BRM GUIDEBOOK
LEVEL 1
TABLE OF CONTENTS
Level I Training Introduction .................................................................... 4
Guidebook goal .......................................................................................................... 4
Intended audience ...................................................................................................... 4
Course outcomes ....................................................................................................... 4
Why is it important to document student interactions? ......................................... 4
Additional resources.................................................................................................. 4
Student Profile Manager ........................................................................... 5
BRM Tabs Overview ................................................................................. 6
Communications Tab ................................................................................................. 6
Prospects Tab ............................................................................................................ 6
Student Tab ................................................................................................................ 6
Finding information ............................................................................................................................. 6
Navigation Pane ........................................................................................ 8
Biographical View ..................................................................................... 9
Bio Data Tab ............................................................................................................... 9
Contact Information Tab .......................................................................................... 10
Curricula View ......................................................................................... 11
Registration View .................................................................................... 12
Academic Performance View ................................................................. 13
Academic Performance Tab .................................................................................... 13
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The Academic Performance fields and buttons: ................................................... 14
Credentials Tab ........................................................................................................ 15
Advisors View ......................................................................................... 16
Affinity Groups View............................................................................... 17
Student Engagement View ..................................................................... 18
Activities Tab ............................................................................................................ 18
Athletics Tab ............................................................................................................. 18
Interests Tab ............................................................................................................. 18
Interactions View .................................................................................... 19
Introduction .............................................................................................................. 19
BRM Advising Scenarios ......................................................................................... 19
Create an Interaction................................................................................................ 20
Add New Interaction Screen ............................................................................................................. 21
Guidelines for Descriptions .................................................................................... 22
Best Practices .......................................................................................................... 22
Adding a Tag to your Interaction ............................................................................ 25
Searching for Interactions...................................................................... 26
Banner Mail View .................................................................................... 27
Guidelines for Prospective Students .................................................... 28
Login and Setting Preferences .............................................................. 30
Training Assessment.............................................................................. 31
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Level I Training Introduction
Guidebook goal
The goal of this guidebook is to provide you with an understanding of the features and
functions of the Student workspace in Banner Relationship Management (BRM).
Intended audience
Faculty, advisors, previous Banner Tracking users, or anyone who interacts with students!
Course outcomes
Upon completion of this training, you will be able to:




access important student information relevant to advising;
create a record of an Interaction with a student in BRM;
effectively summarize an advising session with a student; and
access Interactions that other users have entered about a student.
Why is it important to document student interactions?




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Provide accountability and transparency across all University units
Improve the advising system on campus
Avoid legal issues by creating a complete student record
Improve retention by managing points-of-contact with students
Help students succeed and graduate in a timely manner
Additional resources
The training video is located at:
http://www.msudenver.edu/msudenverhelpdesk/helpdeskknowledgebase/brmtraining/
The assessment is located at:
https://msudenver.qualtrics.com/SE/?SID=SV_01zm8UKXcVdtezH
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Student Profile Manager
Banner Relationship Management (BRM) is the component of the Banner Enrollment
Management Suite that helps institutions manage relationships with prospective and enrolled
students. Whether the focus is on recruiting and admissions, student retention, or connecting
with programs, the tools of BRM help target, engage and build relationships with constituents
across the student life cycle.
Each of MSU Denver’s 24,000 students will interact across multiple University units. Without a
universal tool, these interactions become complex. Banner Relationship Management is a tool
that helps store, organize, and find information regarding MSU Denver students.
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BRM Tabs Overview
Communications Tab
In order to see interactions that are generated by a campaign or targeted email announcement
(such as an Early Alert notification to a student) in BRM, a communication “security” is needed.
The tab along the top of the BRM screen is a result of this security and is not for direct use.
You do not need to click on the tab or refer to the Communication Log to see necessary
information. The access to messages is instantly available under Interactions in the
Navigation Pane.
Prospects Tab
Level 1 Users can enter interactions for Prospective students as well, as long as the student has
a 900 number in Banner. There are some added guidelines for recording interactions with
Prospective students which are outlined on Page 28. Following consistent practices will help
ensure accurate tracking and reporting.
Student Tab
Finding information
The fastest way to get acquainted with BRM is to begin with a student’s profile and then explore
the data that is displayed in all the windows for this student profile.
When you first open the Students tab in BRM, the Search for Students view displays. You
can search by a variety of attributes via the drop down lists.

Select the Students tab.
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
Enter the following 900 number in the Banner ID field: 900014719. This 900 number
is associated with a fictitious student for training purposes. Alternatively, you may
enter a real student’s 900 number, last name, search by a wild card (*), etc.

When you have finished entering search criteria, press Enter on your keyboard or
click the Go button.

When a list of names appears, Click on the name Test, Banner (if you searched for a
real student, click on that name instead). In the Profile Summary panel on the right
side of the window, you have fast access to telephone numbers, mailing addresses,
and email addresses.

Double click on the student name to display additional information about the student.
Alternatively, you may click the OPEN folder button in the toolbar at the top of the
screen.
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Navigation Pane
Additional information regarding a student’s profile is found by clicking on each option in the
Navigation Pane. The blue arrow
indicates the active link in the main workspace. The
options under Student Overview include Biographical, Curricula, Registration, Academic
Performance, Advisors, Affinity Groups, Student Engagement, Interaction, and Banner Mail.

In the center of the screen, view the Student Overview. The Student Overview
contains Biographical information, Academic information (such as Level and
Program), Affinity Groups, the Primary Advisor, and Student Engagement activities.
Note: MSU Denver may not capture all this data in Banner; therefore, some fields
may appear blank in BRM.
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1. In the side panel to the right (top), view the Student Summary. Student
summary information can include the student’s level, status, student type,
classification, residence, and educational goal by term and level.
2. On the right side (Bottom) is the Profile Summary. Student profile summary
information includes the student’s Banner ID and contact information for the
student. It will also indicate if the student wishes his or her information to remain
confidential or if any current holds exist.
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Biographical View
Profile Biographical Information includes Bio Data and Contact Information for an individual.
Click on the Biographical option in the Navigation Pane.
Bio Data Tab
Bio Data includes Preferred Name, Gender, Date of Birth, Age, Marital Status, Religion,
Legacy, Citizenship, and Ethnicity Information that have been defined in the associated Banner
validation forms (not editable).
Note: MSU Denver may not capture all this data in Banner; therefore, some fields may appear
blank in BRM.
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Contact Information Tab
Click on the Contact Information Tab within the Biographical information screen. The contact
information displays addresses, telephone numbers, e-mail addresses, and Instant Messaging
information.
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Curricula View
Click on the Curricula option in the Navigation Pane. Student curricula includes detailed
information on the student’s current curricula (listed first) as well as information on each of the
student’s past curricula.
Select a row in the Curricula History section to display detailed information about the selected
curricula such as Degree, Level, Catalog Term, and Field of Study.
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Registration View
Click on the Registration option in the Navigation Pane. Student registration information
contains the term(s) that a student is enrolled, the student’s Enrollment Status, and Total Credit
Hours, as well as the courses for which the student has registered.
Select an enrollment term from the drop down list to display additional information.
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Academic Performance View
Academic Performance Tab
Click on the Academic Performance option in the Navigation Pane. Academic Performance
information (the default tab) consists of a summary of a student’s performance for each student
level, as well as a student’s academic performance per term and information on the credits that
a student has earned per term.
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The Academic Performance fields and buttons:
 Summary (shown above) - Academic performance summary information includes
GPA, credits attempted, credits passed, and credits earned for each student level.
This summary information is organized by performance at the institution, transfer
performance, and overall student performance.

Performance by Term - Academic performance by term information includes term,
institution GPA, transfer GPA, cumulative GPA, academic standing, and dean’s list
information for a selected student level.
 Credits by Term - Credits by Term displays total credits, institution credits, and
transfer credits. This information is organized by the Term, Credits Attempted,
Credits Passed, and Credits Earned information for a selected student level.
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Credentials Tab
In the Credentials area of the profile, the student’s qualifications related to test scores (ACT,
SAT, Accuplacer, etc.), academic credentials from high school, and any prior college experience
is displayed.
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Advisors View
Student advisor information (when available) includes the term, advisor name, advisor e-mail
address, and advisor type for each term that the student is enrolled. To be listed as a student’s
primary advisor, check the appropriate box on the Change of/Declare a Major Form.
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Affinity Groups View
Click on the Affinity Groups option in the Navigation Pane. Affinity group information includes
information on both cohorts and student attributes (if applicable).
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Student Engagement View
Click on the Student Engagement option in the navigation pane to display extracurricular
activities, athletics, and interests that are known about the student. This information helps build
relationships with students and target them with relevant communications.
Note: MSU Denver may not capture all this data in Banner; therefore, some fields may appear
blank in BRM.
Activities Tab
Activities are clubs or organized social groups in which a student is involved. This information
can be used to personalize future interactions with a student.
Athletics Tab
Athletics information helps you can see whether or not the student is active or inactive in a
particular sport; if they were a recruit, a walk on, or red-shirted; and whether or not they
received aid.
Interests Tab
Interests are areas in which a student has indicated involvement or a curiosity, such as a club,
sport, skill, hobby, pastime, or extra-curricular activity.
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Interactions View
Introduction
An Interaction is a communication, or event, that has taken place between the institution
and the student. Under the Interaction option on the Navigation Pane, you can review and
sort through all the Interactions that have taken place with that student. Some
Interactions are added automatically if the communication is generated from within BRM.
Other Interactions may be manually added. This training focuses on how to enter manual
Interactions.
Examples of manual Interactions include:
 An entry by an advisor regarding an advising appointment or advice given via an
email or telephone conversation;
 An entry for a student who has visited The Writing Center or a tutor;
 An entry for a student who has questions about Financial Aid; or
 An entry for a student who has changed a major or has declared a minor.
Examples of automatic Interactions include:
 A student is admitted as an undergraduate or graduate;
 A student is invited to attend an orientation session;
 A reminder sent to students about completing General Studies requirements;
 Announcements sent to all majors about internships, job opportunities, guest
speakers, or volunteer opportunities;
 A communication about inadequate performance in the classroom; or
 A communication sent to Senior students reminding them to apply for
Graduation.
BRM Advising Scenarios

A student requests an advising appointment via email. What should an advisor do?
o Encourage the student to follow the steps to schedule an appointment, as set up
by your department. Refer the student to the Advising Syllabus so they come
prepared to the meeting. If you have questions during your meeting, refer to the
Advising Handbook. After you meet with the student, enter your advising notes
as an Interaction.

A Prospective student stops by with interest about MSU Denver/program. What should
an advisor do?
o Have them fill out a contact card (available in the Office of Admissions) to
generate a 900 number, and send the card to the Office of Admissions (SSB 180,
Campus Box 16). Take notes on the appointment request form, and enter notes
later as an Interaction once the student has been assigned a 900 number.
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A student has a “quick” question via email or the phone. What should an advisor do?
o Encourage the student to set up a face-to-face appointment. Single questions
are rare, and it is always a good idea to meet frequently with students. If this is
not possible or it truly is a quick question, paraphrase what you told the student
or copy your email as an Interaction in the BRM.
Create an Interaction
Click on the Interaction option on the Navigation Pane.
Click the Create Interaction button or the “New” icon on the tool bar.
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Add New Interaction Screen
Any fields marked with a red asterisk
are required fields.

Click the Calendar (

Adjust the time of the Interaction as desired.

Click the Look Up (
) icon in the Organization field and select the organization
associated with the Interaction. This should default to your associated department.
If this is not accurate, you can update under your Preferences.

Click the Look Up (
Interaction.
) icon in the Category field and select the category of the

Click the Look Up (
) icon in the Type field and select the type of Interaction.

Enter a Subject line in the Subject field. Use descriptive terms that summarize the
main points of the interaction with a student for easy future reference or searches.
Terms that are general, non-descriptive, and contain redundant information such as
“Advising Appointment” are not appropriate.

Enter a Description in the appropriate field. It is possible to copy and paste from a
word processing program.
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Guidelines for Descriptions

Avoid entering personal student information! If a student raises a personal issue that is
relevant to an advising matter under discussion, it may be appropriate to refer to such
issues simply as "personal situation" in an entry rather than providing specific, detailed
information.

Avoid disparaging remarks! Keep in mind that these notes become part of a student’s
public record. A student can request to see what you enter according to the Family
Educational Rights and Privacy Act (FERPA).

Include specifics of your interaction! Keep entries as brief and succinct as possible while
providing enough information to aid future advising interactions. Avoid uncommon
acronyms, codes, or texting lingo.

Proofread entries! Use good grammar, spelling, and complete sentences. Keep in mind
that the comments you enter can be viewed by other faculty and staff!
Best Practices

Include notes that will help the student
 “Reminded the student to take Math placement exam before registration for
Spring semester.”
 “Asked student to bring list of ten possible courses for next semester to our
advising session.”
 “Reminded student to get transcripts sent to the Admissions Office as soon as
possible to avoid being encumbered at registration.”
 “Student did not come to scheduled appointment. Emailed student the he needs
to reschedule as soon as possible.”
 “Discussed importance of repeating ENG 1010 and ENV 1200 in Spring
semester.”

Include notes that will help future advisors understand the student or the advice
that you gave.
 “Encouraged student to enroll in SCI 2610 because of interest in Elementary
Education.”
 “Explained general studies courses according to the student’s appropriate
Catalog Year.”
 “Student intends to go to medical school and is only taking prerequisite courses
to get admitted.”
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Include list of courses approved, along with alternatives.
 “We agreed to the following courses for Spring semester: MTH 1010, ENV 1200,
ENG 1010 and listed multiple options for a multicultural course. I provided
alternate courses to meet the Arts and Humanities or Historical General Studies
courses if the other courses were full.”
 “Summer classes we discussed (for General Studies, Natural and Physical
Sciences) were BIO 1080 and BIO 1090 for four hours. Will take CHE 1800 if
BIO courses fill.”

Include notes that will facilitate the relationship with the student.
 “Reminded student to make appointment well in advance of her registration date
for Summer and Fall.”
 “We agreed to meet every other month during the Spring semester to monitor
progress.”
 “Commended student for excellent grades last semester. Recommended looking
into Honors Program.”

Include possible consequences of not following advice given.

“Explained that a hold would be placed on her record and would hinder
registration if she did not fulfill the Mathematics General Studies requirement
within the first 30 credit hours.”

“Student wants to enroll in 20 credit hours. Cautioned the student regarding
heavy academic load and paperwork that would need to be filed.”

“Reminded the student to maintain full-time status for most financial aid.
Referred student to Financial Aid to discuss options.”

“Informed the student that his GPA must be improved in order for him to meet
graduation requirements.”

Include referrals of a non-sensitive nature.

“Encouraged student to see Dr. Jones in Anthropology about possibility of
getting General Studies credit for some transfer courses.”

“Encouraged student to make appointment with career counselor.”

“Student is interested in becoming a member of a Student Organization; referred
student to OrgSync to explore options.”

“Directed student to Veterans Services Office to discuss Veteran’s benefits.”

Include comments that help you in future interactions with student. (Perhaps in
helping students with reference letters or scholarship applications.)

“Student was well prepared for advising session. Student had a tentative
schedule already worked out.”

“Student has consistently expressed an interest in attending dental school.”

“Had a lengthy discussion about graduate school and how to find a proper
program that fits a student’s interest.”
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
Exclude your subjective judgments about the student, especially when they are
negative.
 “Student is not motivated to succeed in classes this semester. Will likely drop
out.”
 “Student struggling in all classes; I think he would have been better off at
community college.”
 “I doubt student’s ability to succeed in this major.”

Exclude referrals of a sensitive or personal nature.
 “Recommended the student seek psychological assistance through the
Counseling Center on campus.”
 “Referred student to the Access Center for testing. I suspect a learning disability.”
 “Student will see the Dean about experiences of being stalked by ex-girlfriend.”

Exclude comments regarding student’s instructors, especially when they are
negative.
 “Student is having a personality conflict with ENG 1010 instructor.”
 “Student is considering dropping ECO 1040 because of a problem with the
professor.”
 “Student indicated that she is considering filing a sexual harassment charge
against her professor.”

Exclude personal concerns of the student.
 “Parents are going through a divorce this semester.”
 “Student was assaulted earlier this academic year.”
 “Sister has cancer; student is having a very difficult time staying focused on
academics.”
 “Student has to go to court next week; will miss classes.”
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Adding a Tag to your Interaction

Tags are searchable items that can be assigned to your interaction. Commonly used
Tags for advising have been preconfigured in the BRM. To assign a Tag to your
interaction, click the Tag button.

Click on a Tag to add it to your interaction in the Available Tags list. Click on a Tag
again and it will be removed from your list.

When you are finished adding Tags, click the Save button to save your interaction.
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Searching for Interactions
Much like searching for students, you can also search for specific interactions.
Click on the Student tab and select Interactions from the navigation pane. Here, you can
enter a student’s last name and all the interactions for the student will be displayed. In addition,
advanced search options allow you to search for multiple attributes such as Tags, Interaction
date, Categories, Organizations, or Types of interaction. This is a useful way for faculty to
document advising totals for Digital Measures Portfolio preparation. In addition, supervisors can
check to see who is using the system and what actions are being performed.
Enter your criteria, and then Click Go or press Enter to execute your search.
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Banner Mail View
Advisors can view a list of letters sent from the Banner system. The Banner Mail link in the
Profile displays records from the Banner Mail table (GURMAIL). The display of Banner Mail
records is read-only, and includes records with a System indicator of S, R, T and G.
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Guidelines for Prospective Students

A Prospective student will only be in BRM if s/he has a 900#, which gets generated in
Banner during the recruitment cycle. If a student does not have a 900#, please
encourage him/her to fill out an inquiry card from the Admission’s Office. Complete
information must be provided in order to be entered in Banner.

Depending on where a student is in the application/enrollment process, s/he may be
found under the Prospects tab or the Students tab. So you may need to check both
places if you know the student has applied, but has not been admitted.

If you are searching by name, it is important to verify more than one attribute to ensure
you have the right person. Because of the large volume of prospective students in the
database, there is a greater likelihood of finding more than one student with the same
first and last name (see example below). Confirming the Birth Date, Active Student
Address and/or High School are some good secondary indicators to help verify that you
have the right person.

Be careful, being too specific in your attributes can also limit your results. For example,
if you enter a specific term for your search, but that is not the term the University has for
that student in Banner, then that student will not show up in the results.
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
Creating an interaction to document your communication with a Prospective Student is
usually coded under the CATEGORY: Recruitment or Program Inquiry/Information or
Transcript Questions. And under the TYPE: Campus Visit or Face to Face. Use
consistent coding so that you can more easily track your student interactions later.

If the student’s contact or application information is incorrect, please direct the student to
the Admission’s Office as soon as possible to update that information.

Although FERPA regulations do not apply to most prospective students, it is important to
respect and protect that student’s privacy. Please do not share his/her information
outside of the University or without her/his consent.
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Login and Setting Preferences
To change your password or set your organization, click the Preferences button.
From the Preferences screen, you may change your password or set your Interaction
Organization by clicking the pencil icon.
Then click on the Look Up (
) icon under Set
Interaction Organization to bring up a screen
and select your default organization. Click Save.
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Training Assessment
Please complete the quiz at:
https://msudenver.qualtrics.com/SE/?SID=SV_01zm8UKXcVdtezH
A MSU Denver Helpdesk ticket for your account request will be automatically generated once
you complete the quiz. Please check your email inbox for the ticket number and the results of
your quiz. An email with account information will be sent to you once your account has been set
up.
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