Degree Audit

Ellucian Degree Works is our online degree planning and audit system. Students and their advisors may use it for individual degree audits, “what if?” scenarios, planning, sharing notes, and processing exceptions. Below you will find instructions for many of those features. Click on an item to expand its content.

Not finding the answer to a question here? Let us know. If you have questions about degree, major, or minor requirements or academic policies, please check the OWU Course Catalog, and/or contact the Registrar’s Office.

General Information for All Users
How to log in

Sign in with your OWU username and password. Only students with active academic records and their advisors, plus department/program chairs and academic secretaries, will have access to the system.

What do all the credit codes mean?

In addition to traditional letter grades, you might also find other codes in your Worksheet or Class History report. These represent other grades or types of credit:

  • CR (credit by examination, credit but no grade is computed in semester or cumulative average)
  • I (incomplete)
  • IP (In Progress)
  • NR (no grade reported)
  • PR (progress)
  • S (satisfactory, credit but no grade is computed in semester or cumulative average)
  • T (transfer credit, credit but no grade is computed in semester or cumulative average)
  • U (unsatisfactory)
  • W (withdrawn)
  • WF (withdrawn with failing work)
  • WP (withdrawn with passing work)
  • WVR (waiver, no credit and no grade is computed in semester or cumulative average)
What's @ Wilcard mean?

The ‘at’ sign (“@”) is simply a wildcard, or placeholder. When you see it after a major code, such as “ASTR @” or “ZOOL @”, it means than any course in Astronomy or Zoology will meet the requirement. When you see two of them back to back, like “@ @”, it means that any course in any major or program will meet that requirement–usually these are followed by some qualifier, like “with attribute WRI” or “with attribute QUAN”. In other words, any course in any department, as long as it offers Writing Credit or Quantitative Credit, will meet that requirement.

How frequently is the data refreshed?

Data in the degree audit system is synchronized nightly with official Registrar’s records.

Why does it apply courses the way it does?

The system is programmed with “best fit” logic. For example, it will assign credit towards more stringent requirements before more general requirements, to get them out of the way first. It also prioritizes in-progress courses before completed courses, if the in-progress course will provide greater benefit to the student in completing requirements. Here are a few examples:

  • If you’re currently re-taking a course to get a better grade than the first time you took it, the system will use the in-progress course, rather than the previously completed course.
  • If one course is in progress meeting a General Education requirement, it will apply that toward the requirement, even if you end up taking two in a different area to actually meet the same requirement.
  • It will insert higher level, in-progress courses in place of completed, lower level courses meeting the same requirement.
What's a student education plan?

Plans allow administrators to create specific course of study plans for specific majors or minors, such as paths to various teaching certificates.

How to check transfer equivalency

Visit transfer.owu.edu to see how classes taken at another school will transfer in at OWU.

What if I Have a Problem? (Troubleshooting)
  • Note: new majors won’t be in the current year catalog.
  • You will get “Error 0778: Authentication is invalid. Please contact the school’s help desk for assistance.” if you have a valid OWU account but do not have a Degree Works user account. Many administrative staff fall into this category. If you feel you should have a Degree Works user account, please contact the Help Desk.
  • If you get an “IRISLink CGI Error: The request did not include appropriate headers.” quit or close down your web browser, and relaunch it, then try again. You can also try a different browser.
Students

Note: new majors won’t be in the current year catalog. If you’re seeing a message that Major and Minor audits for your catalog year (or Academic Year, in the Worksheet) are not available, it means a degree audit has not been programmed for your major or minor’s catalog year.

How to conduct an audit
Highlighting the Worksheets tab in the Degree Works user interface
Students will see their worksheet as soon as they log in. Advisors must first select a student. Student information is displayed at the top of the page, including the date the last audit was processed in the black bar. This is the date that a manual audit was processed. Advisors may process audits for students with options to include in-progress and/or preregistered courses. (Both are included by default.) Degree audits include requirements for and progress toward:
  • Specific Degrees, such as Bachelor of Art and Bachelor of Fine Art
  • Specific Majors and Minors, such as Accounting and Zoology
  • General Education, such as Group I – Social Sciences and Group III – Humanities/Literature
  • Whole-Unit Courses, or 1.25-unit courses
  • Upper-Level Courses, 250 and above
  • Additional Courses, such as electives
  • Additional Requirements (i.e. Competency in Writing and Quantitative Reasoning)
Here is the legend and disclaimer that appear at the bottom of every audit: Degree Works legend and disclaimer
How to do What if scenarios
What If scenario audits allow students to speculate on degrees based off of there class history. Advisors can audit student requirements for different majors, minors, or degrees. To start a What If scenario, select the What If tab on the Introduction page. Select the requirements you want to audit the student against. Make sure that the requirements are valid for the selected degree. What If Audit capture
What's the difference between What if v. Look Ahead
A What If audit allows you to see what classes a student is required to take or what still needs to be taken to meet the requirements for a specific degree. This helps students explore the degrees available to them and what would be expected of them to graduate with a degree they’re interested in. A Look Ahead audit allows you to see what classes the student still needs to take to meet the requirements for the university and a degree. This audit helps students plan what classes should be taken in future semesters to graduate with their preferred degree.
What's the GPA Calc feature?
This allows you to determine the grades needed in remaining courses to achieve a desired GPA, or to determine what your term GPA could be. Simply enter the necessary information and click the Calculate button to get results.
Advisors, Department Chairs, Program Directors, and Academic Secretaries

Note: If you have no advisees, you will see a message, “No students found” after logging in.

How to conduct an audit
Highlighting the Worksheets tab in the Degree Works user interface
Students will see their worksheet as soon as they log in. Advisors must first select a student. Student information is displayed at the top of the page, including the date the last audit was processed in the black bar. This is the date that a manual audit was processed. Advisors may process audits for students with options to include in-progress and/or preregistered courses. (Both are included by default.) Degree audits include requirements for and progress toward:
  • Specific Degrees, such as Bachelor of Art and Bachelor of Fine Art
  • Specific Majors and Minors, such as Accounting and Zoology
  • General Education, such as Group I – Social Sciences and Group III – Humanities/Literature
  • Whole-Unit Courses, or 1.25-unit courses
  • Upper-Level Courses, 250 and above
  • Additional Courses, such as electives
  • Additional Requirements (i.e. Competency in Writing and Quantitative Reasoning)
Here is the legend and disclaimer that appear at the bottom of every audit: Degree Works legend and disclaimer
How to do What if scenarios
What If scenario audits allow students to speculate on degrees based off of there class history. Advisors can audit student requirements for different majors, minors, or degrees. To start a What If scenario, select the What If tab on the Introduction page. Select the requirements you want to audit the student against. Make sure that the requirements are valid for the selected degree. What If Audit capture
What's the difference between a Note v. Petition?

Notes are used to notify students or advisors of additional details of an advisor meeting or class. Notes can either be seen by the public or made to be seen by advisors only by selecting the Internal tab. All notes are stamped with the date and the last person to add or modify a note. Notes can be added, modified, viewed or deleted on the Notes tab.

Petitions, found on the ‘Request Exception’ tab, allow advisors to submit requests to the Registrar’s office for substitutions, waivers, and changes to the degree audit only, such as adding a writing or Q option. Please be sure to include all necessary information, including the course(s) it pertains to, the semester(s) and year(s), and the specific action being requested, along with a detailed explanation. For requests that require special permission, use the Petition for Special Permission form instead.

How to handle Substitutions and Exceptions
  1. Select advisee from drop down list
  2. Click on the Request Exception tab
  3. Select Add Petition from the menu on the left side of the screen (this does not send a petition to the Academic Status Committee)
  4. Enter your request in the text box and hit the Submit Petition button.
    1. An example of an exception would be the substitution of a temporary or transfer course for a major requirement
    2. To prevent delays in processing, please be explicit and include course codes and the specific name of the requirement. The more detail the better.
    3. Students can see your comments and track the status
    4. Requests made by an academic advisor must be approved by the chair or program director prior to processing.
    5. This is not an automated process. Turnaround time depends upon the chair/program director’s response rate and the office of the registrar’s workload.

NOTE: Please use this process instead of sending an email to the registrar’s office.

What's the difference between What if v. Look Ahead
A What If audit allows you to see what classes a student is required to take or what still needs to be taken to meet the requirements for a specific degree. This helps students explore the degrees available to them and what would be expected of them to graduate with a degree they’re interested in. A Look Ahead audit allows you to see what classes the student still needs to take to meet the requirements for the university and a degree. This audit helps students plan what classes should be taken in future semesters to graduate with their preferred degree.
What's the GPA Calc feature?
This allows you to determine the grades needed in remaining courses to achieve a desired GPA, or to determine what your term GPA could be. Simply enter the necessary information and click the Calculate button to get results.

More information on the product: Ellucian Degree Works

GLCA launching a Consortial Center for Teaching and Learning

The Great Lakes Colleges Association GLCAlogo is launching an innovative take on a center for pedagogy, funded by the Teagle Foundation. It’ll be consortial: a community of faculty and staff with demonstrated commitment to improving teaching and learning across all of GLCA’s colleges. It will rely pretty heavily on the Web and web conferencing, along with in-person events.

This is great news for us, as OWU doesn’t currently have such a center–we have a modest Teaching & Learning website–and we lost our Faculty Development Coordinator–and that was only half of her title/role on campus–several years ago.

I’m excited because sometimes I feel like this, quoted from the grant proposal:

Too often effective teaching is regarded as less important than research and publication, even in our liberal arts colleges; affiliation with a consortial teaching and learning center will help to empower advocates for teaching on each campus who are often not regarded as “prophets in their own land.”

I wouldn’t call myself a prophet, but I’ve certainly felt the frustration expressed by colleagues in similar positions at other institutions that providing training and support for faculty is worse than herding cats.

6 Transformational Questions on Innovative EdTech

eSchoolNews.com has a nice article, with 6 questions to determine if you’re technology rich, yet innovation poor. The questions are deeply thought-provoking and may stimulate institutional soul-searching. While the article goes into detailed explanation, the questions are copied here:

  1. Did the assignment build capacity for critical thinking on the web?
  2. Did the assignment develop new lines of inquiry?
  3. Are there opportunities for students to make their thinking visible?
  4. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
  5. Is there an opportunity for students to create a contribution (purposeful work)?
  6. Does the assignment demo “best in the world” examples of content and skill?

I feel that they really get to the priority of education over technology. How is our use of technology improving our teaching and making a better learning experience for our students?

earthlandbulb

It reminds me of the book we’re reading for Teaching Circle, to discuss among the faculty and academic support staff–21st Century Skills: Learning for Life in Our Times.

Is it mid-term break already?

Today is the second day of mid-semester break and the campus is pretty quiet. It’s a good time to catch up on things.

Photo by Bobby Mikul, shared at PublicDomainPictures.net
Photo by Bobby Mikul, shared at PublicDomainPictures.net

This fall semester has been busy. It sure seemed like classroom equipment was misbehaving or completely failing more than usual. Sure, some of it is getting old. Two SmartBoards in our Education Department both decided to stop tracking at the same time. They’re both at least 6 years old and well out of warranty. We’ve also started tracking serial numbers in our classroom equipment inventory records–still a mostly manual process. I have two new student workers helping with that and other projects. We also have a new Technical Service Specialist who started at the beginning of this month. We still have one open position for a Systems Analyst.

I presented a faculty lunch seminar last month on blended/hybrid learning. It turns out that our President suggested at the faculty meeting the day before that we consider online classes. My boss and I began providing info to our Academic Policy Committee on what our peer institutions are already doing online. Then the Transcript picked up the story and everyone’s talking about it.

The trees and leaves are beautiful changing colors, and campus is gorgeous. Happy Fall!

BlendKit Reading response for Week 4

This week’s topic is blended content and assignments, another good reading. I liked the emphasis on integrating the online and face-to-face components of the course to make one, seamless experience for the students. There was a helpful discussion of learning activities with and without technology. I’d say the many apps and sites and services under the heading of Technique (How) only scratched the surface of what’s out there. In fact, Fargo.io, an outliner site/service, was mentioned on NPR on Monday.

In other, synchronicitous news, there was an article in Science Magazine reporting that lectures aren’t just boring–they’re ineffective. Active learning trumps passive learning any day. The more the brain is engaged in the process the better it learns.BlendKit Course Badge

And it was good timing that I also attended a Blackboard webinar on badges today. Lots of ways to make learning more engaging and active and rewarding! I’ve actually earned 12 badges so far in this MOOC, and one of them is displayed above. Badges may now be awarded in Blackboard too, and our OWU Blackboard is currently getting an upgrade to Service Pack 14 (all the way from SP 6!) Come fall, I’ll be doing a lot more to promote the use of Blackboard features to make courses more blended and more engaging.

 

 

Recent Developments

I’d like to start with a quote:

“a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own understanding.”

~ from the POGIL website. (Process Oriented Guided Inquiry Learning)

pogil_logo_print

I’m serving on the local OWU steering committee for the recent Mellon grant on digital scholarship, and it’s exciting. We’ve got some great projects firming up.

The OWU Radio Station is getting set to launch under new management and in a new space this semester. I’m working on the CPU now.

And, if all goes well, I’ll launch our own EdTech at OWU and Beyond LibGuide as well. This will be a central hub for educating faculty on developments in instructional technology.

Stay tuned.

Teaching WordPress & website building at OWjL

This summer I have the pleasure of teaching two classes for the OWjL camp program here at OWU. Last week I taught HTML and CSS to 6th graders and this week it’s WordPress for 8th graders. It’s been fun to work with the kids, all of whom are eager to soak up knowledge and new skills.

OWjL is a week-long summer camp for gifted youth in 6th through 8th grades in the Central Ohio region. I’ve been involved with the program for several years, but always on the back-end, enabling their counselors to access our wireless network and or making sure they had the equipment they need.

Over this last academic year I’ve been developing a database for the OWjL Office staff to use to keep track of campers, classes, and instructors, getting them finally off of our old legacy system. So I decided to take the plunge and offer a class or two. It’s been fun and good practice, and the kids are great.

Check out my example site: OWU Training Blog.

Update: Since the training blog was created using a training account, I will soon be deleting the site and closing the account. I will probably copy some of the finer posts here before doing so.

I am a generalist and a specialist

Working with our Buildings and Grounds Department this summer on a major project to renovate classrooms in one of our buildings, and meeting with them and contractors yesterday to discuss technology in a planned new fitness center, I got to thinking at how my role on campus is that of a generalist who must know much of all kinds of technologies. I not only advise faculty on integrating technology into their teaching–as most Instructional Technologists do–but also advise on what technology to purchase or put in a classroom. I am the primary system administrator for Blackboard and our Google Apps for Education domain, as well as the primary admin for our WordPress server. Among our User Support Team in Information Services I am the subject matter expert on all kinds of software, being a certified Microsoft Office Specialist. I also do all the technical training on campus for faculty, staff, and students. When it comes to technology I am pretty much a jack of all trades.

This tends to keep my job interesting and exciting. I get to do all kinds of things, from removing old equipment to introducing new faculty to our various systems. Sometimes I’m crawling under a desk to check a connection or climbing up on a desk to turn on a projector with a missing remote control. It always keeps me on my toes.

As the only Instructional Technologist on our campus, a member of a small Information Services Department, I’d say such dynamics are par for the course. And I thoroughly enjoy it.

(Although it can be overwhelming at times. So I’m looking forward to having student workers again to help me out.)

Student Mailroom

The student mailroom is conveniently located in the basement of the Hamilton Williams Campus Center (40 Rowland Ave.), right next to the bookstore. Students can pick up all mail and packages at this location.

Phone: 740-368-3389
Email: mailroom@owu.edu
Hours:
11:30 to 3:30 PM Monday through Friday

Mail Forwarding

1st Class mail/packages are forwarded after you have graduated/or left the university, please provide a forwarding address before leaving.

Link to this section of the page.

Lost Keys

  • Notify Student Mailroom in person with name, ID#, and box#
  • There is a $15 fee

Link to this section of the page.

Package Pickup/Delivery

  • All packages, including Express delivery are handled from this mailroom
  • Your will receive and e-mail when you have received a package. You are provide with a tracking number that you will need when picking up the package.
  • Students must show some form of identification to pick up their packages. Acceptable ID’s include the OWU ID, driver’s license, state ID, passport.
  • If you are unable to pick up a package during our hours you may send an e-mail to the student mailroom giving authorization to someone else. They will need to show their I.D. for this pick up.

Link to this section of the page.

Change of Address

  • Fill out a Change of Address form available at the student mailroom
  • Be sure to hand in the form in person

Link to this section of the page.

Proper Address for All Mail and Packages

Name
OWU Box #
40 Rowland Ave.
Ohio Wesleyan University
Delaware, OH 43015

Link to this section of the page.

Amazon Lockers

For Amazon purchases and convenient package pickup at no additional cost*, there is an Amazon Locker on the first floor of Hamilton-Williams Campus Center, as well as one in Smith Hall.

To use OWU’s Amazon Lockers, add them to your Amazon address book by searching for Locker JOELLE (HWCC) or Locker WILLIS (Smith Hall) at www.amazon.com/findalocker. Then select it as your delivery address at checkout. You’ll get an email with a unique code when your package is ready for pickup at the Locker. When you arrive to collect your package, enter your pickup code or scan the barcode using the barcode scanner and follow the instructions on the screen.

All packages delivered to Amazon Locker locations must be picked up within three days. If you’re not able to collect your package within this timeframe, the package will be returned for a refund. Any questions or concerns about your packages or the Amazon locker should be directed to Amazon Customer Service (1-888-280-4331.)

*Standard shipping or free Prime shipping rates apply. Amazon Locker can only be used for eligible items ordered at Amazon.com.

Please note that packages delivered to the Amazon lockers are available immediately after delivery. Packages delivered to the OWU mailroom may take up to 24 hours to process.

Mailroom

This is the primary mailroom for faculty and staff on campus, located in Room 188 of the Schimmel Conrades Science Center.

Hours: 8:00 AM to 4:00 PM Monday through Friday
Phone: 740-368-3390
Email: Diana Brooks or Jill Kerins

Mailroom: Mail Guidelines

  • Separate mail by campus, stamped, and airmail.
  • All metered and stamped mail needs to reach the mailroom by 3pm.
  • Mail is taken to the post office at 3:45pm.
  • Be sure to put account number on mail that is to be metered. If you bundle or box your mail, put your account number on the first piece.

Mailroom: Mail Options

  • U.S. Mail Express
    Supplies & Outgoing: Schimmel Conrades Science Center/Room 188
    Incoming: Delivered by campus mail
  • Federal Express
    Supplies & Outgoing: Supplies in Mailroom. Also, there is a drop box outside of University Hall which has supplies. Or, Call for Service.
    Incoming: Delivered to Central Receiving which in turn delivers to the addressee
  • United Parcel
    Supplies & Outgoing: Call for Service.
    Incoming: Delivered to Central Receiving which in turn delivers to the addressee

Priority Mail – First class mail that is supposed to reach its destination within two to three days, it is not guaranteed.
Certified Mail – First class mail that has a traceable number and can be tracked.
Return Receipt – The addressee signs form when letter is received and the form is returned to the sender.

 

Related Pages


Campus Street Addresses

  • Bashford Hall (BASH)
    Street Address: 70 South Liberty
  • Beeghly Library (LIB)
    Street Address: 40 Rowland Avenue
  • Bradford Milligan Hall
    Street Address: 68 South Liberty
  • Branch Rickey (BR)
    Street Address: 105 South Sandusky Street
  • Butler A. Jones House of Black Culture
    Street Address: 65 Oak Hill Ave
  • B&G, Maintenance Service Building (MSB)
    Street Address: 28 Hayes Street
  • Chappelear Drama Center (CHAP)
    Street Address: 45 Rowland Avenue
  • Delaware Entrepreneurial Center (DEC)
    Street Address: 70 South Sandusky Street
  • Early Childhood Center (ECC)
    Street Address: 37 Park Avenue
  • Edgar Hall (EDG)
    Street Address: 35 South Sandusky Street
  • Edwards Gym/Simpson Query Fitness Center (ESQ)
    Street Address: 105 South Sandusky Street
  • Elliot Hall (ELL)
    Street Address: 79 South Sandusky Street
  • Gillespie Honors House
    Street Address: 81 Oak Hill Avenue
  • Hamilton-Williams Campus Center (HWCC)
    Street Address: 40 Rowland Avenue
  • Haycock Hall (HYCK)
    Street Address: 31 Hayes Street
  • Hayes Hall (HAYS)
    Street Address: 165 West William Street
  • Merrick Hall (MERR)
    Street Address: None officially. For deliveries, it’s next door to Phillips (50 South Henry Street.)
  • Mowry Alumni Center (MALC)
    Street Address: 16 Rowland Avenue
  • Perkins Observatory (PERK)
    Street Address: 3199 Columbus Pike
  • Phillips Hall (PHIL)
    Street Address: 50 South Henry Street
  • Power Plant (POWR)
    Street Address: 30 Wilmer Street
  • R.W. Corns Building (CORN)
    Street Address: 78 South Sandusky Street
  • Richard M. Ross Museum (ROSS)
    Street Address: 78 South Sandusky Street
  • Roy Rike (RIKE)
    Street Address: 249 Park Avenue
  • Sanborn Hall (SANB)
    Street Address: 23 Elizabeth Street
  • Schimmel-Conrades Science Center (SCIC)
    Street Address: 90 South Henry Street
  • Selby Stadium (SELB)
    Street Address: 45 South Henry Street
  • Slocum Hall (SLOC)
    Street Address: 75 South Sandusky Street
  • Smith Hall (SM)
    Street Address: 38 South Liberty Street
  • Sturges Hall (STUR)
    Street Address: 85 South Sandusky Street
  • Stuyvesant Hall (STUY)
    Street Address: 223 West William Street
  • Thomson Hall (THOM)
    Street Address: 62 South Liberty Street
  • University Hall (UNIV)
    Street Address: 61 South Sandusky Street
  • Welch Hall (WEL)
    Street Address: 56 South Liberty Street

Related Links

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