Report of the Semester Conversion Task Force - California State ...

Semester Conversion Task Force ReportTable of ContentsExecutive summary....................................................................................................................................2Background and organization..................................................................................................................4History.......................................................................................................................................................................4The Task Force and its committees..........................................................................................................................5Charge, guidance, principles and priorities.............................................................................................................7How to think in semester units..................................................................................................................................9Conversion outcomes (CONV)..............................................................................................................12Calendar.................................................................................................................................................................13Curriculum..............................................................................................................................................................16Advisement.............................................................................................................................................................16Communication.......................................................................................................................................................19Infrastructure (student services).............................................................................................................................19Information technology...........................................................................................................................................20General education..................................................................................................................................................21Transformation........................................................................................................................................................22Converting University operations (OPER) .........................................................................................23Overall coordination................................................................................................................................................23Consolidated timeline.............................................................................................................................................24Curriculum conversion............................................................................................................................................25Information technology...........................................................................................................................................26Infrastructure (student services).............................................................................................................................26Policies and procedures.........................................................................................................................................27Additional considerations: Faculty workload.....................................................................................29Supporting activities (SUPP)..................................................................................................................31Advisement.............................................................................................................................................................31Communications.....................................................................................................................................................31Rough estimate of transition costs........................................................................................................34Concluding remarks.................................................................................................................................36Appendix: List of recommendations............................................................................................... 37-43List of TablesTable 1.Table 2.Table 3.Courses of various sizes combined with terms of various lengths..............................................................11The possible fall terms. The example years represent all possible Labor Day dates.................................12Possible 2013-2014 dates...........................................................................................................................14Tables 4. and 4a.Sample class scheduling modules and options...........................................................................15Table 5. Student workload and time to degree completion for entering freshmen............................................. 18-19Table 6.Table 7.Table 8.Overview of transition timeline.....................................................................................................................24Faculty allocation of effort with various teaching percentages and term lengths..............................................30Summary of estimated transition costs........................................................................................................351

Semester Conversion Task Force ReportIf the University moves forward with semester conversion, The Task Force recommends:• A three-year conversion schedule—including clearly-defined milestones and checkpoints—so thatthe transition may occur in a transparent and well-organized manner, and a two-year period within thisschedule for curriculum conversion.• The semester calendar not officially commence before Fall 2013.• A calendar of two semesters per academic year, each including 14 weeks of instructional days, oneweek for finals, and up to one week for non-instructional days to accommodate holidays.• A significant increase in front-line staff resources to provide necessary and more individualizedservices to students, and additional staff to support conversion projects and processes (such asrecord transfer).• The development and distribution of a pledge to all students to assure support toward timelygraduation, as well as Individualized Advising Plans (IAPs), and the implementation of a mandatoryadvising system for transition and conversion periods.• The acquisition or development of software to support online curriculum proposal and review.• A flexible menu of curriculum conversion options within departments/divisions/schools ranging frommechanical conversion to more traditional faculty revision of courses and programs.• Substantial funding of faculty release time units (URT) during conversion for faculty training,curriculum conversion, and college review, as well as transitional student advisement.• The establishment of several new committees and/or offices, including an ad hoc ConversionCoordination Committee (CCC), Semester Conversion Office (SCO), Student CommunicationCommittee (SCC), and a standing Committee for University Transformation.3

Semester Conversion Task Force ReportThe Task Force and its committeesThe Task Force, formed in September 2009, consisted of the following members.Name Position OrganizationCheryl Ney (Chair) Interim Provost Academic AffairsCostello Brown (Assist. to Chair) Interim AVP for Academic Affairs Academic AffairsRuss Abbott Elected representative ECSTTerry Allison Dean, A&L A&LKevin Baaske Elected representative Academic SenateJoaquin Beltran President Associated Students, Inc.Carol Blaszczynski Elected representative B&EEvelyn Calvillo Elected representative HHSDesdemona Cardoza Provost Academic AffairsBill Chang Director ITS -CMS and Enterprise SystemsSteve Classen Elected representative A&LGilbert Garcia ITC-NSS Information Technology ServicesMichael Germano Elected representative LibraryJose Gomez Interim Associate VP Administration and FinanceNancy Hunt Elected representative CCOERobert Land Chair Academic SenateMichael Lee Associate Director ITS -CMS and Enterprise SystemsNancy Miron Executive Director Public AffairsEdith Porter Elected representative NSSPhil Romero Dean B&ESharon Ulanoff Elected representative Academic SenateJoan Woosley Registrar Registrar’s OfficeMembers of the Task Force were organized into committees, with each chaired by a Task Forcemember. The committees also included staff and faculty not on the Task Force.Advisement Evelyn Calvillo* HHS Angel Chan UAACEleanor Ferguson-Marshalleck HHS Becky Hopkins EOPKhozaima Jivanjee ASI Michael Lee ITS Zylia Lopez HHSMarcia Ann Murota UAAC Parviz Partow-Navid B&E Nancy Wada-McKee SSCalendar Sharon Ulanoff* CCOE Ann Garry A&LJosé Gomez UAS Gloria Mendoza GS Sheryl Okuno ITSSusan Tsuji A&F Joan Woosley RO5

Semester Conversion Task Force ReportCommunications Steve Classen* A&L Joseph Aguirre USUBryant Alexander A&L Maria Costa A&L Michael Leung ASITammie Leung Outreach Nancy Miron PA Phil Romero B&ECurriculum and Pegagogy Edith Porter* NSS Russ Abbott ECSTTerry Allison A&L Jeffrey Benedict A&L Jean Cruz EEMichael Germano Library Nancy Hunt CCOE Steven Jones UGChristopher Lenz CC William London HHS Paul Rosenthal B&EWayne Tikkanen NSS David Wang ASI James Williamson eLPSInfrastructure Carol Blaszczynski* B&E Kathy Anderson ROArt Estrada EOP Bobbie Galaz UAAC Jorge Lomeli FacilitiesVince Lopez Outreach Howard Masuda UTC Don Maurizio ECSTTamie Nguyen FinA Deborah Schaeffer Library Ronnie Wills COPolicies and Procedures Kevin Baaske* A&L Jill Carnahan A&FJenny Faust FacA Khoz JivanJee ASI Alan Muchlinski AABarbara Pereida UG Lianne Salerno RO Matt Warren SAA&F: Administration & Finance FinA: Financial Aid SS: Student ServicesASI: Associated Students, Inc. EOP: Educ. Opp. Program UAAC: Univ. Acad. Adv. Ctr.CC: Career Center GS: Graduate Studies UAS: Univ. Aux. Serv.CO: Cashier’s Office ITS: Information Tech. Services UTC: Univ. Tutorial CenterEE: Extended Education PA: Public Affairs USU: Univ. Student UnioneLPS: eLearning Progs. & Sup. RO: Registrar’s Office UG: Undergraduate StudiesFacA: Faculty AffairsSA: Student Affairs* Committee chair/co-chairThe committees submitted reports to the Task Force in June 2010.Known as the Writing Group, five Task Force members—Russ Abbott (coordinator), Michael Germano,Nancy Hunt, Edith Porter, and Sharon Ulanoff—drafted the final report. Jim Williamson, a member of theCurriculum & Pedagogy committee, provided editing.1The committee reports are available on SharePoint at https://atlantis.calstatela.edu:40365/Shared Documents/ in the folder:Task Force Final Report > Committee reports.6

Semester Conversion Task Force ReportCharge, guidance, principles, and prioritiesCharge and guidanceFollowing is the charge as received by the Task Force. The page numbers after each item identifysections in this report that apply to that item.President James M. Rosser has charged the Semester Conversion Task Force with developing acomprehensive plan to include the following elements as they relate to transitioning from a quarterto semester calendar:• A timeline for a transition; [p. 24]• A model of the semester system calendar; [p. 12]• The identification of transition costs and an appropriate and realistic budget; [p. 34-35]• An examination of academic policy implications; [pp. 27-28]• The identification of essential and critical modifications to the campus business processesand IT systems; [pp. 19, 20, 23, 26]• The creation of a comprehensive communication plan; [pp. 19, 31-33]• A model for simultaneous curriculum revision; [pp. 16, 25]• The identification of issues and policies impacting students enrolled during the transition.[pp. 27 (CP-C.7), 32]The Task Force will use the principles developed by the Academic Senate to guide the possibleconversion to semesters planning process.Each respective committee developed its own charge, with approval by the Task Force.In a July 2010 meeting and in follow-up email messages, Dr. Brown informed the Writing Group that itwas no longer responsible for complete cost estimates but that it should not limit its recommendationsfor lack of cost information:Whether some or all of your recommendations will ultimately be feasible to implement should notpreclude [you] from making those recommendation that [you consider] to be necessary.Academic Senate principles regarding conversionThe Task Force was guided by the Senate’s Principles Regarding Conversion.That:1. Faculty, staff, students and administrators work together on all phases of planning for possibleconversion to semesters.2. Conversion will not increase the time to graduation for students who transition from quartersto semesters.3. Students who will transition from quarters to semesters will receive individualized advisementbefore conversion to create a clear plan for progress to graduation, and follow-up advisementafter conversion, as needed.2https://atlantis.calstatela.edu:40365/Shared Documents/Charge to Planning Committee Revised 5-15-09.doc.3The complete resolution is available on SharePoint: https://atlantis.calstatela.edu:40365/Shared Documents/Resolution of PrinciplesRegarding Possible Conversion to Semesters.pdf.7

Semester Conversion Task Force Report4. No tenured/tenure track faculty or staff members will lose their employment as a result of aconversion to semesters.5. No academic programs will be discontinued as a result of a conversion to semesters exceptthrough ordinary program discontinuation procedures, as prescribed in Chapter IV of theFaculty Handbook.6. Reassigned time or stipends will be made available to faculty to perform program and coursemodifications for the conversion.7. Reassigned time or stipends will be provided to faculty for advisement of students who transitionfrom quarters to semesters.8. CSULA staff workload will not increase with conversion-related tasks without compensation.9. The earliest a conversion to semesters would be implemented is Fall, 2012.10. Colleges and departments/divisions/schools will have maximum flexibility to manage teachingloads in ways that meet the needs of faculty and students.11. If CSULA converts to semesters, this will not diminish the University’s commitment to theResearch, Scholarship and Creative Activity awards.12. If CSULA converts to semesters, sabbatical leaves will continue to be awarded to at least 12%of all those eligible to apply in a given year. In addition, all requests for full sabbaticals will befully-funded at half pay.13. If CSULA converts to semesters, faculty workload will not increase.Institutional learning goalsThe Task Force was also mindful of the University’s learning outcomes,• Knowledge: Mastery of content and processes of inquiry,• Proficiency: Intellectual skills,• Place and Community: Urban and global mission, and• Transformation: Integrative learning.Faculty prioritiesThe Task Force was also guided by the results of a survey that explored faculty priorities regardingconversion processes, outcomes, and objectives. Faculty members were asked to rank ten items in strictpriority order; ties were not permitted. The highest priority objective was to be ranked number 1; the lowestpriority objective ranked number 10. The results, averaged over all respondents, fell into natural groupings.Highest priority (3.38 - 3.79) [Teaching, learning, and professional achievement]• Maximizing opportunities for flexible and creative distribution of faculty and student workload (3.38)4See https://spcc.calstatela.edu/ilo.php.8

Semester Conversion Task Force Report• Improving student academic experience (3.38)• Refreshing and improving curriculum (3.79)Medium high priority (4.45) [Faculty role in decision making]• Providing faculty an opportunity to vote on conversion before a final decision is made (4.45)Medium low priority (5.93 - 6.25) [University structure, organization, and functioning]• Improving the fiscal stability of the University (5.93)• Transforming the University (5.98)• Streamlining administrative functions (6.24)• Maximizing course compatibility among CSULA, semester-based feeder schools, and sistercampuses (6.25)Lowest priority (7.19 - 7.94) [Issues not considered especially important]• Maximizing calendar compatibility with neighboring schools (7.19)• Automating the course and program conversion process (7.94)How to think in semester unitsThe CSULA community is comfortable thinking in terms of quarter units. This section is intended to helpdevelop an intuition for semester units.Paradoxical as it may seem, to understand the relationship between semester units and quarter units it isimportant to:1. Stop thinking in terms of either quarter units or semester units as a basic unit of credit. Instead,think of instructional hours as the basic unit of credit. Think of quarter units and semester unitsas two ways to group instructional hours into larger aggregates. One quarter unit represents 10instructional hours; one semester unit represents 15 instructional hours. A bachelor’s degreetypically requires 1,800 instructional hours—which is 1800/15 = 120 semester units or1800/10 = 180 quarter units.2. Stop associating semesters and quarters with term length. Although accustomed to thinkingof a quarter as 10 weeks and a semester as 15 weeks, it is important to break the connectionbetween term names and lengths. All that matters is that a quarter unit is 10 instructionalhours and a semester unit is 15 instructional hours. The number of weeks does not matter.Fifteen instructional hours over a period of 1 week, 2 weeks, 5 weeks, 10 weeks, 14 weeks, or15 weeks is still one semester unit.5From “What Would a Semester Calendar Look Like?” (authorship unattributed, no date)http://www.calstatela.edu/academic/aa/semester/docs/SemesterCalendar.pdf.a semester credit hour is normally granted for satisfactory completion of one 50-minute session of classroom instruction per week for asemester of not less than 15 weeks. [Additionally, students are expected to complete an additional two hours of study per unit per week.]9

Semester Conversion Task Force ReportFitting courses into termsTable 1 illustrates some of the ways in which courses of various sizes can fit terms of various lengths.When examining Table 1, realize that a consequence of separating the notion of a unit of credit fromthe number of weeks in a term is that the number of hours required per week varies with the number ofweeks. For example, one semester unit requires 15 instructional hours. To fit those hours into 15 weeksrequires one hour per week. But one could also put all 15 hours into a single week, or stretch them over5 weeks—which would require 15/5 = 3 hours per week. To fit 15 hours into 10 weeks would require15/10 = 1.5 hours per week. To fit 15 hours into 14 weeks—the Task Force recommendation—requires15/14 = 1.07 hours per week. In Table 1, this is shown as the column Instructional hours per week forone unit.Each row in Table 1 represents a different approach to fitting courses into terms.A. This row, a traditional quarter, has 10-week terms and uses quarter units. A quarter unitrepresents 10 instructional hours, delivered at a rate of 1 hour per week. A course of 4 quarterunits, the CSULA standard, requires 4 hours per week.B. This row represents the same amount of instruction over the same period of time as row A, butis counted in semester units. Both row A and row B refer to 40 instructional hours—four hours aweek for 10 weeks. Row B counts that amount of instruction in semester units. Since 15instructional hours is one semester unit, 40 instructional hours is 40/15 = 2.67 semester units. Inother words, row B demonstrates keeping the current CSULA schedule and catalog exactly asthey are but counts credits in semester units. Row B represents the simplest possibleconversion. CSULA could convert to semesters by doing nothing but multiplying all unit numbersin the catalog by 2/3. Of course, a drawback of this approach is that it requires the use offractional units. A student might say that she is taking 4 courses for a total of 10 2/3 semesterunits. But fractional units add up just as integral units do. The student will graduate when shecompletes her requirements and accumulates 120 semester units.C. This row, the traditional 15 week semester, has courses of 3 semester-units each, the standardagainst which conversion options are generally measured. Most semester courses are 3semester units—or 3 x 15 = 45 instructional hours. To be semester compatible, convertedcourses should primarily be 3 semester units.D. This row, the 14 week semester, has become common and is a Task Force recommendation.Courses of three semester units—i.e., 45 instructional hours—consist of 14 rather than 15 weeks.Each semester unit requires 15/14 = 1.07 instructional hours per week.E. This row, like the preceding two, delivers all instructional hours in 10 weeks rather than 15 or 14.Each unit requires 15/10 = 1.5 instructional hours per week. It is an interesting approachbecause it offers the possibility of three semesters during each regular academic year whileremaining semester compatible.F. This row represents the traditional 15 week semester if the standard course were 4 semesterunits instead of than 3.G. This row is the same as the preceding except that instruction time is 14 weeks.H. This row is the same as the preceding except that instruction time is 10 weeks.10

Semester Conversion Task Force ReportTable 1. Courses of various sizes combined with terms of various lengthsTerm typeWeeks ina termTermsper yearInstr. hours*per weekfor one unitUnits ina standardcourseInstr. hours*per weekfor one unitInstr. hours*per weekfor one unitTeaching †hours*per weekYearly †teachingscheduleA Quarter 10 3 1 4 4 40 12 3−3−3B Semester 10 3 1.5 2.67 4 40 12 3−3−3C ‡ Semester 15 2 1 3 3 45 12 4−4D ‡ Semester 14 2 1.07 3 3.21 45 12.9 4−4E ‡ Semester 10 3 1.5 3 4.5 45 13.5-13.5-9 3−3−2F Semester 15 2 1 4 4 60 12 3−3G Semester 14 2 1.07 4 4.29 60 12.9 3−3H Semester 10 3 1.5 4 6 60 12 2−2−2* An instructional hour is 50 minutes. The instructional hours per week per unit is the number of hours per unit (i.e., 10 for quarter courses; 15 forsemester courses) divided by the number of weeks.† Assumes a faculty allocation of effort with 80% teaching.‡ Semester compatible, i.e., the standard course is three semester units.Converting quarter and semester unitsIf we were to count student credits directly in instructional hours and give up quarter units and semesterunits entirely, there would be no need for conversion. A 4 quarter-unit course is measured as 40instructional hours; a 3 semester-unit course is measured as 45 instructional hours. A bachelor’s degreerequires 1,800 instructional hours. We could let it go at that. But until we count credits in instructionalhours, the University is required to convert semester and quarter units.To convert from quarter to semester units, multiply by 0.67: one quarter unit (10 instructional hours) isequivalent to 0.67 semester units (each of which comprises 15 instructional hours).Example4 quarter units = 4 x 10 instructional hours = 40/15 semester units = 2.67 semester units4 quarter units = 4 x 0.67 semester units = 2.67 semester unitsTo convert from semester to quarter units, multiply by 1.5: one semester unit (15 instructional hours)is equivalent to 1.5 quarter units (each of which comprises 10 instructional hours).Example3 semester units = 3 x 15 instructional hours = 45/10 quarter units = 4.5 quarter units3 semester units = 3 x 1.5 quarter units = 4.5 quarter units11

Semester Conversion Task Force ReportConversion OutcomesThis section contains recommendations for the post-conversion University.CalendarIt has become an informal standard for schools using both semester and quarter calendars to end theirfall terms before the New Year. This makes it relatively easy for students to transfer from one school toanother either at the start of the fall term or at the start of the term following the fall term. To be consistentwith this standard—and because the Task Force views it as the best choice—we recommend a fall termthat ends before the New Year.CONV-1We recommend a calendar of two semesters. Each will include 14 weeks of instructionaldays, one week for finals, and up to one week of non-instructional days for such holidaysas Labor Day, Thanksgiving, and spring break. Some other holidays—such as Veteran’sDay and César Chavez Day—may be taken on instructional days.We recommend the dates in Table 2 for the fall semesters. We recommend that thespring semester begin the last Monday of January and end in mid-May. (Because ofLeap Year, a similar table for spring terms would require twice as many columns. Withfewer constraints, however, that level of detail need not be displayed here.)Table 2. The possible fall terms. The example years represent all possible Labor Day dates.Day ofExample yearsthe week2014 2013 2012 2017201120162010 2015Fall Faculty Day* Wed 1 2First day of class* Thu 2 3Labor Day* Mon 1 2 3 4 5 6 7Fall Faculty Day* Wed 3 4 5 6 7First day of class* Thu 4 5 6 7 8Last day of class † Sat 13 14 15 16 17 11 12Exam week † M-Sa 15-20 16-21 17-22 18-23 19-24 13-18 14-19Grades due †‡ Wed 24 25 26 27 28 22 23* Dates in this row are for September.† Dates in this row are for December.‡ Grades are always due on Wednesday. If Wednesday is Christmas, either the University could hold the system open until Thursday, or those whodon’t want to report grades on Christmas can report them earlier. Those who want the extra day will have it.6With thirteen week terms, fall quarter could always start after Labor Day and always end before Christmas.12

Semester Conversion Task Force ReportFigure 1. A possible semester calendarFigure 1 and Table 3 illustrate a possible 2013-2014 calendar.13

Semester Conversion Task Force ReportTable 3. Possible 2013-2014 datesFall Semester 2013 Spring Semester 2014April 8, 2013 - Sept 19, 2013: Cont students registerJuly 12, 2013: Fall deadline to order booksSept. 3, 2013: Fall Faculty DaySept. 5, 2013: First day of classSept. 19, 2013: No Record Drop Deadline*Sept. 20, 2013: “W” Drop Period begins*Oct. 2, 2013: Add Deadline*Oct. 3, 2013: Census*Nov. 11, 2013: Veteran’s DayNov. 14, 2013: “W” Drop Period ends*Nov. 11-15, 2013: Emergency “W” Period*Nov. 28-30, 2013: Thanksgiving HolidayDec. 14, 2013: Last Day of ClassesDec, 16-21, 2013: Finals WeekDecember 24, 2013: Grades dueNov. 4, 2013 - Feb. 10, 2014: Cont students registerDec. 6, 2013: Spring deadline to order booksSpring Sem. Begins 4th Mon. of Jan.Jan. 27, 2014: First day of classFeb. 10, 2014: No Record Drop Deadline*Feb. 11, 2014: “W” Drop Period begins*Feb. 24, 2014: Add Deadline*Feb. 24, 2014: Census*Mar. 17-22, 2014 (Week 8): Spring BreakMar. 31, 2014: César Chavez DayApril 11, 2014: “W” Drop Period ends*April 14-May 6, 2014: Emergency “W” Period*May 8, 2014: Last Day of ClassesMay 12-17, 2014: Finals WeekMay 16-17, 2014: CommencementMay 21, 2014: Grades dueCONV-2We recommend that departments be granted the flexibility to schedule classes duringfractional terms—e.g., a course may be offered during a 7 week half-term.Scheduling modulesFourteen week terms require that each week include 1/14th of the term’s instructional hours. Since asemester unit is 15 instructional hours, each week must include 15/14 = 1.07 instructional hours persemester unit. (See row D of Table 1.)Since one instructional hour is 50 minutes, each semester unit requires 50 x 1.07 ≈ 54 instructionalminutes per week. For classes of three semester units, once-a-week classes will meet for a single 161minute session, twice-a-week classes will meet for two 80 minute sessions, and three-times-a-weekclasses will meet for three 54 minute sessions.CONV-3We recommend the modules in Tables 4 and 4a for class sessions.14

Semester Conversion Task Force ReportTable 4. Sample class scheduling modules and options14-week semester9 modules 2x per week courses3-unit courses 3x per week 2x per week 1x per week a(2250 minutes) 54 minutes 80 minutes 161 minutesModules b, d8:00-8:54 8:00-9:20 8:00-10:51 or9:30-10:24 9:30-10:50 9:30-12:2111:00-11:54 11:00-12:20 11:00-1:51 or12:30-1:24 12:30-1:50 12:30-3:212:00-2:54 2:00-3:20 2:00-4:51 or3:30-4:24 3:30-4:50 only on MWc 3:30-6:21 only on MWc5:00-7:51 could be used5:00-5:54 5:00-6:20 by programsindependently of others6:30-7:50 6:30-9:218:00-9:2014-week semester7 modules 2x per week courses4-unit course 3x per week 2 x per week 1 x per week a(3000 minutes) 71 minutes 107 minutes 214 minutesModules b, d8:00-9:11 8:00-9:47 8:00-11:44 or10-11:11 10:00-11:47 10:00-1:4412:00-1:11 12:00-1:47 12:00-3:44 or2:00-3:11 2:00-3:47 2:00-5:444:00-5:11 4:00-5:47 4:00-7:44 or6:00-7:47 6:00- 9:448:00-9:47a. 1x per week courses include a 10-minute break; if 8 am is not popular, 1x classes could start at the 2nd, 4th, 6th modules;b. Quarters=7 modules daily/4-unit courses;c. Use TTh for the free periods.d. Lab courses will align with either start or end time of module.Other possibilities if both 3- and 4-unit classes are common• Schedule 4-unit classes 3 times per week at 71 minuteseach. This length fits within the 80-minute block for 3-unitcourses.• Use MW for modules for 4-unit courses and TTh for 3-unitcourses. 3-unit courses on MW would fit within 4-unit modules.• Try to integrate the modules (see table at right).Table 4a. Module times4 units 2x per week 3 units 2x per week107 minutes 80 minutes8:00-9:47 8:25-9:4510:00-11:47 10:00-11:2012:00-1:47 12:00-1:20Left open to avoid 1:30-2:50overlapping two 3:00-4:203-unit modules. 4:30-5:506:00-7:47 6:00-7:208:00-9:47 7:30-8:5015

Semester Conversion Task Force ReportCurriculumOne of the most important conversion outcomes is improvement in the University’s academic structurethrough (a) re-examination and restructuring of the curriculum, (b) identification of learning outcomes, (c)linking of learning outcomes to the curriculum as well as to program, college, and institutional learningoutcomes, (d) streamlining of course offerings, and (e) elimination of duplication.The Task Force recognizes that each department has autonomy over its own programs. We believethat such autonomy is important for the integrity of University degree programs, valuing the principle ofdepartmental autonomy over the structure and organization of their respective programs. Nothing in thisreport is intended to weaken that autonomy. With that in mind, Task Force recommendations include:CONV-4CONV-5Departments (a) bring their programs to state-of-the-art standards within their disciplines,(b) develop learning outcomes for students who will graduate from their programs,and (c) identify how their programs achieve those learning outcomes.That when the University Educational Policy Committee (EPC) reviews proposed programchanges it give special attention to the following. Is the program consistent with theoverall mission of its college and the University? Does the program comprise a succinctcurriculum with a clear vision? Does the program differ sufficiently from other programsto avoid redundancy? Does the program have identified learning outcomes? Does theprogram indicate how the learning outcomes are tied to the curriculum?A second important conversion outcome is, to the extent possible, to make courses semestercompatible. To be semester compatible, most courses (especially at the undergraduate level) should bethree semester units each.AdvisementQuality advisement is vital to student success, satisfaction, and retention. It also has a direct impact ontime to degree completion. In addition, high-quality advisement is critical to the University’s success,both fiscally and academically. To achieve maximum advisement quality, we recommend adoption of aholistic integrated systematic advisement system—including developmental and intrusive advisementfrom pre-admission through degree completion.Advisement is also critical for transfer students. They must be provided with a report indicating (a) thenumber of semester hours required to graduate, (b) the courses required in their major, and (c) anyunmet general education requirements.Key to providing this level of advisement is the creation of an online, real-time graduation requirementsauditing tool or web page.Recommendations:CONV-6Pre-enrollment. Students most in need of intrusive advisement—typically first generation,unprepared, or undecided students—be contacted early and be required to participatein pre-enrollment activities.Additionally, all freshmen and transfer students be assigned to advisors upon admissionand be required to meet with them during orientation.16

Semester Conversion Task Force ReportCONV-7CONV-8CONV-9First year. Upon completion of the mandatory orientation program, students identifiedas most at risk participate in three mandatory advising sessions during the firstsemester. Also, all students be required to meet with advisors for General Education(G.E.) advisement and an overview of University requirements during their first year.Encourage students who expect to begin major courses during their first year to meetwith a major advisor.Second year through graduation. For students engaged in their majors, a casemanagement approach to advisement in which departmental faculty advisors followa cohort of advisees until graduation. Advisors must be trained in and be knowledgeableabout developmental advisement, transportation, financial aid, employment, housing,family issues, childcare, etc.Development of an online advisement and degree audit system for real time tracking ofProgram Plans/Roadmaps to Graduation. The system should be easily used by bothstudents and personnel in all areas of the University including Admissions, FinancialAid, the Registrar’s Office and the Advisement Center. The system should allowadvisors and students to easily and intuitively monitor student developmental plans.It should provide an early warning system for students in danger of failing to meetacademic obligations. It should trigger attendance in academic success workshopsfor students who are lagging in their timeline to graduation. It should provide specialguidance for transfer students.Balancing student workload and time to degree completionTable 5 shows student workload and time to degree completion under various scenarios. The tablefocuses on rows A, C, D, and E of Table 1. Row A is the current CSULA quarter system. Rows C, D, andE presume courses of 3 semester-units each, i.e., they are semester compatible.The column showing Total hours/week assumes that students spend two hours outside the classroomfor each instructional hour. Full time effort is often defined as 40-45 hours/week.The first group of four rows shows the effort required for degree completion in 4 years or fewer. Thesecond group of four rows shows the effort required for degree completion in 5 years or fewer. Thissecond scenario assumes a somewhat lighter academic workload—a more common situation at CSULAwhere students tend to have heavier outside commitments. The third and fourth groups of four rowsassume even lighter workloads.An important area of advisement concerns the possibility that conversion to 14 or 15 week semestersmay extend time to degree completion. Since the CSULA 6-year graduation rate (30.6% ) is currentlyquite low in the CSU, this is a serious concern. Consider students who under the current system ormallytake 4 courses each quarter and expect to complete the degree in four years. (This is row A in the first7WASC (2008) Handbook of Accreditation,http://www.wascsenior.org/findit/files/forms/Handbook_of_Accreditation_2008_with_hyperlinks.pdf.8College Results Online: http://www.collegeresults.org/. When accessed, the most recent figures were for 2008.17

Semester Conversion Task Force Reportblock.) If after conversion these students still wish to complete the degree in four years, they will berequired to increase their courseload from 4 to 5 simultaneous classes. An alternative for such studentsis to move to row C or D in the second block. This keeps their workload at 4 simultaneous courses—andit reduces their total time commitment—but extends their time to degree completion to five years.Or consider students who, under the current system, would normally take 3 courses each quarter andwould expect to complete the degree in five years. (This is row A in the second block.) After conversion,these students would have to increase their workloads from 3 to 4 simultaneous courses to complete thedegree in 5 years. An alternative is to move to row C or D in the third block. This keeps their workload at3 simultaneous courses—and it reduces their total time commitment—but extends their time to degreecompletion to seven years.Although not recommended by the Task Force, ten week semesters (row E in the various blocks) offerpotentially attractive options for both groups of students. Switching from row A to row E in the first blockwould keep the number of simultaneous courses at 4, and it would reduce time to degree completionfrom 4 years to 3.33 years. But because each course demands more time per week, achieving thisreduction would require a commitment of 54 hours per week.Switching from row A in the first block to row E in the second block reduces the workload from 4 to3 simultaneous courses, and it reduces the total time commitment. Time to degree completion isextended, but only by one 10-week term plus one additional course.Switching from row A in the second, third, or fourth block to row E in the same block leaves the courseworkload unchanged, with an approximate 11% decrease in time to degree completion but with acomparable increase in time commitment.Table 5. Student workload and time to degree completion for entering freshmenTerm Weeks Terms Units intype in term in year in termInstruct. Total Simul- Years tohours per hours per taneous degreeweek week courses compl.A Quarter 10 3 15 15 45 4 4C Semester 15 2 15 15 45 5 4D Semester 14 2 15 16 48 5 4E Semester 10 3 12 18 54 4 3.33A Quarter 10 3 12 12 36 3 5C Semester 15 2 12 12 36 4 5D Semester 14 2 12 13 39 4 5E Semester 10 3 9 13.5 40.5 3 4.44A Quarter 10 3 8 8 24 2 7.67C Semester 15 2 9 9 27 3 7D Semester 14 2 9 10 30 3 7E Semester 10 3 6 9 27 2 6.6718

Semester Conversion Task Force ReportTerm Weeks Terms Units intype in term in year in termInstruct. Total Simul- Years tohours per hours per taneous degreeweek week courses compl.A Quarter 10 3 4 4 12 1 15C Semester 15 2 6 6 18 2 10D Semester 14 2 6 6 18 2 10E Semester 10 3 3 4.5 13.5 1 13.33CommunicationOne of the primary transformational outcomes of the conversion process should be the employment ofnewly designed digital media tools and University workgroups to provide support to improve Universitywidecommunications.Recommendations:CONV-10CONV-11CONV-12In consultation with ITS, the purchase and integration of communication software veryearly in the conversion process. Such software (e.g. content management system) willfurther enable current, cost-effective University-wide communication. A content managementsystem for the University website could reduce time/labor for manual reviewand update of roughly 250,000+ web pages within the www.calstatela.edu site.The Senate create a Student Communications Committee that includes members fromthe Office of Admissions and Recruitment, ASI (or representative student members),Public Affairs, and Undergraduate Studies-University Advisement—along with a representativeof the Senate itself. If the Office of Public Affairs re-establishes the UniversityCommunications Board, also recommended, then at least one member of that Boardshould also serve on this committee. The committee’s charge will include ascertainingthat prospective, new, and continuing student problems and concerns regardingcommunication of semester conversion changes, policies and procedures, as well asproposing solutions to such problems and concerns to appropriate administrators.In coordination with University Advisement an updated and interactive advisementweb page, as well as ongoing Academic Success Workshops.Infrastructure (student services)Student services are critical to the day-to-day operation of the University. They are also a significantfactor in shaping the experience of being a student at CSULA. These are services that enablestudents to register for courses smoothly and in a timely fashion; to apply for and receive financial aiddistributions; to obtain advisement so that their courseloads are efficiently constructed to minimize timeto degree completion; to develop study, information literacy, writing, and content skills; and to pursueemployment both during and following their academic careers at CSULA. In addition, other studentservices provide students with housing, parking, and disability accommodation services.19

Semester Conversion Task Force ReportBecause many of our student services are overburdened, they are sometimes slow, unresponsive,difficult to access, and frustrating to use. A primary goal of the Task Force is to use conversion as anopportunity to rethink the organization and functioning of our student services infrastructure with theobjective of making these services more efficient, more responsive, more user-friendly, and more costeffective.We expect that these improvements will also enhance the student experience at CSULA.Recommendations:CONV-13CONV-14CONV-15CONV-16CONV-17Significantly increase front-line staff to provide more personalized services to students.Such a move would not only provide a personal touch but would assist students innavigating what may appear to be a challenging, impersonal process.An effective working environment for staff be provided by equipping facilities so thatthey are ergonomically correct to facilitate a productive workforce, including state-ofthe-arttechnology.The automation of as many processes as possible by placing forms and documentsonline and conducting online reviews. We recommend that the forms be ADA-compliantto protect the health of students, staff, and faculty.Link current stand-alone database systems (e.g., EOP, Blackboard/WebCT, or theequivalent Learning Management System) to GET so that a modification of one willautomatically propagate to the other.Improve user friendliness of the campus web pages to facilitate ease of navigationand information retrieval.Information TechnologyInformation technology (IT) is the backbone of all modern institutions both for operations and education.The University is no exception. Semester conversion represents a unique opportunity to update,optimize, and refresh our technological infrastructure while capitalizing upon new and emerging trendsin educational technology.CONV-18We recommend that the University take advantage of semester conversion to(a) upgrade any outdated systems, (b) integrate any isolated systems (e.g.,Blackboard/WebCT or the equivalent Learning Management System), (c) establisha more effective alignment between the needs of the faculty and the goals of theDivision of Information Technology Services, (d) further the loosely coupledintegration of CSULA systems with CSU systems, and (e) prepare the University’sIT framework for the inevitable changes the coming years will bring.9See the ITS web page: http://www.calstatela.edu/its/about/ITSstrategicPlan2008-13.pdf.20

Semester Conversion Task Force ReportGeneral EducationWe see conversion as an opportunity both to strengthen General Education (GE) as a program andreduce time to degree completion.CONV-19CONV-20CONV-21We recommend that CSULA adopt Executive Order No. 1033 as its GE requirements:48 semester units in Sections A through E, at least 9 units of which must be upper division.We recommend that the Education Policy Committee and its General EducationSubcommittee continue to have jurisdiction over which courses meet the requirementsof GE at CSULA and that current courses be converted to equivalent semester courses.We recommend that agreements with existing programs regarding substitutions orwaivers with respect to GE carry over.Additional G.E. ConsiderationsIn examining issues raised by the possible conversion of the General Education program, the TaskForce reached consensus regarding changes that are not necessary for conversion, but ought to beconsidered whether or not CSULA converts to a semester calendar.• We recommend that CSULA seriously consider creating a University College (UC) with responsibilityfor GE, undeclared, interdisciplinary majors, and first-year experience programs.• We recommend that the University College (UC), if it is established, be provided with separate andsufficient funding and be responsible for scheduling and staffing GE courses.• We recommend that program faculty be reassigned for part of their teaching load to the UC whenrequested by the UC and when the reassignment is mutually agreeable to the home department.21

Semester Conversion Task Force ReportTransformationAdoption of the conversion plan described in this report will transform the University in significantways. To foster continued and sustained improvement after conversion and to provide a transparentmechanism to enable flexible responses to changes in the environment, we recommend the institution ofan ongoing transformation process.CONV-22CONV-23We recommend that the Senate create a standing Committee for University Transformation.We recommend that the Transformation process operate in three year cycles.Year 1.Year 2.Year 3.Present to the University significant developments in education at the stateand federal level. Invite members of the University community to submittransformational ideas. All aspects of University structure and operation willbe open for proposed changes. Provide a publicly available repository—e.g., a website backed by a database—where ideas may be submittedand viewed.Combine the submitted ideas into a coherent package and present thatpackage to the University.Open the proposed package for public review. Provide a guided revisionprocess—similar to amending a motion—to take reviewers’ comments andsuggestion into account. At the end of Year 3, present the package to thefaculty as a whole for an up-or-down vote. If approved, submit the packageto the Senate for action.22

Semester Conversion Task Force ReportConverting University OperationsThis section recommends steps to convert the University’s functional operations.Overall coordinationWe want to ensure that all aspects of the conversion process are both well-coordinated andtransparently conducted.Recommendations:OPER-1OPER-2OPER-3OPER-4OPER-5OPER-6OPER-7OPER-8The Senate create an ad hoc Conversion Coordination Committee (CCC). Werecommend that membership include at a minimum: the Senate Chair; onerepresentative each from University EPC, the GE Subcommittee, the UndergraduateStudies Committee, and the Graduate Studies Committee; one elected facultyrepresentative from each College; one representative each from the Provost’s Office,Administration and Finance, ITS, Student Affairs, the Academic Advisement Center,and University Communications; and one University Staff representative.Faculty members be given 2 units of release time per quarter for CCC duties.CCC be responsible for the overall planning and coordination of conversion activitiesand that CCC have overall oversight and authority over conversion-relatedassignments and resources.CCC provide visibility into conversion progress and activities and that it ensure that allconversion activities are fully transparent.• CCC members report to CCC on a regular basis on the progress made in theareas they represent.• CCC adjust the conversion schedule as necessary as conversion proceedsand that CCC maintain on a University webpage an up-to-date conversionschedule—including planned milestones—for the remaining conversion activities.• CCC regularly report to the Senate on conversion progress.CCC provide a means—such as a web page—for members of the Universitycommunity to express concerns about conversion activities.CCC have the authority to resolve conversion-related issues that cannot be resolvedelsewhere.CCC be bound by Senate resolutions regarding conversion.The establishment of a Semester Conversion Office (SCO) to serve as a centralizedresource for information about semester conversion, including monthly processupdates via University-wide email and a dedicated conversion webpage (See SUPP-8). The SCO be run on a day-to-day basis by an administrator and staff dedicated tothe semester conversion process. We recommend that the SCO administrator be amember of the CCC.23

Semester Conversion Task Force ReportConsolidated timelineFaculty rated as a “medium high” priority the opportunity to express their views about conversion beforea decision is made. Only fundamental academic concerns were ranked higher. In consideration of thatprioritization we make the following recommendation.OPER-9We recommend that the faculty as a whole be given an opportunity through a campuswidevote to express their opinion about whether to proceed with semester conversionbefore a decision to proceed is made.Table 6 contains an overview of a recommended transition timeline. A detailed version is available onSharePoint: https://atlantis.calstatela.edu:40365/Shared Documents/.Table 6. Overview of transition timeline24

Semester Conversion Task Force ReportCurriculum conversionTo minimize errors in proposal/revision preparation and to facilitate proposal preparation and review, werecommend the acquisition or development of supporting software.Recommendations:OPER-10The acquisition or development of software to support online curriculum proposaland review. Integral aspects of that software are “intelligent forms” and a centralwebsite with search, browse, and comment capabilities.Because there will be many curriculum proposals during conversion it is important that faculty betrained in proposal preparation.OPER-11OPER-12OPER-13OPER-14Obligatory training in writing course proposals and revisions for all faculty who willbe engaged in preparing them. The training will be delivered either on-line or throughin-person sessions.To maximize transparency and to accelerate review, proposals should be posted ona web page that is easily accessible by faculty and administration. The page will allowcomments and concerns to be posted. Concerns will be discussed with responsiblecollege curriculum review units (Associate Deans, staff, College EPC/IPC) for resolution.Only Department Chairs, Associate Deans, and College EPC be authorized to postformal objections.To accelerate the review process, if no unresolved objections remain after a specifiedtime, proposals be considered approved by default.Appendix D of the report of the Curriculum and Pedagogy Committee contains an initial outline ofrequirements for a curriculum development and review system.OPER-15A two year curriculum conversion period including substantial funding of facultyrelease time units (URT) for faculty training, curriculum conversion and college review.(a) During the first year departments will convert their curricula to semester courses.(b) During the second year an expanded College EPC (to include one faculty memberper department and the library, Associate Dean or designee, and sufficientadministrative support) will review submitted curricula. Proposals that affect twoor more colleges should be reviewed by the affected colleges and the Deans forUndergraduate and Graduate Studies or designees.The second year is also reserved for resolving conflicts between departmentsand programs within and across colleges. University EPC will be responsible forresolving conflicts not resolved at the college level.Senate Principle 2 requires that Conversion will not increase time to graduation for students whotransition from quarters to semesters.25

Semester Conversion Task Force ReportOPER-16If necessary to satisfy Senate Principle 2 programs drop requirements and/orprerequisites and provide flexible course replacements for students who aretransitioning from quarters to semesters.Information technologyThe following IT systems have been identified as requiring modification to convert from quarters tosemesters: GET, StarRez (Housing), Blackboard (WebCT) or the equivalent Learning ManagementSystem, Contributor Relations, Ad Astra (classroom scheduling), Institutional Research, EDI Transcripts,Catalog Software, Printed Class Schedule, UAS, Portal, www.calstatela.edu, Financials, IdentityManagement System.In addition, several new systems may be required to support the conversion process: a consultationand approval system for course proposals and revisions; a web content management system forcommunications; and an advisement system for continuing students.Recommendations.OPER-17OPER-18OPER-19OPER-20OPER-21OPER-22IT conversion plans be approved by the Curriculum Conversion Committee (CCC)before they are implemented.The hiring or reassignment of a director-level IT professional with high levelresponsibilities devoted exclusively to quarter-to-semester conversion includingresponsibility to oversee systems modification, data conversion and end-user training.Agility in all aspect of the conversion plan related to information technology so thatnew technologies can be utilized.The utilization of current knowledgeable CSULA IT professionals for data conversionin order to ensure maximum quality control.Hiring sufficient IT staff to back-fill reassignments to conversion tasks.The scheduling of at least 2 calendar years for system modification and developmentand 1 additional calendar year for testing, integration, and end-user training.The impact of IT conversion is not limited to the CSULA campus. Chancellor’s Office personnel from theheadquarters of the Common Management System —sometimes known as CMS Central—will be activeparticipants. We are not currently prepared to make recommendations about this aspect of conversion.Infrastructure (student services)A primary goal of this conversion plan is a seamless transition to the semester system, providingessential services to students and other stakeholders in a timely, effective manner. Recommendations:10See http://cms.calstate.edu/.26

Semester Conversion Task Force ReportOPER-23OPER-24OPER-25OPER-26The hiring of adequate personnel to support the transition process so that staff are notoverworked during the semester conversion process. To that end, we recommend thehiring of additional staff to backfill offices during the semester conversion. Some officeswill have to transfer records, which the new hires could achieve.Compensating existing staff for working overtime to complete semester conversionrelatedtasks.Providing frequent, high quality training to allow staff to perform at a high level. Such trainingwill be critical given the upgrades required to complete semester conversion. Moregenerally we recommend establishing a campus wide semester conversion trainingcenter that offers regular workshops during the year—similar to a one-stop training center.The incorporation of links to semester conversion information on students’ GET profilesand on College web pages.Detailed infrastructure tasks are listed in the extended Timeline.Policies and proceduresRecommendations regarding procedures for the review and revision of converted curricula arecontained in the section on Curriculum Conversion. This section discusses review and possible revisionfor the Administrative Manual and the Faculty Handbook.Administrative ManualOur investigation indicates that few revisions will be required to the Administrative Manual.OPER-27We recommend that each division be responsible for identifying and initiating revisionof its Policies and Procedures as necessary. Where possible, this review processought to include both staff and management. Ultimately, Vice Presidents ought to beresponsible for ensuring revision of Policies and Procedures as necessary.Faculty HandbookOur investigation indicates that many changes will be required to the Faculty Handbook. These revisionsfall into three categories: easy, moderate, and complex.Easy policy changes are those where the policy is sound but is stated in quarter terms or in quarterunits. For these policies, the necessary modifications entail minor editorial changes. For example, inChapter Five of the Faculty Handbook “the University Year is defined as four consecutive quarters,each approximately the same length and commencing with the fall quarter.” Conversion to a semestercalendar would require redefinition of the “University Year,” but creating a new definition is not likely tobe difficult or controversial.Moderate policy changes require more than editorial changes to the language, where some discussionis required but where extensive debate and research are not required. For example, Chapter 2 of theFaculty Handbook specifies that “governance occur year-round.” If summers under a semester calendarare self-support, will governance continue during summers? If so, what form will that governance take?27

Semester Conversion Task Force ReportComplex policy changes arise in at least two instances. First, when the essence of the policy eitherreferences other laws, regulations, or external policies, such as Title V, the NCAA regulations, theCollective Bargaining Agreement, or CSU Executive Orders, or second, where converting from quartersto semesters is not obvious, as in the case of “normal progress” for athletes.OPER-28We recommend the creation of a Senate ad hoc Steering Committee (SC) to overseethe modifications of the Faculty Handbook. The SC would be comprised of four facultymembers with Academic Senate experience, preferably prior members of the Senate’sExecutive Committee (EC), and one administrator. The SC would review the Handbook,identify the policies in need of modification, and triage these into the previouslyidentified easy, moderate and complex categories.(a) Easy changes. The SC itself will suggest modifications for policies where modificationsare identified as easy. These recommendations will go directly to the EC of theCSULA Academic Senate. Once delivered, if the EC accepts the proposedlanguage, the typical EC process is to have the policy modifications announcedas an Executive Action. If objections are not raised by the Senate these policymodifications would then be forwarded to the President for his approval.(b) Moderate changes. The SC itself will also be address policy modifications identifiedas moderately challenging. The SC will propose draft language that could be sentto the EC. The EC could either (i) send the proposed language to a standingcommittee of the Academic Senate or (ii) announce its acceptance of theproposed language by Executive Action. If objections are not raised by theSenate these policy modifications would then be forwarded to the President forhis approval.(c) Complex changes. Policy modifications identified by the SC as complex will beassigned to an Ad Hoc Working Group (AHWG) jointly created by the Provostand the EC. The charge to such AHWGs would be to examine current policyand the changes identified by the SC. The AHWG would consider any externalorders, laws, or regulations and would propose appropriate draft language.Resultant policy modification language would be submitted to the SC, who wouldforward it in turn to the EC. The EC could send it to a standing committee of theAcademic Senate or accept the proposed changes as an Executive Action.If assigned to a standing committee, the draft language would be a starting pointfor the committee’s discussion and deliberation.28

Semester Conversion Task Force ReportAdditional Considerations—Faculty WorkloadIn its examination of conversion issues, the Task Force also became aware of matters related toconversion that merit additional investigation and debate. While these matters are not necessarily linkedto the semester conversion plan, procedures and processes, the Task Force believes the following fourrecommendations are important, timely and relevant, as faculty are rightly concerned with what workloadmight be after converting to semesters, if a decision to convert is made:OPER-29OPER-30OPER-31OPER-32In accord with the Academic Senate Resolution (#13) discussed earlier in thisdocument, conversion should not result in an increase in faculty workload. Anindividual’s time might be spent differently, but it ought not to increase the work thatmust be done.Semester conversion, if it occurs, ought to be an opportunity to creatively developways to free time for other duties. This is especially the case for faculty.Faculty engaged in converting programs to semesters ought to consider workloadafter conversion. It may be possible, as it is at some other CSU campuses, toachieve FTES targets while providing reassigned time for advising and/or research,scholarship and creative activities. The Division of Academic Affairs ought to supportsuch efforts by establishing reasonable targets and budgets, and by decentralizingdecision-making.We recommend the creation of a new committee of faculty and administrators that ischarged with investigating issues related to faculty workload and their implicationsfor retention, tenure and promotion guidelines and specifically with achieving thegoal of reducing teaching load at CSULA. Such a committee ought to have access towhatever information is necessary to carry out its charge. And the Administrationshould commit to negotiating with the Chancellor’s Office, if necessary, in casethere are reasonable actions the Chancellor’s Office might take to facilitate reachingthe goal of reducing teaching load for faculty.To further inform discussions of faculty teaching loads, Table 7 shows faculty time allocations for variousteaching percentages. The first row, derived from row A in Table 1, shows the current time allocation.The remainder of the table focuses on the semester compatible rows of Table 1, rows C, D, and E. Thefirst block assumes an 80% teaching allocation of effort. These are similar to the equivalent rows in Table1. The second and third blocks assume 60% and 50% teaching allocations of effort respectively.29

Semester Conversion Task Force Report(d) Table 7. Faculty allocation of effort with various teaching percentages and term lengthsTerm Weeks Terms Teaching Units UnitsTeaching Simultypein term per year percent per year per termhours taneousper week coursesA Quarter 10 3 80 36 12 12 3-3-3C Semester 15 2 80 24 12 12 4-4D Semester 14 2 80 24 12 12.9 4-4E Semester 10 3 80 24 9-9-6 13.5-13.5-9.0 3-3-2C Semester 15 2 60 18 9 9 3-3D Semester 14 2 60 18 9 9.6 3-3E Semester 10 3 60 18 6 9 2-2-2C Semester 15 2 50 15 9-6 9.0-6.0 3-2D Semester 14 2 50 15 9-6 9.6-6.4 3-2E Semester 10 3 50 15 6-6-3 9.0-9.0-4.5 2-2-130

Semester Conversion Task Force ReportSupporting ActivitiesThis section discusses recommended advisement and communication activities during the transitionperiod. These are intended to minimize disruption and to make the conversion process proceed assmoothly as possible.AdvisementRecommendations:SUPP-1SUPP-2SUPP-3SUPP-4SUPP-5SUPP-6SUPP-7Development and distribution of a pledge to all students to assure support towardgraduation.Development of Individualized Advising Plans (IAPs) for transition.Implementation of a mandatory advisement system for the transition and conversionperiods.Development and implementation of an outreach plan to assure that all studentsreceive mandatory transition and conversion advisement by (a) contact of studentsby departments and programs, (b) utilization of technology for outreach, (c) utilizationof a variety of communication methods regarding curriculum changes, and (d)informational sessions for the transition period.An increase in the academic advisement capacity of the University to include theUniversity Academic Advisement Center and departments as needed, graduatestudent advisers, and Student Affairs Student Services professionals for G.E.advisement during transition and the conversion periods.That faculty providing extensive student advisement during conversion transition beeligible for reassigned time or stipends.Implementation of a comprehensive plan of advisement training for faculty, staff, andgraduate student advisors.CommunicationsClear and coordinated communication will be essential to inform and engage the CSULA community,prospective students, new students, and various CSULA stakeholders.Pre-conversion activitiesRecommendations:SUPP-8A centralized “Semester Conversion” web page connected to the home page of theUniversity, co-managed by the Office of Public Affairs and the Semester ConversionOffice (SCO) described in OPER-8.31

Semester Conversion Task Force ReportSUPP-9SUPP-10SUPP-11That pre-conversion activities consist of communication through both print (fact sheets,FAQs, newsletter discussions, University Report/TODAY, University Times) andelectronic (maintain/update semester conversion web pages with relevant information;provide notices re: decisions/meetings, etc.) media.A series of pre-conversion meetings with all members of the campus community.That a special effort be made to communicate with both current and prospectivestudents, including use of social network websites, ASI-sponsored websites andOutreach and Student Affairs efforts and events.During Conversion activitiesWe recommend that a new wave of strategic communication be organized in terms of internal andexternal communications.SUPP-12SUPP-13SUPP-14We recommend that internal communications be organized in terms of stakeholdergroup: students, faculty, and staff and that for each detailed information about theprogress of conversion be provided in a form and at locations at which members ofthese groups will be likely to encounter it.We recommend that a media relations strategy be developed consisting of at leastnews releases and fact sheets. We also recommend that significant effort be put intocommunicating with prospective students, their parents, and high school andcommunity college contacts and counselors.We recommend the following transition tasks.Year 1. News planning and preparation associated with any pending formalUniversity decision regarding semester conversion. Use various strategiesto communicate campus decisions regarding whether to go forward withSemester Conversion process.Year 2 (fall and spring). Media/press releases regarding conversion decision(s)1. Construction of a new Semester Conversion webpage would begin—necessitating new design, features, links and content, including FAQ section2. All college search web sites revised (and CSU Mentor at later time)3. Continuing meetings/workshops in academic divisions and colleges4. Continuing Academic Senate presentations, ASI open forums, and Town Halls32

Semester Conversion Task Force ReportYear 2 (summer) and Year 3.1. Work with Outreach to develop planned communication via Hobson’s tool withprospective students2. New materials for outreach/college fairs3. Continuing meetings/workshops in academic divisions and colleges4. Continuing Academic Senate presentations, ASI open forums, and Town Halls.Detailed Communications tasks have been coordinated with Advisement and areincluded in the extended Timeline.11See https://atlantis.calstatela.edu:40365/Shared Documents/.33

Semester Conversion Task Force ReportRough estimate of transition costsTable 8 contains estimated costs for converting from quarters to semesters. The cost estimates areincomplete and reflect only the work of the committees of the Quarter to Semester Conversion TaskForce. They are not meant either as a substitute for a conversion budget or as an exhaustive accountingof conversion costs. They are intended simply to provide guidance with respect to costs associated withthe conversion process.The figures in the table are based upon the investigation and best judgment of the committee membersand were arrived at through internal discussions as well as interviews with, or confirmations from,individuals responsible for the areas impacted.These figures are for the transition phase only and do not take into consideration either savings oradditional costs resulting from conversion. Although the argument for costs savings is convincing—thatrunning processes related to the machinery of the University fewer times a year under semesters wouldpresumably result in some savings—neither the committees nor the Task Force attempted to quantifysuch savings.Furthermore, many factors and contingencies related to implementation could easily affect theseestimates. For example, the time span for conversion as well as the actual start date of the conversionprocess could have significant impacts on the actual costs. As a result, the figures below should beconsidered directional rather than actual cost predictions or budget estimates. Implementation of aproject as large and complex as semester conversion can easily result in unforeseen expenses.In comparison, the University of Cincinnati (~40,000 students), which planned a 4 year transition period,estimated that their transition costs would be $13,867,000. When the University of Minnesota (~67,000students) converted to semesters a decade ago they spent approximately $4 million exclusive of IT costs.The costs below should be viewed as estimates only and represent only our current thinkingabout the minimum resources required for conversion.As these estimates make clear, semester conversion will require a substantial investment.We expect the process of conversion to have a controlled budgetary process that takes thefinancial resource needs into account and identifies dependable and sustainable sources offunding before conversion actually begins.34

Semester Conversion Task Force ReportTable 8. Summary of estimated transition costs.Committee Category SubtotalCurriculum & Faculty Training Curriculum College Review College ReviewPedagogy (7.5 URT 1 ) Conversion (Faculty, 648 URT) (Admin., 300% up 2 )Faculty, 375 URT)$8,280 $414,000 $715,392 $1,137,672Information Staff Cost: New Staff Cost: Development of Training costs Outside vendorTechnology Director Reassigned Time new systems for new systems costs to modifyServices 3 of existing staff existing systems$150,000 $750,000 $500,000 $50,000 $400,000 $1,850,000Infrastructure & Admissions Financial Aid Advisement Financial Services Registrar’s OfficeStudent Services 4$71,000 $85,685 $329,616 $89,365 $175,000 $750,666Policies & Steering Review of Faculty Review ofProcedures Committee Policies (32 URT) Educational(16 URT) Policies (32 URT)AcademicAdvisement$17,664 $35,328 $35,328 $88,320$2,600,304 $2,600,304Communication 5 Staff Catalog printing Outreach$180,000 $150,000 $84,000 $414,000Conversion Chair Full time staff Faculty members Administrators Staff membersCoordination (50% effort 5 ) ($3,300/month (264 URT) (15% effort 2 ) (15% effort 2 )Committee salary 6 )(year round)$140,000 $166,320 $291,456 $597,776Total:$7,438,7381. UTR (units release time) calculated at $1,104 replacement cost per quarter unit2. Not included in the subtotal and total cost estimates3. Current estimates are limited and other known factors, such as CMS Central’s schedule of upgrades, could have a significant impact on thefinal costs for the proposed conversion.4. Cost is subject to change based on the final decisions that get made for the campus related to the conversion and post conversion of data tosupport a student’s full academic record.5. Cost represents the mean of faculty replacement cost and cost for administrator salary including fringe benefits of 40%.6. Calculated as Administrative Support Coordinator with 40% fringe benefits.35

Semester Conversion Task Force ReportConcluding RemarksIf implemented, the conversion plan described in this report could produce transformational changes.The Semester Conversion Task Force believes that with leadership from the University administrationand the faculty and with Senate Principle 1 as guidance—that faculty, staff, students and administratorswork together on all phases of planning for possible conversion to semesters—these changes wouldunite CSULA as a community and transform it into a better and stronger University. We envision a postconversionCSULA as a University that would support:• the intellectual growth of our students,• the creativity of our faculty,• the resourcefulness of the our staff, and• the leadership of our administration.36

Semester Conversion Task Force ReportAppendix: List of RecommendationsID Recommendation PageCONV-1 We recommend a calendar of two semesters. Each will include 14 weeks of instructional 12days, one week for finals, and up to one week of non-instructional days for such holidaysas Labor Day, Thanksgiving, and spring break. Some other holidays—such as Veteran’sDay and César Chavez Day—may be taken on instructional days.We recommend the dates in Table 2 for the fall semesters. We recommend that the springsemester begin the last Monday of January and end in mid-May. (Because of Leap Year,a similar table for spring terms would require twice as many columns. With fewerconstraints, however, that level of detail need not be displayed here.)CONV-2 We recommend that departments be granted the flexibility to schedule classes during 14fractional terms—e.g., a course may be offered during a 7 week half-term.CONV-3 We recommend the modules in Table 4 and 4a for class sessions. 14CONV-4 Departments (a) bring their programs to state-of-the-art standards within their disciplines, 16(b) develop learning outcomes for students who will graduate from their programs, and(c) identify how their programs achieve those learning outcomes.CONV-5 That when the University Educational Policy Committee (EPC) review proposed program 16changes it give special attention to the following: Is the program consistent with the overallmission of its college and the University? Does the program differ sufficiently from otherprograms to avoid redundancy? Does the program have identified learning outcomes?Does the program indicate how the learning outcomes are tied to the curriculum?CONV-6 Pre-enrollment. Students most in need of intrusive advisement—typically first generation, 16unprepared, or undecided student—be contacted early and be required to participate inpre-enrollment activities.Additionally, all freshmen and transfer students be assigned to advisors upon admissionand be required to meet with them during orientation.CONV-7 First year. Upon completion of the mandatory orientation program, students identified as 17most at-risk participate in three mandatory advising sessions during the first semester.Also, all students be required to meet with advisors for General Education (G.E.)advisement and an overview of University requirements during their first year.Encourage students who expect to begin major courses during their first year to meetwith a major advisor.CONV-8 Second year through graduation. For students engaged in their majors, a case manage- 17ment approach to advisement in which departmental faculty advisors follow a cohort ofadvisees until graduation. Advisors must be trained in and be knowledgeable aboutdevelopmental advisement, transportation, financial aid, employment, housing, familyissues, childcare, etc.37

Semester Conversion Task Force ReportID Recommendation PageCONV-9 In consultation with ITS, the purchase and integration of communication software very 17early in the conversion process. Such software (e.g. content management system) willfurther enable current, cost-effective University-wide communication. A content managementsystem for the University website could reduce time/labor for manual review andupdate of roughly 250,000+ web pages within the www.calstatela.edu site.CONV-10 We recommend that departments be granted the flexibility to schedule classes during 19fractional terms—e.g., a course may be offered during a 7 week half-term.CONV-11 The Senate create a Student Communications Committee that includes members from 19the Office of Admissions and Recruitment, ASI (or representative student members),Public Affairs, and Undergraduate Studies-University Advisement—along with a representativeof the Senate itself. If the Office of Public Affairs re-establishes the UniversityCommunications Board, also recommended, then at least one member of that Boardshould also serve on this committee. The committee’s charge will include ascertainingthat prospective, new, and continuing student problems and concerns regarding communicationof semester conversion changes, policies and procedures, as well as proposingsolutions to such problems and concerns to appropriate administrators.CONV-12 In coordination with University Advisement an updated and interactive advisement web 19page, as well as ongoing Academic Success Workshops.CONV-13 Significantly increase front-line staff to provide more personalized services to students. 20Such a move would not only provide a personal touch but would assist students in navigatingwhat may appear to be a challenging, impersonal process.CONV-14 An effective working environment for staff be provided by equipping facilities so that they 20are ergonomically correct to facilitate a productive workforce, including state-of-the-arttechnology.CONV-15 The automation of as many processes as possible by placing forms and documents online 20and conducting online reviews. We recommend that the forms be ADA-compliant toprotect the health of students, staff, and faculty.CONV-16 Link current stand-alone database systems (e.g., EOP, Blackboard/WebCT, or the 20equivalent Learning Management System) to GET so that a modification of one willautomatically propagate to the other.CONV-17 Improved user friendliness of the campus web pages to facilitate ease of 20navigation and information retrieval.CONV-18 We recommend that the University take advantage of semester conversion to (a) upgrade 20any outdated systems, (b) integrate any isolated systems (e.g., Blackboard/WebCT orthe equivalent Learning Management System), (c) establish a more effective alignmentbetween the needs of the faculty and the goals of the Division of Information TechnologyServices, (d) further the loosely coupled integration of CSULA systems with CSUsystems, and (e) prepare the University’s IT framework for the inevitable changes thecoming years will bring.CONV-19 We recommend that CSULA adopt Executive Order No. 1033 as its GE requirements: 2148 semester units in Sections A through E, at least 9 units of which must be upper division.38

Semester Conversion Task Force ReportID Recommendation PageCONV-20 We recommend that the Education Policy Committee and its General Education Sub- 21committee continue to have jurisdiction over which courses meet the requirements of GEat CSULA and that current courses be converted to equivalent semester courses.CONV-21 We recommend that agreements with existing programs regarding substitutions or waivers 21with respect to GE carry over.CONV-22 We recommend that the Senate create a standing Committee for University Transformation. 22CONV-23 We recommend that the Transformation process operate in three-year cycles. 22Year 1. Present to the University significant developments in education at the state andfederal level. Invite members of the University community to submit transformationalideas. All aspects of University structure and operation will be open forproposed changes. Provide a publicly available repository —e.g., a websitebacked by a database—where ideas may be submitted and viewed.Year 2. Combine the submitted ideas into a coherent package and present that packageto the University.Year 3. Open the proposed package for public review. Provide a guided revision process—similar to amending a motion—to take reviewers’ comments and suggestion intoaccount. At the end of Year 3, present the package to the faculty as a whole foran up-or-down vote. If approved, submit the package to the Senate for action.OPER-1 The Senate create an ad hoc Conversion Coordination Committee (CCC). We recommend 23that membership include at a minimum: the Senate Chair; one representative each fromUniversity EPC, the GE Subcommittee, the Undergraduate Studies Committee, and theGraduate Studies Committee; one elected faculty representative from each College; onerepresentative each from the Provost’s Office, Administration and Finance, ITS, StudentAffairs, the Academic Advisement Center, and University Communications; and oneUniversity Staff representative.OPER-2 Faculty members be given 2 units of release time per quarter for CCC duties. 23OPER-3 CCC be responsible for the overall planning and coordination of conversion activities and 23that CCC have overall oversight and authority over conversion-related assignments andresources.OPER-4 CCC provide visibility into conversion progress and activities and that it ensure that all 23conversion activities are fully transparent.• CCC members report to CCC on a regular basis on the progress made in the areasthey represent.• CCC adjust the conversion schedule as necessary as conversion proceeds and that 23CCC maintain on a University webpage an up-to-date conversion schedule—includingplanned milestones—for the remaining conversion activities.• CCC regularly report to the Senate on conversion progress.OPER-5 CCC provide a means—such as a web page—for members of the University community 23to express concerns about conversion activities.OPER-6 CCC have the authority to resolve conversion-related issues that cannot be resolved 23elsewhere.39

Semester Conversion Task Force ReportID Recommendation PageOPER-7 CCC be bound by Senate resolutions regarding conversion. 23OPER-8 The establishment of a Semester Conversion Office (SCO) to serve as a centralized 23resource for information about semester conversion, including monthly process updatesvia University-wide email and a dedicated conversion webpage (See SUPP-8). The SCObe run on a day-to-day basis by an administrator and staff dedicated to the semesterconversion process. We recommend that the SCO administrator be a member of the CCC.OPER-9 We recommend that the faculty as a whole be given an opportunity through a campus-wide 24vote to express their opinion about whether to proceed with semester conversion before adecision to proceed is made.OPER-10 The acquisition or development of software to support online curriculum proposal and 25review. Integral aspects of that software are “intelligent forms” and a central website withsearch, browse, and comment capabilities.OPER-11 Obligatory training in writing course proposals and revisions for all faculty who will be 25engaged in preparing them. The training will be delivered either on-line or throughin-person sessions.OPER-12 To maximize transparency and to accelerate review, proposals should be posted on a 25web page that is easily accessible by faculty and administration. The page will allowcomments and concerns to be posted. Concerns will be discussed with responsiblecollege curriculum review units (Associate deans, staff, College EPC/IPC) for resolution.OPER-13 Only Department Chairs, Associate Deans, and College EPC be authorized to post formal 25objectionsOPER-14 To accelerate the review process, if no unresolved objections remain after a specified 25time, proposals be considered approved by default.OPER-15 A two year curriculum conversion period including substantial funding of faculty release 25time units (URT) for faculty training, curriculum conversion and college review.(a) During the first year departments will convert their curricula to semester courses.(b) During the second year an expanded College EPC (to include one faculty memberper department and the library, Associate Dean or designee, and sufficient administrativesupport) will review submitted curricula. Proposals that affect two or more colleges shouldbe reviewed by the affected colleges and the Deans for Undergraduate and GraduateStudies or designees.The second year is also reserved for resolving conflicts between departments andprograms within and across colleges. University EPC will be responsible for resolvingconflicts not resolved at the college level.OPER-16 If necessary to satisfy Senate Principle 2 programs drop requirements and/or prerequisites 26and provide flexible course replacements for students who are transitioning from quartersto semesters.OPER-17 IT conversion plans be approved by the Curriculum Conversion Committee (CCC) before 26they are implemented.40

Semester Conversion Task Force ReportID Recommendation PageOPER-18 The hiring or reassignment of a director-level IT professional with high level responsibilities 26devoted exclusively to quarter-to-semester conversion including responsibility to overseesystems modification, data conversion and end-user training.OPER-19 Agility in all aspect of the conversion plan related to information technology so that new 26technologies can be utilized.OPER-20 The utilization of current knowledgeable CSULA IT professionals for data conversion in 26order to ensure maximum quality control.OPER-21 Hiring sufficient IT staff to back-fill reassignments to conversion tasks. 26OPER-22 The scheduling of at least 2 calendar years for system modification and development and 261 additional calendar year for testing, integration, and end-user training.OPER-23 The hiring of adequate personnel to support the transition process so that staff are not 27overworked during the semester conversion process. To that end, we recommend thehiring of additional staff to backfill offices during the semester conversion. Some officeswill have to transfer records, which the new hires could achieve.OPER-24 Compensating existing staff for working overtime to complete semester conversion-related 27tasks.OPER-25 Providing frequent, high quality training to allow staff to perform at a high level. Such 27training will be critical given the upgrades required to complete semester conversion.More generally we recommend establishing a campus wide semester conversion trainingcenter that offers regular workshops during the year—similar to a one-stop training center.OPER-26 The incorporation of links to semester conversion information on students’ GET profiles 27and on College web pages.OPER-27 In accord with the Academic Senate Resolution (#13) discussed earlier in this document, 27conversion should not result in an increase in faculty workload. An individual’s time mightbe spent differently, but it ought not to increase the work that must be done.OPER-28 Semester conversion, if it occurs, ought to be an opportunity to creatively develop ways to 28free time for other duties. This is especially the case for faculty.OPER-29 Faculty engaged in converting programs to semesters ought to consider workload after 29conversion. It may be possible, as it is at some other CSU campuses, to achieve FTEStargets while providing reassigned time for advising and/or research, scholarship andcreative activities. The Division of Academic Affairs ought to support such efforts byestablishing reasonable targets and budgets, and by decentralizing decision-making.OPER-30 We recommend the creation of a new committee of faculty and administrators that is 29charged with investigating issues related to faculty workload and their implications forretention, tenure and promotion guidelines and specifically with achieving the goal ofreducing teaching load at CSULA. Such a committee ought to have access to whateverinformation is necessary to carry out its charge. And the Administration should commit tonegotiating with the Chancellor’s Office, if necessary, in case there are reasonable actionsthe Chancellor’s Office might take to facilitate reaching the goal of reducing teaching loadfor faculty.41

Semester Conversion Task Force ReportID Recommendation PageOPER-31 We recommend that each division be responsible for identifying and initiating revision of 29its Policies and Procedures as necessary. Where possible, this review process ought toinclude both staff and management. Ultimately, Vice Presidents ought to be responsiblefor ensuring revision of Policies and Procedures as necessary.OPER-32 We recommend the creation of a Senate ad hoc Steering Committee (SC) to oversee the 29modifications of the Faculty Handbook. The SC would be comprised of four facultymembers with Academic Senate experience, preferably prior members of the Senate’sExecutive Committee (EC), and one administrator. The SC would review the Handbook,identify the policies in need of modification, and triage these into the previously identifiedeasy, moderate and complex categories.(a) Easy changes. The SC itself will suggest modifications for policies where modificationsare identified as easy. These recommendations will go directly to the EC of the CSULAAcademic Senate. Once delivered, if the EC accepts the proposed language, the typicalEC process is to have the policy modifications announced as an Executive Action. Ifobjections are not raised by the Senate these policy modifications would then beforwarded to the President for his approval.(b) Moderate changes. The SC itself will also be address policy modifications identifiedas moderately challenging. The SC will propose draft language that could be sent to theEC. The EC could either (i) send the proposed language to a standing committee of theAcademic Senate or (ii) announce its acceptance of the proposed language by ExecutiveAction. If objections are not raised by the Senate these policy modifications would thenbe forwarded to the President for his approval.(c) Complex changes. Policy modifications identified by the SC as complex will beassigned to an Ad Hoc Working Group (AHWG) jointly created by the Provost and theEC. The charge to such AHWGs would be to examine current policy and the changesdentified by the SC. The AHWG would consider any external orders, laws, or regulationsand would propose appropriate draft language. Resultant policy modification languagewould be submitted to the SC, who would forward it in turn to the EC. The EC could sendit to a standing committee of the Academic Senate or accept the proposed changes asan Executive Action. If assigned to a standing committee, the draft language would be astarting point for the committee’s discussion and deliberation.SUPP-1 Development and distribution of a pledge to all students to assure support toward graduation. 31SUPP-2 Development of Individualized Advising Plans (IAPs) for transition. 31SUPP-3 Implementation of a mandatory advisement system for the transition and conversion periods. 31SUPP-4 Development and implementation of an outreach plan to assure that all students receive 31mandatory transition and conversion advisement by (a) contact of students by departmentsand programs, (b) utilization of technology for outreach, (c) utilization of a varietyof communication methods regarding curriculum changes, and (d) informational sessionsfor the transition period.SUPP-5 An increase in the academic advisement capacity of the University to include the University 31Academic Advisement Center and departments as needed, graduate student advisers,and Student Affairs Student Services professionals for G.E. advisement during transitionand the conversion periods.SUPP-6 That faculty providing extensive student advisement during conversion transition be eligible 31for reassigned time or stipends.42

Semester Conversion Task Force ReportID Recommendation PageSUPP-7 Implementation of a comprehensive plan of advisement training for faculty, staff, and 31graduate student advisors.SUPP-8 A centralized “Semester Conversion” web page connected to the home page of the 31University, co-managed by the Office of Public Affairs and the Semester ConversionOffice (SCO) described in OPER-8.SUPP-9 That pre-conversion activities consist of communication through both print (fact sheets, FAQs, 32newsletter discussions, University Report/TODAY, University Times) and electronic (maintain/update semester conversion web pages with relevant information; provide notices re:decisions/meetings, etc.) media.SUPP-10 A series of pre-conversion meetings with all members of the campus community. 32SUPP-11 That a special effort be made to communicate with both current and prospective students, 32including use of social network websites, ASI-sponsored websites and Outreach and StudentAffairs efforts and events.SUPP-12 We recommend that internal communications be organized in terms of stakeholder group: 32students, faculty, and staff and that for each detailed information about the progress ofconversion be provided in a form and at locations at which members of these groups willbe likely to encounter it.SUPP-13 We recommend that a media relations strategy be developed consisting of at least news 32releases and fact sheets. We also recommend that significant effort be put into communicatingwith prospective students, their parents, and high school and community collegecontacts and counselors.SUPP-14 We recommend the following transition tasks. 32Year 1. News planning and preparation associated with any pending formal Universitydecision regarding semester conversion. Use various strategies to communicatecampus decisions regarding whether to go forward with Semester Conversion process.Year 2 (fall and spring). Media/press releases regarding conversion decision(s)1. Construction of a new Semester Conversion webpage would begin—necessitating newdesign, features, links and content, including FAQ section2. All college search web sites revised (and CSU Mentor at later time)3. Continuing meetings/workshops in academic divisions and colleges4. Continuing Academic Senate presentations, ASI open forums, and Town HallsYear 2 (summer) and Year 3.1. Work with Outreach to develop planned communication via Hobson’s tool withprospective students2. New materials for outreach/college fairs3. Continuing meetings/workshops in academic divisions and colleges4. Continuing Academic Senate presentations, ASI open forums, and Town HallsDetailed Communications tasks have been coordinated with Advisement and are includedin the extended Timeline.43

Semester Conversion Task Force ReportAcademic Senate MembershipFall Quarter 2010We are providing e-mails of all Academic Senators so that faculty can contact their representatives.ARTS AND LETTERSShiz Herrera sherrer@exchange.calstatela.eduMichelle Hawley MHawley@exchange.calstatela.edu*Steven Classen sclasse@exchange.calstatela.eduDomnita Dumitrescu ddumitr@exchange.calstatela.eduJimmy Moss jmoss2@exchange.calstatela.eduMartin Huld mhuld@exchange.calstatela.eduMohammed Abed mabed@exchange.calstatela.eduJeffrey Benedict jbenedi@exchange.calstatela.eduBUSINESS AND ECONOMICSSamantha Carrington scarrin@exchange.calstatela.eduJose Perez-Carballo jperezc@exchange.calstatela.eduTaewon Kim tkim1@exchange.calstatela.eduLaura Whitcomb lwhitco@exchange.calstatela.eduNATURAL AND SOCIAL SCIENCESMelina Abdullah mabdull2@exchange.calstatela.eduBeth Baker-Cristales bbakerc@exchange.calstatela.eduAngela Vergara avergar@exchange.calstatela.edu*Michael Soldatenko msoldat@exchange.calstatela.eduKonrad Aniol alternate neededTheodore Bell tbell2@exchange.calstatela.eduGaithri Fernando gfernan2@exchange.calstatela.eduBianca Guzman bguzman@exchange.calstatela.eduKrishna Foster kfoster@exchange.calstatela.eduLIBRARY AND STUDENT AFFAIRSYongyi Song ysong2@exchange.calstatela.eduRomelia Salinas RSalina@exchange.calstatela.eduEDUCATIONLois Andre-Bechely loisab@exchange.calstatela.edu*Sharon Ulanoff sulanof@exchange.calstatela.eduCarolyn Frank cfrank@exchange.calstatela.eduAnne Hafner ahafner@exchange.calstatela.eduOlaiya Aina oaina@exchange.calstatela.eduCatherine HarasNancy McQueenJohn Cleman*Rita Ledesma*Nancy HuntSENATORS-AT-LARGEcharas@exchange.calstatela.edunmcquee@exchange.calstatela.edujcleman@exchange.calstatela.edurledesm@exchange.calstatela.edunhunt@exchange.calstatela.eduENGINEERING, COMPUTER SCIENCE, AND TECHNOLOGYRussell Abbott rabbott@exchange.calstatela.eduMark Tufenkjian mtufenk@exchange.calstatela.eduKamran Karimlou kkariml@exchange.calstatela.eduHEALTH AND HUMAN SERVICESLorie Judson ljudson@exchange.calstatela.edu*Cari Flintcflint@calstatela.eduEdward Klein Eklein@cslanet.calstatela.eduValentine Villa vvilla@exchange.calstatela.eduACADEMIC SENATOR CSU**Robert Land rland@exchange.calstatela.edu**Kevin Baaske kbaaske@calstatela.eduSTUDENT SENATORSKhozaima Jivanjee kjivanj@calstatela.eduMichael Pomirchy mpomirc@calstatela.eduDaanyaal Syed dsyed@calstatela.eduPostbaccalaureate student neededPostbaccalaureate student needed

Semester Conversion Task Force ReportEMERITUS FACULTY SENATORJ. T. Anagnoson tanagno@exchange.calstatela.eduEX OFFICIO DEANS AND ADMINISTRATORSBryant Alexander abryant@exchange.calstatela.eduMary Falvey mfalvey@exchange.calstatela.eduJames Henderson jhender3@exchange.calstatela.eduAlice Kawakami akawaka@exchange.calstatela.eduH. K. Moo-Young kmooyou@exchange.calstatela.eduDong-Woo Lee dwlee@exchange.calstatela.eduBeatrice Yorker byorker@exchange.calstatela.eduHONORARY ADMINISTRATORSKyle ButtonLisa ChavezPeter QuanAnthony RossJames RosserAshish Vaidyakbutton@CSLANET.CalSateLA.edulchavez10@cslanet.calstatela.eduPQuan@CSLANET.CalStateLA.eduTRoss@cslanet.calstatela.eduJRosser@CSLANET.CalStateLA.eduAVaidya@calstatela.eduHONORARY MEMBERSRita Ledesmarledesm@exchange.calstatela.edu* Member of the Executive Committee.** Ex officio, non-voting member of the Executive Committee.