The September 2016 AACRAO 60-Second Survey focused on undergraduate (n=701) and
graduate (n=386) class scheduling practices. Topics included
staffing level; primary responsibility for data entry; importance of various factors in the
scheduling process; process timeline, availability of year-long registration; enrollment
thresholds; the use of technology for class scheduling and student schedule planning; and the
expected return on investment associated with the technology.
Responses were received from all 50 states, the District of Columbia, Canada, several United
States territories, Armenia, the Bahamas, Bolivia, Egypt, Greece, China, Italy, Mexico, Oman,
Qatar, Singapore, Costa Rica, Jamaica, and Micronesia.
One prevailing conclusion that can be gleaned from the results of this survey is that class
scheduling practices vary; some scheduling services are centralized others are not, half use
assistive technology and half do not, and some have generous staff resources, while others do