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
Miami Dade College
Are you an existing partner with Ad Astra?
Yes
No
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Student Success
Rows
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
Rows
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
Rows
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
Rows
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)
Rows
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
Rows
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
Rows
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: