Support Advisors, Students, and others use this service to request support for Ducks on Track.
| Students use Ducks on Track to: |
- view degree progress based on declared degree, major, and minor programs
- view course and non-course requirements necessary for program and degree completion
- view course history including transfer work
- plan for future courses
|
- view potential requirements if adding, removing, or changing major or minor programs using the What If? functionality
- view how potential future courses will count towards degree progress using the What If? functionality
|
| Advisors use Ducks on Track to: |
- view a student’s degree progress based on declared degree, major, and minor programs
- view a student’s course and non-course requirements necessary for program and degree completion
- view a student’s course history including transfer work
assist students with future term planning
|
- view student’s potential requirements if adding, removing, or changing major or minor programs using the What If? functionality
- view how a student’s potential future courses will count towards degree progress using the What If? functionality
|
Students can have a degree audit in Ducks on Track when they have accepted admission as an undergraduate student or J.D. student at the University of Oregon and have an active degree-seeking student record.
How to Get Support
To request support, click Request Support (top right of the page), select the type of support you are requesting, and provide a detailed description of your request.
Go to the Ducks on Track How-to Guide for additional information about how to use the service.
- Outages
- Account management
- Access Issues
- Scribe/audit issues
- Viewing programs
- DARS exception requests
- Other
Availability and Access
Available to all UO degree-seeking students in the Student Menu in DuckWeb.
Available to advisors who have access to the Advising Menu in DuckWeb.
Questions
For questions with Ducks on Track to the Office of the Registrar: https://registrar.uoregon.edu.
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