How to Survive A Quarter to Semester Conversion

1. How to Survive A Quarter to Semester Conversion Dr. Belle S. Wheelan, President SACS Commission on Colleges May 11, 2010

2. Definitions • Academic Term—the time when classes are held, i.e., fall, spring, summer • Semester—an academic year with two terms of 15 weeks (30 weeks total) [81%] • Quarter—an academic year with THREE 10 week terms (30 weeks total) • Trimester—an academic year with three 10-11 week terms (30-33 weeks) • Open Entry/Exit—most typical in on-line programs

3. Key to Successful Transition • “…Working with faculty, students and staff to ensure an appropriate perspective and frame of reference as they undertake the change.” • Fred Gainous, Former Chancellor • Alabama System

4. Why Semesters? • Most common practice in the world (Common Calendar)

5. Australia Belgium Brazil China Denmark Germany Hong Kong India Ireland Israel Mexico Poland Portugal Russia United Kingdom (varies) Semester Systems

6. Why Semesters? • Ensures same amount of academic credit for classes across institutions

7. Credit Values • Hours—3 quarter hrs = 2 semester hrs • Credits—quarter hours are usually 4 or 5 credits and semester hours are 3 credits • Full time student must take five courses per semester OR 3 or 4 courses per quarter • Students must take more classes to learn same amount of information under quarter systems

8. Why Semesters? • Facilitates Transfer Among Different Institutions Across the World

9. American Association of Collegiate Registrars and Admission Officers • Transfer Credit Practices—is published to facilitate student mobility among institutions and to reduce the problems of students who attend more than one institution in the pursuit of an associate, baccalaureate or post-baccalaureate degree. • AACRAO Transfer Practices

10. Why Semesters? • Several Advantages

11. Advantages of Semesters • Overall • More time on task for students to absorb and comprehend material, complete papers and projects • Easier to transfer credits • Earlier graduation date puts students in the job market earlier • More time teaching than registering students • More flexibility in scheduling classes • Reduced costs of buying textbooks, printing class schedules, etc. • Opportunity to Revamp the Curriculum

12. Advantages Continued • Instructional • Scheduling (fewer courses needed) • Fewer Course sections needed • More classrooms available in the afternoon • Allows part-timers to enroll in more than one class per term • Student retention should increase

13. Getting Down to the Nuts and Bolts

14. Issues and Policies to Consider • Teaching Faculty • Load—Courses and hours to be taught (regular terms and overloads) • Consulting/Research Efforts • Office hours, Committee Meetings, etc. • Compensation (Fall & Spring vs Summer) • Vacations • MORALE

15. Quarters 50 days of class +5 days of exams +1 day pre-class 56 days/quarter ÷3 months/quarter 18 2/3 days/month The Ohio State University Semesters 70 days of class +5 days of exams +1 reading day 76 days/semester x2 semesters 152 days +19 days May term 171 days ÷ 9 months 19 days/month Sample Faculty Load Translation

16. Sample Faculty Load • FL SP SU • Total Duty Days 175 54 • Instructional Weeks 15 10 10 • Exam Days 5 5 3 • Total Days/Weeks 80/16 80/16 53 • Registration Days 2 2 1 • Prof. Devel. (state) 2 3 • Prof. Devel. (local)  6  • Alabama College System

17. Issues and Policies Continued • Academic Calendar • Length of terms • Dates for Final Exams, Withdrawal, etc. • Graduation Dates • Admission and Registration Dates • Computation of Grade Point Averages • Revision of Number of hours in degree and certificate programs

18. Issues and Policies Continued • Student Services • Advisors to meet with students to explain & reconfigure their academic program • Set positive tone with students to ease transition • Identification of a Coordinator to: • Handle Complaints • Make Decisions About Course Substitutions • Opportunity to Make Changes in Advising Process • How to Handle Repetition of Courses Taken Under Quarter System, “I” grades, Student Classifications, Conversion of GPA’s, etc. • Calculation of Honor Lists, Warning & Probationary Status, etc.

19. Issues and Policies Continued • Student Concerns • No Loss of Credit • No Extended Time to Graduation • No Overall Increased Costs (up front costs may be more because of only paying twice a year rather than 3 times)

20. Issues and Policies Continued • Fiscal • Ensure no net increases in tuition/fees • Plan for change in revenue the first year or two due to enrollment changes (+ or -) • Need for an Emergency Loan Fund or Tuition Payment Plan • Potential Changes in Payroll Dates • Changes in Tuition Rates & fees, Dates for payments, Refunds, Pell Grant Distributions, etc. • Potential Costs to implement Conversion

21. Issues and Policies Continued • Information Services • Changes in software programs and databases • New Transcripts with Explanations of Changes • Conversion of GPA’s • New Bills • Change in Term for Financial Aid purposes

22. Issues and Policies Continued • Potential New Processes/Practices • Information Packet for Students Explaining Conversion • Common Course Directory—standardized numbers, definitions, prefixes, and credit • Course Program Completion Form (Academic Audit) • New Procedures for Adding Courses • New Assessment Processes for Faculty, courses & programs, and process

24. Questions and Feedback

26. Contact Information SACS Commission on Colleges Dr. Belle S. Wheelan, President 404.679.4512 bwheelan@sacscoc.org www.sacscoc.org