plan for converting university of cincinnati to a€¦ · gisela meyer escoe vice provost,...

Plan for ConvertingUniversity of Cincinnati to a

Semester-Calendar System

May 21, 2008

Semester-Conversion Taskforce

Taskforce Plan for Converting to a Semester-Calendar System (Final Report) 2 (43)

Table of Contents

Abbreviations ................................................................................................................... 4

Executive Summary ......................................................................................................... 5

Section 1: Semester-Conversion Taskforce Charge........................................................ 7

Section 2: Taskforce and Subcommittees Rosters .......................................................... 8

Section 3: Boundary Conditions....................................................................................... 12

Section 4: Pledge to Students.......................................................................................... 13

Section 5: Timeline and Organization .............................................................................. 14

5.1 Timeline ............................................................................................................. 14

5.2 Organization ...................................................................................................... 14

Section 6: Transition Components ................................................................................... 15

6.1 Semester Calendar ........................................................................................... 15

6.1.1 Fall and Spring Semester Design Principles ......................................... 16

6.1.2 Summer Semester Design Principles .................................................... 17

6.1.3 1st Day of Classes and State Holidays.................................................. 17

6.1.4 Summer 2011 Transition-Term Dates ................................................... 18

6.1.5 Reflections on the Proposed Semester Calendar.................................. 18

6.2 Pedagogy, Curricula, and Course Development ............................................... 19

6.2.1 Procedure for Conversion of Curricula .................................................. 19

6.2.2 Submitting and Encoding Curricular Changes....................................... 22

6.2.3 Protocol for Uniform Course Numbering................................................ 22

6.2.4 Class Scheduling Grid ........................................................................... 23

6.3 Advising............................................................................................................. 24

6.3.1 Assessment of Advising Capacity.......................................................... 24

6.3.2 Individualized Advising Plans ................................................................ 26

6.3.3 Three-Pronged Advising Plan................................................................ 26

6.3.4 Articulation ............................................................................................. 26

6.4 Information Technology..................................................................................... 26

6.4.1. Systems Modification............................................................................. 27

6.4.2 Systems Redesign................................................................................. 27

6.4.3 Data Entry.............................................................................................. 27

6.4.4 Procedures ............................................................................................ 27

6.5 Infrastructure .................................................................................................... 27

6.6 Policies and Procedures ................................................................................... 28

6.7 Communications................................................................................................ 30


Section 7: Financial Requirements and Consequences .................................................. 31

7.1 Conversion Costs .............................................................................................. 31

7.1.1 Administration and Communications ..................................................... 31

7.1.2 Curriculum Course and Pedagogic Development.................................. 32

7.1.3 Systems Repopulation and Procedure Revisions.................................. 34

7.1.4 Advising ................................................................................................. 36

7.1.5 Information Technology ......................................................................... 37

7.1.6 Transition Costs Summary .................................................................... 39

7.2 Steady-State Implications.................................................................................. 40

7.21 Workload, Contractual, and Visa Implications ....................................... 41

Conclusion ....................................................................................................................... 42

Bibliography ..................................................................................................................... 43

Appendices

Appendix 1 Proposed Semester-System Academic Calendar 2011-18

Appendix 2 Proposed Semester-System Summer Sessions Model

Appendix 3 Integrated Core Learning: Knowledge, Experience, Reflection

Appendix 4 Gantt Charts

Appendix 5 TAG Course Information Page

Appendix 6 Standard Credit Agreement Form

Appendix 7 Co-op Program Schedule Form

Appendix 8 Revised Course Approval Request Form

Appendix 9 New Course Approval Request Form

Appendix 10 Service Course Information Page

Appendix 11 Honors Course Request Form

Appendix 12 Breadth of Knowledge Course Information Page

Appendix 13 Undergraduate Program (Major) Review for Semester-Conversion Guidelines

Appendix 14 Program Certification Checklist

Appendix 15 Semester-Conversion Checklist

Appendix 16 Recommendations for Graduate Program Approvals for Quarter to Semester Conversion

Appendix 17 Semester-Conversion Checklist Example: Complete Undergraduate Documentation

Appendix 18 Program Certification Checklist

Appendix 19 Graduate Program Requirements Form

Appendix 20 Graduate Program Requirements Form (sample)

Appendix 21 Uniform University of Cincinnati Co-op Calendar


Abbreviations Below is a list of abbreviations used in this document. The list does not include abbreviations pertaining to UC Information Technology (UCit). A&S College of Arts and Sciences AAUP American Association of University Professors BoK Breadth of Knowledge CAH College of Allied Health Sciences CAS The Council for the Advancement of Standards in Higher Education CAS College of Applied Science CAT Center for Access and Transition CC Clermont College CCDAC Cross-College Discipline Articulation Committee CCM College-Conservatory of Music CECH College of Education, Criminal Justice, and Human Services CoB College of Business CoE College of Engineering CoN College of Nursing CoPh College of Pharmacy CT2s Career Technical Credit Transfers CS Custom Solutions DAAP College of Design, Architecture, Art and Planning DPA Degree Progress Audit FTE Full-Time Equivalency GS The Graduate School HR Human Resources I Incomplete IAP Individual Advising Plan k Thousand LSC State of Ohio Legislative Service Commission M Million OAN Ohio Articulation Number OBR Ohio Board of Regents OTM Ohio Transfer Module PP Division of Professional Practice Q. Cr. h Quarter Credit-Hour RWC Raymond Walters College S. Cr. h. Semester Credit Hour SH Student Health SP Satisfactory Progress STT Semester-Transition Taskforce STU-ADV-STDG Student Advanced Standing (i.e., transfer credit awarded) SW School of Social Work TAG Transfer Articulation Guideline TUC Tangeman University Center UC University of Cincinnati USO University System of Ohio UTUCC University Transitional Undergraduate Curriculum Committee


Executive Summary

With this document, the University of Cincinnati Semester-Conversion Taskforce submits for consideration an outline for a three-year plan to convert UC’s quarter-driven calendar to a semester-driven calendar as of the Fall 2011 Term.

In the interest of crafting a semester-conversion plan that will both produce an efficient transition and support the University’s mission, yet which will minimize the effects of that transition on all UC constituencies (particularly students), the Taskforce adopted a set of boundary conditions. Under these boundary conditions, the Taskforce sought to develop a plan that:

• is in alignment with UC|21;

• is cost and time-to-graduate neutral to students who adhere to an Individualized Advising Plan (IAP);

• imposes no negative impact on diversity;

• avoids mission creep;

• encourages effective pedagogy;

• maps one-time transition costs; and

• is cost-neutral after implementation.

The Semester-Conversion Taskforce has been mindful of a directive issued by the Senior Vice President and Provost to consider the conversion to a semester-based calendar as “an historic, extraordinary opportunity to affect transformational changes to UC’s academic calendar, curriculum and pedagogy”. And so it follows that a simultaneous revision of the curriculum across the academic units lies at the heart of the conversion to semesters. The curricular revision plan outlined in this document provides the faculty a unique opportunity for integrating a redesigned curriculum that reflects emerging best practices. Such a synchronous transformation will leave a profound legacy for the next generation of UC instructors ― a legacy that embodies modern pedagogical and technological considerations.

The fall and spring semesters proposed in this document are comprised of approximately fifteen (15) weeks of instruction. Fall semester normally will begin at least one full week prior to Labor Day. Spring semester will begin on January 3rd or later. Summer semester will be comprised of approximately fourteen (14) weeks of instruction, classes for which may be taught full-term, in two (2) half-term sessions, or in three (3) four-and-one-half week mini-sessions. Students typically will graduate at the end of April or in early May.

To ensure efficient coordination, the Semester-Conversion Taskforce recommends that a Transition Director be appointed at the rank of Vice Provost. The Transition Director will oversee the transition University-wide and will manage the transition budget. That individual will coordinate the transition through a to-be-formed Semester-Transition Taskforce (STT).

Academic advising will be of critical importance to bringing about a smooth transition process for students, Consequently, effective advising must be readily available to all students. Each student (approximately 28,000 in all ― incoming freshmen excluded) will require a written Individual Advising Plan (IAP). For students who adhere to these IAPs, this conversion plan includes a written University pledge. Such a pledge is standard among other universities that have undergone a similar conversion. The pledge guarantees students that they will experience:

• no loss of academic progress;

• no delay in time-to-degree completion / graduation; and

• no increase in the total tuition and fees expended for the degree program as a whole, except those annual increases that the Board of Trustees may authorize over a


multi-year period as it may have done had UC continued under its quarter-calendar system.

University academic advising staffing levels currently fall below recommended National Academic Advising Association standards. This plan therefore recommends an infusion of advising staff to ensure that UC students will have access to advising support during the semester-transition. This infusion will result in an additional thirty-three (33) advisors.

UC Information Technology (UCit) resources will develop applications ― or modify existing applications ― to assist academic and administrative units both during and after the conversion process. Systems to be added or modified include:

• A web application through which faculty can submit new course descriptions and course numbers as they convert the curriculum. The system may include workflow capabilities to handle any approval process. System details will be specified through consultation with the curriculum, pedagogy, and course implementation committee; and

• Advising tools for secure storage of Individual Advising Plans (IAP).

The Taskforce’s Infrastructure Subcommittee has summarized the semester-conversion challenges that will be faced by selected infrastructures such as student services, facilities management, housing and food service, finance, budget and management, athletics, etc. Also, the Policies and Procedures Subcommittee has identified University-wide policies and procedures that will require revision.

The estimated one-time cost of this conversion is approximately $13.9M divided across four fiscal years as follows: $1.7M (FY9); $6.1M (FY10); $3.4M (FY11); and $2.6M (FY12).


Section 1: Semester-Conversion Taskforce Charge

University President Nancy Zimpher charged the Semester-Conversion Task Force with developing a plan by which UC can transition from its current quarter-calendar system to a semester-calendar system. The plan is due to the University President by May 21, 2008 and it should address the following subjects:

• a timeline for transition;

• design principles for, and a model of, the semester-system academic calendar;

• the development of a semester-based course-numbering system;

• the establishment of co-op, student teaching, and clinical calendars;

• the creation of communication strategies;

• an examination of academic policy implications;

• the identification of essential and critical modifications to UC's IT systems;

• the development of policies relating to students enrolled at UC during the transition between the quarter system and the semester system; and

• the identification of transition costs and the design of an appropriate budget.

The Provost’s Office will work directly with the colleges on the following issues:

• home for degree authority;

• preferred course-credit module (e.g., three (3) credit-hour classes);

• program and degree requirements under a semester-calendar system;

• credit requirements for degrees and limits thereon;

• contact hours required for semester-length courses; and

• student work required per semester credit hour.

Conversion of the University’s General Education Program will be referred to the General Education Advisory Committee. A separate group will be established to address faculty contract matters.


Section 2: Taskforce and Subcommittees Rosters

Semester-Conversion Taskforce Linda Bates-Parker Director, Career Development Center, Division of Student

Affairs & Services Denise Britigan Graduate Student Representative Douglas K. Burgess University Registrar, Enrollment Management, Division of

Student Affairs & Services Kettil Cedercreutz (Co-Chair) Associate Provost and Director, Professional Practice Janice Denton Professor, Raymond Walters College Gisela Meyer Escoe Vice Provost, Assessment and Student Learning Warren George Interim Dean, College-Conservatory of Music Elizabeth C. King (Co-Chair) Dean, College of Allied Health Sciences Patricia Krekeler Director, Application Services, UCit Caroline B. Miller Senior Associate Vice President / Associate Provost Enrollment

Management, Division of Student Affairs & Services Laura Nabors Associate Professor, College of Arts & Sciences Kristi Nelson Senior Vice Provost, Academic Planning James Radley President, Undergraduate Student Government Association M.B. Reilly Public Information Officer, University Relations Neal Stark Director, Research and Assessment Sherry Spokas Assistant Academic Director, Center for Exploratory Studies Mary Stearns Assistant Dean, Clermont College Karen Sullivan Associate Vice President, Budget Management Jeffrey Tilman Associate Professor, College of Design, Architecture, Art & Planning William Whitaker Senior Associate Dean, College of Business Robert Zierolf Associate University Dean, Graduate School

Advising Subcommittee Theresa Aberle Program Coordinator, Career Services Mark Bowers Assistant Dean, College of Engineering Edward Bridgeman Associate Professor, Clermont College John (Ned) Donnelly Associate Director, Office of the Registrar Adrian (Ed) Hall Associate Director, Academic Advising, College of Arts &

Sciences Ryan Hall Director, Advising and Registration, Clermont College Laura Hildreth Assistant Dean, College of Medicine Anne Hoehn Assistant Dean, College of Applied Science Robert Howell Associate Dean, Raymond Walters College Amanda Jones Program Manager, First Year Experience & Learning

Communities Velta Kelly-Foster Associate Director, Career Development Center Sean Lee Undergraduate Student Representative Debra Merchant Director, Academic Excellence & Support Services,

Division of Student Affairs & Services Amberly Miller Assistant Dean, College of Design, Architecture, Art &

Planning Caroline B. Miller (Co-Chair) Senior Associate Vice President / Associate Provost Enrollment

Management, Division of Student Affairs & Services Erin O'Brien Graduate Student Representative


Zach Osborne Assistant Professor, Professional Practice Mary Jo Petersman Program Manager, College of Medicine Aaron Price Program Manager, College of Nursing Michael Rosenberg Director, Student Affairs, College of Allied Health Sciences Regina Sapona Associate Dean, College of Education, Criminal Justice &

Human Services Sherry Spokas Assistant Academic Director, Center for Exploratory Studies Richard Stackpole Assistant Dean, College of Education, Criminal Justice &

Human Services Tara Stopfel (Co-Chair) Assistant Dean, College of Arts & Sciences Nina Thomas Assistant Dean, College of Business Ruth Anne Van Loon Associate Professor, School of Social Work Andrea Wall Assistant Dean, College of Pharmacy Barbara Watts Associate Dean, College of Law Frank Weinstock Interim Associate Dean, College-Conservatory of Music

Calendar Subcommittee Douglas K. Burgess (Co-Chair) University Registrar, Enrollment Management, Division of

Student Affairs & Services Kettil Cedercreutz Associate Provost and Director, Professional Practice Asad Dalia Assistant Professor, College of Allied Health Sciences Janak Dave Professor, College of Applied Science Michael Doherty Assistant Professor, College of Pharmacy Lou Ann Emerson Senior Associate Dean, College of Nursing Warren George (Co-Chair) Interim Dean, College-Conservatory of Music Corey Lehr Director of Compliance, Treasurer’s Office Raj Mehta Director, University Honors Program James Radley President, Undergraduate Student Government Association Rodney Roseman Associate Professor, College of Engineering Regina Sapona Associate Dean, College of Education, Criminal Justice &

Human Services Allison Sterrett-Krause Representative, Graduate Student Association Jeffrey Tilman Associate Professor, College of Design, Architecture,

Art & Planning Louis Trent Assistant Director, Professional Practice William Whitaker Senior Associate Dean, College of Business Connie Williams Director, Student Financial Aid

Communications Subcommittee Denise Britigan Graduate Student Representative Keisha Byrd Undergraduate Student Representative Cheryl Cates Associate Director, Professional Practice Elizabeth King Dean, College of Allied Health Sciences Laura Nabors Associate Professor, College of Arts & Sciences M.B. Reilly (Chair) Public Information Officer, University Relations


Curriculum, Pedagogy and Course Subcommittee Pamela Baker Director, UC Center for Enhancement of Teaching

and Learning Emily Bradford Graduate Student Representative Melody Clark Academic Director, Distance Education & Continuing

Education Jacqueline Daugherty Program Coordinator, Graduate School Gary Dick Associate Professor, School of Social Work Leif Edgar Undergraduate Student Representative Gayle Elliott Assistant Professor, Professional Practice Gisela Meyer Escoe (Co-Chair) Vice Provost Assessment and Student Learning Patricia Friel Professor, Clermont College Warren George Interim Dean, College Conservatory of Music Shelly Harkness Assistant Professor, College of Education, Criminal Justice &

Human Services Annette Hemmings Professor, College of Education, Criminal Justice &

Human Services Laura Hildreth Assistant Dean, College of Medicine Denise Johansen Assistant Professor, College of Applied Science Margaret Hager Associate Professor, Clermont College Karen King Associate Professor, Raymond Walters College Adrianne Lane Professor, College of Nursing Rebecca Leugers Assistant Professor, College of Allied Health Sciences Joyce Malek Field Service Associate Professor, College of Arts & Sciences Raj Mehta Professor, College of Business Frances Meyer Senior Associate Registrar, Office of the University Registrar,

Division of Student Affairs & Services Joanna Mitro Associate Dean, College of Arts and Sciences Karen Monzel Associate Dean, College of Design, Architecture, Art &

Planning Joseph Nevin Assistant Dean, College of Engineering Kurt Olausen Director, UC International Programs Pamela Person Director, Center for First Year Experience and Learning

Communities Mary Jo Petersman Program Manager, College of Medicine

Amy Pettigrew Associate Professor, College of Nursing Linda Plevyak Associate Professor, College of Education, Criminal Justice &

Human Services Jeanette Songer Mautner Senior Assistant Dean, College of Arts & Sciences Mary Stearns (Co-Chair) Assistant Dean, Clermont College Andrea Wall Assistant Dean, College of Pharmacy Barbara Watts Associate Dean, College of Law William Whitaker (Co-Chair) Senior Associate Dean, College of Business


Information Technology Subcommittee Sue Barrett Database Administrator, UCit Diana Boone Information System Manager, Graduate School Barbara Combess Associate Director, Student Information Systems, UCit Paul Foster Assistant Director of Instructional Services, UCit Erma Fritsche Department Head, Technology Services, University Library Patricia Krekeler (Co-Chair) Director, Application Services, UCit Sean McCabe Undergraduate Student Representative Pallavi Patel Assistant Vice President, Campus Services Dana Pawlowicz Associate Director, Office of Student Financial Aid, Division of

Student Affairs & Services Robin Pittman Director, Position Management, Budget Management Paul Schmidt Manager Custom Solutions, UCit Hemat Sibal Graduate Student Representative Neal Stark (Co-Chair) Director, Research and Assessment Bev Upton Manager Application Development, UCit

Infrastructure Subcommittee Thomas Canepa Associate Vice President, Admissions, Enrollment Management,

Division of Student Affairs & Services Todd Duncan Director, Housing & Food Services, Campus Services Eugene Ferrara Associate Vice President, Public Safety William (Sam) Hutzel Senior Health Physics Tech, Research Office William T. Johnson Senior Director, Human Resources-Labor Relations Velta Kelly-Foster Associate Director, Career Development Center Robin Martin Senior Woman Administrator, Compliance & Student Services,

University Athletics James Novak Associate Director, Career Development Center, Division of

Student Affairs & Services Linda Bates Parker (Co-Chair) Director, Career Development Center, Division of Student

Affairs & Services Karen Sullivan Associate Vice President, Finance-Budget Management Connie Williams Director, Office of Student Financial Aid, Division of Student

Affairs & Services Robert Zierolf (Co-Chair) Associate University Dean, Graduate School

Policies and Procedures Subcommittee Janice Denton (Chair) Professor, Raymond Walters College Cecily Goode Director, One-Stop Center, Enrollment Management Heather Huff Former Executive Assistant, UC Board of Trustees Wendy Lambing Associate Registrar, Office of the University Registrar, Division

of Student Affairs & Services Krista Maddox Assistant Dean, Student Affairs, College of Nursing Steve Napier Graduate Student, College of Education, Criminal Justice &

Human Services Randy Ulses Senior Associate Director, Office of Student Financial Aid,

Division of Student Affairs & Services Seth Vensil Undergraduate Student, College of Arts & Sciences


Section 3: Boundary Conditions The Semester-Conversion Taskforce developed the following general planning guidelines and boundary conditions after studying semester-conversion initiatives completed at Chabot Community College District, CA; LaGrange College (GA); Northeastern University (MA); University of Minnesota; University of Oklahoma; Shawnee State University (OH); University of Tennessee Knoxville; The Alabama Educational System; and University of California.

Alignment The semester-transition plan should be aligned with the UC|21 strategic plan and should support the University’s position as the foremost university engaged in Cooperative Education.

Commitment to Students The proposed plan should be cost and time-to-degree-completion neutral for students enrolled during the transition. It should incorporate a pledge guaranteeing students who follow an Individualized Advising Plan that UC’s transition to semesters will not extend their time-to-degree-completion or increase the total cost of the degree.

Diversity The semester conversion shall not impose a negative impact on diversity.

Avoid Mission Creep The Taskforce’s objective is to generate a plan for the transition to a semester-based calendar and academic structure. The Taskforce should refrain from solving problems related, yet ancillary, to that primary mission.

Encourage Implementation of Efficient Pedagogy While the Taskforce is not charged with the pedagogic development of the University, the Taskforce’s work should stimulate a discussion that encourages the affected colleges to make sound pedagogical decisions derived from their specific circumstances.

Cost Sensitivity The Taskforce should map the one-time transition costs for the proposed conversion on a level that allows the UC executive leadership and the Board of Trustees to effectively plan for the transition.

Cost Neutrality On a steady-state basis and as far as possible, the proposed structure should be cost and revenue neutral.

Implementation Timeline Accumulated research regarding the achievements of converted institutions reveals that a semester conversion can be accomplished within two to three years. The Taskforce therefore proposes that UC’s conversion to a semester-calendar system be completed by the end of the Summer Quarter 2011, with the first semester term established as Fall Semester 2011. This deadline assumes that University of Cincinnati will finalize a decision by July 15, 2008 committing to semester conversion. Should this decision be delayed, the initial semester term must be rescheduled in one-year increments accordingly.

Accreditation Because UC academic programs are subject to a variety of regional and discipline-based accreditation cycles, it is not possible to accommodate the cycles of all individual programs. The Taskforce therefore advises the colleges to cooperate with individual departments to communicate the situation with their particular accreditation agencies and negotiate potential adjustments to future campus visits.


Section 4: Pledge to Students University of Cincinnati commits to a partnership with students that promotes the successful transition from academic quarters to semesters. As with any partnership, expectations exist between the parties. Each UC student currently enrolled under the quarter-calendar system can expect that advising resources will be available to assist him or her in defining a specific path to degree completion that plans for the transition from quarter to semester classes and credit. This path will be determined by consultation with an appropriate advisor and will be recorded through the completion of a written Individual Advising Plan (IAP). The University, however, expects that each and every UC student will work with an advisor to create an IAP. Students who do not meet with a college or University official to create an IAP should not expect the University to honor the following pledge:

• No Loss of Academic Progress Students will not lose earned credit as a result of the semester conversion. The earned quarter hours will be converted to semester hours based on the following formula: Number of Quarter Credit Hours x .6667 = Number of Semester Credit Hours. Applicable credit hours will be counted toward fulfilling degree requirements. For students enrolled before Fall Semester 2011, old and new catalog requirements will be merged to ensure progress toward degree. Combinations will vary depending upon percentage of degree completion at the time of semester conversion. Students must meet with their academic advisors to determine their Individualized Advising Plan.

• No Delay to Degree Completion This pledge ensures that students who are on track to complete their degrees at the time of conversion and who maintain a consistent rate of credit accumulation after semester conversion will not experience an extension of the time-to-degree completion. The University cannot be held responsible, however, for personal choices such as decisions to change to part-time status, to “stop-out”, or to deviate from the agreed upon Individualized Advising Plan.

• No Increased Costs for Degree Completion Student tuition and fees under the semester system will not be greater than they would be under the quarter system for a two-semester academic year. The total full-time cost of two semesters equals the full-time cost of three quarters. In addition, the total tuition and fees cost over the length of the degree program (based on two semesters per academic year) will be the same for students following an approved IAP under the semester-calendar system as it would have been under the quarter-calendar system. Tuition and fee payment schedules will be aligned with the semester calendar. The University, however, may implement annual tuition increases as deemed necessary and authorized by the Board of Trustees.

Section 5: Timeline and Organization

5.1 TIMELINE The Semester-Conversion Taskforce’s plan will allow University of Cincinnati to smoothly transition to semesters beginning with Fall 2011. After lengthy consideration, the Taskforce recommends a three-year transition period. The proposed duration allows UC to combine a true “re-visioning” of its pedagogy with a cost effective and efficient implementation schedule. The three-year period provides the time necessary for UC Information Technology (UCit) to work in partnership with the various academic, administrative, and service units to affect required modifications to UC’s data, operations, and student-support systems. It also provides approximately one year for academic advising, a critical component to ensuring student success. In addition, the timeline compares well with other schools in the same peer group (e.g., Georgia Institute of Technology, Northeastern University).

5.2 ORGANIZATION To be successful, the transition must be well-coordinated. The Semester-Conversion Taskforce suggests that UC’s conversion be coordinated by a to-be-formed Semester-Transition Taskforce (STT), organized as follows.

Figure 1 Semester-Transition Taskforce (STT)

Chair Calendar Committee [Standing Committee]

Chair Advising Implementation Committee

Chair IT Implementation Committee

Chair Infrastructure Implementation Committee

Chair Policies and Procedures Implementation Committee

Chair Exceptions Committee

Transition Director Vice Provost, Semester Conversion

Support Communications Officer

University Transitional Undergraduate Curriculum Committee (UTUCC)

Chair Curriculum, Course, and Pedagogy Implementation Committee

Cross-College Discipline Articulation Committees (CCDACs)

The Transition Director/Vice Provost directing the transition reports to the Office of the Senior Vice President & Provost. The Transition Director is responsible for managing the complete transition, and oversees the transition budget. The organization proposed is tentative, and the ultimate responsibility for filling the positions falls to the Transition Director and the Office of the Senior Vice President & Provost. The Director, with the agreement of the Provost, will be authorized to move funds between project budget lines. The Semester-



Conversion Taskforce recommends that project funds be pushed forward from one year to the next.

The Transition Director chairs the Semester-Transition Taskforce, which will be comprised of the STT subcommittee chairs. Each subcommittee is responsible for the coordination of conversion planning and implementation both internally within units and across units for those policies, procedures and systems falling under that subcommittee’s assigned bailiwick. Specifically, subcommittees will be charged with:

• ensuring collaboration between all affected units across the University;

• serving as the central point of information related to the semester transition; and

• monitoring the conversion’s progression across units so as to identify emerging problems or issues and to ensure all units are on schedule for Fall Semester 2011.

Additionally, each college will appoint a dedicated point-person with the authority to resolve the grievances of those students who may be affected negatively by the semester transition, despite having followed an Individualized Advising Plan (IAP). These individuals will be authorized to correct wrongfully-charged tuition and fees. The STT Exceptions Committee will monitor college exceptions to ensure University-wide consistency.

Section 6: Transition Components

This section describes a list of key components that must be implemented to guarantee a smooth transition to semesters. The measures are described in separate sub-sections entitled “Calendar”, “Pedagogy, Curricula, and Course Development”, “Advising”, “Information Technology Development”, “Infrastructure Development”, “Policies and Procedures Development”, and “Communication”.

6.1 SEMESTER CALENDAR The Taskforce has designed a semester calendar to meet specific boundary conditions so as to balance the often competing needs of UC’s student, faculty, administrative, and campus-support constituencies. The calendar proposed by this report achieves the following:

• It incorporates a number of instructional days in fall and spring semesters sufficient to satisfy requirements defined by the Ohio Board of Regents for semester terms while preserving the University’s ability to fulfill its educational mission;1

• It incorporates defined periods for final examinations, in accordance with Ohio Board of Regents’ requirements;

• It preserves UC’s cooperative education experience by establishing semesters that are approximately equal in length;

• It provides class-scheduling flexibility within the summer semester through the availability of defined shortened summer sessions;

• It parallels Ohio and U.S. peer institutions by incorporating a one-week Spring Break, wherein no classes will be held;

1 Ohio Board of Regents February 4, 2000 memorandum defines an academic semester as comprised of fifteen (15) weeks of instruction for a total of seventy-five (75) instructional days. The Ohio institutions as an aggregate group, however, are not in compliance with this provision. The Taskforce has determined that meeting the seventy-five instructional day requirement is incompatible with designing three semester calendars of approximately equal length so as to preserve the Division of Professional Practice’s cooperative education mission. The calendar proposed by this report is comparable with semester lengths of its Ohio peer group.


• It provides as many days of break between each semester as is feasible, so as to support between-term administrative processes and the classroom/dormitory upkeep operations of Facilities Management; and

• It provides windows of opportunity for students to pursue study abroad options and other off-campus academic experiences between fall and spring semesters and during the month of May.

The Taskforce has constructed a semester-planning calendar for academic years 2011-12 through 2017-18. This planning calendar is presented in Appendix 1: “Proposed Semester System Calendar 2011-2018” and Appendix 2: “Proposed Summer Sessions Calendar”.

6.1.1 Fall and Spring Semester Design Principles • The fall and spring semesters will be comprised of approximately fourteen (14)

weeks of instruction for a minimum of seventy (70) instructional days. Scheduling fall or spring instructional days in excess of seventy is both permitted and encouraged, if possible to do so under the other provisions of these design principles.

• Saturday-only classes may be offered, but these must be scheduled so as to provide a full semester of content and corresponding instructional minutes (i.e., 700 class/laboratory minutes per credit hour).

• The fall semester will normally begin at least one (1) full week prior to Labor Day, and may begin up to two (2) full weeks prior to Labor Day, as required, so as to adhere to the other provisions of these design principles.

• The fall and spring semesters will include one week of examinations to follow the last day of instruction. This examination week normally will be comprised of four week days, with an optional fifth week day and/or Saturday to be scheduled as the number of classes offered and available classroom space require.

• For the fall semester, at least one full week of classes will be scheduled between the end of the Thanksgiving holiday and the beginning of the semester examination week.

• Fall and spring semester examination days will be scheduled consecutively, but may be split across two weeks at the discretion of the UC Calendar & Examinations Committee so as to accommodate the other provisions of these design principles.

• For those terms where a split-week examination schedule is necessary, one weekday entitled “UC Study Day” shall be scheduled to occur between the last day of classes and the first day of examinations. Neither classes nor examinations shall be held on UC Study Day.

• The last day of Fall Examinations normally will occur on or before December 18th.

• Whenever possible, within an adherence to the other provisions of these design principles, the spring semester will begin on January 3rd or later so as to avoid the necessity of student travel on New Year’s Day.

• The spring semester will include a one-week Spring Break, wherein no classes will be held. Normally, this Spring Break will be scheduled for the 3rd full week of March, but should be scheduled so that at least one full month (twenty (20) instructional days) occurs between the end of Spring Break and the last day of classes.

• A break of approximately five (5) weekdays will be scheduled between spring and summer semesters. These break days may be scheduled consecutively across two weeks.

• Departments will retain the ability to offer flexibly-scheduled classes, yet these must be scheduled so as to 1) provide a full semester of content and corresponding


instructional minutes (i.e., 700 class/laboratory minutes per credit hour); and 2) be compliant with U.S. Department of Education Title IV financial aid regulations.

6.1.2 Summer Semester Design Principles • The summer semester will be comprised of approximately thirteen weeks (13) of

instruction for a minimum of sixty-five (65) instructional days. Though the established minimum provides the UC Calendar & Examinations Committee with scheduling flexibility, the summer semester is expected to be comprised of sixty-eight (68) instructional days. Scheduling summer semester instructional days in excess of sixty-eight is both permitted and encouraged, if possible under the other provisions of these design principles.

• Within the starting and ending dates of the full summer semester, defined sessions of shorter duration will be available for class scheduling as follows:

o Two (2) half-term sessions, each comprising approximately seven (7) instructional weeks; and

o Three (3) mini-term sessions, each comprising approximately four-and-one-half (4 ½) instructional weeks.

• Departments will retain the ability to offer flexibly-scheduled classes, yet these must be scheduled so as to 1) provide a full semester of content and corresponding instructional minutes (i.e., 700 class/laboratory minutes per credit hour); and 2) be compliant with U.S. Department of Education Title IV financial aid regulations.

• Saturday-only classes may be offered, but these must be scheduled so as to provide a full semester of content and corresponding instructional minutes (i.e., 700 class/laboratory minutes per credit hour).

• Summer half-term and mini-session classes will provide appropriate instructional minutes (i.e., 700 class/laboratory minutes per credit hour).

• The summer semester full-term will include a 3-day examination period to follow the last day of instruction.

• A split-week examination schedule will not be employed for the summer semester.

• UC Study Day will not be scheduled for the summer semester.

• Examinations for 7-week and 4 ½-week sessions will be held on the last day of classes.

• A break of approximately 1 ½ to 2 weeks will be scheduled between summer and fall semesters.

6.1.3 1st Day of Classes and State Holidays • The following principles will govern the selection of the 1st day of classes:

o Normally, the first day of classes for each academic semester will be a Monday, Tuesday, or Wednesday. For the spring semester, the first day of classes may occur on Thursday at the discretion of the UC Calendar & Examinations Committee so as to maximize the number of instructional days; and

o Whenever possible, within an adherence to the other provisions of these design principles, the first day of classes will not be scheduled to fall on a significant religious high holy day.


• All State of Ohio holidays will be observed, as follows:

o Of the three State of Ohio holidays that may be observed on alternate dates, University of Cincinnati will not alternately observe Dr. Martin Luther King, Jr.’s Birthday;

o Columbus Day will be recognized on the day after Thanksgiving; and

o President’s Day will be recognized on the day either before or after Christmas Day.

6.1.4 Summer 2011 Transition-Term Dates Spring Quarter 2011 will conclude on Saturday, June 11 (Commencement). Currently, Summer Quarter 2011 (full-term) is scheduled to begin on Monday, June 20 and end on Thursday, September 1 (last day of examinations). According to the proposed 2011-18 semester calendar, Fall Semester 2011 classes begin on Monday, August 29. Therefore, an adjustment must be made to the Summer Quarter 2011 calendar. Given that the currently scheduled full week of break between Spring 2011 and Summer 2011 quarters must be maintained, and that at least one week of break must be scheduled between Summer Quarter 2011 and Fall Semester 2011, the Subcommittee recommends the 2011 transitional summer calendar below:

Summer Quarter 2011 ─ June 20 to August 12, 2011 (Eight-Week Term):

• Final examinations scheduled for the last day of classes (August 12);

• Thirty-eight (38) instructional days;

• To be designed, taught, graded and recorded on the transcript as an academic quarter of instruction and credit;

• Departments may offer flexibly-scheduled classes for a duration shorter than eight weeks; and

• This calendar provides the benefit of two full weeks of summer break for students, faculty and Facilities Management prior to the first standard semester-system term.

6.1.5 Reflections on the Proposed Semester Calendar The proposed semester-based academic calendar supports the UC|21 strategic plan. It specifically accommodates University of Cincinnati’s unique needs with respect to the delivery of experiential-learning activities such as cooperative education, practicums, clinicals, and mandatory internships.

The requirements of cooperative education have resulted in the development of a calendar based on three semesters approximately equal in length. The flexibility during the summer, however, allows colleges not offering cooperative education to offer a classes of shorter duration in terms of calendar weeks (yet with the equivalent number of total instructional minutes).

The calendar accommodates student extracurricular needs or other experiential-learning activities (e.g., short-term study abroad programs) by providing an aggregate of five to six weeks of scheduled breaks between semesters.

The calendar also has been developed to support the transition of credit between institutions, as well as to support a smooth transition between high school and university studies.


6.2 PEDAGOGY, CURRICULA, AND COURSE DEVELOPMENT The proposed semester conversion provides the University with the opportunity to “re-vision” thoroughly the ways in which University of Cincinnati functions as an institution. The conversion will allow the entire faculty community simultaneously to rethink the curriculum to its core and to redesign UC’s educational offerings and research. The redesigned curriculum will reflect “best practices” in both teaching and research and will improve student access, transferability, and student success.

The process for developing a coherent set of semester-based curricula will require the implementation of: a) a procedure for the conversion of the quarter-based curricula to a semester-based curricula; b) a procedure for processing curricular changes for student advising and for information system purposes; c) a protocol for uniform course numbering; and d) the implementation of a standardized class-scheduling grid. These processes are presented in sections 6.2.1 – 6.2.4.

6.2.1 Procedure for Conversion of Curricula The semester transition requires that all programs offered on the quarter system be converted to semester equivalents. Yet the conversion will allow for much more than a simple repackaging of existing courses and programs. As suggested by the Senior Vice President and Provost, programs are to be “re-visioned” by the faculty in light of the University’s academic plan (see Appendix 3, “Integrated Core Learning”), appropriate professional standards as required by accreditation bodies, modern pedagogical and technological considerations, and unit mission. Both the Senior Vice President and Provost and the Semester-Conversion Taskforce recognize that faculty are engaged constantly in curricular improvements. Yet the opportunity presented by a semester conversion is unique, in that the synchronous repackaging of all programs into a semester-system format required by the transition presents an extraordinary “moment in time” to realize collaborative partnerships across the colleges that would be far more difficult to coordinate and achieve if not for the galvanizing imperative inherent in the initiative.

The process outlined in this section is designed to encourage cross-unit discussions concerning the integration of service courses, General Education requirements, interdisciplinary offerings, experiential learning opportunities, and major courses. The semester-conversion process also will redirect resources to support curricular reform in the form of faculty stipends, release opportunities, and faculty development.

The Semester-Conversion Taskforce proposes a sequenced process for curricular “re-visioning” in accordance with the schedule presented in Appendix 4, “Gantt Chart”. As a first step, colleges will be required to purge all inactive courses from applicable databases. The process will include a “University Launch” during the Fall Quarter 2008. The launch will provide opportunities for faculty, students, administrators and staff to consider the opportunities presented by the conversion to semesters. A variety of workshops will be offered to support curriculum “re-visioning”.

The Taskforce recommends that the process, to a large extent, rely on existing governance structures such as the College Curriculum Committee(s), the Graduate Council, and the Academic Coordinating Committee. Currently, new programs and substantially-modified programs approved by the colleges are reviewed by the Office of the Senior Vice President and Provost, in accordance with Ohio Board of Regents requirements, so as to ensure that degree integrity has been established or maintained. Yet, given the volume of programs to be reviewed during the semester transition, that office’s resources alone will not be sufficient. Therefore, the Taskforce recommends that the Senior Vice President and Provost appoint two new structures with the charge of ensuring a coordinated and efficient transition. The initial meetings of these bodies should include a representative from the Office of the Senior Vice President and Provost responsible for aligning the charge with UC’s academic mission.


While each college will use its established governance process for reviewing and approving programs and courses, the Taskforce anticipates some units will choose to develop an expedited process. All courses that are part of an academic program either must be individually approved prior to the approval of the program or must be submitted for approval as part of the package at the same time as the program.

The Taskforce proposes two committees: the Cross-College Discipline Articulation Com-mittees (CCDACs) and the University Transitional Undergraduate Curriculum Committee (UTUCC). The duties of each committee are described below:

I. Cross-College Discipline Articulation Committee(s) (CCDACs) Each discipline-based committee will include senior representatives from departments across all colleges offering the same or similar courses. These groups will:

• work collaboratively across units to redesign course content;

• align course numbers;

• align course descriptions;

• align learning objectives [with Ohio Articulation Number (OAN) guidelines, as appropriate];

• complete a TAG course material submission form (see Appendix 5);

• document their work using a standard credit agreement form (see Appendix 6); and

• reconsider existing articulation agreements.

The goal is to create a single course for each OAN, to be approved by appropriate departments and colleges. Having received institutional approval, the course will be submitted to the Ohio Board of Regents.

Unit missions, professional standards, data from previous program reviews and assessments, and accreditation requirements will be used as guidelines in the work of the CCDACs. The Semester-Conversion Taskforce suggests that this process be launched regardless of a decision to convert to semesters, as results will enhance flexibility and efficiency in both a quarter and a semester environment.

II. University Transitional Undergraduate Curriculum Committee (UTUCC) To be comprised of faculty representatives from all colleges and divisions offering undergraduate courses, the University Transitional Undergraduate Curriculum Committee will review all undergraduate programs and courses after they have been vetted and approved at the college level. UTUCC will review all submissions to ensure they are complete and accurate and will monitor that all programs are submitted for review in a timely manner. UTUCC will not make content value judgments, as this falls under the purview of the college review process. UTUCC will examine the proposals prior to their submission to the Office of the Senior Vice President and Provost. The Graduate Council will perform an analogous review for graduate courses and programs. Additionally, co-op schedules must be approved by the Division of Professional Practice.

Regarding graduate and undergraduate programs, minors, and certificate programs, included courses and a description of the revised program can be submitted for approval as a package. The description must contain a table comparing the current quarter programs and proposed semester programs and a proposed curriculum calendar by semester. All changes to programs made in conjunction with the semester conversion should be explicitly stated.

In addition to the information currently needed for a new course approval (unit, college, number, title, instructional method, etc.), UTUCC and the Graduate Council will review


submissions to ensure that all semester courses and programs have submitted and certified the following:

• All semester programs reflect a decrease in the credit hours within the major required by approximately 1/3 as compared to the quarter version of the major and that the ratio of General Education courses to major courses remains approximately identical;

• The program and courses have been updated to meet state-of-the-art professional standards and accreditation requirements;

• The program and courses have been updated to take into account assessment data and the most recent program review, and all semester programs have an assessment plan;

• All undergraduate programs describe how the program meets baccalaureate competencies, General Education requirements, and Integrated Core Learning requirements;

• TAG/OTM courses, General Education courses with Breath of Knowledge (BoK) designations, service courses and Honors courses will require additional considerations and certifications;

• Service courses and interdisciplinary cross-listed courses have been coordinated between units. These courses should be identified by Degree Program Audits (DPA) early in the process so that units can incorporate the appropriate coursework into their new programs, and so the servicing/cross-listing departments can create the necessary courses. Service courses may need to be coordinated through a specific CCDA. Cross-listed courses should be linked in the University Registrar's database in a way similar to the "standard credit", if possible;

• Variable credit courses without fixed topics (e.g., capstone, research, internship, special topics, and seminars) that need a change of credit hours only can receive expedited approval;

• Each co-op program must provide a Co-op Program Schedule form (see Appendix 7). The transition schedule shall be in compliance with Appendix 21, “Uniform University of Cincinnati Co-op Calendar”, and shall should include:

o The schedule of the last class (Graduation Year 2011) to graduate under the existing quarter schedule;

o A schedule for the first class (Graduation Year 2016) to graduate completely under the semester schedule;

o Schedules of the classes (Graduation Years 2012 - 2015) to graduate under a mixed schedule; and

o Temporary courses to be offered.

• Temporary courses needed during the transition should be identified, developed and approved in the same manner as permanent courses. Statement of need (including estimated number of students requiring the courses, programs requiring the courses) and proposed termination dates should be included for review.

Rather than requiring each unit to submit a detailed report to UTUCC on the transition process, the Taskforce recommends that the unit head or program director and the relevant dean’s office certify that all courses and programs submitted to UTUCC have been thoroughly reconsidered, and appropriately updated and modified (see Appendix 8 and 9).

To the extent possible, submissions should be entered and transmitted electronically using a web interface. This web utility should be invested with signature tracking functionality. This utility currently does not exist, and so it must be designed and


implemented as a part of the semester-transition project. Templates to be used in the systems development work are presented in Appendices 10 – 20.

6.2.2 Submitting and Encoding Curricular Changes Following approval of semester curricula by the Office of the Senior Vice President and Provost, program and course data will be submitted electronically to UC databases. Resulting issues and requirements are as follows:

• UniverSIS entries will need to reflect quarter and semester credits in STU-ADV-STDG, and will need to feed immediately into the course catalogues;

• Verify submissions to OBR for TAGs Career Technical Credit Transfers (CT2s) and OTMs;

• Course submissions will need to be communicated to the Transfer Center for revision in the course equivalency database;

• DPAs and Program Guides will need to be reprogrammed to show semester requirements; and

• DPAs will be used to populate Individual Advising Plans.

The reassessment of transfer credit will begin immediately after curriculum conversion is completed, as follows:

• The Transfer Center will generate lists that prioritize the course equivalencies that need to be reconsidered:

o TAG and OTM courses should be updated immediately;

o Non-TAG courses from our most-frequent transfer partners should be given the next highest prioritization, etc; and

o When UC begins to accept transfer students to semester-based programs, classes on the transferring students’ transcripts will be given the highest priority.

• The Transfer Center will need to continually program DPAs to reflect new equivalencies.

6.2.3 Protocol for Uniform Course Numbering The implementation of a new course numbering system will be pursued according to the specifications outlined below:

Current Format At present, UniverSIS uses up to twelve characters total to encode course-numbers. The first two digits are used as college designators and the second two-to-four characters are used as discipline designators (e.g., 15HIST). The remainder of the characters are available to record course-number digits and other designators such as an “H” for honors, “B” for a Bridge course, and so on (e.g., 15 HIST 123H).

Revised Internal / Administrative Format • Retain the two-character college indicator number;

• Retain the two-to-four character discipline designator;

• Implement a four-character course-number so as to clearly demarcate, for UC’s internal systems, records and processes and for the student’s official transcript, between quarter-based and semester-based courses:

o Allow the first character to indicate course level;


o University Transitional Undergraduate Curriculum Committee (UTUCC) and the Graduate Council jointly will determine whether and how meaning will be assigned to course-number digits two through four.

• Continue to include course-specific designators (e.g., “H” for honors) following the four-character course-number:

o All such designators must be agreed upon jointly by University Transitional Undergraduate Curriculum Committee (UTUCC) and the Graduate Council and will be considered only if they have University-wide meaning.

• If possible, cross-listed courses should be linked in the University Registrar's database in a way similar to the "standard credit".

Revised External / Academic Format • Eliminate the two-character college indicator number;

• Retain the two-to-four character discipline designator;

• Implement a four-character course-number so as to clearly demarcate, both for UC’s internal systems, records and processes and for the student’s official transcript, between quarter-based and semester-based courses:

o Allow the first character to indicate course level;

o University Transitional Undergraduate Curriculum Committee (UTUCC) and the Graduate Council jointly will determine whether and how meaning will be assigned to course-number digits two through four.

• Continue to include course-specific designators (e.g., “H” for honors) following the four-character course-number:

• All such designators must be agreed upon jointly by University Transitional Undergraduate Curriculum Committee (UTUCC) and the Graduate Council and will be considered only if they have University-wide meaning.

Duplicate Courses offered by Multiple Colleges CCDACs are charged with standardizing course numbers across UC.

6.2.4 Class Scheduling Grid The Semester-Conversion Taskforce recommends maintaining the existing class scheduling grid, with classes to be offered on Monday, Wednesday, and Friday for fifty (50) minutes starting at 8:00 a.m. and proceeding throughout the day with class start times on the hour (8:00 a.m. - 5:00 p.m.). Courses offered Tuesday and Thursday for seventy-five (75) minutes will start at 8:00 a.m. and proceed throughout the day with class start times every ninety minutes. Currently, a class scheduling protocol for evening and night class schedules is not in effect, and there appears to be no need for such at the present time.


6.3 ADVISING UC’s semester conversion relies on a pledge that holds students harmless with regard to time-to-degree-completion, total degree cost, and earned credits. The pledge is presented in Section 4: Pledge to Students. The outcome of the semester transition is very much dependent on the success of academic advising. A failure to deliver effective and timely advising will put at serious risk the University’s ability to meet its educational mission. A failure in this arena also will result in profound negative effects on student lives and careers, resulting in lowered retention and a likely irrecoverable loss of institutional goodwill. As the annual sum of tuition and fees on a university level is in excess of $200M, it is easy to see that a small fluctuation in retention can result in millions of dollars in lost tuition.

6.3.1 Assessment of Advising Capacity An initial review of the University’s advising resources presented in Table 1 reveals that undergraduate advisor staffing across most UC colleges is woefully thin. The Council for the Advancement of Standards in Higher Education (CAS) standards state ". . . (t)he academic advising program must be staffed adequately by individuals to accomplish its mission and goals." In addition, the standards recommend that "sufficient personnel should be available to meet students' advising needs without unreasonable delay. Advisors should allow an appropriate amount of time for students to discuss plan, program, course, academic progress, and other subjects related to their educational programs." In some UC colleges, the wait at present for an advising appointment is three weeks. This low level of service is not in concert with making a successful semester transition.

Advising models deployed at UC range between 100% faculty models to 100% professional staff models. The advisor-to-student-ratios presented below were developed after a review of the National Academic Advising Association (NACADA) and CAS standards:

• Faculty only: 1,000 Students / Advisor

• Heavily faculty-based: 700 Students / Advisor

• Staff-based, structured curricula: 400 Students / Advisor

• Staff-based, flexible curricula and/or high need: 300 Students / Advisor

• Staff only, very high advising need: 80-200 Students / Advisor

These above students-to-advisor ratios are relatively high as compared to peer institutions. Effective student-to-advisor ratios are presented below. The analysis presented in Table 1 shows that UC is short 32.5 FTE in advisors (twenty-five (25) on the Uptown Campus and seven-point-five (7.5) on the Regional Campuses).


Table 1 Advising Ratios for Undergraduate Students Based on Fall 2007 Enrollment

Stud/Advisor FTE Advisors

Unit Advising

Model

U.G

. Hea

d C

ount

Cur

rent

Ben

ch

Mar

k

Req

uire

d

Act

ual

Def

icit

Uptown

Adult & Cont. Educ. Mixed (staff based) 402 402 400 1.0 1.0 0.0

CAH Staff based 1,358 543 400 3.5 2.5 1.0

CAS Mixed (faculty based) 1,578 789 700 2.5 2.0 0.5

A&S declared Mixed (staff based) 4,398 733 300 15.0 6.0 9.0

A&S exploratory Staff only 971 243 200 5.0 4.0 1.0

CoB Staff based 2,627 525 300 9.0 5.0 4.0

CCM Faculty only 755 - 1,000 1.0 0.0 1.0

DAAP Mixed (faculty based) 2,037 2,037 700 3.0 1.0 2.0

CECH Staff based 2,489 498 300 9.0 5.0 4.0

CoE Faculty only 2,116 - 1,000 2.0 0.0 2.0

Nursing Staff based 936 312 400 2.5 3.0 0.0

SW Faculty based 160 - 700 0.5 0.0 0.5

CAT Staff only 674 75 80 9.0 9.0 0.0

Subtotal: 20,501 63.0 38.5 25.0

Regional

Clermont Mixed (faculty based) 2,942 1,961 700 4.5 1.5 3

Raymond Walters Mixed (faculty based) 4,257 2,838 700 6.0 1.5 4.5

Subtotal: 7,199 10.5 3.0 7.5

University Total: 27,700 74.0 42.0 32.5

The advising ratios presented in Table 1 show a need to significantly fortify the undergraduate advising function prior to the implementation of the semester calendar.2 UC will be compensated for the cost of hiring advisors by a lessening of Title IV returns associated with the inappropriate enrollment choices made by non-advised students. The Title IV liability most easily is seen in Raymond Walters College, Clermont College, and the College of Arts & Sciences where advising loads are excessively high. The University also benefits by relieving student anxiety through the implementation of an effective advisor-driven communication strategy.

Advisors must be hired and trained well in advance of the semester transition. The deployment of advisors is presented in the enclosed Gantt chart (see Appendix 4), and further reflected in the financial analysis presented in Section 7.2.

2 The Semester-Conversion Taskforce recommends that the University monitor student-satisfaction with the student-advising process, time-to-appointment, and student retention during the transition to semesters. If positive increases in retention rates can be linked to the increased number of advising staff, the University should consider retaining the added advising personnel beyond the completion of the semester-calendar conversion.


The Semester-Conversion Taskforce proposes that graduate student advising be faculty-based. The Taskforce estimates the resource need to be approximately one (1) hour per graduate student for those programs presently operating under the quarter system. For cost considerations, see section 7.1.4.

6.3.2 Individualized Advising Plans A successful semester transition requires that Individualized Advising Plans (IAP’s) be created and approved for all students. The IAPs allow the University to maintain the integrity of the Pledge to Students presented in Section 4. The template for an individualized advising plan will be developed by the Advising Implementation Subcommittee, in accordance with the accompanying Gantt Chart (see Appendix 4).

6.3.3 Three-Pronged Advising Plan A successful semester transition requires that the UC advising function adheres to a three-pronged approach:

• Help qualifying students complete the degree program prior to conversion;

• Deploy new Program Outlines and Degree Progress Audits for students starting in the conversion year; and

• Help students caught in the transition to complete the degree program by following a hybrid curricular model.

Effective resource utilization additionally requires that UC rely heavily on the advising supports available in DAR’s/DARwin in working with all three groups of students described above.

A timely implementation of a web-based degree-exception tool for advisors and a clear differentiation between semester hours and quarter hours within DAR’s/DARwin will additionally support effective advising.

6.3.4 Articulation An effective transition to semesters requires that course equivalencies, Transfer Assurance Guides (TAGs), and articulation agreements be rebuilt. This necessitates an intensive iterative process that will involve both central administration and college staff members. The University must be cognizant that a strong retention of staff and administration throughout the conversion process is imperative for project success.

The course equivalencies are comprised of more than 140,000 line items. That fact alone makes it clear that the data-entry of course equivalencies, TAGs, and degree audits will be far from a trivial undertaking.

6.4 INFORMATION TECHNOLOGY The central systems affected by the transition to semesters are UniverSiS, Financier, DARwin, UCFlex, Blackboard, Bearcat Card, CSI Rec Center, RMS Housing, and approximately seventy college and department-specific applications. The resulting actions required include: a) the modification of existing applications; b) the redesign of archaic applications; c) data entry; and d) quality assurance procedures. The modifications require internal as well as external programming resources. Sections 6.4.1 – 6.4.4. below provide additional detail.


6.4.1. Systems Modification IT resources will be devoted to developing applications or modifying existing applications that will assist academic and administrative units during and after the conversion process. Systems to be developed include a web-application by which faculty can enter new course numbers and corresponding course descriptions as they convert the curriculum. The utility may include workflow capabilities to handle the approval process. System details will be specified by the Semester-Transition Taskforce’s Curriculum, Course, and Pedagogy Implementation Committee. Systems to be developed also include the tools used for academic advising in which the Individual Advising Plan (IAP) can be safely stored.

6.4.2 Systems Redesign Whenever a system that relies on an outdated technology requires extensive modifications, the additional time required to rewrite the application using a newer technology must be considered. As old technology might not be supported in the future, rewriting will eliminate the cost of possibly having to code the modifications twice. The Online Schedule of Classes application is an example of an application written using an old technology that will need to be recoded in conjunction with the semester conversion.

6.4.3 Data Entry Several systems require that extensive amounts of information be entered to support a semester calendar. Substantial portions of this information must be entered by knowledgeable subject-matter specialists who have had a long tenure with the University. Two examples of programs requiring extensive repopulation of data are the degree audit programs in DARwin and the transfer articulation information in UniverSIS. Additional temporary staff must be hired to backfill those current staff (across the units) with the required UC historical knowledge and skill-sets who will be assigned to this data entry.

6.4.4 Procedures Successful system redesigns depend on extensive test-runs and quality assurance testing. The timing of all operations is presented in Appendix 4, Gantt Chart. The three-year transition time will enable the UCit units to keep cost to a minimum by using internal staff to the widest extent possible. Making the semester conversion within a shorter timeframe would increase costs as more external resources would be required to do the work.

6.5 INFRASTRUCTURE The conversion to a semester-based academic calendar will put significant stress on UC’s infrastructure units (e.g., Student Affairs & Services, Office of Facilities Management, Housing and Food Service, Finance, Office of Budget and Management, University Athletics, etc). The Semester-Conversion Taskforce has conducted an initial mapping of the constraints that the revised schedule will place on the infrastructure. The total downtime of instructional space will change significantly for co-op colleges, while the assumption is that the remainder of the colleges are likely to limit their offerings to one of the 7-week half-term sessions or two of the 4 ½-week min-sessions (which can be combined into a ten-week session) within the summer semester. The fifteen-week summer session of the co-op colleges (i.e., CoE, DAAP, CoB, and CAS), however, will require additional flexibility from the Office of Facilities Management. From the University Athletics standpoint, moving toward a more mainstream schedule has its advantage, as UC now will be more in line with the majority of U.S. universities. It is important, however, to recognize that changes in UC Flex will have a large impact on UC’s human resources and financial functions. Additionally, UC will be required to renegotiate contracts with a variety of service and product vendors or reopen the bidding process for those goods and services.

The impact of the change to a semester schedule will be managed by the Semester Transition Taskforce (STT) Infrastructure Committee. Changes in course offerings taught by


career services will be administered through processes managed by the STT Course, Curriculum, and Pedagogy Implementation Committee.

6.6 POLICIES AND PROCEDURES The Semester-Conversion Taskforce has identified University-wide processing dates and policies that must be revised as part of the transition from a quarter-based to a semester-based system. In addition, it will be necessary for individual colleges, the Graduate School and the academic departmental units to review their internal policies and revise these into semester-system equivalents.

The revised procedures should be applied University-wide whenever possible. The revised criteria should apply to all students, with the goal of creating a seamless UC experience. The coordination of the revision of policies and procedures should be pursued by the Semester-Transition Taskforce’s Policies and Procedures Implementation Committee. Here, the role of the Committee will be to coordinate the approval process, relying as much as possible on the University’s standard operating procedures.

Whenever the revised policies are official University Rules, amendments are subject to the review and endorsement of the Office of General Counsel and then must be approved by the UC Board of Trustees. Approved rules will be filed with the State of Ohio Legislative Service Commission (LSC) and then posted to the University of Cincinnati website.

The Gantt Chart (see Appendix 4) presents a timeline for achieving the necessary revisions. All procedural date changes are predicated on the establishment of the semester academic calendar. To assure both a comprehensive review and appropriate revisions, the work of revising policies and procedures must be pursued by experienced University of Cincinnati faculty and staff. This work cannot be contracted out.

The semester conversion is an opportunity to implement University-wide student policies and so the revised policies and procedural dates should be practiced consistently by all colleges and departments. The Office of the Senior Vice President and Provost shall ensure that college and department policies do not conflict with University-wide policies. A preliminary list of identified policies and procedures subject to update is presented below:

Office of the Bursar • early-registration assessment date; • bills available online date; • payment due dates; • tuition management system budget and payment receipt dates; • internal & external scholarship processing timelines; • external government sponsorship processing timelines; • aid disbursement amounts and dates; • refund schedule dates; R • refund processing dates; • late payment fee assessment dates; • service block assignment dates; • “Return to Title IV” timeframe of returns; SFA and • disbursement of excess funds refund schedule. SFA


The Graduate School • degree program timeline; • Yates Scholarship; • deadline for application; • master’s & doctoral degree graduation, application and process timeline; and • other Graduate School-specific processing dates.

Individual Colleges • college-specific procedural deadlines and processing dates; and • department-specific procedural deadlines and processing dates.

Office of the University Registrar • class-ordering deadlines; • registration dates for semester classes (conventional, early, open, web based),

freshmen orientation, and other programs; • late fee application dates; • last day to add, drop, withdraw, elect pass fail, audit a class, and file for grade

replacement; • enrollment reporting dates: OBR census date, National Student Clearinghouse; • grade submission and grade-change submission deadlines; • administrative grade-change date (i.e., Incomplete (“I”) and Satisfactory Progress

(“SP”) grades); • application-for-degree deadline; • degree-certification deadline; • application for a change-in-residency-status deadline; • application for a change-in-college transition date; • veteran’s certification date; • undergraduate graduation requirements and deadlines; • refund dates; B • “Academic Fresh Start” minimum criteria; and • per-semester final examination schedule.

Office of Student Health Insurance • student health insurance waiver deadline.

Office of Student Financial Aid • summer aid eligibility dates; • financial aid processing and awarding timelines; • financial aid disbursement dates; • financial aid lock-in dates; • Cincinnati Pride Grant student minimum enrolled hours requirement; • “Return to Title IV” timeframe of returns; and • disbursement of excess funds refund.

Note: a superscript indicates a required partnership with the indicated administrative office, as follows: B = Office of the Bursar, R = Office of the University Registrar, and SFA = Office of Student Financial Aid.


6.7 COMMUNICATIONS The communications function is pivotal with regard to the success of the overall semester-conversion process since the conversion will affect primary constituencies such as current and future students, parents, alumni, donors, faculty, staff, and employers, as well as community groups at large such as landlords, police and fire services, public transportation systems, residents in the vicinity of the University, businesses in the vicinity of the University, supporters/fans of UC sports/athletics, etc. As the semester-conversion process moves forward, these constituencies continually will seek timely and easily available information to meet their disparate needs. Thus, the communications function is vital, as it will integrate and coordinate with every other function related to the semester-conversion project.

Communications related to University of Cincinnati’s semester conversion will include the following media:

• web site coordination, design, structural construction, content for a semester-conversion web site, including electronic handbooks for such varying constituencies as students, parents, employers, the local community, etc. ;

• press information and advertisements in selected media (e.g., News Record);

• e-mail campaigns to key constituencies;

• events related to the semester conversion;

• in-person sessions with on-and-off-campus groups;

• news planning and preparation before the Summer 2008 decision whether to convert to semesters by the Board of Trustees, and ongoing news planning and preparation for later milestones;

• ongoing communications initiation, monitoring and response to news media, electronic blogs, electronic discussion boards, e-mails, phone calls and more; and

• print items and specialty items (e.g., letters, postcards, brochures, posters, calendars, door hangers, magnets, buttons).

According to the benchmark universities consulted by the Semester-Conversion Taskforce (those of comparable size and complexity to UC), the communications function associated with semester conversion requires the skill and efforts of a full-time communications professional. Information demands from affected constituencies were continuous and heavy both in the years leading up to as well as during the semester conversion. The transition called for timely, flexible, and strategic coordination of communications tools, media, and distribution channels across campuses and to external audiences. In light of these requirements, the Semester-Conversion Taskforce recommends that UC’s communications function be the responsibility of a communications specialist.


Section 7: Financial Requirements and Consequences

The financial requirements and consequences of the semester transition are covered in two separate sections addressing: 1) the actual conversion costs; and 2) the conversion’s steady-state implications.

7.1 CONVERSION COSTS The costs presented in this section include a projected two percent (2%) annual increase for salaries. The budgets include a 35.6% fringe benefit charge. Start-up costs such as office space are assumed to be covered by the colleges or administrative units. The proposal reflects the actual increase of budget dollars, but does not aspire to map in-kind contributions. Dollar amounts recorded in the tables of this report section have been rounded to the nearest thousand.

The Semester-Conversion Taskforce recommends that the Semester-Transition Director/Vice Provost be invested with the ultimate management responsibility with respect to the transition budget. In consultation with the Senior Vice President and Provost, the Semester-Transition Director/Vice Provost will have the authority to move funds from one line-item to another. The Taskforce recommends that resources be pushed forward from one fiscal year to the next. The resources should be budgeted and expensed in a new general fund account code string.

7.1.1 Administration and Communications The organizational chart describing the proposed Office of the Semester-Transition Director / Vice Provost is presented in Section 5.2, Figure 1. The full-time equivalency count of the administration is presented in Table 2. Table 3 shows the allocation of annual funds.

Table 2 Semester-Transition Personnel Needs: Administration and Communications (FY09 appointments budgeted to have a starting date of August 1, 2008)

FTE FY09 FY10 FY11 FY12

ADMINISTRATION (2008/09) (2009/10) (2010/11) (2011/12)

Total

Transition Director / Vice Provost 1 0.92 1.0 1.0 1.0 3.9 Communications Professional2 0.92 1.0 1.0 1.0 3.9 Administrative Assistant3 0.92 1.0 1.0 1.0 3.9 Communications Intern4 0.92 1.0 1.0 1.0 3.9 Total: 3.7 4.0 4.0 4.0 15.7


Table 3 Semester Transition Budget: Administration and Communications

ADMINISTRATION FY09 FY10 FY11 FY12 Ben. Inf. Salary (2008/09) (2009/10) (2010/11) (2011/12)

Total

Trans. Dir. / Vice Provost 1 35.6% 2.0% $130k $162k $180k $183k $187k $712k

Communications Professional2 35.6% 2.0% $50k $62k $69k $71k $72k $274k

Admin. Assistant3 35.6% 2.0% $39k $44k $54k $55k $56k $209kCommunications Intern4 7.0% 2.0% $25k $20k $27k $28k $28k $104k

Operating Budget 0.0% 0.0% - $40k $40k $40k $20k $140kCommunications 0.0% 0.0% - $75k $98k $157k $143k $474kInfrastructure: 0.0% 0.0% $12k $120k $39k $43k $40k $242kTotal: - $524k $507k $577k $547k $2,155k

Notes for Tables 2 and 3:

1. The Transition Director is responsible for the administration and coordination of the transition from quarters to semesters including chairing the implementation taskforce.

2. The communications function is an integral part of the conversion process and will include communication with internal and external University constituencies.

3. The Administrative Assistant reports to the Transition Director and supports the entire group.

4. Two 0.5 FTE student interns to support the Transition Director and the Communications Professional.

5. The operating budget covers resources required to organize and oversee the transition of the University to adhere to a semester calendar.

6. The Communications budget includes the development of web pages, development of printed material, printing costs, ads in the News Record, etc.

7. Funds include $3,000 for every established staff FTE to be used as office start-up costs. The resources of the last years will be used to stimulate investments in infrastructure crucial for an effective transition

7.1.2 Curriculum Course and Pedagogic Development In general, the need for resources to support the curriculum conversion is driven by the academic activities that will be required during the period leading to the semester conversion.

The Semester-Conversion Taskforce estimates that the number of degree programs to be converted is three hundred (300). This number does not include, however, the various tracks that are available within degree programs. The Semester-Conversion Taskforce expects that the number of degree programs will not be changed significantly through the conversion process.

The Semester-Conversion Taskforce estimates that the number of courses to be converted is fifteen thousand (15,000). This number excludes courses in the College of Law and the College of Medicine, both of which already operate under a semester calendar. The Taskforce expects that the number of courses will be reduced by 1/3rd in the conversion process, which calls for a “re-visioning” of approximately ten thousand (10,000) courses. The Semester-Conversion Taskforce estimates that the number of courses external to the University of Cincinnati that must be equated to the new curriculum is one hundred forty thousand (140,000).


Faculty The Semester-Conversion Taskforce estimates that one hundred fifty hours on average will be required to convert each program. Programs comprised of multiple tracks may require additional time, but the Taskforce expects that some program conversions will not require one hundred fifty hours and so a balance likely will result. The Taskforce’s resulting estimate of required faculty resources relies on the basic assumption that program redesign necessitates a one-course release in academic load. From an hours-of-effort standpoint, the faculty member receiving a one-course release would be providing approximately one hundred fifty (150) hours (10 hours x 10 weeks) of effort towards the conversion. The support tentatively would be used to hire an adjunct to teach the class. Whenever no adjunct is available to cover the course, the funds could be used for a stipend, overload, or summer compensation.

The Semester-Conversion Taskforce expects that, on average, a program director will need a one-course release time to facilitate the dialogue and prepare the documentation associated with the conversion of the curriculum. Using an adjunct rate of $3,000 per course, this would require approximately $1,815,000 (1.5 x 300 x $3,000 plus fringe benefits at 35.6%) of funding. (The factor 1.5 helps cover the conversion cost of programs having multiple tracks.) The process will rely on program-specific point-persons who are responsible jointly for assembling the complete plan.

In addition, there will be a number of curriculum activities related to the curriculum conversion that will involve faculty and so will warrant funding support. This includes service on University-wide transition committees plus other special duties not easy to anticipate in advance. For budgetary purposes, the Semester-Conversion Taskforce estimates that an additional one hundred fifty (150) course buyouts will be needed to meet this need, at a cost of $605,000 (0.5 x $1,210,000).

Administrative Staff In addition, a significant workload associated with the redesign of academic programs will fall on a number of administrators across the colleges, particularly the associate and assistant deans. The Semester-Conversion Taskforce proposes $300,000 plus benefits be allocated to provide assistance to this important administrative group. The resources can be used at the discretion of each college dean for backfilling of administrative positions, for overload, or for adjustment of stipends, as necessary.

Summary of Curriculum Course and Pedagogic Development Resources 45 presents a summary of resources allocated towards stipends and release time associated with the curriculum conversion. The resources allocated towards support staff are described in Section 7.2.3.

Table 4 Summary of Resources Allocated Toward Release-Time of Faculty and Administration

CURRICULUM Before FY09 FY10 FY11 FY12 Ben. Inf. Benef. (2008/09) (2009/10) (2010/11) (2011/12)

Total

Faculty / College1 35.6% 0.0% $1,350k - $1,831k - - $1,831kFaculty / University2 35.6% 0.0% $450k - $610k - - $610kAdmin / College3 35.6% 0.0% $300k - $407k - - $407kTotal: - $2,848k - - $2,848k

Notes for Table 4:

1. One-course release allocated to each program to facilitate the dialogue and prepare the documentation associated with the conversion of the program. The budget line covers release


time for three hundred (300) courses at a rate of $3,000 per course. The budget line can be used for overload compensation.

2. The budget line covers a number of additional activities related to University-wide curriculum development (i.e., interdisciplinary courses, service courses, cooperative education, honors courses, certificate programs, joint programs, minors, etc.). The budget line covers release time for one hundred fifty (150) courses at a rate of $3,000 per course. The budget line can be used for overload compensation related to both curriculum development and advising.

3. A significant workload will fall on a number of administrators across the colleges, particularly the associate and assistant deans. The proposal allocates $300,000 to provide assistance to this important group of the administration in the form of backfills or stipend adjustments when necessary.

7.1.3 Systems Repopulation and Procedure Revisions The revision of academic programs necessitates the repopulation of an eclectic set of University systems (see Sections 6.4), with identifiers resulting from the revision of academic programs. This systems revision is estimated to require forty-three-point-five (43.5) FTE over four years. The work will be pursued on a college level, in the Office of the University Registrar, in the Office of the Bursar, the Office of Student Financial Aid, the One Stop Student Services Center, etc.

The bulk of the college-level work will be pursued during FY10 and FY11. The Semester-Conversion Taskforce recommends that funds be allocated during this period to fund the following increases in college staffing:

• College of Allied Health Sciences (1 FTE);

• College of Applied Science (1 FTE);

• College of Arts and Sciences (2 FTE);

• College of Business (1 FTE);

• Clermont College (1 FTE);

• College-Conservatory of Music (1 FTE);

• College of Design, Architecture, Art, and Planning (1 FTE);

• College of Education, Criminal Justice, and Human Services (1 FTE);

• College of Engineering (1 FTE);

• The Graduate School (1 FTE);

• College of Nursing (1 FTE);

• College of Pharmacy (1 FTE)

• Division of Professional Practice (1 FTE);

• Raymond Walters College (1 FTE); and

• College of Social Work (1 FTE).

These funds can be used at the discretion of the college dean to support the calendar transformation. A budget line for applicable startup funds ($3,000 per position) is presented in Table 3, line item Infrastructure.

Tables 5 and 6 provide an overview of the personnel and monetary needs related to systems repopulation, revision of University policies and procedures, and the backfill of key administrative positions while incumbent personnel are assigned to semester-conversion activities.


Table 5 Personnel Needs: Systems Repopulation, Procedure Revisions, and Backfill

FTE SYSTEMS REPOPULATION AND FY09 FY10 FY11 FY12

SUPPORT (2008/09) (2009/10) (2010/11) (2011/12) Total

Program Coordinator1 0.0 1.0 1.0 0.5 2.5 Records Management Officer2 1.0 3.0 3.0 1.0 8.0

Associate Registrar3 1.0 1.0 1.0 1.0 4.0

Assistant Registrar4 1.0 2.0 2.0 2.0 7.0 College Staff5 - 11.0 5.0 - 16.0 Bursar & Financial Aid Staff6 0.5 0.5 0.5 0.5 2.0 One Stop Student Services Center Staff7 - - - 1.0 1.0

Total: 3.5 18.5 12.5 6.0 40.5

Table 6 Budget Needs: Systems Repopulation, Procedure Revisions, and Backfill

SYST. REPOP. & SUPPORT FY09 FY10 FY11 FY12 Ben. Inf. Salary (2008/09) (2009/10) (2010/11) (2011/12)

Total

Program Coordinator 35.6% 2.0% $38k - $53k $54k $27k $134kRecords Management Officer 35.6% 2.0% $33k $45k $137k $140k $47k $369k

Associate Registrar3 35.6% 2.0% $57k $77k $79k $80k $82k $319k

Assistant Registrar4 35.6% 2.0% $42k $57k $116k $119k $121k $413kCollege Staff5 35.6% 2.0% $35k - $533k $247k - $779kBursar6 35.6% 2.0% $35k $24k $24k $25k $25k $98kOne Stop Center7 35.6% 2.0% $35k - - - $50k $50kTotal: $203k $941k $664k $353k $2,161k

Notes for Table 5 and 6:

1. Program coordinator to encode DAR’s advising system.

2. Records management officers to process course equivalency and transfer agreement systems changes, and to support Office of the University Registrar semester-conversion initiatives.

3. Backfill Associate Registrar required to oversee daily quarter-system registration/class scheduling/degree certification/records management functions while incumbent management personnel are assigned to semester-conversion responsibilities.

4. Backfill Assistant Registrar(s) required to discharge daily quarter-system registration/class scheduling/degree certification/records management functions while incumbent management personnel are reassigned to semester-conversion responsibilities.

5. 1.0 FTE staff support per college (2 FTE for Arts and Sciences).

6. Required for UniverSIS set-up, testing and quality assurance of revised calendar, financial aid awards and payment processes.

7. One Stop Student Services Center customer service staff to be trained in registration, financial aid and billing so as to accommodate an expected increase in service assistance calls and walk-ins resulting from the semester-conversion implementation”.


7.1.4 Advising The investment in advising is itemized in Tables 7 and 8. Advising is the largest line item expense in the transition budget. This investment must be assessed in relation to student needs, University goodwill, and to the fact that a loss in retention of one percent (1%) results in unrealized tuition of approximately of $2 million.

The graduate student advising cost-estimate is based on graduate student headcount, and the assumption that two-thirds of all graduate students require approximately one hour’s worth of faculty advising in FY11 (for additional details, see section 6.3.1.). The resources will be distributed to colleges offering graduate degrees in proportion to eligible head count.

Table 7 Advising Personnel Needs

FTE FY09 FY10 FY11 FY12

ADVISING (2008/09) (2009/10) (2010/11) (2011/12)

Total

Advisors1 - 20.0 32.5 32.5 85.0 Faculty2 1.0 1.0 - - 2.0 Faculty Advisors3 - 1.0 3.5 - 4.5 Total: 1.0 22.0 36.0 32.5 91.5

Table 8 Advising Costs

ADVISING FY09 FY10 FY11 FY12 Ben. Inf. Salary (2008/09) (2009/10) (2010/11) (2011/12)

Total

Advisors1 35.6% 2.0% $37k - $1,024k $1,696k $1,730k $4,450kFaculty2 35.6% 2.0% $70k $95k $97k - - $192kFaculty Advisors3 35.6% 2.0% $72k - $100k $356k - $455kTotal: $95k $1,220k $2,052k $1,730k $5,097k

Notes for Table 7 and 8:

1. Salaries for academic advisors. The investment brings UC advising ratios to a level that will allow an organized transition to semesters. The proposed advising ratios are based on those recommended by the National Academic Advising Association and includes a total of 32.5 FTE hosted by twelve academic units.

2. Overload for faculty to rebuild course equivalencies. Support to be allocated as faculty overload.

3. Overload advising responsibilities for current advisors, and resources in FY11 for graduate student advising.


7.1.5 Information Technology The Semester-Conversion Taskforce estimates that the systems development component of the transition will require fourteen thousand seven hundred twenty-two (14,722) hours of work. The investment is allocated over a three-year timeframe. The numbers presented in Table 9 cover the costs related to the outsourcing of the systems-development work. In an ideal situation, a substantial part of the work could be done in-house, which could substantially lower the related costs. Relying solely on in-house resources, however, would put the institution at significant risk, as the University must retain the capacity to address competing/urgent IT related needs throughout the three-year transition. The University is experiencing a growth mode, and therefore needs capacity to support upcoming initiatives.

In the current IT market, technicians are extremely difficult to find, but are needed to work on UniverSIS and Financier modifications. The technology is outdated and not widely used. This is a risk that must be managed. Table 8 gives an overview of the IT investment related to the semester conversion.

This chart lists the systems that will require modifications, the area supporting the system, the number of hours the programming will take and the cost to outsource the work. The hourly rates vary by system depending on the technology the system has been written in and the current cost to hire a technical consultant with that technology. Even if the coding is totally outsourced, internal technical resources will be required to manage the specifications and the work.

The most significant changes will be made to the UniverSIS and Financier systems supported by UCit. DARwin, Academic and Event Scheduling (AESS), Student Data Warehouse, UCFlex, and Blackboard are core systems also supported by UCit that will require modifications. In addition, there are several web applications for students and advisors that UCit will need to modify.

The UCit Custom Solutions department supports more than sixty (60) local custom applications that will be impacted by the conversion to semesters. UCit will work with the colleges and departments that are the users of these applications to make the necessary modifications.

Campus Services is responsible for the Bearcat Card, CSI Rec Center, RMS Housing systems, and some local web services. That unit will manage the modifications required. Some of the required programming must be outsourced.

The University Library will require minor modifications to the UCLID and Ducutek systems and that unit will manage the programming.

The Graduate School, DAAP, International Student Services, and the Division of Professional Practice will require modifications to local applications. These projects will be managed by the local departments with the programming outsourced as necessary.


Table 9 IT Transition Costs

Area System Time

required

Out-source Cost

DAAP Local applications 200h $20k Campus Services Bear Cat Card System 49h $3k Campus Services CSI Rec Center Mgmt 82h $5k Campus Services Web Services 26h $1k UCit Data Warehouse 473h $57k UCit DARwin Technical changes 64h $8k UCit Implement Exception proc. feature 80h $10k UCit AESS 88h $11k UCit HEI Reporting 500h $25k UCit UniverSIS Technical changes 2,496h $300k UCit Universis/Bookstore Interface 8h $1k

Ucit New Web application to enter curriculum 320h $38k

UCit Online Apply 10h $1k UCit Advisor Toolbox 8h $1k UCit Advisor Toolbox Enhancements 240h $29k Graduate School Graduation Process 720h $72k UCit - Custom Solutions Total of all CS Applications 3,015h $302k 2008/09 Total: 8,379h $882k Int'l Stu. Srvcs. Cosmic 22h $2k Campus Services RMS Housing System 131h $7k UCit Financier 3,840h $461k UCit Blackboard 190h $19k Graduate School Admissions Application 1,360 $136 2009/10 Total: 5,543h $625k UCit UniverSIS/iOffice interface 80h $8k UCit UCFlex 240h $43k Professional Practice PAL 100h $10k Library UCLID, Docutek 80h $8k Graduate School Websites and small applications 300h $30k 20010/11 Total: 800h $99k Grand Total: 14,722h $1,606k


7.1.6 Transition Costs Summary The transition costs over five years total $13,867,083. These costs are presented in Table 10.

Table 10 Summary of Transition Costs

FY09 FY10 FY11 FY12 TOTAL

(2008/09) (2009/10) (2010/11) (2011/12) Total

ADMINISTRATION Table 3 $524k $507k $577k $547k $2,155kCURRICULUM Table 4 - $2,848k - - $2,848kSYST REPOP Table 5 $203k $941k $664k $353k $2,161kADVISING Table 6 $95k $1,220k $2,052k $1,730k $5,097kIT Table 9 $882k $625k $99k - $1,606kTOTAL $1,703k $6,142k $3,392k $2,630k $13,867k

Notes for Table 10:

Table 3: The administration support includes a transition director, a communications professional, an administrative assistant, two 0.5 student interns, an operating budget, a communications budget to support the web page, printed materials, etc. and start-up costs for every established support staff office.

Table 4: Curriculum costs include one-course release for each program to prepare documentation associated with the conversion (i.e., $3,000 per course for 300 programs). In addition, the budget covers release time for University-wide course development (i.e. interdisciplinary courses, service courses, co-op, honors, etc). The budget also includes administrative support for colleges, specifically assistant and associate deans, in the form of backfills or stipend adjustments, when necessary. Table 5: Systems repopulation and support includes the personnel and budget needs for record management, registration, bursar, financial aid and the One Stop Student Services Center. Table 6: The advising budget includes salaries for an additional 32.5 FTE advisors, overload support for faculty to rebuild course equivalencies, and overload support for current advisors. Table 9: The IT cost includes all the systems that will require modifications, most significantly UniverSIS and Financier systems supported by UCit, but also DARwin, Academic and Event Scheduling (AESS), Student Data Warehouse, UCFlex, and Blackboard.

A review of the transition costs from FY09 to FY12 illustrated in Table 10 reveals that the second year of implementation (i.e., FY10) is the most resource-intensive. Variables related to this cost include: 1) most of the time devoted by faculty and staff for curriculum revision is concentrated in this year (cost: approximately $2.2 million); and 2) similarly, the changes needed for records, registration, and financial aid databases are also significant for FY10. Transition costs steadily decrease for FY11 and FY12.

In addition, a major expense for FY10, FY11 and FY12 is the investment required to bring advising ratios to a level that will facilitate an organized transition to semesters (i.e., an additional 32.5 FTE). This cost is further exacerbated by the need to ameliorate the inadequate staffing currently existing at the University for effective and efficient advising. Current staffing levels are well below those recommended by the National Academic Advising Association and the Council for the Advancement of Standards in Higher Education.

In our review of the literature and interviews of personnel at other institutions that have converted from quarters to semesters, it was found that the conversion process often uncovers selected existing system-wide problems that have yet to be addressed, frequently because of inadequate resources. For example, at UC the inadequacy of advising was uncovered, while at Northeastern University the issue was IT. During Northeastern


University’s conversion process, that institution experienced a $16 – $22M IT conversion expense with a $4.2M post-implementation expense for instructional technology.

It is extremely difficult to accurately project the absolute cost of the UC transition to semesters. Consequently, the Semester-Conversion Taskforce recommends that the Semester-Transition Director / Vice Provost be given the flexibility to carry over unexpended dollars each year throughout the transition process. It is also assumed that the Director will be responsible for adhering to the budget processes during the transition years required by other units within the University.

7.2 STEADY-STATE IMPLICATIONS The revenue implications of the transition are difficult to accurately estimate. The University cash flow is impacted by a number of forces that work in different directions. Theoretically, interest payments work in favor of a transition to semesters, as most tuition payments on a semester schedule will be made earlier and in larger amounts.

The situation, however, is complex. The items below highlight central aspects that the semester conversion might produce on enrollment:

• Ease of transfer is likely to make the University of Cincinnati a more attractive destination for transfer students. This will tend to boost the enrollment once the semester system is in place;

• The semester calendar likely will allow for enhanced summer school enrollment by visiting students. The increased enrollment must be reflected in the summer teaching budgets allocated to individual colleges;

• A percentage of our current students (not possible to predict) will strive to graduate before the semester-system is in place, which will somewhat weaken enrollment in the upper-division during the transition period;

• Late payments and subsequent credit losses are likely to increase as a result of the tuition-per-term being increased by 50%. This is especially the case for students paying out-of-pocket. The fact that 86 % of undergraduates receive aid, however, is likely to buffer UC credit losses;

• A drop in enrollment is expected in part-time students who pay out-of-pocket. This factor may be alleviated by an effective marketing of payment plans; and

• A drop in competitiveness of industry-oriented courses, caused by employers requiring a passing grade before processing a reimbursement. Colleges are encouraged to use the flexibility allowed by the semester calendar when designing industry-oriented short courses.

The success of the semester conversion relies heavily on how well the University can manage retention, enrollment, and payments throughout the transition process. The fact that a one-percent (1%) fluctuation in retention corresponds to a $2M (approximate) fluctuation in tuition revenue shows how critical this management aspect actually is. The above fluctuations are, to the same order of magnitude, further reflected in subsidies.

The proposal relies on a strong investment in advising and communication. The investment in advising is approximately $1.6 M dollars per year. Should this investment results in an enhanced retention of 0.7 % or more, the University should consider retaining the advising organization after the transition based on a cost benefit analysis.

Aspects of the course-approval procedures described above might be deemed worth maintaining after the transition (i.e., cross-college disciplinary committees, a University-wide committee such as the UTUCC, etc.).


Modest cost savings are likely to be achieved by the alignment of courses across the University, the use of a standard credit for transcript reporting, well-articulated course equivalency, and accurate TAG submissions. Additionally, the transition would have some positive impact on the cost incurred by University Athletics, as pre-season housing and meal costs can be reduced by an estimated $200,000 (i.e., the number of days for pre-season before the Fall term begins would be cut in half and University Athletics therefore will not be required to absorb this standard cost of living).

7.2.1 Workload, Contractual and Visa Implications The semester calendar has been designed to be workload neutral. If the full-time load for a faculty member in the quarter system was 3 x 12 Q. Cr. h, in a semester system it will be 2 x 12 S. Cr. h. As two semesters equals approximately thirty-two (32) weeks and as three quarters equals thirty-three (33) weeks, the time commitment to the University will not change significantly. This lays a good foundation for effective contractual negotiations between the University and the AAUP. As the enrollment of the University is relatively stable, and as the transition to semesters will not impact the program mix offered by the University, the transition will have little impact on the total faculty workload of the University. Most colleges will have the liberty to offer ten-week summer sessions, which in their length are relatively close to the present summer quarters.

For co-op colleges the semester calendar means offering fifteen (15) week courses over the summer. In a majority of cases, the proposed calendar cuts the offered summer sessions from three quarters to two semesters. The proposed curriculum requires this scheduling to be pursued in close cooperation between faculty and administration in the co-op colleges.

The language in the UC/AAUP contract concerning Article 25 and 26 leaves need to be renegotiated to reflect the semester structure.

The impact of the change on faculty potential for research earnings will be negligible as the semester structure changes the faculty members’ time commitment to research to a very small extent. The transition will allow faculty to continue to augment their salaries by 14/32 in conjunction with externally funded-research.

The transition to semesters will impact summer earnings, and the compensation for summer courses need to reflect the increased amount workload. In general, the compensation for one semester credit hour, when taught during the summer, needs to be one-point-five (1.5) times higher than the compensation for a quarter-credit hour. Limitations specified in faculty appointment letters will have to be considered at the college level.

The transition is proposed to be neutral with regard to earnings-per-unit-of-instruction for all unrepresented adjuncts. This means that the compensation for one semester credit hour of instruction will be 1.5 x that of one quarter credit hour.

As cooperative education is based on mandatory practical training, the transition from requiring six quarters (18 months) to five semesters (20 months) of cooperative education, will have no negative impact on the ability of students to participate in the co-op program (in accordance with the present language of the F-1 Visa criteria).


Conclusion

More than one hundred faculty, executive officers, administrative and functional staff, undergraduate and graduate students have met on a weekly basis since October, 2007 to produce the plan to convert University of Cincinnati from quarters to semesters. Drawing from the accumulated experience, knowledge and recommendations of that collective, the Semester-Conversion Taskforce concludes that a successful transition to semesters will require the following:

• University of Cincinnati must dedicate the financial resources necessary to install a full-time executive responsible for the entire transition process who is supported by a well-staffed and well-funded transition office. This was recommended by our consultants from Northeastern University and Shawnee State University. This office will need the support of a communications professional, since every student, faculty and staff member will be affected in some way. At both the University of Minnesota and Northeastern University, information demands from a variety of affected audiences and constituencies were continuous and heavy in the years leading up to and during the semester conversion, requiring the timely, flexible and strategic coordination of communications tools, media, and distribution channels across campuses and even to external audiences. As University of Minnesota’s conversion director noted to the Taskforce:

“Every student, faculty and staff member will be affected in some way … Make sure it is ‘ready, aim, fire’ and not ‘ready, fire, aim’ regarding communication planning/implementation and other functions related to conversion. If adequate time and resources are not provided to the communications function, a number of integrated conversion functions likely will be hampered, leading to potential long-term damage to University of Cincinnati’s regional and national reputation.”

In other words, there will be no opportunity for “do-overs” in serving the needs of UC’s numerous and varied constituencies involved in, and affected by, the conversion process;

• University of Cincinnati must take advantage of this opportunity to rethink the curriculum to its core and redesign its education and research to meet the demands of the 21st century;

• University of Cincinnati must reassess its capacity to deliver adequate advising to undergraduate and graduate students;

• University of Cincinnati must dedicate the financial and personnel resources required by the colleges, faculty, and administrative offices for rebuilding course equivalencies, transfer assurance guides, and articulation agreements, so as to help support greater transfer mobility as proposed by the Strategic Plan for Higher Education (p. 61);

• University of Cincinnati must dedicate the financial and personnel resources required by UC Information Technology (UCit) to modify and/or rebuild the central systems affected by the transition to semesters: UCit Universis, UCit Financier, UCit DARwin, UCit UCFlex, UCit Blackboard, UCit Custom Solutions, Campus Services, and certain college specific applications such as the Division of Professional Practice PAL system; and

• University of Cincinnati must provide financial support to the colleges and faculty for curriculum revision.

In submitting this semester-conversion plan for consideration, the Semester-Conversion Taskforce is hopeful that the proposals herein provide a strong foundation upon which University of Cincinnati can build an efficient semester-calendar system, and by so doing position itself to be a vital and integral part of the emerging University System of Ohio.


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University of Minnesota University Senate. Standards for the Semester Conversion. University of Minnesota, 18 April 1996.

Final

Taskforce Final Report Appendix 1: Proposed Semester System Academic Calendar2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 17 18 19 20 21 22 23 23 24 25 26 27 28 29 21 22 23 24 25 26 27 20 21 22 23 24 25 2628 29 30 31 1 2 3 26 27 28 29 30 31 1 5 25 26 27 28 29 30 31 5 24 25 26 27 28 29 30 5 30 31 1 2 3 4 5 28 29 30 31 1 2 3 27 28 29 30 31 1 2

S 4 5 6 7 8 9 10 S 2 3 4 5 6 7 8 S 1 2 3 4 5 6 7 31 1 2 3 4 5 6 S 6 7 8 9 10 11 12 S 4 5 6 7 8 9 10 S 3 4 5 6 7 8 9E 11 12 13 14 15 16 17 E 9 10 11 12 13 14 15 E 8 9 10 11 12 13 14 S 7 8 9 10 11 12 13 E 13 14 15 16 17 18 19 E 11 12 13 14 15 16 17 E 10 11 12 13 14 15 16P 18 19 20 21 22 23 24 P 16 17 18 19 20 21 22 P 15 16 17 18 19 20 21 E 14 15 16 17 18 19 20 P 20 21 22 23 24 25 26 22 P 18 19 20 21 22 23 24 P 17 18 19 20 21 22 23

25 26 27 28 29 30 1 24 23 24 25 26 27 28 29 19 22 23 24 25 26 27 28 20 P 21 22 23 24 25 26 27 21 27 28 29 30 1 2 3 25 26 27 28 29 30 1 24 24 25 26 27 28 29 30 24O 2 3 4 5 6 7 8 30 1 2 3 4 5 6 29 30 1 2 3 4 5 28 29 30 1 2 3 4 O 4 5 6 7 8 9 10 O 2 3 4 5 6 7 8 O 1 2 3 4 5 6 7C 9 10 11 12 13 14 15 O 7 8 9 10 11 12 13 O 6 7 8 9 10 11 12 O 5 6 7 8 9 10 11 C 11 12 13 14 15 16 17 C 9 10 11 12 13 14 15 C 8 9 10 11 12 13 14T 16 17 18 19 20 21 22 C 14 15 16 17 18 19 20 C 13 14 15 16 17 18 19 C 12 13 14 15 16 17 18 T 18 19 20 21 22 23 24 T 16 17 18 19 20 21 22 T 15 16 17 18 19 20 21

23 24 25 26 27 28 29 21 T 21 22 23 24 25 26 27 23 T 20 21 22 23 24 25 26 23 T 19 20 21 22 23 24 25 25 26 27 28 29 30 31 22 23 24 25 26 27 28 29 22 23 24 25 26 27 2830 31 1 2 3 4 5 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 1 23 N 1 2 3 4 5 6 7 30 31 1 2 3 4 5 21 29 30 31 1 2 3 4 22

N 6 7 8 9 10 11 12 N 4 5 6 7 8 9 10 N 3 4 5 6 7 8 9 N 2 3 4 5 6 7 8 O 8 9 10 11 12 13 14 N 6 7 8 9 10 11 12 N 5 6 7 8 9 10 11O 13 14 15 16 17 18 19 O 11 12 13 14 15 16 17 O 10 11 12 13 14 15 16 O 9 10 11 12 13 14 15 V 15 16 17 18 19 20 21 O 13 14 15 16 17 18 19 O 12 13 14 15 16 17 18V 20 21 22 23 24 25 26 19 V 18 19 20 21 22 23 24 V 17 18 19 20 21 22 23 V 16 17 18 19 20 21 22 22 23 24 25 26 27 28 18 V 20 21 22 23 24 25 26 19 V 19 20 21 22 23 24 25

27 28 29 30 1 2 3 25 26 27 28 29 30 1 19 24 25 26 27 28 29 30 18 23 24 25 26 27 28 29 17 29 30 1 2 3 4 5 27 28 29 30 1 2 3 26 27 28 29 30 1 2 19D 4 5 6 7 8 9 10 7 D 2 3 4 5 6 7 8 5 D 1 2 3 4 5 6 7 5 30 1 2 3 4 5 6 5 D 6 7 8 9 10 11 12 9 D 4 5 6 7 8 9 10 7 D 3 4 5 6 7 8 9 6E 11 12 13 14 15 16 17 4 E 9 10 11 12 13 14 15 4 E 8 9 10 11 12 13 14 4 D 7 8 9 10 11 12 13 4 E 13 14 15 16 17 18 19 4 E 11 12 13 14 15 16 17 4 E 10 11 12 13 14 15 16 4C 18 19 20 21 22 23 24 71 C 16 17 18 19 20 21 22 71 C 15 16 17 18 19 20 21 71 E 14 15 16 17 18 19 20 70 C 20 21 22 23 24 25 26 71 C 18 19 20 21 22 23 24 71 C 17 18 19 20 21 22 23 71

25 26 27 28 29 30 31 23 24 25 26 27 28 29 22 23 24 25 26 27 28 C 21 22 23 24 25 26 27 27 28 29 30 31 1 2 25 26 27 28 29 30 31 24 25 26 27 28 29 301 2 3 4 5 6 7 30 31 1 2 3 4 5 29 30 31 1 2 3 4 28 29 30 31 1 2 3 J 3 4 5 6 7 8 9 J 1 2 3 4 5 6 7 J 31 1 2 3 4 5 6

J 8 9 10 11 12 13 14 J 6 7 8 9 10 11 12 J 5 6 7 8 9 10 11 J 4 5 6 7 8 9 10 A 10 11 12 13 14 15 16 A 8 9 10 11 12 13 14 A 7 8 9 10 11 12 13A 15 16 17 18 19 20 21 A 13 14 15 16 17 18 19 A 12 13 14 15 16 17 18 A 11 12 13 14 15 16 17 N 17 18 19 20 21 22 23 N 15 16 17 18 19 20 21 N 14 15 16 17 18 19 20N 22 23 24 25 26 27 28 N 20 21 22 23 24 25 26 N 19 20 21 22 23 24 25 N 18 19 20 21 22 23 24 24 25 26 27 28 29 30 17 22 23 24 25 26 27 28 19 21 22 23 24 25 26 27 20

29 30 31 1 2 3 4 16 27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 19 25 26 27 28 29 30 31 19 31 1 2 3 4 5 6 29 30 31 1 2 3 4 28 29 30 31 1 2 3F 5 6 7 8 9 10 11 F 3 4 5 6 7 8 9 F 2 3 4 5 6 7 8 F 1 2 3 4 5 6 7 F 7 8 9 10 11 12 13 F 5 6 7 8 9 10 11 F 4 5 6 7 8 9 10E 12 13 14 15 16 17 18 E 10 11 12 13 14 15 16 E 9 10 11 12 13 14 15 E 8 9 10 11 12 13 14 E 14 15 16 17 18 19 20 E 12 13 14 15 16 17 18 E 11 12 13 14 15 16 17B 19 20 21 22 23 24 25 B 17 18 19 20 21 22 23 20 B 16 17 18 19 20 21 22 B 15 16 17 18 19 20 21 B 21 22 23 24 25 26 27 21 B 19 20 21 22 23 24 25 20 B 18 19 20 21 22 23 24 20

26 27 28 29 1 2 3 21 24 25 26 27 28 1 2 23 24 25 26 27 28 1 20 22 23 24 25 26 27 28 20 28 29 1 2 3 4 5 26 27 28 1 2 3 4 25 26 27 28 1 2 3M 4 5 6 7 8 9 10 M 3 4 5 6 7 8 9 M 2 3 4 5 6 7 8 M 1 2 3 4 5 6 7 M 6 7 8 9 10 11 12 M 5 6 7 8 9 10 11 M 4 5 6 7 8 9 10A 11 12 13 14 15 16 17 A 10 11 12 13 14 15 16 A 9 10 11 12 13 14 15 A 8 9 10 11 12 13 14 A 13 14 15 16 17 18 19 A 12 13 14 15 16 17 18 A 11 12 13 14 15 16 17R 18 19 20 21 22 23 24 R 17 18 19 20 21 22 23 R 16 17 18 19 20 21 22 R 15 16 17 18 19 20 21 R 20 21 22 23 24 25 26 R 19 20 21 22 23 24 25 R 18 19 20 21 22 23 24 17

25 26 27 28 29 30 31 17 24 25 26 27 28 29 30 16 23 24 25 26 27 28 29 16 22 23 24 25 26 27 28 17 27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 18 25 26 27 28 29 30 31A 1 2 3 4 5 6 7 31 1 2 3 4 5 6 30 31 1 2 3 4 5 29 30 31 1 2 3 4 A 3 4 5 6 7 8 9 A 2 3 4 5 6 7 8 A 1 2 3 4 5 6 7P 8 9 10 11 12 13 14 A 7 8 9 10 11 12 13 A 6 7 8 9 10 11 12 A 5 6 7 8 9 10 11 P 10 11 12 13 14 15 16 P 9 10 11 12 13 14 15 P 8 9 10 11 12 13 14R 15 16 17 18 19 20 21 15 P 14 15 16 17 18 19 20 15 P 13 14 15 16 17 18 19 17 P 12 13 14 15 16 17 18 16 R 17 18 19 20 21 22 23 16 R 16 17 18 19 20 21 22 15 R 15 16 17 18 19 20 21 15

22 23 24 25 26 27 28 4 R 21 22 23 24 25 26 27 4 R 20 21 22 23 24 25 26 4 R 19 20 21 22 23 24 25 4 24 25 26 27 28 29 30 4 23 24 25 26 27 28 29 4 22 23 24 25 26 27 28 429 30 1 2 3 4 5 72 28 29 30 1 2 3 4 71 27 28 29 30 1 2 3 71 26 27 28 29 30 1 2 71 M 1 2 3 4 5 6 7 72 30 1 2 3 4 5 6 72 29 30 1 2 3 4 5 72

M 6 7 8 9 10 11 12 M 5 6 7 8 9 10 11 M 4 5 6 7 8 9 10 M 3 4 5 6 7 8 9 A 8 9 10 11 12 13 14 M 7 8 9 10 11 12 13 M 6 7 8 9 10 11 12A 13 14 15 16 17 18 19 A 12 13 14 15 16 17 18 A 11 12 13 14 15 16 17 A 10 11 12 13 14 15 16 Y 15 16 17 18 19 20 21 A 14 15 16 17 18 19 20 A 13 14 15 16 17 18 19Y 20 21 22 23 24 25 26 Y 19 20 21 22 23 24 25 Y 18 19 20 21 22 23 24 Y 17 18 19 20 21 22 23 22 23 24 25 26 27 28 16 Y 21 22 23 24 25 26 27 17 Y 20 21 22 23 24 25 26 18

27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 19 25 26 27 28 29 30 31 17 24 25 26 27 28 29 30 17 29 30 31 1 2 3 4 28 29 30 31 1 2 3 27 28 29 30 31 1 2J 3 4 5 6 7 8 9 J 2 3 4 5 6 7 8 J 1 2 3 4 5 6 7 31 1 2 3 4 5 6 J 5 6 7 8 9 10 11 J 4 5 6 7 8 9 10 J 3 4 5 6 7 8 9U 10 11 12 13 14 15 16 U 9 10 11 12 13 14 15 U 8 9 10 11 12 13 14 J 7 8 9 10 11 12 13 U 12 13 14 15 16 17 18 U 11 12 13 14 15 16 17 U 10 11 12 13 14 15 16N 17 18 19 20 21 22 23 N 16 17 18 19 20 21 22 N 15 16 17 18 19 20 21 U 14 15 16 17 18 19 20 N 19 20 21 22 23 24 25 22 N 18 19 20 21 22 23 24 N 17 18 19 20 21 22 23

24 25 26 27 28 29 30 21 23 24 25 26 27 28 29 20 22 23 24 25 26 27 28 21 N 21 22 23 24 25 26 27 22 26 27 28 29 30 1 2 25 26 27 28 29 30 1 22 24 25 26 27 28 29 30 21J 1 2 3 4 5 6 7 30 1 2 3 4 5 6 29 30 1 2 3 4 5 28 29 30 1 2 3 4 J 3 4 5 6 7 8 9 J 2 3 4 5 6 7 8 J 1 2 3 4 5 6 7U 8 70 10 11 12 13 14 J 7 8 9 10 11 12 13 J 6 7 8 9 10 11 12 J 5 6 7 8 9 10 11 U 10 11 12 13 14 15 16 U 9 10 11 12 13 14 15 U 8 9 10 11 12 13 14L 15 16 17 18 19 20 21 U 14 15 16 17 18 19 20 U 13 14 15 16 17 18 19 U 12 13 14 15 16 17 18 L 17 18 19 20 21 22 23 L 16 17 18 19 20 21 22 L 15 16 17 18 19 20 21

22 23 24 25 26 27 28 21 L 21 22 23 24 25 26 27 22 L 20 21 22 23 24 25 26 22 L 19 20 21 22 23 24 25 24 25 26 27 28 29 30 20 23 24 25 26 27 28 29 20 22 23 24 25 26 27 28 2129 30 31 1 2 3 4 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 1 22 31 1 2 3 4 5 6 30 31 1 2 3 4 5 29 30 31 1 2 3 4

A 5 6 7 8 9 10 11 8 A 4 5 6 7 8 9 10 8 A 3 4 5 6 7 8 9 8 A 2 3 4 5 6 7 8 7 A 7 8 9 10 11 12 13 10 A 6 7 8 9 10 11 12 9 A 5 6 7 8 9 10 11 8U 12 13 14 15 16 17 18 3 U 11 12 13 14 15 16 17 3 U 10 11 12 13 14 15 16 3 U 9 10 11 12 13 14 15 3 U 14 15 16 17 18 19 20 3 U 13 14 15 16 17 18 19 3 U 12 13 14 15 16 17 18 3G 19 20 21 22 23 24 25 68 G 18 19 20 21 22 23 24 68 G 17 18 19 20 21 22 23 68 G 16 17 18 19 20 21 22 68 G 21 22 23 24 25 26 27 68 G 20 21 22 23 24 25 26 68 G 19 20 21 22 23 24 25 68

26 27 28 29 30 31 1 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 11 2 3 4 5 6 7 31 1 2 3 4 5 6 30 31 1 2 3 4 5

Instructional Day Holiday "Study Day": classes do not meet. To be used for Fall/Spring split exam weeks only.

Annual Instruction Days 205 Acad. Year Instr. Days 140Annual Examination Days 11 Acad. Year Exam Days 8

Examination Day Spring Break Total: 216 Total: 148

Master's/Doctoral and Undergraduate Commencement Ceremonies (tentative)

Current Annual Inst. Days 196 Current Acad. Instr. Days 147Current Annual Exam Days 18 Current Acad Exam Days 14

Total: 214 Total: 161

3-21-08

Final

S M T W R F S S M T W R F S S M T W R F S S M T W R F S1 2 3 4 5 6 7 22 23 24 25 26 27 28 22 23 24 25 26 27 28 22 23 24 25 26 27 28

A 8 9 10 11 12 13 14 29 30 1 2 3 4 5 M 29 30 1 2 3 4 5 29 30 1 2 3 4 5P 15 16 17 18 19 20 21 M 6 7 8 9 10 11 12 A 6 7 8 9 10 11 12 M 6 7 8 9 10 11 12R 22 23 24 25 26 27 28 A 13 14 15 16 17 18 19 Y 13 14 15 16 17 18 19 A 13 14 15 16 17 18 19

29 30 1 2 3 4 5 Y 20 21 22 23 24 25 26 20 21 22 23 24 25 26 Y 20 21 22 23 24 25 266 7 8 9 10 11 12 27 28 29 30 31 1 2 J 27 28 29 30 31 1 2 23 27 28 29 30 31 1 2

M 13 14 15 16 17 18 19 J 3 4 5 6 7 8 9 U 3 4 5 6 7 8 9 1 J 3 4 5 6 7 8 9A 20 21 22 23 24 25 26 U 10 11 12 13 14 15 16 33 N 10 11 12 13 14 15 16 U 10 11 12 13 14 15 16Y 27 28 29 30 31 1 2 N 17 18 19 20 21 22 23 1 N 17 18 19 20 21 22 23

3 4 5 6 7 8 9 24 25 26 27 28 29 30 27 28 29 30 31 1 2 24 25 26 27 28 29 30J 10 11 12 13 14 15 16 J 3 4 5 6 7 8 9 J 1 2 3 4 5 6 7 45U 17 18 19 20 21 22 23 U 10 11 12 13 14 15 16 U 8 9 10 11 12 13 14 1N 24 25 26 27 28 29 30 N 17 18 19 20 21 22 23 L 15 16 17 18 19 20 21

1 2 3 4 5 6 7 24 25 26 27 28 29 30J 8 9 10 11 12 13 14 J 1 2 3 4 5 6 7 23 J 3 4 5 6 7 8 9U 15 16 17 18 19 20 21 U 8 9 10 11 12 13 14 1 U 10 11 12 13 14 15 16L 22 23 24 25 26 27 28 17 18 19 20 21 22 23 L 15 16 17 18 19 20 21 N 17 18 19 20 21 22 23

29 30 31 1 2 3 4 24 25 26 27 28 29 30 24 25 26 27 28 29 305 6 7 8 9 10 11 68 J 1 2 3 4 5 6 7 1 2 3 4 5 6 7 J 1 2 3 4 5 6 7

A 12 13 14 15 16 17 18 3 U 8 9 10 11 12 13 14 J 8 9 10 11 12 13 14 U 8 9 10 11 12 13 14U 19 20 21 22 23 24 25 L 15 16 17 18 19 20 21 U 15 16 17 18 19 20 21 L 15 16 17 18 19 20 21G 26 27 28 29 30 31 1 22 23 24 25 26 27 28 L 22 23 24 25 26 27 28 22 23 24 25 26 27 28

2 3 4 5 6 7 8 29 30 31 1 2 3 4 33 29 30 31 1 2 3 4 29 30 31 1 2 3 49 10 11 12 13 14 15 A 5 6 7 8 9 10 11 1 A 5 6 7 8 9 10 11 22 A 5 6 7 8 9 10 11 46

S 16 17 18 19 20 21 22 U 12 13 14 15 16 17 18 U 12 13 14 15 16 17 18 1 U 12 13 14 15 16 17 18 1E 23 24 25 26 27 28 29 G 19 20 21 22 23 24 25 G 19 20 21 22 23 24 25 G 19 20 21 22 23 24 25P 30 1 2 3 4 5 6 26 27 28 29 30 31 1 26 27 28 29 30 31 1 26 27 28 29 30 31 1

2012

Taskforce Final Report Appendix 2: Proposed Semester-System Summer Sesions Model

2012

Instructional Days Exam day(s)

Full Semester Term One-Third Semester Terms Quarter-Length TermsHalf Semester Terms

2012 2012

Holiday

First Mini-Term

First Half-Semester

Second Mini-Term

Second Half-Semester

Third Mini-Term

3-21-08

Appendix 3 Integrated Core Learning:

Knowledge, Experience, Reflection (March 3, 2008)

What is Integrated Core Learning? The phrase “Integrated Core Learning” describes the University of Cincinnati’s signature approach to undergraduate education. ICL was developed as the thoughtful integration of the General Education core, major course work, undergraduate research, practicum, clinical placements, co-op and service-learning experiences,, co-curricular activities, and faculty-guided reflection throughout the undergraduate curriculum. ICL underscores the University of Cincinnati’s strengths and places them within a holistic framework for student learning from the first undergraduate year through graduation. ICL envisions the purposeful weaving of high impact practices and experiences with high quality, rigorous instruction. ICL emphasizes:

• The various ways in which knowledge is produced and disseminated. • The myriad connections and inter-relationships among different disciplines,

professions, career paths, cultural organizations, and civic life. • The benefits of thinking collaboratively across disciplines and approaching

issues and problems from a multi-disciplinary perspective. • The transferability of knowledge and skills across multiple contexts.

This combination—and integration—emphasizes the application of liberal learning in real-world contexts and defines the essence of a 21st-century urban research institution. ICL is built around three touch-points in the undergraduate experience to provide all students with key opportunities to develop, review, and act upon a learning plan for degree completion. It begins with a significant first-year experience as its cornerstone and continues with opportunities for self-reflection and on-going support through mid-collegiate coursework and experiences. Culminating with a senior-year experience, ICL will provide

students with the necessary tools to transition to a profession or graduate program and continue to assume ownership for life-long learning, civic engagement, and social responsibility.

First-Year Experience. Overwhelming evidence suggests that a well-reasoned first-year program increases student engagement and success in the educational process. The foundation of UC’s FYE approach is responsiveness to ongoing student reflection and a common of set of targeted learning areas: (Great Beginnings Statement and Graphic).

o First-year experience programs begin with a student’s confirmation to attend UC and continue through the first day of classes for the following autumn term.

o The specific FYE components and practices may vary by unit as to best address unique student or programmatic considerations.

Mid-Collegiate. Purposeful mid-collegiate programming and student reflection will continue to provide on-going support for students as they proceed through their college career. Components include:

o One or more mid-collegiate courses or academic experiences that encourage students to engage in experiential learning to increase disciplinary proficiency and that promote contextual understanding. Reflection will provide an opportunity for students to assess their choice of major and career, their progress through their academic program(s), and their goals for the future

o Methodology. Each academic major program requires academic training in the understanding of the systematic methods and history of the discipline/profession.

o Mid-Collegiate Writing. English 289 (Intermediate Composition) will reinforce what students learn in the first year, will introduce higher-level learning about writing and reading, and will focus students’ attention on how meaning is made, understood and communicated across academic disciplines. The primary goal of the course is to help students develop rhetorical sensitivity to differences in academic and professional writing across the disciplines. As such, this course will bridge students’ learning about writing from the first-year sequence (101 and 102) to more advanced writing in their chosen disciplines in upper-level courses.

Senior-Year Experience. ICL culminates in a senior year experience that enables students to transition to a profession or graduate school and continue to pursue life-long learning and social responsibility.

o The capstone experience is designed to demonstrate proficiency in the Baccalaureate Competencies and in the content/skills of the program/major.

o As a culminating experience, the capstone should require interdisciplinary and contextual perspectives

Note: ICL does not add credit hours to a student’s curricular requirements, it can be utilized by transfer students, and it can be modified to fit a distance-learning format.

http://www.uc.edu/fye/documents/Great_Beginnings_Statement.doc.pdf�

http://www.uc.edu/fye/documents/Great_Beginnings_Statement.doc.pdf�

http://www.uc.edu/fye/documents/GreatBeginnings_grad_final2.pdf�

Goals and Strategies for Achieving the ICL Vision

• Design a comprehensive approach to the undergraduate curriculum that involves all aspects of a student’s undergraduate experience:

o Individualized student learning plan o Fully developed and integrated first year experience program

A common readings program o Well thought out major curricula o Integrated General Education o Mid-collegiate programming that includes experiential learning, student

writing, methodology, and reflection o Experiential and interdisciplinary capstone courses and experiences

• Continue on-going assessment and faculty input o Fully utilize existing data sources such as the NSSE and General Education

capstone rubrics o Assess and plan for ICL through annual college meetings o Partner with the Center for the Enhancement of Teaching and Learning o Communicate broadly

Student success web-site ICL and General Education website Faculty newsletter?

• Partner with Student Affairs and Services to o Offer joint advising strategies and leadership training o Emphasize and incorporate co-curricular programming as part of student

learning plans o Engage students in academically themed residences that include: language,

community engagement, music, international programs, and Communication houses where they create community and have the opportunity to participate in interdisciplinary courses and events

• Extend UC’s long-standing emphasis on experiential learning o Intentionally connect experience-based learning to each of the university’s

degree programs. o Document all forms of experiential learning at UC (study abroad, internship,

cooperative education, clinical placements, performance, undergraduate research, innovation collaboratives, service-learning, etc.)

o Refine student reflection to assure maximum benefit from experiential learning

o Study the impact of experiential learning and disseminate national best practices

• Utilize learning portfolios as a mechanism for creating and reinforcing student reflection on educational achievements and to document student learning from the first year through graduation

o Continue on-going electronic portfolio pilots on different platforms o Focus portfolio discussion around student-learning o Consider the potential contribution to the Voluntary System of Accountability

of learning portfolios • Highlight students’ accomplishments at strategic points throughout the curriculum,

especially in the first year, at mid-point, and through capstone projects o Consider “expo-events” to showcase student accomplishments

o Incorporate ICL into UC’s marketing message? o Provide a “Student as Scholar” model that includes dissemination and

reflection of student products

The History of ICL ICL is a product of the UC|21 academic planning process. It was written by the “Achieve Academic Excellence” sub-committee during the winter and spring quarters of 2005 and was reviewed favorably by the UC|21 steering committee in May 2005. ICL was charged by the steering committee to incorporate other favorably reviewed UC|21 proposals and related UC|21 interests. During 2005-2006, six ICL sub-committees were charged (ICL Steering Committee, Experiential Learning Committee, Great Beginnings Committee, Capstone Committee, the Honors Committee, and E-portfolio Committee). Each sub-committee included Faculty Senate representation, and more than 60 faculty members participated in these committees with more than a dozen ICL informational meetings and input session held across the university during 2005-06. ICL also attracted a $100,000 grant from the Manual D. and Rhoda Mayer Foundation. In 2006-07, the Provost appointed an ICL steering committee and a faculty director for ICL and General Education. The committee included Faculty Senate representation. The steering committee worked with the General Education advisory committees and the university composition committee and modified UC’s General Education program to replace English 103 with the ICL mid-collegiate writing course (English 289). Al Hearn was hired as the Director of Academic Community Partnerships to support service-learning and to promote and to facilitate ICL capstones. The Center for the Enhancement of Teaching and Learning (CET&L) offered a number of workshops on teaching ICL-inspired capstone courses and assessment. A unified approach to first-year experience was drafted, and units refined their FYE offerings, even as the first-year learning communities program was expanded. During the spring of 2007, ICL was included in the UC|21 Strategic Planning Council Academic Priorities Report. The University Honors program was restructured to fully reflect ICL. And more than 160 faculty and 100 community partners came together to discuss academic committee partnerships. Beginning in 2007-08, the ICL mid-collegiate writing requirement (English 289) replaced English 103 for all first time freshmen. ICL received $75,000 in presidential UC|21 grants for funding on-going projects, A General Education re-visioning committee will be charged during winter 2008 to further revisit the UC’s General Education requirements in light of the UC conversion to a semester calendar and to further reflect the university’s academic plan and ICL. ICL campus innovations/innovators The following is a partial list of UC faculty and staff with expertise that is directly relevant to the on-going development of Integrated Core Learning:

• English Composition: Tom Dinsmore, Michelle Holley, Barb Macke, Joyce Malek , Laura Micciche, Marlene Miner, Tami Phenix, Jo Ann Thompson

• Experiential Learning: Jane Carlin, Cindy Damschroder, Billie Dziech, Mary Fox, Ken Ghee, Al Hearn, Eric Inglert, Dan Oerther, Jo-Anne Prendeville, Cynthia Ris, Stephanie Schlagel, Elissa Sonnenberg, George Sucharieh, Will Sunderland, Nicasio Urbina, Rebecca Williamson, MJ Woeste, Manfred Wolfram

• FYE: Bruce Ault, Pam Bach, Pamela Baker, Ted Baldwin, Sue Bourke, Debbie Brawn, Paula Breslin, Russ Curley, Beth Demark, Ned Donnelly Stacy Downing, Paul Hilner, Warren Huff, Amanda Jones, Mollie Labeda, Marianne Lewis, Chris Lottman, Joyce Malek, Greg Metz, Karen Monzel, Lisa Newman, Pam Person, Rich Robles, Rod Roseman, John Schlipf, Carney Sotto, Lisa Violand, Virginia Westheider, Jenn Wiswell

• Faculty Senate: Dan Vance, Debbie Tenofsky, Ann Welsh, • General Education: Ann Black, Laura Caldwell, Thomas Dinsmore, Gary Dick, Gigi

Escoe, Michelle Gibson, Tom Herrmann, Adrianne J. Lane, Marianne Lewis, Raj Mehta, Richard Miller, Marlene Miner, Stephanie Schlagel, Deborah Tenofsky, Jim Vondrell

• Honors: Debra Brawn, Will Clemens, Miki Hirayama, Mitch Leventhal, Marianne Lewis, Raj Mehta, Ursula Meyer, Marlene Miner, Karen Monzel, Jeri Ricketts, Regina Sapona, Carl Seliskar

• ICL Capstones: Chris Allen, Jan Bending, Peter Chamberlain, Karen Davis, Sharon Dean, Gary Dick , Linda Dunseath, Rakesh Govind, Al Hearn, Jon Hughes, William Jennings, Heidi Kloos, Marianne Lewis, Karen Machleit, Charles Matthews, Eric Maurer, Amy McMahon, Colleen McTague, Maribeth Metzler, Dan Oerther, Dennis O’Neil, Ken Petren, Elissa Sonnenberg, Ric Sweeney, Craig Vogel, Ann Welsh, MJ Woeste, BJ Zirger

• IUC International: Mitch Leventhal, Kurt Olausen, • Learning portfolios: Debra Brawn, Tom Haines, Raj Mehta, Marlene Miner, Rich

Robles, George Suckarieh,

References Gardner, J. N. (2006, February 28). The First-Year Experience’s First 25 Years—The Jury

is In, But Out on the Next: You Can Determine the Verdict. Plenary address presented at the 25th Anniversary First-Year Experience Conference and Gala Celebration, Atlanta, GA. Retrieved May 22, 2006, from http://www.sc.edu/fye/events/presentation/FYEAnnualConf06PlenarySpeech.pdf

Gardner, J. N. et al. (2006). Foundational dimensions, foundations of excellence in the first college year. Retrieved May 21, 2006 from http://www.fyfoundations.org/foundationalDimensions.aspx

Kuh, G.D. (2001). The National Survey of Student Engagement: Conceptual Framework and Overview of Psychometric Properties. Bloomington, IN: Indiana University Center for Postsecondary Research. Retrieved May 21, 2006 from http://nsse.iub.edu/pdf/conceptual_framework_2003.pdf

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

Leskes, A. & Miller, R. (2006). Purposeful pathways: helping students achieve key learning outcomes. Washington, DC: Association of American Colleges and Universities.

Taylor, K., with, Moore, W. S., MacGregor, J., & Lindblad, J. (2003). Learning community research and assessment: What we know now. Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality of Undergraduate Education, in cooperation with the American Association for Higher Education.

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68, 599-623.

Tobolowsky, B. F. (2005). The 2003 national survey on first-year seminars: Continuing innovations in the collegiate curriculum (monograph no. 41). Columbia, SC: University of South Carolina, National Resource Center for First-Year Experience and Students in Transition.

http://www.sc.edu/fye/events/presentation/FYEAnnualConf06PlenarySpeech.pdf�

http://www.fyfoundations.org/foundationalDimensions.aspx�

http://nsse.iub.edu/pdf/conceptual_framework_2003.pdf�

Taskforce Final Report Appendix 4: Gantt Charts

CURRICULUM TASKS ADVISING TASKS

TASKS2008/09 2009/10 2010/11 2011/12

TASKS2008/09 2009/10 2010/11 2011/12

SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS

Curriculum Tasks Communicate student pledge

Establish CCDACs - Cross College Discipline Articulation Committee(s)

Scan/assessment of existing advising resources and deficits

Service courses identified from DPAs

Assessment of related student support service resources and anticipated needs

OTM and TAG courses identified

Assessment of Current Course Enrollment Patterns -- inclusive of common course substitution practices

Board of Trustees approval of conversion and calendar

Distribute and promote conversion FAQ's

Appoint transition director & establish conv office to support curriculum development and advisors

Start advising drum beat regarding sequence completion

Determine new course numbering system

Create Common Individualized Advising Plan (IAP) Undergraduate

Establish content for Web site for curriculum submissions

Create Common Individualized Advising Plan (IAP) Graduate

Create Web site for curriculum submissions framework

Develop & Implement Advising Strategies that encourage those who can to complete prior to conversion

Develop informational Web site for faculty & staff

Assess accuracy of Course Planning guide to aid completers

Establish UTUCC - University Transitional Undergraduate Curriculum Committee

Request Webmaster to leave multiple years of College Bulletins posted

Negotiation between clients and course providers on curriculum

Begin ramping up DARS completion and capacity

Colleges re-vision requirements and degree programs

Implement DARS Web exception implementation

Launch transition processCreate Directory of "go to" decisions makers by college by program

College transition kick off meetings

Explore technologies that will engage student interest/involvement and support group/virtual advising

Approve General Education Structure semester program

Begin building university and college informational resources/infrastructure

Coop develops new plan for coop periods Perform advising tools inventory

Graduate Council will establish review process for graduate programs

Targeted advisor hires (identified by scan)

Course submissions for cross-college courses Define student appeal process

College and interdisciplinary programs and courses submitted

Training of existing advisors ref new program structure and gen. ed. reqs.

Temporary courses developed, submitted and approved

Reinforce communications roll out materials with students

University review of baccalaureate and graduate programs completed

Develop student information and advising pathways

University review of semester courses completed Assign students to advisors

University review of transfer and associate programs completed

Hire and train temporary IAP counselors

Update Course Planning Guide Hire and train temp. clerical/support staff

Produce advisor and student resource guides

Traning of newly hired advisors on all curricula, policies, systems, processes, etc.

Renegotiate external transfer and articulation agreements

Establish transition advising calendar, tracking, doc. & follow-up processes

Update schedule of classes Town Hall info sessions

Generate new DPAsMandatory advising -- Create Individualized Advising Plan (IAP)

Conversion of transfer course equivalency IAP's digitized or stored electronically

TAG's re-do

New and prospective information communicatons (Admission & Orientation)

Prepare & distribute student conversion support materials

General Education mapping completed

Load new curricula into DARs

Educate coop employers (and on-campus recruiters) on conversion

Order Fall 2011 courses under semester format

Register students for Fall Semester 2011

INFORMATION TECHNOLOGY TASKS INFORMATION TECHNOLOGY TASKS

TASKS

2008/09 2009/10 2010/11 2011/12

TASKS

2008/09 2009/10 2010/11 2011/12

SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS

UCit Universis (SIS) Technical changes CS - View Schedule

SIS - Web Application for entry of new curriculum CS - Course Planning Guide

SIS - Term Code setup CS - Early Registration

SIS - Program & Report Changes, BatchJobs CS - Early Intervention

SIS - One Stop App changes CS - Student Orientation

SIS - GPA calculation changes CS - English Placement

SIS - Credit Hour calculation changes CS - Graduating Student Survey

SIS - Data Warehouse interfaces CS - Faculty Grading

SIS - Bookstore interface CS - Class List

SIS - Housing interface CS - Housing

SIS - UC Libraries interface CS - Imealplan

SIS - Graduate Admissions interface CS - Cincinnatus Portfolio

SIS - iOffice interface CS - Student Financial Aid

SIS - DARwin interface CS - Clermont Student Tracking System

SIS - Remove DARwin exception processing code CS - Parking

SIS - Online Apply CS - OLN System

SIS - Schedule 25 CS - Degree Programs

SIS - External to UC interfaces (TMS, 5th/3rd, OAG) CS - CECH teacher Cohort

SIS - Advisor Toolbox CS - Communiversity Systems

SIS - JCL/job scheduling CS - CCM UG Admissions

SIS User testing CS - Honors Scholar and Plus

SIS Transfer Course Equilvalency user data entry

CS - International programs/Global Studies

SIS - HEI Reporting changes CS - Homecoming

SIS - HEI Reporting user testing CS - SALD/SIPP Systems

UCit Financier Technical Changes CS - Student Government

Financier User testing CS - Judicial Affairs

Financier JCL/job scheduling CS - Law Schedule/Grades

UCit DARwin (DA) technical changes CS - Others

DA - interface to UniverSIS CS - User Testing

DA - technical setup for exception processing

Campus Services (CSV) - Bearcat Card System

DA - User testing and exception process encoding CSV - CSI Rec Center

DA - User encoding CSV - RMS Housing System

UCit Schedule25 Technical changes to import CSV - (RMS) interface to Universis

UCit Data Warehouse (DW) Technical changes

CSV - UniverSIS student profile info, billing

DW - interfaces to UniverSIS CSV - Blackboard access

DW - interface to Blackboard CSV - Web Services

DW - User testing CSV - Determine changes (Bookstore)

UCit UCFlex Technical changes CSV - UniverSIS interface (Bookstore)

UCit Blackboard (Bb) Technical changesLibrary (LB) - Decisions on rules, notices, changes

Bb - Interface to SEAM LB - Technical changes

Bb - Interface to College of Medicine LB - UniverSIS interface

Bb - Interface to OrientationGraduate School (GS)- Admissions technical changes

Bb - Interface to Classlist GS - User Parallel Testing

Bb - Interface to Grading GS - Graduation Certification Process

Bb - Interface to Learning Opp data GS - User Parallel Testing

UCit Custom Solutions (CS) -One Stop Applications GS - UCit doing student interface piece

CS - Admin System GS - Web sites

CS - Grades GS - Darwin user encoding

CS - Insurance Waiver DAAP applications

CS - Learning OpportunitiesInternational Student Office Cosmic System

CS - Registration Propractice systems

CS - View Bill

POLICY TASKS

TASKS

2008/09 2009/10 2010/11 2011/12SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS

Assemble Policy Teams

Draft the New Policies

Send Policies for Review

Edit Final Policies

Vote on Policy Changes

Publish New Policies

Decide Registrar Processing Dates

Decide All Other Processing Dates

Publish New Processsing dates

Communicate New Dates and Policies

Revise College Processing Dates & Polices

Revise Graduate School Processing Dates & Polices

Revise Department Processing Dates and Policies `

INFRASTRUCTURE TASKS2008/09 2009/10 2010/11 2011/12

TASKS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS

Career Services: Courses, recruiting, summer orientation, other

Facilities Management: UCFlex issuesHousing and Food Service: Bid and negotiate contract with Food Service Providers

Finance: UCFlex issues

Budget: Forecasting General Funds, Subsidy Fees

Athletics: Scheduling of athletic events

COMMUNICATIONS TASKS2008/09 2009/10 2010/11 2011/12

TASKS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS

Publish Announcement of BOT Decision and Issue Student Pleadges

Design & Implement Semester Conversion Website

Maintain & Update Semester Conversion Website

Potential "Kick-off" Launch Event

Develop On-line Student & Advisor Handbooks

Ads in News-Record

Email Campaign

Informational Fairs

Summer Orientation Informational Sessions

Cooridinate Semester Conversion Information Fair

Design & Publish Informational Brochures

Design & Distribute Calendars, Door Hangers, Postcards, etc.

Design & Distribute Refrigerator Magnets

Design & Distribute Annual Campus Calendars

Design & Produce Celebratory Buttons

News Media Relations Campaign

Public Celebretory Event

Appendix 5

TAG Course Information Page

Course Number: ________________________________________________________________ Course Title: ___________________________________________________________________ Semester Credit Hours: _________________________________________________________

Course Description (10 line maximum): ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

General Education Requirement Designation (List here and complete Appendix 4): ______________________________________________________________________________ Course taught at following Colleges :

Clermont College College Conservatory of Music College of Applied Sciences College of Allied Health Sciences College of Business College of Design, Art, Architecture & Planning College of Education, Criminal Justice & Human Services College of Engineering College of Nursing McMicken College of Arts and Sciences Raymond Walters College

Course Approved by Colleges: CC Signature: ___________________________________________ Date: __________ CCM Signature: _________________________________________ Date: __________ CAS Signature: _________________________________________ Date: __________ CAHS Signature: ________________________________________ Date: __________ CoB Signature: __________________________________________ Date: __________ DAAP Signature: ________________________________________ Date: __________ CECH Signature: ________________________________________ Date: __________ CoE: __________________________________________________ Date: __________ College of Nursing Date: __________ A&S Signature: __________________________________________ Date: __________ RWC Signature: _________________________________________ Date: __________

Final Course Approval :

University Transitional Undergraduate Curriculum Committee Date: __________ __________________________________________________ Course Submitted to Ohio Board of Regents Date: __________

Appendix 6 Standard Credit Agreement Form Common Credit Courses

Course Number: ________________________________________________________________ Course Title: ___________________________________________________________________ Semester Credit Hours: _________________________________________________________ Course Description (10 line maximum): ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

General Education Requirement Designation (List here and complete Appendix 4): ______________________________________________________________________________ Course taught at following Colleges :

Clermont College College Conservatory of Music College of Applied Sciences College of Allied Health Sciences College of Business College of Design, Art, Architecture & Planning College of Education, Criminal Justice & Human Services College of Engineering College of Nursing McMicken College of Arts and Sciences Raymond Walters College

Course Approved by Colleges: CC Signature: ___________________________________________ Date: __________ CCM Signature: _________________________________________ Date: __________ CAS Signature: _________________________________________ Date: __________ CAHS Signature: ________________________________________ Date: __________ CoB Signature: __________________________________________ Date: __________ DAAP Signature: ________________________________________ Date: __________ CECH Signature: ________________________________________ Date: __________ CoE: __________________________________________________ Date: __________ College of Nursing Date: __________ A&S Signature: __________________________________________ Date: __________ RWC Signature: _________________________________________ Date: __________

Final Course Approval :

University Transitional Undergraduate Curriculum Committee Date: __________ __________________________________________________

Appendix 7

Co-Op Program Scheduling Form Date of Submission: __________________ College: ___________________________________________________________________ Program: ________________________________________________________________ Program Includes Co-op: Yes No If yes, complete co-op schedule as presented below. On graduation year 2011, fill in co-op g as offered during quarter schedule. On graduation year 2016, fill in co-op schedule as offered during semester system. On years 2012, 2013, 2014, 2015 fill in tailored co-op schedule for all students in transition. Instructions for Grid Completion: Semesters: S = School Semester A, B, C… = School semesters during alternating period 1, 2, 3, 4, 5 = Co-op semesters during alternating period Quarters: s = School Quarters a, b, c… = School quarters during alternating period 1, 2, 3, 4, 5 = Co-op quarters during alternating period

IIIIIIIIIIII

III

F

SP

F SP SU F

`

SP SPSU F

SU

SP SU

SP SU SP

Final Semester Co-op Calendar

Original Quarter Calendar

SU F

F W SP SU W

SP

F

F W SP SU F WF W

AB

AB

Transition Calendars

BAB

AB

Sem

este

r Sec

tions

Qua

rter

Sec

tions

A

2011

2012

2013

2014

Freshmen Sophomore Pre Junior Junior Senior

Sect

Gra

d Yr

.20

1520

16

CLASS OF 2015: Courses offered Spring Quarter 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________ ________________ ______ ____

_ __ _______ ____

C s offered Summer Sessourse ion 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ ________________ ______ ____

___ __ _______ ____

C s offered Fall Semesterourse 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ CLASS OF 2014: Courses offered Spring Quarter 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________ ________________ ______ ____

_ __ _______ ____

C s offered Summer Sessourse ion 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ ________________ ______ ____

___ __ _______ ____

C s offered Fall Semesterourse 2011: Standard Offering: Yes No If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

LASS OF 2013

C :

r 2011: Standard Offering: Courses offered Spring Quarte Yes No

_____________________________________________________________________

ourse ion 2011: Standard Offering:

If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ C s offered Summer Sess Yes No

_____________________________________________________________________

ourse 2011: Standard Offering:

If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ C s offered Fall Semester Yes No

_____________________________________________________________________

Co-op t the following College :

If no, specify courses: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Program offered a Clermont College College of Applied Sciences College of Business College of Design, Art, Architecture & Planning College of Engineering McMicken College of Arts and Sciences Other Specify __________________

_________________________

Co-op Schedule Approved by Colleges: CC Signature: ___________________________________________ Date: __________ CAS Signature: _________________________________________ Date: __________ CoB Signature: __________________________________________ Date: __________ DAAP Signature: ________________________________________ Date: __________ CoE: __________________________________________________ Date: __________ A&S Signature: __________________________________________ Date: __________ Other ___________Signature: _____________________________ Date: __________

Co-op

Schedule Approved by the Division of Professional Practice: PP Signature: ___________________________________________ Date: __________

Final

Co-op Schedule Approval : University Transitional Undergraduate Curriculum Committee Date: __________

__________________________________________________

Sample Course Schedule Grid:

IIIIIIIIIIII

III

S S Final Semester Co-op Calendar

SPSP SU F SP SU F SP SU F F SP SU F

1 A 2 B 3 C 4 D 5 S S A

2016

Sem

este

r Sec

tions

S S A 1 B 2 C 3 D 4 5 S S B

Transition Calendars

Qua

rter

Sec

tions

s s s 1 A 2 B 3 C 4 D 5 S S A

2015

s s s A 1 B 2 C 3 D 4 5 S S Bs s s s 1 a 2 B 3 C 4 D 5 S S A

2014

s s s s a 1 b 2 C 3 D 4 5 S S Bs s s s 1 a 2 b 3 c 4 4 D 5 S S A

2013

s s s s a 1 b 2 c 3 3 D 4 5 S S Bs s s s 1 a 2 b 3 c 4 d 5 e 6 S S A

2012

s s s s a 1 b 2 c 3 d 4 e 5 6 S S B

Original Quarter Calendars s s s 1 a 2 b 3 c 4 d 5 e 6 s s s

2011

s s s s a 1 b 2 c 3 d 4 e 5 6 s s s F W SP SU F W SP SU W SP SUF W SP SU F W SPF

Freshmen Sophomore Pre Junior Junior Senior

Sect

Gra

d Yr

.

Appendix 8

Revised Course Approval Request Form

Academic Unit: ______________________ Date of Submission: __________________ Discipline Code: _____________________ College: ____________________________ Standard Credit: _____________________

New Course Number: ____________________________________________________________ New Course Title: _______________________________________________________________ Abbreviated Course Title (maximum 19 characters): __________________________________

Change to Existing Course

Old Course New Course Course Number Course Title

Fixed Credit Hours quarter hours semester hours Variable Credit Hours Min Max Min Max

Pre-requisite Course Numbers

Co-requisite Course Numbers

Revised Course Description (10 line maximum): ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Effective Semester of Change: ____________________________________________________ Frequency of Offerings for Course Planning Guide: __________________________________ Rationale for Change to Existing Course: ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Credit Level: Undergraduate Graduate Grading System: Undergraduate (U) Graduate (G) Law (L) Ugrad w/IP (R) Ugrad w/NP (N) Medicine (M) Grad w/IP Zero (Y) Grad Zero Cr (V) Grad w/IP (Z) STARS (S) Instruction Method(s): Lecture (LE) Discussion (DI) Seminar (SE) Recitation (RE) Lab (LB) Clinical (CL) Practicum (PR) Field Experience (FE) Studio (ST) Ind. Studies (IS) Self-paced (SP) Tutorial (TU) Other (OT) External OBR Level: Baccalaureate (B) Doctoral (D) Master’s (M) General Studies (G) Professional (P) Technical (T) Developmental (V)

Rationale for Change to Existing Course: ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Indicate Completion of Following :

Yes No Discussed semester conversion with programs that require this course to assure their needs are being considered.

Yes No Identified student outcomes expected from this course.

Notification of All Academic Units Affected :

Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________

Approvals :

Academic Unit Head: ________________________________ Curriculum: ________________________________________ Colleges: __________________________________________ University Transitional Undergraduate Curriculum Committee:

________________________________ Provost: ___________________________________________

Date: __________ Date: __________ Date: __________ Date: __________ Date: __________

Appendix 9

New Course Approval Request Form Date of Submission: __________________ College: ____________________________ Standard Credit: _____________________

Academic Unit: ______________________ Discipline Code: _____________________

New Course Number: ____________________________________________________________ New Course Title: _______________________________________________________________ Abbreviated Course Title (maximum 19 characters): __________________________________

New Course Fixed Credit Hours semester hours Variable Credit Hours Min Max

Pre-requisite Course Numbers Co-requisite Course Numbers

Effective Semester of New Course: ________________________________________________

Temporary Course Termination Date of Temporary Course: ____________________ Frequency of Offerings for Course Planning Guide: __________________________________ New Course Description (10 line maximum): ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Learning Objectives & Rationale for Course: ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Credit Level: Undergraduate Graduate Grading System: Undergraduate (U) Graduate (G) Law (L) Ugrad w/IP (R) Ugrad w/NP (N) Medicine (M) Grad w/IP Zero (Y) Grad Zero Cr (V) Grad w/IP (Z) STARS (S) Instruction Method(s): Lecture (LE) Discussion (DI) Seminar (SE) Recitation (RE) Lab (LB) Clinical (CL) Practicum (PR) Field Experience (FE) Studio (ST) Ind. Studies (IS) Self-paced (SP) Tutorial (TU) Other (OT) External OBR Level: Baccalaureate (B) Doctoral (D) Master’s (M) General Studies (G) Professional (P) Technical (T) Developmental (V) Indicate Completion of Following :

Yes No Discussed semester conversion with programs that require this course to assure their needs are being considered.

Yes No Identified student outcomes expected from this course.

Notification of All Academic Units Affected :

Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________ Unit: _________________________________ Signature: _______________________

Approvals :

Academic Unit Head: ________________________________ Date: _______________ Curriculum: ________________________________________ Date: _______________ Colleges: __________________________________________ Date: _______________ University Transitional Undergraduate Curriculum Committee:

________________________________ Date: _______________ Provost: ___________________________________________ Date: _______________

Appendix 10

Service Course Information Page

Course Number: ________________________________________________________________ Course Title: ___________________________________________________________________ Semester Credit Hours: _________________________________________________________ Course services following academic units: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Checklist (as applicable) : This course is a pre-requisite course and learning objectives have been discussed.

This course meets an accreditation requirement and requirements have been discussed.

Program units and service units have discussed course.

Additional notes: ___________________________________________________________

Appendix 11

Honors Course Request Form

To create an Honors course, please use this form to indicate that the course meets Honors Criteria.

Course Number: ________________________________________________________________ Course Title: ___________________________________________________________________ Semester Credit Hours: _________________________________________________________ Explain how course aligns with one (or more) of the four thematic areas of the University

Honors Program : Leadership

Community Engagement

Research and Creative Activities

Global Studies

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please describe the experiential component(s) for the Honors course and how they support the learning objectives: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 12

Breadth of Knowledge Course Information Page

Course Number: ________________________________________________________________ Course Title: ___________________________________________________________________ Semester Credit Hours: _________________________________________________________

This course meets General Education requirements for the following area : English Composition (EC)

Quantitative Reasoning (QR)

Diversity & Culture (DC)

Social & Ethical Issues (SE)

Fine Arts (FA)

Historical Perspectives (HP)

Humanities (HU)

Literature (LT)

Natural Sciences (NS)

Social Sciences (SS)

Appendix 13

Undergraduate Program (Major) Review for Semester Conversion Guidelines

Program should be reviewed by:

1. Department Chair 2. Curriculum Committee Chair 3. College Dean 4. University Transitional Undergraduate Curriculum Committee 5. Provost

Information required for review packet:

1. Curriculum for specific program, including all courses (required and elective) a. Course description b. Type of course (i.e., lecture, lab, recitation) c. Credit hours d. Table comparing all courses in quarter system and new (revised courses) in

semester e. Proposed curriculum calendar by semester f. Degree award g. Program area h. Total credit hours i. Length of time to degree

2. Special characteristics (i.e., distance learning) 3. Objectives of the program including learning goals for students 4. Assessment plan 5. How program meets Baccalaureate Competencies, General Education (BoK)

requirements, and Integrated Core Learning

Appendix 14

Program Certification Checklist College: ___________________________________________________________________ Program: ________________________________________________________________ Program Level: Undergraduate Graduate Indicate completion of checklist items : Identified Learning Outcomes

Yes No Have identified student outcomes expected from this course. Accreditation and Accountability

Yes No Given consideration to the assessment process of the program.

Yes No Evaluated the communication strategy the program uses for key stakeholders (e.g. prospective students, current students, alumni, employers, etc.).

Yes No Established mechanisms the program uses for reviewing and updating the

curriculum.

Yes No If your program is accredited, determined if you meet the designated semester standards.

Yes No Determined the means by which your curriculum can best meet professional

standards. General Education (undergraduate programs only)

Yes No Determined that your semester program includes all courses and experiences required by the semester General Education Program.

Yes No Determined that your semester program intentionally contributes to the

achievement of the baccalaureate competencies (critical thinking, knowledge integration, social responsibility, effective communication).

Yes No Evaluated opportunities for minors and certificates.

Yes No Identified pathways for students interested in completing minors, certificates or

double majors (if appropriate).

Yes No Thoughtfully addressed Integrated Core Learning (see Appendix).

Yes No Determined how the semester major is consistent with ideas of Integrated Core Learning.

Yes No Identified First Year components (e.g., suggested courses, experiences,

activities, etc.) for students in your major.

Yes No Considered forms of experiential learning (e.g., co-op, internship, study abroad, clinical placements, exhibits and performances, service learning, undergraduate research) that are appropriate for students majoring in your program.

Yes No Clarified for students when to build these experiences into the program.

Yes No Designated appropriate opportunities for student reflection as part of these

experiences.

Yes No Provided opportunities for interdisciplinary broadening and perspectives.

Yes No Developed an explicit plan for advising students in the program. Graduate Programs

Yes No Established doctoral orientation courses for new students that cover: Graduate School and program policies; the selection of advisors and committee members; qualifying examination processes; development of research agendas; dissertation writing; student professional development; career opportunities; and other topics as needed.

Yes No Established doctoral courses preparatory for dissertation.

Yes No Determined what preparation you will provide graduate students for teaching.

Certification Approval :

Academic Unit Head: ___________________________________ Date: _______________ Unit Curriculum Committee Chair: _________________________ Date: _______________ Colleges: ____________________________________________ Date: _______________

Appendix 15

Semester Conversion Checklist College: ___________________________________________________________________ Department/Program: ________________________________________________________ Major: _____________________________________________________________________ Degree Title (i.e. AA, BA, BS): _________________________________________________ Program Level: Undergraduate Graduate

Credit Hours New Program Old Program Degree Core Requirements

General Education

Credit Hours in Major

Credit Hours in Supporting Courses

Attachments :

1. Curriculum Model: Use table to list all courses that comprise the major/program. Include

course number, type of course and credit hours. Show current program in quarter system and new program in semester system.

2. Curriculum Calendar: Use table to show major/program across semester calendar.

3. Objectives of the program: List goals and objectives for major/program that faculty used to determine courses.

4. Integrated Core Learning and General Education (BoK): Explain how the curriculum

meets the objectives.

5. Experiential Education requirements (co-op, clinical training, student teaching, etc.): Provide a detailed explanation of this component of the curriculum.

6. Accreditation: Give a brief summary of how major/program meets any accreditation

standards specific to major/program.

7. Any changes related to curricular conversion, such as if a specialty has been dropped or new initiatives have been added.

8. If any other departments or colleges are involved in specific program.

9. Course numbering for registrar

10. Program Certification: Completed Program Certification Checklist (Appendix 4H)

Appendix 16

Recommendations for Graduate Program Approvals For Quarter to Semester Conversion

Each college will use its established governance process for reviewing and approving all graduate programs. This will include appropriate review from the program, department and dean prior to being forwarded to the Graduate School. Joint programs with other Colleges should be reviewed by each party, with a single transmittal from the lead college.

All programs submitted for approval should contain a routing form, a statement of the program objectives, a table demonstrating the program requirements, the program curriculum, and a brief description of all courses with semester numbering in place if possible.

Routing Form – A standard graduate routing form indicating all of the steps to be followed in the program approval process will accompany each program’s paperwork. It will detail the following information: the college name, the program name and level, and the date the process is started. It will also identify the total number of semester credit hours and the number of semester credit hours in the program. The routing form will include places for dates and signatures for 1) the date each action is proposed 2) a description of the action and the date it was accomplished and 3) the signature of the person responsible. At each level of review, the original signed copy of the routing form should be sent to the next level of approval.

Statement of Program Objectives – Each program should provide a brief statement of the overall program objectives.

Program Requirements – A table listing the program requirements should be included. It should specify the current (quarter) requirements, the new (semester) requirements, and explicitly state the changes made during the conversion.

• Credit hours – The current number of quarter hours and the new number of semester hours should be listed. Programs should endeavor to reduce these by approximately one third.

• Length of program – The table should specify the approximate length of the program, and indicate the minimum or maximum boundaries if they exist.

• Admission requirements – Each program should evaluate and specify their admission requirements.

• Core course requirements – Each program should list their core course requirements and their titles. If possible, both the old and new numbering should be reflected in the table. Any changes that are made to the courses should be explicitly stated (e.g. title change, curriculum change, course eliminated, course replaced, or courses compressed). Course descriptions should be attached as another document.

• Elective courses offered – This should contain the same information as the required core courses.

• Other requirements – This section should detail other work required for completion of the program including research projects, qualifying exams, defenses, seminars, oral presentations, writing of a thesis or dissertation, clinicals, etc.

• Graduation requirements – Each program should state the requirements required for completion of the program, including minimum and maximum credit hours, GPA, etc.

Graduate Curriculum – Each program should provide an example of a full schedule, showing which courses should be taken in each semester.

Course Description – All courses should be identified and briefly described. This should include the semester course number, course title, number of semester hours, prerequisites, and a brief description of the course. Required courses offered by other programs should be included.

Appendix 17

Semester Conversion Checklist Example: Complete Undergraduate Documentation

College: _____Raymond Walters College_______________________________________ Department/Program: _______Biology________________________________________ Major: ____Pre-Biology______________________________________________________ Degree Title (i.e. AA, BA, BS): ___AA____________________________________________ Program Level: Undergraduate Graduate

Credit Hours New Program Old Program Degree Core Requirements 22 33

General Education 9 15

Credit Hours in Major 18 27

Credit Hours in Supporting Courses 27 40

Attachments :

1. Curriculum Model: Use table to list all courses which comprise the major/ program. Include

course number, type of course and credit hours. Show current program in quarter system and new program in semester system.

2. Curriculum Calendar: Use table to show major/program across semester calendar.

3. Objectives of the program: List goals and objectives for major/program that faculty used to determine courses.

4. Integrated Core Learning and General Education (BoK): Explain how the curriculum

meets the objectives.

5. Experiential Education requirements (co-op, clinical training, student teaching etc.): Provide a detailed explanation of this component of the curriculum.

6. Accreditation: Give a brief summary of how major/program meets any accreditation

standards specific to major/program

7. Any changes related to curricular conversion such as if a specialty has been dropped or new initiatives

8. If any other departments or colleges are involved in specific program

9. Course numbering for registrar

10. Program Certification: Completed Program Certification Checklist (Appendix 4H)

1. Curriculum Model Course # Title Type QH Course # Title Type SH MAJOR COURSES 28BIOL101 Biology I lec/lab 5 28BIOL1010 Biology I lec/lab 5 28BIOL102 Biology II lec/lab 5 28BIOL1020 Biology II lec/lab 5 28BIOL103 Biology III lec/lab 5 28BIOL301 Cell lec/lab 4 28BIOL3010 Cell lec/lab 4 28BIOL302 Genetics lec/lab 4 28BIOL3030 Ecology lec/lab 4 28BIOL303 Ecology lec/lab 4 28MATH225 Finite Math/Calc lec/lab 3 28MATH2250 Finite Math/Calc lec/lab 3 28MATH226 Finite Math/Calc II lec/lab 3 28MATH2260 Finite Math/Calc II lec/lab 3 28MATH227 Finite Math/Calc III lec/lab 3 OR OR 28MATH251 Calc/Anal Geometry Ilec 5 28MATH2510 Calc Anal GeomI lec 4 28MATH252 Calc Anal Geometry IIlec 5 28MATH2520 Calc Anal GeomII lec 3 28CHEM101 First Y Chem lec/lab 5 28CHEM1010 First Y Chem lec/lab 5 28CHEM102 First Y Chem lec/lab 5 28CHEM1020 First Y Chem lec/lab 5 28CHEM103 First Y Chem lec/lab 5 28CHEM201 Organic Chem I lec/lab 5 28CHEM2010 Organic Chem I lec/lab 5 28CHEM202 Organic Chem II lec/lab 5 28CHEM2020 Organic Chem II lec/lab 5 28CHEM203 Organic Chem III lec/lab 5 List College/School Courses 28ENGL101 English Comp I lec 3 28ENGL1010 English Comp I lec 3 28ENGL102 English Comp II lec 3 28ENGL2890 Intermediate Comp lec 3 28ENGL289 Intermediate Comp lec 3 General Electives lec 24 General Electives lec 16

2. Curriculum Calendar

Year 1 Autumn Spring BIOL1010 BIOL1020 CHEM010 CHEM1020 MATH2260 or MATH2510 MATH2270 or MATH2520 ENGL1010 General Elective*

General Elective*

Year 2 Autumn Spring BIOL3010 Cell Structure and Function BIOL3020 Ecology CHEM2010 Organic Chemistry I CHEM2020 Organic Chemistry II ENGL2890 General Elective* General Elective* General Elective* *General electives should fulfill the Breadth of Knowledge requirements.

3. Objectives of Program: Pre-Biology Student will: Understand that biology is evidence based Understand that all living things are made of cells and cells are derived from pre-existing cells Understand the molecular basis of inheritance Understand that diversity is derived from evolutionary change Understand that living systems are complex chemical systems Understand that living organisms require a source of energy to survive Understand that living organisms grow and reproduce Understand that organisms and environment interact study organisms at multiple levels of complexity: chemical, cellular, tissue, organ, etc Describe the structure of a protein Relate how the structure of proteins contributes to its function Describe the structure and function of major the eukaryotic cellular organelles Understand how changes in cell function lead to cancer Improve ecological literacy about how the natural world works and how ecological knowledge is constructed using the scientific method. Understand the role and importance of ecology as a biological science. Understand and properly use the basic vocabulary for the ecology Understand the evolutionary development and significance of ecological processes. Understand the influence of topography, climate, and biogeography on ecology. Understand the fundamental patterns of resource exploitation in populations, communities and ecosystems. Understand the essential patterns of species tolerance limits, intraspecific competition, and mate choice. Understand the essential patterns of interspecific competition, predation, disease processes, herbivory, and symbioses. Understand and describe the flow of energy and nutrients through ecosystem components. Understand and apply the concepts of species extinction, biodiversity, metapopulation dynamics, and conservation ecology. Understand the influence of landscape structure on community dynamics. Evaluate the suitability of a landscape relative to species-specific life requirements. Understand the basic mathematical formulae commonly used by ecologist to model ecological processes. Improve data collection, analysis, and interpretation skills (statistics). Improve analytic skills through active learning, critical thinking questions, and model building. Begin to synthesize materials from multiple sources, including laboratory data, and identify relationships between ideas. Begin to evaluate primary literature Write and test hypotheses Improve data collection, analysis, and interpretation skills (statistics). Improve analytic skills through active learning, critical thinking questions, and model building.

4. Integrated Core Learning and General Education Integrated Core Learning Pre-Biology AA degree incorporates UCs Integrated Core Learning: First Year Experience and the Mid Collegiate Experience. First Year Experience: Pre-Biology majors are encouraged to participate in college orientation; biology advisors are available to meet with students during orientation. Freshman Chemistry and Biology courses will offer learning communities to students. Additionally, these classes will use common lab reports and lab notebook formats and data analysis and presentation. Mid Collegiate Experience: 100 and 200 level lab courses provide students with rigorous laboratory experience that introduces scientific methodology. Upon successful completion of these courses students should demonstrate a basic understanding of basic instrumentation used in biology, the scientific method, and use of controls and variables in hypothesis testing. Baccalaureate Competencies Expected outcomes of the four Baccalaureate Competencies are dependent on other curricular components as well as biology courses for biology majors. Three of the competencies are integral components of all biology courses. We have defined freshman and sophomore learning outcomes for each of these three competencies. Critical Thinking 100-level courses Students will demonstrate an understanding of:

The scientific method Hypothesis testing Experimental design The basics of reading and assessing scientific literature 200-level courses Students will be able to:

Collection and analysis of data Reading and assessing scientific literature Effective Communication 100 level courses Students will: Begin writing hypotheses Begin writing lab reports Have a basic understanding of the language of biology 200 level courses Students will: Complete short essay exam questions Display a deeper understanding and use of language of biology Effectively present experimental data Knowledge Integration 100 level courses Students will:

Begin to interpret experimental data Begin to applying biological perspectives to solving problems

200 level courses Students will: Draw conclusions from literature and laboratory data Analyze and assess scientific data Draw conclusions from data Note: General Education requirements will be further discussed once final document is approved (target date 12/2008). 5. Experiential Learning: Experiential Learning in Biology will occur primarily during laboratory courses. Skills acquired by the students include: the ability to utilize of modern instrumentation, the understanding of analytical techniques and data collection, the ability to utilize sampling methods. 6. Any changes related to curricular conversion, such as if a specialty has been dropped or new initiatives. Genetics has been removed from the requirements for an AA degree in Pre-Biology. Students should take this course in their junior year as part of the baccalaureate requirements in biology. 7. If any other departments or colleges are involved in specific program. We have worked with the Chemistry and Mathematics Departments to redesign courses for the Pre-Biology Major. E-mail conformations of this collaborative effort are attached. 8. Accreditation Not applicable for Biology major. 9. Course numbering for registrar: All biology courses required for this degree have been approved as standard course credit/TAG courses.

Appendix 18

Program Certification Checklist College: ____ Raymond Walters College ____________________________________________ Program: ____ Biology___________________________________________________________ Program Level: Undergraduate Graduate Indicate completion of checklist items : Identified Learning Outcomes

Yes No Have identified student outcomes expected from this course. Accreditation and Accountability

Yes No Given consideration to the assessment process of the program.

Yes No Evaluated the communication strategy the program uses for key stakeholders (e.g. prospective students, current students, alumni, employers, etc.).

Yes No Established mechanisms the program uses for reviewing and updating the

curriculum.

Yes No (NA) If your program is accredited, determined if you meet the designated semester standards.

Yes No Determined the means by which your curriculum can best meet professional

standards. General Education (undergraduate programs only)

Yes No Determined that your semester program includes all courses and experiences required by the semester General Education Program.

Yes No Determined that your semester program intentionally contributes to the

achievement of the baccalaureate competencies (critical thinking, knowledge integration, social responsibility, effective communication).

Yes No Evaluated opportunities for minors and certificates.

Yes No Identified pathways for students interested in completing minors, certificates or

double majors (if appropriate).

Yes No Thoughtfully addressed Integrated Core Learning (see Appendix).

Yes No Determined how the semester major is consistent with ideas of Integrated Core

Learning.

Yes No Identified First Year components (e.g. suggested courses, experiences, activities, etc) for students in your major.

Yes No Considered forms of experiential learning (e.g. co-op, internship, study abroad,

clinical placements, exhibits and performances, service learning, undergraduate research) that are appropriate for students majoring in your program.

Yes No Clarified for students when to build these experiences into the program.

Yes No Designated appropriate opportunities for student reflection as part of these

experiences

Yes No Provided opportunities for interdisciplinary broadening and perspectives

Yes No Developed an explicit plan for advising students in the program Graduate Programs

Yes No Established doctoral orientation courses for new students that cover: Graduate School and program policies; the selection of advisors and committee members; qualifying examination processes; development of research agendas; dissertation writing; student professional development; career opportunities; and other topics as needed.

Yes No Established doctoral courses preparatory for dissertation.

Yes No Determined what preparation you will provide graduate students for teaching.

Certification Approval :

Academic Unit Head: ___________________________________ Date: _______________ Unit Curriculum Committee Chair: _________________________ Date: _______________ Colleges: ____________________________________________ Date: _______________

Appendix 19

Graduate Program Requirements Form College: ___________________________________________________________________ Program/Degree Name: ________________________________________________________ Requirements Current New Changes

1 Credit Hours

2 Length of Program

3 Admission Requirements

4 Core Course Requirements

5 Elective Courses

6 Other Requirements

7 Graduation Requirements

8 Measure of Progress

Appendix 20

Graduate Program Requirements Form College: __College of Business____________________________________________________ Program/Degree Name: ___Master’s of Science in Finance_____________________________ Requirements Current New Changes

1 Credit Hours 45 QH 30 SH

2 Length of Program 1 year 1 year No change

3 Admission Requirements

Bachelor's degree 3 letters of recommendation University transcripts Personal statement GRE TOEFL (international)

Bachelor's degree 3 letters of recommendation University transcripts Personal statement GRE TOEFL (international)

4 Core Course Requirements

Quantitative Methods 1 (FIN 711) Quantitative Methods 2 (FIN 712) Quantitative Methods 3 (FIN 713) Ethics (FIN 725) Methods in Finance (FIN 735) Market Finance 1 (FIN 751) Market Finance 2 (FIN 752) Market Finance 3 (FIN 753)

Quantitative Methods 1 (FIN 7110) Quantitative Methods 2 (FIN 7120) Ethics (FIN 7250) Methods in Finance (FIN 7350) Market Finance 1 (FIN 7510) Market Finance 2 (FIN 7520)

Convert 3 quarters to 2 semesters no change new course title convert 3 quarters to 2 semesters

5 Elective Courses Marketing (MKTG 711) Accounting (ACCT 711)

Marketing (MKTG 7110)

replaced courses

6 Other Requirements PhD research Defense Dissertation

7 Graduation Requirements

45 credits, 3.0 GPA 30 credits, 3.0 GPA required credits

8 Measure of Progress

Students will successfully complete the requirements above.

Students will successfully complete the requirements above.

Appendix 21

Uniform University of Cincinnati Co-op Calendar

From: Dr. Anthony J. Perzigian, Senior Vice President and Provost Dr. Kristi A. Nelson, Senior Vice Provost

To: Dr. Kettil Cedercreutz, Associate Provost and Director

Re: Uniform University of Cincinnati Co-op Calendar

Date: March 12, 2008.

The Provost Office has reviewed the work of the Co-op Calendar Subcommittee of the Calendar Subcommittee of the Semester Conversion Taskforce and can now offer comment. The co-op calendar templates which have been shared with my office for evaluation are presented below:

AB AB

AB

AB

AB

Abreviations: Number: Co-op Semester Number School: Letters: Duplicate offeringsCo-op:

A

4.2

4.3

Identi- fier Sect.

5.1

5.2

4.1

A

4 D

C D 1

2A

1 2

1 B 2B

B3 4CC 3

4 53

Senior

5

Sum. Fall Sprng

4

D

C

Sum. Fall Spring

45 Co-op Semester Solutions

E

4

Freshmen Sophomore Pre Junior

A

2 3

Junior

C 4 DD 43 A B C1 2

1 A

SprngSpring Sum. Fall

B

1 2

Fall Sprng Sum. Fall

1 2 C3 41 C2 3

A

D D

C

2 3 5

2 B 3

A

AB

B

B

B

1 `

`

` 1 C A

1 A

5 4 Co-op Semester Solutions

3 D 4 E

A Baccalaureate co-op program at the University of Cincinnati is five years which will continue after conversion to semesters. As the University of Cincinnati Co-op Program will not support single section solutions, the Office of the Provost evaluated the above schedules as follows:

Calendars 5.1 and 5.2 Calendars 5.1 and 5.2 are suitable for Baccalaureate level co-op programs under the condition that one of the semesters can be substituted for an alternative one semester experiential learning experience of the student’s choice. These experiential learning options could include but are not limited to service learning, study abroad, industrial design clinic, research co-op, etc.

As the calendar relies on an eight semester curriculum, it should not have an impact on the tuition traditionally charged to baccalaureate students.

This is also very much in line with the philosophy of UC|21 as it provides more flexibility of choice to co-op students with regard to their experiential learning selection. It also provides students with the opportunity to balance co-op with other experiential learning options without creating a mandatory increase of time on co-op. The model further supports the strong UC reputation among employers as the proportion of students with 12 – 18 months of co-op experience does not get significantly altered.

Calendars 4.1 – 4.3 Calendar 4.1 – 4.3 relies on four semesters of co-op and nine semesters of school. This calendar is applicable only for integrated Baccalaureate and Masters level programs such as ACCEND as the additional semester can be used to earn masters level credit. The details of a sequence integrating the Baccalaureate and Masters Level Architecture Programs leading to the licensure will be worked out at a later date.

Deviations from the above calendars will need to be negotiated with the Division of Professional Practice and approved by the Office of the Provost.

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