Late Registration

Tuesday, June 26, 2001


Facilitator: Terry O’Banion

Recorder: Judy Clarke



·         The structure and or policies, which prevent learning from happening

·         The group reviewed the two-paragraph component of the article written by Terry O’Banion

·         If we want to create the ideal architecture, what would it look like?

·         The group started off by listing the Value for students in maintaining the “late registration process”  (two group brainstorming activity)


Student Perspective

Educator Perspective

1. Accommodates schedules

1. Accurate placement

2. Window of opportunity to attend

2. Encourages good consumerism, educated choices

3. Schedule didn’t list the instructor/now the student knows who and where

3. Select best instructor reflective of their preferred learning style

4. Time slot appeared for preferred class

4. Accommodates student work schedules/changes in personal schedules

5. Easier to register not as crowded, doesn’t take as long

5. Happy students

6. Way to get around the rules- less red-tape

6. To accommodate student when initial courses is cancelled

7. Student can change classes when they find out content, teacher, personality or format of the class, not a fit

7. Realistic impact of load

8. Couldn’t register earlier because financial aid was not awarded or didn’t have money

8. Optimal opportunities “strike while the iron is hot”

9. Don’t know child care solutions until late

9. Able to accommodate students when they have had problems enrolling at another institution

10. Couldn’t get an advisor earlier, college is not ready of the students


11. College may cancel a class, need to get into another




Groups were asked to list the top five values and to restate if necessary

Student Perspective

Educator perspective

  1. Flexibility to arrange schedule and to be more accommodating based on
    1. Teacher profile
    2. Work schedule
    3. Child care needs
    4. Course content

1. Student fit; right time, place, teacher

2. Couldn’t register earlier because financial aid was not awarded or money was not available

2. Accommodating the student in lieu of institutional barriers

3.easier to register, not as crowded, less red tape, more staff available


3. Honor realistic assessment by student of what they can do, circumstances change, what they realize based on first week

4. Increase access opportunities

4. Strike while the Iron is hot (student readiness factor)


Group Discussion


The values that we want to preserve:

·         Want to provide students with an opportunity to maneuver around what they have selected to accommodate personal needs

·         A great number of institutional barriers that we are acknowledging need to be accommodated for

·         We are the access institutions

·         We value student success


Our priority is to create the best learning environment for students. If we could change practice of late registration, what would it look like? To get rid of late registration but to maintain our learning centeredness.


Dialogue – brainstorming what this would look like (if people could register any time)


·         Website- teacher profiles on the web, class profile, syllabus, demonstrated teaching style, values, teaching style inventory

·         Learning style inventory

·         System of guaranteed classes (if listed, it will be offered), faculty readiness

·         Student access sites to the information

·         Assessment and orientation and advising to be available 24/7 (online, print, group opportunities) mandatory assessment and placement

·         Various start times and many options

·         Modularize courses and provide variety in delivery

·         Accessible to all students


What we will share with our colleagues


Teacher Profile (role play)


·         Picture/video of teacher making a statement/philosophy and values, mini orientation and style

·         Video demonstration /snapshot of class

·         Testimonials from students/menu

·         Learning styles inventory tool

·         Teacher learning style, match

·         Class syllabus/practice quizzes, assignments

·         Self assessment tool