Schedule of Classes Maintenance

• List major and minor requirements that will be offered on a calendar or other tool of your choice to help visualize the class schedules for fall, spring, and winter terms. It is also recommended that you color-code the types of classes (major requirements, minor requirements, electives, topics, etc.)
  • Run the ERS SoC worksheet to view the class details that rolled forward. Classes for each term will roll forward from the previous like-term in early February.
  • Enter the number of seats required, based on the academic unit leader’s determination from a combination of:
    • The projection report available on the VPAA website.
    • Applicable data from Enterprise Reporting and Tableau, also available on the VPAA website.
    • Internal and the academic unit’s historical knowledge.
  • Identify meeting patterns* based on student success data, student need data, institutional priorities, and infrastructure needs.
    • Avoid clumping classes during peak hours;
    • Avoid utilizing a limited number of meeting patterns.
    • Provide a balance for blended/shorter session/1-unit lecture classes by building a pair of classes that will offset one another (with similar enrollment) to ensure rooms are fully utilized.
  • Schedule within standard meeting times, unless the class is granted an exception (i.e. labs, specialized courses, etc.)
  • Collaborate with other units if students in your program are required to enroll in specific classes outside the major.
    • Ensure the required classes are not overlapping so there are enough options that work for students’ schedules.
  • Identify classes that are approved to be in pre-assigned classrooms and verify that the assignment of the room does conflict with another class within your unit or with another class offered by a unit scheduling classes in the same building.
  • If courses rotate, you may include all of the courses in a footnote. This will allow you to see the rotating courses when you use the calendar for future terms.

*When determining meeting patterns, they should prioritize student needs and schedules (e.g. major/minor requirements, student success data) and maximization of efficient room utilization.

• List elective classes that will be offered on a calendar or other tool of your choice to help visualize the class schedules for fall, spring, and winter terms.
  • Enter the number of seats required, based on the academic unit leader’s determination from a combination of:
    • The projection report available on the VPAA website.
    • Applicable data from Enterprise Reporting and Tableau, also available on the VPAA website.
    • Internal and the academic unit’s historical knowledge.
  • Identify meeting patterns* based on student success data, student need data, institutional priorities, and infrastructure needs.
    • Avoid clumping classes during peak hours;
    • Avoid utilizing a limited number of meeting patterns.
    • Provide a balance for blended/shorter session/1-unit lecture classes by building a pair of classes that will offset one another (with similar enrollment) to ensure rooms are fully utilized.
  • Schedule within standard meeting times, unless the class is granted an exception (i.e. labs, specialized courses, etc.).
  • Identify classes that are approved to be in pre-assigned classrooms and verify that the assignment of the room does conflict with another class within your unit or with another class offered by a unit scheduling classes in the same building.

*When determining meeting patterns, they should prioritize student needs and schedules (e.g. major/minor requirements, student success data) and maximization of efficient room utilization.

• List topic classes (identification of the specific topics are not necessary at this time) that will be offered, as well as other miscellaneous type of classes (e.g. recitations, independent studies, etc.) on a calendar or other tool of your choice to help visualize the class schedules for fall, spring, and winter terms.
  • Enter the number of seats required, based on the academic unit leader’s determination from a combination of:
    • The projection report available on the VPAA website.
    • Applicable data from Enterprise Reporting and Tableau, also available on the VPAA website.
    • Internal and the academic unit’s historical knowledge.
  • Identify meeting patterns* based on student success data, student need data, institutional priorities, and infrastructure needs.
    • Avoid clumping classes during peak hours;
    • Avoid utilizing a limited number of meeting patterns.
    • Provide a balance for blended/shorter session/1-unit lecture classes by building a pair of classes that will offset one another (with similar enrollment) to ensure rooms are fully utilized.
  • Schedule within standard meeting times, unless the class is granted an exception (i.e. labs, specialized courses, etc.).
  • Identify classes that are approved to be in pre-assigned classrooms and verify that the assignment of the room does conflict with another class within your unit or with another class offered by a unit scheduling classes in the same building.

*When determining meeting patterns, they should prioritize student needs and schedules (e.g. major/minor requirements, student success data) and maximization of efficient room utilization.

• List combined sections that will be offered on a calendar or other tool of your choice to help visualize the class schedules for fall, spring, and winter terms.
  • If a combination includes classes from other units, collaborate with the other units to determine and agree upon the meeting pattern.
  • If the classes are not approved at the course level to be combined, refer to the “one-time course combination” process to request approval for the combination.
  • Once approved, add the combination to the combined sections table. If multiple units are combining classes, determine who will be responsible for adding the combination to the table.
    • The party responsible for adding the combination to the table should be the contact for any changes to the combination.
    • In most cases, changes to a class that is combined will require identical changes to other classes in the combination, and changes will likely also be required in the combined sections table.
  • If the classes that are to be combined did not roll forward, add them to the combined sections table once the build for your unit is finished.

• These weeks should be used for an overall review of the unit’s upcoming schedule. In this review, please verify:
  • there are no overlaps in meeting patterns of required classes in the case that a limited number of these required classes are scheduled.
  • Verify there are no overlaps of pre-assigned classrooms.
  • Verify there are no overlaps of classes taught by the same instructor.
• Review the updated projection report on the VPAA website.
  • Verify the correct number of seats are built and make adjustments as needed.
  • Use internal and academic unit historical knowledge.
• Be certain an adequate number of course line sections with the proper grading bases are planned for courses such as:
  • Independent Study
  • Fieldwork
  • Internship
  • Thesis
  • Dissertation

This is your opportunity to check with faculty before you enter the input stage.

• Entry of the schedule build on the ERS SoC worksheet can be made as the planning process progresses or once it is finished.
• We encourage units to start their input sooner rather than later, even if the worksheets for the upcoming build are not due to SoC until later in the summer.
• It is best to have builds done by the time faculty leave for the summer, if possible.
• If the ERS SoC worksheets need to be revisited prior to submission, that is fine. However, schedule builds should conclude prior to Early June, which is when the first ERS SoC worksheets are due.

Layout Capacities by Location – All 25Live IDs

List of Schedulers and Chairs

Request Current List of Schedulers and Chairs

Who is Your Unit’s SoC Contact?

Useful Contacts—NON-SoC

Please note: Submit only one request per form

Schedule of Classes: Build and Change Request Form*

This form can be used to request the addition of classes/sections to the academic schedule, request changes to classes that are already scheduled, or for classroom facility requests.

*Please use Chrome browser for Qualtrics

New Topic Title Request Form Window: 1 – 3 business days

Petition for Pre-Assigned Room OR to Remove a Room from General Use

Report an Inaccuracy in a Room’s Layout Capacity or Technology

Request for a Class to Start/End Outside Regular Term

Session Dates for Terms 1204, 1207, 1208, and 1211

ERS SoC Worksheet Instructions Updated 5.9.19 (effective for Fall 1207)

AAVP Resources for Course Planning and Scheduling

Calculator for Dynamically Dated Classes

Instruction Modes

Instructor Roles

LOUIE Training

Policy for Contact Hours (Arizona Board of Regents)

Schedule of Classes Training Documentation

Scheduling Requirements, Including Peak Hours

Standard Class Meeting Times

Wait Listing: When to Not Use It

Co-Convenes, Co-Requisites, Course Lines, Dual Components,

Approved Classes with Co-Requisites

Approved Classes with Dual Components (includes Lecture/Zero-Unit Labs)

Approved Cross-Listed and Co-Convened Classes (Permanent)

Course Line Classes

Policy for One-Time Cross-Listing and Co-Convening

ERS SoC Navigation and Search Instructions

Final Exam Schedule for Fall 2019

Final Exam Door Sign Template for Posting on Classroom Doors (Fall 2019)

Final Exam Schedule for Spring 2020

Final Exam Door Sign Template for Posting on Classroom Doors (Spring 2020)

Functions and Responsibilities of Schedule of Classes at Northern Arizona University

Planning Tool to Help Units Avoid Class Conflicts

Reserve Capacity Requirement Group List