the summer. They may have changed their mind but failed to communicate the change to the departmental administrator. q. Will the synchronous activities be recorded?

Types of Online Courses q. More information on online course types: https: //carleton. ca/online/gettingstarted-in-your-online-course/types-of-online-courses/ q. Based on info provided in section comments:

Online data collection form q. Link to the form: https: //i. carleton. ca/kbsess/data-collection/ q. If you wish to use the form, send the link to your instructors and give them a deadline to submit the course delivery info q. We will send you a spreadsheet with submitted data q. Use the spreadsheet data to update section comments in SSATEXT q. In three weeks: 13 departments used the form; 415 submissions

Course Delivery Info q. Example of posting course delivery info on the departmental website: https: //carleton. ca/biology/2020 -course/

Course Delivery Info q. Another example: https: //carleton. ca/scs/winter-2021 online-course-delivery-method/ q. Link to the departmental website in SSATEXT

Best Practices. Lessons Learned. Sarah Anne Szabototh Department/Institute Administrator Department of Biology Institute of Biochemistry Dawn Bjornson Administrator Department of Economics Tracey Wright School Administrator School of Linguistics and Language Studies

Post-mortem survey q 7 th annual post-mortem survey q. Feedback helps identifying main challenges and gaps in training q. Includes registration-related questions since 2019

Post-mortem survey q Was the demand for space in Summer 2020 courses in your department higher or lower than in previous years? Higher demand 76% Same demand 20% Lower demand 1. 40%

Post-mortem survey q Summer 2020 term: main challenges q. High demand for space in courses q. Not enough space and teaching resources to accommodate the demand q. Inability to offer labs q. Lack of time for preparation for online teaching q. Making changes and hiring CIs with little notice q. Making sure all CIs were ready to teach online q. Collecting course delivery info from faculty and CIs

Post-mortem survey q Summer 2020 term: main challenges q. Constantly evolving situation q. Unknown if international students would be in Canada or overseas q. Unsure how to use TAs to help deliver course content q. Did not know how to deal with cheating and plagiarism q. Increased workload for instructors

Post-mortem survey q Summer 2020 term: instructor feedback q. Benefits of teaching online: q. Ability to record lectures ahead of time and fielding questions online later q. Ability to break lectures into short segments q. Students appeared to appreciate the flexibility of the course set-up q. Opportunity to modify the course content for better online delivery in the Fall

Post-mortem survey q Summer 2020 term: instructor challenges q. Difficult to engage with students; no live interaction q. Making tests available to take for 1 -2 days to accommodate students in different time zones q. More difficult to monitor cheating q. Some students used technical difficulties (e. g. power outage, cu Learn or internet is down) as an excuse for not completing a quiz or an assignment on time q. The 3 -hour online lectures were exhausting. 2 x 1. 5 pattern preferred for synchronous courses

Post-mortem survey q Summer 2020 term: instructor challenges q. Increased volume of emails: q. It was time consuming to respond to multiple emails, as opposed to having an in class discussion q. Instructors received emails at all hours of the day and night and felt pressured to respond q. Bigger class size (compared to last Summer) further increased the number of emails

Post-mortem survey q 100% of respondents were satisfied with the timetable before courses were pushed online q 100% of respondents were satisfied with the help and support by the timetabling team

Post-mortem survey q. Fall 2020/Winter 2021: main challenges q. Making changes with little notice, trying to answer questions with little information q. Moving a number of courses from Fall to Winter and vice versa to help accommodate for possible childcare issues/disruptions for faculty q. Finding creative ways of course delivery: q. How to offer the Bachelor of Music program, as there are performance lessons, choirs, ensembles and concerts that are tied to course credits q. How to screen films online without violating copyright rules

Post-mortem survey q. Fall 2020/Winter 2021: main challenges q. Some instructors changing initial decisions about delivery methods and not informing staff until delivery of course outlines q. Anticipating enrolment was difficult q. Obtaining and entering the delivery method was time consuming q. Some instructors had to be replaced because of their discomfort teaching on-line. q. Time differences of students at physical location q. Processing conflict override requests

Post-mortem survey q. Supporting international students q. Directed students to ISSO or other main support offices q. Some departments left it up to each professor to accommodate international students q. Program advisors worked with international students to find suitable workarounds for those who were not able to return to Canada

Post-mortem survey q. Keeping the meeting time q. When moving our courses online, we kept the day and time q. For synchronous courses, the meeting time guarantees that courses were conflict free for students in a program q. For asynchronous courses, the meeting time is to be used for tests/midterms and office hours q. Many of instructors chose the blended delivery mode because it allowed them the flexibility to develop their courses over the summer

Post-mortem survey q. Fall 2020/Winter 2021 Registration: Challenges q. The volume of emails from students was substantially higher than in previous years q. Students believed that course caps and conflicting meeting times should not come into play when courses are offered online q. There was no clarity if winter courses would be on line or not q. Ability to contact instructors was limited to e-mail, slowing down response to students q. With the new SAT option, prerequisite checks became more time consuming q. Administrators did not have enough time to review the timetable before registration

Post-mortem survey q Was the Fall 2020/Winter 2021 registration more or less challenging, compared to the previous years? More challenging 54% Same 37. 5% Less challenging 8. 5%

Registration conflicts q. Three way to deal with registration conflicts q. Deny registration in conflict q. Grant a conflict override to the student q. Send a request to student. system. support@carleton. ca XCNF override to the CRN (conflict exemption)

Post-mortem survey q. Conflict exemption attribute should not be applied, if the instructor plans to have fixed time in-term assessments, as the conflicting courses may have assessments scheduled at the same time q. We are seeing, even for some courses with synchronous delivery, that interm assessments are being held outside of the published time, creating conflicts and issues for students. q. Instructors, planning to have fixed time assessments, should use the published meeting time.

Registration conflicts q. Conflict exemption attribute XCNF may be applied to asynchronous courses with no fixed time assessments q. To check if XCNF has been applied to a CRN, run the SCH_INTERNAL_XLS report q. The last column of the report displays attributes

Post-mortem survey q. The Registration time conflicts permitted comment has been entered for every Winter 2021 section with the conflict exemption override XCNF

Prerequisite Checking Amanda Wright Systems Officer, Student System Support Amanda. Wright@carleton. ca Ext: 8558

Prerequisite Checking for SAT grades used as prerequisites: BANNER 8: GREPORT “REG_PREREQ_LIST_SAT” Use checkboxes for “Perform course checking based on entries in SSAPREQ” and “Show all students, regardless of whether they meet the prereqs” • Students who meet all conditions and who have SAT grades show as “PASS (student has SAT courses)”

Prerequisite Checking REG_PREREQ_LIST_SAT • PASS • (Student has current courses) • (Student has SAT courses) • (Students has current and SAT courses) • (Student has TR courses) • FAIL • (Student has SAT courses)

Prerequisite Checking Need to know what the SAT grade was before it was changed to SAT? REG_RO_SAT_TRACKING_DEPT • You can run for all SAT grade changes for 202010 (Winter 2020 term) by entering your email and running. • Filter output as required • Optionally you can run by: • Subject alone • Subject and course • For a specific student ID

Scheduling Community of Practice q. SES hosted a Timetabling Community meeting with nine other universities in Ontario q. Meeting highlights: q. Fall 2020 and Winter 2021 courses are offered online by all nine universities. Some have a handful of on campus courses (less than 1% of student population) q. For Fall 2020 and Winter 2021 courses, meeting times were kept to make sure that core course sections are not in conflict; rooms were removed q. For Fall 2021/Winter 2022 and Summer 2021 terms, the universities plan to schedule face-to-face (and modify later, if needed) q. For all terms, the universities plan to roll over a copy of the database created before courses were pushed online

Timetabling Working Group q. Mandate: q. The Timetable Working Group works with the Scheduling and Examinations Timetabling staff in reviewing the processes surrounding the collection and entry of the data necessary to produce the timetable. q. Timetabling Working Group members: https: //carleton. ca/ses/timetabling-working-group/ q. Starting September 2020 the Timetabling Working Groups meets every two week to discuss upcoming changes and challenges

Timetabling Working Group q. Meetings: q. September 3 q. September 18 q. October 7 q. November 12 q. Topics: q. How can we provide more info to students? Data collection form q. Which summer database to roll over? Before or after changes? q. Future of the CUOL model q. Registration conflict overrides and exemptions

Access to Teaching Spaces on Campus q. The university strongly encourages all faculty members, contract instructors and teaching assistants (teaching staff) to continue to work from home q. Recognizing that there may be individual circumstances for teaching staff to require an alternative location to teach online, TA, or prepare teaching materials, the university has established a space booking process, administered by TLS q. More info: https: //carleton. ca/teachinglearning/access-to-teaching-spaces-on -campus/

Access to Teaching Spaces on Campus

Course Combinations Cleanup q. In preparation for the 2020 -21 timetabling cycle, the Timetabling Team performed a massive course combinations/programs cleanup in DCU q. Departmental administrators were asked to update course combinations/programs for their department in Excel and send the updated lists back to the Timetabling Team (to be download into DCU) q. The project required extensive cleaning of Excel data on behalf of the Timetabling Team. The goal for the project was to delete the redundant programs, inherited from the pre-DCU era q. The number of program was reduced from 3398 to 550, making course combinations editing in DCU faster and more user friendly

Fall 2021/Winter 2022 q. November 2 nd – SES will send out the Fall 2021/Winter 2022 production schedule and the list of existing course combinations for review q. Fall 2021/Winter 2022 courses will be scheduled face-to-face and then modified, if needed q. December 7 th – DCU will be open for the Fall 2021/Winter 2022 timetabling cycle

Link to Public Class Schedule q. As requested by administrators, we placed the link to the public class schedule on the SES website q. Under Useful Links on the SES home page: https: //carleton. ca/ses/

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