WEBINAR SESSIONS

The SIS Replacement Project Team has worked with both Oracle/PeopleSoft and SCT to arrange web demos ("webinars") of specific aspects of their student applications. Some of these topics were covered in previous demos, and some were not. You are invited to participate in any webinar that is of interest to you. These webinars are not geared for technical users - they are meant for "end" users. Participation is on-line and via telephone at your desktop. You may participate individually or as a group. You can participate for the entirety of any given webinar, or just sign-in when the particular topic you are interested in is being discussed. The webinars are interactive, and you will have opportunities to ask questions of the presenters and other participants "real-time."

If you are interested in particpating in any of the webinars listed below, please contact Eileen Hunnes at UMS, and she will send you information on how to participate/get connected.

There will also be opportunities to listen to and view many of the webinars at your convenience anytime after they have occurred. Please go to the Webinar Recordings page for information on how to access the webinar recordings.

Schedule [Please see the Topic Outlines below for further details about what is anticpated to be covered in each webinar. These outlines are in the form of listed items and/or questions submitted to the vendors that we would like addressed/answered in the webinars.]

Topic Outlines [Please click on Topic title to go to outline details. These outlines are in the form of listed items and/or questions submitted to the vendors that we would like addressed/answered in the webinars.]

General Capabilities

1. Workflow. Show us how workflow or automation works as delivered in your application. We would like to see how an existing workflow process looks and works. We want to know how intuitive it is and what level of expertise will be required to set up and maintain a workflow. We’d like you to demonstrate how workflows are built and configured. You can pick any Student Records process to demonstrate, but it should include
a. event triggers,
b. at least two people in routing the process
c. at least one email (or other) notification
d. at least one branching routing

Show us how the status of a workflow can be tracked. If an approver does not respond in a certain time, can someone else be alerted?

Show us how an alternative routing can be easily set up to work around someone on vacation. Can time limits be set on that ad hoc routing, so it automatically reverts to the original?

2. Document Management. Show us a one hour overview of how imaging and document management works in your application. This can utilize a third-party solution, but your presentation should focus on the integration between the imaging solution and your base application. Ideally, it would also demonstrate integration with workflow. Since scanning and imaging can’t directly be demonstrated in a webinar, key elements to cover include:
a. What data elements can be used to index and store documents
b. How a user can tell that a scanned image exists for a given data element or page
c. How a user can access imaged documents from within the application
d. How a user can search for imaged documents from within the application, including searching based on different index values, and searching for documents that may not directly relate to the page being viewed
e. How imaged documents can be edited or annotated
f. How imaged documents can be routed or attached to workflow

3. End-user reporting. This should include examples of how standard reports are executed from a menu or toolbar, and how any “canned” query or reporting tools work. This demonstration would be targeted at functional end users who need to be able to run canned reports, and engage in limited ad hoc query writing. This should not include any technical issues or detailed report development topics.

4. Configurability and tailorability. Give us a one-hour overview that highlights the configurability of the application for individual users or groups of users. For example:
a. What elements of the graphical user interface can be customized (toolbars, menus, fonts, font size, favorites, etc.)
b. What defaults can users define for commonly used menus, functions workflows or data elements?
c. How easily can end-users schedule or create recurring activities (run and deliver a report, set up notifications, set up recurring workflow)?
d. Can individual screen/web pages be tailored to meet the needs of individuals in different roles? For example, can a special screen/web page be created for individuals responsible for Veteran Affairs processing? This might include the elements from 4 or 5 existing screens, consolidated into one screen and containing only those elements that are required by this office. This would include update functions as well as view-only functions. We are looking for a solution that isn’t a customized screen but a facility within the product that allows for tailored views through configuration. And, hence, in subsequent upgrades, the specialized screens are included in the automated upgrade process.

Admissions

Show how to set up a recruiting event. Include:
• Room reservation and other resource assignments
• Assigning recruiters
• Communications to prospective students
• Online registration for event
• Tracking of materials used at an event
• Evaluating event success based on apps received, completed, confirmed

Show how a communication plan gets set up and functions, following someone from prospect status through acceptance. Include:
• How a plan is actually assembled
• Marketing communications
• Controlling/changing plan when an admissions application has been received
• Controlling communications relating to receipt of app, followups on missing credentials, acceptance, confirmation
• Communications targeted to specific populations

Show how communications can be controlled, by type, frequency, total number, likelihood to enroll, etc. Include letters, emails, and any other modes of communication

Show how incoming and outbound communications are tracked.

Show how decision rules are set up for automated evaluation of applications, Include
• Setting up separate criteria for different colleges and for different applicant populations (new, transfers, athletes)
• Show variety of data that can be used for decisioning (test scores, HS GPA, HS credits in specific subjects, etc.)
• Show monitoring of admissions goals by various criteria (resident/non-resident, college, new, transfer, etc.) for automated waitlist status when goals are reached
• Time-based criteria to allow different rule sets for the same defined populations for different terms
• Show how workflow can route apps to reviewers

Financial Aid

Application Processing – set-up and processing
• Set parameters to control loading of initial ISIRs (e.g. student status, rejected vs. processed ISIRs, etc.)
• Set parameters to control loading of subsequent ISIRs (e.g. verification status, students with outstanding corrections, etc.)
• Show process/report/workflow for handling the review of subsequent (student initiated) ISIR changes after student has already been verified.
• Set parameters (EFC, undergraduate status, dependency) to select students for verification even if they are not selected by CPS.
• Show how tracking requirements are set for these students in order to request tax returns and other documentation.
• Show how to set the type of notification student will be sent to inform student of outstanding tracking requirements.
• Show the different types of student notification methods (i.e. mail, email, portal).
• Show how a student submitted tax return is imaged into the student’s record.
• Show how data (AGI, taxes paid, etc.) from the tax return is entered into the student’s record.
• Show how that data is compared against the ISIR data for verification.

Packaging – set up, package, and repackage
• Roll previous year packaging rules forward.
• Update Pell award amounts (assume that they have increased for the new year).
• Modify a packaging rule.
• Add a new packaging rule.
• Capture an outside resource that is found on the billing record (e.g. tuition assistance or grant) and list it as an award/resource for financial aid.
• Package the student.
• Notify the student.
• Show how the student can accept the awards online.
• Demonstrate an automated, online process to repackage the student after a professional judgment appeal has lowered the EFC.

Counseling - show how a counselor meeting with a student would do the following:
• Check FAFSA application status.
• Check tracking requirements status.
• Check SAP status.
• Check to see if student is identified as an athlete.
• Check loan aggregate data.
• Check award status.
• Check student’s earnings from student employment.
• Check the student’s enrollment level, class level, residency, dependency.
• Look up the student’s bill.
• Look up the student’s address and email address to see if it needs to be updated.
• Look up list of people student has given permission to view data (FERPA).
• Check the student’s budget.
• Update the student’s budget from fall/spring to fall only, adjust the needs analysis calculation, and adjust the award.
• Award the student a Perkins loan and calculate the student’s estimated monthly Perkins loan payment.
• Print out a Perkins MPN for the student to sign – or have the student complete one online if available.
• Disburse the Perkins loan and review the bill again.
• Place an anecdote describing the counseling session into the student’s record.

Bursar/Student Financials

• Application of Payments/Accounting Feed
• Setting-up rules for application of payments
• Applying specific payments to specific charges
• Re-application of payments
• Show how application of payments works when there is an overpayment and what does the journal entry look like
• How are Title IV rules handled in application of payments
• Show how journal entries are created once application of payments is completed
• Show what kind of detail is captured with journal entries

Registration

Demonstrate the following types of registration. In addition cover how student would search for course sections, ability to select pass/fail grading option, ability to select credit hours for variable credit class, ….:

1. Student Self-Service Registration in following types of classes or situations
• Linked lecture/lab or lecture/recitation course
• Topics course
• Independent Study course
• Course Requiring pre-requisite not met for student and another that is met
• Controlled enrollment (requires instructor or department permission prior to enrollment)
• Course section offered at another CU campus
• Drop of single and linked sections
• Enforcement of drop deadlines
• Warning or error messages if student attempts to drop below designated credit hours
• Conditional drop/add (hold requested drop until after student is successfully enrolled in requested add)
• Add student to waitlist

2. Staff registration of students
Demonstrate how staff would register students in classes as above (not necessarily all of above), how staff could override restrictions, time conflicts, etc, and security for registration actions and overrides.

3. Staff registration of students into blocks of course sections
• Setting up the blocks of students based on pre-defined criteria
• Setting up the blocks of course sections
• The process to enroll students into course blocks
• The drop process for sections added through block

4. Batch Pre-Registration
Demonstrate how to automatically register a group of students into a set of course sections, equally distributing the students across sections of the course

5. Reserve Seats
Demonstrate how to reserve seats in course section(s) for pre-determined group of students including how the limits are established, how students are identified as part of pre-determined group, and how enrollment is managed based on limits for those in and outside reserve group.

6. Class Lists
Demonstrate the class lists and how a group of students can be moved from one section to another.

7. Waitlists
Demonstrate how course or class section is set up to allow waitlists, how a student is placed on the waitlist, how waitlists can be prioritized or re-ordered, how students are moved from waitlist to open seat in class, and how a student is notified about waitlist status.

Course/Course Section Scheduling

Add the following types of courses and schedule for new term
• Linked Sections Course (i.e., linked lecture/lab or lecture/recitation courses)
• Special Topics Course with multiple pre-established topics (i.e., course where topic varies by course section)
• Controlled Enrollment Course (i.e., course sections in which student must get permission to enroll prior to enrollment; CU currently hides the unique class section identifier (call number) to control enrollment in section)
• Independent Study Course
• Distance Education class with non-standard meeting schedule

1. Create course in the inventory covering the following:
• May be offered at multiple campuses or administrative units
• Add multiple titles (one for transcript, another official or long title)
• How track multiple versions of same course by effective dates or terms
• Rules for defining course identifiers (i.e., subject and course number)
• How define course career and level
• How assign course to the appropriate campus, college, division, or department
• Assign credit hours (variable, fixed, range)
• How enter course prior to approval and track approval statuses and dates
• How prevent scheduling for term
• Add approved grading types (e.g., letter grade, pass/fail)
• Establish section types (e.g., lecture, lab, recitation)
• Define number of times course can be repeated and/or repeated within a term
• Link course pre-requisites to course
• Link restrictions to course
• Record special characteristics or attributes of course (e.g., core requirement course, honors course, distance education offering)
• Add default enrollment limits
• Define course tuition rate or fees

2. Search for course
• Demonstrate how search for course and flexibility for defining search criteria.

3. Schedule course for new term
• Add sections for different campuses or administrative units
• Attempt to schedule course that is not approved to be scheduled
• Demonstrate default term or session start and end dates; adjust start and end date
• Select a delivery mode (e.g., in person, distance ed, WWW based)
• Add section meeting time, dates, location including more than one set for a section
• Assign instructor including more than one instructor for a section
• Link lecture/lab, lecture/recitation sections
• Establish enrollment limits/capacity
• Reserve seats for special populations
• Override course pre-requisite or restriction
• Create class notes to appear in on-line and/or published schedule
• Link to course management systems
• Assign exams
• Cross-list at least two sections demonstrating how room conflicts are handled and enrollment limits controlled
• Adjust course tuition rate or fees by the section

4. Search for course section
• Demonstrate how search for course section and the flexibility for defining search criteria.

5. Change one course definition for future term

6. Roll courses from current term to future term
• Review options for selection of courses to be rolled
• Review options for data to be rolled or not rolled
• Review results including course where definition changed

7. Cancel a section after students are enrolled

Extended Studies/Continuing Education Enrollment

1. Update Course Inventory
• Demonstrate how a credit course offered through the main campus is approved to be offered by Extended Studies with different tuition rate and accounting structure.
• Create a Continuing Education course that is offered for CEU credits and non-graded grade type.

2. Create course sections
• Schedule with non-standard start/end dates and meeting schedules and demonstrate how add/drop and refund deadlines are established based on non-standard meeting information.
• Demonstrate how track as extended studies or continuing education course section for tuition, accounting, and reporting purposes.
• Schedule section without instructor assignment.

3. Quick Admit
Demonstrate how an Extended Studies or Continuing Education student can be entered into the system and made eligible to register immediately through self-service and/or operator entry. These students may be registering at an off-site location or remotely without access to campus office. Include the following:
• The minimal information required to create a bio-demographic record
• Ability to capture CU specific information such as answers to selective service, felony, and prior degree questions.
• Selection and/or assignment to an academic program/major
• Assignment of residency classification for tuition calculation
• Creation of appropriate term record

4. Quick Enroll
Demonstrate how a student could immediately enroll in selected course section(s).

5. Fee Payment
Demonstrate how a student could immediately pay fees through ACH or on-line credit card payment.

6. Transcript
Demonstrate what a Continuing Education or Extended Studies transcript might look like.

Pre-Requisite Checking

Demonstrate the process to create a business rule for course pre-requisite, assignment to course, override capabilities at the course section level, and how handled during registration for student who a) hasn’t met the pre-requisite and b) a different student who has met the pre-requisite.

1. Create pre-requisite rule
• That requires at least two courses with grade of C or better and student is in a specified major.
• Allows in-progress work for specified courses
• Enrollment in course should be prevented if pre-requisite hasn’t been met

2. Assign pre-requisite rule to course.

3. Demonstrate if/how the pre-requisite rule can be modified at the course section level.

4. Attempt to enroll student in pre-requisite course. Emphasize any messages displayed about why student wasn’t enrolled in requested course section.

5. Demonstrate how pre-requisite can be overridden by staff.

6. Demonstrate if/how security can be establish to grant or deny ability to override pre-requisites.

Web-Based Grading/Instructor Grade Books

Demonstrate how instructors can conduct grading for their course sections.

1. Demonstrate how an instructor could access roster of course section he/she teaches, record grades, and submit grades for posting.

2. Demonstrate how an instructor can maintain an electronic grade book within the system including:
• How to set-up graded assignments in the grade book
• How to weight each assignment for midterm or final grade calculation
• How to track attendance for each class meeting
• How to track student grades for tests, quizzes, papers, etc.
• How to calculate mid-term and final grades using assigned weights and valid grades
• How to upload grade from electronic grade book to student’s official record

3. Demonstrate how an instructor can extract course section class lists to external grade book (e.g., manage through learning management system or instructor controlled format) and upload mid-term or final grades to system.

Grading

Demonstrate how final grading can be conducted including:

1. How valid sets of grades and calculation rules are defined.

2. How grade rosters/lists become available for instructor self-service entry, on-line entry, and/or batch print for distribution.

3. Available processes for grade entry and approval.

4. How grades are loaded/posted to students’ official records.

5. Processes available for identifying and following up on missing grades and rosters.

6. How student records are evaluated for repeated course attempts and adjustments made to academic statistics.

7. How late grades are submitted and processed.

8. How grade changes are submitted and processed.

9. How incomplete grades are identified and final incomplete grades assigned after deadline.