Using Recruitment/Admissions Management 18... · Using Recruitment/Admissions Management Reissued Manual as of January 5, 2006 Enclosed is a new edition of the manual Using Recruitment/Admissions

Using Recruitment/Admissions Management

Reissued Manual as of January 5, 2006

Enclosed is a new edition of the manual Using Recruitment/Admissions Management for Release 17.0/18.0. This edition replaces your existing manual.

The Primary Changes Made

■ Figure of the Test Scores (TEST) form has been updated to reflect the addition of a new field on this form. Also, the documentation has been updated with information about the new field.

■ Documentation has been updated to now include detailed information about test data import processes such as ETS Student Search Import (ETSI), ACT EOS Import (ACSI), ACT Test Scores Import (ACTI), SAT Test Scores Import (SATI), and LSAT Test Scores Import (LSAI).

■ Other minor editorial updates have been made throughout the manual.

Chapters contained in the manual may only pertain to certain release levels are so noted in that chapter.

Updating Your ManualReplace all copies of your existing manual with this new edition as it will be the basis for all future updates.


Release 17.0/18.0

January 5, 2006

Datatel Colleague® Student

For last-minute updates and additional information about this manual, see AnswerNet page 2335.15.


© 2006 Datatel, Inc. All Rights Reserved

The information in this document is confidential and proprietary to and considered a trade secret of Datatel, Inc., and shall not be reproduced in whole or in part without the written authorization of Datatel, Inc. The information in this document is subject to change without notice.

Colleague, Benefactor, FrontView, and PowerView are registered trademarks of Datatel, Inc., in the United States and Canada. Other brand and product names are trademarks or registered trademarks of their respective holders.

Datatel, Inc.4375 Fair Lakes CourtFairfax, VA 22033(703) 968-9000(800) DATATELwww.datatel.com

Publication History

The contents list on the next page identifies the publication date of each section of your copy of this manual. See “How to Verify That Your Manual Is Current” below for instructions on how to make sure that you have the current version of the manual.

How to Verify That Your Manual Is Current

Take the following steps to ensure that all sections of your manual are current:

■ To make sure you have the current version of this manual for your release level, compare the date shown on the title page to the publication date for the Adobe Acrobat version of this manual on the Datatel Web site (www.datatel.com/documentation).

■ To make sure that your copy of the manual has been updated with all previous revisions, check that the date at the bottom of each page matches the corresponding date for that section in the contents list on the next page.

If you determine that one or more sections is outdated, we recommend that you download the entire manual from the Datatel Web site (www.datatel.com/documentation).

Tracking the History of Revisions

The contents list shows only the date of the latest revision of each section; it does not show a history of previous revisions or the reasons for revisions. Each update to this manual includes a memo describing the reasons for the update. If you want to track the history of revisions and the reasons for revisions, keep the update memos with your copy of this manual.

Using Recruitment/Admissions Management, January 5, 2006 i© 2006 Datatel, Inc.

Publication History

1. Introduction1-1 About This Manual ..................................................................January 5, 20061-5 About the Recruitment/Admissions Management Module ......January 5, 2006

2. Recruitment Activities2-1 Overview .................................................................................January 5, 20062-15 Creating Your Prospect Pool ..................................................January 5, 20062-25 Adding and Maintaining Prospect Information ........................January 5, 20062-49 Corresponding with Prospects and Applicants .......................January 5, 20062-77 Assigning Admissions Representatives ..................................January 5, 20062-93 Working With Your Prospect Pool ..........................................January 5, 2006

3. Applicants and Applications3-1 Adding Applicant Information ..................................................January 5, 20063-19 Entering External Transcripts .................................................January 5, 20063-33 Marking External Transcripts ..................................................January 5, 20063-47 Entering an Individual’s Noncourse Work ...............................January 5, 20063-59 Adding an Admissions Application ..........................................January 5, 20063-77 Working with An Applicant’s Academic Program ....................January 5, 20063-85 Processing Admissions Application Fees ...............................January 5, 20063-95 Rating a Group of Admissions Applications ............................January 5, 20063-99 Managing Admissions Waitlists ..............................................January 5, 20063-105 Updating Applications by Batch (Batch Admissions) ..............January 5, 20063-115 Working with Your Applicant Pool ...........................................January 5, 20063-135 Making An Applicant a Student ...............................................January 5, 2006

4. Equivalencies4-1 Granting and Evaluating Transfer Course Equivalencies .......January 5, 20064-19 Evaluating Noncourse Equivalencies .....................................January 5, 20064-39 Updating the Status of a Group of Equivalency Evaluations ..January 5, 2006

5. Data Import and Export5-1 Importing Admissions Data .....................................................January 5, 2006

ii Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

Table of Contents

List of Figures ................................................................................................................ xi

List of Tables .................................................................................................................. xv

1. IntroductionAbout This ManualWho Should Read This Manual ..................................................................1-1What This Manual Covers ...........................................................................1-1How This Manual is Organized ...................................................................1-2Where to Find More Information .................................................................1-3

About the Recruitment/Admissions Management ModuleIn This Chapter ............................................................................................1-5Colleague ....................................................................................................1-6

The Core System ..................................................................................1-8The Student System .............................................................................1-8

The Recruitment/Admissions Management Module ...................................1-9Features of the Recruitment/Admissions Management Module ...........1-9Interfaces with Other Colleague Modules .............................................1-9

Accessing Colleague and the Recruitment/Admissions Management Module ......................................................................................................1-11

2. Recruitment ActivitiesOverviewDatatel University’s Recruitment Activities ..................................................2-1

The Prospect Phase .............................................................................2-3The Applicant Phase: Getting an Application .......................................2-4The Applicant Phase: Making a Decision .............................................2-4The Applicant Phase: Getting the Applicant to Decide .........................2-4The Applicant Phase: Moving from Applicant to Student ......................2-5The Recruitment Process: Connecting With Colleague ........................2-5

The Prospect Phase .......................................................................2-5The Applicant Phase: Getting an Application .................................2-8The Applicant Phase: Making the Decision ....................................2-9The Applicant Phase: Getting the Applicant to Decide .................2-11

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The Applicant Phase: Moving from Applicant to Student ............. 2-12

Creating Your Prospect PoolBefore You Begin ...................................................................................... 2-15Understanding Prospect Pools ................................................................. 2-16

Prospect Characteristics .................................................................... 2-16Initial Contact Codes .................................................................... 2-16Prospect Status Codes ................................................................ 2-17Prospect Rating ........................................................................... 2-18

Datatel University’s Prospect Pool ............................................................ 2-20Codes and Rules ................................................................................ 2-20

Datatel University’s Initial Contact Codes .................................... 2-20Datatel University’s Prospect Status Codes ................................ 2-21Datatel University’s Prospect Rating Rules ................................. 2-21

Building the Prospect Pool ................................................................. 2-23

Adding and Maintaining Prospect InformationIn This Chapter ......................................................................................... 2-25Before You Begin ...................................................................................... 2-25Understanding Prospect Information ........................................................ 2-26

Components of Prospect Information ................................................. 2-26General Prospect Information ...................................................... 2-27Academic Program Information ................................................... 2-29Other Prospect Information .......................................................... 2-30

How Datatel University Records Prospect Information ............................. 2-31Preparing for Data Entry .................................................................... 2-34

Procedure for Adding Prospect Information .............................................. 2-36Purging Prospect and Applicant Information ............................................ 2-38

The Prospect/Applicant Purge (PAPG) Form ..................................... 2-40Fields on the PAPG Form .................................................................. 2-40Procedure for Purging Prospects and Applicants .............................. 2-44

Corresponding with Prospects and ApplicantsOverview ................................................................................................... 2-49

Overview of the Communications Management Module .................... 2-49Communications Management Building Blocks ........................... 2-50Putting the Pieces Together ........................................................ 2-51

Linking Information Received with Information Being Sent ...................... 2-54Example of a Communication Code ................................................... 2-54Example of an Admissions Tracking Rule .......................................... 2-55Example of Admissions Correspondence Processing ....................... 2-58

Linking Information Received with Information Requested ....................... 2-61Tracking When an Application is Complete ....................................... 2-61

The Codes Datatel University Defined ......................................... 2-61Procedures for Using Communications Management with Admissions ... 2-65Preparing Mailing Labels for Use with Admissions Correspondence ....... 2-67

Understanding the Options for Preparing Mailing Labels ................... 2-67Understanding Prospect Labels ......................................................... 2-71Understanding Applicant Labels ........................................................ 2-72Understanding Institution Labels ........................................................ 2-73

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Assigning Admissions RepresentativesBefore You Begin ......................................................................................2-77Understanding How Representatives Are Assigned .................................2-77

Assigning Representatives Automatically ...........................................2-77Assigning Representatives to a Group of Individuals .........................2-78Running the Batch Assignment Process ............................................2-78

Processing Options ......................................................................2-79Selection Options .........................................................................2-85

Assigning Representatives to an Individual ........................................2-86Considerations for Direct Representative Assignment .................2-88

Viewing an Admissions Representative’s Assignments ............................2-89Procedures for Assigning Admissions Representatives ............................2-90

Procedure for Automatically Assigning Admissions Representatives .2-90Procedure for Assigning Admissions Representatives to a Group of

Individuals ....................................................................................2-90Procedure for Assigning Admissions Representatives to an

Individual ......................................................................................2-91

Working With Your Prospect PoolBefore You Begin ......................................................................................2-93Understanding Colleague’s Analytical Tools for Recruitment Activities ....2-94

Prospect Rating ..................................................................................2-94Automatic Prospect Ratings .........................................................2-95Manual Prospect Ratings .............................................................2-95Calculating the Prospect Rating for a Group of Prospects ...........2-95

Prospect Status ..................................................................................2-97Special Interest Recruitment ...............................................................2-98

Reports and Queries ...............................................................................2-100Prospect Profile Report ..............................................................2-100Custom Reports and Inquiries ....................................................2-101

3. Applicants and ApplicationsAdding Applicant InformationBefore You Begin ........................................................................................3-1Understanding Applicant Information ..........................................................3-3

Components of Applicant Information ...................................................3-3Academic Program Information ......................................................3-4General Applicant Information ........................................................3-5Other Applicant Information ...........................................................3-6

Procedure for Adding General Applicant Information ...........................3-8Adding References and Appointments for an Applicant ..............................3-9

References and Recommendations .....................................................3-9Appointments and Contacts ................................................................3-11

Adding Remarks about an Applicant .........................................................3-13Adding Comments about an Applicant ......................................................3-14Entering an Applicant’s Honors and Activities ...........................................3-15

Academic Honors ...............................................................................3-15Activities and Interests ........................................................................3-15

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Miscellaneous Applicant Information ........................................................ 3-18

Entering External TranscriptsBefore You Begin ...................................................................................... 3-19Understanding External Transcripts ......................................................... 3-20Types of External Transcripts ................................................................... 3-21

Components of a High School Transcript .......................................... 3-21Components of a Transfer External Transcript .................................. 3-22

Processing That Occurs After Updating an External Transcript .. 3-26Case Study: Entering an External Transcript ..................................... 3-29

Procedures for Entering an External Transcript ........................................ 3-30Procedure for Entering a Secondary School Transcript ..................... 3-30Procedure for Entering a Post-secondary Transfer Transcript ........... 3-30

Marking External TranscriptsBefore You Begin ...................................................................................... 3-33Understanding External Transcript Marks ................................................ 3-34Marking External Transcripts .................................................................... 3-37

Sort Criteria ........................................................................................ 3-38Saved List Name ................................................................................ 3-39Other Selection Criteria ...................................................................... 3-39

Viewing An Individual’s External Transcripts ............................................ 3-40Viewing An Application’s External Transcripts .......................................... 3-42

Application Number and Choice ......................................................... 3-43Application GPA ................................................................................. 3-43Rule Fail Messages ............................................................................ 3-43Associated External Transcripts ......................................................... 3-44More Information About a Particular Transcript ................................. 3-44

Modifying An External Transcript’s Marks ................................................ 3-46

Entering an Individual’s Noncourse WorkBefore You Begin ...................................................................................... 3-47Understanding Noncourse Work ............................................................... 3-49

Components of Noncourse Work ....................................................... 3-49Components of a Test Score ............................................................. 3-52

Defaults ........................................................................................ 3-52Procedure for Entering an Individual’s Noncourse Work .......................... 3-55

Procedure for Entering a Single Noncourse Work Item ..................... 3-55Procedure for Entering Multiple Noncourse Work Items .................... 3-56

Procedure for Entering Test Scores ......................................................... 3-57Procedure for Entering a Single Test Score ....................................... 3-57Procedure for Entering Multiple Test Scores for an Individual ........... 3-57

Adding an Admissions ApplicationBefore You Begin ...................................................................................... 3-59Understanding Admissions Applications ................................................... 3-61

The Applications Form and the Short Application Entry Form ........... 3-61Understanding the Difference Between Application Information and an

Admissions Application ................................................................ 3-61Processing That Occurs after Updating a Record .............................. 3-62

Assigning an Admissions Representative/AARS ......................... 3-62

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Assigning and Updating Communications Tracks ........................3-63Updating Application Status .........................................................3-63STUDENTS Record Creation .......................................................3-64

Components of an Admissions Application ........................................3-64Important Fields on Both the APPN Form and the SHAP Form ...3-65Additional Important Fields on the APPN Form ............................3-69

Procedure for Adding an Admissions Application ...............................3-70Adding Application References and Appointments ...................................3-72

Procedure for Adding References and Appointments for an Applicant ......................................................................................3-72

Admissions Representative and Alumni Area Representative ...........3-73Adding Application Comments ..................................................................3-74

Procedure for Adding Application Comments .....................................3-74Viewing Application Status History ............................................................3-75

Working with An Applicant’s Academic ProgramBefore You Begin ......................................................................................3-77Understanding Academic Programs .........................................................3-77Modifying an Applicant’s Academic Program ............................................3-79Changing an Individual’s Academic Program ...........................................3-80Changing an Applicant’s Academic Program Location .............................3-81Procedures for Working with an Applicant’s Academic Program ..............3-83

Procedure for Making Changes to an Applicant’s Academic Program .......................................................................................3-83

Procedure for Assigning a Different Academic Program to an Applicant ......................................................................................3-83

Procedure for Changing an Applicant’s Academic Program Location 3-84

Processing Admissions Application FeesBefore You Begin ......................................................................................3-85Understanding Application Fees ...............................................................3-86

Components of an Application Fee Payment .....................................3-89Procedures for Processing Application Fees ............................................3-92

Procedure for Recording Payment of an Application Fee ...................3-92Procedure for Waiving an Application Fee .........................................3-93

Rating a Group of Admissions ApplicationsBefore You Begin ......................................................................................3-95Understanding Application Ratings ...........................................................3-95

Components of the Application Rating Assignment Process ..............3-96Procedure for Rating a Group of Admissions Applications .......................3-98

Managing Admissions WaitlistsBefore You Begin ......................................................................................3-99Understanding Admissions Waitlists .........................................................3-99

Placing Applications on a Waitlist .......................................................3-99Manually Placing an Application on a Waitlist ..............................3-99Automatically Placing an Application on a Waitlist .....................3-101

Managing Applicants on a Waitlist ....................................................3-101Generating a Listing of Waitlisted Applications .................................3-102

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Updating Applications by Batch (Batch Admissions)Before You Begin .................................................................................... 3-105Understanding Batch Admissions ........................................................... 3-105Selecting Applications for Admissions .................................................... 3-106Recording Rule Failure Messages .......................................................... 3-108

Logging Admission Rule Failures ..................................................... 3-108Viewing Admission Rule Failures ..................................................... 3-109

The Batch Admissions Process: Case Study ......................................... 3-110Step 1: Gather Initial Group of Applications ..................................... 3-111Step 2: Eliminate Applications Based on Specified Criteria ............. 3-111Step 3: Apply Academic Program Admit Rules ................................ 3-111Step 4: Update the Application Status ............................................. 3-112

Procedure for Admitting a Group of Applications .................................... 3-113

Working with Your Applicant PoolIn This Chapter ....................................................................................... 3-115Identifying Where an Applicant Was Admitted From .............................. 3-115Generating an Applicant Profile .............................................................. 3-117Generating an Application Status Summary Report ............................... 3-119

Understanding the Application Status Summary Report Columns ... 3-119Understanding the Application Status Summary Report Selection

Criteria ....................................................................................... 3-121Understanding the Application Status Summary Report Sort

Criteria ....................................................................................... 3-123Generating Application Lists ................................................................... 3-124

Selection Options for the Application List ......................................... 3-124Sort Options for the Application List ................................................. 3-125

Generating Application Counts ............................................................... 3-126Reporting Options for an Application Count ..................................... 3-126Selection Options for an Application Count ...................................... 3-127

Generating an Accepted Applications Report ......................................... 3-128Custom Reports and Queries ................................................................. 3-129

Making An Applicant a StudentIn This Chapter ....................................................................................... 3-135Understanding the Relationship Between Prospects, Applicants, and Students .................................................................................................. 3-136Moving from Applicant to Student ........................................................... 3-137

Database Implications ...................................................................... 3-137STUDENTS Record Creation Parameters ....................................... 3-137STUDENTS Record Creation Rules ................................................ 3-138Updating APPLICATION Records from STUDENTS ....................... 3-138Creating STUDENTS Records for a Group of Applications ............. 3-138

Running the Batch STUDENT Record Creation Process .......... 3-139Creating a STUDENTS Record for an Individual Applicant ............. 3-140

Creating an Individual STUDENTS Record ............................... 3-141Creating STUDENTS Records at Registration .......................... 3-142Creating New Student Program Records for Current Students . 3-143

viii Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

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4. EquivalenciesGranting and Evaluating Transfer Course EquivalenciesIn This Chapter ............................................................................................4-1Before You Begin ........................................................................................4-2Understanding Transfer Course Equivalencies ...........................................4-3Standard Equivalencies ..............................................................................4-4

How Colleague Automatically Grants Standard Equivalencies ............4-4Granting Standard Equivalencies in Batch ...........................................4-6Procedure for Granting Standard Equivalencies in Batch ....................4-7

Custom Equivalencies .................................................................................4-8Understanding Custom Equivalencies ..................................................4-8Procedure for Entering an External Transcript and Defining Course

Equivalencies .................................................................................4-8Reviewing Existing Equivalencies .............................................................4-10

Understanding Transfer Course Reviews ...........................................4-10Components of a Transfer Course Review .........................................4-11

Transfer Course Group ................................................................4-13Equivalent Course Group .............................................................4-14General Academic Credit Group ..................................................4-15Std Equivalency ...........................................................................4-15

Considerations in Deleting a Granted Equivalency ............................4-16Procedure for Reviewing Existing Transfer Course Equivalencies .....4-17

Evaluating Noncourse EquivalenciesIn This Chapter ..........................................................................................4-19Before You Begin ......................................................................................4-19Understanding Noncourse Equivalencies .................................................4-21

How Colleague Automatically Assigns Noncourse Equivalencies ......4-21Manually Creating Noncourse Equivalencies .....................................4-21

Creating a Standard Equivalency from an Individual’s Equivalency ........................................................................4-21

Understanding Noncourse Work Evaluations ...........................................4-23Components of a Noncourse Evaluation ............................................4-23

Noncourse Group .........................................................................4-25Equivalent Course Group .............................................................4-26General Academic Credit Group ..................................................4-27Std Equiv ......................................................................................4-27

Procedure for Entering and Evaluating Noncourse Work .........................4-28Procedure for Entering Noncourse Work and Defining Noncourse

Equivalencies ...............................................................................4-28Procedure for Evaluating Noncourse Equivalencies ...........................4-31

Procedures for Entering and Evaluating Test Scores ...............................4-33Procedure for Entering Test Scores and Defining Test

Equivalencies ...............................................................................4-33Procedure for Evaluating Test Equivalencies .....................................4-36

Updating the Status of a Group of Equivalency EvaluationsBefore You Begin ......................................................................................4-39Understanding Equivalency Evaluation Status Updates ...........................4-40

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Identifying the Update Group ............................................................. 4-41Using a Combination of Options .................................................. 4-41

Additional Information About Equivalency Status Updates ................ 4-42Status Update History .................................................................. 4-42Group Status Update ................................................................... 4-42Additional Selection Criteria ......................................................... 4-42

Procedure for Updating the Status of Equivalency Evaluations ............... 4-43

5. Data Import and ExportImporting Admissions DataIn This Chapter ........................................................................................... 5-1Before You Begin ........................................................................................ 5-2Guidelines for Implementation .................................................................... 5-7

Translating Graduation Year to Start Term ........................................... 5-7Importing the ACT Test Type ................................................................ 5-7

My Institution Uses the SATI Process ........................................... 5-7My Institution Does Not Use the SATI Process ............................. 5-9

Configuring Test Score Import Translation Tables ............................. 5-10ACT Test Score Import (ACTI) Process ...................................... 5-11SAT Test Score Import (SATI) Process ....................................... 5-13

Understanding the Data Import Process ................................................... 5-14Running the Data Import Processes .................................................. 5-14

Common Fields ............................................................................ 5-14Importing the ETS Student Search Data .................................................. 5-17Importing the ACT Student Search Data .................................................. 5-18Importing the ACT Test Scores Data ........................................................ 5-19

Noteworthy Fields ........................................................................ 5-19Importing the SAT Test Scores Data ........................................................ 5-21

Noteworthy Fields ........................................................................ 5-22Importing the LSAT Test Scores Data ...................................................... 5-23

Noteworthy Fields ........................................................................ 5-24Importing the Data into Your Colleague Database ................................... 5-25

Noteworthy Fields ........................................................................ 5-25Procedure for Importing Admissions Data ................................................ 5-27

Index

x Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

List of Figures

1. IntroductionAbout This Manual

About the Recruitment/Admissions Management ModuleFigure 1-1: Location of the Recruitment/Admissions Management Module

Within Colleague and the Student System........................ 1-7Figure 1-2: The Recruitment/Admissions Management Module and

Colleague ........................................................................ 1-10

2. Recruitment ActivitiesOverviewFigure 2-1: Datatel University’s Recruitment Time Line ............................. 2-2

Creating Your Prospect PoolFigure 2-2: Example Prospect Rating Rule.............................................. 2-22

Adding and Maintaining Prospect InformationFigure 2-3: The Prospect Summary (PRSP) Form .................................. 2-26Figure 2-4: Recording Academic Program Information for a Prospect .... 2-30Figure 2-5: Example of a Prospect Inquiry Card ...................................... 2-32Figure 2-6: Example Prospect Information Recorded from an Inquiry

Card................................................................................. 2-34Figure 2-7: The Prospect/Applicant Purge (PAPG) Form ........................ 2-40

Corresponding with Prospects and ApplicantsFigure 2-8: Example of the Flow of Information Through the Admissions and

Communications Management Modules ......................... 2-52Figure 2-9: Example of a Communication Code and a Document Track. 2-55Figure 2-10: Example of an Admission Tracking Rule Linking to

a Communications Code and Document Track............... 2-57Figure 2-11: Example of a Prospect Inquiry Card .................................... 2-58Figure 2-12: The Initial Entry of Prospect Information.............................. 2-59Figure 2-13: Example Communications for an Individual......................... 2-60Figure 2-14: Illustration of the Relationship Between an Admissions Tracking

Rule and a Correspondence Request Code ................... 2-63Figure 2-15: Mailing Label Options .......................................................... 2-67Figure 2-16: Example of the Name and Address Selection Parameters

(NASP) Form................................................................... 2-69

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List of Figures

Figure 2-17: Example Setup for Generating Prospect Labels ................. 2-71Figure 2-18: Example Setup for Generating Applicant Labels................. 2-72Figure 2-19: Example Setup for Generating Institution Labels ................ 2-74

Assigning Admissions RepresentativesFigure 2-20: Example Selection for the Batch Admissions Representative

Assignment ..................................................................... 2-78Figure 2-21: Example of the Additional Selection Criteria Form.............. 2-86Figure 2-22: Viewing the Representatives Assigned to an Applicant ...... 2-87Figure 2-23: Viewing the Representatives Assigned to an Application ... 2-87Figure 2-24: Viewing an Admissions Representative’s Assignments ...... 2-89

Working With Your Prospect PoolFigure 2-25: An Individual’s Prospect Rating........................................... 2-94Figure 2-26: Calculating a Prospect Rating for a Group of Prospects..... 2-96Figure 2-27: An Individual’s Prospect Status........................................... 2-97Figure 2-28: Example of a Prospect Recruited for Special Purposes...... 2-99Figure 2-29: Printing the Prospect Profile Report .................................. 2-101Figure 2-30: Academic Program Information Recorded for a Prospect. 2-102

3. Applicants and ApplicationsAdding Applicant InformationFigure 3-1: Applicant Summary Information .............................................. 3-4Figure 3-2: Recording Academic Program Information for an Applicant ... 3-5Figure 3-3: Example of a Recommendation and a Reference................. 3-10Figure 3-4: Example of an Applicant’s Appointment................................ 3-11Figure 3-5: Example of a Record of a Contact with an Applicant ............ 3-12Figure 3-6: Example Applicant Remarks ................................................. 3-13Figure 3-7: Example Applicant Comments .............................................. 3-14Figure 3-8: Example of Honors Recorded for an Applicant ..................... 3-15Figure 3-9: Example of an Applicant’s Activities...................................... 3-17Figure 3-10: Example of Miscellaneous Information Recorded About an

Applicant ......................................................................... 3-18

Entering External TranscriptsFigure 3-11: Example of a Secondary School Transcript ........................ 3-21Figure 3-12: Example of a Post Secondary School Transcript ................ 3-23Figure 3-13: Relationship Between Transfer Courses and Internal

Courses .......................................................................... 3-27

Marking External TranscriptsFigure 3-14: The Mark External Transcript Recs (METR) Form.............. 3-38Figure 3-15: Viewing All of an Individual’s External Transcripts .............. 3-40Figure 3-16: Additional Application Info (ADAI) Form.............................. 3-42Figure 3-17: Viewing More About a Particular Transcript ........................ 3-45

Entering an Individual’s Noncourse WorkFigure 3-18: Example of an Individual’s Noncourse Work....................... 3-50Figure 3-19: Example of an Individual’s Test Scores .............................. 3-52

xii Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

List of Figures

Adding an Admissions ApplicationFigure 3-20: Example of an Admissions Application on the Applications

(APPN) Form................................................................... 3-64Figure 3-21: Example of an Admissions Application on the Short Application

Entry (SHAP) Form ......................................................... 3-65Figure 3-22: Example of References Recorded for an Application .......... 3-72Figure 3-23: Viewing An Application’s Statuses....................................... 3-75

Working with An Applicant’s Academic ProgramFigure 3-24: Example of a Modified Academic Program.......................... 3-79Figure 3-25: Example of the History Maintained for an Academic Program

Location Change ............................................................. 3-82

Processing Admissions Application FeesFigure 3-26: How Colleague Evaluates Application Fee Parameters ...... 3-87Figure 3-27: Viewing an Applicant’s Application Fees ............................. 3-88Figure 3-28: Example of a Receipt for an Admissions Application Fee ... 3-89

Rating a Group of Admissions ApplicationsFigure 3-29: Running the Application Rating Assignment Process.......... 3-96

Managing Admissions WaitlistsFigure 3-30: Example of an Application Placed on an Admissions

Waitlist........................................................................... 3-100Figure 3-31: Example of an Admissions Waitlist .................................... 3-102Figure 3-32: Defining the Admissions Waitlist Report ............................ 3-103

Updating Applications by Batch (Batch Admissions)Figure 3-33: Example of the Batch Admission (BADM) Form................ 3-106Figure 3-34: The Admissions Rules Failure Log (ARFL) Process ......... 3-108Figure 3-35: Viewing Admission Fail Messages .................................... 3-109Figure 3-36: Example Saved List ........................................................... 3-110Figure 3-37: Example of an Admit Rule ................................................. 3-112

Working with Your Applicant PoolFigure 3-38: Information About Where an Applicant Was Admitted

From.............................................................................. 3-116Figure 3-39: Printing the Applicant Profile Report .................................. 3-118Figure 3-40: Example of Application Status Codes with a Column Number for

the Application Status Summary Report ....................... 3-120Figure 3-41: Example Selection Criteria for the Application Status Summary

Report............................................................................ 3-122Figure 3-42: Default Sort Definition for the Application Status Summary

Report............................................................................ 3-123Figure 3-43: Example Selection for an Application List.......................... 3-124Figure 3-44: Example Selections for an Application Count .................... 3-126Figure 3-45: Example Selection for the Accepted Applications Report.. 3-128

Making An Applicant a StudentFigure 3-46: Example of the Student Record Creation (SRCR) Form ... 3-139

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List of Figures

4. EquivalenciesGranting and Evaluating Transfer Course EquivalenciesFigure 4-1: Batch Evaluate Xfer Equivs (BEXE) Form .............................. 4-6Figure 4-2: Example of a Transfer Review .............................................. 4-11Figure 4-3: Components of Transfer Equivalency Review ...................... 4-12

Evaluating Noncourse EquivalenciesFigure 4-4: Evaluating a Noncourse Equivalency.................................... 4-24Figure 4-5: Example of an Individual’s Noncourse Equivalency.............. 4-25

Updating the Status of a Group of Equivalency EvaluationsFigure 4-6: Example Equivalency Status Update .................................... 4-40

5. Data Import and ExportImporting Admissions DataFigure 5-1: The ELF Spec Target Override (ESTO) Form......................... 5-8Figure 5-2: The Duplicate Match Criteria (DUPC) Form............................ 5-9Figure 5-3: The File Translation Table (FLTT) Form ............................... 5-11Figure 5-4: ETS Student Search Import (ETSI) form............................... 5-17Figure 5-5: ACT EOS Import (ACSI) form ............................................... 5-18Figure 5-6: ACT Test Scores Import (ACTI) form.................................... 5-19Figure 5-7: SAT Test Scores Import (SATI) form .................................... 5-21Figure 5-8: LSAT Test Score Import (LSAI) form .................................... 5-23Figure 5-9: Intermediate-to-Colleague Import (ITCI) form ....................... 5-25

xiv Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

List of Tables

1. IntroductionAbout This ManualTable 1-1: Sources of Information for Using the Recruitment/Admissions

Management Module..........................................................1-3Table 1-2: Additional Sources of Information for Colleague and the

Recruitment/Admissions Management Module..................1-4

About the Recruitment/Admissions Management Module

2. Recruitment ActivitiesOverviewTable 2-1: Steps in the Prospect Phase.......................................................2-7Table 2-2: Steps in the Applicant Phase: Getting an Application.................2-9Table 2-3: The Applicant Phase: Making the Decision ..............................2-11Table 2-4: The Applicant Phase: Getting the Applicant to Decide .............2-12Table 2-5: The Applicant Phase: Moving from Applicant to Student..........2-13

Creating Your Prospect PoolTable 2-6: Information Needed to Build a Prospect Pool...........................2-15Table 2-7: Example of Datatel University’s Initial Contact Codes ..............2-20Table 2-8: Datatel University’s Prospect Status Codes .............................2-21Table 2-9: Example Prospect Rating Criteria.............................................2-21

Adding and Maintaining Prospect InformationTable 2-10: Codes Needed Before Adding Prospect Information..............2-25Table 2-11: Information Needed to Before Processing a Prospect Inquiry 2-35Table 2-12: Forms Used to Add a Prospect, by Data Entry Task ..............2-36

Corresponding with Prospects and ApplicantsTable 2-13: Files Used to Build Saved List for Mailing Labels...................2-70

Assigning Admissions RepresentativesTable 2-14: How Colleague Processes a Batch Admissions Representative

Assignment.......................................................................2-81Table 2-15: Forms Used to Assign an Admissions Representative to an

Using Recruitment/Admissions Management, January 5, 2006 xv© 2006 Datatel, Inc.

List of Tables

Individual.......................................................................... 2-91

Working With Your Prospect PoolTable 2-16: Query Language Retrieval Help for Prospect Summary (PRSP)

Form .............................................................................. 2-102Table 2-17: Additional Fields from the APPLICANTS File for Prospect Reports

and Queries ................................................................... 2-103Table 2-18: Codes Colleague Uses to Determine When a Prospect is an

Applicant ........................................................................ 2-106

3. Applicants and ApplicationsAdding Applicant InformationTable 3-1: Codes Needed Before Adding Applicant Information................. 3-1Table 3-2: Forms Used to Add Applicant Information, by Data Entry Task . 3-6

Entering External TranscriptsTable 3-3: Information Needed Before You Can Enter External

Transcripts ....................................................................... 3-19Table 3-4: Example of Start and End Dates with Transfer Courses .......... 3-25

Marking External TranscriptsTable 3-5: Actions used with Marked External Transcripts ....................... 3-35

Entering an Individual’s Noncourse WorkTable 3-6: Information Needed Before You Can Enter Noncourse Work .. 3-47

Adding an Admissions ApplicationTable 3-7: Codes Needed Before Adding an Admissions Application ...... 3-59Table 3-8: How Colleague Sets the Application Date and Application

Status............................................................................... 3-68

Working with An Applicant’s Academic ProgramTable 3-9: Example of an Academic Program Definition........................... 3-77Table 3-10: Example of Fields Inherited from an Academic Program

Definition.......................................................................... 3-78Table 3-11: Example of an Undecided/General Studies Academic

Program ........................................................................... 3-80

Processing Admissions Application FeesTable 3-12: Processing Prompted by Application Fee Statuses ............... 3-90

Rating a Group of Admissions Applications

Managing Admissions Waitlists

xvi Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

List of Tables

Updating Applications by Batch (Batch Admissions)

Working with Your Applicant PoolTable 3-13: Default Column Titles for the Application Status Summary

Report.............................................................................3-120Table 3-14: Query Language Retrieval Help for Applications (APPN)

Form...............................................................................3-129Table 3-15: Query Language Retrieval Help for Applicant Summary (ASUM)

Form...............................................................................3-130Table 3-16: Additional Fields from APPLICATIONS File for Applicant Reports

and Queries....................................................................3-131

Making An Applicant a StudentTable 3-17: Understanding Prospects, Applicants, and Students ............3-136

4. EquivalenciesGranting and Evaluating Transfer Course EquivalenciesTable 4-1: Information Needed to Review Transfer Course Equivalencies .4-2Table 4-2: Workflow Options for Reviewing Transfer Course

Equivalencies ...................................................................4-10

Evaluating Noncourse EquivalenciesTable 4-3: Information Needed to Evaluate Noncourse Equivalencies......4-19Table 4-4: Workflow Options for Evaluating Noncourse Work

Equivalencies ...................................................................4-23

Updating the Status of a Group of Equivalency EvaluationsTable 4-5: Information Needed to Update the Status of a Group of Equivalency

Evaluations.......................................................................4-39Table 4-6: Example Selection Options for Updating Equivalency

Statuses............................................................................4-41

5. Data Import and ExportImporting Admissions DataTable 5-1: Information Needed Before Importing Data ................................5-2Table 5-2: Import Processes and the Translation Tables.............................5-7

Using Recruitment/Admissions Management, January 5, 2006 xvii© 2006 Datatel, Inc.

List of Tables

xviii Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.


1. Introduction

Introduction1

About This Manual January 5, 2006

Who Should Read This Manual

Anyone who is responsible for the admissions department at your institution should read this manual. This group may include the head of the admissions department and his/her administrative staff, the Director of Student Services and his/her administrative staff, admissions representatives, and the staff of the admissions office.

What This Manual Covers

This manual provides instruction for using Colleague to create, maintain, rate, and process student applications. Furthermore, this manual shows you how to manage recruitment activities along with how to evaluate equivalencies.

Using Recruitment/Admissions Management, January 5, 2006 1-1© 2006 Datatel, Inc.

Introduction: About This Manual

How This Manual is Organized

Part 1, “Introduction,” which you are reading now, provides information about this manual and its organization, and an overview of the Recruitment/Admissions Management module and where it fits in Colleague.

Part 2, “Recruitment Activities,” provides procedures for creating, adding, maintaining, and working with your prospect pool.

Part 3, “Applicants and Applications,” provides procedures for adding, maintaining, rating, processing, and updating admissions applications and transcripts.

Part 4, “Equivalencies,” provides information on evaluating transfer course equivalencies and noncourse equivalencies, and updating a group of equivalency evaluations.

Part 5, “Data Import and Export,” provides procedures on importing admissions test scores.

1-2 Using Recruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

Where to Find More Information

Where to Find More Information

This manual provides task-oriented procedures for using the Recruitment/Admissions Management module as part of your daily office activities. The following sources of information provide additional assistance in using the Recruitment/Admissions Management module.

For information about... See...

Detailed information about each form and field in the Recruitment/Admissions Management module

Online help

Instructions for performing basic functions (such as accessing forms, entering data, and accessing online help) using each of the available Colleague interfaces

Guide to User Interface

In-person instruction in using the Recruitment/Admissions Management module

Training classes offered by Datatel

Procedures for using modules which interface with the Recruitment/Admissions Management module

Other procedural manuals:

• Using Academic Records

• Using Accounts Receivable

• Using Cash Receipts

• Using Communications Management

• Using Curriculum Management

• Using Degree Audit

• Using Demographics

• Using Financial Aid

• Using Residence Life

• Using Scheduling

Table 1-1: Sources of Information for Using the Recruitment/Admissions Management Module


Introduction: About This Manual

If you need additional information for help with implementation, installing, and setting up the Recruitment/Admissions Management module, see your system administrator. You can also refer to the following resources.

For information about... See...

Planning your implementation of the Recruitment/Admissions Management module

Student System Implementation Handbook

Installing the Colleague software Installation Procedures for your Colleague release level

Setting up Recruitment/Admissions Management codes and parameters

Getting Started with Colleague Student

Detailed information on each Colleague subroutine, file, field, form, procedure, validation code, list specification, and batch process

Technical documentation available in the “For Our Clients” section of the Datatel web site

Changes and enhancements to the system since the previous release

Release Highlights for your Colleague release level

Known problems and bugs AnswerNet

Table 1-2: Additional Sources of Information for Colleague and the Recruitment/Admissions Management Module


Introduction1

About the Recruitment/Admissions Management Module January 5, 2006

In This Chapter

The Recruitment/Admissions Management module is part of the Enrollment Management component of Colleague’s Student System. The Recruitment/Admissions Management module provides tools to develop and implement assertive and well-focused efforts for recruiting students, and follow-up mechanisms for contact during the admissions process. This chapter provides the following:

■ a brief description of Colleague, focusing on the parts of Colleague which interact with the Recruitment/Admissions Management module

■ a summary of the features of the Recruitment/Admissions Management module

■ a description of the interfaces between the Recruitment/Admissions Management module and other Colleague modules

■ information about accessing the Recruitment/Admissions Management module


Introduction: About the Recruitment/Admissions Management Module

Colleague

Colleague is Datatel’s administrative software solution, designed to support every aspect of an institution from student services and financial management to human resources. Figure 1-1 is an overview diagram of Colleague. Of Colleague’s four systems, two are important to the Recruitment/Admissions Management module:

■ The Core System is at the center of Colleague, providing a central location for information and processing rules used throughout Colleague.

■ The Student System provides an automated administrative solution for all aspects of student services provided by your institution.

The two other Colleague systems, the Human Resources System and the Financial System, have little interaction with the Recruitment/Admissions Management module.


Colleague

Figure 1-1: Location of the Recruitment/Admissions Management Module Within Colleague and the Student System

Campus OrganizationsResidence Life

Instructional Management Component

Enrollment Management Component

Note:

Modules in bold type interface with the Recruitment/Admissions Management module.

Campus Life Component

Activities and EventsCommunications ManagementDemographicsElectronic File Transfer (ELF)Facilities ProfileScheduling

Academic RecordsAccounts ReceivableCash ReceiptsDegree AuditFinancial AidRecruitment/Admissions ManagementRegistration

Curriculum ManagementFaculty Information

Student System

Human Resources System

Financial System

Core System

Payroll Personnel Position Control

Accounts Payable Budget ManagementFixed AssetsGeneral LedgerInventoryPhysical PlantPooled InvestmentsPurchasingSponsored Projects



The Core System

As shown in figure 1-1, the Core System is divided into seven modules. Three of those modules interface with the Recruitment/Admissions Management module: Communications Management, Demographics, and Scheduling. See “Interfaces with Other Colleague Modules” on page 1-9 for a description of those interfaces.

The Student System

As shown in figure 1-1, the Student System is divided into three components (Instructional Management, Enrollment Management, and Campus Life), and then further divided into twelve modules. The Recruitment/Admissions Management module is part of the Enrollment Management component. See Getting Started with Colleague Student for a detailed description of the Student System and each of its components and modules.

Seven Student System modules interface with the Recruitment/Admissions Management module: Accounts Receivable, Academic Records, Cash Receipts, Curriculum Management, Degree Audit, Financial Aid, and Residence Life. See “Interfaces with Other Colleague Modules” on page 1-9 for a description of those interfaces.


The Recruitment/Admissions Management Module

The Recruitment/Admissions Management Module

Features of the Recruitment/Admissions Management Module

The Recruitment/Admissions Management module supports your institution’s strategic enrollment management program through the targeted recruitment of students, a focus on increasing the yield of prospects, the efficient management of the admissions process, and the evaluation of your institution’s progress against its established goals. With the Recruitment/Admissions Management module, you can:

■ perform analysis on information about prospective students, such as source, test scores, and interests

■ generate summary statistics to aid in recruitment

■ accept lists of prospects on tapes supplied by outside services

■ enter and track multiple applications for an individual

■ update applicant records individually or in batch mode

■ import transcripts using the SPEEDE format

■ process and evaluate advanced standing credits or transfer credits from other institutions

■ summarize all contacts with prospects from recruitment through matriculation

■ assign staff to prospective students for recruitment purposes

■ access financial aid status and admission-related fees for each applicant

■ automate admissions decisions and generate waiting lists based on user-defined criteria

Interfaces with Other Colleague Modules

Figure 1-2 shows the Colleague modules which interface with the Recruitment/Admissions Management module, along with the information which flows to or from the Recruitment/Admissions Management module. Three Core System modules and seven Student System modules interface with the Recruitment/Admissions Management module. These interfaces are described in detail with the related procedures in this manual.



Figure 1-2: The Recruitment/Admissions Management Module and Colleague

Applicant Acad Programs

Transfer & Noncourse

Academic Credits

CommunicationsManagement Demographics

Demographic DataRecruiters/Counselors

Staff Codes

CurriculumManagement

Recipient/Sender

Comm. CodesDocuments

Academic ProgramsCourse Info.

Balance Data

Fees, Misc.Charges &

Credits

AccountsReceivable

Payments(Application Fees

and Deposits)

CashReceipts

FinancialAid

Need Analysis Data

Recruitment/Admissions

Management

DegreeAudit

ResidenceLife

Housing Assignment

Appointments

SchedulingAcademicRecords

Academic ProgramAcademic Credits

Profile Data


Accessing Colleague and the Recruitment/Admissions Management Module

Accessing Colleague and the Recruitment/Admissions Management Module

There are many ways to set up access to Colleague, and the setup at your institution may differ from that at another institution. Because of these differences, Datatel does not provide procedures for accessing Colleague. Your supervisor or system administrator should provide you with your Colleague login ID, password, and step-by-step instructions for accessing the system.

Once in Colleague, you can access forms in the Recruitment/Admissions Management module. See Guide to User Interface for information about accessing a form and navigating around a form.

Note: Your system administrator can set up Colleague to restrict access to certain parts of the system for each user. If you find that you cannot access a form which you need to perform your work, see your supervisor or system administrator.





2. Recruitment Activities

Recruitment Activities2

Overview January 5, 2006

The chapters in the Recruitment Activities part describe how to use Colleague in the recruitment process. Because every institution has its own way of recruiting and admitting students, the chapters in this part focus on the processes used by Datatel University, a fictitious university located in Fairfax, Virginia.

Datatel University’s Recruitment Activities

Datatel University (DU) is an independent, co-educational, liberal arts university founded in 1870. The university has a full-time enrollment of approximately 4,200 undergraduate students. Figure 2-1 illustrates DU’s recruitment time line for recruiting first-time freshmen. The time line and the descriptions that follow show the admissions office’s process without explaining how the office interacts with Colleague to perform specific tasks. “The Recruitment Process: Connecting With Colleague” on page 2-5 explains how DU uses Colleague in its recruitment process.

Note: For the purpose of the examples provided in this part we concentrate on the recruitment of first time freshmen. Any institution, including Datatel University, may have several different simultaneous recruitment efforts for different types of students. You can develop your own processes by using the examples provided here as a model.


Recru

itmen

t Activities: O

verview

2-2U

sing Recruitm

ent/Adm

issions Managem

ent, January 5, 2006©

2006 Datatel, Inc.

eceive lications

ision rs

Receive Deposits

nvocation

Figure 2-1: Datatel University’s Recruitment Time Line

Build Prospect Pool

Send Initial Mailing

Qualify Prospects

Continue Recruitment

Efforts

RApp

The Prospect Phase

Receive Application Data

Hold Campus Visits and Interviews

Review Completed Applications

The Applicant Phase: Getting an Application

Make Admissions Decisions

Send DecLette

The Applicant Phase: Making a Decision

The Applicant Phase: Getting Them to Decide

Qualify Accepted Applicants

Target Mailings to Help Applicants Make a Decision

Hold Campus Visits and Interviews

Send Housing andOther Forms

The Applicant Phase: From Applicant to Student

Send Information about Orientation, Registration, etc.

Help Coordinate the Transition from

Applicant to Student

Hold Co

Request Application Data


The Prospect Phase

DU’s recruitment of first time freshmen begins in the spring. The admissions office receives information about prospective freshmen from the College Board’s SAT tape and from various university sponsored recruitment activities. These activities include advertisements in magazines, recruitment posters, college fairs and high school visits. The university also receives unsolicited inquiries from high school juniors and seniors. From the SAT tape, the university typically receives 1,500 to 2,000 names of high school juniors who expressed interest in DU. The university also receives between 16,000 and 18,000 names from its other recruitment activities. Together these individuals, approximately 20,000 in all, represent the university’s initial prospect pool.

In the initial stages of the prospect phase, the admissions office sends two different introductory letters to its prospect pool. The admissions office sends a general information letter and viewbook to the individuals whose names the university received from the College Board tape. The office sends a customized letter that reflects how the prospect contacted the institution and any specific interests he or she may have indicated to the individuals who responded to an advertisement, other recruitment activity, or directly contacted the university. These letters are also accompanied by a viewbook and possibly brochures relating to the interests expressed. Because the university is fairly competitive, it does not follow-up with these prospects until the prospect either returns the reply card included in the viewbook or contacts the university in some other manner, such as a phone call or a letter requesting additional information.

Once the admissions office receives a second contact from an individual, an admissions representative is assigned to that prospect. Each prospect is assigned a rating that indicates how likely he is to apply to the institution and the degree to which the institution is interested in having him apply. The prospect is also given a status that indicates his interest in attending DU. During this phase of the recruitment process, the admissions officers concentrate on the prospects who the office feels are most likely to apply and who are most likely to be accepted if they do apply. The recruitment efforts include sending additional letters, information specific to the prospect’s interest, and making follow-up phone calls. By early fall, the admissions office begins sending its application to the majority of its prospect pool. The admissions office’s goal for an applicant pool is approximately 6,500 applications. When the office receives a completed application form the prospect moves to the first of four applicant phases.


Recruitment Activities: Overview


The university’s admissions policy requires that, in addition to submitting a completed application form and the $30 application fee, each applicant must submit scores from either the SAT or the ACT, two letters of recommendation, and a high school transcript. When an applicant does not send all these items with the application form and fee, the admissions office sends the applicant a reminder letter listing the missing items. The deadline for submitting a completed application (the form and all the ancillary information) is February 15.

Although not required, the university does recommend that each applicant visit the campus. The university holds campus visits and open houses during the fall and early winter for applicants and prospects.

Once the admissions office receives all the application information, the applicant’s file is marked “Complete” and the applicant moves to the next phase.

The Applicant Phase: Making a Decision

Each of the nine admissions officers at DU are responsible for reviewing applications and making admissions decisions. The university’s clearly defined admissions requirements let the admissions officers quickly sort through their assigned applicants and group them into three categories: admitted, denied, and further review needed. The admissions representatives closely review the middle group of applicants—those who are neither admitted nor denied—with the representative often making additional phone calls to gauge the applicant’s interest and possible “fit” within the university’s culture. If necessary, a committee of admissions officers and academic deans review specific applications. By the middle of March the admissions office sends decision letters to all the applicants, including approximately 4,000 acceptance letters. At this point the admissions office shifts its focus to the admitted applicants.

The Applicant Phase: Getting the Applicant to Decide

The applicant is the focus of the next phase of the recruitment process. The admissions office targets mailings and phone calls during this phase to help the applicant choose Datatel University. During this phase, the admissions office qualifies the applicants. The admissions representatives continue to contact the applicants, particularly those whom the admissions office wants to



come to the university. If they have not already done so, applicants are encouraged to visit the campus and are invited to attend open houses and various events sponsored by the university.

The university requires admissions and housing deposits by May 1. Once the applicant sends the required deposit, the last phase of the recruitment process begins.

The Applicant Phase: Moving from Applicant to Student

The admissions office continues to communicate with the deposited applicants, informing them about registration and freshman orientation and helping them make the transition from applicant to student. In the fall, the process is wrapped up with fall convocation, when the new freshman class is officially turned over to the dean of academic affairs.

The Recruitment Process: Connecting With Colleague

This section describes how Datatel University implemented the Recruitment/Admissions Management module to work with their recruitment processes.

The Prospect Phase

When DU begins recruiting first time freshmen, the office gathers names and addresses of prospective inquiries through the College Board’s SAT tape and from the university’s direct recruitment activities. The director of admissions runs the tape load process after the university’s system administrator loads the tape in the computer center. The tape process creates a hold file with the names, addresses, and other information of about 2,000 high school juniors who indicated interest in DU. When the admissions office receives direct inquires from students—including responses from the university’s advertisements, attendees at the college fairs and high school visits that the admissions representatives attend, direct phone and mail inquiries, and other leads—an admissions officer uses the Prospect Summary (PRSP) form to enter the information. The names from the SAT tape and the direct contacts make up the initial prospect pool.

Beginning in the early spring, the admissions office sends the first introduction letters to all prospects. The office sends a general introduction letter to the individuals from the SAT tape and a customized letter to those who contacted the university directly. The customized letter references how the prospect contacted the university and, if known, any particular interests



the prospect may have (such as a specific academic program or an extracurricular activity). Both mailings include a copy of the university’s viewbook. The admissions office uses the Communications Management module to generate these letters.

All the names added through the Prospect Summary (PRSP) form receive a general prospect status of “Suspect.” (The names loaded from tape are not yet entered into the database and therefore do not have a prospect status associated with them.) The prospects also receive a prospect rating score as soon as the admissions staff records sufficient information about them. Prospect status indicates a prospect’s level of interest in attending the university. Prospect rating indicates the university’s interest in having the individual apply. When an admissions officer enters information about a prospect, Colleague assigns the default prospect status of “Suspect,” which the admissions office defined as an Recruitment/Admissions Management module parameter. As each prospect corresponds with the institution, Colleague updates his status code through special subroutines that read an individual’s correspondence history. For example, when an individual returns a reply card, writes a letter, calls, or otherwise contacts the university, an admissions officer records information about the contact. Colleague uses this information to update a specific communication received code in the Communications Management module. The subroutines written by the computer center programmers update the prospect status from “Suspect” to “Inquiry.”

Colleague assigns a prospect rating based on criteria that are the admissions office’s indicators of an individual’s potential for success at DU. These rules are based on SAT scores, high school GPA, and other factors. Colleague assigns the prospect ratings incrementally and a rating often changes as the office receives more information. For example, when the office records a prospect’s basic demographic information and the high school he is attending, Colleague assigns a relatively low rating. When the admissions office records his SAT, his rating may increase. The prospect’s rating may change again after the office enters his high school transcript. Because the prospect rating is a dynamic value during the early stages of the admissions process the admissions office frequently prints prospect lists for all the admissions representatives. These lists provide up-to-date information about each of the prospects assigned to the representative.

Colleague assigns DU’S admissions representatives to prospects using the representative assignment rules. Since DU assigns admissions representatives based on where the prospect lives, each rule checks the prospect’s home state and assigns the appropriate representative. For example, Melissa Johnson is the admissions representative for prospects from the Washington, D.C. area (Virginia, Maryland, West Virginia, and the District of Columbia). When an admissions officer enters a new prospect through the Prospect Summary (PRSA) form, Colleague evaluates the assignment rules. If the prospect is



from Virginia, Maryland, West Virginia or the District of Columbia, Colleague assigns Melissa as the admissions representative. Each Monday the admissions representatives receive an updated list of their prospects. This list includes the prospect’s name, address and phone number, their current prospect status, their current prospect rating, and any information about specific interests that they might have.

The admissions representatives contact their highest rated prospects and all prospects receive either a follow-up mailing (if they have not responded to the initial mailing), or specialized mailings based on the inquiries made. By the early fall the admissions representatives have made phone calls and sent letters to all prospects and held on-campus interviews with a number of prospects. By this time the admissions office has sent application forms to all prospects with a prospect status of “Serious” or above.

Table 2-1 lists each of the steps described above and identifies the tools that the admissions office uses to complete these steps. References are provided to other chapters in this manual that explain how DU uses Colleague at each step.

Step Tools Needed Reference

Load an admissions tape Colleague tape load process

See your system administrator.

Enter prospect information

Information received by the university from its initial recruitment efforts

“Adding and Maintaining Prospect Information” beginning on page 2-25

Note: this is an ongoing process that continues throughout this phase.

Send initial mailing Communications Management

See “Corresponding with Prospects and Applicants” beginning on page 2-49 and Using Communications Management.

Assign admissions representatives

Admissions representative assignment rules

See Getting Started with Colleague Student for information about defining assignment rules.

See “Understanding How Representatives Are Assigned” on page 2-77 for information about using assignment rules.

Table 2-1: Steps in the Prospect Phase




After the admissions office sends the application form to a prospect, the recruitment focuses on receiving the completed application form and fee and the other required pieces of the admissions packet. Because it is not uncommon for the different pieces of the admissions packet to come into the admissions office at different times throughout the recruitment process, DU utilizes the Communication Management module to keep track of what the office has received from each prospect and what is needed from each prospect.

Once the admissions office receives an application from a prospect, the prospect becomes an applicant. An admissions officer uses the Applications (APPN) form to record the information from the form. From the point that a prospect becomes an applicant until he becomes a registered student, the

Assign the prospect status codes and prospect ratings

Prospect status codes

Prospect rating rules

See Getting Started with Colleague Student for information about defining prospect status codes and rating rules.

See “Understanding Prospect Pools” beginning on page 2-16 for information about using these tools.

Send the “we really want you letter” and application to the hot prospects

Communications Management; lists of which students are assigned to a given rep (by prospect status; include name, address, phone #, prospect status, and ranking)

“Corresponding with Prospects and Applicants” beginning on page 2-49 and Using Communications ManagementSend the “thanks for your

inquiry, please call or write if you’d like to visit or for more info” letter and application to the serious inquiries

Send the “thanks for your interest” letter and application to the do not pursues

Continue cultivating the serious prospects

Queries and reports to rank these prospects; Activities and Events; Scheduling



Table 2-1: Steps in the Prospect Phase (cont’d)



admissions office tracks his progress using the application status field and rates him using the application rating rules. The application status indicates where a particular application is in the admissions process. Some of the application status codes that DU uses include “Submitted,” “In Committee,” “Waitlisted,” “Withdrew,” and “Accepted.”

The application rating indicates the university’s interest in a particular applicant. Colleague calculates these ratings—which Colleague assigns using rules—based on the university’s admissions criteria. For example, an applicant receives points based on his SAT scores and his high school GPA.

Table 2-2 lists each of the steps described above and identifies the tools that the admissions office uses to complete these steps. References are provided to other chapters in this manual that explain how DU uses Colleague in each step.

The Applicant Phase: Making the Decision

A completed Datatel University admissions application for a first-time freshman consists of the application form, an application fee, official admissions test scores, an official high school transcript, and two letters of recommendation. As the admissions office receives each item, an admissions officer records the information on the various forms in the Recruitment/Admissions Management module. When the officer saves the information, Colleague evaluates the admissions tracking rules and, when one or more of


Enter application information

Processes in the Recruitment/Admissions Management module

“Adding an Admissions Application” beginning on page -59

Continue to correspond with, and receive correspondence from, applicants until file is complete

Communications Management; processes in the Recruitment/Admissions Management module

See

• “Corresponding with Prospects and Applicants” beginning on page 2-49

• “Adding an Admissions Application” beginning on page -59

• Getting Started with Colleague Student

Generate reports for the admissions representative

Processes in the Recruitment/Admissions Management module

“Working with Your Applicant Pool” beginning on page 3-115

Table 2-2: Steps in the Applicant Phase: Getting an Application



the rules are true, Colleague updates the prospect’s individual history in the Communications Management module. After DU receives all the needed information from an applicant, Colleague updates the applicant’s application status to “Complete.”1

At DU, a complete application is ready for review by an admissions officer. DU takes advantage of another automatic feature of the Recruitment/Admissions Management module, academic program admit rules, to expedite the admissions process. An admissions officer reviews the file of each applicant that Colleague does not assign an application status based on these rules.

When Colleague changes the application status from “Complete” to either “Admitted” or “Denied,” the admissions tracking rules instruct the Communications Management module to send the appropriate letter informing the applicant of the university’s decision. Housing forms and additional information are included with acceptance letters.

When Colleague assigns the “Admitted” status to an application, it also updates the “admit from” data on the Admit From (ADFR) form. This step is controlled by the processing code associated with the “Admitted” application status code.

1. The communications between the Communications Management module and the Recruitment/Admissions Management module is accomplished through a subroutine that a programmer in DU’s computer center wrote for the admissions office. See “Linking Information Received with Information Requested” on page 2-61 for more information.




The Applicant Phase: Getting the Applicant to Decide

The admissions office shifts its recruitment efforts and focuses on helping the applicant decide to come to DU once its applicant pool is in place. During this phase, the admissions representatives continue to send correspondence to the applicants. Applicants are invited to visit the Fairfax campus and to attend various events that are taking place on campus, some of which are geared specifically toward undecided applicants. To support this phase of the recruitment process, the admissions office continues to rely on the Communications Management module’s document handling capabilities. The admissions representatives set up appointments with the applicants through the Applicant References/Appts (REFA) form.

This phase ends when the applicant sends the university an admissions deposit, thus indicating her intent to attend DU.


Auto admit applicants Application status codes and academic program admit rules

See

• Getting Started with Colleague Student

• “Understanding Batch Admissions” on page 3-105

Qualify remaining applicants

Applicant rating rules and queries

See Getting Started with Colleague Student and “Understanding Application Ratings” on page 3-95.

Send letters of admittance and denial

Communications Management; admissions tracking rules

“Corresponding with Prospects and Applicants” beginning on page 2-49.

Table 2-3: The Applicant Phase: Making the Decision




The Applicant Phase: Moving from Applicant to Student

After an applicant has indicated his intent to come to the university and submits an admissions deposit, the university is ready to transition the applicant to his new status of student. The first step is the creation a STUDENTS record from the APPLICANTS record. The admissions office uses the student creation rules (which evaluate the status of each application and look for the occurrence of the application deposit) and the student record creation process to move the APPLICANTS records of deposited applicants to the STUDENTS file. However, until a first time freshman arrives on campus and registers for his first semester of classes, the admissions office remains his primary contact and source of information.

In this last phase of the recruitment process, the admissions office informs each freshman about registration, helps him arrange meetings with academic advisors, and directs him to the appropriate campus organization offices. Using the Communications Management module, the admissions office makes sure that the appropriate information is sent and keeps other offices informed about the information that these new students have received.


Continue to send correspondence; focus is trying to get accepted applicants to send in deposit

Communications Management

“Corresponding with Prospects and Applicants” beginning on page 2-49

Hold campus visits and interviews

Communications Management, Activities and Events, and Scheduling modules


Send out housing forms, medical forms, student information questionnaires



Record admissions deposit

the Cash Receipt Entry (CREN) form

Using Accounts Receivable/Cash Receipts

Table 2-4: The Applicant Phase: Getting the Applicant to Decide



For the admissions office, the recruitment of the new class of freshmen ends with fall convocation.



Create a STUDENTS record from the APPLICANTS record

Processes in the Recruitment/Admissions Management module and student creation rules

Getting Started with Colleague Student and “Moving from Applicant to Student” on page 3-137

Send information about orientation, billing, and initial course schedule



Hold convocation Communications Management, Activities and Events, Scheduling


Table 2-5: The Applicant Phase: Moving from Applicant to Student





Creating Your Prospect Pool January 5, 2006

Before You Begin

Before you begin creating your prospect pool define the following information:

Information Needed Reference

Initial contact codes Using Demographics

Prospect status codes Getting Started with Colleague Student

Prospect rating rules Getting Started with Colleague Student

Table 2-6: Information Needed to Build a Prospect Pool


Recruitment Activities: Creating Your Prospect Pool

Understanding Prospect Pools

A prospect is any individual interested in attending your school but who has not submitted an application. Collectively the group of prospects is referred to as a prospect pool. Building a prospect pool is often the first step of the recruitment process. With Colleague there are two ways that you can build your prospect pool. You can load names and other information from an admissions tape such as the College Board’s SAT tape or you can directly enter names and information into Colleague. Whether you use one or both of these methods, these individuals share several common attributes that distinguish them from applicants and students.

Prospect Characteristics

From the moment you receive the first piece of information about a prospect you will begin to classify that individual. This classification process helps you focus your recruitment efforts and maximize your yield. Colleague facilitates the classification of prospects through specific codes and ratings that you assign based on your institution’s needs and criteria. Specifically, you can use the following when building your prospect pool:

■ initial contact codes

■ prospect status codes

■ prospect rating rules

Initial Contact Codes

If you keep track of the way an individual initially contacts your institution, you can capture this information through contact codes. Contact codes let you classify the origination of a prospect in any manner that is meaningful to your recruitment efforts. For example, you could have codes as broad as “tape load” and “prospect card” or you could use these codes to identify specific tapes (such as SAT or ACT) and specific business reply cards (such as one from your recruitment poster, one from your viewbook, or one completed at a college fair). Because each individual you enter in the Colleague database has only one initial contact code, the code you assign to them as a prospect remains as they become an applicant, then a student, and then an alumnus, thus letting you use this information to analyze your recruitment efforts.

Defining Initial Contact Codes. See Using Demographics for information about defining contact codes (these codes are called person origin codes in the Demographics module).



Prospects from Tapes. When you convert the data loaded from tape to the PERSON file you can identify the initial contact code that Colleague assigns to each record. This lets you quickly identify each individual from a given tape with the appropriate initial contact code. For example, if you are converting records loaded from the SAT tape and you have an origin code “SAT,” you would have Colleague assign that code to all records converted from the tape.

Prospects from Other Sources. You enter the initial contact code when you add a prospect through the Prospect Summary (PRSP) form. You can also add this code on the Name and Address Entry (NAE) form in the Origin field. Because you can add prospects from a variety of sources, there is not a default value for this code.

Prospect Status Codes

Prospect status codes lets you track an individual’s interest in your institution. For example, an individual might begin as a “suspect,” indicating that you think he is interested in your institution because he listed your school when he took the SAT. If he directly inquiries about your institution, you might classify him as an “inquiry.” You could also have codes that indicated different levels of inquiry or prospect and use these codes to indicate how interested an individual is in attending your institution.

Colleague maintains a history of each prospect status code you assign an individual during the recruitment and admissions process.

Defining Prospect Status Codes. See Getting Started with Colleague Student for complete information about defining prospect status codes.

Prospects from Tapes. When you convert the data loaded from tape to the PERSON file you can identify the initial prospect status code that Colleague assigns to each record. This lets you quickly identify each individual from a given tape with the appropriate prospect status code. For example, if you are converting records loaded from the SAT tape you might initially assign them the status of “Suspect.”

Note: Because other Colleague modules use initial contact, or origin, codes, you need to coordinate with other offices when you are defining these codes to ensure that the codes are appropriate for all their intended uses.



Prospects from Other Sources. You can define a default prospect status that Colleague assigns to all new prospects you enter through the Prospect Summary (PRSP) form or the Applicant Summary (ASUM) form. Enter the default prospect status code on the Admissions Parameter (ADPA) form (see Getting Started with Colleague Student).

Updating the Prospect Status. You can manually change an individual’s prospect status as she moves through the recruitment/admissions process or you can have Colleague change this status for you. You can manually change the code on either the Prospect Summary (PRSP) form or the Applicant Summary (ASUM) form.

If you use the Communications Management module to track the correspondence that you receive from an individual, you can have that module update an individual’s prospect status when you receive a specific type of information. For example, Datatel University uses “Suspect” for all prospects who originate from the SAT tape. If one of those prospects returns the reply card from the viewbook or otherwise contacts the institution, Colleague changes the prospect status from “Suspect” to “Inquiry.” A programmer from the university’s computer center wrote a subroutine to update the prospect status code. The admissions office associated this subroutine with the communication codes that indicate a suspect has contacted the university. When the admissions office records one of these specific communication codes for an individual and Colleague marks the code as “Received,” Colleague executes the special subroutine. The subroutine checks the current prospect status and if the current prospect status is “Suspect,” changes that status to “Inquiry.” If the prospect already has a status of “Inquiry,” “Prospect,” or “Serious Prospect,” Colleague does not update the prospect status code. See “Corresponding with Prospects and Applicants” beginning on page 2-49 for details on how to update the prospect status code from the Communications Management module.

Prospect Rating

Use prospect ratings to identify your interest in a particular prospect. Ratings are numeric values that Colleague assigns to individual prospects based on the criteria you have set for these ratings. For example, you might assign a certain number of rating points based on SAT score, high school GPA, and high school. You can use prospect rating rules to define the criteria Colleague uses to automatically assign points to each prospect or you can manually assign points to each individual prospect directly on the Prospect Summary (PRSP) form.

If you use the prospect rating rules, Colleague evaluates your rules when you initiate the prospect rating calculation process from the Prospect Summary (PRSP) form or the batch prospect rating assignment process.



Prospect Rating Rules. See Getting Started with Colleague Student for information about defining prospect rating rules

Prospect Rating Calculation. See page 2-29 for information about how you calculate a prospect’s rating on the Prospect Summary (PRSP) form.



Datatel University’s Prospect Pool

The admissions office of Datatel University (DU) builds its prospect pool by gathering names from the College Board’s SAT tape, from the office’s own recruitment efforts, and from referrals given to the admissions office. The office uses many of the tools in the Recruitment/Admissions Management module as it gathers and classifies this preliminary information.

Codes and Rules

The admissions office uses the initial contact code, the prospect status code, and prospect ratings to classify its prospects and to help the admissions representatives purposefully direct their recruitment efforts.

Datatel University’s Initial Contact Codes

Prior to implementing the Recruitment/Admissions Management module, the admissions office at DU decided to use initial contact codes that specifically identify how an individual first contacted the university. As a result the office defined over 100 contact codes. Below is a partial listing of these codes.

Initial Contact Code Description

SAT SAT tape

ACT ACT tape

REF1 Student referral

REF2 Faculty referral

REF3 Staff referral

REF4 Alumni referral

REF5 Other referral

VBC Viewbook reply card

POST Poster reply card

CFDC DC area college fair

CFMW Mid-western college fair

CFSE Southeastern college fair

CV Campus visit

Table 2-7: Example of Datatel University’s Initial Contact Codes



Datatel University’s Prospect Status Codes

The office uses the following prospect status codes to identify the level of interest that the individual has in the university:

Datatel University’s Prospect Rating Rules

Some of Datatel University’s rating criteria, and the associated points, are listed below.

HSV High school visit

TC Telephone inquiry

LTR Letter of inquiry

FA Financial aid request

Prospect Status Description

Suspect A suspect is someone who has not contacted the institution directly. Suspects come from the SAT tape load and from referrals from students, faculty, alumni, and other sources.

Inquiry An inquiry is someone who as contacted the institution directly. Inquiries come from any number of sources, including returning a reply card from a recruitment item such as the viewbook or a magazine, or attending a college fair or high school visit.

Prospect A prospect is someone who has made multiple contacts with the university in any form. Someone becomes a prospect after they have contacted the university two times.

Serious prospect A serious prospect is someone who has showed continual interest in the university and who has visited the Fairfax campus.

Table 2-8: Datatel University’s Prospect Status Codes

Conditions Points

SAT greater than or equal to 1100 15

SAT between 750 and 1100 10

Table 2-9: Example Prospect Rating Criteria

Initial Contact Code Description

Table 2-7: Example of Datatel University’s Initial Contact Codes (cont’d)



Figure 2-2 illustrates how the admissions office set up two of these rules on the Prospect Rating Rules form and the details of one of these rules.

Figure 2-2: Example Prospect Rating Rule

SAT less than 750 0

high school GPA greater than or equal to 3.7 5

high school GPA between 3.0 and 3.7 5

high school GPA less than 3.0 5

Conditions Points

Table 2-9: Example Prospect Rating Criteria



Refer to Getting Started with Colleague Student for further details on defining rating rules.

Building the Prospect Pool

To build its pool of first time freshmen prospects, the admissions office at DU completes the following steps:

ActionReference

Step 1. Load the SAT tape.


Step 2. Enter prospect information.

“Procedure for Adding Prospect Information” on page 2-36.

Step 3. Assign a prospect rating.

“Prospect Rating” on page 2-18

Step 4. Assign each prospect an admissions officer.

“Procedures for Assigning Admissions Representatives” on page 2-90





Adding and Maintaining Prospect Information January 5, 2006

In This Chapter

This chapter provides information and procedures for adding and purging prospect information.

Before You Begin

Before completing the procedures in this chapter, you must define the following:


academic levels Using Academic Records

academic programs Using Curriculum Management

location codes online help for the Locations (LOCN) form

person origin codes Using Demographics

prospect status codes Getting Started with Colleague Student

student load codes

academic terms Using Academic Records

Table 2-10: Codes Needed Before Adding Prospect Information


Recruitment Activities: Adding and Maintaining Prospect Information

Understanding Prospect Information

A prospect is an individual interested in attending your institution but who has not submitted an admissions application. Prospect information is any information that you collect about a prospect for the purpose of recruitment and acceptance into your institution. This information includes general demographic information (such as name, address, birthday, and Social Security number), information about the individual’s past academic career (such as test scores, information from external transcripts, and references and recommendations), and information about the individual’s intended career at your institution (such as housing and financial aid intent, academic level, and academic program).

Components of Prospect Information

Use the Prospect Summary (PRSP) form to add a prospect and to record basic information about that individual. From the PRSP form you can access additional forms to add detailed information such as test scores and external transcripts.

Figure 2-3: The Prospect Summary (PRSP) Form



As illustrated in Figure 2-3, the Prospect Summary (PRSP) form has three main areas:

■ the general prospect information area

■ the academic program information area

■ the other prospect information area

General Prospect Information

In the general prospect information area you maintain basic prospect information. Some of the important fields in this area are described below. Refer to the online help for information about the other fields.

General Prospect Status. The prospect status identifies a prospect’s level of interest in attending your institution. As an individual moves through the admissions process you can add prospect status codes to indicate their current status as a prospect. When you enter a new prospect on the Prospect Summary form, Colleague enters the default prospect status.1 You can change this default or add a different prospect status for the new prospect.

Over time, as you maintain information about a prospect, you can update this status to reflect the prospect’s current interest in your institution. You can manually maintain this status by entering a new code in the General Prospect Status field or you can have Colleague update this status based on information you receive from the prospect. To have Colleague update the prospect status, define communication codes that represent specific information received from a prospect—a business reply card, a letter of inquiry, or a telephone call—and then link the receipt of those items with a custom subroutine that updates the prospect status. See “Corresponding with Prospects and Applicants” beginning on page 2-49 for information on using the Communications Management module to update information in the Recruitment/Admissions Management module.

When you record information in the Academic Program Information area of the PRSP form, Colleague copies the first prospect status in the list of prospect statuses entered to-date to the Prospect status associated with the academic program you enter. For example, when David Pierce, a junior at Fairfax High School, met with a Datatel University representative at a college fair, he indicated that he was interested in math. When an admissions officer entered the undergraduate math academic program with David’s prospect information, Colleague copied the INQU prospect status from the General Prospect Status field to the Prospect status associated with David’s prospect record for this academic program. A month later, David returned an inquiry

1. You define the default prospect status on the Admissions Parameters (ADPA) form. See Getting Started with Colleague Student.



card and indicated his interest in computer science. At that time, the admissions officer updated his status from “inquiry” to “prospect.” When the admissions officer entered the computer science academic program, Colleague copied both the “inquiry” and “prospect” status to the prospect status associated with David’s record for that academic program.2

Once you begin to record information about an academic program for a prospect, Colleague maintains two distinct prospect statuses: the prospect’s general status (displayed in the General Prospect Status field) and the prospect’s status as it pertains to each academic program (in the Prospect field of the Academic Program Information group). These two separately maintained prospect statuses let you track a prospect’s interest in multiple academic programs while maintaining a different overall prospect status.

You can use prospect status

■ as a method of qualifying prospects

■ as a means for admissions representatives to set strategies for their recruitment efforts

■ as an indicator of the level of contact that the prospect has had with your institution

■ for reporting purposes

If you update the prospect status to a value that has a special processing code on the validation code table, it can cause a prospect to become an applicant or a student depending on what you change the status to. For example, if you update the status to a move to students status, the prospect becomes a student. Updating the status also forces you to access an application form where you must enter information for the person. If you do not detail to an application form, you cannot change the status to the new value. For more information about entering application information, see “Adding Applicant Information” beginning on page 3-1.

If you are using the Communications Management module to send correspondence to prospects, you can have Colleague check this status and, depending on the code, send a particular piece of correspondence to the prospect. For example, you may have a letter that you send to everyone you consider a “Serious” prospect who has not submitted an application. To accomplish this through the Communications Management module, you would define your admissions tracking rule to read the prospect status field, looking for the “Serious” prospect code, and to look for the absence of an application (by looking for an empty application date). When these two conditions exist, Colleague would generate the letter. See “Corresponding

2. Although all general prospect statuses in the prospect record are copied, only the one that appears first on the prospect record is visible in the Prospect Status/Date field in the Acad Program group on the PRSP form.



with Prospects and Applicants” beginning on page 2-49 for complete information about using the Communications Management module for sending correspondence to prospects.

Rating. Prospect rating is a numeric value assigned to a prospect that indicates your level of interest in a prospect. You can have Colleague automatically assign a rating to each prospect based on criteria that you define or you can manually enter a rating directly on the Prospect Summary (PRSP) form or the Applicant Summary (ASUM) form.

To have Colleague calculate a prospect’s rating based on your prospect rating rules, detail from the Rating field on the Prospect Summary form. Colleague evaluates all your prospect rating rules and calculates the total rating from these rules.

Academic Program Information

The Academic Program Information group contains summary information about any academic programs that a prospect has expressed interest in. To record a prospect’s interest in one or more programs, enter the academic program and any of the other information in this group.

To record more detailed information about a prospect’s interest in a particular academic program, detail to the Applications (APPN) form (see “Understanding Admissions Applications” on page 3-61 for more information about the Applications [APPN] form and recording information about a prospect’s intended academic program).

Academic Programs. When you record information about a prospect’s interest in an academic program, you record what Colleague considers “application information.” You can record the basic information about a prospect’s interest in an academic program in the Academic Program Information group on the Prospect Summary form. However, some of the information you gather during the recruitment process—such as interest in one or more academic programs, financial aid intent, and anticipated academic load—you record on the Applications (APPN) form. You can access the Applications form from the Acad Program field of the Prospect Summary form.



Figure 2-4: Recording Academic Program Information for a Prospect

Other Prospect Information

From the other information area you can access a number of forms to record additional information about the applicant, such as their references, external transcripts, test scores, and general demographic information. Table 2-12 on page 2-36 provides a list of the forms that you can access from the fields in this area of the PRSP form.


How Datatel University Records Prospect Information


Datatel University’s admissions office enters prospect information as soon they receive information from a prospect. The initial information the office receives may be a name and address from a referral, a completed reply card from a recruitment poster, a request for information, or a completed application The admissions office’s procedure for entering prospect information from college fairs and high school visits is provided below.

During the late winter and early spring of 1996, DU’s nine admissions representatives busily blitzed the country attending college fairs and visiting high schools where the university typically receives applicants. When they returned to DU, the admissions representatives brought back thousands of prospect inquiry cards. The prospect inquiry cards request the individual’s name, address, telephone number, social security number, year of graduation, high school, and prospective major. The card also includes a place for the prospect to indicate that they would like a catalog, an application form, or financial aid information. Henry, the office administrative assistant, spent the better part of two weeks after the admissions representatives returned recording the information from these cards.

One of the completed cards is shown in Figure 2-5 and the steps that Henry took to enter this information are provided on following pages.



Figure 2-5: Example of a Prospect Inquiry Card

ActionHints

Step 1. Accessed the Prospect Summary (PRSP) form and entered the name from the first card.

Henry entered Mary Stuart at the Person LookUp prompt.

The following prompt was displayed:

Record not found -- Enter (A)dd or RETURN to reenter

Step 2. Entered “A” at the prompt.

The Name and Address Entry (NAE) form was displayed.

Name Mary StuartSocial Security Number 222-99-8765Address 1445 LaVista RoadCity Decatur State GA Zip 30033Telephone No.(404) 888-3456 Graduation Year 1995High School Chamblee-Tucker High SchoolProspective major computer science

I would like the following:

Financial Aid InformationCatalog Application Form



Step 3. Entered Mary’s name, social security number, address, telephone number, and origin code on the NAE form.

The Prospect Summary (PRSP) form was redisplayed after Henry completed the NAE form.

Step 4. Completed the Prospect Summary (PRSP) form with the information from the inquiry card.

From the prospect inquiry card, Henry was able to complete the following fields on the PRSP form:

■ General Prospect Status (INQU for inquiry)

■ General Acad Level (UG for undergraduate)

■ Comm Code (PROS.INQ for prospect inquiry card, CAT.REQ for catalog request, which includes the admissions application); Status (R for received)

Step 5. Added Mary’s intended major information.

Henry indicated Mary’s intent to major in computer science by

a. at the Enter ‘A’ to add: prompt, entering A at the beginning of the Acad Program field.

b. entering BS.CIS at the Academic Program LookUp prompt.

c. accepting the default information for department, location, prospect status, and date.

d. entering 96/fall in the Start Term field.

When Henry entered “A” in the Acad Program field, Colleague copied Mary’s prospect status and status date from the General Prospect Status field to the Prospect Status field associated with the academic program.

Step 6. Added Mary’s financial aid intent.

Financial aid intent is located on the Applications (APPN) form. Henry detailed from the Acad Program field of the entry he just made and entered Y in the FA Intent field.



Step 7. Recorded information about Mary’s high school.

Henry accessed the Institutions Attended Summary (IASU) form from the Demographics field. After he entered the name of her high school, Colleague displayed the High School Attended (HSA) form where Henry entered the years that Mary attended high school

Step 8. Saved Mary’s record and added the next prospect.

Figure 2-6 shows the Prospect Summary (PRSP) form after Henry recorded the information from Mary’s prospect inquiry card.

Figure 2-6: Example Prospect Information Recorded from an Inquiry Card

Preparing for Data Entry

Henry was able to quickly enter the information from Mary’s prospect inquiry card due to the setup that had been done before he began. Table 2-11 lists the information Henry entered that required specific setup and provides a reference to other places within this manual where those items are described.



Information Needed Description Reference

Initial contact codes Initial contact codes describe the way that an individual first contacts an institution.

“Initial Contact Codes” on page 2-16

Prospect status codes Prospect status codes describe an individual’s interest in attending an institution.

“Prospect Status Codes” on page 2-17

Default prospect status codes

The default prospect status code is the code that Colleague enters for all new prospects you enter using either the Prospect Summary (PRSP) form or the Applicant Summary (ASUM) form.


Academic level Academic levels include undergraduate and graduate.

Using Academic Records

Communication codes Communication codes identify specific pieces of information received from an individual.

“Communications Management Building Blocks” on page 2-50

Academic programs An academic program is a course of study often leading to a degree, such as a Bachelor of Arts.

Using Curriculum Management

Academic terms Academic terms describe the various academic time periods your institution uses, such as Fall 1996, Winter 1996-97.


Document codes Document codes identify outgoing correspondence. These codes can represent letters or items such as brochures and catalogs.

“Communications Management Building Blocks” on page 2-50

Admissions tracking rules Admissions tracking rules state the criteria by which Colleague evaluates an individual’s records and, if the criteria are true, updates information in the Communications Management module.

“Communications Management Building Blocks” on page 2-50 and Getting Started with Colleague Student

Admissions representative assignment rules

Admissions representative assignment rules state the criteria by which Colleague evaluates an individual’s records and, if the criteria are true, assigns an admissions representative to that individual.

Getting Started with Colleague Student and “Assigning Representatives Automatically” on page 2-77

Document tracks Document tracks define a group of outgoing documents that the Communications Management module generates according to your specifications.

“Linking Information Received with Information Being Sent” on page 2-54

Table 2-11: Information Needed to Before Processing a Prospect Inquiry



Procedure for Adding Prospect Information

Use the Prospect Summary (PRSP) form to add or maintain prospect information. The Prospect Summary form is the main point of entry for adding a prospect.

From the PRSP form you can access all the other forms you use to enter prospect information. Table 2-12 lists the other forms you can access from the Prospect Summary form to enter a variety of information about a prospect.

To Enter/Maintain a

Prospect’s …Detail to the … From the … See …

academic programs Applications (APPN) form Acad Program field page 3-64

activities participated in

Applicant Honors/Activities (HACT) form

Honors/Activities field page 3-15

address Address Summary (ADSU) form Demographics field Using Demographics

admissions applications

Applications (APPN) form Acad Program field page 3-61

appointments Applicant References/Appts (REFA) form

Ref/Appts field page 3-9

biographic information

Biographic Maintenance (BIO) form Demographics field Using Demographics

comments Prospect Comments (UTED) form Comments field page 3-14

contacts with the admissions office

Contact History (CON) form Contact History field on the Applicant References/Appts (REFA) form (accessed from the Ref/Appts field)

page 3-9

correspondence Individual Tracking (ITR) form, Individual History (IHS) form, Individual Pending Corres (IPC) form, Communication Information (COM) form, or the Correspondence Received Entry (CRI) form

Comm Mgmt field page 2-49

demographics Additional Demographic (DADD) form, Name and Address Entry (NAE) form, Formatted Names (FNM) form, or Foreign Person (FPER) form

Demographics field Using Demographics

emergency information

Emergency Information (EMER) form


Table 2-12: Forms Used to Add a Prospect, by Data Entry Task


Procedure for Adding Prospect Information

employment information

Employment Information (EMPL) form


honors received Applicant Honors/Activities (HACT) form


institutions attended Institutions Attended Summary (IASU) form


noncourse work, except tests

Noncourse Work Summary (NCWS) form

Noncourses field page 3-49

references Applicant References/Appts (REFA) form


relatives Relation Information (REL) form Demographics field Using Demographics

remarks Prospects/Applicant Remarks (AREM) form

Remarks field page 3-13

special interest recruitment

Special Interest Recruiting (SPIR) form

Spec Int Recruiting field See the online help for the

Special Interest Recruiting

(SPIR) form

spouse Spouse Information (SPO) form Demographics field Using Demographics

test scores Test Summary (TSUM) form Tests field page 3-57

transcripts, secondary or post secondary

External Transcript Summary (EXTS) form

Transcripts field page 3-21 and page 3-22

To Enter/Maintain a

Prospect’s …Detail to the … From the … See …

Table 2-12: Forms Used to Add a Prospect, by Data Entry Task (cont’d)



Purging Prospect and Applicant Information

Over time you will collect a large amount of prospect and applicant information in Colleague files. Much of that information is no longer needed after the student has either matriculated or decided not to attend your institution.

By purging unneeded records, you keep Colleague running efficiently by maintaining reasonable file sizes, and you make the Person LookUp process more efficient for your staff by reducing the number of names returned every time they do a LookUp.

Use the Prospect/Applicant Purge (PAPG) form to remove prospects and applicants from Colleague, or to remove application information.

The PAPG process removes only the information that you no longer need, depending on the prospect/applicant’s status at your institution.

■ If the person has any continuing relationship with the institution (as a faculty member, vendor, or continuing education student, for example), then Colleague keeps the Core and other information that it needs to retain for that role, and purges only the prospect/applicant information for the person.

■ If the person is only an applicant or prospect, and has no other relationship with the institution, then Colleague completely removes all information about the person. You will no longer be able to locate the individual with a Person LookUp, because all traces of the person have been removed from Colleague’s database.

■ If a foreign person has been reported to the Immigration and Naturalization Service (INS) through the Student and Exchange Visitor Information System (SEVIS), then Colleague keeps the Core and other information until the person has been reported as “terminated” to the INS.

Note: The PAPG process deletes prospects and applicants. IT DOES NOT ARCHIVE. Anything deleted by this process is gone for good, so we strongly recommend that you back up your data before running this process.

Note: If your institution uses the Communications Management module to track correspondence with prospects and applicants, you must also run the Rebuild LTR.GRP Counters (RLGC) and Rebuild CC Files (RBCF) utilities to clean up the Communications Management files after purging the prospects or applicants.



Colleague creates a saved list of PERSON IDs that are deleted (if you run the process in Update Mode) or that will be deleted (if you run the process in Non-Update Mode). Colleague names the saved list “PAPG_date_time,” for example, PAPG_MAR.25_14.08.

The saved list has a number of potential uses, particularly as a safeguard. You can run the PAPG process in Non-Update Mode, then use the saved list to do the following:

■ Run your own custom archiving routine prior to running the PAPG process in Update Mode.

■ If you have a custom database that includes a cofile of PERSON, you can check the contents of the saved list against your custom database. If you decide not to purge certain records based on your custom database, you can take steps to make sure those records are not selected when you run the PAPG process in Update Mode.

After running the PAPG process in Update Mode, you can use the saved list of records purged from Colleague to help you clean up any custom databases. For example, if your institution uses WebAdvisor for prospects or applicants, you can use the saved list to clean up your web registry after you have purged those prospects or applicants.



The Prospect/Applicant Purge (PAPG) Form

Figure 2-7: The Prospect/Applicant Purge (PAPG) Form

Fields on the PAPG Form

The fields on the top portion of the PAPG form allow you to set “processing options” that define how Colleague qualifies and processes the records that are selected by the criteria you enter in the bottom portion of the form. You can tell Colleague to omit certain records from the purge process, you can choose to run the process in Non-Update mode only, and you can specify whether you want a detailed or a summary report.

Use the fields in the Selection Criteria section to choose the prospects and applicants that you want to purge. Keep in mind that the fields on this form limit each other, which means that the person must meet all of the selection criteria that you enter in order to be selected. Colleague requires you to complete at least one field, in order to avoid accidental purging of all prospects and applicants.

Process Prospects Only. Enter Y to include only prospects, or enter N to include both prospects and applicants in the purge and report processes.



Process Even If Student. This parameter affects only those people who are currently, or have ever been, students at your institution.

■ Enter N to retain all data for current or former students who meet your selection criteria. Colleague completely excludes them from the purge and report process.

■ Enter Y to purge or report on application-related information for current or former students who meet your selection criteria. If you run the process in Update Mode, Colleague deletes all existing applications and their related data, student programs not started, and applicant information, but keeps all student and demographic information for the student.

Be aware that if you enter Y, Colleague will delete all existing applications for a student, and those can include current, active applications. For example, a current continuing education or noncredit student might have an active application for admission to a degree program, or an undergraduate student might have an active application for a graduate program. You can use the Appl Statuses field to prevent the deletion of active applications, by exempting from the purge process those students who have one or more active applications.

Process Even If AR Accountholder. This parameter affects only those people who are selected by the other criteria on this form, and who have AR activity on file (that is, they’ve been billed, made payments, or put down a deposit). Enter N to skip such people altogether. Enter Y to purge only their applications and application-related information when you run this process in Update Mode.

Run in Update Mode. Enter N to just produce a report of what would be deleted without actually purging any records. Enter Y to both produce a report and delete records from the Colleague database.

The default is N every time you run this process. You must change it to Y to actually delete records.

Detail Report. The accompanying report always displays the name, Colleague ID, and Social Security or Social Insurance Number of all selected people. Enter Y to additionally include a one-line description of each record deleted (or “to be deleted” if you are running the process in non-update mode). Enter N if you do not want the extra information.

Note: We highly recommend that you back up your Colleague database before running the purge process, and also that you run this process first in Non-Update Mode (by setting this field to N) to verify the records that are to be purged.



Saved List Name. If you have a saved list containing APPLICANTS IDs that you want to purge, enter the saved list name here.

You cannot enter both a saved list and individual applicant IDs in the Applicants field. You can use one field or the other (or neither), but not both.

Colleague will process all prospects and applicants on the list, as long as they also meet the rest of the selection criteria you enter on this form.

Start Terms. Select applicants based on the start term indicated on their applications. This is a multi-valued field, so you can enter as many start terms as you want.

If you specify start terms, Colleague will select only those people whose start terms are completely listed here. For example, if a person submitted applications for both Fall 2001 and Fall 2002, but you enter only one of those terms here, that person will not be selected. The process will not select a person who has an application on file that does not contain a start term.

If you leave this field blank, Colleague ignores application start term as a criterion for selecting people, and bases the selection only on the other criteria you enter on this form.

Appl Statuses. Select applicants based on the status of their applications. This is a multi-valued field, so you can enter as many status codes as you want.

In order for an applicant to be selected, all of the applications submitted by that person must have a current status that matches the entries in this field. For example, if a person submitted applications to two different programs, those applications could have two different current status codes. That person’s records will not be processed unless you enter both of the application status codes in this field. If you enter one matching code, but not both, Colleague will not process any of the applicant’s records.

If you leave this field blank, Colleague will select applicants regardless of their application status as long as they meet the other criteria you enter on this form.

Admit Statuses. Select applicants based on their admission status. This is a multi-valued field, so you can enter as many status codes as you want.

In order for an applicant to be selected, all of the admit statuses associated with that person’s applications must have matching entries in this field. For example, a person who applies to two different programs could have two different status codes. That person’s records will not be processed unless you



enter both of the admission status codes in this field. If you enter one matching code, but not both, Colleague will not process any of the applicant’s records.

If you leave this field blank, Colleague will select applicants regardless of their admission status as long as they meet the other criteria you enter on this form.

Acad Programs. Select applicants based on their academic program. This is a multi-valued field, so you can enter as many programs as you want.

In order for an applicant to be selected, all of the academic programs associated with that person’s applications must have matching entries in this field. For example, a person who applies to two different programs will not be processed unless you enter both of the programs in this field. If you enter one matching program, but not both, Colleague will skip that person.

If you leave this field blank, Colleague ignores academic program in the selection process.

FA Intent. Select applicants to process based on whether or not they have indicated their intent to pursue financial aid. This is a Yes/No field.

Enter Y to select applicants who have declared FA Intent; enter N to select applicants who have not declared FA Intent; leave the field blank to select applicants regardless of their FA Intent, as long as they meet the other criteria you enter on this form.

FA Cutoff Year. Select people to process based on the age of their FA information. You can enter a 4-digit year in this field to prevent selection of prospects and applicants who have financial aid data for the year you enter here or any year after that. Any PERSON who has FA data for that year or any later years will not be selected.

Prospect Statuses. Select prospects based on their current status. This is a multi-valued field, so you can enter as many status codes as you want.

Colleague selects all prospects whose current status is listed in this field, as long as the prospect also meets the other selection criteria you enter on this form. If you leave this field blank, Colleague selects prospects regardless of their status code as long as they meet the other criteria you enter on this form.

Be aware that Colleague searches for prospect status codes listed on the APP.PROSPECT.STATUS field of the APPLICANTS file not on the APPL.PROSPECT.STATUS field of the APPLICATIONS file. In other words, Colleague searches for prospect statuses that have been added via the Prospect Summary (PRSP) form not the Applications (APPN) form.



Admissions Reps. Select prospects and applicants based on their admission representative at your institution. This is a multi-valued field, so you can enter as many admission representatives as you want.

In order for a prospect or applicant to be selected, that person must be associated with at least one of the admission representatives listed here. If you leave this field blank, Colleague will select applicants regardless of their admission representative as long as they meet the other criteria you enter on this form.

Be aware that Colleague searches for admission representatives listed on the APP.ADMISSIONS.REP field of the APPLICANTS file, not on the APPL.ADMISSIONS.REP field of the APPLICATIONS file. In other words, Colleague searches for admissions reps that have been added via the Applicant References/Appts (REFA) form, not the Application References/Appts (ARFA) form.

Applicants. Enter specific prospects or applicants that you want to process. Enter the person’s Applicant ID if you know it, or use a Person LookUp to locate the desired prospect or applicant in the database.

In order to be selected, the prospects and applicants that you enter here must also meet the rest of the selection criteria that you enter on this form.

You can enter individual Applicant IDs here, or you can enter a saved list of Applicant IDs in the Saved List Name field, but you cannot use both fields at the same time.

Additional Selection Criteria. Enter Y if you want to use query abilities to select prospects or applicants. When you update this form, Colleague opens the Additional Selection Criteria form.

Enter N if you do not want to use additional selection criteria. When you update this form, Colleague continues with the Peripheral Defaults form.

Procedure for Purging Prospects and Applicants

Complete the following steps to purge prospect and applicant information:

Step 1. Access the Prospect/Applicant Purge (PAPG) form.

Note: This procedure should be performed on a “quiet” system.



Step 2. Enter the purge and report options.

Step 3. Complete the following fields as needed.

These fields define the actions that the PAPG process will perform on the prospect and applicant records picked up by the selection criteria that you enter in the next step:

■ Process Prospects Only

■ Process Even If Student

■ Process Even If AR Accountholder

■ Run in Update Mode

■ Detail Report

See “Fields on the PAPG Form” beginning on page 2-40 for more information about these fields.

If you enter Y in the Run in Update Mode field, Colleague will run the purge process, deleting the selected prospects and applicants. We highly recommend that you run the process in Non-Update Mode first to confirm that you are deleting the correct records.



Step 4. Enter the selection criteria.

Use these fields to select the prospects and applicants that you want to process:

■ Saved List Name

■ Start Terms

■ Appl Statuses

■ Admit Statuses

■ Acad Programs

■ FA Intent

■ FA Cutoff Year

■ Prospect Statuses

■ Admissions Reps

■ Applicants

See “Fields on the PAPG Form” beginning on page 2-40 and online help for more information about these fields.

Colleague requires that you complete at least one of these fields.

Remember that Colleague will select only those records that meet all of the criteria you enter in these fields.

Step 5. If you need to define additional criteria to select the desired prospects or applicants, go to the Additional Selection Criteria field.

Otherwise, continue with step 8.

Step 6. Enter Y and update the PAPG form.

The Additional Selection Criteria form is displayed.

Step 7. Complete the Additional Selection Criteria form.

Step 8. Save and exit the PAPG form.

The Change Peripheral Defaults form is displayed.



Step 9. Complete the Change Peripheral Defaults form and the Process Handler form as needed.

On Colleague release 16.0 and lower, the Process Handler form is known as the Phantom Mode Specification form.

Step 10. If you are performing the actual purge, and your institution uses the Communications Management module, continue with the next step.

If you are running the process in Non-Update mode, or if your institution does not use the CC module, you are finished.

Steps 11 and 12 are for cleaning up the Communications Management files for the prospects and applicants you have purged.

Step 11. Run the Rebuild LTR.GRP Counters (RLGC) process.

1. Access the RLGC form.

2. Enter Y in the Do you wish to execute this process? field.

3. Finish out of the RLGC form.

Step 12. Run the Rebuild CC Files (RBCF) process.

1. Access the RBCF form.

2. Enter Y in the Do you wish to execute this process? field.

3. Finish out of the RBCF form.

Note: After purging prospects and applicants from the database, you might consider removing them from your WebAdvisor web registry as an extra cleanup procedure. Use the SAVEDLIST created during the purge process to help you identify prospects and applicants whose registry entries can be removed. Please see Datatel’s Web Administration manual for detailed instructions on removing individuals from your web registry.





Corresponding with Prospects and Applicants January 5, 2006

Overview

This chapter describes how Datatel University, a fictitious institution in Fairfax, Virginia, uses the Communications Management (CC) module to manage its communications between the admissions office and prospects and applicants. The descriptions in this chapter explain how the Communications Management module may be used for many different tasks but does not fully explain the functionality of that module. Refer to Using Communications Management for details about specific functionality.

Overview of the Communications Management Module

In order to understand how Datatel University proceeded with its implementation of the Communications Management (CC) module, you must understand some of the basic concepts of the Communications Management module.

Note: The examples in this chapter are intended to provide you with an idea of how you can manage the processes of communicating with prospects and applicants. Datatel University, a traditional four-year institution, is used as the basis for these examples. Because all institutions differ in the way they handle the processes described in this chapter, the examples in this section represent general scenarios you can customize to your specific needs. The “Procedures for Using Communications Management with Admissions” on page 2-65 provide high-level steps you can follow to set up your own tracks for communicating with your prospects and applicants.

Note: The following is a high-level overview of some of the codes in the Communications Management module. Refer to Using Communications Management for complete details on the codes described below.


Recruitment Activities: Corresponding with Prospects and Applicants

Communications Management Building Blocks

This section describes the key components, or “building blocks,” of communications management.

Documents. In the Communications Management module, any outgoing communication is referred to as a document. There are two types of documents:

■ letters or other written communications that you create as either word processing or ASCII text that you actually generate and print using the Communications Management module

■ “coded” documents that represent pre-printed communications such as brochures and catalogs that you do not generate internally

When you instruct Colleague to send a particular letter, you can also include an instruction to send a specific “coded” document, such as a brochure. You can also have Colleague keep track of each document it sends to an individual.

Document Tracks. A document track is a group of document codes. For example, you might have a document track for prospects that includes each letter you send to a prospect before you receive their admissions application. In this track you can define when to send the first piece of correspondence, whether it is a letter or a letter and a brochure, and then, based on when the first piece is sent, send the second—or follow-up letter—after a specified number of days. You can combine document tracks with communication codes to automate a great deal of the communications that you send and receive from your prospects and applicants.

Communication Codes. Communication codes keep track of incoming correspondence and other information that comes into your office from prospects and applicants. Depending on the level of detail you want for tracking purposes, you can define a code to represent each individual type of communication or you can use broad categories. For example, you may have one code that represents any reply card or you may have a code for each reply card that you distribute. In this second case you might have a code to represent reply cards in magazines (and possibly one code for each different magazine in which you advertise), a different code for your recruitment poster, and yet another code for the reply card included in your viewbook.By being specific with your correspondence received codes you can gather information that will help you analyze your recruitment efforts.

Correspondence Request Codes. A correspondence request code groups together related correspondence received codes. For example, Datatel University has a correspondence request code that combines the pieces needed for a complete application—the application form, application fee,


Overview

transcript, letters of recommendation, and test scores. For each applicant, Colleague keeps track of the receipt of each of these items. When all the items are received, a follow-up action associated with the correspondence request instructs Colleague to update the individual’s application status.

Admissions Tracking Rules. Admissions tracking rules let you define when information recorded through the Recruitment/Admissions Management module will trigger an event in the Communications Management module. For example, Datatel University has a rule that updates the correspondence received code for the admissions application once an application date is entered.

Putting the Pieces Together

To understand the basic relationship between the pieces of the Communications Management module described above, consider the following example. You receive information from an individual. You record that information in the Recruitment/Admissions Management module (for example, on the Applicant Summary [ASUM] form). After you update the record, Colleague reads your admissions tracking rules. For each rule that is true, Colleague updates the correspondence received code associated with the rule, changing the status to “Received.” If the correspondence received code is associated with a correspondence request code, and all items in that request have been received, Colleague might (depending on your rules) update the individual’s application status. Figure 2-8 illustrates this flow.



Figure 2-8: Example of the Flow of Information Through the Admissions and Communications Management Modules

0001313Application Status = Pending

0001313Application Status = Complete

Enter information received into the Recruitment/Admissions Management module.

Colleague updates the applicant’s record.

Colleague evaluates your Admissions Tracking Rules.

Colleague updates the applicant’s Correspondence Requests based on the tracking rules.

When the applicant’s Correspondence Requests are complete, Colleague updates the applicant’s record.

Information is received from applicant.

0001

313

Mar

y Stu

art

Admissions Tracking

Rules


Overview

The remaining sections in this chapter separate the recruitment- and admissions-related communications management process into the following tasks:

■ Linking information received with information being sent (document tracks, documents, communication codes)

■ Linking information received with information requested (correspondence request codes, communication codes, document tracks)

■ Procedures for using Communications Management with admissions

■ Preparing mailing labels for use with admissions correspondence



Linking Information Received with Information Being Sent

Communication during the prospect phase of DU’s recruitment cycle begins when the admissions office sends the initial introduction letters. The mailings to prospects who directly contacted the university are coordinated in part through the automation established between the Recruitment/ Admissions Management module and the Communications Management module. This section explains how, through the use of the Communications Management module, Datatel University’s admissions office has automated many of its communications with prospects.

The admissions office defines a number of communication codes, documents, document tracks, and correspondence received codes to describe the information the office receives and sends to prospects and applicants. The admissions staff can then use these codes, documents, document tracks in tracking and processing the office’s communications.

Example of a Communication Code

For example, PROS.INQ is one the communication codes the office uses. The PROS.INQ communication code indicates that the office received a prospect inquiry card from an individual. This code instructs Colleague to put the individual on an inquiry document track when the admissions office receives the prospect inquiry card. The inquiry document track generates a welcome letter and a label for the university’s viewbook, and, five days after the welcome letter, generates a follow-up letter (Figure 2-9).



Figure 2-9: Example of a Communication Code and a Document Track

Example of an Admissions Tracking Rule

The admissions office also defined a number of admissions tracking rules to evaluate specific information recorded about an individual and, when a given rule is true, to assign a specific communications code to the individual’s record. For example, the CISINQ rule (for inquiries from prospects regarding the Computer Science department) checks the academic programs assigned to a prospect. If the computer science academic program has been added to the prospect’s record, the rule is true and Colleague assigns the CISINQ



communication code. The CISINQ communication code instructs Colleague to place that prospect on the CIS document track and remove the individual from the INQUIRY1 document track.

Figure 2-10 illustrates the connections between the admissions tracking rules (also showing the rule definition); the CISINQ communication code; and the CIS document track.



Figure 2-10: Example of an Admission Tracking Rule Linking to a Communications Code and Document Track



Example of Admissions Correspondence Processing

To illustrate how these codes work together, let’s follow the process of adding a prospect, Mary Stuart, after the admissions office received Mary’s prospect inquiry card.

Figure 2-11: Example of a Prospect Inquiry Card

An administrative assistant entered the information from the prospect card through the Recruitment/Admissions Management module.

The first step was to create a new prospect record using the Prospect Summary (PRSP) form. In the Comm Code field, the administrative assistant entered the code for a prospect inquiry card—PROS.INQ. Because Mary indicated an interest in the computer science program, the administrative assistant recorded that information in the Academic Program Information group on the PRSP form (Figure 2-12).1

q Catalog Application form Financial aid information

Name Mary StuartSocial Security Number 222-99-8765Address 1445 LaVista RoadCity Decatur State GA Zip 30033Telephone No.(404) 888-3456 Graduation Year 1995High School Chamblee-Tucker High SchoolProspective major computer science

I would like the following:

Catalog Application Form Financial Aid Information

1. See “Adding and Maintaining Prospect Information” beginning on page 2-25 for information about the Prospect Summary (PRSP) form.



Figure 2-12: The Initial Entry of Prospect Information

After the administrative assistant entered Mary’s prospect information, Colleague evaluated the information, including the admissions tracking rules, and updated Mary’s correspondence information as follows:

■ added the receipt of the PROS.INQ communications code, which also placed Mary on the INQUIRY1 document track

■ added the receipt of the CISINQ communications code, which took Mary off of the INQUIRY1 document track and added her to the CISINQ document track

These steps are illustrated in Figure 2-13.



Figure 2-13: Example Communications for an Individual


Linking Information Received with Information Requested


Tracking When an Application is Complete

Datatel University’s admissions office let Colleague keep track of when an individual sends the information required for a completed admissions application. When an applicant returns an admissions application during the Applicant Phase of the recruitment process, the admissions office focuses on receiving all the required documents from that applicant. Part of the office’s efforts includes sending periodic notices to the applicant that certain information is missing. Because of the volume of information received from all applicants, and because the timing of when the information is received varies for each applicant, the tracking aspects of the Communications Management module have helped the admissions office manage this phase of the recruitment process.

The Codes Datatel University Defined

Correspondence Request Code. The admissions office defined a correspondence request code, ADMAPP, that identifies all the items needed for a completed admissions application. Colleague assigns this correspondence code to an applicant once the admissions office receives any of the following:

■ SAT or ACT test scores

■ official transcript

■ a letter of recommendation

■ a completed admissions application

Communication Codes. The admissions office also defined a communication code for each item received. In the definition of each communication code is the instruction to Colleague to add an individual to the ADMAPP correspondence request when that item is received.

Admissions Tracking Rules. To let Colleague know when any one of these items is received, the admissions office defined one admissions tracking rule for each piece of information in the application package and associated each rule with the corresponding communication code. For example, the tracking rule for the application form looks for the application date as an indication that the form was received. Each tracking rule is associated with the appropriate communications code with a status of “Received.”



Document Tracks. The admissions office had defined the INQUIRY1 document track to track prospect inquiries. It also created the APPREC document track, which could be assigned to prospects who have applied, and will be tracked as applicants from that point on.

Figure 2-14 illustrates the different pieces and how they are defined to link together. The ADMAPPL rule checks for the existence of an application date. When that rule is true Colleague adds the application communication code with a status of “Received.” When this communication code is assigned, Colleague acts on each of the items on the Communications Code (CMC) form. In the example illustrated in Figure 2-14, the application communication code assigns the individual to the Admissions Application correspondence request, removes him from the INQUIRY1 document track (if he had been assigned to that track previously), and adds him to the APPREC document track (if he has not already been added to that track).



Figure 2-14: Illustration of the Relationship Between an Admissions Tracking Rule and a Correspondence Request Code



To complete this process, the ADMAPP correspondence request code includes a follow-up action that Colleague initiates when all the required items in the request code are recorded as received. This follow-up action instructs Colleague, through a special subroutine, to update the applicant’s application status to “Complete.” The admissions office uses the application status code to indicate that all the information for an admissions application has been received and that the admissions representative assigned to the applicant can review the application.


Procedures for Using Communications Management with Admissions

Procedures for Using Communications Management with Admissions

This section provides some high-level steps to help you set up both the Communications Management and the Recruitment/Admissions Management modules for automating many of your communications tasks.

ActionDescription

Step 1. Map the process.

Use flowcharting and other techniques to “map out” your current process of communicating with prospects and applicants. This process should not focus on any automated systems but should instead identify the general flow of information into and out of the admissions office.

From the flow charts you should be able to identify the

■ information that is sent out of the admissions office

■ information that is received from prospects and applicants

■ action points within the process (for example, when the receipt of a piece of information results in an action taking place)

Step 2. Identify the outgoing and incoming communications.

From the flowcharts, list each piece of outgoing and incoming communications. Be as specific as you need to accurately manage your processes as well as for information gathering that will help with analyzing your recruitment activities (for example, if you identify each individual advertisement instead of using one code for all advertisements, you can track responses to each and then identify which advertisements provided the most inquiries and eventual applicants).

Step 3. Define your codes.

Define your codes in the Communications Management module for all outgoing and incoming communications.



Step 4. Set up groups of documents (outgoing communications) and correspondence requests (incoming communications) to effectively manage the communications processes.

Groups of documents automate processes by putting together a sequence of outgoing documents that Colleague will process automatically. Groups of communication codes (incoming communications) let you identify what you expect from an individual and associate specific actions upon the receipt of each individual item or the complete group of items.

Step 5. Set up the links between the incoming and outgoing communications.

The links between types of communications are the Communications Management and Recruitment/ Admissions Management modules’ means of automating your processes. These links come in the form of rules, subroutines, and communication “triggers” and “actions.”


Preparing Mailing Labels for Use with Admissions Correspondence


The Recruitment/Admissions Management module provides processes for preparing mailing labels that you can use for your admissions correspondence. This section explains how to generate labels for prospects, applicants, and institutions.

Understanding the Options for Preparing Mailing Labels

Within the Recruitment/Admissions Management module you can generate prospect, applicant, or institution mailing labels. Many of the options available for generating these labels are the same for each type and are described in this section. See “Understanding Prospect Labels” on page 2-71, “Understanding Applicant Labels” on page 2-72, and “Understanding Institution Labels” on page 2-73 for information specific to generating each specific type of labels.

The Prospect Labels (prla) form below serves as a sample to discuss all of these together. Some of the fields in the prla form are addressed below.

Figure 2-15: Mailing Label Options



Form Name. Colleague displays the default form it uses to format the labels. You have two options for using a form for printing other than the default form: you can modify the form using the Forms Processing module in Core, or you can select a different form name when you print the labels. If you choose to change the definition of the default form, Colleague applies your new definition of the default form each time you run the labels.

For example, one of the defaults for prospect labels is to print the labels as 3-up labels (which is included in the definition of the PROSPECT.LABELS form). If you change the PROSPECT.LABELS form (the default) to print 2-up labels, then every time you print prospect labels they will print as 2-up labels. However, if you have a different form that is similar to the PROSPECT.LABELS form except that it prints 2-up labels instead of 3-up labels, then you can use this form name whenever you want to prepare 2-up labels instead of the default 3-up labels.

To identify a form other than the default, enter the form name at the Form LookUp prompt.2

Print or Hold Output. Use the fields in this group to indicate whether you want to print the labels to a printer (enter P) or to a hold file (enter H). If you send the labels to a hold file Colleague displays the labels, as it would print them, on your terminal.

If you send the labels to a printer, you can identify the exact printer (by entering the printer name in the Loc field or the Form field).

Postal Sort Class. You choose how Colleague sorts the labels based on postal sort classes. For example, if you are generating labels for a mass mailing that you will send third class, you would use the third class postal sort class.

Activity to Update. If you use Colleague’s Activities and Events module, and if you are printing these labels for a mailing associated with a particular activity or event defined in that module, enter the name of that activity or event. Colleague updates the record of the selected activity or event with the number of labels generated with this group of labels.

2. You must define the appropriate form before you can use it for a mailing label. Use the Form Definition (FORM) process to define a new form.

Note: If you change the form name, be sure that you select a form that is appropriate for the labels you are generating. Form LookUp does not distinguish between the forms that are available and the specific process you are running. If you are not sure whether an available form is appropriate for the labels you want to generate, view the form’s definition on the Form Definition (FORM) form.



Update Mailing History. Enter Y if you want Colleague to update the Communications Management module for each individual for whom you print a label. When you enter “Y,” Colleague updates each individual’s mailing history to indicate that the label (identified by the form name) was sent on the date on which you ran the label process.

Name/Address Selection. By default, the label process creates mailing labels based on each individual’s preferred mailing name and address (as indicated on the Person Addresses [PADR] form).3 You can change this default by detailing from this field to the Name/Address Selection Parameters (NASP) form. From the NASP form you can also choose to include or exclude individuals based on person mail rules or to select organizations based on specific contact roles.

Figure 2-16: Example of the Name and Address Selection Parameters (NASP) Form

Saved List Name. You can use a saved list to select the records you want to generate labels for. If you enter a saved list name and use any of the other options, Colleague selects all records from the saved list that meet these other

3. The preferred name and address hierarchy that Datatel supplies uses the individual’s preferred mailing address. If your institution has changed this hierarchy, you may get a different result. See your system administrator if the name and address you expect are not printed on the mailing label.



criteria. If you do not enter a saved list name, Colleague selects all records that meet the other criteria you select. Table 2-13 lists the files you must build the saved lists from for each type of label.

Beginning and Ending Zip Code. You can select specific records by identifying a range of specific zip codes. For example, if you only want to generate labels for prospects whose preferred address is in the 22000 to 23000 range of zip codes, enter 22000 in the Begin Zip Code field and 23000 in the End Zip Code field on the Prospect Label form.

If you want to select prospects whose preferred address has a zip code greater than 22000, enter 22000 in the Begin Zip Code field and leave the End Zip Code field blank. If you want to select all prospects whose preferred address has a zip code less than 23000, enter 23000 in the End Zip Code field and leave the Begin Zip Code field blank.

Zip Codes. You can select records by indicating one or more specific zip codes. Colleague selects only those records whose preferred address is in the zip codes you select.

If you use zip code ranges in the Begin and End Zip Code fields, you cannot also identify specific zip codes in the Zip Codes field. If you do, Colleague will only generate labels if the specific zip codes you enter are also within the range of selected zip codes. For example, if you select a range of 22000 to 23000 and enter 33014 as a specific zip code, Colleague will not print any labels.

Additional Selection Criteria. If you cannot obtain the exact group of records that you want from the selection options provided, you can proceed to the Additional Selection Criteria form to further narrow the scope of records that Colleague selects for the labels.

For these labels … Build a saved list from …

prospect APPLICANTS

applicants APPLICANTS

institutions INSTITUTIONS

Table 2-13: Files Used to Build Saved List for Mailing Labels

Note: Colleague uses records in the APPLICANTS file as the basis for selecting individuals for printing prospect labels or applicant labels, evaluating the APP.APPLIED virtual field in the APPLICANTS file to determine whether an individual is a prospect or an applicant. See page 2-104 for more information about how Colleague distinguishes between a prospect and an applicant.



Understanding Prospect Labels

Use the Prospect Labels (PRLA) form to generate mailing labels for a group of prospects.

Figure 2-17: Example Setup for Generating Prospect Labels

In addition to the general sort and print options available (see “Understanding the Options for Preparing Mailing Labels” on page 2-67), you can select the prospects for whom you will generate mailing labels by using the prospect rating range, the prospect statuses, and the admissions representative options.

Beginning and Ending Prospect Rating. You can select specific prospects—either from a saved list or from the APPLICANTS file—by identifying a range of specific prospect ratings. For example, if you only want to generate labels for prospects with a rating between 20 and 40, enter 20 in the Begin Prospect Rating field and enter 40 in the End Prospect Rating field.

If you want to select all prospects with a rating greater than 20, enter 20 in the Begin Prospect Rating field and leave the End Prospect Rating field blank. If you want to select all prospects with a rating less than 40, enter 40 in the End Prospect Rating field and leave the Begin Prospect Rating field blank.



Prospect Statuses, and Admissions Reps. Use these fields to select prospects based on any or all these characteristics. For example, you could generate labels for all prospects with a prospect status of “Serious” and whose admissions representative is John Smith by entering those characteristics in the Prospect Statuses and Admissions Reps fields, respectively.

When you select records based on these characteristics, Colleague groups together the characteristics as an “and” statement. For example, Colleague reads the selection illustrated in Figure 2-17 as “choose prospects whose zip code is between 22110 and 22190 and whose prospect status is ‘SERI’ and whose admissions representative is J. Smith.” If you want to generate prospect labels for individuals whose admissions representative is J. Smith or whose prospect status is “SERI,” you must run the label process twice: once selecting the desired admissions representative and a second time selecting the desired prospect status.

Understanding Applicant Labels

Use the Applicant Labels (APLA) form to generate mailing labels for a group of applicants.

Figure 2-18: Example Setup for Generating Applicant Labels



In addition to the general sort and print options available (see “Understanding the Options for Preparing Mailing Labels” on page 2-67), you can select the applicants for whom you will generate mailing labels by using the application rating range, start term, location, application status, and admissions representative options.

Beginning and Ending Application Rating. You can select specific applicants—either from a saved list or from the APPLICANTS file—by identifying a range of specific application ratings. For example, if you only want to generate labels for applicants with an application rating between 20 and 40, enter 20 in the Begin Application Rating field and enter 40 in the End Application Rating field.

If you want to select all applicants with an application rating greater than 20, enter 20 in the Begin Application Rating field and leave the End Application Rating field blank. If you want to select all applicants with an application rating less than 40, enter 40 in the End Application Rating field and leave the Begin Application Rating field blank.

Start Terms, Locations, Application Statuses, and Admissions Reps. Use these fields to select applicants based on any or all these characteristics. For example, you could generate labels for all applicants with a start term of 97/FA, applying to the main campus, whose application status is “Applied,” and whose admissions representative is Susan Applebee, by entering those characteristics in the Start Terms, Locations, Application Statuses, and Admissions Reps fields, respectively.

When you select records based on the selection characteristics on the APLA form, Colleague groups together the characteristics as an “and” statement. For example, Colleague reads the selection illustrated in Figure 2-18 as “choose applicants whose application rating is between 20 and 40 and whose zip code is between 22000 and 23000 and whose admissions representative is T. Whorton. If you want to generate prospect labels for individuals whose admissions representative is T. Whorton or whose application rating is between 20 and 40, you must run the label process twice: once selecting the desired admissions representative and a second time selecting the desired application rating range.

Understanding Institution Labels

Use the Institution Labels (INLA) form to generate mailing labels for a group of institutions, such as secondary schools or post-secondary schools.



Figure 2-19: Example Setup for Generating Institution Labels

In addition to the general sort and print options available (see “Understanding the Options for Preparing Mailing Labels” on page 2-67), you can select the institutions for whom you will generate mailing labels by using the institution type as an option.

Institution Type. Use the Institution Type field to select institutions based on this characteristic. For example, you could generate labels for all high school institutions (determined by their institution type) by entering these characteristics in the Institution Type field.

When you select records based on characteristics on the INLA form, Colleague groups together the characteristics as an “and” statement. For example, Colleague reads the selection illustrated in Figure 2-19 as “choose institutions whose institution type is high school and whose zip code is 22033. If you want to generate prospect labels for high schools or for institutions with a specific zip code, you must run the label process twice: once selecting the desired institution type and a second time selecting the desired zip codes.



0001313App Stat = Pending

AdmissionsTracking Rules

0001313App Stat = Complete

Enter information received into the Recruitment/Admissions Management module.

Colleague updates the applicant’s record.

Colleague evaluates your Admissions Tracking Rules.

Colleague updates the applicant’s Correspondence Requests based on the tracking rules.

When the applicant’s Correspondence Requests are complete, Colleague updates the applicant’s record.

0001

313

Mar

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Assigning Admissions RepresentativesJanuary 5, 2006

Before You Begin

Before you can assign admissions representatives to prospects or applicants, you must define your admissions representative assignment rules. You should also become familiar with how Colleague uses these rules to automatically assign admissions representatives and alumni area representatives (AARS). See Getting Started with Colleague Student.

Understanding How Representatives Are Assigned

You can assign admissions representatives and alumni area representatives (AARS)

■ automatically to each individual based on your specific criteria

■ to a group of individuals

■ directly to the individual’s record

Assigning Representatives Automatically

You can have Colleague automatically assign admissions representatives and alumni area representatives—based on your representative assignment rules—each time that you save an individual’s prospect, applicant, or application record. See Getting Started with Colleague Student for details.

When you use admissions representative assignment rules, Colleague does not automatically reassign an admissions representative or AARS to an individual if none of the rules are true or if a representative has already been assigned. For example, you may assign your representatives based on where an applicant lives. If, after assigning an admissions representative to an applicant, that applicant moves, Colleague will not automatically reassign the admissions representative after you record the applicant’s new address. You will need to use the batch assignment process (see page 2-78) or manually reassign the representative (see page 2-86) to change the assignment for this applicant.


Recruitment Activities: Assigning Admissions Representatives

Assigning Representatives to a Group of Individuals

There may be times when you want to assign representatives to a group of individuals at once. For example, you may not have specific assignment criteria that you use to assign admissions representatives or you may need to change the assignment from one representative to another. To make a group assignment or reassignment, use the batch representative assignment process (initiated from the Batch Adm Rep/AARS Assignment [ARAA] form) (Figure 2-20).

Figure 2-20: Example Selection for the Batch Admissions Representative Assignment

Running the Batch Assignment Process

To run the batch assignment process from the Batch Adm Rep/AARS Assignment (ARAA) form

1. select the appropriate processing options2. identify the group of individuals you want to process

Processing Options

Selection Options



Processing Options

The processing options for batch representative assignment let you choose whether you want to

■ overwrite any current assignments

■ make the assignment based on your assignment rules

■ make the assignment based on a saved list of either applicants or applications

Overwrite Options. You can overwrite the current admissions representative, the current AARS, or both when you run the batch assignment. If you enter “No” in either the Overwrite Crnt Adm Rep field or the Overwrite Crnt AARS field, Colleague does not assign an admissions representative or AARS to any individual who has a current assignment. If you enter “Yes” in either of these fields, Colleague overwrites any current assignment.

Set the overwrite options to “Yes” when you want to reassign admissions representatives. For example, if you have staff changes that necessitate reassigning admissions representatives, run the batch assignment process, setting the overwrite option to “Yes.”

Rule Usage. When you run this process, Colleague either assigns representatives based on your predefined rules or assigns a specific person that you identify. For example, if you redefined all your assignment rules and want to reassign your current applicants based on these new rules, (1) enter Y in the Overwrite fields and (2) enter Y in the Use Rules field. Colleague uses your representative assignment rules to reassign the representatives currently assigned to each individual in the group.

If you want to assign a specific representative to a group of applicants without defining an assignment rule for that purpose, enter N in the Use Rules field and then enter the name of the admissions representative or the AARS you want to directly assign to the group, in the Admissions Rep or AARS fields, respectively.

Saved List Usage. You can control which admissions representatives Colleague assigns by using a saved list of either applicant IDs or application IDs. When you use a saved list, Colleague processes only those records in the saved list that meet the other processing criteria you define.

Note: If you set the Use Rules field to “Yes,” you cannot enter an admissions representative or AARS’ name in the Admissions Rep or AARS fields, respectively.



Combining Processing Options. Colleague processes each batch assignment based on the combination of the processing options outlined in this section, along with the setting of the One Representative per Applicant parameter, as defined on the Admission Rep/AARS Rules (ARAR) form.

Table 2-14 details how Colleague processes your admissions rep/AARS assignment based on your setting of the following processing options:

■ Use Rules field

■ Saved lists

■ One Representative per Applicant parameter


Un

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2-81©

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ant?No

s the applicants in the list who meet n criteria defined on the ARAA form. valuates the admissions assignment h rule that is true, assigns the

each applicant.

rwrite Crnt Adm Rep field or ARS field to “Yes,” Colleague rrent assignment for any applicant ules. If you have set both Overwrite olleague assigns representatives licants that do not have an sentative.

Rules Used? Saved List One Representative per Applic

Yes

Yes APPLICANTS Colleague selects all the applicants in the list who meet any other selection criteria defined on the ARAA form. Colleague then evaluates the admissions assignment rules and, for the first rule that is true, assigns the selected representative to that applicant.

If you set the Overwrite Crnt Adm Rep field or the Overwrite Crnt AARS field to “Yes,” Colleague overwrites any current assignment for any applicant who passes the rules. For each applicant with multiple applications, Colleague assigns the selected admissions representative to the applicant and to each application on which the assigned representative is the same as the applicant’s assigned representative.

For example, if T. Jones is assigned as Mary Stuart’s admissions representative on her applicant record and on two of her three application records, Colleague will change her representative—according to the parameters you set on the ARAA form—on her applicant record and on each application record for which T. Jones is the representative. The application record with a different admissions representative is not affected by this process.

If you have set both Overwrite options to “No,” Colleague assigns representatives only to those applicants who do not have an admissions representative.

Colleague selectany other selectioColleague then erules and, for eacrepresentative to

If you set the OveOverwrite Crnt Aoverwrites any cuwho passes the roptions to “No,” Conly to those appadmissions repre

Table 2-14: How Colleague Processes a Batch Admissions Representative Assignment

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lects the applications in the list that meet lection criteria defined on the ARAA form. en evaluates the admissions assignment r each rule that is true, assigns the e to each application.

Overwrite Crnt Adm Rep field or the nt AARS field to “Yes,” Colleague ny current assignment for any application the rules. If you have set both Overwrite o,” Colleague assigns representatives applications that do not have an epresentative.

scenario, Colleague does not change ns representative assigned to the r does it change other applications the y have.

plicant?No

Yes APPLICATIONS Colleague selects all the applicants with applications in the list that meet any other selection criteria defined on the ARAA form. Colleague then evaluates the admissions assignment rules and, for each rule that is true, assigns the selected representative to that applicant.

If you set the Overwrite Crnt Adm Rep field or the Overwrite Crnt AARS field to “Yes,” Colleague overwrites any current assignment for any applicant who passes the rules. For each application record Colleague selects based on your criteria, Colleague also determines whether the applicant record has the same admissions representative. If the applicant’s representative is the same, Colleague changes the admissions representative and then also locates any other application records with the same admissions representative and changes those records as well.

For example, if T. Jones is assigned as Mary Stuart’s admissions representative on one of her application records and Colleague selects that record—according to the parameters you set on the ARAA form—then Colleague changes her admissions representative for that application record. Because a match was found, Colleague looks at her applicant record and changes the representative because it is also T. Jones. Finally, Colleague locates any other applications that Mary has submitted whose representative is T. Jones and changes those representatives as well.

If you have set both Overwrite options to “No,” Colleague assigns representatives only to those applications that do not have an admissions representative.

Colleague seany other seColleague thrules and, forepresentativ

If you set theOverwrite Croverwrites athat passes options to “Nonly to thoseadmissions r

Note: In thisthe admissioapplicant noapplicant ma

Rules Used? Saved List One Representative per Ap

Yes

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s all the applicants in the list that lection criteria defined on the ARAA

rwrite Crnt Adm Rep field or the ARS field to “Yes,” Colleague rrent assignments with the sentatives or AARS you identify in ep field and the AARS fields, u have set both Overwrite options to ssigns representatives only to those

o not have an admissions

ario, no admissions representatives pplications are affected.

ant?No

No APPLICANTS Colleague selects all the applicants in the list who meet any other selection criteria defined on the ARAA form.

If you set the Overwrite Crnt Adm Rep field or the Overwrite Crnt AARS field to “Yes,” Colleague overwrites any current assignments with the admissions representatives or AARS you identify in the Admissions Rep field and the AARS fields, respectively. For each applicant with multiple applications, Colleague assigns the selected admissions representative to the applicant and to each application on which the assigned representative is the same as the applicant’s assigned representative.

For example, if T. Jones is assigned as Mary Stuart’s admissions representative on her applicant record and on two of her three application records, Colleague will change her representative—according to the parameters you set on the ARAA form—on her applicant record and on each application record for which T. Jones is the representative. The application record with a different admissions representative is not affected by this process.


Colleague selectmeet any other seform.

If you set the OveOverwrite Crnt Aoverwrites any cuadmissions reprethe Admissions Rrespectively. If yo“No,” Colleague aapplicants who drepresentative.

Note: In this scenassociated with a

Rules Used? Saved List One Representative per Applic

Yes

Table 2-14: How Colleague Processes a Batch Admissions Representative Assignment (cont’d)

Recru

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Ad

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2-84U

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2006 Datatel, Inc.

lects all the applications in the list that er selection criteria defined on the ARAA

Overwrite Crnt Adm Rep field or nt AARS field to “Yes,” Colleague ny current assignments for each ith the admissions representatives or entify in the Admissions Rep field and lds, respectively. If you have set both tions to “No,” Colleague assigns es only to those applications that do not issions representative.

scenario, Colleague does not change ns representative assigned to the r does it change other applications the y have.

plicant?No

No APPLICATIONS Colleague selects all the applications in the list that meet any other selection criteria defined on the ARAA form.

If you set the Overwrite Crnt Adm Rep field or the Overwrite Crnt AARS field to “Yes,” Colleague overwrites any current assignments for each applicant with the admissions representatives or AARS you identify in the Admissions Rep field and the AARS fields, respectively. For each application record Colleague selects based on your criteria, Colleague also determines whether the applicant record has the same admissions representative. If the applicant’s representative is the same, Colleague changes the admissions representative and then also locates any other application records with the same admissions representative and changes those records as well.

For example, if T. Jones is assigned as Mary Stuart’s admissions representative on one of her application records and Colleague selects that record—according to the parameters you set on the ARAA form—then Colleague changes her admissions representative for that application record. Because a match was found, Colleague looks at her applicant record and changes the representative because it is also T. Jones. Finally, Colleague locates any other applications that Mary has submitted whose representative is T. Jones and changes those representatives as well.


Colleague semeet any othform.

If you set theOverwrite Croverwrites aapplication wAARS you idthe AARS fieOverwrite oprepresentativhave an adm

Note: In thisthe admissioapplicant noapplicant ma

Rules Used? Saved List One Representative per Ap

Yes


Selection Options

Identifying a saved list of names is the first step towards selecting the individuals Colleague processes when you run the batch admissions representative assignment. The selection options on the Batch Adm Rep/AARS Assignment (ARAA) form let you choose to include or exclude individuals based on

■ academic program

■ location

■ current admissions representative

■ current AARS

■ specific applicants

You should use either the include or the exclude option for any given item. For example, if you want to include applications to the main campus and exclude applications to the East campus, you would enter the code for the main campus in the Locations Incl field. Colleague will process only those applications with the selected location, automatically excluding all others.

In addition to these options you can use the Additional Selection Criteria form (accessed from the Additional Selection Criteria field) to further limit the individuals who Colleague will process. The Additional Selection Criteria form allows you to enter limiting criteria, using standard query syntax. For example, if you want to reassign all waitlist applications to a specific representative, you would complete the Additional Selection Criteria form as shown in Figure 2-21.



Figure 2-21: Example of the Additional Selection Criteria Form

The example in Figure 2-21 is read “with application status (APPL.STATUS) equal to ‘WAIT’” and instructs Colleague to use only those applications in the saved list that have an application status of ‘WAIT’ (the code for waitlisted).

Assigning Representatives to an Individual

You can directly assign an admissions representative to a particular individual. You may do this manual assignment without regard to how you have set the One Admissions Rep per Applicant parameter and without regard to your representative assignment rules. Use the Applicant References/Appts (REFA) form to directly assign a representative to an applicant (Figure 2-22). Use the Application References/Appts (ARFA) form to directly assign a representative to an application (Figure 2-23).

You can also use the Applicant References/Appts (REFA) form or the Application References/Appts (ARFA) form to overwrite an assignment Colleague made based on rules or from the batch assignment process.



Figure 2-22: Viewing the Representatives Assigned to an Applicant

Figure 2-23: Viewing the Representatives Assigned to an Application



Considerations for Direct Representative Assignment

When you directly assign an admissions representative using either the Applicant References/Appts (REFA) form or the Application References/Appts (ARFA) form, remember that

■ Colleague ignores the One Admissions Rep per Applicant parameter and lets you assign a different admissions representative to an application even if you have the parameter set to “Yes” (refer to Getting Started with Colleague Student for information about this parameter)

■ Colleague does not overwrite the direct assignment based on your assignment rules when you change the individual’s prospect or applicant information

■ you can change a direct assignment using the batch assignment process (see page 2-78) or through a direct reassignment

■ you can only have one alumni area representative per applicant, regardless of the number of applications that individual has submitted


Viewing an Admissions Representative’s Assignments

Viewing an Admissions Representative’s Assignments

After you assign admissions representatives to either applicants or applications, use the Admission Representative Application List (ARAL) form to view a specific representative’s assignments.

Figure 2-24: Viewing an Admissions Representative’s Assignments

The ARAL form lists each applicant currently assigned to an admissions representative. From the Applicant field you can access the Applications (APPN) form to view information about the applicant’s application associated with the assignment.

You cannot add an applicant to an admissions representative’s assignment from this form, but you can remove an assignment by accessing the Applications form and from there accessing the Application Representatives/AARS (ARFA) form.



Procedures for Assigning Admissions Representatives

This section provides the following procedures:

■ Procedure for Automatically Assigning Admissions Representatives

■ Procedure for Assigning Admissions Representatives to a Group of Individuals

■ Procedure for Assigning Admissions Representatives an Individual

Procedure for Automatically Assigning Admissions Representatives

Define the appropriate admissions representative assignment rules and set the One Representative per Applicant flag on the Admissions Representative/AARS Rules (ARAR) form. Refer to Getting Started with Colleague Student.

Procedure for Assigning Admissions Representatives to a Group of Individuals

Complete the following steps to assign admissions representatives and AARS to a group of individuals:

ActionHints

Step 1. Define your admissions representative/AARS assignment rules.

See Getting Started with Colleague Student for complete information about defining these rules.

You can run the batch assignment process without first defining assignment rules; however, if you will repeatedly use the same criteria for assigning representatives, you should define your criteria through rules.

Step 2. Access the Batch Adm/AARS Assignment (ARAA) form.

Step 3. Identify the criteria under which you want to assign or reassign the admissions representatives or AARS.


Procedures for Assigning Admissions Representatives

Refer to “Assigning Representatives to a Group of Individuals” on page 2-78 and the online help for the ARAA form.

Step 4. Run the batch assignment process.

Procedure for Assigning Admissions Representatives to an Individual

Use one of the following forms to assign an admissions representative or AARS to an individual:

To assign a representative to … Use this form …

an applicant Applicant References/Appts (REFA)

an individual’s specific admissions application

Application References/Appts (ARFA)

Table 2-15: Forms Used to Assign an Admissions Representative to an Individual





Working With Your Prospect Pool January 5, 2006

Before You Begin

The information in this chapter assumes that you have already created a prospect pool. See “Creating Your Prospect Pool” beginning on page 2-15 for information about creating a prospect pool.


Recruitment Activities: Working With Your Prospect Pool

Understanding Colleague’s Analytical Tools for Recruitment Activities

Colleague provides a number of different ways that you can qualify and analyze your prospect data to maximize your recruitment efforts. This section describes these options and how to use them during the recruitment process.

Prospect Rating

Prospect ratings are numeric values that quantify your interest in a particular prospect. For example, you might assign a certain number of rating points based on SAT score, high school GPA, and high school. You can define rules that describe your rating criteria. Colleague uses these rules to automatically assign a rating to an individual prospect or to a group of prospects (see “Automatic Prospect Ratings” below). You can also manually enter a prospect rating for an individual (see “Manual Prospect Ratings” on page 2-95).

Figure 2-25: An Individual’s Prospect Rating

Manual Prospect Rating

Automatic Prospect Rating



Automatic Prospect Ratings

You can use prospect rating rules to define the criteria Colleague uses to automatically assign points to each prospect. If you use the prospect rating rules, Colleague evaluates your rules when you initiate the prospect rating calculation process from the Prospect Summary (PRSP) form (see page 2-29) or the batch prospect rating assignment process (see page 2-95). When Colleague evaluates your rating rules, it evaluates all the rating rules and assigns the rating associated with each rule that is true. As a result, the prospect receives an accumulation of the ratings associated with each true rule.

Manual Prospect Ratings

You can manually assign a prospect rating to any individual prospect by entering the rating on the Prospect Summary (PRSP) form for that individual. When you manually enter a prospect rating and then have Colleague calculate the rating (using either method described in this and the previous section), Colleague will display both ratings on the PRSP form and stores both of these ratings in the APPLICATIONS file for you to use in reports and queries.

Calculating the Prospect Rating for a Group of Prospects

You can calculate a prospect rating, or recalculate a manual rating, for a group of prospects using the batch prospect rating assignment process. In this process, initiated from the Prospect Rating Assignment (PRRA) form, Colleague calculates the prospect rating using the prospect rating rules that you have defined.



Figure 2-26: Calculating a Prospect Rating for a Group of Prospects

Use the fields on the Prospect Rating Assignment form to select the prospects to which Colleague assigns ratings. You can use a saved list of IDs from the APPLICANTS file, identify prospects based on their prospect status, or identify specific prospects by listing their IDs. You can also use the additional selection criteria option to choose other methods of selecting prospects. For example, you may want to update the ratings of all prospects assigned to a particular admissions representative.

Figure 2-26 illustrates the Prospect Rating Assignment form prior to running the calculation for all prospects with a current prospect status of “Inquiry.” Because a saved list was not identified, Colleague will look for all prospects in the APPLICANTS file with a current prospect status of “Inquiry” and calculate their prospect rating. Because “Y” was entered in the Recalculate Manual Ratings field, Colleague will calculate and store a rating according to the rules you have defined and will replace the manually entered rating with the calculated rating for any of the applicants.



Prospect Status

Prospect status codes identify where a prospective applicant is in the admissions process at your institution. For example, Datatel University uses prospect statuses of “Suspect,” “Inquiry,” and “Serious” to indicate how interested a prospective applicant is in applying to the university. When an admissions officer first records information about a prospect on the Prospect Summary form, Colleague defaults the “Suspect” prospect status (because in its initial setup of the module, the admissions office uses the Admissions Parameters (ADPM) form to establish the “Suspect” prospect status as the default for all new prospects).

Figure 2-27: An Individual’s Prospect Status

As you gather information about a prospect, you can directly change this code (on the Prospect Summary form) or you can have Colleague update this code through a special action subroutine associated with a communication code.1 Special action subroutines instruct Colleague to perform a specific action—in this example, update the prospect status code—when the associated communications code is recorded as “received” from the individual. For example, you might define communication codes for each type of incoming correspondence you receive from a prospect, such as specific reply cards or a

Prospect Status

1. Communication codes are defined in the Communications Management module. See “Corresponding with Prospects and Applicants” beginning on page 2-49.



letter or phone call from the prospect. If the receipt of any of these items indicates to your office a specific level of interest (such as “inquiry”), then associate the communication codes with a special action subroutine that instructs Colleague to update the prospect status accordingly. When you record that you received one of these communication codes from the prospect, Colleague automatically updates the individual’s prospect status.

Each time you (or Colleague) change an individual’s prospect status, Colleague maintains a history of those statuses. The General Prospect Status field on the Prospect Summary (PRSP) form lists each status that has been assigned to a given prospect. Colleague stores a prospect’s status in the APPLICANTS file and you can use this code in any rules that use either the APPLICANTS or PERSON files as the primary view. You can also use these codes in your own reports and database queries.

Special Interest Recruitment

If you recruit individuals for any specific purpose—such as athletics, academic honors, or to meet specific recruitment goals—you can use recruitment purpose codes and the Special Interest Recruitment (SPIR) form to track this recruitment effort.

Recruitment purpose codes identify the reasons why you recruited a prospect. The example illustrated in Figure 2-28 shows that Mary Stuart was recruited for both basketball and as a national merit scholar.

Note: Special action subroutines are programs that your system administrator, or other individual familiar with database programming, can write. See your system administrator for assistance in developing special action subroutines.



Figure 2-28: Example of a Prospect Recruited for Special Purposes

You can use recruitment purposes as criteria for assigning admissions representatives or in your custom reports and database queries. The recruitment purpose information for each assignment is stored in the APPLICANTS file.



Reports and Queries

This section describes some of the ways that you can use the tools provided by Colleague in your recruitment efforts.

Prospect Profile Report

The prospect profile report provides detailed information2 about a prospect, including her

■ admissions representative and AARS

■ prospect rating

■ EPS code

■ institutions attended information

■ recruitment purpose information

■ educational and career goals

■ summary application information

■ contact history

■ test scores

Use the Prospect/Applicant Profile (PAPP) form to run the prospect profile report. From this form you select the specific prospects, or types of prospects, for which you want to run the profile. You can use a saved list of IDs from either the APPLICANTS or the APPLICATIONS file as the basis for selecting the prospects you want a report for, or you can use any combination of the options provided on the PAPP form to make your selection. You can also access the Additional Selection Criteria form to use other criteria for selecting specific prospects.

When you use a saved list and identify specific selection options on the PAPP form, Colleague generates the prospect profile for all prospects in the saved list who also meet the criteria you define. For example, if you enter the name of a saved list of all prospects with a specific anticipated start term, you could choose to only print the profile for those who are also undergraduates (identified by their academic level) and who live in a certain area (as defined by a range of zip codes). The example illustrated in Figure 2-29 shows how you can generate the profile for an individual prospect (denoted by the single name, “Mary Stuart,” in the Prospects/Applicants field).

2. If you enter “Y” in the Summary Format field on the Prospect/Applicant Profile (PAPP) form, Colleague generates an abbreviated version of this report that provides name, address, phone number, general recruitment information, contact history, admit status, prospect status, and prospect rating, and any application information available.


Reports and Queries

Figure 2-29: Printing the Prospect Profile Report

Custom Reports and Inquiries

Colleague stores the general information that you gather about a prospect in the APPLICANTS file. If you gather any “application-specific” information about a prospect in the Academic Program Information group of the Prospect Summary form (Figure 2-30), Colleague stores that information in the APPLICATIONS file.

Note: This section describes how to use the database query language to access information about a prospect. If you do not know how use database query, you will not be able to use many of the examples provided. See your system administrator for assistance with obtaining any of the information described in this section that you need to use.



Figure 2-30: Academic Program Information Recorded for a Prospect

Table 2-16 lists the fields on the Prospect Summary form and identifies where the data displayed and recorded on that form is stored in the Colleague database. You can use this information for creating customized reports and inquiries and for building saved lists.

Academic Program

Information

Where the Prospect Summary (PRSP) Data Is StoredTo retrieve data from this field on the PRSP form …

use this file … and this field …

Person/Corporation LookUp PERSON ID

General Prospect Status APPLICANTS APP.PROSPECT.STATUS

General Prospect Status Date APPLICANTS APP.PROSPECT.STATUS.DATE

General Acad Level APPLICANTS APP.ACAD.LEVEL

Housing Desired APPLICANTS APP.HOUSING.DESIRED.FLAG

Origin PERSON PERSON.ORIGIN.CODE

Origin Date PERSON PERSON.ORIGIN.DATE

Table 2-16: Query Language Retrieval Help for Prospect Summary (PRSP) Form


Reports and Queries

Other fields from the APPLICANTS file and the APPLICATIONS file that you may want to use for reports and queries about prospects include:

Career Goal APPLICANTS APP.CAREER.GOALS

Career Goal Change Date APPLICANTS APP.CAREER.GOAL.CHAN

GE.DATES

EPS Code APPLICANTS APP.EPS.CODE

Rating APPLICANTS APP.PROSPECT.RATING

Calc Rating APPLICANTS APP.PROSPECT.CALC.RAT

ING

Applicationsa APPLICANTS APP.APPLICATIONS

Academic Program APPLICATIONS APPL.ACAD.PROGRAM

Prospect Status APPLICATIONS APPL.PROSPECT.STATUS

Prospect Status Date APPLICATIONS APPL.PROSPECT.STATUS.DATE

Admit Status APPLICATIONS APPL.ADMIT.STATUS

Start Term APPLICATIONS APPL.START.TERM

a. Colleague’s internal ID for each set of application-specific data you record about a prospect.

Where the Prospect Summary (PRSP) Data Is StoredTo retrieve data from this field on the PRSP form …

use this file … and this field …

Table 2-16: Query Language Retrieval Help for Prospect Summary (PRSP) Form (cont’d)

File Field Description

APPLICANTS APP.ADMISSIONS.REP The staff ID of the admissions representative assigned to a prospect.

APPLICANTS APP.INTERESTS List of interest codes associated with an individual. You record interest codes on the Applicant Honors/Activities (HACT) form.

APPLICANTS APP.RECRUIT.PURPOSES List of recruitment purpose codes associated with an individual. You record recruitment purpose codes on the Special Interest Recruitment (SPIR) form.

Table 2-17: Additional Fields from the APPLICANTS File for Prospect Reports and Queries



More About the APPLICANTS and APPLICATIONS Files. When you record general prospect information on the Prospect Summary (PRSP) form, Colleague considers that individual a prospective applicant and refers to the information you record as applicant information. Colleague stores this information in the APPLICANTS file.

Once you record any information about an individual’s intended academic program, you record what Colleague refers to as application information. Application information includes the academic program, the admit status, the intended start term, and the academic level associated with the academic program. In general, it is any information you record in the Academic Program Information section of the Prospect Summary (PRSP) form or on the Applications (APPN) form. You may record application information at any point in the recruitment cycle, even before the individual has submitted an admissions application. Colleague stores this information in the APPLICATIONS file.

Colleague links each prospective applicant’s record in the APPLICANTS file with one or more records in the APPLICATIONS file through the APP.APPLICATIONS field. This field contains a list of Colleague’s internal IDs for each set of application information you record about an individual. For example, if you record that a prospect is interested in either the math program or the computer science program, Colleague creates two records in the APPLICATIONS file for that prospect: one for information about the math program, the other for information about the computer science program. Each of these records have a unique ID number that links the application information back to the prospect’s applicant information. In general you will not need to know these IDs. In fact, Colleague does not display these IDs on any form or report. However, you should be aware that the APPLICATIONS file is keyed by these IDs.

APPLICATIONS APPL.LOCATIONS The location associated with the academic program in which the prospect has expressed interest. For example, a prospect may have indicated an interest in studying math at your main campus. Colleague would store the code for the main campus in this field.

APPLICATIONS APPL.DEPT A virtual field that identifies the academic department from which a prospect expects to study a specified academic program. For example, a prospect may indicate that she is interested in the history program offered by the American Studies department.

File Field Description

Table 2-17: Additional Fields from the APPLICANTS File for Prospect Reports and Queries(cont’d)


Reports and Queries

Q If application information is stored by an ID that I do not know, how do I use the application information for a specific prospect?

A Just as the APP.APPLICATIONS field in the APPLICANTS file links applicant information with application information, the APPL.APPLICANT field in the APPLICATIONS file links application information with a specific prospect’s applicant information. Colleague stores the prospect’s ID in the APPL.APPLICANT field of the APPLICATIONS file, letting you obtain a listing of all sets of application information associated with one prospect. For example, the admissions office at Datatel University would use the following query statement to get a listing of all of Mary Stuart’s application information:

LIST APPLICATIONS WITH APPL.APPLICANT EQ ‘0001175’

Q If Colleague stores prospect data in the APPLICANTS file, where does it store applicant data?

A Data about an applicant—an individual who has submitted an admissions application—is also stored in the APPLICANTS file.

Q How do I distinguish between a prospect and an applicant when both of their data is stored in the same file?

A The value of the APP.APPLIED field in the APPLICANTS file—and the APPL.APPLIED field in the APPLICATIONS file—indicates to Colleague, and to you, whether an individual is a prospect or an applicant. These fields are “virtual fields” in the APPLICANTS and APPLICATIONS file that contain a Datatel-supplied subroutine to evaluate specific information and return a “Y” when the individual is an applicant and not a prospect. To understand how Colleague performs this evaluation, you need to understand the distinction between applicant information and application information and the processing codes associated with the application status code.

As long as you record only applicant information about an individual, Colleague considers that individual a prospect. Once you record any application information about an individual, Colleague uses the application status field to determine whether the individual is a prospect or an applicant.



Your institution defines the application status codes you use. Each of these codes is associated with a processing code that has a distinct meaning to Colleague. Any of your application status codes associated with the following processing codes indicates to Colleague that the individual has submitted an admissions application:

If any one of the application status codes in the list of application statuses assigned to any of the individual’s application records is associated with one of these special processing codes, Colleague records a “Y” in the APP.APPLIED and the APPL.APPLIED fields of the APPLICANTS and APPLICATIONS files, respectively, indicating that the individual is an applicant. Therefore, you can use these fields in your reports and queries to distinguish between prospects’ records and applicants’ records in the APPLICANTS or the APPLICATIONS file. For example, use the following query to count all the “serious” prospects who have not applied to any academic program:

COUNT APPLICANTS WITH APP.APPLIED NE ‘Y’ AND WITH APP.PROSPECT.STATUS EQ ‘SER’3

Processing Code Definition

AP Applied

CO Complete

AC Accepted

RE Rejected

WL Waitlisted

MS Moved to STUDENTS

Table 2-18: Codes Colleague Uses to Determine When a Prospect is an Applicant

3. The exact values that you use in your queries will depend on how you have defined your codes. For example, your code for a “serious” prospect may be something other than SER.



3. Applicants and Applications

Applicants and Applications3

Adding Applicant Information January 5, 2006

Before You Begin

Before completing the procedures in this chapter you should define the following:

Procedure Information Needed Reference

entering applicant information academic levels Using Academic Records

academic programs

application status codes Getting Started with Colleague Student

career goal codes


person origin codes Using Demographics


housing status codesa

entering references and appointments for an applicant

recommendation type codes Getting Started with Colleague Student

source codes Using Demographics

staff reminder type codes online help for the Type field on the Appointment Reminders (APPT) form

Table 3-1: Codes Needed Before Adding Applicant Information


Applicants and Applications: Adding Applicant Information

entering applicant remarks applicant remark codes Getting Started with Colleague Student

applicant remark types

entering an applicant’s honors and activities

interest codes online help for the Interests (INTR) form

role codes Getting Started with Colleague Student

a. Optional. See “General Applicant Information” beginning on page 3-5.


Table 3-1: Codes Needed Before Adding Applicant Information (cont’d)


Understanding Applicant Information


During the admissions process you gather a variety of information about an applicant. The information you receive includes items such as transcripts from other institutions, scores from various admissions and placement tests, references, and information about activities and honors. You gather this information once for each individual, regardless of how many different applications he submits to your institution. Because this information pertains to an individual it is referred to as applicant information. Information specific to an individual admissions application (such as the academic program, intended start term or date, and application fees) is referred to as application information and is described in “Adding an Admissions Application” beginning on page -59.

Components of Applicant Information

Use the Applicant Summary (ASUM) form as the starting point for entering applicant information. The ASUM form provides a general overview of an applicant as well as access to the different forms you use to record the various types of applicant information.

Note: The term applicant information, as it applies to this documentation, refers to prospective applicants as well as actual applicants. See “Adding and Maintaining Prospect Information” beginning on page 2-25 for additional details about recording information about prospective applicants.



Figure 3-1: Applicant Summary Information

As illustrated in Figure 3-1, the Applicant Summary form has three main sections:

■ the academic program information area

■ the general applicant information area

■ the other applicant information area

Academic Program Information

The Academic Program Information group contains summary information about applications submitted by the applicant. To enter an application, detail to the Applications (APPN) form from the Acad Program field (see “Understanding Admissions Applications” on page 3-61 for more information about the Applications [APPN] form).

Academic Program

Information

General Applicant

Information

Other Applicant Information



Figure 3-2: Recording Academic Program Information for an Applicant

General Applicant Information

This section describes some of the key fields in the General Applicant Information area of the Application Summary form. Refer to the online help for the ASUM form for information about the remaining fields.

Gen Prospect Stat. The general prospect status reflects the applicant’s overall status in the admissions process at your institution. When you enter a record for a new prospect or applicant, Colleague records the default general prospect status defined in your Admissions parameters. As the individual



moves through the admissions process, you may change this prospect status many times. Colleague displays the history of each applicant’s general prospect status in this field (the most current status is displayed first).

When you enter an application for an applicant, Colleague copies the current general prospect status to the Prospect Stat field on the application. You can maintain a prospect status as the status applies to the application separate from the individual’s general prospect status. For example, when an applicant to Datatel University submits multiple applications at the same time, the admissions office keeps track of the applicant’s interest in each academic program by using the prospect status of the application, while the general prospect status reflects of the applicant’s overall interest in Datatel University.

Housing Assign. If you use the Residence Life module and if the residence life office set the Housing Assign Inquiry to “Yes,” Colleague displays all housing assignments made for an applicant in this field.

If you do not have the Residence Life module, or if the housing office set the Housing Assign Inquiry parameter to “No,” then you can manually enter assignment status codes in this field. When you manually record these assignments it is for informational purposes only.

Other Applicant Information

From the ASUM form you can access all the other forms you use to enter applicant information. Table 3-2 lists the other forms you can access from the Applicant Summary form to enter a variety of information about an applicant. For those forms not covered in this manual, a cross-reference is provided to the manual in which the form is discussed

To Enter/Maintain an Applicant’s …

Detail to the … From the … See …

academic programs Applications (APPN) form Acad Program field page 3-64

activities participated in Applicant Honors/Activities (HACT) form


address Address Summary (ADSU) form Demographics field Using Demographics

admissions applications Applications (APPN) form Acad Program field page 3-61

Table 3-2: Forms Used to Add Applicant Information, by Data Entry Task



appointments Appointment Reminders (APPT) form

Appointments field on the Applicant References/Appts (REFA) form (accessed from the Ref/Appts field)

page 3-9

biographic information Biographic Maintenance (BIO) form


comments Applicant Comments (UTED) form

Comments field page 3-14

contacts with the admissions office

Contact History (CON) form Contact History field on the Applicant References/Appts (REFA) form (accessed from the Ref/Appts field)

page 3-9

correspondence Communication Information (COM) form, Individual Tracking (ITR) form, Individual Requests (IRQ) form, Individual History (IHS) form, Individual Pending Corres (IPC) form, Correspondence Received Entry (CRI) form, or the E-Mail Interface (MAIL) form

Comm Mgmt field page 2-49 and Using

CommunicationsManagement

demographics Additional Demographic Maint (DADD) form, Name and Address Entry (NAE) form, Formatted Names (FNM) form, or Foreign Person (FPER) form


emergency information Emergency Information (EMER) form


employment information Employment Information (EMPL) form


financial aid Need Analysis Inquiry (NAI) form FA field Using Financial Aid

honors received Applicant Honors/Activities (HACT) form


institutions attended Institutions Attended Summary (IASU) form


noncourse work, except tests

Noncourse Work Summary (NCWS) form

Noncourses field page 3-47



Table 3-2: Forms Used to Add Applicant Information, by Data Entry Task (cont’d)



Procedure for Adding General Applicant Information

Use the Applicant Summary (ASUM) form to record general information about an applicant. From this form you can detail to other forms to enter specific information about the applicant (see table 3-2).

miscellaneous information

Applicant Miscellaneous (AMSC) Miscellaneous field page 3-18

references Applicant References/Appts (REFA) form


relatives Relation Information (REL) form Demographics field Using Demographics

remarks Prospects/Applicant Remarks (AREM) form

Remarks field page 3-13

special interest recruitment

Special Interest Recruiting (SPIR) form

Spec Int Recruiting field See the online help for the

Special Interest Recruiting (SPIR)

form

spouse Spouse Information (SPO) form Demographics field Using Demographics

test scores Test Summary (TSUM) form Tests field page 3-57

transcripts, secondary or post secondary

External Transcript Summary (EXTS) form

Transcripts field page 3-20



Table 3-2: Forms Used to Add Applicant Information, by Data Entry Task (cont’d)


Adding References and Appointments for an Applicant


This section explains how to use the Applicant References/Appointments (REFA) form to

■ record references for an applicant

■ record recommendations for an applicant

■ manually assign an admissions officer or alumni area representative to an applicant

■ set up an appointment with an applicant

■ record communications with the applicant

References and Recommendations

From the applicant’s point of view, a reference and a recommendation are the same thing. They are usually letters that recommend that the applicant be accepted as a student at your institution. Most institutions require that an applicant submit one or more letters of recommendation or reference. The difference that Colleague makes between a reference and a recommendation is in the amount of information that you record in the Colleague database about them. You associate references with a specific person who has a record in your Colleague PERSON file. You associate recommendations with a person who does not have a record in the PERSON file.

For example, the admissions office at Datatel University received two letters of recommendation from Mary Stuart: one was from her family’s clergy, the other was from an alumnus of the university. Figure 3-3 shows how the admissions office recorded these letters of recommendation on the Applicant References/Appointments (REFA) form.

Note: All entries that you make on this form are for a specific applicant. To record any of this information for a specific application, use the Application References/Appointments (ARFA) form.



Figure 3-3: Example of a Recommendation and a Reference

The admissions office recorded the letter from the family’s minister with a recommendation code (“CL”) and an associated short description, but recorded the letter from the alumnus as a reference with an associated reference code.

To record a recommendation, enter a recommendation code in the Recommendation Code field. These codes identify the type of person giving the recommendation or type of recommendation received. To record a reference, enter the identification number or other identifying information at the References LookUp prompt (the References field).

Note: The date associated with both the recommendation and the reference is for information purposes only. The default is the data entry date. You might want to enter the date you received the reference or the date it was sent. If you want to use this date for reporting or other purposes, be sure to be consistent in what you record for the date.



Appointments and Contacts

You set up appointments with an applicant from the Applicant References/Appointments (REFA) form by accessing the Appointment Reminders (APPT) form (Figure 3-4).

Figure 3-4: Example of an Applicant’s Appointment

When you receive a phone call or a personal visit from an applicant, you can record this contact using the Contact History (CON) form (Figure 3-5), which you can access from the Applicant References/Appointments (REFA) form.

Note: You can access the Applicant References/Appointments (REFA) form from the Prospect Summary (PRSP) form, the Applicant Summary (ASUM) form, or directly from the menu.



Figure 3-5: Example of a Record of a Contact with an Applicant

Refer to online help for details about both the Appointment Reminders (APPT) form and the Contact History (CON) form.


Adding Remarks about an Applicant

Adding Remarks about an Applicant

Applicant remarks are comments that you enter about an individual with which you associate two codes: remark types and remark codes. Remark types indicate the kind of remark, such as personal information, involvement information, general comments, and interview. Remark codes identify the source of the remark such as family friend, alumnus, admissions officer, or counselor. Using “remarks” instead of “comments” lets you use codes to categorize the remarks. You can then use these codes as a mechanism for reporting and printing specific remarks.

Use the Prospect/Applicant Remarks (AREM) form to record any number of remarks about an applicant.

Figure 3-6: Example Applicant Remarks



Adding Comments about an Applicant

Record comments about an applicant as free-form text on the Applicant Comments (UTED) form. You can enter an unlimited number of lines of text for each application. From the Applicant Comments form you can detail to your word processor or other editor for easier entry of your comments.

Figure 3-7: Example Applicant Comments

Note: You can only access the Applicant Comments (UTED) form from the Applicant Summary (ASUM) form or the Prospect Summary (PRSP) form.


Entering an Applicant’s Honors and Activities


The activities and honors that you add for an applicant are those from either a secondary school or a post secondary institution other than your institution.

Academic Honors

You enter academic honors an applicant received as free-form text on the Applicant Honors/Activities (HACT) form. From the HACT form you can detail to the Academic Honors Comments (UTED) form for a full-form view of the honors or to detail to your editor for easy data entry.

Figure 3-8: Example of Honors Recorded for an Applicant

Activities and Interests

You enter an applicant’s activities and interests using interest codes. These codes let you refer to these interests in mailings or for other reporting purposes. For example, if you send a special letter to all applicants who had participated in certain activities, such as debate club, in high school, you can



define your Admissions tracking rules to send out letters based on interest codes. See Getting Started with Colleague Student for more information about setting up tracking rules.

You can also define your admissions representative assignment rules based on applicant interests. For example, you could define a rule that assigns a certain admissions representative to all applicants interested in forensics. See Getting Started with Colleague Student for more information about setting up admissions representative assignment rules.

In addition to interest codes you can use role codes to identify what, if any, specific role an individual had in an activity. For example, if you only send letters about your institution’s clubs and organizations to those individuals who actually had a role in an activity (whether it is member or officer or some other role), then define your rules to look at both the interest codes and the role codes.

When you record an applicant’s activities, Colleague displays the Applicant Activity Detail (AADT) form where you record the details about the applicant’s involvement in each activity. Refer to the online help for the AADT form for details.



Figure 3-9: Example of an Applicant’s Activities



Miscellaneous Applicant Information

If you use the miscellaneous fields for applicant information, use the Applicant Miscellaneous (AMSC) form to associate any of those fields with an applicant.

Figure 3-10: Example of Miscellaneous Information Recorded About an Applicant



Entering External Transcripts January 5, 2006

Before You Begin

Before you can record an individual’s external transcript you must define the following:

Information References

each institution from which you enter an external transcript

Using Demographics

the other institution(s) grade schemes Getting Started with Colleague Student

the other institution(s) grades Getting Started with Colleague Student

secondary school subject codes Getting Started with Colleague Student

external transcript categoriesa

a. This information is required only if you want to categorize transcript items.

external transcript rulesb

b. This information is required only if you want Colleague to automatically associate the external transcripts to the individual’s application(s).

note codesc

c. These codes are required only if you want to record transcript notes.

standard equivalencies for each institutiond

d. This information is required only if you want Colleague to automatically create a transfer equivalency when you enter the transfer courses. See page 4-4 for more information about automatically creating transfer equivalencies.

Table 3-3: Information Needed Before You Can Enter External Transcripts


Applicants and Applications: Entering External Transcripts

Understanding External Transcripts

An external transcript is any transcript, except a financial aid transcript, you receive for an individual from a secondary school or from a post-secondary school other than your institution. While an external transcript may contain information about both courses and noncourse work, this chapter focuses on recording course work from an external transcript. See page 3-49 for more information about entering noncourse work.

You can use the information from an external transcript for

■ your general information

■ inclusion on your transcripts

■ determining transfer course equivalencies

See Using Academic Records for information about how to use courses entered from an external transcript on your institution’s academic transcripts. See “Granting and Evaluating Transfer Course Equivalencies” beginning on page 4-1 for information about evaluating transfer course equivalencies.

Note: You can enter external transcripts either during the admissions process or on an ongoing basis for anyone known to Colleague (Your institution may also have the ability to electronically import external transcripts from other institutions. See your system administrator for information about this ELF functionality.) The information and procedures described in this section apply to recording external transcript information for prospects, applicants, students, faculty, etc. If the person is not on the STUDENTS file and not on the APPLICANTS file, an APPLICANTS record is automatically created when an external transcript is entered.

Note: As a result of entering courses from an external transcript, Colleague may create transfer course equivalencies for the individual. However, you do not need information about your institution’s standard transfer course equivalencies to enter an external transcript.


Types of External Transcripts


Before entering any transcript information, for data entry purposes you should consider how your institution records

■ information from a secondary school transcript

■ information from a transfer transcript from a post-secondary school

Components of a High School Transcript

Use the Secondary School Transcript (SSTR) form to enter information from a secondary school transcript (Figure 3-11).

Figure 3-11: Example of a Secondary School Transcript

Grade Scheme. Enter the grade scheme used by the secondary school. The grade scheme defaults into the SSTR form from the grade scheme that was defined for the institution on the Institutions (INST) form. The grade scheme identifies the valid grades for the secondary school and the values that Colleague uses to calculate the grade point average based on those grades.



You can use your institution’s grade scheme—if it is equivalent to the secondary school’s—or define one specifically for secondary school transcripts.

Secondary School Subject. Enter each subject that the applicant took while attending the secondary school. This field is validated against the secondary school subjects validation code; see Getting Started with Colleague Student for more information on this code.

Year 1 through Year 5 Grade. Enter the grade the applicant received in each subject during each year at the secondary school. If the applicant did not take courses in a subject during any one year, leave that grade blank. Colleague calculates the applicant’s grade point average for each subject and an overall grade point average based on the associated values of each grade you enter. Colleague uses the grade scheme you identify to determine the appropriate value for each grade.

Components of a Transfer External Transcript

Use the External Transcript Summary (EXTS) form and the External Transcripts (EXTR) form to enter courses from an external transcript.

The External Transcript Summary (EXTS) form lists each transcript item recorded for an individual from a specific institution. The External Transcripts (EXTR) form shows the details about a single transcript item (Figure 3-12).



Figure 3-12: Example of a Post Secondary School Transcript

The following fields on the External Transcript (EXTS) form are described below:

■ External Course

■ Credits

■ Grade Scheme and Grade

■ End Date

■ Notes

■ Institutions Attended



Refer to online help for the External Transcripts (EXTS) form for information about the other fields on the EXTS form.

External Course. Enter the name of the transfer course, such as Math 101 (the Title field is where you would enter the full title, such as Introduction to Mathematical Principles), in the External Course field. In order for Colleague to correctly create transfer course equivalencies from the information you enter from an external transcript, you must enter the name of the course exactly as it is printed on the transcript, including all punctuation and spacing used in the course name. For example, “CIS 101” (with a space) is not the same as CIS101 (without the space), or any other variation.

Credits. Use the Credits field to record the number of credits the individual received from the other institution for a particular transcript item. Colleague uses this value to assess whether the individual automatically qualifies for the equivalency based on whether the transcript item is used in a transfer equivalency.

Grade Scheme and Grade. When you enter a transcript item, enter the grade scheme used by the other institution. Because you cannot create a grade scheme on-the-fly while you are recording an external transcript, you must define that grade scheme first. See Getting Started with Colleague Student for information about defining grade schemes and grades.

The grade you enter is the grade the individual received for that transcript item.

Colleague uses the grade and grade scheme to determine the individual’s eligibility to receive a standard equivalency defined for transcript item.

End Date. Each transfer course must have an end date for Colleague to automatically create a transfer course equivalency. If the transcript does not provide an end date, follow your office’s policy for determining the end date based on other information provided in the transcript. Colleague checks the end date of the transfer course against the start and end dates of all equivalencies for the transfer course to determine if there is a valid equivalency for that transfer course.

Note: You can use one of your internal grade schemes, but the grades and their values must be equivalent to those of the institution represented by the transcript you are entering.



For example, MATH 100 from State University has had the following equivalencies to courses at Datatel University:

If an applicant transferring to Datatel University took MATH 100 at State University and the end date of the course was 8/15/85, Colleague would base the equivalency given to the applicant on the 06/13/82 equivalency for MATH 100.

Notes. The Notes field on the External Transcript (EXTR) form is a validated field that lets you enter specific notes about a transcript item that you want printed on your transcript. For example, you may want to note that this course is a transfer course. You would define a code that is associated with the text “Transfer Course,” and then use this note code on every transfer course (see the example of the EXTR form in Figure 3-12). You could then set up your transcript to print this text with each of the transfer courses. See Using Academic Records for more information about setting up and printing transcripts. See Getting Started with Colleague Student for more information about defining note codes.

Institutions Attended. You can access the External Institution Attended (INAT) form from the Institutions Attended field on the External Transcript (EXTR) form (or from External Transcript Summary [EXTS] form). Use the INAT form to record information about an individual’s attendance at another institution.

See Using Demographics for more information about the Institutions Attended (INAT) form.

Transfer Course

Equivalency Start Date End Date

MATH 100 MATH 105 09/01/79 06/12/82

MATH 100 MATH 101 06/13/82 06/01/90

MATH 100 MATH 100, MATH 101

06/02/90

Table 3-4: Example of Start and End Dates with Transfer Courses



Processing That Occurs After Updating an External Transcript

After you record an external transcript for an applicant using the External Transcript Summary (EXTS) form and the External Transcript (EXTR) form, Colleague evaluates the following items:

■ the transfer courses, if you set the Auto Create Transfer Equivalencies parameter to “Yes,” and Colleague assigns transfer course equivalencies as appropriate. See Getting Started with Colleague Student for information about this parameter. See “How Colleague Automatically Grants Standard Equivalencies” on page 4-4 for details on how Colleague assigns transfer course equivalencies.

■ If you have set the Multiple-Equiv Resolution Screen field to “Yes,” the following occurs when you finish from the EXTS form. Colleague evaluates the transfer courses and, if any courses can apply to more than one equivalency, displays a resolution form from which you can select which equivalency you wish to associate with the transfer course.

■ your STUDENTS creation rules and, if the applicant’s record passes the rules, Colleague creates a STUDENTS record from the APPLICATIONS record. See Getting Started with Colleague Student for details on defining STUDENTS creation rules.

■ your admissions tracking rules and if the record passes the rules, Colleague updates the appropriate communication codes. See Getting Started with Colleague Student for details on defining tracking rules.

■ your external transcript rules and associates the transcripts with the appropriate application(s). See Getting Started with Colleague Student for details on defining transcript rules.

■ your academic program admit rules (if you set the Auto Admit/Update Application Status parameter to “Yes”). See Getting Started with Colleague Student for details on academic program admit rules.

■ your admissions representative/AARS assignment rules. If you have not assigned an admissions representative or AARS to the applicant, or to one of the applicant’s applications, Colleague assigns the representative as appropriate. See Getting Started with Colleague Student for details on the admissions representative rules.

When you enter transfer courses, you do not have to know the relationship between the transfer courses and the internal courses. However, when you go directly to the Transfer Equivalency Eval (TEEV) form to record an individual’s transfer course, you need to be aware of the possible combinations in which the equivalency is defined if you want Colleague to check for a corresponding standard equivalency. Figure 3-13 illustrates how you may equate transfer courses and internal courses.



Figure 3-13: Relationship Between Transfer Courses and Internal Courses

Engl 100 Eng 101

Math 100

Math 110

Math 115

Hist 100

Hist 112

Hist 101

Hist 102

Hist 103

Transfer Courses Internal Courses



Figure 3-13 shows transfer courses Math 100 and Math 110 equalling the internal course Math 115. If you enter transfer courses for an individual who took both of these transfer courses and you

■ entered Math 100 in the Transfer Courses group on the Transfer Equivalency Eval (TEEV) form and then went to the Equivalent Courses group, Colleague would not find a standard equivalency.

■ entered Math 100 and Math 110 in the Transfer Courses group on the Transfer Equivalency Eval (TEEV) form and then went to the Equivalent Courses group, Colleague would find a standard equivalency. As a result, the equivalency to your Math 115 would display in the Equivalent Courses group on the TEEV form.



Case Study: Entering an External Transcript

Andrew Cunningham is transferring to DU from State University. He had also attended City Community College. When the admissions office received his transcripts, Alyson, the transcript evaluation clerk, recorded his transcripts as follows:

1. Accessed the External Transcript Summary (EXTS) form.

2. Entered Andrew’s ID at the Person LookUp prompt.

3. Entered Y at the prompt, “No institution attend records exist for this person. Add one (Y/N)?”

4. Entered the ID for State University at the Institution LookUp prompt.

5. Colleague displayed the Institutions Attended (INAT) form.

6. Recorded the information about Andrew’s attendance at that institution.

7. Saved the record on the INAT form. (The EXTS form was redisplayed.)

8. Entered the first course on the transcript by detailing to the External Transcript (EXTR) form from a blank line in the Transcripts group.

9. Recorded the details of that course on the EXTR form.

10.Updated the record on the EXTR form, which cleared the EXTR form for another entry.

11.Recorded the details of the next course on the External Transcript (EXTR) form.

12.Saved the record on the EXTR form. (The EXTS form was redisplayed.)

13.Repeated step 11 through step 12 until all the courses from the State University transcript were entered.

14.Saved the record on the External Transcript Summary (EXTS) form.

15.Entered @ at the Person LookUp prompt to recall Andrew’s record

16.Entered the ID of City Community College at the Institution LookUp prompt.

17.Repeated Step 6 through Step 14 for the courses on the City College transcript.

Figure 3-12 on page 3-23 illustrates the External Transcript Summary (EXTS) form after Alyson entered Andrew’s State University transcript. This figure also illustrates the details of one course on the External Transcript (EXTR) form.

Alyson could then review all of the external transcripts from all three institutions at once by accessing the External Tran for All Inst (EXTI) form. See “Viewing An Individual’s External Transcripts” on page 3-40 for more information about the EXTI form.



Procedures for Entering an External Transcript

Procedure for Entering a Secondary School Transcript

Complete the following procedure to enter a secondary school transcript:

Step 1. Access the individual’s transcript record for the appropriate institution on the Secondary School Transcript (SSTR) form.

If Colleague prompts for an institution attended record, you must enter Y to create a record for the appropriate institution, before you can add transcript information.

Step 2. Enter the grade scheme the secondary school uses.

Step 3. Enter each subject and the appropriate grades.

Colleague calculates the grade point average for each subject and the individual’s cumulative grade point average.

Step 4. Save the transcript record.

Procedure for Entering a Post-secondary Transfer Transcript

Complete the following procedure to enter an external transcript:

Step 1. Access the individual’s transcript record for the appropriate institution on the External Transcript Summary (EXTS) form.

If Colleague prompts for an institution attended record, you must enter Y to create a record for the appropriate institution, before you can add transcript information.


Procedures for Entering an External Transcript

Step 2. Detail to the External Transcript (EXTR) form from the first empty line in the Transcript group.

The External Transcript (EXTR) form is displayed.

The EXTR form is only available as a detail form from the EXTS form.

Step 3. Record the transcript information for the course.

Step 4. Refer to “Understanding External Transcripts” on page 3-20 or to online help for assistance with completing specific fields.

Step 5. Update the transcript information.

Step 6. Repeat this procedure beginning with Step 2 for each course listed on the transcript.

Finish to return to the External Transcript Summary (EXTS) form.

Since EXTR records information about only one course at a time, you must update the current record and add another from EXTS.

Step 7. Save the external transcript.

Colleague evaluates the items described on page 3-26.

Colleague creates the appropriate transfer equivalencies if you set the Auto Create Transfer Equivalency parameter to “Yes.” See Getting Started with Colleague Student.





Marking External Transcripts January 5, 2006

Before You Begin

Before you can mark your external transcripts, you must set up the following for each academic program for which you expect to receive applications:

■ external transcript rules

■ external transcript sort rules

■ external transcript GPA selection rules

See Getting Started with Colleague Student for information about defining these rules for your institution.


Applicants and Applications: Marking External Transcripts

Understanding External Transcript Marks

External transcripts are associated with an individual and an institution. But each individual may send you transcripts from several different institutions, such as from both a high school and a junior college. If you have defined external transcript rules, Colleague associates these multiple transcripts to the appropriate applications based on the external transcript rules in one of two ways:

■ when you update from entering the external transcripts manually

■ when you run the external transcripts batch process

See “Entering External Transcripts” beginning on page 3-19 for more information about entering your external transcripts manually. The marking of external transcripts in a batch process is discussed later in this chapter.

During the process of associating external transcripts with an application, Colleague uses the rules you define and “marks” transcripts to indicate, for example, whether the transcript has met an academic program requirement or will be used for general credit. You can use these marks in:

■ external transcript GPA selection rules

■ admission rules

■ application rating rules

If you want to see a GPA, for example, of only the external transcripts that are required for particular academic program, you can use the “marks” in the external transcript GPA selection rules.

If you then want to limit admittance to individuals with particular transcripts, you can define admit rules to look at these “marks.” For instance, you may have an academic program which requires six credits of science before admittance. You can set up external transcript rules to check whether a transcript is science and mark it as meeting the requirement. Then when you run the process to check for admission into that academic program, Colleague uses admission rules you define to evaluate the “marks” on the external transcripts. This marking process allows you to write admit rules which are much less complex.

Or you may want to limit admission to a certain rating of the individual’s external transcripts. You can define your admission rating rules to evaluate the external transcript “marks.” After you have associated the transcripts to

Note: If you do not define external transcript rules, Colleague will not associate the transcripts with applications or mark the records. If you do not want to use these marks, then do not define external transcript rules.


Understanding External Transcript Marks

the appropriate applications, you can run a batch rating process on the applications that will use these admission rules when assigning application status.

Colleague automatically evaluates all external transcripts you enter manually and marks those passing your rules and associates them with all of an individual’s current applications. But you may need to have Colleague re-mark your external transcripts if you:

■ change the external transcript rules

■ add an application(s) after entering the individual’s external transcripts

■ import external transcripts electronically

If you modify the external transcript rules for an academic program on the Acad Program Extl Tran Rules (AETR) form, you must re-evaluate any applications associated with that academic program. If you do not, the modified rules are applied only to those transcripts entered after the modification.

If you add an application for an individual after entering his external transcripts, the additional application does not have the transcripts associated with it. To correct this problem, you must have Colleague re-evaluate the external transcripts for the additional application(s).

Table 3-5 lists actions you can perform pertaining to marked external transcripts and where you can find additional information for each. The order is significant for the first three procedures.

Note: Re-marking the external transcripts clears any marks that were previously associated with these external records and applications.

Actions Reference

Define external transcript rules Getting Started with Colleague Student

Enter external transcripts, either manually or via ELF

“Entering External Transcripts” beginning on page 3-19

Table 3-5: Actions used with Marked External Transcripts



Run the external transcript batch process, if

• you changed the external transcript rules for an academic program

• you added an application (s) after entering the individual’s external transcripts

• imported external transcripts electronically

“Marking External Transcripts” on page 3-37

View all of an individual’s external transcripts

“Viewing An Individual’s External Transcripts” on page 3-40

View all of the external transcripts associated with a specific application

“Viewing An Application’s External Transcripts” on page 3-42

Modify the marks associated with an external transcript

“Modifying An External Transcript’s Marks” on page 3-46

Actions Reference

Table 3-5: Actions used with Marked External Transcripts(cont’d)


Marking External Transcripts


After you have defined your external transcript rules and sort order, you are ready to mark your external transcripts. This process will:

■ associate external transcripts to an application

■ mark each external course as defined in your rules, such as having met a requirement or being used for general credit

Colleague takes the applications you select and identifies the corresponding applicant. All of the external transcripts associated with the applicant are then evaluated based on the rules you defined for that application’s academic program on the Acad Program Extl Trans Rules (AETR) form. If a rule evaluates to true, then the corresponding indicator is “marked” on the record for that external transcript record for that application. Once an external transcript is marked, it is not used again for any subsequent rule for the application; it can be used again on another application.

Use the Mark External Transcript Records (METR) process, shown in Figure 3-14 to evaluate your external transcripts records, associate them with selected applications and mark them according to predefined rules in a batch.

Note: Once an application has been moved to students (given a status of MS), it is no longer available for this process. Colleague only processes those applications that have not had their status upgraded to MS.



Figure 3-14: The Mark External Transcript Recs (METR) Form

The key components of the METR process are described below.

Sort Criteria

Because Colleague marks the first external transcript that satisfies an external course rule, it could be important for the external transcripts to be processed in a certain order. For example, external transcripts can be sorted in date order so that the oldest transcripts are used first. Or, they can be sorted in descending grade value order so the best grades are used first.

The sort order of the external transcripts to be evaluated can either be specified on the Acad Level Extl Tran Sort (AETS) form or on the METR form. If you leave the Sort Field and Sort Order field blank on the METR form, Colleague uses the values you defined on the AETS form for the academic level of each application. See Getting Started with Colleague Student for more information about defining the sort criteria using the AETS form.



Saved List Name

This saved list must contain records from the APPLICATIONS file.

Other Selection Criteria

The other fields on the METR form further define the list of applications you want Colleague to use with this process. You can choose to include and exclude specific criteria. See the online help for the METR form for more information about specific fields.



Viewing An Individual’s External Transcripts

You can view all of the external transcripts an individual has submitted from all other institutions. This could include, for example, transcripts from high school, a junior college and a four year institution.

Use the External Tran For All Inst (EXTI) form, shown is Figure 3-15, to view all of an individual's external coursework at one time. This form provides external transcripts from other institutions as well as any other external work listed by the applicant. For each external course displayed, Colleague also displays the following:

■ whether the course has an established equivalency

■ the grade received (an I after the grade indicates an interim grade)

■ the number of credits received

■ the institution where the coursework was completed

Figure 3-15: Viewing All of an Individual’s External Transcripts

Note: The EXTI form lists all of an individual’s external transcripts, regardless of whether they have been evaluated by your external transcript rules. To view external transcripts associated with a particular application, see “Viewing An Application’s External Transcripts” on page 3-42.


Viewing An Individual’s External Transcripts

You can detail to the External Transcripts (EXTR) form from the EXTI form to view detailed information about a particular external transcript. If a course has an established equivalency, you can detail to the Transfer Equiv Evaluation (TEEV) form to view information about the equivalency.

The EXTI form also displays an individual's GPA for all external transcripts which have both a grade scheme and a grade. The GPA is calculated separately for secondary and post-secondary schools.

Note: Colleague issues a warning if multiple grade schemes are used within one institution type. For example, all secondary schools should only have one grade scheme. Secondary schools and post-secondary schools can have different grade schemes as long as each type only has one. The external transcript GPA for individual institutions is displayed on the External Transcript Summary (EXST) form.



Viewing An Application’s External Transcripts

You can view the external transcripts that are associated to an individual’s application(s). The application’s external transcripts have passed rules you defined for the academic program of the application. For each application you can maintain additional information, including:

■ an institutional number for an application

■ a choice or priority if the applicant has multiple applications

You can also view the following for each application:

■ GPA calculations based on the external transcripts associated with this application

■ rule failure messages

■ all of the associated external transcripts and how they are marked

Each of these topics are discussed in the following sections.

Use the Additional Application Info (ADAI) form, shown Figure 3-16, to view all of the external transcripts associated to a given application.

Figure 3-16: Additional Application Info (ADAI) Form



Application Number and Choice

If your institution chooses to identify each application with an unique number, you can enter it on the ADAI form.

An applicant may submit more than one application to your institution. If you want to allow the applicant to prioritize the applications, you can enter his choice here.

Application GPA

If you defined external transcript GPA selection rules on the Acad Program Extl Tran Rules (AETR), Colleague calculates up to three grade point averages for secondary school transcripts and another three for post secondary school transcripts. Colleague uses these rules and evaluates the external transcripts associated with the application. For example, Datatel University has defined rules which use the external transcript marks as selection criteria. In this way, DU calculates a GPA using only the external transcripts that have met an academic program requirement, a separate GPA for external transcripts that are being used for general credit, and a total GPA for all external transcripts associated with the application.

If you have not defined external transcript GPA selection rules for the academic program associated with an application, Colleague uses all external transcript records associated with the application that have a grade scheme and grade to calculate each of the GPAs.

Rule Fail Messages

If an application has been evaluated and failed one or more rules, Colleague records a rule failure message (if one has been defined for the rule). The ADAI form lists the messages recorded when the following rules are evaluated:

■ external course rules

■ admit rules

■ conditions of an admit rule

External course rule messages are recorded as a result of external transcript marking process. The admit rule fail messages are recorded whenever the application is evaluated against the admit rules. See “Understanding External Transcript Marks” on page 3-34 for more information about the external



transcript marking process. See “Updating Applications by Batch (Batch Admissions)” beginning on page -33 for information about the batch process which evaluates the admit rules.

Associated External Transcripts

For each external course displayed, Colleague displays the following information:

■ whether the course has an established equivalency

■ grade received (an I after the grade indicates an interim grade)

■ number of credits received

■ ID and name of the institution where the coursework was completed

■ indicator “mark” given when the external course was evaluated by the external transcript rules

More Information About a Particular Transcript

You can view more information about a particular external transcript as it relates to a particular application by detailing to the Application Extl Tran Xref (AETX) form from the Indic field of the ADAI form, as shown in the Figure 3-17.



Figure 3-17: Viewing More About a Particular Transcript

You can also manually change the marks on individual external transcripts using the AETX form. This is not recommended because the manual changes are overwritten if the external transcript marking process is run again.



Modifying An External Transcript’s Marks

If you want to modify any of the external transcript marks, you should modify the external transcript rules for the academic program using the Acad Program Extl Tran Rules (AETR) form. You can then have Colleague re-evaluate these rules by either:

■ running the Mark Extl Transcript Records (METR) process

■ or, accessing the individual’s record on the External Transcript Summary (EXST) form and then saving it

See “Understanding External Transcript Marks” on page 3-34 for more information about the external transcript marking process. See “More Information About a Particular Transcript” on page 3-44 for more information about the AETX form.

Note: You can manually change the marks on individual external transcripts by detailing to the Application Extl Tran Xref (AETX) form. But this is not recommended because your manual changes are overwritten if the external transcript marking process is run again.



Entering an Individual’s Noncourse Work January 5, 2006

Before You Begin

Before you can record an individual’s noncourse work, you must define the following:

Procedure Information Need Reference

Entering noncourse work academic levels Using Academic Records

application test source codes


country codes Using Demographics

county codes

course level codes Getting Started with Colleague Student

credit type codes

department codes online help for the Departments (DEPT) form

grade codes Using Academic Records

grade schemes

noncourse categories Getting Started with Colleague Student

noncourse itemsa

state codes Using Demographics

student noncourse status codes


subject codes

Table 3-6: Information Needed Before You Can Enter Noncourse Work


Applicants and Applications: Entering an Individual’s Noncourse Work

entering an applicant’s test scores




credit type codes

course level codes

noncourse categories

noncourse factor codes


subject codes

test noncourse items

a. Optional. See “Understanding Noncourse Work” on page 3-49 for details.

Procedure Information Need Reference

Table 3-6: Information Needed Before You Can Enter Noncourse Work


Understanding Noncourse Work


Noncourse work is anything such as a test, portfolio, or life experience that an individual may take for

■ admissions purposes (for example, the SAT)

■ credit for a specific course, a group of courses, or general academic credit (for example, a CLEP test or life experience)

For data entry and evaluation purposes, Colleague distinguishes between an individual’s noncourse work and test scores. Therefore, noncourse work and test scores are discussed separately in this chapter.1

Components of Noncourse Work

Use the Noncourse Work (NCRS) form to record an individual’s noncourse work. The information on this form represents one noncourse item. Use the Noncourse Work Summary (NCWS) form to record multiple noncourse items for an individual. To enter detailed information on the credit earned by the noncourse item, you can detail from NCRS to the Academic Credit Status (ACST) form.

Note: You can enter noncourse work either during the admissions process or on an ongoing basis for all students. The information and procedures described in this section apply to noncourse work for prospects, applicants, and students.

1. You define both noncourses and tests on the Noncourses (NONC) form, but you record information about an individual’s noncourse work and tests separately.



Figure 3-18: Example of an Individual’s Noncourse Work

The following fields from the Noncourse Work (NCRS) form are described below:

■ Start and End Date

■ Grade Scheme and Grade

■ Score



Start and End Date. You must enter a start and end date for each noncourse work item for Colleague to automatically create a noncourse equivalency. If a date is not available, follow your office’s policy for determining the date. For example, you could use an applicable date provided on the transcript for the noncourse item. Colleague compares the dates you enter with the start and end dates of all equivalencies for this noncourse item to determine if the individual is eligible for an equivalency.

The start date is required for all noncourse work.

Grade Scheme and Grade. Use the Grade field to enter the grade the individual received for their noncourse work. If a noncourse item is graded, you must also enter a grade scheme. Enter the grade scheme used for grading that noncourse item in the Grade Scheme field. Colleague uses the grade scheme to determine the valid grade for each noncourse item and to equate that grade with a specific value. For example, if you select a grade scheme in which an A+ is not a valid grade, you cannot enter A+ as a grade for that noncourse item. If, however, A is a valid grade, and it has a value of 4.00, when you enter A for a noncourse item, Colleague knows the grade has a value of 4.00.

If there is a standard equivalency associated with a noncourse item that requires a grade, you must enter a grade and grade scheme that match those defined with the standard equivalency. Furthermore, for the individual to qualify for the equivalency, the grade must be within the range of grades associated with the equivalency.

Score. Use the Score field to enter the score the individual received on their noncourse item, if any. If there is a standard equivalency associated with a noncourse item that requires a score, you must enter a score for the individual’s noncourse work if you want Colleague to assign the standard equivalency. Furthermore, for the individual to qualify for the equivalency, the score must be within the range of scores associated with the equivalency.



Components of a Test Score

Use the Test Scores (TEST) form to enter a single test score for an individual. Use the Test Summary (TSUM) form to record multiple test scores for an individual (Figure 3-19).

Figure 3-19: Example of an Individual’s Test Scores

Defaults

Colleague defaults the following fields from the test definition when you record an individual’s test score:

■ Title

■ Category



You can change any of these defaults as necessary for an individual. Refer to online help for information about these fields.

The following fields from the Test Scores (TEST) form are described below:

■ Subtests

■ Subcomponent

■ Equivalency

■ Type

■ General Academic Credit

Subtests. If you defined one or more portions of a test, Colleague displays those portions in the Subtests field. You can maintain the score and percent information about each subtest. Figure 3-19 illustrates how the admissions office at Datatel University entered Mary Stuart’s SAT test scores. From the Test Summary (TSUM) form, the admissions officer entered the code for the SAT composite test. When Colleague displayed the Test Scores (TEST) form, it listed the SAT and its two subtests—SATM and SATV. The admissions officer entered the information about the SAT from this one form. Because the admissions office had previously defined SAT, SATM, and SATV as separate noncourses and had related them to each other (using the Component of field on the NONC form), when the admissions officer returned to the Test Summary form, all three items displayed separately.

Subcomponent. Use the Subcomponent field if you want to record separate portions of a test, but do not need to store a separate score for each subcomponent. If you enter subcomponents of a test in the Subcomponent field on the TEST form, they will not be displayed in the listings of tests on the TSUM form—only the overall score for the test will be displayed.

Equivalency. You can detail to the Noncourse Equivalency Evaluation (NEQV) form from the Equivalency field to maintain an equivalency for an individual’s test. If an equivalency has been assigned to this test, and the applicant qualifies for the equivalency, Colleague displays “Yes” in this field. The Equivalency field also displays “Yes” if you have awarded equivalent credit for the test in the Credit group.

See “Components of a Noncourse Evaluation” on page 4-23 for information about the NEQV form.

Type. Displays the test type associated with the ACT test. Enter the appropriate type for the test selected, if there is a type associated with that test. This type will be used to distinguish between a state and a national test imported by ACT, on the ACTI form. ACT will import data to this field through translate tables.



General Academic Credit. Instead of, or in addition to, giving course credit for a test, you may assign general academic credit. As with course credit, you can define general academic credit as part of a standard equivalency that Colleague automatically assigns to a qualified individual, or you may record the amount of credit specifically for an individual.


Procedure for Entering an Individual’s Noncourse Work

Procedure for Entering an Individual’s Noncourse Work

Use the procedures below to enter information about an individual’s noncourse work. These procedures let you associate a predefined noncourse item to an individual or create a unique noncourse item for an individual. If you create a new noncourse item, you may add any available information about that item’s equivalencies. See “Manually Creating Noncourse Equivalencies” on page 4-21 for complete details on defining noncourse equivalencies for an individual.

Procedure for Entering a Single Noncourse Work Item

Use the Noncourse Work (NCRS) form to enter information about a single noncourse work item for an individual.

Note: As a result of entering noncourse work, Colleague may create noncourse equivalencies for the individual. However, to enter noncourse work you do not need information about your institution’s standard equivalencies for noncourses.

Note: You can create a unique noncourse item for an individual without saving it in the noncourse file if you bypass the Noncourse LookUp prompt. Any noncourse item you create this way is not available for you to enter for other individuals or for automatic noncourse equivalencies.



Procedure for Entering Multiple Noncourse Work Items

Complete the following steps to enter multiple noncourse work items for an individual:

Step 1. Access the individual’s record on the Noncourse Work Summary (NCWS) form.

The Noncourse Summary (NCWS) form is displayed, with the cursor at the first line of the Noncourse Work group.

Step 2. Enter the ID of the noncourse work item.

The Noncourse Work (NCRS) form is displayed.

Use LookUp to find the correct noncourse item.

You can also enter a noncourse item without first defining it on the NONC form by detailing on an empty line of the NCRS form.

Step 3. Enter the information that you know about this individual’s noncourse work.

Use online help for information about specific fields on the NCRS form.

Step 4. Update the record.

The record you just entered is saved. The NCRS form clears and is ready for entry of another noncourse item.

Step 5. Repeat this procedure, beginning with Step 2, for each noncourse work item you want to record.

Save the record on the NCWS form when you have completed the data entry.


Procedure for Entering Test Scores

Procedure for Entering Test Scores

Use the procedures below if you are responsible for recording individual’s test scores.

Procedure for Entering a Single Test Score

Use the Test Scores (TEST) form to enter a single test score for an individual.

Procedure for Entering Multiple Test Scores for an Individual

To record the multiple test scores for an individual, complete the following procedure:

Step 1. Access the individual’s record on the Test Summary (TSUM) form.

The Test Summary (TSUM) form is displayed with the cursor at the Admissions Test LookUp prompt.

Step 2. Go to the appropriate test group.

If you are recording an admissions test, continue with Step 3.

If you are recording a placement test, go to the Placement Tests group.

If you are recording another test, go to the Other Tests group.

When a test is defined it is categorized as either an admissions, placement, or other test. If you are not sure which category of test you are recording, use LookUp at each group to find the code for the test you want to record.

Note: As a result of entering one or more test scores, noncourse equivalencies may be created for the individual. However, to enter test scores you do not need information about your institution’s standard equivalencies for tests.



Step 3. Enter the ID of the first test.

The Test Scores (TEST) form is displayed.

Because an individual can have multiple occurrences of any test, a resolution form will display if you entered the ID of a test you have already recorded for that individual.

You can either select an existing occurrence from the resolution form or enter a new occurrence by entering A at the prompt.

Step 4. Record the test information.

Step 5. To enter a second test of the same type, update the record.

The record you just entered is saved. The TEST form clears and is ready for entry of another test.

Step 6. To enter a test of a different type, save the record.

The Test Summary (TSUM) form is redisplayed.

Step 7. Go to the next line of the appropriate group.

Step 8. Repeat this procedure, beginning with Step 3 until you have entered all of the test scores.

Save the record on the TSUM form when you have finished entering the individual’s test scores.



Adding an Admissions Application January 5, 2006

Before You Begin

Before completing the procedures in this chapter, you must define the following:


adding an admissions application academic levels Using Academic Records

academic programs Using Curriculum Management

admit status codes Getting Started with Colleague Student

application fee status codes

application priority codes

application status codes

catalogs Using Curriculum Management

degree codes Getting Started with Colleague Student


educational goal codes Getting Started with Colleague Student

influences to apply codes

institutions Using Demographics



residency status codes

student load codes

student type codes

Table 3-7: Codes Needed Before Adding an Admissions Application


Applicants and Applications: Adding an Admissions Application

adding an admissions application (cont’d)

terms Using Academic Records

withdrawal reason codes Getting Started with Colleague Student

modifying an applicant’s academic program’s location


CCDs Using Curriculum Management

majors

minors

specializations

adding application references and appointments

recommendation type codes Getting Started with Colleague Student

source codes Using Demographics

staff reminder type codes online help for the Type field on the Appointment Reminders (APPT) form


Table 3-7: Codes Needed Before Adding an Admissions Application (cont’d)


Understanding Admissions Applications


This section describes the following about admissions applications:

■ two alternatives for entering applications and application information: the Applications (APPN) form and the Short Application Entry (SHAP) form

■ the difference between application information and an admissions application

■ the processing that occurs after updating an application record

The Applications Form and the Short Application Entry Form

You have two alternatives with regard to entering your applications: you can use the Applications (APPN) form, or the Short Application Entry (SHAP) form. The SHAP form adds convenience by condensing information about an application—and demographic information about the applicant— into a single form, that would otherwise be visible only on several separate forms.

If you want to use the Short Application Entry (SHAP) form for entering application data, you should set the Use Short Application parameter on the Admissions Parameters (ADPA) form to “Yes,” The Use Short Application parameter sets up Colleague to detail to the SHAP form instead of the APPN form when you detail from the Acad Program field on the Applicant Summary (ASUM) or Prospect Summary (PRSP) forms. (If you set the Use Short Application parameter to “No,” Colleague details to the APPN form from the ASUM and PRSP forms.)

Understanding the Difference Between Application Information and an Admissions Application

Application information refers to any information you record on the Applications (APPN) form or the Short Application Entry (SHAP) form before you have received an admissions application from an applicant. For example, if you know a prospect is interested in a particular academic program and anticipates beginning classes in the Fall 1997 term, you would enter the academic program, anticipated start term, and any other information on the Applications form.1

1. When you record applicant information for a prospect, you can use the Acad Program group of fields on the Prospect Summary (PRSP) form without accessing the Applications form. See “Components of Prospect Information” on page 2-26.



An admissions application refers to the actual application form that you receive when an individual applies to your institution. You record the information from the application form on the Applications (APPN) form. Once you receive the application, you record an application date and use an application status that means the individual has applied.2

Processing That Occurs after Updating a Record

After you save an application record (when you leave the Application [APPN] form and save your work), Colleague reviews the different rules that you have defined and, based on those rules, may

■ assign an admissions representative or an alumni area representative

■ put the applicant on a correspondence track or update an existing correspondence track

■ modify the status of the application based on the changes made to the application

■ create a STUDENTS record

Each of these processes is described below.

Assigning an Admissions Representative/AARS

Colleague automatically assigns admissions representatives and alumni area representatives (AARS) based on rules that you define. Each time you save an application record, Colleague evaluates these rules and, if an admissions representative/AARS has not been assigned to the applicant and the rules evaluate true, then Colleague assigns the appropriate admissions representative or AARS. For example, Datatel University primarily assigns admissions representatives based on where the applicant lives. However, applicants to some academic programs are assigned representatives based on the academic program and not where they live. Because the admissions office set the One Representative per Applicant parameter to “No,” Colleague assigns the academic program-specific representatives to the appropriate application record.

2. Colleague uses the processing codes associated with the application status codes, and not the code itself, to determine when an individual has applied for admissions. See Getting Started with Colleague Student.



For more information about defining the rules for assigning admissions representatives and alumni area representatives (AARS), see Getting Started with Colleague Student.

Assigning and Updating Communications Tracks

When you save an application record, Colleague evaluates your admissions tracking rules. Based on the information in the application record, Colleague either places the applicant on a correspondence track or updates the status of an existing track. For example, Datatel University has a tracking rule that marks as received the application correspondence received code when an application record has an application date and a status of “applied.”

See Getting Started with Colleague Student for more information about defining tracking rules. See “Corresponding with Prospects and Applicants” beginning on page 2-49 for information about how you can use these tracking rules to automate communication with prospects and applicants.

Updating Application Status

The application status identifies the application’s stage within the admissions process. This status can be changed

■ automatically by Colleague based on your admit rules

■ manually on the Applications (APPN) or Short Application Entry (SHAP) form

See “Components of an Admissions Application” on page 3-64 for details about how Colleague updates the application status.

Note: You can assign admissions representatives and AARS using the batch assignment process. See “Assigning Representatives to a Group of Individuals” on page 2-78.

Note: Depending on how your academic program admit rules are defined, this manual entry can be overridden by your rules. See Getting Started with Colleague Student for details about admit rules.



STUDENTS Record Creation

If you set the Create Student Immediately flag on the Admissions Parameters (ADPA) form to “Yes,” Colleague evaluates your STUDENTS record creation rule each time you update an application record. If the rule is true for that applicant, Colleague creates a STUDENTS record.

See Getting Started with Colleague Student for details about the STUDENTS record creation parameters.

Components of an Admissions Application

You can use the Applications (APPN) form to enter and maintain application information and an admissions application.

Figure 3-20: Example of an Admissions Application on the Applications (APPN) Form

You can also use the Short Application Entry (SHAP) form to enter or maintain both admissions application and information.

Note: If a STUDENTS record already exists, Colleague will update that record with any information from the updated application that is different from the STUDENTS record.



Figure 3-21: Example of an Admissions Application on the Short Application Entry (SHAP) Form

Important Fields on Both the APPN Form and the SHAP Form

This section describes the following fields on the Applications (APPN) and Short Application Entry (SHAP) forms:

■ Acad Pgm

■ Admit Stat

■ Appl Dt and Appl Stat

■ Bal/Pay Now



Acad Pgm. Use the Acad Pgm field to identify the applicant’s intended course of study; for example, bachelor of business administration, law, general studies, or undecided. When you assign an academic program to an applicant, Colleague defaults data from the definition of that program into the following fields:

■ Acad Level

■ Location (if the academic program is associated with only one location; otherwise you must select the location)

■ Department (if the academic program is associated with only one department; otherwise you must select the department)

■ Degree

■ CCDS

■ Majors

■ Minors

■ Specs (specializations)

You cannot remove any of these items. For example, Figure 3-20 illustrates how the Datatel University (DU) admissions office recorded Mary Stuart’s interest in the school’s computer science program. When the admissions officer entered BS*CIS in the Acad Pgm field, Colleague provided the information about the program’s academic level (“undergraduate”), department (“computer information services”), degree (“bachelor of science”), and major (“computer science”). This information cannot be removed, but Mary can choose to add a major, minor, specialization, or CCD. She can also select her home, or primary, location. See “Modifying an Applicant’s Academic Program” on page 3-79 for more information about these fields.

Admit Stat. The admit status indicates in what capacity an individual was originally admitted to your institution; for example, first time freshman or transfer student. When an applicant becomes a student, Colleague copies the admit status associated with the applicant’s first accepted application to the student record. You can then use this admit status for reporting and analysis purposes. See Getting Started with Colleague Student for details.

Appl Dt. Use the application date to indicate the date you received an admissions application. When you access the Applications form directly to record a new application, Colleague defaults today’s date in the Appl Dt field. You can change that date if necessary.

Note: The admit status is not the status of an applicant’s admission to the institution. The application status indicates that status.



When you, or Colleague, enter an application status code indicating the applicant has applied, then you must record an application date.

Colleague sets both the application date and the application status based on how you access the Applications form3. Table 3-8 describes different data entry scenarios for recording application information and applications and when Colleague sets these fields.

Appl Stat. The Appl Stat field identifies the current status of an application. When you access the Applications form directly from the menu and add a new application, Colleague supplies the default application status defined in your Admissions parameters.

For example, Datatel University set up the “applied” application status as the default for all new applications. For Mary Stuart (Figure 3-20), however, the application status Colleague displays on the Applications form is “incomplete file.” This status indicates that Mary has not sent in an application. When the admissions officer recorded Mary’s interest in this program, he used the Prospect Summary (PRSP) form. From that information, Colleague created the application information and assigned Datatel University’s default application status for all application information recorded about a prospect on either the Prospect Summary form or the Applicant Summary (ASUM) form.4 See Getting Started with Colleague Student for information about defining these default application statuses and for details about defining the application status codes.

As you evaluate an application and gather information about the applicant, Colleague can automatically update this status based on your academic program admit rules. These rules instruct Colleague when to change an application status, based on any criteria you select. See Getting Started with Colleague Student for details on defining these rules.

In addition to the default status and the statuses that Colleague automatically assigns based on your rules, you can manually assign an application status to any application. However, if you manually assign a status and you also have rules for updating the status codes, your rules may override any manually recorded status. For example, an admissions officer at DU may change Mary’s application status from “incomplete” to “applied.” When the admissions officer updates the application, Colleague evaluates the academic program admit rules. If one of these admit rules states that a record without an

3. The applications form you are using will be either APPN or SHAP, depending on your setting of the Use Short Application parameter. In the remainder of this section, both forms will be referred to as “the Applications form.”

4. The default application status for prospects is defined in the Default Prospect Application Status field on the Admissions Parameters (ADPA) form



application date is “incomplete,” and Colleague cannot locate the application date on Mary’s record, then Colleague will change Mary’s application status from “applied” back to “incomplete.” See Getting Started with Colleague Student for details.

When you, or Colleague, assign an application status that means “applied” (the status is associated with an “applied” processing code5), Colleague requires that you record the application date. Colleague sets both the application status and the application status date differently depending on when and from where you access the Applications form. Table 3-8 describes the different data entry scenarios for recording this information and how Colleague sets these fields

.

Note: Colleague uses the processing codes associated with each application status code—and not the code itself—to determine how to process a record. Therefore, you should understand how your application status codes are defined to ensure that you use the correct code. See Getting Started with Colleague Student for complete details.

5. The application status processing codes that mean a student has applied are AP (Applied), CO (Complete), AC (Accepted), RE (Rejected), WL (Waitlisted), and MS (Moved to STUDENTS). See Getting Started with Colleague Student for detailed information on application status codes.

When you … From … Colleague … Additional Information

enter application information only

an empty line in the Acad Program group on the Prospect Summary (PRSP) form

sets the application status to the default status for application information recorded for a prospect.

If you access the Applications form from the Acad Program field before you save the application information, Colleague sets the application status to the default prospect application status and sets the application status date as today’s date.

access the Applications (APPN or SHAP) form

an empty line in the Acad Program group on the Applicant Summary (ASUM) form

sets the application status to the default application status and sets the application date as today’s date.

Because you are accessing the Applications form for an applicant, Colleague assumes you are entering an application and sets these fields accordingly.

access the Applications (APPN or SHAP) form

the menu sets the application status to the default application status and sets the application date as today’s date.

Colleague assumes you are entering an application and sets these fields accordingly.

Table 3-8: How Colleague Sets the Application Date and Application Status



Bal/Pay Now. Colleague displays each applicant’s current balance for all application fees in the Bal field. When you set the application status to “applied,” Colleague evaluates all your application fee parameters and applies the appropriate fees for the application. You can detail to the Application Fees (APFE) form from the Bal field to view all the assigned application fees, add fees, or remove fees.

Enter Y in the Pay Now field if you want to process the receipt of the application fee. When you save the application record, Colleague displays the Application Fees Entry (CRAF) form from which you can record the payment of one or more application fees. See “Processing Admissions Application Fees” beginning on page 3-85 for details on processing an application fee.

Additional Important Fields on the APPN Form

The following two fields are displayed on the Applications (APPN) form, but not on the Short Application Entry (SHAP) form:

■ Rating

■ Prospect Stat/Prospect Dt

Rating. Use the Rating field to manually enter an application rating or to initiate the application rating process. If you manually enter a rating, Colleague does not override that rating whenever you run the application rating process (either for just the application, as described here, or for a group of applications, as described on page 3-95).

If you initiate the application rating process, Colleague evaluates your application rating rules and assigns the rating associated with each rule that is true for this application. To initiate the rating process, detail from the Rating field.

Colleague displays two numbers in the Rating field: the calculated rating and the manual rating. If you enter a rating before initiating the application rating process, Colleague displays 0 (zero) in the calculated rating field (which is displayed to the right of the manual rating). If you initiate the application rating process when you have not entered a manual rating, Colleague displays the calculated rating in both fields. If you override the calculated rating the new rating displays in the manual rating field, and the calculated rating remains unchanged.

Note: You can only use the “Pay Now” option when you access the Applications (APPN) form directly from the menu.



Prospect Stat and Prospect Dt. The prospect status indicates a prospect’s or applicant’s interest in attending your institution. During the recruitment process you may use this status for a variety of recruitment activities and analysis. When you first record application information, Colleague sets the prospect status for the application as the individual’s current prospect status. For example, Datatel University uses prospect statuses such as “suspect,” “inquiry,” “serious,” and “applied.” If a prospect’s status is “serious” when an admissions office first records application information for the individual, Colleague sets the prospect status for the application information as “serious.”

When you enter a new application, Colleague sets the prospect status to the default prospect status identified in your Admissions parameters.

You can maintain the prospect status associated with an application separately from the prospect status associated with the applicant. This lets you keep track of an individual’s interest in a specific academic program (the status associated with the application) separately from their overall interest in your institution (the status associated with the applicant).

Procedure for Adding an Admissions Application

Complete the following procedure to enter an admissions application:

Step 1. Access the Applications (APPN) or Short Application Entry (SHAP) form.

If the person you selected has at least one application on file with the institution, the Applications Resolution form is displayed.

To add a new application for this person, enter A at the prompt in the status and options area of the resolution form.



Step 2. Add the new application.

Complete the APPN or SHAP form.

From this form you can record additional information about this applicant relating to the current application. (The options below are listed in the order in which the fields appear on the APPN form.)

■ To customize the program associated with this application, continue with the procedure on page 3-83.

■ To change the location of the program you assigned to this applicant, continue with the procedure on page 3-84.

■ To record the receipt of deposits or fees, continue with the procedure on page 3-92.

■ To record references or set up an appointment with this applicant specific to this application, continue with the procedure on page 3-72.

■ To record comments about this application, continue with the procedure on page 3-74.

■ To review the status history of this application, continue with the procedure on page 3-75.

Step 3. Save the record.



Adding Application References and Appointments

References and appointments are explained in detail in “Adding References and Appointments for an Applicant” on page 3-9. “Adding References and Appointments for an Applicant” describes references and appointments as they apply to an applicant. However, those concepts are the same for references and appointments for a specific application.

Procedure for Adding References and Appointments for an Applicant

Use the Application References/Appointments (ARFA) form to record references, recommendations, appointments, and contacts for a specific application.

Figure 3-22: Example of References Recorded for an Application


Adding Application References and Appointments

Admissions Representative and Alumni Area Representative

You can assign an admissions representative or an alumni area representative (AARS) to an application in two ways: automatically using rules or manually on the ARFA form. If you defined admissions representative rules, Colleague will evaluate your rules, and make an assignment if the applicant meets the criteria, each time you update an application record.6 You can also manually assign an admissions representative or AARS on the ARFA form (Figure 3-22). Once an admissions representative/AARS is assigned to an application, you can change the assignment directly on the ARFA form or by using the Batch Adm Rep/AARS Assignment (ARAA) process.7

6. Colleague will not change a representative that was already assigned to the application, unless you run the batch admissions representative/AARS assignment process for the purpose of changing the assigned representative.

7. See “Procedure for Assigning Admissions Representatives to a Group of Individuals” on page 2-90 for more information about running the batch admissions representative/AARS assignment process.



Adding Application Comments

You record comments about an application as free-form text on the Application Comments (UTED) form. You can enter an unlimited number of lines of comment for each application. From the Application Comments form you can detail to your word processor or other editor for easier entry of your comments.

Procedure for Adding Application Comments

To record general comments about an application, detail from the Comments field on the APPN form.

Note: You can only access the Application Comments (UTED) form from the Applications (APPN) form.


Viewing Application Status History

Viewing Application Status History

An application will have numerous status changes as it moves through the admissions process. When you first record the application, you may give it the status of “pending” or “incomplete.” Once the application form and all its supporting data are received, the status may change to “complete” or “in review.” Then several things could happen. The application status could be “in committee” for a while and then “waitlisted,” “accepted,” or “rejected.” It could also receive a status of “withdrawn” at any point in the process.8

During this entire process, Colleague maintains a history of these status changes. At any point you can view the complete history of these status changes from the Application Status History (APSH) form. You can also maintain and update historical information on this form.

Figure 3-23: Viewing An Application’s Statuses

While working with an application on the APPN form you can detail to the APSH form from the Appl Stat field.

8. Your institution will define status codes that may be different from the ones used in this example.



The Program Ever of Student’s File flag indicates whether a student has at any point in time been active in the academic program associated with the application. This flag is set when an application is assigned the move to student status. The move to student status can be assigned based on the parameters on the Admissions Parameters (ADPA) form. This flag is for informational purposes only.

Note: A student becomes active in an academic program that has a start date but no end date, when the move-to-students status is assigned. The flag is set to “Yes” once the student is assigned to the academic program even is the program start date is in the future.



Working with An Applicant’s Academic Program January 5, 2006

Before You Begin

Before you can modify or make changes to an applicant’s academic program, you must have first recorded the desired academic program on the Applications (APPN) or Short Application Entry (SHAP) form. See “Components of an Admissions Application” beginning on page 3-64 for details.

Understanding Academic Programs

An academic program is an individual’s course of study leading to an educational goal. Each academic program has an academic level (such as undergraduate or graduate) and may include one or more majors, degrees, CCDS, minors, specializations, departments, and locations. When you assign an academic program to an application, the items that define the program are associated with the application.

For example, table 3-11 illustrates Datatel University’s BA in History program.

Field Value

Academic Level Undergraduate

Degree Bachelor of Arts

CCD None

Majors History

Minors None

Specializations None

Department History

Location Main campus, West campus

Table 3-9: Example of an Academic Program Definition


Applicants and Applications: Working with An Applicant’s Academic Program

When the admissions office assigns this program to an application, the application inherits these items:

Once an academic program has been assigned, you cannot

■ add or change the degree or academic level

■ delete any of the valid departments or locations for the program, or add any

■ change or delete any CCDs, majors, minors, or specializations associated with the academic program

However, you can

■ choose any of the valid locations for the program

■ choose any of the valid departments for this program

■ add majors, minors, CCDs, or specializations

Field Value



Major History

Department History

Table 3-10: Example of Fields Inherited from an Academic Program Definition


Modifying an Applicant’s Academic Program

Modifying an Applicant’s Academic Program

This section explains the relationship between an academic program’s definition and an individual’s academic program. This section also explains how to modify an academic program for an individual.

See “Changing an Individual’s Academic Program” on page 3-80 when you need to remove one academic program and assign a different one.

Use the Student Academic Program Additions (STPA) form to modify an academic program for an individual. You can access the STPA form from the Acad Pgm field in the Applications (APPN) form. Figure 3-24 illustrates how Datatel University’s admissions office modified Mary Stuart’s academic program to include a minor in math.

Figure 3-24: Example of a Modified Academic Program

See Using Academic Records for complete details on modifying an applicant’s academic program.



Changing an Individual’s Academic Program

Your institution may use an undecided or general studies academic program without a major, minor, CCD, or specialization, that you assign to any individual who has not determined a specific field of study but knows, for example, that they want a Bachelor of Arts degree. You can assign this general studies academic program and begin recording application-specific information and track the progress of that application. However, once the individual does decide on a major, you must remove the undecided program and add the program for the selected major.

Consider the following example of an undecided or general studies academic program:

Datatel University uses this academic program for any undergraduate applicant who is seeking a Bachelor of Arts degree but has not decided on a major. When the individual selects a major, the admissions officer recording the information changes the status of the individual’s undecided program to “changed program” and adds the program that reflects the individual’s desired course of study.

Field Value



CCD None

Majors None

Minors None

Specializations None

Department None

Location Main campus, California campus

Table 3-11: Example of an Undecided/General Studies Academic Program


Changing an Applicant’s Academic Program Location

Changing an Applicant’s Academic Program Location

An academic program may be associated with one or more locations. These locations represent the physical campus locations at your institution. When an applicant becomes a student, this location becomes their home location (or campus). You can use this location field and its relationship with an academic program in several ways. You may use locations as a way of restricting where a student can register, as a means for assigning admissions representatives to applicants, or for assigning counselors or advisors to students.

If the academic program is not restricted to one location, then you can change the location of an applicant’s program. You can, however, only change the location to a location that is valid for that academic program. For example, the BA Math program offered by Datatel University does not have location restrictions. Therefore, when a student applies to that program, they can have any program location, or none. The MBA program, however, is associated with the Fairfax location only. Anyone who applies to that program has the Fairfax location as their academic program location.

Colleague maintains a history of each location change that you record. You can view this history, along with the date the change was made and the reason for the change, on the Application Location Changes (ALOC) form. You can access the ALOC form only be detailing from the Location field on either the APPN form or the SHAP form.



Figure 3-25: Example of the History Maintained for an Academic Program Location Change


Procedures for Working with an Applicant’s Academic Program

Procedures for Working with an Applicant’s Academic Program

Procedure for Making Changes to an Applicant’s Academic Program

Complete the following procedure to make changes to an applicant’s active academic program:

Step 1. Go to the Applications (APPN) or Short Application Entry (SHAP) form for the applicant whose application you want to make changes to.

Step 2. Go to the Acad Program field.

Step 3. Detail to the Student Academic Program Additions (STPA) form.

Step 4. Enter the desired additions to the standard academic program.

See “Modifying an Applicant’s Academic Program” beginning on page 3-79 and the online help for the STPA form.

Procedure for Assigning a Different Academic Program to an Applicant

Complete the following procedure to assigning a different active program to an applicant:

Step 1. Access the Application Summary (ASUM) form.

Step 2. Go to the program you want to change.

Step 3. Detail to access the Applications (APPN) (or Short Application Entry [SHAP]) form.



Step 4. Go to the Appl Stat field.

Step 5. Enter the new status code.

Use LookUp to locate a list of valid application status codes.

Step 6. Save the record on the APPN (or SHAP) form.

The ASUM form is redisplayed.

Step 7. Add a new academic program from a blank line in the Acad Program group.

Refer to “Procedure for Adding an Admissions Application” on page 3-70.

Procedure for Changing an Applicant’s Academic Program Location

Complete the following procedure to modify the location of an applicant’s academic program:

Step 1. Access the application you want to modify on the Applications (APPN) or Short Application Entry (SHAP) form.

Step 2. Go to the Location field.

Step 3. Change the application location.

To modify the default change date (today’s date) or enter a reason for the change, go back to the Location field and detail to the Application Location Changes (ALOC) form.




Processing Admissions Application Fees January 5, 2006

Before You Begin

Before you can process an admissions application fee, you must define application fees by academic program, academic level, or for all applicants. See Using Accounts Receivable/Cash Receipts.

In addition, you must have access to the Application Fees Entry (CRAF) form in the Cash Receipts module and you must be defined as a cashier. See Using Accounts Receivable/Cash Receipts for information about cashier records. See your system administrator if you do not have access to the CRAF form.


Applicants and Applications: Processing Admissions Application Fees

Understanding Application Fees

Colleague assesses one or more application fees to each application an individual submits based on your application fee parameters. These parameters—defined in the Accounts Receivable module—instruct Colleague to assess application fees based on a specific academic program, a specific academic level, to all applicants based on specified defaults, or a combination of parameters. When you record an admissions application with an application status that means “applied,” Colleague evaluates all the application fee parameters to determine which fees to assess. Figure 3-26 illustrates how Colleague evaluates these parameters.



Figure 3-26: How Colleague Evaluates Application Fee Parameters

Are application fees defined for the

academic program?

Use the applications fees defined for that academic

program

Yes

No

Start

Are application fees defined for the

academic level?

Yes

No

Are there AR type rules defined for the fee defaults?

Yes

Use the applications fees defined for that academic level.

Is one of the rules true?

Yes Use the AR type associated with the true rule.

No

Use the default AR type

Are there AR code rules defined for the fee defaults?

YesIs one of the rules

true?

Yes Use the AR code and charge associated with the true rule.

No

Use the default AR code and charge

No



Colleague displays the total of all fees for a given application on the Applications (APPN) or Short Application Entry (SHAP) form. From the Bal field you can access the Application Fees (APFE) form to view each individual fee that Colleague has assessed.

Figure 3-27: Viewing an Applicant’s Application Fees

Note: For any application fee Colleague assesses, you can change the amount by entering a different value in the Charge field on the APFE form. You can also add fees by entering the appropriate AR code in the Application Fee field. Refer to the online help for the APFE form for additional information.



Components of an Application Fee Payment

Use the Application Fees Entry (CRAF) form to record the receipt of one or more application fees.

Figure 3-28: Example of a Receipt for an Admissions Application Fee

The key fields on this form are described below. Refer to online help for information about the other fields on the CRAF form.

Acad Program. This field displays the name of the current academic program associated with the application fee you are processing. An academic program defines a student’s intended course of study. When an individual submits an admissions application, the application must be associated with an academic program. If the individual has not decided what course of study he will pursue, a “no degree” or “undecided” academic program can be assigned.

Note: See “Procedure for Waiving an Application Fee” on page 3-93 for information about waiving an application fee.



Application Fee. Enter the AR code that defines the application fee that the individual is paying. If an application fee was already recorded, that fee, and its current status, are displayed. You can

■ record the payment of this fee (see “Amount,” below)

■ add other fees

■ remove the fee (if a payment has not been recorded)

When you add an application fee, the AR code that you select must be defined as an application fee AR code. See Getting Started with Colleague Student for details about defining an AR code.

Status. The current status of each application fee is displayed. Colleague will update this status after you record a payment against the fee as follows:

Charge. The amount charged for this fee is displayed. You can change this amount if necessary, but only if a payment has not already been recorded for that fee.

Tax. The tax on this item is displayed, based on any tax codes associated with the charge. You cannot change this amount.

Balance. Displays the total of the Charge and Tax fields. You cannot change this amount directly, except by changing the charge amount.

Amount. Enter the amount received for each application fee. This is the amount of the receipt that you are recording, which may be less than the balance due.

Status How Derived

N—Not Paid If the applicant’s record does not reflect an invoice for an application fee (if the application fee has not been recorded), then the status is “N.”

W—Waived If the applicant’s record reflects an invoice for an application fee, but the amount charged was zero, then the status is “W.”

P—Paid If the applicant’s record reflects an invoice for an application fee, and the amount received is greater than or equal to the amount charged, then the status is “P.”

R—Partially Paid If the applicant’s record reflects an invoice for an application fee, and the amount received is less than the amount charged, then the status is “R.”

Table 3-12: Processing Prompted by Application Fee Statuses



Distribution. Enter the distribution code that identifies the debit side of this transaction. If you defined a default distribution code for this session or batch, that code is displayed; however, you can select a different distribution code if necessary.

Pay Method. Use the fields in the Pay Method group to record the forms of payment received for this transaction. Each transaction can contain multiple forms of payment; for example, a fee may be paid using a combination of check and cash. Checks are a type of noncash payment, defined as pay method codes. Record a cash payment in the Cash field. (You can detail from this field to the Tender GL Allocation [TGLA] form for allocation of payments.)

Payer ID/Name. Enter the name or ID of the person who is making the payment. When you enter the name of the individual whose fee you are recording, Colleague defaults their name in this field. However, if someone other than this account holder is making the payment, enter their name or ID in this field.

If the payer is not recorded in Colleague (if they do not have a Colleague ID), you can enter just their name, without a Colleague ID. Simply bypass the Payer LookUp prompt and enter the appropriate name in the Name field.

From this field you can access the Person Restrictions (PERC) form to view any restrictions placed on the account holder. See Using Academic Records for information about the Person Restrictions (PERC) form.

Note: If you entered the name of an individual as the payer who does not have a Colleague ID, then you will not be able to access the Person Restrictions (PERC) form for that individual, nor can you record information about any returned items (checks or credit cards) from that individual.



Procedures for Processing Application Fees

Procedure for Recording Payment of an Application Fee

Complete the following steps to record the receipt of an admissions application fee at the time you record the application.

Step 1. Record the application fee from the Applications (APPN), Short Application Entry (SHAP), or Application Fees (APFE) form.

Step 2. Enter Y in the Pay Now field.

Step 3. Save the application.

Step 4. The Cash Receipts Entry (CRAF) form is displayed with the cursor at the Batch LookUp or (A)dd prompt.

If the Restricted CR Session Control (RCSC) form is displayed, you must define the session for recording this receipt. Refer to Using Accounts Receivable/Cash Receipts for details about defining a cash receipt session.

Step 5. Enter the ID of the batch you want to associate this fee with.

The cursor moves to the Acad Program field.

If

■ you do not want to associate this payment with a batch, bypass this prompt.

■ you have already identified a batch for a previous entry, bypass this prompt.

■ you want to open a new batch, enter A and complete the Restricted CR Batch Control (RCBC) form. Refer to Using Accounts Receivable and Cash Receipts for details about defining a cash receipt batch.


Procedures for Processing Application Fees

Step 6. Go to the Amount field associated with the fee that you are processing.

If the fee that you are processing is not listed in the Application Fees group, go to an empty line in that group and add the fee, using the appropriate AR code.

Refer to the online help for the CRAF form and “Components of an Application Fee Payment” on page 3-89 for more information.

Step 7. Enter the amount received.

The amount received does not have to match the balance due.

Step 8. Complete the Application Fees Entry (CRAF) form for each application fee.

Refer to the online help for the CRAF form and “Components of an Application Fee Payment” on page 3-89 for more information.

Step 9. Save the information on the CRAF form.

The form from which you accessed CRAF is redisplayed.

If

■ you associated the transaction with a specific batch and that batch was set to post transactions at a later time, the application fee receipt is recorded but not posted to accounts receivable.

■ you either associated the transaction with a specific batch and that batch was set to post transactions immediately, or did not associate the receipt with a batch, the application fee receipt is posted to accounts receivable.

Procedure for Waiving an Application Fee

Complete the following steps to waive an application fee after it has been recorded on the admissions application:

Step 1. Access the Applications (APPN) or Short Application Entry (SHAP) form.

Step 2. Go to the Bal field.



Step 3. Detail to the Application Fees (APFE) form

Step 4. Go to the Charge field.

Step 5. Enter 0 (zero).

Step 6. Save the Application Fees (APFE) form.

The Applications form is redisplayed.

Step 7. Save the Applications (APPN) or Short Application Entry (SHAP) form.



Rating a Group of Admissions Applications January 5, 2006

Before You Begin

Before you can calculate the rating for a group of admissions applications, you must define your application rating rules. See Getting Started with Colleague Student for details.

Understanding Application Ratings

An application rating is a means of applying specific criteria to characteristics of an admissions application and applying a numeric value to those characteristics. In the Recruitment/Admissions Management module you define these ratings using a set of rules. Each rule may represent one or multiple criteria upon which you rate an application. Colleague evaluates each application rating rule and assigns the value associated for each rule that is true for a given application.

Colleague evaluates your application rating rules, and assigns the appropriate rating at the point when you initiate the rating process. You can initiate the rating process for an individual application in one of two ways:

■ by detailing from the Rating field on the Applications (APPN) form

■ by running the rating process for multiple applications using the application rating assignment process.

This chapter explains how to run the application rating assignment process. Refer to “Components of an Admissions Application” on page 3-64 for information about the Rating field on the Applications form.

Note: For each application, Colleague evaluates all application rating rules and assigns a cumulative rating that is the sum of all ratings associated with all rules that are true for that application.


Applicants and Applications: Rating a Group of Admissions Applications

Components of the Application Rating Assignment Process

Use the Application Rating Assignment (APRA) form to initiate the application rating assignment process.

Figure 3-29: Running the Application Rating Assignment Process

Recalculate Manual Ratings. If you enter “Yes” in the Recalculate Manual Ratings field, Colleague recalculates any ratings you have manually entered for any of the applications in the selected group.

Saved List Name. You can choose the specific applications that Colleague processes by entering the name of a saved list built with IDs from the APPLICATIONS file. If you enter the name of a saved list and use any of the other selection criteria, Colleague calculates the application ratings for all applications in the saved list that meet the other criteria.

Specific Selection Criteria. Use the fields in the Specific Selection Criteria section of the APRA form to choose the specific applications you want Colleague to process. Colleague evaluates all the criteria you define and processes only those applications that meet the defined criteria.

Specific Selection Criteria


Understanding Application Ratings

For example, the selection illustrated in Figure 3-29 specifies that Colleague should calculate the application ratings—and recalculate any manual ratings—for all applications with an application date between 05/01/96 and 06/30/96 that have an application status of “applied,” and that have a start term of 96/FA.

Note that entering both a saved list name and a list of applicants selects only those applicants that are on both lists. If the lists are mutually exclusive, no records are selected for processing.

When you use the Specific Selection Criteria fields, you can use any combination of fields as well as any number of options for each field—except for the range of application dates.


Applicants and Applications: Rating a Group of Admissions Applications

Procedure for Rating a Group of Admissions Applications

Complete the following steps to rate a group of admissions applications:

Step 1. Access the Application Rating Assignment (APRA) form.

Step 2. Using a saved list, other selection criteria, or both, select applications for which you want to calculate ratings.

Refer to “Components of the Application Rating Assignment Process” beginning on page 3-96 and online help.

Step 3. If you need to define additional criteria for examples to select specific invoices or sponsorships, go to the Additional Selection Criteria field. Otherwise, continue with Step 6.

Step 4. Enter Y and update the APRA form.

The Additional Selection Criteria form is displayed.

Step 5. Complete the Additional Selection Criteria form.

Step 6. Save the information on this form.

The Change Peripheral Defaults form is displayed.

Step 7. Accept the defaults or change the name of the default printer, select a different printer, or choose to have the reports sent to a hold file.

The Phantom Mode Specification form is displayed.

Step 8. If you want this process to run at a later time, complete the Phantom Mode Specification form; otherwise, leave this form blank.

Step 9. Finish from the Phantom Mode Specification form to begin processing.



Managing Admissions Waitlists January 5, 2006

Before You Begin

Before you can manage any existing waitlists, you must define an application status code that indicates an application has been placed on a waitlist. See Getting Started with Colleague Student for details on defining application status codes.

Understanding Admissions Waitlists

If you waitlist applicants to specific academic programs, you can use the Recruitment/Admissions Management module’s waitlist management processes to

■ place applications on a waitlist

■ review waitlists and manually change the status of specific applications

■ view a listing of all applicants on a waitlist

Placing Applications on a Waitlist

You can place a specific application on a waitlist by manually changing the application status of an individual application or by having Colleague automatically change the application status through academic program admit rules. This section describes each of these options.

Manually Placing an Application on a Waitlist

To manually place an application on a waitlist, access the application on the Applications (APPN) or Short Application Entry (SHAP) form and change the application status to the code that means an application is waitlisted. Figure 3-30 illustrates an application that Datatel University’s admissions office placed on the waitlist for the BA.BUAD academic program.


Applicants and Applications: Managing Admissions Waitlists

Figure 3-30: Example of an Application Placed on an Admissions Waitlist

When you manually change an applicant’s application status, you need to be aware that Colleague may override the manual change if you have set the Auto Update Application Status parameter to “Yes,” and the applicant passes an academic program admit rule that changes his admit status. If you manually change the application status of applications, you should include a statement in your academic program admit rules that results in a false occurrence whenever the application status is “waitlisted.” When that statement is in the admit rules, an applicant who might otherwise meet the criteria of the rule will fail the rule when they have been placed on the waitlist.

See Getting Started with Colleague Student for information about the Auto Update Application Status parameter and about defining academic program admit rules.

Waitlist Application Status



Automatically Placing an Application on a Waitlist

There are two ways that Colleague automatically places an application on an admissions waitlist:

■ through academic program admit rules

■ through the batch admissions process

Using Academic Program Admit Rules. If you have clearly defined criteria for placing an application on a waitlist, and you can define those criteria in terms of identifiable characteristics of an application, then you can define one or more academic program admit rules to set the status of admissions applications to “waitlisted.” If you have set the Auto Update Application Status parameter to “Yes,” Colleague evaluates your academic program admit rules each time you save an applicant’s application information. If the rule that sets the status to “waitlisted” is true, Colleague changes the application’s status and that application is placed on the waitlist for the corresponding academic program.

If you set the Auto Update Application Status parameter to “No,” you can still define the academic program admit rules. However, Colleague does not evaluate these rules until you run the batch admissions process.

Using the batch admissions process. When you use the batch admit process, you instruct Colleague to set the application status to “waitlisted” for specified applications. See “Understanding Batch Admissions” beginning on page 3-105 for complete details on running the batch admissions process.

Managing Applicants on a Waitlist

Use the Waitlist Management (AWLM) form to view the applications waitlisted for a specific academic program and to change the status of any of the applications on the list. Figure 3-31 illustrates an admissions waitlist for the BA.BUAD academic program at Datatel University.



Figure 3-31: Example of an Admissions Waitlist

From the AWLM form you can

■ access the specific application by detailing from the Status field to the Applications (APPN) form

■ change the status of an application from “waitlisted” to any other status

Generating a Listing of Waitlisted Applications

Use the Admissions Waitlist Report (AMWL) form to initiate the admissions waitlist report. This report provides information about each applicant on the selected waitlists including

■ anticipated start term

■ applicant name and ID

■ current application status and the date and time the status was recorded

■ application rating

Figure 3-32 illustrates how Datatel University ran the admissions waitlist report to see all applicants waitlisted for the BA.BUAD and the BA.ENGL academic programs for the 97/FA term.



Figure 3-32: Defining the Admissions Waitlist Report

Sort by Options. Use the Sort by options on the AMWL form to choose how you want Colleague to sort the report.

Saved List Name. You can select a group of records to process by identifying the name of a saved list of IDs from the APPLICATIONS file. Colleague processes all records in the saved list that meet the other criteria for the report.

Other Selection Criteria. Refer to the online help for the AMWL form for information about the other fields that you use to select the records Colleague prints on the Admissions Waitlist Report.

Note: If you used a saved list to run the batch admissions process and place multiple applications onto waitlists, you can use the same saved list to generate this report to see how each applicant was placed on the waitlists.





Updating Applications by Batch (Batch Admissions) January 5, 2006

Before You Begin

You must define at least one academic program admit rule to use the batch admissions process. See Getting Started with Colleague Student for information about defining academic program admit rules.

Understanding Batch Admissions

Use the batch admissions process to have Colleague update the application status of a group of applications based on your academic program admit rules. To run this process, you

1. define your academic program admit rules2. select a group of applications to process

When you select the applications you want Colleague to process, Colleague evaluates your academic program admit rules and changes the application statuses of the selected applications to the status associated with the first rule that evaluates true for that application. For example, you can use this process to change the status of all selected applications from “waitlisted” to the status associated with an academic program admit rule that evaluates true.

Because one applicant (person) can have multiple applications at your institution, it is important to realize that the batch admissions process evaluates applications and not applicants. For example, if an individual has three active applications, Colleague could update the status of all three applications to admitted when you run this process. Therefore, it is important that you define your selection criteria as precisely as possible.

Note: You cannot use this process to change the application status from one status to another, unless you have one or more academic program admit rules that, when evaluated true, result in Colleague setting the desired application status. The rules of the academic program associated with the application are the rules evaluated.


Applicants and Applications: Updating Applications by Batch (Batch Admissions)

Selecting Applications for Admissions

Use the Batch Admissions (BADM) form to update the status of selected applications.

Figure 3-33: Example of the Batch Admission (BADM) Form

You select the applications for the batch admissions process by using a saved list of applications, by selecting specific characteristics of the applications you have on file, or by a combination of both. For example, you may have a saved list containing all the applications with an anticipated start term of next fall, but you may only want to admit those applying to your business program. To do this you would narrow the scope of the pool of applications by indicating that you only want to include the business program.

You can choose to include or exclude applications based on the following characteristics:

■ academic level (for example, undergraduates or continuing education)

■ academic program (for example, business or general undergraduate)

■ location

■ admissions representative

■ application status


Selecting Applications for Admissions

You cannot choose to include and exclude applications based on the same characteristics. For example, you cannot include undergraduates and exclude graduates. If you want to have only the undergraduates, enter the code for undergraduate in the Acad Programs Incl field on the Batch Admission (BADM) form. If you want to include everyone except graduates, enter the code for graduates in the Acad Programs Excl field.

The Additional Selection Criteria field lets you further refine the group of applications by identifying selection criteria separate from the include/exclude characteristics. For example, you may want to run this process for applications for individuals who intend to apply for financial aid. You can use the additional selection criteria with any combination of the include/exclude characteristics.



Recording Rule Failure Messages

If you have included an application in a batch admission process and it has failed, you may want to know the reasons why. You may want to use the Communication Management module to incorporate the reasons an application failed admission into letters you send to prospects.

To discover the messages indicating why the application failed, you must:

■ run the Admissions Rules Failure Log (ARFL) process

■ view the messages on the Additional Application Info (ADAI) form

These two steps are discussed further in the next two sections.

Logging Admission Rule Failures

Use the Admissions Rules Failure Log (ARFL) process to record the messages associated with an application failing an admission rule.

Figure 3-34: The Admissions Rules Failure Log (ARFL) Process

The key components of the ARFL process are described below.


Recording Rule Failure Messages

Application Status. Enter the application status for which you want to log admissions rules failure messages.

Clear Previous Messages. Enter “Y” in this field to clear out any previous messages for this application before evaluating admissions rules. If you enter “N”, the resulting messages are appended to any previous messages for this application.

Saved List Name. This saved list must contain records from the APPLICATIONS file.

Other Selection Criteria. The other fields on the ARFL form further define the list of applications you want Colleague to use with this process. You can choose to include and exclude specific criteria. See the online help for the ARFL form for more information about specific fields.

Viewing Admission Rule Failures

Use the Additional Application Info (ADAI) form to view all of the admission rule fail messages for an application.

Figure 3-35: Viewing Admission Fail Messages

The ADAI form also records fail messages from the METR process indicating why some transcripts received a fail message.

Fail Messages



The Batch Admissions Process: Case Study

Cathryn Thomas, the director of admissions at Datatel University, created a saved list for all applications with an anticipated start term of 96/FALL. She used this list to run the batch admissions process. There are 2400 applications in this list.

Figure 3-36: Example Saved List

Cathryn wants to run the batch admissions process for those applications for the business program but she does not want applications with an application status of “in committee,” since she knows that these applications have not yet been reviewed. The way that Cathryn completed the Batch Admissions (BADM) form is illustrated in Figure 3-33.

When she runs this process, Colleague 1. gathers all the applications in the saved list 96FA 2. sorts out only those applications who meet the criteria

Cathryn identified through the use of the include/exclude characteristics and the additional selection criteria

3. uses the group of applications from step 2 and applies the admit rules against each application in the group

4. changes the application status—based on the status associated with the admit rule—for each application that meets all the criteria of at least one of its academic program’s admit rules

5. records the corresponding error messages if an application fails an admit rule

Each of these steps is explained in detail below.

:SSELECT APPLICATIONS WITH APPL.START.TERM EQ ‘96/FA’

2400 records selected to list 0.

>SAVE.LIST 96FA2400 key(s) saved to 1 record(s).:

Note: You do not have to use a saved list to run this process. You can use the selection fields on the BADM form to select applications against the whole APPLICATIONS file.


The Batch Admissions Process: Case Study

Step 1: Gather Initial Group of Applications

Colleague collects the 2400 applications from the saved list. This is the pool of applications Colleague processes for this batch.

Step 2: Eliminate Applications Based on Specified Criteria

Colleague gathers from the pool all applications that have “BBA” for the academic program but do not have an application status of “CMTE.” From the original 2400, Colleague finds 1000 applications that meet this criteria.

Step 3: Apply Academic Program Admit Rules

Colleague takes the 1000 applications and evaluates the records against Datatel University’s academic program admit rules. Because academic program admit rules are defined for each academic program, Colleague evaluates the applications in the pool against the rules for admitting applications to the Bachelor of Business Administration program.



Figure 3-37: Example of an Admit Rule

Step 4: Update the Application Status

Based on the rules illustrated in Figure 3-37, Colleague updates the application status of all 1000 applications to “Approved.”


Procedure for Admitting a Group of Applications

Procedure for Admitting a Group of Applications

Use the Batch Admission (BADM) form to initiate the process of admitting a selected group of applications. Refer to “Understanding Batch Admissions” on page 3-105 and online help on the BADM form for specific information about selecting the group to admit.





Working with Your Applicant Pool January 5, 2006

In This Chapter

This chapter describes how you can use various forms, reports, and tools to analyze and work with information in your applicant pool. Specifically, this chapter describes:

■ “Identifying Where an Applicant Was Admitted From” on page 3-115

■ “Generating an Applicant Profile” on page 3-117

■ “Generating an Application Status Summary Report” on page 3-119

■ “Generating Application Lists” on page 3-124

■ “Generating Application Counts” on page 3-126

■ “Generating an Accepted Applications Report” on page 3-128

■ “Custom Reports and Queries” on page 3-129

Identifying Where an Applicant Was Admitted From

Colleague helps you identify the institution an applicant was admitted from, and where they lived (state or province, and county) when they applied by storing this information in the APPLICATIONS file and displaying it on the Admit From (ADFR) form. In addition to maintaining this information on the ADFR form, you can use this information in any of your custom reports and queries.

For example, you may want to count all the applicants who had attended a specific high school and who were admitted to your institution. To do this you would

1. select the admitted applicants for the desired period, such as those starting in a specific term

2. count the number of applicants from that group with the high school’s identification number in the APPL.ADMIT.INSTITUTION field

Colleague captures this information from the information you enter about an applicant’s academic history (on the Institutions Attended Summary [IASU] form, the External Institutions Attended [INAT] form, or the High Schools


Applicants and Applications: Working with Your Applicant Pool

Attended [HSA] form) and their resident state/province and county information (entered on the Name and Address Entry [NAE] form). Colleague records this information as soon as you create any application information about an applicant. You can, however, change any of this information directly on the ADFR form.

Figure 3-38: Information About Where an Applicant Was Admitted From


Generating an Applicant Profile

Generating an Applicant Profile

The applicant profile report provides detailed information1 about an applicant, including their

■ admissions representative and AARS

■ applicant rating

■ EPS code

■ institutions attended information

■ recruitment purpose information

■ educational and career goals

■ summary application information

■ contact history

■ test scores

Use the Prospect/Applicant Profile (PAPP) form to run the applicant profile report. From this form you select the specific applicants, or types of applicants, for whom you want to run the profile. You can use a saved list of IDs from either the APPLICANTS or the APPLICATIONS file as the basis for selecting the applicants you want a report for, or you can use any combination of the options provided on the PAPP form to make your selection. You can also access the Additional Selection Criteria form to use other criteria for selecting specific applicants.

When you use a saved list and identify specific selection options on the PAPP form, Colleague generates the applicant profile for all applicants in the saved list who also meet the criteria you define. For example, if you enter the name of a saved list of all applicants with a specific anticipated start term, you could choose to only print the profile for those who are also undergraduate (identified by their academic level) and who live in a certain area (as defined by a range of zip codes). The example illustrated in Figure 3-39 shows how you can generate the profile for an individual applicant.

1. If you enter “Yes” in the Summary Format field on the Prospect/Applicant Profile (PAPP) form, Colleague will generate an abbreviated version of this report that provides name, address, phone number, general recruitment information, contact history, admit status, applicant status, and applicant rating, and any application information available.



Figure 3-39: Printing the Applicant Profile Report


Generating an Application Status Summary Report


Use the application status summary report to analyze your applicants by application status. With this report you determine the applications that Colleague selects for the summary (through the selections you make on the Application Status Summary [APSS] form), the order in which Colleague sorts the selected applications, and the way that you group together your application status codes for the report. This section describes each of these options as well as how to run the application status summary report.

Understanding the Application Status Summary Report Columns

You can group applications on the application status summary report into eleven different groups. Each of these groups (which correspond to one column in the report) may represent one or more application status codes. For example, if you have six different status codes that represent a different level of accepted status, you might want to group these codes together in one column, labeled “Accepted.” Or, you can choose to have each individual “accepted” status listed in its own column of the report. When you decide how you want to group applications for this report, you identify for Colleague your choices by

■ associating each application status code with the appropriate report column number

■ defining the titles for each report column

Associating Application Status Codes with a Report Column Number. One of the characteristics of an application status code is the column on the application status summary report in which Colleague includes all selected applications with this status in this report. For example, you might want to display a count of all “accepted” applications in the first column of this report. When you define your application status codes each status code that represents a status of “accepted” would have “1” in the Column Number field (Figure 3-40).



Figure 3-40: Example of Application Status Codes with a Column Number for the Application Status Summary Report

Defining Titles for Report Columns. After you decide which status codes you want to display in which column, and you associate each application status code with a column number, you can define the titles for each column. Datatel provides the following default titles for each of the columns in this report:

Note: If you do not associate an application status code with a column number, the application status summary report will never include applications with that status.

Column Title

1. Acc (Accepted)

2. Paid Deposit

Table 3-13: Default Column Titles for the Application Status Summary Report



These titles are defined as special processing codes for the APPL.STATUS.COLUMNS validation code table. To change any of these titles, modify this validation code table on the Validation Codes (VAL) form.

Understanding the Application Status Summary Report Selection Criteria

Use the Application Status Summary (APSS) form to select the applications that you want included in the report.

3. Denied

4. Wait List

5. Post Poned

6. Incomp File

7. To Dept

Columns 8 through 10 are all types of status codes that indicate “Withdrew.” The report displays “Withdrew” across these columns.

8. Bef Dec (before decision)

9. Aft Dec (after decision)

10. Aft Dep (after deposit)

11. Defer (deferred)

Column Title

Table 3-13: Default Column Titles for the Application Status Summary Report (cont’d)

Note: If you change one of these column titles, on the Validation Codes (VAL) form, you must exit Colleague and return in order to reset the selection.



Figure 3-41: Example Selection Criteria for the Application Status Summary Report

Colleague generates the application status summary report from records in the APPLICATIONS file. If you want to use a saved list of applications, you must select records from the APPLICATIONS file. If you do not use a saved list, Colleague generates the report for all the records in the APPLICATIONS file that meet the criteria you select from the APSS form and, if used, the Additional Selection Criteria form (which you can access from the Additional Selection Criteria field).

For example, from the selections illustrated in Figure 3-41, Colleague will generate a report for all individuals interested in the math program as an undergraduate starting in the 1996 Fall term at the main campus.



Understanding the Application Status Summary Report Sort Criteria

The default sort order for this report is

■ by start term

■ by academic level

■ by academic program

■ by gender

■ by admit status

■ by housing desired status

Thus, if you selected applications based on the selection criteria illustrated in Figure 3-41, Colleague would find all of the undergraduate applicants to the math program at the main campus for the Fall 1996 term and then generate a report based on the above selection criteria. If any of the information in the sort criteria is missing for one or more of the selected applicants, Colleague generates a report for that sub-group of applicants.

When you run the application status summary report, Colleague displays the Sort Definition form, which lists each of these sort fields (Figure 3-42). You can modify the sort fields by removing any of these defaults.

Figure 3-42: Default Sort Definition for the Application Status Summary Report



Generating Application Lists

The application list report provides a list of applicants who have applied to selected academic programs. Use the Application List (APLS) form to initiate this report.

Figure 3-43: Example Selection for an Application List

Selection Options for the Application List

Use the fields in the Selection Options portion of the APLS form to identify which applications you want included in the report. You can choose to base your selection on a saved list of IDs from the APPLICATIONS file or you can have Colleague select all applications that meet your criteria by defining those criteria in the fields on the APLS form without first identifying a saved list.

Beginning and Ending Application Rating. You can select specific applications based on a range of application ratings. If you enter a value in both the beginning and ending fields, Colleague selects those applications that have a rating within the selected range. If you enter a value in the beginning field, Colleague selects all applications that have a rating greater than or equal

Sort Options

Selection Options


Generating Application Lists

to the value you enter. If you enter a value in the ending field, Colleague selects all applications that have a rating less than or equal to the value you enter.

Sort Options for the Application List

Use the Sort Options fields to identify how you want Colleague to sort the applications selected for this listing.

Sort by Inst Hierarchy. Enter Y if you want Colleague to sort the listing by school, by division, and by department as the primary sort order, followed by any other sort options you select.

Sort by Location. Enter Y if you want Colleague to sort the listing by location, in addition to the other sort options you select.

Sort by Rating. Enter Y if you want Colleague to sort the listing by application rating (in descending order), in addition to the other sort options you select.

If you enter “No” in all the sort option fields, Colleague sorts the listing as follows:


■ by start term

■ by name (last, first, then middle name)

If you enter “Yes” in any of the sort option fields, Colleague sorts the listing by the options selected (as defined above) prior to the default order. For example, if you enter “Y” in the Sort by Inst Hierarchy field, Colleague sorts the listing as follows:

■ by school

■ by division

■ by department


■ by start term

■ by name (last, first, then middle name)



Generating Application Counts

You can obtain a count of applications, accepted applications, and enrolled applications for any group of applications you select. Use the Application Counts (APCT) form to generate this listing.

Figure 3-44: Example Selections for an Application Count

Reporting Options for an Application Count

You can choose to generate an application count by any—or all—of the following:

■ gender

■ country

■ state

■ county

■ admit institution

■ institution type

■ admissions representative


Generating Application Counts

For example, if you enter “Y” in the By Gender and By Admissions Rep fields, Colleague generates two reports: one that provides totals of all applications in the group you selected by gender and another that provides totals of all applications in the group you selected by admissions representative.

Colleague sorts all reports, regardless of the reporting options you select, by academic level and, if you choose, by admit status and by academic program.

Selection Options for an Application Count

You can base your selection of applications for this report on a saved list of IDs from the APPLICATIONS file or you can have Colleague select all applications that meet your criteria by defining those criteria in the fields on the APCT form without first identifying a saved list.



Generating an Accepted Applications Report

You can obtain a listing of accepted applications, using a number of criteria to select from. This report shows fee and deposit information, making it useful in gauging how well accepted applicants are moving towards matriculation. Use the Accepted Applications Report (ACAP) form to run this report (Figure 3-45).

Figure 3-45: Example Selection for the Accepted Applications Report

You can base your selection of applications for this report on a saved list of IDs from the APPLICATIONS file or you can have Colleague select all applications that meet your criteria by defining those criteria in the fields on the ACAP form without first identifying a saved list.


Custom Reports and Queries


Table 3-14 lists the fields on the Applications (APPN) form and identifies where the data displayed and recorded on that form is stored in the Colleague database. You can use this information for creating customized reports and inquiries and for building saved lists.

Where the Applications (APPN) Data Is Stored

To retrieve data from this field on the form use this file and this field

ID PERSON ID

START TERM APPLICATIONS APPL.START.TERM

CATALOG STUDENT.PROGRAMS STPR.CATALOG

ACAD PROG APPLICATIONS APPL.ACAD.PROGRAM

ACAD LEVEL ACAD.PROGRAMS ACPG.ACAD.LEVEL

LOCATION APPLICATIONS APPL.LOCATIONS

DEPARTMENT STUDENT.PROGRAMS STPR.DEPT

DEGREE ACAD.PROGRAMS ACPG.DEGREE

CCDS ACAD.PROGRAMS ACPG.CCDS

MAJORS ACAD.PROGRAMS ACPG.MAJORS

MINORS ACAD.PROGRAMS ACPG.MINORS

SPECS ACAD.PROGRAMS ACPG.SPECIALIZATIONS

ANT CMPL DT STUDENT.PROGRAMS STPR.ANT.CMPL.DATE

ADMIT STAT APPLICATIONS APPL.ADMIT.STATUS

ED GOALS/DT PERSON.ST PST.EDUC.GOALS

[DATE] PERSON.ST PST.EDUC.GOALS.CHGDATES

APPL DT APPLICATIONS APPL.DATE

INTEND LOAD APPLICATIONS APPL.STUDENT.LOAD.INTENT

FA INTENT APPLICATIONS APPL.FA.INTENT.FLAG

RES STAT APPLICATIONS APPL.RESIDENCY.STATUS

STUDENT TYPE APPLICATIONS APPL.STUDENT.TYPE

RATING APPLICATIONS APPL.RATING

Table 3-14: Query Language Retrieval Help for Applications (APPN) Form



Table 3-15 lists the fields on the Applicant Summary (ASUM) form and identifies where the data displayed and recorded on that form is stored in the Colleague database. You can use this information for creating customized reports and inquiries and for building saved lists.

[CALC RATING] APPLICATIONS APPL.CALC.RATING

INFL TO APPLY APPLICATIONS APPL.INFLUENCED.TO.APPLY

PROSPECT STATUS APPLICATIONS APPL.PROSPECT.STATUS

PROSPECT DT APPLICATIONS APPL.PROSPECT.STATUS.DATE

PRIORITY APPLICATIONS APPL.PRIORITY

COMMENTS APPLICATIONS APPL.COMMENTS

APPL STAT APPLICATIONS APPL.STATUS

[DATE] APPLICATIONS APPL.STATUS.DATE

[TIME] APPLICATIONS APPL.STATUS.TIME

DECISION APPLICATIONS DECISION.BY

CANCEL DATE APPLICATIONS APPL.WITHDRAW.DATE

REASON APPLICATIONS APPL.WITHDRAW.REASON

INSTITUTION ATTENDED INSTEAD

APPLICATIONS APPL.ATTENDED.INSTEAD

Where the Applications (APPN) Data Is Stored


Table 3-14: Query Language Retrieval Help for Applications (APPN) Form (cont’d)

Where the Applicant Summary (ASUM) Data Is Stored


ID PERSON ID

ACAD PROGRAM APPLICATIONS APPL.ACAD.PROGRAM

START TERM APPLICATIONS APPL.START.TERM

ACAD LEVEL ACAD.PROGRAMS ACPG.ACAD.LEVEL

LOC APPLICATIONS APPL.LOCATIONS

Table 3-15: Query Language Retrieval Help for Applicant Summary (ASUM) Form



Other fields in the APPLICATIONS file that you may want to use for queries and reports include:

APPL STAT APPLICATIONS APPL.STATUS

STAT DATE APPLICATIONS APPL.STATUS.DATE

DEPOSIT AR.DEPOSITS ARD.DEPOSIT.TYPES

DATE AR.DEPOSITS ARD.DATE

AMOUNT AR.DEPOSITS ARD.AMOUNT

GEN PROSPECT STAT APPLICANTS APP.PROSPECT.STATUS

DATE APPLICANTS APP.PROSPECT.STATUS.DATE

GEN ACAD LEVEL APPLICANTS APP.ACAD.LEVEL

INITIAL CONTACT PERSON PERSON.ORIGIN.CODE

INITIAL CONTACT DATE PERSON PERSON.ORIGIN.DATE

EPS CODE APPLICANTS APP.EPS.CODE

HOUSING DESIRED APPLICANTS APP.HOUSING.DESIRED.FLAG

HOUSING ASSIGN APPLICANTS APP.HOUSING.ASSIGNMENTS

ST DATE APPLICANTS APP.HOUSING.START.DATES

END DATE APPLICANTS APP.HOUSING.END.DATES

CAREER GOAL APPLICANTS APP.CAREER.GOALS

DATE APPLICANTS APP.CAREER.GOAL.CHANGE.DATES

Where the Applicant Summary (ASUM) Data Is Stored


Table 3-15: Query Language Retrieval Help for Applicant Summary (ASUM) Form (cont’d)

Field Description

APPL.ADMISSIONS.REP The staff ID of the admissions representative assigned to this application for an applicant.

APPL.RECOMMENDATIONS The key to the record in the RECOMMENDATIONS file that represents the recommendations recorded for each application.

APPL.ADMIT.INSTITUTION The ID of the institution identified as the “admit from” institution for this application. If an applicant has more than one application on file, each application may be associated with a different admit institution.

Table 3-16: Additional Fields from APPLICATIONS File for Applicant Reports and Queries



Working with the APPLICANTS and APPLICATIONS Files. Once you record any information about an individual’s intended academic program—including recording an admissions application—you record what Colleague refers to as application information. Application information includes the academic program, the admit status, and the intended start term. It is any information you record in the Academic Program Information section of the Applicant Summary (ASUM) form or on the Applications (APPN) form. You may record application information at any point in the recruitment cycle, even before the individual has submitted an admissions application. Colleague stores some of this information in the APPLICATIONS file and some of it in STUDENT.PROGRAMS.

Colleague links each applicant’s record in the APPLICANTS file with one or more records in the APPLICATIONS file through the APP.APPLICATIONS field. This field contains a list of Colleague’s internal IDs for each set of application information you record about an individual. For example, if an applicant applies to both the math program and the computer science program, Colleague creates two records in the APPLICATIONS file for that prospect: one for the application to the math program, the other for the application to the computer science program. Each of these records have a unique ID number that links the application information back to the applicant record. In general you will not need to know these IDs. In fact, Colleague does not display these ids on any form or report. However, you should be aware that the APPLICATIONS file is keyed by these IDs.

APPL.ADMIT.STATE The state identified as the “admit from” state for this application. If an applicant has more than one application on file, each application may be associated with a different admit state.

APPL.ADMIT.COUNTY The county identified as the “admit from” county for this application. If an applicant has more than one application on file, each application may be associated with a different admit county.

APPL.APPLIED A virtual field that returns a value of “Y” if the application has at least one status code associated with one of the following special processing codes: “AP,” “CO,” “AC,” “RE,” “WL,” or “MS.” Each of these special processing codes indicates to Colleague that associated application information represents an actual admissions application and not simply interest in a particular academic program. See Getting Started with Colleague Student for information about application status codes and their associated special processing codes.

APPL.CURRENT.LOCATION Virtual fields that return the current value for the location associated with the application and the status associated with the application.

APPL.CURRENT.STATUS

Field Description

Table 3-16: Additional Fields from APPLICATIONS File for Applicant Reports and Queries (cont’d)



Q If application information is stored by an ID that I do not know, how do I use the application information for a specific applicant?

A Just as the APP.APPLICATIONS field in the APPLICANTS file links applicant information with application information, the APPL.APPLICANT field in the APPLICATIONS file links application information with a specific applicant’s application information. Colleague stores the applicant’s ID in the APPL.APPLICANT field, letting you obtain a listing of all sets of application information associated with one applicant. For example, the admissions office at Datatel University would use the following query statement to get a listing of all of Mary Stuart’s application information:

LIST APPLICATIONS WITH APPL.APPLICANT EQ ‘0001175’

where 0001175 is Mary’s Colleague ID.





Making An Applicant a Student January 5, 2006

In This Chapter

This chapter explains how you can manage the transitions from applicant to student.

Note: This chapter also provides information about students who are accepted into additional academic programs.


Applicants and Applications: Making An Applicant a Student

Understanding the Relationship Between Prospects, Applicants, and Students

In Colleague, prospects, applicants, and students represent individuals at various stages of the admissions process as well as records in Colleague database files. Table 3-17 provides a brief description of a prospect, applicant, and student.

Stage Is …And represents a record

in the …

Prospect Any individual interested in attending your institution who has not submitted an admissions application

APPLICANTS file

Applicant Any individual interested in attending your institution who has submitted an admissions application but who has not been admitted to your institution

APPLICANTS file

Student Any individual who has been admitted to your institution STUDENTS filea

Table 3-17: Understanding Prospects, Applicants, and Students

a. Even after a STUDENTS record has been created for an applicant, the student’s record remains in the APPLICANTS file.


Moving from Applicant to Student


Typically the transition between applicant to student is identified as when an applicant is accepted to the institution or when the accepted applicant returns his admission deposit. However, you determine the exact point when the transition from applicant to student occurs through STUDENTS record creation rules.

Database Implications

Unlike the move from prospect to applicant, the move from applicant to student involves creating a new database record: a STUDENTS record.1 Because other institutional offices rely on the STUDENTS file, many institutions prefer to control the timing of when new records are created in the STUDENTS file through the use of an admissions parameter.

STUDENTS Record Creation Parameters

The Create Student Record Immediately parameter on the Admissions Parameters (ADPA) form controls the timing of when Colleague will create a STUDENTS record from an APPLICANTS record. If you set this parameter to “Yes,” Colleague will create a STUDENTS record as soon as an applicant passes your STUDENTS creation rule (see “STUDENTS Record Creation Rules” below). If you set this parameter to “No,” Colleague will not evaluate your student creation rules each time you update an applicant’s record. Instead, you must move an applicant to student

■ using the STUDENTS record creation batch process (see “Creating STUDENTS Records for a Group of Applications” on page 3-138)

■ manually when the applicant first registers for class (see “Creating a STUDENTS Record for an Individual Applicant” on page 3-140)

The other STUDENTS record parameters identify specific information that Colleague can copy from the APPLICANTS record to the STUDENTS record. The STUDENTS record creation parameters are described in detail in Getting Started with Colleague Student.

1. Colleague will also create records in many subsidiary files associated with the STUDENTS file. See your system administrator for more information about these files.



STUDENTS Record Creation Rules

You define the point at which Colleague will create a STUDENTS record through STUDENTS record creation rules. For example, you might want Colleague to make an applicant a student when that applicant has been accepted and has returned an admissions deposit. Or you might want Colleague to make an applicant a student when the application status code is set to a specific value (the value could be set automatically by the academic program admit rules). You can also define multiple STUDENTS record creation rules based on factors such as academic level or academic program.

Getting Started with Colleague Student provides complete details on how Colleague uses your STUDENTS record creation rules and how to define these rules.

Updating APPLICATION Records from STUDENTS

The Registrar’s Office or other personnel outside of Admissions may enroll a student in an academic program. For example, this might happen if a student changes majors. However, if an application already exists for the new major, you may want a status to be assigned to that application that shows the move did not come from the Admissions Office, or you may not want the application status changed at all. This can be done by defining Move-to-Stu Application Select Rules and a Move-to-Stu Application Select Status on the Admissions Parameters (ADPA) form.

Getting Started with Colleague Student provides complete details on how the rules are used.

Creating STUDENTS Records for a Group of Applications

If you do not want Colleague creating a STUDENTS record from an APPLICANTS record each time an applicant passes your students creation rules, you can use the STUDENTS record creation batch process to move a group of APPLICANTS to STUDENTS. You initiate The STUDENTS record creation process from the Student Record Creation (SRCR) form (Figure 3-46).



Figure 3-46: Example of the Student Record Creation (SRCR) Form

Running the Batch STUDENT Record Creation Process

To run the batch STUDENTS record creation process from the Student Record Creation (SRCR) form

1. select the appropriate processing options2. identify the group of individuals you want to process

Processing Options

The processing options for creating a group of STUDENTS records let you choose whether you want to

■ copy the admit status associated with each applicant

■ use your default STUDENTS record creation rules

If you enter “Yes” in the Copy Admit Status field, Colleague copies the admit status from the APPLICANTS file to the STUDENTS file.



The Use Rules field on the Student Record Creation (SRCR) form indicates whether Colleague creates the STUDENTS records based on the STUDENTS record creation rules. If you enter “Y” in this field, Colleague evaluates the students creation rules identified on the Admissions Parameters (ADPA) form to create the STUDENTS records from the list of applicants.

If you enter “N” in this field, Colleague does not use rules to create STUDENTS records. Instead, Colleague creates a STUDENTS record for all the applicants identified in the Selection Options portion of the SRCR form.

Selection Options

You identify the individuals you want to process in the STUDENTS records process through

■ a saved list of IDs from the APPLICATIONS file

■ application statuses

■ academic programs

■ academic levels

■ departments

■ start terms

■ applicants

In addition to these options you can use the Additional Selection Criteria form (accessed from the Additional Selection Criteria field) to further limit the individuals whom Colleague will process. The Additional Selection Criteria form allows you to enter limiting criteria, using standard query syntax.

Creating a STUDENTS Record for an Individual Applicant

You can create a STUDENTS record for an individual applicant by either

■ running the STUDENTS record creation batch process for that individual only, or

■ letting Colleague create the records when the applicant registers for class

Both of these options use your STUDENTS record creation rules, but both options provide more control over the timing of the STUDENTS record creation than the generalized Colleague method of evaluating the rules each time you save the applicant’s record.



See “Creating STUDENTS Records for a Group of Applications” on page 3-138 for information about using the STUDENTS record creation batch process for an individual applicant. See “Creating STUDENTS Records at Registration” on page 3-142 for information about letting Colleague create the records when an applicant registers for class.

Creating an Individual STUDENTS Record

Complete the following steps to create a STUDENTS record for an individual applicant:

Step 1. Access the Student Record Creation (SRCR) form.

Step 2. Select the appropriate processing options.

If you want Colleague to create the STUDENTS record for the selected applicants without evaluating your STUDENTS record creation rules, enter N in the Use Rules field.

See Getting Started with Colleague Student for more information on student record creation parameters.

Step 3. Identify the individual you want to process by entering the specific applicant ID in the Applicants field.

Step 4. Complete the Student Record Creation process.



Creating STUDENTS Records at Registration

If you do not want Colleague to automatically create STUDENTS records when you update applicant records, you could have Colleague evaluate your STUDENTS record creation rules when the individual registers for class. To use this method of creating STUDENTS records, you will need to

Step 1. Define one or more STUDENTS record creation rules.

For more information about rules, see Getting Started with Colleague Student.

Step 2. Set the Create Student Immediately parameter to “No.”

Step 3. List your STUDENTS record creation rules in the Student Creation Rules field of the Admissions Parameters (ADPA) form.

Once you have completed the setup steps listed above, and provided the SRCR process is not run, Colleague will not evaluate your STUDENTS record creation rules until each applicant’s record is accessed in the registration process. If the applicant does not pass one of your STUDENTS record creation rules, Colleague will not allow the registration process to proceed for that applicant.



Creating New Student Program Records for Current Students

Follow the steps below to create student program records for current students.

Step 1. Access the Student Academic Program (SACP) or the Registration Person Entry (RGPE) forms to add the student to an academic program.

If you have set up Move-to-Stu Application Select Rules, Colleague evaluates the rules on all of the applications the person has for that academic program and sets the application status to moved to students.

If you do not have rules defined, you may want to change the status on the application.

Step 2. Complete the form as necessary.

For more information about adding a student to a new academic program, see Using Academic Records.

Step 3. Finish from the form to save the record.





4. Equivalencies

Equivalencies4

Granting and Evaluating Transfer Course Equivalencies January 5, 2006

In This Chapter

This chapter provides the procedures for granting and evaluating transfer course equivalencies for students. Specifically, this chapter includes the following sections:

■ “Understanding Transfer Course Equivalencies” beginning on page 4-3 provides an overview of equivalencies.

■ “Standard Equivalencies” beginning on page 4-4 describes the process for granting standard equivalencies, created for particular courses at particular institutions, to students.

■ “Custom Equivalencies” beginning on page 4-8 describes the process for creating custom equivalencies for certain students, and for creating a standard equivalency from a custom equivalency.

■ “Reviewing Existing Equivalencies” beginning on page 4-10 describes the procedure for evaluating an equivalency granted to a student, and modifying it if appropriate.

Use these procedures if you are responsible for granting or evaluating transfer course equivalencies. To use the procedure in this chapter you should have knowledge of your institution’s standard equivalencies and policies for creating course equivalencies.


Equivalencies: Granting and Evaluating Transfer Course Equivalencies

Before You Begin

Before completing the procedures in this chapter you need the following items:


evaluating transfer course equivalencies automatically created by Colleague

external transcripts recorded for one or more individuals

page 3-20

academic credit statuses Getting Started with Colleague Student

creating transfer course equivalencies

standard transfer course equivalencies


external transcript for one or more individuals

—

each institution from which you will enter an external transcript

Using Demographics

grade schemes for the other institution(s)

page 3-24 and


grades for the other institution(s)

page 3-24 and


transcript categories Getting Started with Colleague Student

note codes page 3-25 and


Table 4-1: Information Needed to Review Transfer Course Equivalencies


Understanding Transfer Course Equivalencies

Understanding Transfer Course Equivalencies

Transfer course equivalencies equate courses taken at another institution with courses or general academic credit—or both—at your institution. You can create standard course equivalencies, for particular courses offered at particular institutions, so that Colleague can automatically grant the equivalency to any student coming from that institution who took that course. (For information about defining standard equivalencies, see Getting Started with Colleague Student.) You can also create custom equivalencies for individual students.

An equivalency may be granted to a student in any of the following ways:

■ Standard equivalencies granted individually—The equivalency may be automatically granted by Colleague, from a standard equivalency, when you enter the individual’s external transcript using the External Transcript Summary (EXTS) and External Transcript (EXTR) forms, or when you access the equivalency on the Transfer Equiv Evaluation (TEEV) form. For more information, see “How Colleague Automatically Grants Standard Equivalencies” beginning on page 4-4.

■ Standard equivalencies granted in batch—The equivalency may be automatically granted by Colleague, from a standard equivalency, as part of a batch process, using the Batch Evaluate Xfer Equivs (BEXE) form. You might use this process, for example, in the following cases:• You have created a new standard equivalency and want to grant the

equivalency to students who took that course at that institution.1

• You have entered a set of external transcripts in some way other than the EXTS/EXTR forms (for example, imported to Colleague from an older system).

For the procedure, see “Granting Standard Equivalencies in Batch” beginning on page 4-6.

■ Custom equivalency granted to an individual—You may create a custom equivalency for the individual, either when you enter the transfer course or during a later evaluation, using the Transfer Equiv Evaluation (TEEV) form. You have the option to make this a standard equivalency, available for future use for students transferring from the same institution who took that same course. For the procedure, see “Custom Equivalencies” beginning on page 4-8.

1. If an external course has already been used to grant the student an equivalency, the batch process will not overwrite that equivalency.



Standard Equivalencies

How Colleague Automatically Grants Standard Equivalencies

Colleague automatically grants standard equivalencies under any of the following conditions:

■ If you set the Auto Create Transfer Equivalencies flag on the Admissions Parameters (ADPA) form to “Yes,” then Colleague will grant the standard equivalency when you enter the individual’s external transcript using the External Transcript Summary (EXTS) and External Transcript (EXTR) forms. For more information, see “Processing That Occurs After Updating an External Transcript” on page 3-26.

■ Colleague will grant the standard equivalency if you detail from the EXTS form to the Transfer Equiv Evaluation (TEEV) form, and then finish from the TEEV form without creating a custom equivalency. This will happen even if the Auto Create Transfer Equivalencies flag on the ADPA form is set to “No.”

■ Colleague will grant the standard equivalency in a batch process from the Batch Evaluate Xfer Equivs (BEXE) form, if the student/institution is selected for the process, the student qualifies for the equivalency, and none of the external courses involved in the equivalency have already been used to grant the student an equivalency.

Colleague grants equivalencies by comparing the standard equivalencies with each transfer course. If Colleague finds a match, it confirms that the individual qualifies for the equivalency. If the individual qualifies, Colleague grants the equivalency. To qualify for a standard equivalency, an individual must have:

■ completed the transfer course when the equivalency was valid. Colleague compares the end date of the transfer course with the start and end date of the standard equivalency to determine if the individual took the transfer course when the equivalency was valid

■ received the minimum number of credits required by the standard equivalency, for each external course in the equivalency (if more than one)

■ received at least the minimum grade required by the standard equivalency, if defined



To ensure that Colleague can automatically grant transfer course equivalencies, you must:

■ Enter the name of the transfer course exactly as it is entered in the definition of the standard equivalency. For example, if you use “CIS 101” (with a space) for the course name in an equivalency, when you enter the transcript information you must enter the course name as CIS 101 and not CIS101, or any other variation.

■ Enter an end date for the transfer course that is within the range of dates defined for the standard equivalency. For example, if an equivalency is valid between 9/1/93 and 5/30/95 and you record that an individual took this course as of 7/13/95, Colleague does not create that equivalency.

■ If the standard equivalency requires a minimum grade, enter an achieved grade whose value is at least equal to the minimum.

Use one of the following procedures to grant standard equivalencies:

■ To automatically grant a standard equivalency when you enter a student’s external transcript, follow the “Procedure for Entering a Post-secondary Transfer Transcript” on page 3-30. You must have set the Auto Create Transfer Equivalencies flag on the Admissions Parameters (ADPA) form to “Yes.”

■ To grant a standard equivalency to a student if you have set Auto Create Transfer Equivalencies flag to “No,” follow the “Procedure for Entering an External Transcript and Defining Course Equivalencies” on page 4-8. In Step 6, accept the standard equivalency.

■ To grant standard equivalencies in batch, follow the “Procedure for Granting Standard Equivalencies in Batch” on page 4-7.

Note: Incorrect data entry can result in Colleague not granting the equivalency even when a standard equivalency exists. Your institution may want to agree on a standard course naming convention to avoid errors in granting equivalencies.



Granting Standard Equivalencies in Batch

You can grant standard equivalencies to a group of students using the Batch Evaluate Xfer Equivs (BEXE) form, shown in Figure 4-1.

Figure 4-1: Batch Evaluate Xfer Equivs (BEXE) Form

Colleague will evaluate external courses and apply standard equivalencies if appropriate. You can limit the process to certain students and institutions as follows:

■ You can enter the names or IDs of students and/or institutions using the Students and Institutions fields.

■ You can enter a saved list of IDs from the INSTITUTIONS.ATTEND file in the Saved List Name field. Each INSTITUTIONS.ATTEND record is a combination of one student and one institution.

■ You can enter Y in the Additional Selection Criteria field to specify further limiting criteria.

Colleague will only select external transcript records that satisfy all of your entries on this form. For example, if you enter a saved list of INSTITUTIONS.ATTEND IDs in the Saved List Name field, and also enter several students in the Students field, then Colleague will only process external transcript records for which the student/institution combination is in the saved list and the student is listed in the Students field.



If an equivalency already exists for a student’s external course, Colleague will not overwrite or modify the equivalency during this process. The implications of this include the following:

■ Since an external course may be used in only one equivalency, any external course involved in a pre-existing equivalency cannot be used by BEXE to grant the student additional equivalencies. Only those courses which are not already used in an equivalency will be considered by BEXE when it evaluates whether or not the student's external transcript qualifies him for any additional equivalencies.

■ You cannot use BEXE to correct existing student equivalencies, even those created from an incorrectly defined template. Correcting the template equivalency on the Template Course Equivalencies (TCEQ) form will ensure that the error will not be present in equivalencies created in the future. However, running BEXE after having made the correction on TCEQ will not correct pre-existing student equivalencies. Those will need to be corrected manually using the Transfer Equiv Evaluation (TEEV) form.

Procedure for Granting Standard Equivalencies in Batch

Step 1. Access the Batch Evaluate Xfer Equivs (BEXE) form.

Step 2. If you want to limit the process to certain combinations of students and institutions, enter a saved list of IDs from the INSTITUTIONS.ATTEND file in the Saved List Name field.

As an alternative to the saved list, you can use the Students field in combination with the Institutions field to limit the process to certain combinations of students and institutions.

Step 3. If you want to limit the process to certain students, enter one or more IDs in the Students field.

Step 4. If you want to limit the process to certain institutions, enter one or more IDs in the Institutions field.

Step 5. To specify further criteria, enter Y in the Additional Selection Criteria field.

Step 6. Finish from the BEXE form.



Custom Equivalencies

Understanding Custom Equivalencies

If you have not had a transfer student from the particular institution or you have set up Colleague not to automatically grant standard equivalencies, you can define the equivalencies at the time you enter the external transcript. Use the Transfer Equivalency Evaluation (TEEV) form to enter the individual’s equivalency.

You can define custom equivalencies for an individual and save them as standard equivalencies to use later. After you save the individual’s equivalency, Colleague creates a standard equivalency based on the equivalency defined for the selected individual.

Procedure for Entering an External Transcript and Defining Course Equivalencies

Complete the following procedure to enter transfer courses from an external transcript and, at the same time, define transfer course equivalencies:

Step 1. Access the record for the individual and the institution on the External Transcript Summary (EXTS) form.

The External Transcript Summary (EXTS) is displayed for the individual you selected.

The Institutions Attended (INAT) form is automatically displayed if you had not already created an institutions attended record for this individual for this institution. When you complete this form the EXTS form is redisplayed.

Step 2. Detail to the External Transcript (EXTR) form from the first empty line in the Transcript group.

The External Transcript (EXTR) form is displayed.


Custom Equivalencies

Step 3. Record the transcript information for the course.

Refer to “Understanding External Transcripts” on page 3-20 or to online help for assistance with completing specific fields.

Step 4. Save the transcript information.

Step 5. Detail from the Equiv column to the Transfer Equivalency Evaluation (TEEV) form.

Step 6. Define the equivalency.

One course will display in the Transfer Course group. If you want to define an equivalency that has other transfer courses, enter the other courses in that field.

If a standard equivalency exists, it will display when you leave the Transfer Course field. You can modify the standard equivalency, delete it and create a new one for this individual, or accept it.

Step 7. If you want to create a standard equivalency from this equivalency, enter Y in the Std Equiv field.

Colleague creates the standard equivalency when you finish from the TEEV form.

Step 8. Save the equivalency record.

The External Transcript Summary (EXTS) form is redisplayed with the cursor on the next blank line of the Transcript group.

Step 9. Repeat this procedure beginning with Step 2 for each course listed on the transcript.



Reviewing Existing Equivalencies

Understanding Transfer Course Reviews

Once you grant equivalencies to an individual, you may still need to review them for appropriateness. For example, if Colleague automatically granted equivalencies based on standard equivalencies, some of these standards may have a status that indicates they are not approved. You need to review these equivalencies and either approve, modify and then approve, or disapprove each. You may also need to review courses that the individual took that were not part of a standard equivalency and determine what, if any, credit you will assign to each course.

Your approach to transfer course reviews depends on your task and the information available to you. Table 4-2 lists some of the different options.

To … Go to … See …

review an individual’s transfer courses that have been assigned an equivalency

the Transfer Evaluation Summary (TEVS) form. Use this form to review transfer course equivalencies after the individual’s external transcript has been entered.

page 4-11

review the details of a specific transfer course equivalency for an individual

• the Transfer Evaluation Summary (TEVS) form and detail to the Transfer Equivalency Evaluation (TEEV) form for the equivalency you want to review.

• Or go to the TEEV form from the menu. To do this you will need to know both the institution at which the individual took the courses and the specific equivalency you want to review.

• Or go to the External Transcript Summary (EXTS) form and detail to the Transfer Equivalency Evaluation (TEEV) form for the equivalency you want to review.

page 4-11

record a transfer course equivalency for an individual

the External Transcript Summary (EXTS) form or the Transfer Equivalency Evaluation (TEEV) form.

page 4-3

record information from an external transcript

the External Transcript Summary (EXTS) form. page 3-30

Table 4-2: Workflow Options for Reviewing Transfer Course Equivalencies



Components of a Transfer Course Review

Use the Transfer Evaluation Summary (TEVS) form and the Transfer Equivalency Evaluation (TEEV) form, shown in Figure 4-2, to review transfer course equivalencies.

The Transfer Evaluation Summary (TEVS) form lists all of an individual’s transfer equivalencies from a given institution. The Transfer Equivalency Evaluation (TEEV) form provides the details for one equivalency.

Figure 4-2: Example of a Transfer Review

Note: The Transfer Evaluation Summary (TEVS) form shows only those transfer courses with equivalencies. Use the External Transcript Summary (EXTS) form to see all the external courses an individual has taken, including those that do not have an equivalency.



The left column of the Transfer Evaluation Summary (TEVS) form shows each transfer course or courses that represent an equivalency to one or more courses at your institution. For example, Math 100 at State University is equivalent to Math*100 at Datatel University (DU).

Because the TEVS form is an inquiry form, use the Transfer Equivalency Evaluation (TEEV) form for your review work. On the TEEV form you can view and modify all the details about a transfer course equivalency. The TEEV form has the following main sections:

■ the Transfer Courses group

■ the Equivalent Courses group

■ the General Academic Credit group

■ the General Information area

Figure 4-3: Components of Transfer Equivalency Review

Note: The left column of the Transfer Evaluation Summary (TEVS) form shows the first three transfer courses of an equivalency and the right column shows the first three equivalent courses or general credit items. Use the Transfer Equivalency Evaluation (TEEV) form to view all the courses in any given equivalency.

Transfer Courses Group

Equivalent Courses Group

General Academic Credit Group

General Information

Area



The following fields and group of fields from the Transfer Equivalency Evaluation (TEEV) form are explained in this section.

■ Transfer Course group

■ Equivalent Course group

■ General Academic Credit group

■ Std Equivalency

Refer to online help for the TEEV form for information about the other fields on this form.

Transfer Course Group

In the Transfer Course group, enter the course or courses that the individual took at the other institution and for which you give transfer equivalents.

Transfer Course Information. When you record an external course in the Transfer Course group you can either use the LookUp function to find courses already recorded for the individual or add a new course. The LookUp function is limited to the courses that this individual took at the other institution and were already recorded in Colleague. For example, the transfer evaluation clerk at DU recorded Andrew Cunningham’s external transcript. Later, when Andrew visited DU, a transfer credit advisor met with him and created equivalencies based on the courses taken at City Community College. Since an external transcript had been recorded, the transfer credit advisor could use the LookUp function from the Transfer Equivalency Evaluation (TEEV) form and see the courses Andrew took at City.

When you add a transfer course not previously recorded for an individual, Colleague displays the External Transcript (EXTR) form. Use the EXTR form to record the name of the course, when the individual took the course, and what grade the individual received. See page 3-22 for details on the important fields on the EXTR form.

Automatic Equivalents. Once you enter one or more external courses in the Transfer Course group and move the cursor to another field or group on the form, Colleague looks for a standard equivalency based on the courses you entered. For example, State University’s Math 100 is equivalent to DU’s Math*100. When the transfer credit advisor entered Math 100 on the TEEV form when working with Andrew, Colleague displayed Math*100, and the corresponding information about the equivalency, in the Equivalent Courses group.



Multiple Transfer Courses. You can have an equivalency of more than one transfer course. For example, State University’s English composition course and English grammar course are equivalent to DU’s English 102. A student who transfers both of these courses from State receives an equivalency to English 102.

Equivalent Course Group

Use the Equivalent Course group to record one or more courses at your institution for which you give an individual credit. If you enter one or more transfer courses that are part of a standard equivalency, Colleague displays the equivalent courses at your institution in this group. You can either accept this equivalency or modify it for the individual.

Modifying a Standard Equivalency. You can modify any item from a standard equivalency. You can add or remove courses, you can change the course level, number of credits given, grade, or the grade scheme. You can also update the status. When you make changes to an equivalency while reviewing a specific individual’s course work, you do not affect the standard equivalency from which it was created.

Credit and Credit Type. Colleague uses the credit and the associated credit type to compute an individual’s credits completed, credits attempted, grade point average, and for transcripts. If you record a transfer course equivalency that does not have a credit type, then the equivalent course will not count toward any prerequisite or academic requirement (in degree audit processing) that requires a minimum number of credits for the course.

Status. The status code indicates the state of the individual’s academic credit. The status of each course in an equivalency is what determines if the course is

■ displayed on your institutional transcripts

■ used in determining course prerequisites during registration

■ used in evaluating an individual’s progress towards their degree

■ used in calculating the individual’s grade point average

The status of a course in an equivalency also determines whether the equivalency can be deleted.

Note: Colleague uses the processing codes associated with each status code, and not the code itself, to determine how to process academic credit. Refer to Getting Started with Colleague Student for complete information about how Colleague uses these processing codes to interpret student academic credit status codes.




Instead of, or in addition to, giving an individual course credit for a transfer course, you may grant general academic credit. As with course credit, you may define general academic credit as part of a standard equivalency that is automatically given to the individual when their external transcript is entered.

Status codes are also used with the general academic credit. See the description above for more information.

Std Equivalency

If you use the Transfer Equivalency Evaluation (TEEV) form to define an equivalency for an individual and you want to make that equivalency available to others, enter Y in the Std Equiv field. When you save the equivalency information, Colleague creates a standard transfer course equivalency based on the information you defined.



Considerations in Deleting a Granted Equivalency

You can modify any information about an individual’s transfer course equivalencies that Colleague automatically generated, including deleting one or more equivalencies (or pieces of an equivalency).2

However, you may want to consider an institutional policy that does not let you delete this data. Instead, you could use one or more status codes to indicate that the equivalency, or part of the equivalency, was not accepted. By using the status codes you maintain a history of the equivalency while recording the reason for not accepting the equivalency.

For example, after the transfer evaluation clerk at DU entered Andrew Cunningham’s transcripts, Colleague created a number of transfer course equivalencies for Andrew based on the standard equivalencies defined by DU. Some of these equivalencies had a default status of preliminary, so a transfer credit advisor reviewed each of these equivalencies. One equivalency that Colleague automatically granted credited Andrew with 3 hours of Math*101 with a grade of B for Math 100 at City Community College. However, Andrew got a similar equivalency for taking Math 105 at State University. The transfer credit advisor decided not to give Andrew the equivalency to the City math course, but to award the equivalency for the State math course. Instead of deleting the equivalency record created for the City math course, the advisor entered a status of “Rejected Equivalency.” DU uses this status code to identify equivalencies that were reviewed but not approved. On the Academic Credit Status (ACST) form, the advisor entered a brief reason for rejecting the equivalency and entered a more detailed description in the Comments associated with the equivalency. By keeping this detail, DU has a record that the equivalency was originally considered and the reasons why it was ultimately rejected.

2. If the status of any part of the equivalency has a special processing code, the equivalency cannot be deleted.



Procedure for Reviewing Existing Transfer Course Equivalencies

Complete the following procedure to review equivalencies already granted to an individual and approve them as necessary. This procedure assumes that the external transcript was entered and, wherever possible, Colleague created transfer course equivalencies for the individual:

Step 1. On the Transfer Evaluation Summary (TEVS) form, access the record for the individual and the institution.

Step 2. Go to the first line of the equivalency you want to review.

Step 3. Detail to the Transfer Equivalency Evaluation (TEEV) form to view the specifics about that transfer equivalency.

If Colleague did not create the transfer course equivalency you expected, check to make sure that

■ the Auto Create Equivalency flag is set to “Yes”

■ there is a standard equivalency defined for the course or courses

■ the name of the course was entered correctly and the end date is within the range of valid dates for the standard equivalency

■ the individual is qualified to receive the equivalency based on the number of credits they received, their grade, and that they have completed the course work.

Step 4. Make any necessary modifications to the transfer equivalency displayed on the TEEV form.

On the TEEV form you might want to modify the equivalency for this individual. Any changes you make for the individual will not affect the standard equivalency.

Step 5. If necessary, update the status of the equivalent credit.

To update the status of an equivalent course, go to the Status field in the Equivalent Courses group.

To update the status of a general academic credit item, go to the Status field of the General Academic group.

See page 4-14 for more information about the status field.




The Transfer Evaluation Summary (TEVS) form is redisplayed.

Step 7. Repeat from Step 3 as necessary for each equivalency displayed.


Equivalencies4

Evaluating Noncourse Equivalencies January 5, 2006

In This Chapter

This chapter provides the procedures for evaluating noncourse equivalencies for an individual. These equivalencies

■ may have been automatically created by Colleague when you entered the individual’s noncourse work

■ may have been created for the individual during the evaluation process

Use these procedures if you are responsible for approving noncourse equivalencies or if you create noncourse equivalencies specifically for individual applicants or students. To use the procedure in this chapter you should have knowledge of your institution’s standard equivalencies and policies for creating noncourse equivalencies.

Before You Begin

Before completing the procedures in this chapter you must define the following:


Entering noncourse work and defining noncourse equivalencies




country codes Using Demographics

county codes

course level codes Getting Started with Colleague Student

credit type codes


Table 4-3: Information Needed to Evaluate Noncourse Equivalencies


Equivalencies: Evaluating Noncourse Equivalencies

Entering noncourse work and defining noncourse equivalencies (cont’d)

grades Using Academic Records

grade schemes

noncourse categories Getting Started with Colleague Student

noncourse itemsa

state codes Using Demographics



subject codes

Evaluating noncourse equivalencies student academic credit status codes


Entering test scores and defining test equivalencies




credit type codes

course level codes



noncourse factor codes Getting Started with Colleague Student


subject codes

test noncourse items

Evaluating test equivalencies student academic credit status codes


a. Optional. See “Understanding Noncourse Work” on page 3-49 for details.


Table 4-3: Information Needed to Evaluate Noncourse Equivalencies (cont’d)


Understanding Noncourse Equivalencies

Understanding Noncourse Equivalencies

This section describes the different options available for entering an individual’s noncourse work and assigning noncourse equivalencies. “Understanding Noncourse Work Evaluations” on page 4-23 describes what you need to know to evaluate the equivalencies after they are assigned.

How Colleague Automatically Assigns Noncourse Equivalencies

Colleague automatically assigns equivalencies for noncourse work if each of the following are true:

■ you create standard equivalencies for noncourse items (see Getting Started with Colleague Student for details on defining noncourse equivalencies)

■ the individual is qualified to receive the equivalency

Colleague assigns noncourse equivalencies by checking the standard equivalencies and finding a match based on the ID of the noncourse, the date the individual took the noncourse item, and the grade or score.1 If Colleague finds a match, it assigns the equivalency to the individual.

Manually Creating Noncourse Equivalencies

You can enter an individual’s noncourse work and define equivalencies for that work in one session. See the procedure on page 4-28.

Creating a Standard Equivalency from an Individual’s Equivalency

You can define noncourse equivalencies for an individual and save them as standard equivalencies to use later. When you define the equivalency on the Noncourse Equivalency Evaluation (NEQV) form, go to the Std Equivalency field and enter Y. After you save the individual’s equivalency, Colleague creates a standard equivalency from the equivalency that you defined for the individual.

1. At a minimum, each equivalency must have a start date. If you have defined a range of valid grades or scores, Colleague will validate the individual’s noncourse work against these requirements as well.



You can also set up a standard equivalency by entering an equivalency date in the Equiv Date field on the NEQV form.


Understanding Noncourse Work Evaluations


Once you assign equivalencies to an individual, you may still need to evaluate them for appropriateness. For example, when Colleague assigns equivalencies based on standard equivalencies, some of these standard equivalencies may have a status that indicates they are not approved. You need to review these equivalencies and either approve, modify and then approve, or disapprove, each. You may also need to evaluate noncourse work that the individual completed that was not part of a standard equivalency and determine what, if any, credit you will assign to this noncourse work.

Your approach to noncourse work evaluations will depend on your task and the information that you have available. Table 4-4 lists some of the different options.

Components of a Noncourse Evaluation

Use the Noncourse Work Summary (NCWS) form and the Noncourse Equivalency Evaluation (NEQV) form to evaluate noncourse equivalencies. Figure 4-4 shows each of these forms and illustrates how they relate to one another.

To … Go to …

review all of the noncourses recorded for an individual

the Noncourse Work Summary (NCWS) form.

review the details of a specific noncourse equivalency for an individual

the Noncourse Work Summary (NCWS) form and detail to the Noncourse Equivalency Evaluation (NEQV) form for the equivalency you want to review.

Or go directly to the NEQV form. To do this you will need to know the specific equivalency you want to evaluate.

record a noncourse equivalency for an individual

the Noncourse Work Summary (NCWS) form or the Noncourse Equivalency Evaluation (NEQV) form. See page 4-21.

Table 4-4: Workflow Options for Evaluating Noncourse Work Equivalencies



Figure 4-4: Evaluating a Noncourse Equivalency

Use the Noncourse Equivalency Eval (NEQV) form to review or record a noncourse equivalency for an individual and evaluate equivalencies that have been assigned. The NEQV form has the following main sections:

■ the Noncourse group

■ the Equivalent Courses group

■ the General Academic Credit group

■ the General Information area



Figure 4-5: Example of an Individual’s Noncourse Equivalency

The following fields and groups of fields, on the Noncourse Equivalency Evaluation (NEQV) form, as well as some related concepts, are explained in this section:

■ Noncourse group

■ Equivalent Course group

■ General Academic Credit group

■ Std Equiv

Noncourse Group

Enter the individual’s noncourse work items in the Noncourse Group.

Noncourse Information. When you access the NEQV form from the NCWS form, Colleague displays the noncourse work item from the NCWS form, including the equivalency information for that noncourse work. You cannot delete this item or add another noncourse item from this form.

NonCourse Group



General Information Area



When you access the NEQV form directly from the menu, you can either access a noncourse item already associated with the individual or add a new noncourse item.

Automatic Equivalents. Once you enter one or more external noncourses in the noncourse group and move to either the Equivalent Courses group or the General Academic Credit group, Colleague looks for a standard equivalency based on the noncourse work you entered. If one exists, Colleague displays that equivalency.


Use the Equivalent Course group to record one or more courses at your institution for which you are going to give an individual credit. If you entered a noncourse item that is part of a standard equivalency, Colleague displays the equivalent courses at your institution. You can either accept this equivalency or modify it for the individual.

Modifying a Standard Equivalency. You can modify any item from a standard equivalency. You can add or remove courses, you can change the course level, number of credits given, grade, or grade scheme. You can also update the status.

Credit and Credit Type. Colleague uses the credit and the associated credit type to compute an individual’s credits completed, credits attempted, grade point average, and for transcripts. If you record a noncourse equivalency that does not have a credit type, Colleague counts the equivalency when determining prerequisites during registration, but ignores the equivalency in degree audit processing (when calculating the individual’s academic credit) and on transcripts.

Note: When you access the Noncourse Equivalency Evaluation (NEQV) form from the menu, the LookUp function displays all the noncourse items defined in Colleague. If you want to review a specific noncourse item associated with an individual, you must know the ID of that item when you access the NEQV form directly. Use the Noncourse Work Summary (NCWS) form to see only the noncourse work associated with an individual.



Status. Status is a code that indicates the state of the individual’s academic credit. The status of each course in an equivalency is what will determine if the course is

■ displayed on your institutional transcripts

■ used in determining course prerequisites during registration

■ used in evaluating an individual’s progress towards their degree

■ used in calculating the individual’s grade point average

The status of a course in an equivalency also determines whether the equivalency can be deleted.


Instead of, or in addition to, assigning course credit for noncourse work, you may assign general academic credit. As with course credit, general academic credit may be defined as part of a standard equivalency that is automatically given to the individual when their noncourse work is entered.

Status codes are also used with the general academic credit. See the description above for more information.

Std Equiv

If you use the Noncourse Equivalency Evaluation (NEQV) form to define an equivalency for an individual and you want to make that equivalency available to others, enter Y in the Std Equivalency field. When you save the equivalency information, Colleague creates a standard noncourse equivalency based on the information you defined here.

Note: Colleague uses the processing codes associated with each status code, and not the code itself, to determine how to process academic credit. Refer to Getting Started with Colleague Student for complete information about how Colleague uses these processing codes to interpret student academic credit status codes.



Procedure for Entering and Evaluating Noncourse Work

This section provides the different procedures for entering and evaluating noncourse work, excluding test scores. See page 4-33 for the procedures for entering and evaluating test scores. Use the procedures in this section if you are responsible for evaluating noncourse work on an individual basis. Use the procedure on page 3-55 to simply record an individual’s noncourse work.

Procedure for Entering Noncourse Work and Defining Noncourse Equivalencies

Use the following procedure when you need to enter noncourse work and, at the same time, define noncourse equivalencies. This procedure assumes that you have not entered this individual’s noncourse work. You could follow this procedure, leaving out the steps for adding noncourse work, if you want to define noncourse equivalencies for an individual after the noncourse work is entered.

Step 1. Access the individual record you want to evaluate on the Noncourse Work Summary (NCWS) form.

The Noncourse Work Summary (NCWS) is displayed for the individual you selected.

Step 2. Enter the ID of a noncourse item.

The Noncourse Work (NCRS) form is displayed.

Step 3. Complete the NCRS form for the noncourse item.

Refer to online help for assistance with completing specific fields on this form.

Step 4. Define the noncourse equivalency.

If you want to define a general academic credit equivalency that is not going to be a standard equivalency, continue with Step 5.



If you want to define a course equivalency, or you want the equivalency to be a standard equivalency, continue with Step 8.

Step 5. Go to the General Academic Credit group.

Step 6. Add a new equivalency.

Enter A.

Complete the information in the General Academic Credit group.

Refer to online help for assistance with completing any fields in this group.

Step 7. Continue with Step 14.

Step 8. Go to the Equivalency field.

Step 9. Detail to the Noncourse Equivalency Evaluation (NEQV) form.


On the Noncourse Equivalency Evaluation (NEQV) form you can give the noncourse work either course credit or general academic credit.

Step 11. Go to the Std Equivalency Field.

Step 12. Enter Y.

If you do not want to create a standard equivalency, skip this step.


The Noncourse Work (NCRS) form is redisplayed.

Step 14. Save the noncourse work record.



The Noncourse Summary (NCWS) form is redisplayed with the cursor in the next line of the Noncourse Work group.

Step 15. Repeat this procedure beginning with Step 2 for each noncourse item.

Save the record on the Noncourse Work Summary (NCWS) form.



Procedure for Evaluating Noncourse Equivalencies

Use the following procedure to evaluate noncourse equivalencies already assigned to an individual and, as necessary, approve them. The procedure below assumes that the noncourse work was entered and, wherever possible, Colleague created noncourse equivalencies for the individual.

Step 1. .Access the individual record you want to evaluate on the Noncourse Work Summary (NCWS) form.

The Noncourse Work Summary (NCWS) form is displayed.

Go to the noncourse item you want to review.

Step 2. Detail to the Noncourse Equivalency Evaluation (NEQV) form to view the specifics about the noncourse equivalency.

If a noncourse equivalency was not created, check to make sure that

1. a standard equivalency is defined for the noncourse item

2. the date for the noncourse work is within the date range of the standard noncourse equivalency

3. the grade or score entered for the individual is within the range of valid grades/scores defined for the equivalency

Follow the procedure on page 4-28 if you need to add an equivalency for this individual.

Step 3. Make any necessary modifications to the noncourse equivalency displayed on the NEQV form.

On the NEQV form you might want to modify the equivalency specifically for this individual. Any changes you make for the individual will not affect the standard equivalency.

Note: The following procedure uses the Noncourse Work Summary (NCWS) as the starting point for reviewing and updating a noncourse equivalency on the Noncourse Equivalency Evaluation (NEQV) form. You can, however, go directly to the NEQV form to do an evaluation. Just be aware that you will need to know the ID of the noncourse item as well as the individual’s ID



Step 4. Go to the Status field.

To update the status of an equivalent course, go to the Status field in the Equivalent Courses group

To update the status of a general academic credit item, go to the Status field of the General Academic group.

Enter the appropriate status code for each piece of the equivalency.

Step 5. Enter the appropriate status code for each piece of the equivalency.


Use online help for a list of all the status codes used by your institution.

Step 6. Save the test equivalency record.

The Noncourse Work Summary (NCWS) form is redisplayed.

When you save the record displayed on the NEQV form, the Noncourse Work Summary (NCWS) form is redisplayed.

Step 7. Repeat from Step 2 as necessary for each noncourse item.


Procedures for Entering and Evaluating Test Scores


This section provides the different procedures for entering and evaluating test scores. See page 4-28 for the procedures for entering and evaluating other noncourse work. Use the procedures in this section if you are responsible for evaluating test equivalencies for an individual. Use the procedure on page 3-57 to simply record an individual’s test scores.

Procedure for Entering Test Scores and Defining Test Equivalencies

Use the following procedure when you need to enter test scores and, at the same time, define test equivalencies. This procedure assumes that you have not recorded test scores for the individual.You could follow this procedure, without the steps for adding a test score, if you want to define test equivalencies for an individual after the test scores are entered.

Step 1. Access the record for the individual on the Test Summary (TSUM) form.

The Test Summary (TSUM) form is displayed for the individual you selected.

Step 2. Go to the appropriate test group.

If you are recording an admissions test, continue with Step 3.

If you are recording a placement test, go to the Placement Tests group.

If you are recording another test, go to the Other Tests group.

When defined, a test is categorized as either an admissions, placement, or other test. If you are not sure which category of test you are recording, use LookUp at each group to find the appropriate test code.

Step 3. Enter the ID of the test.

The Test Scores (TEST) form is displayed.

A resolution form is displayed if you enter the ID of a test already recorded for that individual.

You can either select an existing occurrence from the resolution form or enter a new occurrence by entering A at the prompt.



Step 4. Record the test information.

Step 5. Define the noncourse equivalency.

If you want to define a general academic credit equivalency that is not going to be a standard equivalency, continue with Step 6.

If you want to define a course equivalency, or you want the equivalency to be a standard equivalency, continue with Step 9.

Step 6. Go to the General Academic Credit group.

Step 7. Add a new equivalency.

Enter A.

Complete the information in the General Academic Credit group.

Refer to online help for assistance with completing any fields in this group.

Step 8. Continue with Step 13.

Step 9. Go to the Equivalency field.



On the Noncourse Equivalency Evaluation (NEQV) form you can give the test either course credit or general academic credit, or both.

If you want to save that equivalency as a standard, enter Y in the Std Equivalency field.




The Test Scores (TEST) form is redisplayed.

Step 13. Save the test score record.

The Test Summary (TSUM) form is redisplayed.

Step 14. Repeat this procedure beginning with Step 2 for each test score you need to record.

Save the record on the Test Summary (TSUM) form when you are finished.



Procedure for Evaluating Test Equivalencies

Use this procedure if you need to evaluate the equivalencies given to an individual for the tests they have taken. This procedure assumes that the test scores were already entered and, wherever possible, Colleague assigned a standard equivalency based on the individual’s test scores.

Step 1. Access the test you want to review on the Test Summary (TSUM) form for the individual.

The TSUM form is divided into three groups. Go to the Admissions group to view admissions tests; go to the Placement group to view placement tests; go to the Other group to review other tests.

Step 2. Go to the Eq field of the test you want to review.

If “No” displays in the Eq field, an equivalency does not exist for this test.

If Colleague should have assigned a standard equivalency, check the information recorded for the individual against the definition of the standard equivalency. Refer to page 4-21 for information about what Colleague uses to assign an equivalency.


Step 4. Make any necessary modifications to the test equivalency displayed on the NEQV form.

On the NEQV form you might want to modify the equivalency specifically for this individual. Any changes you make for the individual will not affect the standard equivalency.

If an equivalency does not exist, follow the procedure on page 4-33 for defining an equivalency for a test score.

Step 5. Go to the Status field.



Step 6. Enter the appropriate status code for each piece of the equivalency.

An equivalency can have one or more courses or one or more general credit equivalents. Each piece of the equivalency has its own status code.


Use online help for a list of all the status codes used by your institution.

Step 7. Save the test equivalency record.

The Test Scores (TEST) form is redisplayed.

Step 8. Repeat this procedure beginning with Step 2 for each test.




Equivalencies4

Updating the Status of a Group of Equivalency Evaluations January 5, 2006

Before You Begin

Before you can update a group of equivalency evaluations, you must define the following:



transfer courses page 3-30

noncourses Getting Started with Colleague Student

equivalent courses

student academic credit status codes for transfer course and noncourse equivalencies

Table 4-5: Information Needed to Update the Status of a Group of Equivalency Evaluations


Equivalencies: Updating the Status of a Group of Equivalency Evaluations

Understanding Equivalency Evaluation Status Updates

The equivalency status update process lets you change the status of a group of equivalencies to the same status. For example, after reviewing a group of equivalencies with a status of “pending,” you can change their status to “approved” in one process.

Use the Equivalency Credit Status Update (EQSU) form to initiate the process of updating equivalencies.

Figure 4-6: Example Equivalency Status Update


Understanding Equivalency Evaluation Status Updates

Identifying the Update Group

The equivalency status update process lets you identify in a number of different ways the group of equivalencies that you will update:

■ by a predefined saved list (if you use a saved list, the IDs must be from the STUDENT.EQUIV.EVALS file)

■ by an individual ID

■ by institution

■ by transfer course

■ by noncourse

■ by equivalent course

■ by status

■ by user-defined criteria

Using a Combination of Options

The equivalency status update process gives you the ability to use the options listed above in any combination to select the group of equivalencies you want to update. Table 4-6 gives some examples of how you might use these selection options together to pinpoint the group of equivalencies you want to update.

To Give the Same Status to … Use these Options …a

a. You can use all of these options with or without a saved list.

all the equivalencies given to a specific transfer course that came from a specific institution

by institution, by transfer course

all the equivalencies given to a specific noncourse

by noncourse

all equivalencies with a specific status from a specific institution for a specific group of transfer courses

by institution, by transfer course, by status

all equivalencies to a specific course for all undergraduates in the business program

by equivalent course, user-defined selection criteria that identifies an academic level equal to undergraduate and an academic program equal to business

Table 4-6: Example Selection Options for Updating Equivalency Statuses



Additional Information About Equivalency Status Updates

Status Update History

When you change the status of an equivalency—either by running the update process or individually on each equivalency record—Colleague maintains a history of the status changes and any reason given for the change. You can view this history on the Academic Credit Status (ACST) form. You can access the ACST form from either the Transfer Equivalency Eval (TEEV) form (from the Status fields) or the Noncourse Equivalency Evaluation (NEQV) form (from the Status field).

Group Status Update

Colleague updates each group of equivalencies you select with the same status. If you want to give different statuses, you must run the update process once for each status. Therefore, be sure that the group you select is the correct group for the status change you are running.

For example, if you have a saved list of 100 equivalencies and 50 of these equivalencies should have a status of “equivalency denied” and the other 50 should have a status of “equivalency accepted,” you should not update the entire list with the denied status and then select and update one of the groups of 50 equivalencies with the accepted status using a more specific selection. Because Colleague stores the history of the status changes, the 50 equivalencies that were accepted will incorrectly show that they were denied before they were accepted. Because this status is misleading, it should never have been assigned.

Additional Selection Criteria

The Additional Selection Criteria field on the Equivalency Status Update (EQSU) form lets you identify other selection criteria for selecting the group of equivalencies to update.


Procedure for Updating the Status of Equivalency Evaluations

Procedure for Updating the Status of Equivalency Evaluations

Use the Equivalency Status Update (EQSU) form to initiate the equivalency status update process. Refer to “Identifying the Update Group” on page 4-41 for guidance on selecting the proper group to update.





5. Data Import and Export

Data Import and Export5

Importing Admissions Data January 5, 2006

In This Chapter

This chapter provides the procedure for importing data from the following sources:

■ ETS student search

■ ACT student search

■ ACT test scores

■ SAT test scores

■ LSAT test scores

Note: See Using ELF or your system administrator for more information about using the electronic file transfer functionality. Specifically, you may want to understand how to change merge criteria and use a custom subroutine to modify imported data.


Data Import and Export: Importing Admissions Data

Before You Begin

Before you can import data, you must define the following items listed in Table 5-1.

Import Type Requirements Reference

ETS Student Search

Populate the following translation tables using the File Translation Tables (FLTT) form:

• ETS.PSAT.MAJOR.TO.PROG

• ETS.SS.ETHNICS

• ETS.SS.MAJORS.PSAT

• ETS.SS.MAJORS.SAT

• ETS.SAT.MAJOR.TO.PROG

Online help for the File Translation Tables (FLTT) form, or your system administrator.

Define the following codes:

• ETS Test Types Getting Started with Colleague Student

• Academic Levels Using Academic Records

• Prospect Statuses Getting Started with Colleague Student

• Application Statuses Getting Started with Colleague Student

Modify the ETS.SS.FILE, using the Electronic Transfer File (ELFT) form, to match your source file definition.

Online help for the Electronic Transfer File (ELFT) form, or your system administrator.

ACT Student Search


• ACT.MAJORS

• ACT.MAJOR.TO.PROG


Define the following codes:

• Academic Levels Using Academic Records



Modify the ACT.SS.FILE, using the Electronic Transfer File (ELFT) form, to match your source file definition.


Table 5-1: Information Needed Before Importing Data


Before You Begin

ACT Test Scores


• ACT.SCORE.NON.COURSES

• ACT.SUBSCORE.NON.COURSES

• ACT.ACCOMP.NON.COURSES

• ACT.ADV.PLACEMENT.INT

• ACT.CAREER.GOALS

• ACT.COUNTIES

• ACT.DENOMINATIONS

• ACT.DISABILITIES

• ACT.EDUCATION.GOALS

• ACT.ETHNICS

• ACT.EXAM.CREDIT.INTEREST

• ACT.EXTRACURRICULAR.INT

• ACT.FOREIGN.STUDY.INT

• ACT.HONOR.COURSE.INTEREST

• ACT.HOUSING.CODES

• ACT.INDEP.STUDY.INTEREST

• ACT.MAJORS

• ACT.MAJOR.TO.PROG

• ACT.MARITAL.STATUSES

• ACT.NUMBER.GENDER

• ACT.NUMBER.STATES

• ACT.ROTC.INTEREST

• ACT.SECSCH.INSTITUTION

• ACT.SECSCH.SUBJECTS

• ACT.STUDENT.LOADS

• ACT.TERMS

• ACT.TEST.TYPES



Table 5-1: Information Needed Before Importing Data (cont’d)



ACT Test Scores (cont’d)

Define the following:

• Noncourses Getting Started with Colleague Student



• Application Test Sources Getting Started with Colleague Student

• Academic Programs Using Curriculum Management

• Catalogs Using Curriculum Management

• Grade Schemes Using Academic Records

Modify the ACT.FILE, using the Electronic Transfer File (ELFT) form, to match your source file definition.





Before You Begin

SAT Test Scores


• SAT.CLASS.RANK

• SAT.COLLEGE.INTERESTS

• SAT.COUNTIES

• SAT.COUNTRIES

• SAT.DEGREE.GOAL

• SAT.ETHNICS

• SAT.GENDERS

• SAT.GPA

• SAT.HOUSING

• SAT.HS.ACTIVITIES

• SAT.HS.TYPE

• SAT.II.NON.COURSES

• SAT.MAJORS

• SAT.MAJOR.TO.PROG

• SAT.RELIGIONS

• SAT.SPORTS





• Noncourse Factors Getting Started with Colleague Student

• Application Test Sources Getting Started with Colleague Student

• Academic Programs Using Curriculum Management

• Catalogs Using Curriculum Management

Modify the SAT.FILE, using the Electronic Transfer File (ELFT) form, to match your source file definition.






LSAT Test Scores


• LSAS.COUNTRIES

• LSAS.DEGREES

• LSAS.SEX



• Noncourse Factors Getting Started with Colleague Student

Modify the LSAS.FILE, using the Electronic Transfer File (ELFT) form, to match your source file definition.





Guidelines for Implementation


Depending on the way you use the import processes, you might need to complete some or all of the implementation instructions given in this section.

Translating Graduation Year to Start Term

If you need to translate the graduation year to a start term, after the graduation term is imported through the import processes, use the File Translation Table (FLTT) form to set up the translation table corresponding to the import process you used. Table 5-2 lists the import processes and the related translation tables.

Importing the ACT Test Type

If you use the ACT Test Scores Import (ACTI) process and need to import the test type provided by ACT, you need to change how Colleague imports the test name. You first need to determine if your institution uses the SAT Test Score Import (SATI) process, and then follow the appropriate procedure listed below:

■ “My Institution Uses the SATI Process” on page 5-7

■ “My Institution Does Not Use the SATI Process” on page 5-9

My Institution Uses the SATI Process

Follow these instructions for importing the ACT test type provided by ACT if your institution uses the SATI process.

Import Process Translation Table Comments

ETS Student Search Import (ETSI) ETSSS.GRAD.YEAR Translates from a two-digit year to a start term.

SAT Test Scores Import (SATI) SAT.GRAD.YEAR Translates from a two-digit year to a start term.

ACT EOS Import (ACSI) ACTSS.GRAD.YEAR Translates from a four-digit year to a start term.

Table 5-2: Import Processes and the Translation Tables



Figure 5-1: The ELF Spec Target Override (ESTO) Form

Step 1. Access the ELF Spec Target Override (ESTO) form for INTER.TEST.SCORE.

Step 2. Enter:

■ ACT in the Source-to-Inter Import field.

■ ITSTSC.STNC.ACT in the Duplicate Criteria field.

■ STUDENT.NON.COURSES in the Merge Criteria field.

Step 3. Finish out of the ESTO form.

Step 4. Access the File Translation Table (FLTT) form and access the ACT.TEST.TYPES translation table.

Step 5. Change the New Code Field field to STNC.TEST.TYPES.



Step 6. Complete the translation table as needed entering the ACT test types you need in Colleague in the New Code column across from the ACT test type in the Orig Code column.

My Institution Does Not Use the SATI Process

Follow these instructions for importing the ACT test type provided by ACT if your institution does not use the SATI process.

Figure 5-2: The Duplicate Match Criteria (DUPC) Form

Step 1. Access the Duplicate Match Criteria (DUPC) form for ITSTSC.STU.NON.CRS.

Note: Because a translation table cannot translate from a null value, Datatel has specified N as the national test (ACT imports this as a null value, which is changed by ELF import to N.)



Step 2. Enter:

■ ITSTSC.STNC.TYPE in the Field/Subroutine field.

■ a value into the Weight field.• For more information about determining the appropriate weight, see

“Understanding Duplicate Checking” in the Using ELF manual.

■ STNC.TYPE in the Compare to Field field.

Step 3. Finish out of the DUPC form.

Step 4. Access the File Translation Table (FLTT) form and access the ACT.TEST.TYPES translate table.

Step 5. Change the New Code Field field to STNC.TEST.TYPES and map from the ACT test types to the value you need as a test type in Colleague.

Step 6. Complete the translation table as needed entering the ACT test types you need in Colleague in the New Code column across from the ACT test type in the Orig Code column.

Configuring Test Score Import Translation Tables

This section provides details for using the File Translation Tables (FLTT) form to configure the translation tables used by the ACT Test Score Import (ACTI) and SAT Test Score Import (SATI) processes to suit the needs of your institution’s admissions office.

Note: Because a translation table cannot translate from a null value, Datatel has specified N as the national test (ACT imports this as a null value which is changed by ELF import to N.)



Figure 5-3: The File Translation Table (FLTT) Form

ACT Test Score Import (ACTI) Process

This section provides details about setting up the file translation tables associated with the ACTI process.

Importing ACT Subscores

The ACT subscores can be imported in various ways, depending on how you want the subscores to be associated with the Composite test score. For example, the score of the Writing subtest can be imported as a subscore of the Composite score, as a subscore of the English Subcomponent score, or as its own test score. If the English, Math, and Reading subcomponents are to be kept as separate INTER.TEST.SCORE records, then they must be defined in the New Code column of the ACT.SCORE.NON.COURSES record on the File Translation Tables (FLTT) form. If nothing is entered into the New Code column of ACT.SCORE.NON.COURSES, but codes are defined in the Special Processing Field 1 column, the subcomponents will be listed as subscores of the ACT Composite test score. If the subtests of a subcomponent are to be kept as separate INTER.TEST.SCORE records, they must be defined in the New Code column of the ACT.SUBSCORE.NON.COURSES record. If nothing is entered into the New Code column of the



ACT.SUBSCORE.NON.COURSES record, but codes are defined in the Special Processing Field 1 column, the subtests will be listed as subscores of the ACT Subcomponent scores.

Importing Accomplishment Scores

The ACT accomplishment scores can be imported in various ways. If the ACT accomplishment scores are to be imported as a single INTER.TEST.SCORE record, you must provide a NON.COURSES.ID in the Test Name field. If the ACT accomplishment scores are to be imported as separate INTER.TEST.SCORE records, then they must be defined in the New Code field column of the ACT.ACCOMP.NON.COURSES record on the File Translation Tables (FLTT) form. If the New Code column of the ACT.ACCOMP.NON.COURSES record is blank, Special Processing Field 1 contains descriptions that will be used to distinguish the ACT accomplishment scores as subcomponents of another ACT test record.

Importing ACT pre-10/89 Tests

The ACT test scores prior to October 1989 can be imported in various ways depending on how you want the pre-10/89 scores to be associated with the current ACT Composite test score. For example:

■ The pre-10/89 Composite test score (and its subcomponent test scores) can be imported as a subcomponent of the current ACT Composite test score.

■ The pre-10/89 composite test score can be imported as a separate test score with the subcomponent test scores imported as subscores of the pre-10/89 composite test score.

■ The pre-10/89 composite test scores and subcomponent test scores can be imported as separate test scores.

If the pre-10/89 Composite test score is to be imported as a separate INTER.TEST.SCORE record, you must provide a NON.COURSES.ID in the Test Name field. If the pre-10/89 subcomponent test scores are to be imported as separate INTER.TEST.SCORE records, they must be defined in the New

Note: If the ACT Writing score is not defined on the Non-Course Form, you must configure Colleague to import the ACT writing score. On the Non-Courses (NONC) form, create a new code, ACT.W, for the ACT writing score. On the File Translation Tables (FLTT) form, edit the ACT.SCORES.NON.COURSES translation table. Add ENGL.WR (this is the code prior to translation) to the Orig Code column. Under the New Code column, enter ACT.W (the code that was created on the NONC form). Enter ENGL.WR for the corresponding Special Processing 1 value. See online help for more information about using the NONC and the FLTT forms



Code column of the ACT.SCORE.NON.COURSES record on the File Translation Tables (FLTT) form. If nothing is entered in the New Code column of ACT.SCORE.NON.COURSES, but codes are defined in the Special Processing Field 1 column, the subcomponent scores will be listed as subscores of the pre-10/89 Composite test score.

SAT Test Score Import (SATI) Process

This section provides details about setting up the file translation tables associated with the SATI process.

Importing SAT II Scores

The SAT II scores can be imported in various ways depending on how you want the SAT II scores to be associated with the SAT Composite score. For example, the SAT II scores can be imported as separate STUDENT.NON.COURSES records, or the SAT II scores can be imported as subcomponents of the SAT Composite score. If the SAT II scores are to be imported as separate STUDENT.NON.COURSES records, they must be defined in New Code column of the SAT.II.NON.COURSES record on the File Translation Tables (FLTT) form. Each SAT II score can have up to three subscores associated with it. If the subscores of the SAT II scores are to be imported as separate STUDENT.NON.COURSES records, they must be defined in the Special Processing Field columns of the SAT.II.NON.COURSES record. If nothing is entered in the New Code column, the SAT II scores will be imported as a subcomponent of the SAT Composite score.



Understanding the Data Import Process

Loading admissions data to your Colleague database is a two step process. The first step is to load the to files in an intermediate database. See “Running the Data Import Processes” below for more information. The second step is to load the data from the intermediate database into your Colleague data files. See “Importing the Data into Your Colleague Database” beginning on page 5-25 for more information.

After the intermediate database files are updated, you can use the data in these files for queries or reports. You can also generate letters to individuals in these files using the Communications Management module. See “Procedures for Using Communications Management with Admissions” beginning on page 2-65 for more information. This lets you use the data from these tapes for your initial recruitment activities without loading the data into your Colleague files. However, you will not be able to maintain the information in these files nor will you be able to track information associated with sending correspondence from the Communications Management module until the data is loaded into Colleague.

Running the Data Import Processes

This section describes the batch control IDs you define each time you run the tape load process, the update mode options you set for importing, and the source file definition used when importing data. Refer to the online help for the following forms for additional information:

■ ETS Student Search Import (ETSI) form

■ ACT EOS Import (ACSI) form

■ ACT Test Scores Import (ACTI) form

■ SAT Test Scores Import (SATI) form

■ LSAT Test Scores Import (LSAI) form

Common Fields

The following fields are common on each of the import forms listed above. These fields function the same way on each form.


Understanding the Data Import Process

Batch Control ID

Enter a batch control ID to uniquely identify this import. After records have been imported into Colleague, you will need to purge the batch if you want to reuse the same batch control ID for another import.

Each time you run the load process, Colleague creates data in a group of intermediate files. Because you may create records in these files on different occasions from the same type of source—such as an ACT student search file—you need a way to identify the exact source of each transaction set. The batch control ID that you assign when you create the records in the intermediate database is how you distinguish the different batches that you run.

For example, if you receive ACT search-tape data in the fall and spring each year, you might use a batch control ID of ACT.FALL04 for the 2004 fall tape and ACT.SPNG05 for the 2005 spring tape. Then, if you use the data in the intermediate files for queries, reports, or mailings, or when you run the second step of the tape load process, you can accurately identify the data you want to work with by selecting the appropriate batch control ID.

You can reuse a batch control ID as long as none of the data in the batch you choose to overwrite has been loaded into the Colleague database. If the batch has been loaded into Colleague, you must first purge the batch if you want to reuse the same batch control ID.

Update Mode

You can run the import in non-update mode if you want to know what errors you will encounter before actually trying to update the intermediate database. When you are ready to update the database, run the import in update mode.

If you answer N in the Update Mode field, Colleague runs the load process in non-update mode. In this mode Colleague does not create the intermediate database files. In non-update mode Colleague processes the source data and, if any errors or warnings are found in the data, generates an error report. You can correct these errors by correcting the appropriate data in the translation tables. After attempting to correct the errors, you can continue to run the load process in non-update mode until you resolve all the errors.

If you answer Y in the Update Mode field, Colleague runs the tape load process in update mode. In this mode Colleague creates the intermediate database files. If Colleague detects any errors or warnings similar to those found when you ran the process in non-update mode, it will not add that data to the intermediate database files and will generate an error report. Correct these errors as if you had run the process in non-update mode. As long as you



have not loaded the data from the intermediate files into your Colleague database you can rerun the process (in either update or non-update mode) using the same batch ID, rewriting the intermediate files.

Modify Source Definition

Colleague uses the specifications in the source file definition for each file type to control the way Colleague reads data from the source. The source file definition is set up prior to running the import process by using the Electronic Transfer File (ELFT) form to modify the source file definition for each file type. If you need to override those specifications for a particular instance of running the import process, you may detail to the ELFT form from the import forms to change the specifications.


Importing the ETS Student Search Data

Importing the ETS Student Search Data

Use the ETS Student Search Import (ETSI) form to import the ETS (Educational Testing Service) Student Search data into the intermediate files. This is the first step in a two-step process for importing ETS Student Search data into Colleague. You can run the import process in Update mode or Non-Update mode.

Figure 5-4: ETS Student Search Import (ETSI) form

The fields in the first section of the form allow you to specify import options. For information about noteworthy fields in this section see “Common Fields” beginning on page 5-14.

The second section of the form enables you to enter selection criteria for records to be imported by the import process. For more information about the fields in this section, see the online help for each field.



Importing the ACT Student Search Data

Use the ACT EOS Import (ACSI) form to import ACT Student Search data into the intermediate files. This is the first step in a two-step process for importing ACT Student Search data into Colleague. You can run the import process in Update mode or Non-Update mode.

Figure 5-5: ACT EOS Import (ACSI) form

The fields in the first section of the form allow you to specify import options. For more information about noteworthy fields in this section, see “Common Fields” beginning on page 5-14.

The second section of the form enables you to enter the selection criteria for records being imported by the import process. For more information about the fields in this section, see the online help for each field.


Importing the ACT Test Scores Data

Importing the ACT Test Scores Data

Use the ACT Test Scores Import (ACTI) form to import ACT Test Scores into the intermediate files. This is the first step in a two-step process for importing ACT test data into Colleague. You can run the import process in Update mode or Non-Update mode.

Figure 5-6: ACT Test Scores Import (ACTI) form


Noteworthy Fields

This section describes the fields in the second section of the form. These fields are particularly important for setting up the ACT Test Scores Import (ACTI) form. See online help for information about other fields on this form.



Import ACT Subscores

The ACT test records can contain subscores of the test subcomponents. This option allows you to import the subscores of the English test subcomponent (usage mechanics, rhetorical skills, and writing), math test subcomponent (elementary algebra, algebra/coordinate geometry and plane geometry, and trigonometry), and reading test subcomponent (social studies/sciences and arts/literature).

Import Accomplishment Scores

The ACT test records can contain information about student accomplishments, for example leadership, art, and athletics. This option allows you to import these accomplishments into test records associated with the student.

Import ACT pre-10/89 Tests

The ACT test records can contain information about tests take prior to October of 1989. This option allows you to import these pre-10/89 records into test records associated with the student.

Test Score Source

Select the source of the test score. The choice selected will be stored as the source of the scores in the STNC.SOURCE field in the STUDENT.NON.COURSES file.

Default Academic Program

This is the academic program to assign to an applicant’s record in Colleague. This would be used if the major entered by the student in the incoming data cannot be resolved into a single valid academic program.

Default Grade Scheme

Enter the default grade scheme to be used to validate the student’s high school grades (if they exist). When importing grades, Colleague first checks to see if the institution is already in the database. If the institution is in the database, Colleague checks to see if the institution record has a grade scheme record


Importing the SAT Test Scores Data

(INST.GRADE.SCHEME). If the institution does not have a grade scheme record, Colleague applies the default grade scheme to validate the student’s grades.

Importing the SAT Test Scores Data

Use the SAT Test Scores Import (SATI) form to import SAT Test Scores into the intermediate files. This is the first step in a two-step process for importing SAT test data into Colleague. You can run the import process in Update mode or Non-Update mode.

Figure 5-7: SAT Test Scores Import (SATI) form




Noteworthy Fields

This section describes the fields in the second and third sections of the form. These fields are particularly important for setting up the SAT Test Scores Import (SATI) form. See online help for information about other fields on this form.

SAT I No of Previous Sets

Enter the number of sets of previous SAT-I scores that you want to import. Valid values are zero through five. Zero is the default, meaning that only the current (latest) set will be imported.

Import SAT II Scores

The SAT test records can contain information about the SAT II test scores. This option allows you to import these additional test scores into test records associated with the student.

SAT II No of Previous Sets

This is the number of previous sets of the SAT-II scores you want to import. Valid values are zero through five. Zero means none of the previous sets are to be imported.

Special Circumstance Code

Select a code to be entered into the test’s Special Circumstances field if the test’s “Nonstandard Indicator” field indicates that it was administered under non-standard circumstances. Leave this field blank if you do not want to record that it was taken under non-standard circumstances.

Test Score Source

Select the test score source. The choice you select is stored as the source of the scores in the STNC.SOURCE record in the STUDENT.NON.COURSES file.


Importing the LSAT Test Scores Data

Default Academic Program

This is the academic program to assign to an applicant’s record in Colleague. This would be used if the major entered by the student in the incoming data cannot be resolved into a single valid academic program.

Importing the LSAT Test Scores Data

Use the LSAT Test Scores Import (LSAI) form to import LSAT Test Scores into the intermediate files. This is the first step in a two-step process for importing LSAT test data into Colleague. You can run the import process in Update mode or Non-Update mode.

Figure 5-8: LSAT Test Score Import (LSAI) form

The first four fields on the form allow you to specify importing options. For more information about noteworthy fields in this section, see “Common Fields” beginning on page 5-14.



Noteworthy Fields

The fields described in this section are particularly important for setting up the LSAT Test Scores Import (LSAI) form.

Test Score Source

Select the test score source. The choice you select is stored as the source of the scores in the STNC.SOURCE record in the STUDENT.NON.COURSES file.

LSAT Test Name

Enter the name of the NON.COURSES record that you have predefined on Noncourses (NONC) form to be the LSAT test.


Importing the Data into Your Colleague Database

Importing the Data into Your Colleague Database

The second step to loading admissions data from a tape is to import the data from the intermediate files into your Colleague data files using the Intermediate-to-Colleague Import (ITCI) form. You can run the import process in non-update mode or in update mode.

Figure 5-9: Intermediate-to-Colleague Import (ITCI) form

Noteworthy Fields

The fields described in this section are particularly important for setting up the Intermediate-to-Colleague Import (ITCI) form. See online help for information about other fields on this form.

Update Mode

If you answer N in the Update Mode field on the ITCI form, it will run the import process in non-update mode. In this mode Colleague compares the data in the intermediate files with the data in your Colleague files and reports



any potential duplicate records and any errors or warnings encountered.1 Use the ELF Target Results/Duplication Resolution (TGTR) form to correct errors found while running the import process in non-update mode. On this form you can indicate which records are not actually duplicates of records in your database.

If you answer Y in the Update Mode field on the ITCI form, it will run the import process in update mode. In this mode Colleague updates your data files with the data in the intermediate files. If you manually indicated that records identified as potential duplicates are not duplicates of data in your database, Colleague will import that data along with all unique records.

1. Colleague identifies potential duplicate records based on the criteria defined through the Duplicate Match Criteria (DUPC) form.


Procedure for Importing Admissions Data

Procedure for Importing Admissions Data

Complete the following steps to import admissions data.

Step 1. Access the appropriate form to create the intermediate file.

■ Use the ETS Student Search Import (ETSI) form to load ETS student search data.

■ Use the ACT EOS Import (ACSI) form to load ACT student search data.

■ Use the ACT Test Scores Import (ACTI) form to load ACT test scores.

■ Use the SAT Test Scores Import (SATI) form to load SAT test scores.

■ Use the LSAT Test Scores Import (LSAI) form to load LSAT test scores.

Step 2. Enter a new, unique batch control ID.

Refer to “Batch Control ID” beginning on page 5-15.

Step 3. Enter N in the Update Mode field.

Step 4. Complete the remaining information on the form, and then run the load process.

Refer to “Understanding the Data Import Process” on page 5-14 and the following sections for more information about each import process along with the online help for the appropriate form.

■ “Importing the ETS Student Search Data” on page 5-17.

■ “Importing the ACT Student Search Data” on page 5-18.

■ “Importing the ACT Test Scores Data” on page 5-19.

■ “Importing the SAT Test Scores Data” on page 5-21.

■ “Importing the LSAT Test Scores Data” on page 5-23.

Step 5. Review the error report and correct any errors indicated.

Refer to “Update Mode” beginning on page 5-15.

Step 6. Return to the form you accessed in Step 1.

If you want to rerun the tape load process in non-update mode to ensure that all errors were corrected, repeat this procedure beginning with Step 3.



If you want to rerun the load process in update mode, enter Y in the Update mode field and complete the remaining information on the form.

Step 7. Access the Intermediate-to-Colleague Import (ITCI) form.

Step 8. Enter the control ID of the batch you created in Step 2.

Step 9. Enter N in the Update Mode field.

Refer to “Importing the Data into Your Colleague Database” beginning on page 5-25.

Step 10. Run the ITCI import process.

See the online help for more information about running the ITCI import process.

Step 11. Review the error report and correct any errors indicated.

Refer to “Importing the Data into Your Colleague Database” beginning on page 5-25.

Step 12. Access the Intermediate-to-Colleague Import (ITCI) form.

Step 13. Enter the control ID of the batch you created in Step 2.

Step 14. Indicate the update mode.

Enter N in the Update Mode field if you want to rerun the import process and confirm that all errors were properly corrected.

Enter Y in the Update Mode field to run the import process in update mode.

You can choose to import specific transactions by using either a saved list of transaction IDs, by specifying specific transaction IDs, or by using the Additional Selection Criteria option. Refer to the online help for the ITCI form for details.



Index

Index

AAADT form 3-16

AARSmanual assignment of 3-73on the ARFA form 3-73

Acad Level Extl Tran Sort (AETS) form 3-38

Acad Program Extl Tran Rules (AETR) form 3-35, 3-37

Academic credit statuseswhere used 4-2

Academic levelsacademic program and 3-77, 3-78where used 2-25, 3-1, 3-47, 3-48, 3-59,

4-19, 4-20, 5-2

Academic programsacademic level and 3-77, 3-78CCDs and 3-77customizing 3-79

fields you can modify 3-80degrees and 3-77, 3-78departments and 3-77, 3-78example of a general studies program

3-80location 3-77

changing 3-81procedure for 3-84majors and 3-77, 3-78minors and 3-77specializations and 3-77where used 2-25, 3-1, 5-4, 5-5

Academic termswhere used 2-25, 3-60

ACAP form 3-128

Accepted Applications Report (ACAP) form 3-128

ACSI form 5-14, 5-18

ACT EOS Import form 5-18

ACT student search tapeprocedure for loading 5-1

ACT Student Search Tape (ACSI) form

Using Recruitment/Admissions Management, January 5, © 2006 Datatel, Inc.

5-14

ACT test scoresprocedure for loading 5-1

ACT Test Scores (ACTI) form 5-14

ACT Test Scores Import form 5-19

ACTI form 5-14, 5-19

Activitiesentering for an individual 3-15

ADAI form 3-42, 3-109

Additional Application Info (ADAI) form 3-42, 3-109

Additional Selection Criteria form 2-86

ADFR form 3-115

Admission Representative Application List (ARAL) form 2-89

Admissions DataGuidelines for Implementation 5-7Importing Admissions Data 5-27Importing Data into Colleague 5-25Importing the ACT Student Search

Data 5-18Importing the ACT Test Scores Data

5-19Importing the ETS Student Search

Data 5-17Importing the LSAT Test Scores Data

5-23Importing the SAT Test Scores Data

5-21Understanding the Data Import

Process 5-14

Admissions representative/AARS assignment rules

automatic evaluation of 3-62

Admissions representativesmanual assignment of 3-73on the ARFA form 3-73viewing as assigned to an applicant

2-86viewing as assigned to applications

2-86

2006 Index - 1

Index

Admissions rulesused in batch admissions 3-110

Admissions Rules Failure Log (ARFL) form 3-108

Admissions tracking rulesautomatic assignment of 3-63

Admissions Waitlist Report (AMWL) form 3-102

Admit From (ADFR) form 3-115

Admit status codeswhere used 3-59

AETR form 3-35, 3-37

AETS form 3-38

AETX form 3-44

ALOC form 3-81

AMSC form 3-18

AMWL form 3-102

APCTform 3-126

APFE form 3-88

APLA form 2-72

APLS form 3-124

Applicant Activity Detail (AADT) form 3-16

Applicant Comments (UTED) form 3-14

Applicant Honors/Activities (HACT) form 3-15

Applicant Labels (APLA) form 2-72

Applicant Miscellaneous (AMSC) form 3-18

Applicant References/Appointments (REFA) form 3-9

viewing admissions representatives 2-86

Applicant remark codeswhere used 3-2, 3-13

Applicant remark typeswhere used 3-2, 3-13

Applicant Summary (ASUM) form 3-3entering applicant information 3-3fields on 3-130

Applicantsactivities 3-15admitting

as a group 3-105appointments 3-9

procedure for entering 3-72codes needed before entering information

Index - 2 Using Rec

3-1distinguishing from prospects 2-104honors 3-15information about

entering 3-3specific to applicants 3-6

interests 3-15noncourses 3-49printing mailing labels for 2-67profile report 2-100, 3-117references 3-9

procedure for entering 3-72remarks 3-13

Application Comments (UTED) form 3-74

Application Counts (APCT) form 3-126

Application Extl Tran Xref (AETX) form 3-44

Application Fee (APFE) form 3-88

Application fee status codeswhere used 3-59

Application Fees Entry (CRAF) form 3-89

Application List (APLS) form 3-124

Application Location Changes (ALOC) form 3-81

Application priority codeswhere used 3-59

Application Rating Assignment (APRA) form 3-96

Application References/Appointments (ARFA) form 2-86, 3-72

Application status column titleswhere used 3-121

Application Status History (APSH) form 3-75

Application Status Summary (APSS) form 3-121

Application statusesautomatic assignment of 3-63how set 3-68where used 3-1, 3-59, 5-2, 5-4, 5-5

Application test sourceswhere used 3-47, 3-48, 4-19, 4-20, 5-4, 5-5

Applicationscomments 3-74

procedure for entering 3-74date, how set 3-68fees

AR codes for 3-87

ruitment/Admissions Management, January 5, 2006© 2006 Datatel, Inc.

Index

processing payment of 3-85information needed to enter or update

3-59procedure for entering 3-70ratings 3-95

how recorded 3-69updating ratings for a group of ap-

plications 3-95status change history 3-75updating a record

effect of 3-62

Applications (APPN) formexample of 3-64fields on 3-129waitlists and 3-99

APPN form 3-64

Appointment Reminders (APPT) form 3-11

Appointmentssetting up for an individual 3-11

APPT form 3-11

APRA form 3-96

APSH form 3-75

APSS form 3-121

ARAA form 2-78

ARAL form 2-89

AREM form 3-13

ARFA form 3-72

ARFL form 3-108

ASUM form 3-3

AWLM form 3-101

BBADM form 3-113

Batch Adm Rep/AARS Assignment (ARAA) form 2-78

Batch Admission (BADM) form 3-113

CCareer goals

where used 3-1

Catalogswhere used 3-59, 5-4, 5-5

Using Recruitment/Admissions Management, January 5,© 2006 Datatel, Inc.

CCDsacademic programs and 3-77

CDDswhere used 3-60

Codes, specific typesacademic credit statuses

where used 4-2admit statuses

where used 3-59applicant remark types

where used 3-2applicant remarks

where used 3-2, 3-13application fee statuses

where used 3-59application priority

where used 3-59application status column titles

where used 3-121application statuses

where used 3-1, 3-59, 5-2, 5-4, 5-5application test sources

where used 3-47, 3-48, 4-19, 4-20, 5-4, 5-5

career goalswhere used 3-1

CDDswhere used 3-60

counties 3-47where used 4-19

countrieswhere used 3-47, 4-19

course levelswhere used 3-47, 3-48, 4-19, 4-20

credit typeswhere used 3-47, 3-48, 4-19, 4-20

degreeswhere used 3-59

departmentswhere used 3-47, 3-59, 4-19, 4-20

educational goalswhere used 3-59

ETS test typeswhere used 5-2

grade schemeswhere used 3-19, 3-47, 5-4

gradeswhere used 3-19, 3-47

housing statuses

2006 Index - 3

Index

where used 3-1, 3-6influences to apply

where used 3-59institutions

where used 3-59interests

where used 3-2, 3-15locations

where used 2-25, 3-1, 3-59, 3-60majors

where used 3-60minors

where used 3-60noncourse categories

where used 3-47, 3-48, 4-20noncourse factors 3-48

where used 4-20, 5-5notes

where used 3-19, 4-2person origins

where used 2-25, 3-1prospect statuses

where used 2-25, 3-1, 3-59, 5-2, 5-4, 5-5

recommendation typeswhere used 3-1, 3-10, 3-60

recuitment purposewhere used 2-98

residency statuseswhere used 3-59

roleswhere used 3-2, 3-16

secondary school subjectswhere used 3-19, 3-22

sourceswhere used 3-1, 3-10, 3-60

staff reminder typeswhere used 3-1, 3-60

states 4-20where used 3-47

student academic credit statuswhere used 4-20, 4-39

student loadswhere used 2-25, 3-59

student noncourse statuseswhere used 3-47, 3-48, 4-20

student typeswhere used 3-59

subjectswhere used 3-47, 3-48, 4-20

transcript categories

Index - 4 Using Rec

where used 3-19, 4-2withdrawal reasons

where used 3-60

Commentsadmissions application 3-74applicant 3-14

CON form 3-11

Configuring Test Score Import Translation Tables 5-10

Contact History (CON) form 3-11

Country codeswhere used 3-47, 4-19

County codeswhere used 3-47, 4-19

Course level codeswhere used 3-47, 3-48, 4-19, 4-20

CRAF form 3-89

Credit type codeswhere used 3-47, 3-48, 4-19, 4-20

Creditsfrom an external transcript 3-24

DDegrees

academic programs and 3-77, 3-78where used 3-59

Department codeswhere used 3-47

Departmentsacademic programs and 3-77, 3-78where used 3-59, 4-19, 4-20

DUPC formForms

Duplicate Match Criteria (DUPC) 5-9

Duplicate Match Criteria form 5-9

EEducational goals codes

where used 3-59

ELF Spec Target Override form 5-8

EQSU form 4-40

Equivalenciesupdating the status for a group 4-39


Index

Equivalency Credit Status Update (EQSU) form 4-40

Equivalency evaluationsidentifying the group to update 4-41procedure for updating a group 4-43updating a group 4-41

ESTO form 5-8

ETS Student Search Import form 5-17

ETS student search tapeprocedure for loading 5-1

ETS Student Search Tape (ESTI) form 5-14

ETS test typeswhere used 5-2

ETSI form 5-14, 5-17

External Institution Attended (INAT) form 3-25

External Tran For All Inst (EXTI) form 3-29, 3-40

External Transcript (EXTR) form 3-22, 3-29, 3-41

example of 3-29

External transcript rules 3-35, 3-37where used 3-19

External Transcript Summary (EXTS) form 3-22, 3-29

External transcriptsdata entry requirements for course

equivalencies 4-5defined 3-20example of recording multiple 3-29grade schemes and grades on 3-24,

3-51institutions attended 3-25notes 3-25printing on student transcripts 3-25recording credits received 3-24using information from 3-20

EXTI form 3-29, 3-40

EXTR form 3-22, 3-29, 3-41

EXTS form 3-22, 3-29

FFile Translation Table form 5-8, 5-10

FLTT form 5-8, 5-10


Form ACT Student Search Tape (ACSI) 5-14

FormsAcad Level Extl Tran Sort (AETS) 3-38Acad Program Extl Tran Rules (AETR)

3-35, 3-37Accepted Applications Report (ACAP)

3-128ACT EOS Import (ACSI) 5-18ACT Test Scores (ACTI) 5-14ACT Test Scores Import (ACTI) 5-19Additional Application Info (ADAI) 3-42,

3-109Additional Selection Criteria 2-86Admission Representative Application

List (ARAL) 2-89Admissions Rules Failure Log (ARFL)

3-108Admissions Waitlist Report (AMWL)

3-102Admit From (ADFR) 3-115Applicant Activity Detail (AADT) 3-16Applicant Comments (UTED) 3-14Applicant Honors/Activities (HACT)

form 3-15Applicant Labels (APLA) 2-72Applicant Miscellaneous (AMSC) 3-18Applicant References/Appointments

(REFA) 3-9Applicant Summary (ASUM) 3-3Application Comments (UTED) 3-74Application Counts (APCT) 3-126Application Extl Tran Xref (AETX) 3-44Application Fee (APFE) 3-88Application Fees Entry (CRAF) 3-89Application List (APLS) 3-124Application Location Changes ALOC)

3-81Application Rating Assignment (APRA)

3-96Application References/Appointments

(ARFA) 3-72Application Status History (APSH) 3-75Application Status Summary (APSS)

3-121Applications (APPN) 3-64Appointment Reminders (APPT) 3-11Batch Adm Rep/AARS Assignment

2006 Index - 5

Index

(ARAA) 2-78Batch Admission (BADM) 3-113Contact History (CON) 3-11ELF Spec Target Override (ESTO) 5-8Equivalency Credit Status Update (EQSU)

4-40ETS Student Search Import (ETSI) 5-17ETS Student Search Tape (ETSI) 5-14External Institution Attended (INAT) 3-25External Tran For All Inst (EXTI) 3-29, 3-40External Transcript (EXTR) 3-22, 3-29,

3-41External Transcript Summary (EXTS) 3-22,

3-29File Translation Table (FLTT) 5-8, 5-10Institution Labels (INLA) 2-73Intermediate-to-Colleague Import (ITCI)

5-25LSAT Test Scores (LSAI) 5-14LSAT Test Scores Import (LSAI) 5-23Mark External Transcript Records (METR)

3-37Noncourse Equiv Evaluation (NEQV) 4-23Noncourse Work (NCRS) 3-49Noncourse Work Summary (NCWS) 3-49,

4-23Prospect Labels (PRLA) 2-71Prospect Rating Assignment (PRRA) 2-95Prospect Summary (PRSP) 2-26Prospect/Applicant Profile (PAPP) 2-100,

3-117Prospect/Applicant Purge (PAPG) 2-38Prospect/Applicant Remarks (AREM) 3-13SAT Test Scores (SATI) 5-14SAT Test Scores Import (SATI) 5-21Secondary School Transcript (SSTR) 3-21Short Application Entry (SHAP) 3-64Sort Definition 3-123Special Interest Recruiment (SPIR) 2-98Student Academic Program Additions

(STPA) 3-79Student Record Creation (SRCR) 3-138Test Scores (TEST) 3-52Test Summary (TSUM) 3-52Transfer Equiv Evaluation (TEEV) 3-41,

4-11Transfer Evaluation Summary (TEVS) 4-11Waitlist Management (AWLM) 3-101

Index - 6 Using Rec

GGrade schemes

used for external transcripts 3-24, 3-51where used 3-19, 3-47, 4-2, 4-20, 5-4

Gradesentering from an external transcript 3-24,

3-51specific types

where used 3-19where used 3-47, 4-2, 4-20

HHACT form 3-15

Honorsentering for an individual 3-15

Housing status codeswhere used 3-1, 3-6

IImporting Admissions Data 5-27

Importing Data into Colleague 5-25

Importing the ACT Student Search Data 5-18

Importing the ACT Test Scores Data 5-19

Importing the ACT Test Type 5-7

Importing the ETS Student Search Data 5-17

Importing the LSAT Test Scores Data 5-23

Importing the SAT Test Scores Data 5-21

INAT form 3-25

Influences to applywhere used 3-59

INLA form 2-73

Institution Labels (INLA) form 2-73

Institutionsprinting mailing labels for 2-67where used 3-59, 4-2, 4-20

Institutions attendedrecording with an external transcript 3-25

Interest codeswhere used 3-2, 3-15

Intermediate-to-Colleague Import form 5-25

ITCI form 5-25


Index

LLocations

academic programs and 3-77where used 2-25, 3-1, 3-59, 3-60

Logging admission rule failuresAdmission rules

logging failure messages 3-108

LSAI form 5-14, 5-23

LSAT test scoresprocedure for loading 5-1

LSAT Test Scores (LSAI) form 5-14

LSAT Test Scores Import form 5-23

MMailing labels

how to print 2-67

Majorsacademic programs and 3-77, 3-78where used 3-60

Mark External Transcript Records (METR) form 3-37

METR form 3-37

Minorsacademic programs and 3-77where used 3-60

NNCRS form 3-49

NCWS form 3-49, 4-23

NEQV form 4-23

Noncourse categorieswhere use 3-47where used 3-48, 4-20

Noncourse Equiv Evaluation (NEQV) form 4-23

Noncourse equivalenciescreating a standard from an individual’s

4-21creating individual 4-21how automatically assigned 4-21viewing the details of an individual’s

4-24workflow options for evaluating 4-23


Noncourse factorswhere used 3-48, 4-20, 5-5

Noncourse Work (NCRS) form 3-49when to use 3-56

Noncourse Work Summary (NCWS) form 3-49, 4-23

Noncoursesdefined 3-49recording for an individual 3-49where used 3-47, 3-48, 4-20, 5-4

Noteswhere used 3-19, 4-2with external transcripts 3-25

PPAPG form 2-38

PAPP form 2-100, 3-117

Person origin codeswhere used 2-25, 3-1

PRLA form 2-71

Prospect Labels (PRLA) form 2-71

Prospect Rating Assignment (PRRA) form 2-95

Prospect statuses 2-27default value 2-27uses of 2-27where used 2-25, 3-1, 3-59, 5-2, 5-4,

5-5

Prospect Summary (PRSP) form 2-26

Prospect/Applicant Profile (PAPP) form 2-100, 3-117

Prospect/Applicant Purge (PAPG) form 2-38

Prospect/Applicant Remarks (AREM) form 3-13

Prospectsdistinguishing from applicants 2-104forms used to add information 2-36, 3-6information

2006 Index - 7

Index

defined 2-26printing mailing labels for 2-67procedure for adding 2-36profile report 2-100, 3-117rating 2-94recording visits from 3-11setting up appointments with 3-11status 2-27

using 2-27status on the APPN form 2-27status on the PRSP form 2-27tracking status 2-27

PRRA form 2-95

PRSP form 2-26

RRecommendation types

where used 3-1, 3-10, 3-60

Recommendationsdefined 3-9example of 3-9

Recuitment purpose codeswhere used 2-98

REFA form 3-9

Referencesdefined 3-9example of 3-9

Remarksapplicant 3-13

Residency statuseswhere used 3-59

Roleswhere used 3-2, 3-16

Rulesexternal transcript

where used 3-19

Running the Data Import Process 5-14

SSAT test scores

procedure for loading 5-1

SAT Test Scores (SATI) form 5-14

SAT Test Scores Import form 5-21

SATI form 5-14, 5-21

Index - 8 Using Rec

Schedulingvisits with prospects and applicants 3-11

Secondary school subjectswhere used 3-19, 3-22

Secondary School Transcript (SSTR) form 3-21

SHAP form 3-64

Short Application Entry (SHAP) formexample of 3-64

Sort Definition form 3-123

Source codeswhere used 3-1, 3-10, 3-60

Special Interest Recruiment (SPIR) form 2-98

Specializationsacademic programs and 3-77where used 3-60

SPIR form 2-98

SRCR form 3-138

SSTR form 3-21

Staff reminder typeswhere used 3-1, 3-60

State codeswhere used 4-20

Stateswhere used 3-47

STPA form 3-79

Student academic credit statuswhere used 4-20

Student academic credit status codeswhere used 4-20, 4-39

Student Academic Program Additions (STPA) form 3-79

Student load codeswhere used 2-25, 3-59

Student noncourse statuseswhere used 3-47, 3-48, 4-20

Student Record Creation (SRCR) form 3-138

Student typeswhere used 3-59

STUDENTS filecreation rules

automatic evaluation of 3-64

Subject codeswhere used 3-47, 3-48, 4-20


Index

TTEEV form 3-41, 4-11

TEST form 3-52

Test scoresdefault data 3-52

Test Scores (TEST) form 3-52

Test Summary (TSUM) form 3-52

Testsprocedure for entering a single test

score 3-57procedure for entering subcomponent

scores 3-57where used 3-48, 4-20

TEVS form 4-11

Transcript categorieswhere used 3-19, 4-2

Transfer course equivalenciesdata entry requirements 4-5deleting 4-16how Colleague assigns 4-4illustration of 3-27where used 4-2

Transfer course evaluationssummary of an individual’s 4-12workflow options 4-10

Transfer Equiv Evaluation (TEEV) form 3-41, 4-11

Transfer Evaluation Summary (TEVS) form 4-11

Transfer transcriptswhere used 4-2

Translating Graduation Year to Start Term 5-7

TSUM form 3-52

UUnderstanding the Data Import Process

5-14

VVisits from a prospect or applicant

recording 3-11


WWaitlist Management (AWLM) form 3-101

Waitlistsautomatically placing applications on

3-101generating a report of 3-102managing 3-101placing applications on 3-99

Withdrawal reason codeswhere used 3-60

2006 Index - 9

Index

Index - 10 Using Rec