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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

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 Beneficial

  • 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!



Advice to future converters
Advice to Future Converters Beneficial

  • 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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