Name
First Name
Last Name
Email
example@example.edu
Academic Institution
Allegany College of Maryland
Auburn Montgomery
Bergen Community College
Colby Community College
College of Lake County
College of Staten Island
Cypress/NOCCCD
Fresno State University
Fullerton/NOCCCD
Joliet Junior College
Kwantlen Polytechnic University
Lehman College
Middle Tennessee State University
Milwaukee Area Technical College
Mohave Community College
NOCCCD/District Services
NOCE/NOCCCD
Piedmont University
Polk State College
Portland State University
St. Petersburg College
Texas A&M U - Corpus Christi
Texas A&M U - San Antonio
Texas A&M U - Texarkana
University of Guam
University of North Georgia
University of Virginia, College of Arts and Sciences
Volunteer State CC
Western Kentucky University
Wor-Wic Community College
WSU – Carson College
York University-CA
Red Rocks Community College
Hagerstown Community College
Monroe Community College
Bowie State University
Pikes Peak State College
Macomb Community College
Are you an existing partner with Ad Astra?
Yes
No
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Student Success
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Student success is clearly defined and widely known on our campus:
Lagging metrics are used to measure student success:
Leading metrics are used to inform student success interventions:
Academic program pathways or course sequences/advising guides are published and available to all students:
Academic program pathways or course sequences/advising guides are accurate:
Academic program pathways or course sequences/advising guides are consistently used by all academic advisors:
First-year students are able to complete momentum year requirements:
Student Success Total
Student Success Score
Student Success Limited
Student Success Basic
Student Success Optimal
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Sustainability: Cohort Enrollment and Financial Health
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Minimum course and section enrollment guidelines are widely published:
Guidelines for minimum enrollment exceptions are consistently followed:
Course and section enrollment are systematically monitored at the department/program level:
Course and section enrollment are systematically monitored at the division level:
Course and section enrollment are systematically monitored at the institutional level:
Strategies to prioritize and address bottlenecks are implemented:
Progress on addressing bottlenecks is tracked:
Strategies to prioritize and address underutilized/low enrolled courses are implemented:
Progress on addressing underutilized/low enrolled courses is tracked:
Academic program enrollment is systematically monitored at all levels:
Metrics beyond academic program enrollment are used to monitor sustainability such as centrality to mission or community workforce development needs:
The course schedule reflects planned or unexpected changes in total enrollment:
The course schedule reflects students’ needs based on their program requirements:
The course schedule reflects the institution’s strategy for use of full-time and part-time instructors:
Sustainability Total
Sustainability Score
Sustainability Limited
Sustainability Basic
Sustainability Optimal
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Scheduling Grid
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
The course scheduling grid is published and easily accessible for all scheduling stakeholders:
The course scheduling grid is consistently used and understood across all divisions:
The course scheduling grid exception policy is published and easily accessible for all scheduling stakeholders:
The course scheduling exception policy is consistently applied in all cases:
The course schedule grid is optimized to meet students’ needs:
The course scheduling grid accommodates one, two, three, and four credit hour courses:
Scheduling Grid Total
Scheduling Grid Score
Scheduling Grid Limited
Scheduling Grid Basic
Scheduling Grid Optimal
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Classroom Scheduling
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
There are clear guidelines in place for assigning department-scheduled rooms.
Classroom utilization metrics are consistently tracked and reported:
Classroom utilization metrics are used to regularly review effective use of space:
Room scheduling practices include strategic interventions that match room size with class size:
Classroom scheduling and events scheduling processes are complementary. Event scheduling does not interfere with classroom scheduling:
There is a consistent and regular process to review academic space needs:
Classroom Scheduling Total
Classroom Scheduling Score
Classroom Scheduling Limited
Classroom Scheduling Basic
Classroom Scheduling Optimal
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Student Information System (SIS)
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
The rules in the student information system are organized in a way that enforces program requirements, institutional policy, and supports student success (ie waitlisting, prereqs, restrictions etc.):
There are guidelines to only use a seat cap = 0 in the SIS to reserve or hold seats for a specific population for extenuating circumstances only:
There is minimal use of waitlisting. Waitlisting guidelines are used (either in the SIS or manual) for extenuating circumstances only:
Major requirements are routinely reviewed and updated in the SIS:
Pre-requisites and Co-requisites are routinely reviewed and updated in the SIS:
Course restrictions are routinely reviewed and updated in the SIS:
Program requirement substitutions and waivers are accurately documented and represented in the SIS:
Student Information System (SIS) Total
Student Information System (SIS) Score
SIS Limited
SIS Basic
SIS Optimal
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Faculty Scheduling
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
We have a systematic method for gathering instructional capacity and faculty availability:
We have a systematic method for balancing student need with faculty availability and when courses are offered:
We have a systematic method for gathering student demand to forecast instructional needs:
We regularly monitor faculty load:
Faculty Scheduling Total
Faculty Scheduling Score
Faculty Scheduling Limited
Faculty Scheduling Basic
Faculty Scheduling Optimal
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Policy and Procedure
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Course scheduling guidelines are widely published and easily accessible to all scheduling stakeholders:
Course scheduling guidelines are well known by all scheduling stakeholders:
Course scheduling guidelines allow for courses to be evenly spread across the grid:
Course scheduling guidelines are aligned with classroom availability:
The student information system enforces the course scheduling guidelines:
Scheduling stakeholders regularly collaborate during the schedule building process:
The final exam schedule is published in advance of the first day of classes and in time to be included in syllabi:
The final exam schedule is aligned with classroom availability:
Departments and scheduling stakeholders collaborate to create the course schedule:
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Policy & Procedure Total
Policy & Procedure Score
Policy & Procedure Limited
Policy & Procedure Basic
Policy & Procedure Optimal
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Jotform completed
*
Course Scheduling Diagnostic Completed
Overall Limited Infrastructure #
Overall Basic Infrastructure #
Overall Optimal Infrastructure #
Limited Infrastructure Score
Basic Infrastructure Score
Optimal Infrastructure Score
Survey Total
Survey Score
Should be Empty: