Scheduling for Next Year (open to 3rd years through university students)
Upperclassmen had been sent home with pamphlets over spring break to think about their options for the next semester. Third year students could pick up an elective for their freshmen year, fourth years could pick up two electives as sophomores; those meetings tended to go the quickest. It was the meetings with fifth years and beyond that tended to take up the full 15 minutes alloted to them.
These students had to receive recommendations to take advanced classes, or opt to take electives. Last year Nathaniel Dawkins had tried to talk everyone out of taking magical crafting, if only because that class filled up so fast they had to open another section of it. He had their files arranged already; all the students signed up for time slots earlier in the week. Professors had already sent Dawkin's their recommendations; those had been read and placed among their academic transcripts.
The university students were another group altogether. They had to select a mentor and core focus for their fall semester and if they could look ahead and think about what they wanted in the spring as well. They'd need additional meetings later in the semester with their chosen mentor; thankfully that was out of Dawkin's hands.
Students would be wandering in and out of classes for their fifteen minute blocks, but this was the standard practice for this time of year. Dr. Dawkins was ready, about as ready as he ever was.
(OOC: starting this now because I'm inexplicably excited about it. Anyone can play Dawkins, you can play him yourself if you're so inclined (just don't expire all sessions when you logout of the faculty journal because you'll knock everyone else's log-ons off). Feel free to put your students in any day; time slots would go from 7:00 to 7:15, 7:15 to 7:30 and so on throughout the day; Dawkins might stay later on these days, so the cutoff will be 6pm. It's up to you how your students did and which advanced classes they'd be allowed to take)
These students had to receive recommendations to take advanced classes, or opt to take electives. Last year Nathaniel Dawkins had tried to talk everyone out of taking magical crafting, if only because that class filled up so fast they had to open another section of it. He had their files arranged already; all the students signed up for time slots earlier in the week. Professors had already sent Dawkin's their recommendations; those had been read and placed among their academic transcripts.
The university students were another group altogether. They had to select a mentor and core focus for their fall semester and if they could look ahead and think about what they wanted in the spring as well. They'd need additional meetings later in the semester with their chosen mentor; thankfully that was out of Dawkin's hands.
Students would be wandering in and out of classes for their fifteen minute blocks, but this was the standard practice for this time of year. Dr. Dawkins was ready, about as ready as he ever was.
(OOC: starting this now because I'm inexplicably excited about it. Anyone can play Dawkins, you can play him yourself if you're so inclined (just don't expire all sessions when you logout of the faculty journal because you'll knock everyone else's log-ons off). Feel free to put your students in any day; time slots would go from 7:00 to 7:15, 7:15 to 7:30 and so on throughout the day; Dawkins might stay later on these days, so the cutoff will be 6pm. It's up to you how your students did and which advanced classes they'd be allowed to take)
Abernathy Ford: 4:00 to 4:15pm
She sat in the open chair and forced a smile. "Afternoon," she said and folded her hands in her lap to try and hide the fact that she was clenching her fingers so hard she was almost white knuckling.
He opened her folder and noted that Betsy Livingston was quite enthusiastic about Abernathy's prospects in this field. "It's a pleasure to see you," he said kindly. The unspoken portion he thought to himself: under these circumstances. "I'm pleased to see that you're considering staying on."
She was trying to build slowly on the idea before dropping the bomb. It was a tremendous stretch that she'd want to study divination, an even greater stretch that she'd get along with the intimidating Mother Criss.
"I keep going back and forth about what I should focus on, but I think I've made up my mind."
"Well. I thought about it a long time and I know there's some seers way back in my family line. I didn't really give it a chance or think to study it while I was here. So I think I'm going to give divination a try in university."
He cleared his throat quietly. "If it's what you'd like," he offered. Ordinarily he'd try to talk a student out of a bad decision like this one, but Abernathy was a stubborn girl, not one to be talked out of anything.
"You'll have to arrange a meeting with Mother Criss. I'll need a recommendation letter from her before we proceed."
She didn't have any illusions about how it might go with Mother Criss. She was going to ask for a meeting and let it play out however it would. She doubted she could fool a gifted seer; she only hoped to plead her sister's case and get the old woman to agree to the ruse.
She smiled weakly at the student entering Dawkins office after her. "Tough audience," she joked lamely and left the hallway before anyone else saw her nerves.