It is possible for a student to have an aim label with no associated Advising Requirement Code. Such a case might exist when the student has not yet selected a specific major.
The Advising module allows user-defined aim labels to be assigned to students in order to identify their goals. Labels such as MAJOR, MINOR, or CORE are examples of aim labels that might be used in your institution. Aim labels are also categorized by aim types.
The contents of each aim label varies according to the student's individual requirements as illustrated below with the Aim Label of MAJOR:
Major when assigned to Don Smith: |
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Major when assigned to Judy Anderson: |
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Becomes the student aim of MAJOR for Don Smith |
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Becomes the student aim of MAJOR for Judy Anderson. |
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English MAJOR (ENGMAJ) |
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Art MAJOR (ARTMAJ) |
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Completion of a minimum of 51 credits which must include the following: |
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Completion of a minimum of 60 credits which must include the following: |
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English Comp |
9 credits |
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Art History |
9 credits |
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Communication |
6 credits |
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Studio Art |
42 credits |
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Grammar |
6 credits |
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Fine Art Electives |
9 credits |
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Literature |
30 credits |
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Total: |
51 credits |
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Total: |
60 credits |
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The examples above show that the aim label of MAJOR would vary greatly depending on the student to which it is assigned. The MAJOR aim label for Don has an Advising Requirement Code of ENGMAJ that serves as the root requirement and will be used as the source for evaluating his requirements. The same holds true for Judy and the ARTMAJ student aim, which is her root requirement.
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It is possible for a student to have an aim label with no associated Advising Requirement Code. Such a case might exist when the student has not yet selected a specific major. |
If desired, you may use the same name to identify both the requirement type and the aim label.
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All requirements designated as the root of a degree major tree have both a requirement type and aim label called MAJOR. Therefore, when selecting advising requirement codes to satisfy an aim of MAJOR, all requirements with a type of MAJOR would be obvious. However, this is a matter of choice and may or may not be used in your institution. |
As soon as an aim is assigned to a student, it becomes a student aim and ready to be configured for the individual student. After the student aim has been identified, it will serve as a starting point for building the student's requirements tree and evaluating the progress towards meeting the requirements that have been specified in that tree.
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When a student's progress is evaluated, the summary information is stored in the Student Aims row that was selected for the evaluation. This provides a means of viewing a summary of a student's progress from the previous evaluation without having to perform a recalculation. |
