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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
  • 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
  • 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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