Semester conversion lessons learned at the university of toledo
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Semester Conversion: Lessons Learned At The University of Toledo. Ohio Semesters Summit The Ohio State University. Andy Jorgensen UT Director of Calendar Conversion, 1995-97 Associate Professor & Director of General Chemistry . October 25 , 2010. Lessons From Toledo.

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Semester Conversion: Lessons Learned At The University of Toledo

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Semester conversion lessons learned at the university of toledo

Semester Conversion: Lessons Learned At The

University of Toledo

Ohio Semesters Summit

The Ohio State University

Andy Jorgensen

UT Director of Calendar Conversion, 1995-97

Associate Professor & Director of General Chemistry

October 25 , 2010


Lessons from toledo

Lessons From Toledo

  • Overview & Statistics

  • Principles of Conversion

  • The Practice of Conversion

  • Outcomes

  • Advice to Future Converters


Overview and statistics

Overview and Statistics

  • Decision made in May 1995 for August 1997

    • This allowed only 27 months for completion

  • 5 Major new committees (two @ 30 members) created to work with existing groups

  • Every faculty member & advisor was involved

  • 5,200 Semester courses created

  • All courses and curricula were approved through the existing system – no short-cuts

    • No cut-rate curricula!


Principles of conversion

Principles of Conversion

  • Use existing structures (e.g. Faculty Senate)

  • Communicate with students, faculty, staff

  • Require 2/3rds conversion, either:

    • Per course (4 or 5 quarter hrs to 3 semester hrs)

    • Per sequence (3 courses to 2 courses)

  • Curricular unit expansion not permitted without approval

  • Students will not be disadvantaged if they remain registered full time


Practice of conversion

Practice of Conversion

  • Established broad buy-in via membership of committees

  • Normalized rules and policies across colleges

  • Offered transition courses for 1 year

  • Provided training, resources, conversion office

  • Faculty working on curricular development given course release or compensation


Strategies used to portray the conversion as positive and beneficial

Strategies Used to Portray the Conversion as Positive and Beneficial

  • Stated the guarantee and meant it:

    • “You will not be disadvantaged….”

  • Noted the pedagogical value and common existence of semesters

  • Disarmed anxiety:

    • Did you go to high school?

    • It was almost certainly on semesters

  • Stressed assistance via branded communication


Outcomes

Outcomes

  • Ongoing enrollment decline leveled off

  • Transfer and articulation improved

  • Normalization achieved across colleges

  • Scheduling rationalized (room and time)

  • Student Satisfaction Survey:

    • Mail: Satisfied ≈ Dissatisfied

    • Phone: Satisfied = 2 x Dissatisfied

  • Graduation numbers increased in last quarter

  • Students moved to lighter credit hour loads

  • Zero university level student appeals submitted!


Semester conversion lessons learned at the university of toledo

First term on semesters was 1997. Merged with MCO in 2007.


Advice to future converters

Advice to Future Converters

  • Have central office and person for questions

  • State, restate, live Commitment to students

  • Encourage and support faculty to dream – and research new curricula

  • Utilize web extensively

  • Carry out exhaustive data checking

  • Be sensitive to morale of all parties

  • Celebrate completion!

    “Thanks to you, it’s Time for Semesters”


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