Semesters at Miami University:

“Been There, Done That: Fall 2009 Sea Change and Continuing Improvements”

Semester Summit October 25, 2010

Dave Sauter, University Registrar, Miami University

TOOLS and SOURCE DOCUMENTS

  1. Academic Course Planning Report (updated report and assessment report)
  2. Timeblock Matrix
  3. Final Exam Grid
  4. Academic Year Calendar
  5. Graphical Calendar
  6. Scheduling Policy
  7. Instructional Space Inventory

***

(ACP Report Introduction)

Academic Course Planning (ACP): Full Report

Updated June 11, 2009

Compiled by Dave Sauter, University Registrar

The purpose of evaluating Academic Course Planning (ACP) is to maximize student success and timely progress toward degree completion while promoting an exceptional instructional learning environment for faculty and students. Key objectives are as follows:

  • Coordinate departmental class offerings across all timeblocks and all days to promote student success and maximize resource utilization.
  • Maintain current pedagogy and accommodate new pedagogy, such as increased 75 minute classes, TOP25 initiatives, and increased non-traditional instruction.
  • Offer both traditional MWF and TR blocks while overlaying alternate instructional formats to maximize faculty flexibility and student choice.
  • Implement a Class Scheduling Policy which reflects the instructional needs of the future, insuring adherence to timeblocks and assuring an equal distribution of classes across all days and times.
  • Monitormeasures of success and involve the Office of the Registrar, Divisional Lead Schedulers, and Department Chairs/Program Directors as participants in the process endorsed by the Provost.

Semesters at Miami University:

“Been There, Done That: Fall 2009 Sea Change and Continuing Improvements”

Semester Summit October 25, 2010

Dave Sauter, University Registrar, Miami University

HIGH LEVEL THINKING – THE PROCESS – LESSONS LEARNED

A sea-change - cultural shift, remarkable in its unremarkableness. An ongoing report, Academic Course Planning (ACP), guided every move and served as an e-communication tool for recording decisions – an ACP Assessment Report exists for continuing monitoring.

  1. We revisited the calendar – structured fall/spring to start on a Monday, have 8 weeks of instruction followed by either fall Friday break or spring break, then remaining 7 weeks plus one week of finals.
  2. We maintained a percentage based deadline calendar.
  3. A major driver of the changes as a need for more flexibility in the class offerings – MWF 50 minutes or TR 75 minutes would not be good enough anymore – enter “super-blocks”.
  4. We knew we could change century-old class start time behaviors- changed the paradigm.
  5. We examined the “add-on” testing period (typically evenings) to eliminate the growing number of day classes which met several evenings across the term for special testing.
  6. Revised the final exam week to standardize across all campuses, enable group exams, and match class day/time with final assessment day/time as closely as possible.
  7. Reviewed various “parts of term” (sprint classes) to have more classes within the flex terms rather than spread across various weeks..
  8. Worked with Provost Office to move as many dedicated spaces to centrally scheduled – typically this meant centrally funded.
  9. We worked with IT and Classroom Enhancements Council to insure standard technology in nearly every general classroom – enhancements in many other spaces.
  10. Met with as many constituencies to leave NO issue un-reviewed! Intercollegiate Athletics, Housing and Dining, Parking and Transportation, Police, Associated Student Government, Student Affairs, All divisions and selected departments, President’s Office.
  11. Utilized both key space groups on campus, of which I am a member and led by Associate Provost. All issues are vetted within these groups – Space Utilization Group handles and Classroom Enhancement Council handles anything with classrooms, from furniture to size to technology.
  12. We utilized this moment in time to review policies – and at times revised policies, such as last day to drop with ‘W’ = last day to audit.
  13. We run various reports as class schedule unfolds – timespread report by clusters such as Miami Plan, or department, or complete division.
  14. Scheduling Policy – approved by University Senate and established percentages across days/times among others.
  15. Monitor the trio: classroom size, class limit, and actual enrollment – 3 year history to show the reality.
  16. We use an hourglass approach to class schedule development – our office sends/receives info through department and division, not from faculty directly.
  17. We’re working with Ad Astra – scheduling/space utilization vendor – to refine a “Strategic Checkup” to show low enrolled classes, classes out of timeblocks, undersubscribed majors, etc. This will help us meet significant projected budget deficit by having real answers to long sought after questions of class offerings. Data, data, data!
  18. We visit with furniture vendors (MICH) as well as get loaner furniture on campus – how can the dynamics of the room and the furnishings help the learning experience.
  19. Fall 2009, Spring 2009, and now changes to Summer 2011 – schedule was built by hand to avoid the “same old same old” routine and monitor the new timeblocks.
  20. BE=HALF Project – Building Efficiency = Hall Accessibility and Less Fuel – working with engineers and physical facilities specialists to adjust heat/coolant systems to maximize efficiency – by time of day, efficient building use for class/event assignments, using “zones” within buildings for scheduling rather than all classrooms. Buildings classified by preferred, secondary, and avoid completely.
  21. Versatile spaces – multiple use labs, moveable furniture, etc. all point to increased use – including having dept. classroom priority as NEEDED, and justified.
  22. Conduct classroom tours with offices such as Provost, physical plant, architects, planner, designers, disability services, custodial, technology health and safety – and the specific building supervisor.
  23. Periodically do a pedestrian flow design to see how many students/faculty/staff are in various buildings throughout the day – using for custodial assignments, food court supplies, bus services, etc. The impact of our new Business Building caused a major shift in patterns.

***

TOOLS and SOURCE DOCUMENTS

  • Academic Course Planning Report (updated report and assessment report)
  • Timeblock Matrix
  • Final Exam Grid
  • Academic Year Calendar
  • Graphical Calendar
  • Scheduling Policy
  • Instructional Space Inventory

***

(ACP Report Introduction)

Academic Course Planning (ACP): Full Report

Updated June 11, 2009

Compiled by Dave Sauter, University Registrar

The purpose of evaluating Academic Course Planning (ACP) is to maximize student success and timely progress toward degree completion while promoting an exceptional instructional learning environment for faculty and students. Key objectives are as follows:

  • Coordinate departmental class offerings across all timeblocks and all days to promote student success and maximize resource utilization.
  • Maintain current pedagogy and accommodate new pedagogy, such as increased 75 minute classes, TOP25 initiatives, and increased non-traditional instruction.
  • Offer both traditional MWF and TR blocks while overlaying alternate instructional formats to maximize faculty flexibility and student choice.
  • Implement a Class Scheduling Policy which reflects the instructional needs of the future, insuring adherence to timeblocks and assuring an equal distribution of classes across all days and times.
  • Monitormeasures of success and involve the Office of the Registrar, Divisional Lead Schedulers, and Department Chairs/Program Directors as participants in the process endorsed by the Provost.

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