Semester-Calendar System - California State University, Los Angeles

Plan for Converting 

University of Cincinnati to a 

Semester-Calendar System 

May 21, 2008 

Semester-Conversion Taskforce

Table of Contents 

Abbreviations ................................................................................................................... 4 

Executive Summary ......................................................................................................... 5 

Section 1: Semester-Conversion Taskforce Charge........................................................ 7 

Section 2: Taskforce and Subcommittees Rosters .......................................................... 8 

Section 3: Boundary Conditions....................................................................................... 12 

Section 4: Pledge to Students.......................................................................................... 13 

Section 5: Timeline and Organization .............................................................................. 14 

5.1 Timeline............................................................................................................. 14 

5.2 Organization ...................................................................................................... 14 

Section 6: Transition Components ................................................................................... 15 

6.1 Semester Calendar ........................................................................................... 15 

6.1.1 Fall and Spring Semester Design Principles ......................................... 16 

6.1.2 Summer Semester Design Principles .................................................... 17 

6.1.3 1st Day of Classes and State Holidays.................................................. 17 

6.1.4 Summer 2011 Transition-Term Dates ................................................... 18 

6.1.5 Reflections on the Proposed Semester Calendar.................................. 18 

6.2 Pedagogy, Curricula, and Course Development ............................................... 19 

6.2.1 Procedure for Conversion of Curricula .................................................. 19 

6.2.2 Submitting and Encoding Curricular Changes....................................... 22 

6.2.3 Protocol for Uniform Course Numbering................................................ 22 

6.2.4 Class Scheduling Grid ........................................................................... 23 

6.3 Advising............................................................................................................. 24 

6.3.1 Assessment of Advising Capacity.......................................................... 24 

6.3.2 Individualized Advising Plans ................................................................ 26 

6.3.3 Three-Pronged Advising Plan................................................................ 26 

6.3.4 Articulation............................................................................................. 26 

6.4 Information Technology..................................................................................... 26 

6.4.1. Systems Modification............................................................................. 27 

6.4.2 Systems Redesign................................................................................. 27 

6.4.3 Data Entry.............................................................................................. 27 

6.4.4 Procedures ............................................................................................ 27 

6.5 Infrastructure .................................................................................................... 27 

6.6 Policies and Procedures ................................................................................... 28 

6.7 Communications................................................................................................ 30 

Taskforce Plan for Converting to a Semester-Calendar System (Final Report) 2 (43)

Section 7: Financial Requirements and Consequences .................................................. 31 

7.1 Conversion Costs .............................................................................................. 31 

7.1.1 Administration and Communications ..................................................... 31 

7.1.2 Curriculum Course and Pedagogic Development.................................. 32 

7.1.3 Systems Repopulation and Procedure Revisions.................................. 34 

7.1.4 Advising ................................................................................................. 36 

7.1.5 Information Technology ......................................................................... 37 

7.1.6 Transition Costs Summary .................................................................... 39 

7.2 Steady-State Implications.................................................................................. 40 

7.21 Workload, Contractual, and Visa Implications ....................................... 41 

Conclusion ....................................................................................................................... 42 

Bibliography ..................................................................................................................... 43 

Appendices 

Appendix 1 Proposed Semester-System Academic Calendar 2011-18 

Appendix 2 Proposed Semester-System Summer Sessions Model 

Appendix 3 Integrated Core Learning: Knowledge, Experience, Reflection 

Appendix 4 Gantt Charts 

Appendix 5 TAG Course Information Page 

Appendix 6 Standard Credit Agreement Form 

Appendix 7 Co-op Program Schedule Form 

Appendix 8 Revised Course Approval Request Form 

Appendix 9 New Course Approval Request Form 

Appendix 10 Service Course Information Page 

Appendix 11 Honors Course Request Form 

Appendix 12 Breadth of Knowledge Course Information Page 

Appendix 13 Undergraduate Program (Major) Review for Semester-Conversion 

Guidelines 

Appendix 14 Program Certification Checklist 

Appendix 15 Semester-Conversion Checklist 

Appendix 16 Recommendations for Graduate Program Approvals for Quarter to 

Semester Conversion 

Appendix 17 Semester-Conversion Checklist Example: Complete Undergraduate 

Documentation 

Appendix 18 Program Certification Checklist 

Appendix 19 Graduate Program Requirements Form 

Appendix 20 Graduate Program Requirements Form (sample) 

Appendix 21 Uniform University of Cincinnati Co-op Calendar 


Abbreviations 

Below is a list of abbreviations used in this document. The list does not include 

abbreviations pertaining to UC Information Technology (UCit). 

A&S College of Arts and Sciences 

AAUP American Association of University Professors 

BoK Breadth of Knowledge 

CAH College of Allied Health Sciences 

CAS The Council for the Advancement of Standards in Higher Education 

CAS College of Applied Science 

CAT Center for Access and Transition 

CC Clermont College 

CCDAC Cross-College Discipline Articulation Committee 

CCM College-Conservatory of Music 

CECH College of Education, Criminal Justice, and Human Services 

CoB College of Business 

CoE College of Engineering 

CoN College of Nursing 

CoPh College of Pharmacy 

CT2s Career Technical Credit Transfers 

CS Custom Solutions 

DAAP College of Design, Architecture, Art and Planning 

DPA Degree Progress Audit 

FTE Full-Time Equivalency 

GS The Graduate School 

HR Human Resources 

I Incomplete 

IAP Individual Advising Plan 

k Thousand 

LSC State of Ohio Legislative Service Commission 

M Million 

OAN Ohio Articulation Number 

OBR Ohio Board of Regents 

OTM Ohio Transfer Module 

PP Division of Professional Practice 

Q. Cr. h Quarter Credit-Hour 

RWC Raymond Walters College 

S. Cr. h. Semester Credit Hour 

SH Student Health 

SP Satisfactory Progress 

STT Semester-Transition Taskforce 

STU-ADV-STDG Student Advanced Standing (i.e., transfer credit awarded) 

SW School of Social Work 

TAG Transfer Articulation Guideline 

TUC Tangeman University Center 

UC University of Cincinnati 

USO University System of Ohio 

UTUCC University Transitional Undergraduate Curriculum Committee 


Executive Summary 

With this document, the University of Cincinnati Semester-Conversion Taskforce submits for 

consideration an outline for a three-year plan to convert UC’s quarter-driven calendar to a 

semester-driven calendar as of the Fall 2011 Term. 

In the interest of crafting a semester-conversion plan that will both produce an efficient 

transition and support the University’s mission, yet which will minimize the effects of that 

transition on all UC constituencies (particularly students), the Taskforce adopted a set of 

boundary conditions. Under these boundary conditions, the Taskforce sought to develop a 

plan that: 

• is in alignment with UC|21; 

• is cost and time-to-graduate neutral to students who adhere to an Individualized 

Advising Plan (IAP); 

• imposes no negative impact on diversity; 

• avoids mission creep; 

• encourages effective pedagogy; 

• maps one-time transition costs; and 

• is cost-neutral after implementation. 

The Semester-Conversion Taskforce has been mindful of a directive issued by the Senior 

Vice President and Provost to consider the conversion to a semester-based calendar as “an 

historic, extraordinary opportunity to affect transformational changes to UC’s academic 

calendar, curriculum and pedagogy”. And so it follows that a simultaneous revision of the 

curriculum across the academic units lies at the heart of the conversion to semesters. The 

curricular revision plan outlined in this document provides the faculty a unique opportunity 

for integrating a redesigned curriculum that reflects emerging best practices. Such a 

synchronous transformation will leave a profound legacy for the next generation of UC 

instructors ― a legacy that embodies modern pedagogical and technological considerations. 

The fall and spring semesters proposed in this document are comprised of approximately 

fifteen (15) weeks of instruction. Fall semester normally will begin at least one full week 

prior to Labor Day. Spring semester will begin on January 3 rd or later. Summer semester 

will be comprised of approximately fourteen (14) weeks of instruction, classes for which may 

be taught full-term, in two (2) half-term sessions, or in three (3) four-and-one-half week minisessions. 

Students typically will graduate at the end of April or in early May. 

To ensure efficient coordination, the Semester-Conversion Taskforce recommends that a 

Transition Director be appointed at the rank of Vice Provost. The Transition Director will 

oversee the transition University-wide and will manage the transition budget. That individual 

will coordinate the transition through a to-be-formed Semester-Transition Taskforce (STT). 

Academic advising will be of critical importance to bringing about a smooth transition 

process for students, Consequently, effective advising must be readily available to all 

students. Each student (approximately 28,000 in all ― incoming freshmen excluded) will 

require a written Individual Advising Plan (IAP). For students who adhere to these IAPs, this 

conversion plan includes a written University pledge. Such a pledge is standard among 

other universities that have undergone a similar conversion. The pledge guarantees 

students that they will experience: 

• no loss of academic progress; 

• no delay in time-to-degree completion / graduation; and 

• no increase in the total tuition and fees expended for the degree program as a whole, 

except those annual increases that the Board of Trustees may authorize over a 


multi-year period as it may have done had UC continued under its quarter-calendar 

system. 

University academic advising staffing levels currently fall below recommended National 

Academic Advising Association standards. This plan therefore recommends an infusion of 

advising staff to ensure that UC students will have access to advising support during the 

semester-transition. This infusion will result in an additional thirty-three (33) advisors. 

UC Information Technology (UCit) resources will develop applications ― or modify existing 

applications ― to assist academic and administrative units both during and after the 

conversion process. Systems to be added or modified include: 

• A web application through which faculty can submit new course descriptions and course 

numbers as they convert the curriculum. The system may include workflow capabilities 

to handle any approval process. System details will be specified through consultation 

with the curriculum, pedagogy, and course implementation committee; and 

• Advising tools for secure storage of Individual Advising Plans (IAP). 

The Taskforce’s Infrastructure Subcommittee has summarized the semester-conversion 

challenges that will be faced by selected infrastructures such as student services, facilities 

management, housing and food service, finance, budget and management, athletics, etc. 

Also, the Policies and Procedures Subcommittee has identified University-wide policies and 

procedures that will require revision. 

The estimated one-time cost of this conversion is approximately $13.9M divided across four 

fiscal years as follows: $1.7M (FY9); $6.1M (FY10); $3.4M (FY11); and $2.6M (FY12). 


Section 1: Semester-Conversion Taskforce Charge 

University President Nancy Zimpher charged the Semester-Conversion Task Force with 

developing a plan by which UC can transition from its current quarter-calendar system to a 

semester-calendar system. The plan is due to the University President by May 21, 2008 

and it should address the following subjects: 

• a timeline for transition; 

• design principles for, and a model of, the semester-system academic calendar; 

• the development of a semester-based course-numbering system; 

• the establishment of co-op, student teaching, and clinical calendars; 

• the creation of communication strategies; 

• an examination of academic policy implications; 

• the identification of essential and critical modifications to UC's IT systems; 

• the development of policies relating to students enrolled at UC during the transition 

between the quarter system and the semester system; and 

• the identification of transition costs and the design of an appropriate budget. 

The Provost’s Office will work directly with the colleges on the following issues: 

• home for degree authority; 

• preferred course-credit module (e.g., three (3) credit-hour classes); 

• program and degree requirements under a semester-calendar system; 

• credit requirements for degrees and limits thereon; 

• contact hours required for semester-length courses; and 

• student work required per semester credit hour. 

Conversion of the University’s General Education Program will be referred to the General 

Education Advisory Committee. A separate group will be established to address faculty 

contract matters. 


Section 2: Taskforce and Subcommittees Rosters 

Semester-Conversion Taskforce 

Linda Bates-Parker Director, Career Development Center, Division of Student 

Affairs & Services 

Denise Britigan Graduate Student Representative 

Douglas K. Burgess University Registrar, Enrollment Management, Division of 

Student Affairs & Services 

Kettil Cedercreutz (Co-Chair) Associate Provost and Director, Professional Practice 

Janice Denton Professor, Raymond Walters College 

Gisela Meyer Escoe Vice Provost, Assessment and Student Learning 

Warren George Interim Dean, College-Conservatory of Music 

Elizabeth C. King (Co-Chair) Dean, College of Allied Health Sciences 

Patricia Krekeler Director, Application Services, UCit 

Caroline B. Miller Senior Associate Vice President / Associate Provost Enrollment 

Management, Division of Student Affairs & Services 

Laura Nabors Associate Professor, College of Arts & Sciences 

Kristi Nelson Senior Vice Provost, Academic Planning 

James Radley President, Undergraduate Student Government Association 

M.B. Reilly Public Information Officer, University Relations 

Neal Stark Director, Research and Assessment 

Sherry Spokas Assistant Academic Director, Center for Exploratory Studies 

Mary Stearns Assistant Dean, Clermont College 

Karen Sullivan Associate Vice President, Budget Management 

Jeffrey Tilman Associate Professor, College of Design, Architecture, Art & Planning 

William Whitaker Senior Associate Dean, College of Business 

Robert Zierolf Associate University Dean, Graduate School 

Advising Subcommittee 

Theresa Aberle Program Coordinator, Career Services 

Mark Bowers Assistant Dean, College of Engineering 

Edward Bridgeman Associate Professor, Clermont College 

John (Ned) Donnelly Associate Director, Office of the Registrar 

Adrian (Ed) Hall Associate Director, Academic Advising, College of Arts & 

Sciences 

Ryan Hall Director, Advising and Registration, Clermont College 

Laura Hildreth Assistant Dean, College of Medicine 

Anne Hoehn Assistant Dean, College of Applied Science 

Robert Howell Associate Dean, Raymond Walters College 

Amanda Jones Program Manager, First Year Experience & Learning 

Communities 

Velta Kelly-Foster Associate Director, Career Development Center 

Sean Lee Undergraduate Student Representative 

Debra Merchant Director, Academic Excellence & Support Services, 

Division of Student Affairs & Services 

Amberly Miller Assistant Dean, College of Design, Architecture, Art & 

Planning 

Caroline B. Miller (Co-Chair) Senior Associate Vice President / Associate Provost Enrollment 

Management, Division of Student Affairs & Services 

Erin O'Brien Graduate Student Representative 


Zach Osborne Assistant Professor, Professional Practice 

Mary Jo Petersman Program Manager, College of Medicine 

Aaron Price Program Manager, College of Nursing 

Michael Rosenberg Director, Student Affairs, College of Allied Health Sciences 

Regina Sapona Associate Dean, College of Education, Criminal Justice & 

Human Services 

Sherry Spokas Assistant Academic Director, Center for Exploratory Studies 

Richard Stackpole Assistant Dean, College of Education, Criminal Justice & 


Tara Stopfel (Co-Chair) Assistant Dean, College of Arts & Sciences 

Nina Thomas Assistant Dean, College of Business 

Ruth Anne Van Loon Associate Professor, School of Social Work 

Andrea Wall Assistant Dean, College of Pharmacy 

Barbara Watts Associate Dean, College of Law 

Frank Weinstock Interim Associate Dean, College-Conservatory of Music 

Calendar Subcommittee 

Douglas K. Burgess (Co-Chair) University Registrar, Enrollment Management, Division of 


Kettil Cedercreutz Associate Provost and Director, Professional Practice 

Asad Dalia Assistant Professor, College of Allied Health Sciences 

Janak Dave Professor, College of Applied Science 

Michael Doherty Assistant Professor, College of Pharmacy 

Lou Ann Emerson Senior Associate Dean, College of Nursing 

Warren George (Co-Chair) Interim Dean, College-Conservatory of Music 

Corey Lehr Director of Compliance, Treasurer’s Office 

Raj Mehta Director, University Honors Program 

James Radley President, Undergraduate Student Government Association 

Rodney Roseman Associate Professor, College of Engineering 

Regina Sapona Associate Dean, College of Education, Criminal Justice & 


Allison Sterrett-Krause Representative, Graduate Student Association 

Jeffrey Tilman Associate Professor, College of Design, Architecture, 

Art & Planning 

Louis Trent Assistant Director, Professional Practice 

William Whitaker Senior Associate Dean, College of Business 

Connie Williams Director, Student Financial Aid 

Communications Subcommittee 

Denise Britigan Graduate Student Representative 

Keisha Byrd Undergraduate Student Representative 

Cheryl Cates Associate Director, Professional Practice 

Elizabeth King Dean, College of Allied Health Sciences 

Laura Nabors Associate Professor, College of Arts & Sciences 

M.B. Reilly (Chair) Public Information Officer, University Relations 


Curriculum, Pedagogy and Course Subcommittee 

Pamela Baker Director, UC Center for Enhancement of Teaching 

and Learning 

Emily Bradford Graduate Student Representative 

Melody Clark Academic Director, Distance Education & Continuing 

Education 

Jacqueline Daugherty Program Coordinator, Graduate School 

Gary Dick Associate Professor, School of Social Work 

Leif Edgar Undergraduate Student Representative 

Gayle Elliott Assistant Professor, Professional Practice 

Gisela Meyer Escoe (Co-Chair) Vice Provost Assessment and Student Learning 

Patricia Friel Professor, Clermont College 

Warren George Interim Dean, College Conservatory of Music 

Shelly Harkness Assistant Professor, College of Education, Criminal Justice & 


Annette Hemmings Professor, College of Education, Criminal Justice & 


Laura Hildreth Assistant Dean, College of Medicine 

Denise Johansen Assistant Professor, College of Applied Science 

Margaret Hager Associate Professor, Clermont College 

Karen King Associate Professor, Raymond Walters College 

Adrianne Lane Professor, College of Nursing 

Rebecca Leugers Assistant Professor, College of Allied Health Sciences 

Joyce Malek Field Service Associate Professor, College of Arts & Sciences 

Raj Mehta Professor, College of Business 

Frances Meyer Senior Associate Registrar, Office of the University Registrar, 


Joanna Mitro Associate Dean, College of Arts and Sciences 

Karen Monzel Associate Dean, College of Design, Architecture, Art & 

Planning 

Joseph Nevin Assistant Dean, College of Engineering 

Kurt Olausen Director, UC International Programs 

Pamela Person Director, Center for First Year Experience and Learning 

Communities 

Mary Jo Petersman Program Manager, College of Medicine 

Amy Pettigrew Associate Professor, College of Nursing 

Linda Plevyak Associate Professor, College of Education, Criminal Justice & 


Jeanette Songer Mautner Senior Assistant Dean, College of Arts & Sciences 

Mary Stearns (Co-Chair) Assistant Dean, Clermont College 

Andrea Wall Assistant Dean, College of Pharmacy 

Barbara Watts Associate Dean, College of Law 

William Whitaker (Co-Chair) Senior Associate Dean, College of Business 


Information Technology Subcommittee 

Sue Barrett Database Administrator, UCit 

Diana Boone Information System Manager, Graduate School 

Barbara Combess Associate Director, Student Information Systems, UCit 

Paul Foster Assistant Director of Instructional Services, UCit 

Erma Fritsche Department Head, Technology Services, University Library 

Patricia Krekeler (Co-Chair) Director, Application Services, UCit 

Sean McCabe Undergraduate Student Representative 

Pallavi Patel Assistant Vice President, Campus Services 

Dana Pawlowicz Associate Director, Office of Student Financial Aid, Division of 


Robin Pittman Director, Position Management, Budget Management 

Paul Schmidt Manager Custom Solutions, UCit 

Hemat Sibal Graduate Student Representative 

Neal Stark (Co-Chair) Director, Research and Assessment 

Bev Upton Manager Application Development, UCit 

Infrastructure Subcommittee 

Thomas Canepa Associate Vice President, Admissions, Enrollment Management, 


Todd Duncan Director, Housing & Food Services, Campus Services 

Eugene Ferrara Associate Vice President, Public Safety 

William (Sam) Hutzel Senior Health Physics Tech, Research Office 

William T. Johnson Senior Director, Human Resources-Labor Relations 

Velta Kelly-Foster Associate Director, Career Development Center 

Robin Martin Senior Woman Administrator, Compliance & Student Services, 

University Athletics 

James Novak Associate Director, Career Development Center, Division of 


Linda Bates Parker (Co-Chair) Director, Career Development Center, Division of Student 


Karen Sullivan Associate Vice President, Finance-Budget Management 

Connie Williams Director, Office of Student Financial Aid, Division of Student 


Robert Zierolf (Co-Chair) Associate University Dean, Graduate School 

Policies and Procedures Subcommittee 

Janice Denton (Chair) Professor, Raymond Walters College 

Cecily Goode Director, One-Stop Center, Enrollment Management 

Heather Huff Former Executive Assistant, UC Board of Trustees 

Wendy Lambing Associate Registrar, Office of the University Registrar, Division 

of Student Affairs & Services 

Krista Maddox Assistant Dean, Student Affairs, College of Nursing 

Steve Napier Graduate Student, College of Education, Criminal Justice & 


Randy Ulses Senior Associate Director, Office of Student Financial Aid, 


Seth Vensil Undergraduate Student, College of Arts & Sciences 


Section 3: Boundary Conditions 

The Semester-Conversion Taskforce developed the following general planning guidelines and 

boundary conditions after studying semester-conversion initiatives completed at Chabot 

Community College District, CA; LaGrange College (GA); Northeastern University (MA); 

University of Minnesota; University of Oklahoma; Shawnee State University (OH); University of 

Tennessee Knoxville; The Alabama Educational System; and University of California. 

Alignment 

The semester-transition plan should be aligned with the UC|21 strategic plan and should 

support the University’s position as the foremost university engaged in Cooperative Education. 

Commitment to Students 

The proposed plan should be cost and time-to-degree-completion neutral for students enrolled 

during the transition. It should incorporate a pledge guaranteeing students who follow an 

Individualized Advising Plan that UC’s transition to semesters will not extend their time-todegree-completion 

or increase the total cost of the degree. 

Diversity 

The semester conversion shall not impose a negative impact on diversity. 

Avoid Mission Creep 

The Taskforce’s objective is to generate a plan for the transition to a semester-based calendar 

and academic structure. The Taskforce should refrain from solving problems related, yet 

ancillary, to that primary mission. 

Encourage Implementation of Efficient Pedagogy 

While the Taskforce is not charged with the pedagogic development of the University, the 

Taskforce’s work should stimulate a discussion that encourages the affected colleges to make 

sound pedagogical decisions derived from their specific circumstances. 

Cost Sensitivity 

The Taskforce should map the one-time transition costs for the proposed conversion on a level 

that allows the UC executive leadership and the Board of Trustees to effectively plan for the 

transition. 

Cost Neutrality 

On a steady-state basis and as far as possible, the proposed structure should be cost and 

revenue neutral. 

Implementation Timeline 

Accumulated research regarding the achievements of converted institutions reveals that a 

semester conversion can be accomplished within two to three years. The Taskforce therefore 

proposes that UC’s conversion to a semester-calendar system be completed by the end of the 

Summer Quarter 2011, with the first semester term established as Fall Semester 2011. This 

deadline assumes that University of Cincinnati will finalize a decision by July 15, 2008 

committing to semester conversion. Should this decision be delayed, the initial semester term 

must be rescheduled in one-year increments accordingly. 

Accreditation 

Because UC academic programs are subject to a variety of regional and discipline-based 

accreditation cycles, it is not possible to accommodate the cycles of all individual programs. 

The Taskforce therefore advises the colleges to cooperate with individual departments to 

communicate the situation with their particular accreditation agencies and negotiate potential 

adjustments to future campus visits. 


Section 4: Pledge to Students 

University of Cincinnati commits to a partnership with students that promotes the successful 

transition from academic quarters to semesters. As with any partnership, expectations exist 

between the parties. Each UC student currently enrolled under the quarter-calendar system 

can expect that advising resources will be available to assist him or her in defining a specific 

path to degree completion that plans for the transition from quarter to semester classes and 

credit. This path will be determined by consultation with an appropriate advisor and will be 

recorded through the completion of a written Individual Advising Plan (IAP). The University, 

however, expects that each and every UC student will work with an advisor to create an IAP. 

Students who do not meet with a college or University official to create an IAP should not 

expect the University to honor the following pledge: 

• No Loss of Academic Progress 

Students will not lose earned credit as a result of the semester conversion. The 

earned quarter hours will be converted to semester hours based on the following 

formula: Number of Quarter Credit Hours x .6667 = Number of Semester Credit Hours. 

Applicable credit hours will be counted toward fulfilling degree requirements. For 

students enrolled before Fall Semester 2011, old and new catalog requirements will be 

merged to ensure progress toward degree. Combinations will vary depending upon 

percentage of degree completion at the time of semester conversion. Students must 

meet with their academic advisors to determine their Individualized Advising Plan. 

• No Delay to Degree Completion 

This pledge ensures that students who are on track to complete their degrees at the 

time of conversion and who maintain a consistent rate of credit accumulation after 

semester conversion will not experience an extension of the time-to-degree 

completion. The University cannot be held responsible, however, for personal 

choices such as decisions to change to part-time status, to “stop-out”, or to deviate 

from the agreed upon Individualized Advising Plan. 

• No Increased Costs for Degree Completion 

Student tuition and fees under the semester system will not be greater than they 

would be under the quarter system for a two-semester academic year. The total fulltime 

cost of two semesters equals the full-time cost of three quarters. In addition, the 

total tuition and fees cost over the length of the degree program (based on two 

semesters per academic year) will be the same for students following an approved 

IAP under the semester-calendar system as it would have been under the quartercalendar 

system. Tuition and fee payment schedules will be aligned with the 

semester calendar. The University, however, may implement annual tuition 

increases as deemed necessary and authorized by the Board of Trustees. 


Section 5: Timeline and Organization 

5.1 TIMELINE 

The Semester-Conversion Taskforce’s plan will allow University of Cincinnati to smoothly 

transition to semesters beginning with Fall 2011. After lengthy consideration, the Taskforce 

recommends a three-year transition period. The proposed duration allows UC to combine a 

true “re-visioning” of its pedagogy with a cost effective and efficient implementation 

schedule. The three-year period provides the time necessary for UC Information 

Technology (UCit) to work in partnership with the various academic, administrative, and 

service units to affect required modifications to UC’s data, operations, and student-support 

systems. It also provides approximately one year for academic advising, a critical 

component to ensuring student success. In addition, the timeline compares well with other 

schools in the same peer group (e.g., Georgia Institute of Technology, Northeastern 

University). 

5.2 ORGANIZATION 

To be successful, the transition must be well-coordinated. The Semester-Conversion 

Taskforce suggests that UC’s conversion be coordinated by a to-be-formed Semester- 

Transition Taskforce (STT), organized as follows. 

Figure 1 Semester-Transition Taskforce (STT) 

Transition Director Vice Provost, Semester Conversion 

Support Communications Officer 

Chair Exceptions Committee 

Chair Curriculum, Course, and Pedagogy Implementation Committee 

University Transitional Undergraduate Curriculum Committee 

(UTUCC) 

Cross-College Discipline Articulation Committees (CCDACs) 

Chair Advising Implementation Committee 

Chair IT Implementation Committee 

Chair Infrastructure Implementation Committee 

Chair Policies and Procedures Implementation Committee 

Chair Calendar Committee [Standing Committee] 

The Transition Director/Vice Provost directing the transition reports to the Office of the 

Senior Vice President & Provost. The Transition Director is responsible for managing the 

complete transition, and oversees the transition budget. The organization proposed is 

tentative, and the ultimate responsibility for filling the positions falls to the Transition Director 

and the Office of the Senior Vice President & Provost. The Director, with the agreement of 

the Provost, will be authorized to move funds between project budget lines. The Semester- 


Conversion Taskforce recommends that project funds be pushed forward from one year to 

the next. 

The Transition Director chairs the Semester-Transition Taskforce, which will be comprised of 

the STT subcommittee chairs. Each subcommittee is responsible for the coordination of 

conversion planning and implementation both internally within units and across units for 

those policies, procedures and systems falling under that subcommittee’s assigned 

bailiwick. Specifically, subcommittees will be charged with: 

• ensuring collaboration between all affected units across the University; 

• serving as the central point of information related to the semester transition; and 

• monitoring the conversion’s progression across units so as to identify emerging 

problems or issues and to ensure all units are on schedule for Fall Semester 2011. 

Additionally, each college will appoint a dedicated point-person with the authority to resolve 

the grievances of those students who may be affected negatively by the semester transition, 

despite having followed an Individualized Advising Plan (IAP). These individuals will be 

authorized to correct wrongfully-charged tuition and fees. The STT Exceptions Committee 

will monitor college exceptions to ensure University-wide consistency. 

Section 6: Transition Components 

This section describes a list of key components that must be implemented to guarantee a 

smooth transition to semesters. The measures are described in separate sub-sections 

entitled “Calendar”, “Pedagogy, Curricula, and Course Development”, “Advising”, 

“Information Technology Development”, “Infrastructure Development”, “Policies and 

Procedures Development”, and “Communication”. 

6.1 SEMESTER CALENDAR 

The Taskforce has designed a semester calendar to meet specific boundary conditions so 

as to balance the often competing needs of UC’s student, faculty, administrative, and 

campus-support constituencies. The calendar proposed by this report achieves the 

following: 

• It incorporates a number of instructional days in fall and spring semesters sufficient 

to satisfy requirements defined by the Ohio Board of Regents for semester terms 

while preserving the University’s ability to fulfill its educational mission; 1 

• It incorporates defined periods for final examinations, in accordance with Ohio Board 

of Regents’ requirements; 

• It preserves UC’s cooperative education experience by establishing semesters that 

are approximately equal in length; 

• It provides class-scheduling flexibility within the summer semester through the 

availability of defined shortened summer sessions; 

• It parallels Ohio and U.S. peer institutions by incorporating a one-week Spring Break, 

wherein no classes will be held; 

1 Ohio Board of Regents February 4, 2000 memorandum defines an academic semester as comprised of fifteen 

(15) weeks of instruction for a total of seventy-five (75) instructional days. The Ohio institutions as an aggregate 

group, however, are not in compliance with this provision. The Taskforce has determined that meeting the 

seventy-five instructional day requirement is incompatible with designing three semester calendars of 

approximately equal length so as to preserve the Division of Professional Practice’s cooperative education 

mission. The calendar proposed by this report is comparable with semester lengths of its Ohio peer group. 


• It provides as many days of break between each semester as is feasible, so as to 

support between-term administrative processes and the classroom/dormitory upkeep 

operations of Facilities Management; and 

• It provides windows of opportunity for students to pursue study abroad options and 

other off-campus academic experiences between fall and spring semesters and 

during the month of May. 

The Taskforce has constructed a semester-planning calendar for academic years 2011-12 

through 2017-18. This planning calendar is presented in Appendix 1: “Proposed Semester 

System Calendar 2011-2018” and Appendix 2: “Proposed Summer Sessions Calendar”. 

6.1.1 Fall and Spring Semester Design Principles 

• The fall and spring semesters will be comprised of approximately fourteen (14) 

weeks of instruction for a minimum of seventy (70) instructional days. Scheduling fall 

or spring instructional days in excess of seventy is both permitted and encouraged, if 

possible to do so under the other provisions of these design principles. 

• Saturday-only classes may be offered, but these must be scheduled so as to provide 

a full semester of content and corresponding instructional minutes (i.e., 700 

class/laboratory minutes per credit hour). 

• The fall semester will normally begin at least one (1) full week prior to Labor Day, 

and may begin up to two (2) full weeks prior to Labor Day, as required, so as to 

adhere to the other provisions of these design principles. 

• The fall and spring semesters will include one week of examinations to follow the last 

day of instruction. This examination week normally will be comprised of four week 

days, with an optional fifth week day and/or Saturday to be scheduled as the number 

of classes offered and available classroom space require. 

• For the fall semester, at least one full week of classes will be scheduled between the 

end of the Thanksgiving holiday and the beginning of the semester examination 

week. 

• Fall and spring semester examination days will be scheduled consecutively, but may 

be split across two weeks at the discretion of the UC Calendar & Examinations 

Committee so as to accommodate the other provisions of these design principles. 

• For those terms where a split-week examination schedule is necessary, one 

weekday entitled “UC Study Day” shall be scheduled to occur between the last day 

of classes and the first day of examinations. Neither classes nor examinations shall 

be held on UC Study Day. 

• The last day of Fall Examinations normally will occur on or before December 18 th . 

• Whenever possible, within an adherence to the other provisions of these design 

principles, the spring semester will begin on January 3 rd or later so as to avoid the 

necessity of student travel on New Year’s Day. 

• The spring semester will include a one-week Spring Break, wherein no classes will 

be held. Normally, this Spring Break will be scheduled for the 3 rd full week of March, 

but should be scheduled so that at least one full month (twenty (20) instructional 

days) occurs between the end of Spring Break and the last day of classes. 

• A break of approximately five (5) weekdays will be scheduled between spring and 

summer semesters. These break days may be scheduled consecutively across two 

weeks. 

• Departments will retain the ability to offer flexibly-scheduled classes, yet these must 

be scheduled so as to 1) provide a full semester of content and corresponding 


instructional minutes (i.e., 700 class/laboratory minutes per credit hour); and 2) be 

compliant with U.S. Department of Education Title IV financial aid regulations. 

6.1.2 Summer Semester Design Principles 

• The summer semester will be comprised of approximately thirteen weeks (13) of 

instruction for a minimum of sixty-five (65) instructional days. Though the established 

minimum provides the UC Calendar & Examinations Committee with scheduling 

flexibility, the summer semester is expected to be comprised of sixty-eight (68) 

instructional days. Scheduling summer semester instructional days in excess of 

sixty-eight is both permitted and encouraged, if possible under the other provisions of 

these design principles. 

• Within the starting and ending dates of the full summer semester, defined sessions 

of shorter duration will be available for class scheduling as follows: 

o Two (2) half-term sessions, each comprising approximately seven (7) 

instructional weeks; and 

o Three (3) mini-term sessions, each comprising approximately four-and-one-half 

(4 ½) instructional weeks. 

• Departments will retain the ability to offer flexibly-scheduled classes, yet these must 

be scheduled so as to 1) provide a full semester of content and corresponding 

instructional minutes (i.e., 700 class/laboratory minutes per credit hour); and 2) be 

compliant with U.S. Department of Education Title IV financial aid regulations. 

• Saturday-only classes may be offered, but these must be scheduled so as to provide 

a full semester of content and corresponding instructional minutes (i.e., 700 

class/laboratory minutes per credit hour). 

• Summer half-term and mini-session classes will provide appropriate instructional 

minutes (i.e., 700 class/laboratory minutes per credit hour). 

• The summer semester full-term will include a 3-day examination period to follow the 

last day of instruction. 

• A split-week examination schedule will not be employed for the summer semester. 

• UC Study Day will not be scheduled for the summer semester. 

• Examinations for 7-week and 4 ½-week sessions will be held on the last day of 

classes. 

• A break of approximately 1 ½ to 2 weeks will be scheduled between summer and fall 

semesters. 

6.1.3 1 st Day of Classes and State Holidays 

• The following principles will govern the selection of the 1 st day of classes: 

o Normally, the first day of classes for each academic semester will be a Monday, 

Tuesday, or Wednesday. For the spring semester, the first day of classes may 

occur on Thursday at the discretion of the UC Calendar & Examinations 

Committee so as to maximize the number of instructional days; and 

o Whenever possible, within an adherence to the other provisions of these design 

principles, the first day of classes will not be scheduled to fall on a significant 

religious high holy day. 


• All State of Ohio holidays will be observed, as follows: 

o Of the three State of Ohio holidays that may be observed on alternate dates, 

University of Cincinnati will not alternately observe Dr. Martin Luther King, Jr.’s 

Birthday; 

o Columbus Day will be recognized on the day after Thanksgiving; and 

o President’s Day will be recognized on the day either before or after 

Christmas Day. 

6.1.4 Summer 2011 Transition-Term Dates 

Spring Quarter 2011 will conclude on Saturday, June 11 (Commencement). Currently, 

Summer Quarter 2011 (full-term) is scheduled to begin on Monday, June 20 and end on 

Thursday, September 1 (last day of examinations). According to the proposed 2011-18 

semester calendar, Fall Semester 2011 classes begin on Monday, August 29. Therefore, 

an adjustment must be made to the Summer Quarter 2011 calendar. Given that the 

currently scheduled full week of break between Spring 2011 and Summer 2011 quarters 

must be maintained, and that at least one week of break must be scheduled between 

Summer Quarter 2011 and Fall Semester 2011, the Subcommittee recommends the 2011 

transitional summer calendar below: 

Summer Quarter 2011 ─ June 20 to August 12, 2011 (Eight-Week Term): 

• Final examinations scheduled for the last day of classes (August 12); 

• Thirty-eight (38) instructional days; 

• To be designed, taught, graded and recorded on the transcript as an academic 

quarter of instruction and credit; 

• Departments may offer flexibly-scheduled classes for a duration shorter than eight 

weeks; and 

• This calendar provides the benefit of two full weeks of summer break for students, 

faculty and Facilities Management prior to the first standard semester-system term. 

6.1.5 Reflections on the Proposed Semester Calendar 

The proposed semester-based academic calendar supports the UC|21 strategic plan. 

It specifically accommodates University of Cincinnati’s unique needs with respect to the 

delivery of experiential-learning activities such as cooperative education, practicums, 

clinicals, and mandatory internships. 

The requirements of cooperative education have resulted in the development of a calendar 

based on three semesters approximately equal in length. The flexibility during the summer, 

however, allows colleges not offering cooperative education to offer a classes of shorter 

duration in terms of calendar weeks (yet with the equivalent number of total instructional 

minutes). 

The calendar accommodates student extracurricular needs or other experiential-learning 

activities (e.g., short-term study abroad programs) by providing an aggregate of five to six 

weeks of scheduled breaks between semesters. 

The calendar also has been developed to support the transition of credit between 

institutions, as well as to support a smooth transition between high school and university 

studies. 


6.2 PEDAGOGY, CURRICULA, AND COURSE DEVELOPMENT 

The proposed semester conversion provides the University with the opportunity to “re-vision” 

thoroughly the ways in which University of Cincinnati functions as an institution. The 

conversion will allow the entire faculty community simultaneously to rethink the curriculum to 

its core and to redesign UC’s educational offerings and research. The redesigned 

curriculum will reflect “best practices” in both teaching and research and will improve student 

access, transferability, and student success. 

The process for developing a coherent set of semester-based curricula will require the 

implementation of: a) a procedure for the conversion of the quarter-based curricula to a 

semester-based curricula; b) a procedure for processing curricular changes for student 

advising and for information system purposes; c) a protocol for uniform course numbering; 

and d) the implementation of a standardized class-scheduling grid. These processes are 

presented in sections 6.2.1 – 6.2.4. 

6.2.1 Procedure for Conversion of Curricula 

The semester transition requires that all programs offered on the quarter system be 

converted to semester equivalents. Yet the conversion will allow for much more than a 

simple repackaging of existing courses and programs. As suggested by the Senior Vice 

President and Provost, programs are to be “re-visioned” by the faculty in light of the 

University’s academic plan (see Appendix 3, “Integrated Core Learning”), appropriate 

professional standards as required by accreditation bodies, modern pedagogical and 

technological considerations, and unit mission. Both the Senior Vice President and Provost 

and the Semester-Conversion Taskforce recognize that faculty are engaged constantly in 

curricular improvements. Yet the opportunity presented by a semester conversion is unique, 

in that the synchronous repackaging of all programs into a semester-system format required 

by the transition presents an extraordinary “moment in time” to realize collaborative 

partnerships across the colleges that would be far more difficult to coordinate and achieve if 

not for the galvanizing imperative inherent in the initiative. 

The process outlined in this section is designed to encourage cross-unit discussions 

concerning the integration of service courses, General Education requirements, 

interdisciplinary offerings, experiential learning opportunities, and major courses. The 

semester-conversion process also will redirect resources to support curricular reform in the 

form of faculty stipends, release opportunities, and faculty development. 

The Semester-Conversion Taskforce proposes a sequenced process for curricular 

“re-visioning” in accordance with the schedule presented in Appendix 4, “Gantt Chart”. As a 

first step, colleges will be required to purge all inactive courses from applicable databases. 

The process will include a “University Launch” during the Fall Quarter 2008. The launch will 

provide opportunities for faculty, students, administrators and staff to consider the 

opportunities presented by the conversion to semesters. A variety of workshops will be 

offered to support curriculum “re-visioning”. 

The Taskforce recommends that the process, to a large extent, rely on existing governance 

structures such as the College Curriculum Committee(s), the Graduate Council, and the 

Academic Coordinating Committee. Currently, new programs and substantially-modified 

programs approved by the colleges are reviewed by the Office of the Senior Vice President 

and Provost, in accordance with Ohio Board of Regents requirements, so as to ensure that 

degree integrity has been established or maintained. Yet, given the volume of programs to 

be reviewed during the semester transition, that office’s resources alone will not be 

sufficient. Therefore, the Taskforce recommends that the Senior Vice President and Provost 

appoint two new structures with the charge of ensuring a coordinated and efficient transition. 

The initial meetings of these bodies should include a representative from the Office of the 

Senior Vice President and Provost responsible for aligning the charge with UC’s academic 

mission. 


While each college will use its established governance process for reviewing and approving 

programs and courses, the Taskforce anticipates some units will choose to develop an 

expedited process. All courses that are part of an academic program either must be 

individually approved prior to the approval of the program or must be submitted for approval 

as part of the package at the same time as the program. 

The Taskforce proposes two committees: the Cross-College Discipline Articulation Committees 

(CCDACs) and the University Transitional Undergraduate Curriculum Committee 

(UTUCC). The duties of each committee are described below: 

I. Cross-College Discipline Articulation Committee(s) (CCDACs) 

Each discipline-based committee will include senior representatives from departments 

across all colleges offering the same or similar courses. These groups will: 

• work collaboratively across units to redesign course content; 

• align course numbers; 

• align course descriptions; 

• align learning objectives [with Ohio Articulation Number (OAN) guidelines, as 

appropriate]; 

• complete a TAG course material submission form (see Appendix 5); 

• document their work using a standard credit agreement form (see Appendix 6); and 

• reconsider existing articulation agreements. 

The goal is to create a single course for each OAN, to be approved by appropriate 

departments and colleges. Having received institutional approval, the course will be 

submitted to the Ohio Board of Regents. 

Unit missions, professional standards, data from previous program reviews and 

assessments, and accreditation requirements will be used as guidelines in the work of 

the CCDACs. The Semester-Conversion Taskforce suggests that this process be 

launched regardless of a decision to convert to semesters, as results will enhance 

flexibility and efficiency in both a quarter and a semester environment. 

II. University Transitional Undergraduate Curriculum Committee (UTUCC) 

To be comprised of faculty representatives from all colleges and divisions offering 

undergraduate courses, the University Transitional Undergraduate Curriculum 

Committee will review all undergraduate programs and courses after they have been 

vetted and approved at the college level. UTUCC will review all submissions to ensure 

they are complete and accurate and will monitor that all programs are submitted for 

review in a timely manner. UTUCC will not make content value judgments, as this falls 

under the purview of the college review process. UTUCC will examine the proposals 

prior to their submission to the Office of the Senior Vice President and Provost. The 

Graduate Council will perform an analogous review for graduate courses and programs. 

Additionally, co-op schedules must be approved by the Division of Professional Practice. 

Regarding graduate and undergraduate programs, minors, and certificate programs, 

included courses and a description of the revised program can be submitted for approval 

as a package. The description must contain a table comparing the current quarter 

programs and proposed semester programs and a proposed curriculum calendar by 

semester. All changes to programs made in conjunction with the semester conversion 

should be explicitly stated. 

In addition to the information currently needed for a new course approval (unit, college, 

number, title, instructional method, etc.), UTUCC and the Graduate Council will review 


submissions to ensure that all semester courses and programs have submitted and 

certified the following: 

• All semester programs reflect a decrease in the credit hours within the major 

required by approximately 1/3 as compared to the quarter version of the major and 

that the ratio of General Education courses to major courses remains 

approximately identical; 

• The program and courses have been updated to meet state-of-the-art professional 

standards and accreditation requirements; 

• The program and courses have been updated to take into account assessment 

data and the most recent program review, and all semester programs have an 

assessment plan; 

• All undergraduate programs describe how the program meets baccalaureate 

competencies, General Education requirements, and Integrated Core Learning 

requirements; 

• TAG/OTM courses, General Education courses with Breath of Knowledge (BoK) 

designations, service courses and Honors courses will require additional 

considerations and certifications; 

• Service courses and interdisciplinary cross-listed courses have been coordinated 

between units. These courses should be identified by Degree Program Audits 

(DPA) early in the process so that units can incorporate the appropriate 

coursework into their new programs, and so the servicing/cross-listing departments 

can create the necessary courses. Service courses may need to be coordinated 

through a specific CCDA. Cross-listed courses should be linked in the University 

Registrar's database in a way similar to the "standard credit", if possible; 

• Variable credit courses without fixed topics (e.g., capstone, research, internship, 

special topics, and seminars) that need a change of credit hours only can receive 

expedited approval; 

• Each co-op program must provide a Co-op Program Schedule form (see Appendix 7). 

The transition schedule shall be in compliance with Appendix 21, “Uniform University 

of Cincinnati Co-op Calendar”, and shall should include: 

o The schedule of the last class (Graduation Year 2011) to graduate under the 

existing quarter schedule; 

o A schedule for the first class (Graduation Year 2016) to graduate completely 

under the semester schedule; 

o Schedules of the classes (Graduation Years 2012 - 2015) to graduate under a 

mixed schedule; and 

o Temporary courses to be offered. 

• Temporary courses needed during the transition should be identified, developed 

and approved in the same manner as permanent courses. Statement of need 

(including estimated number of students requiring the courses, programs requiring 

the courses) and proposed termination dates should be included for review. 

Rather than requiring each unit to submit a detailed report to UTUCC on the transition 

process, the Taskforce recommends that the unit head or program director and the relevant 

dean’s office certify that all courses and programs submitted to UTUCC have been 

thoroughly reconsidered, and appropriately updated and modified (see Appendix 8 and 9). 

To the extent possible, submissions should be entered and transmitted electronically 

using a web interface. This web utility should be invested with signature tracking 

functionality. This utility currently does not exist, and so it must be designed and 


implemented as a part of the semester-transition project. Templates to be used in the 

systems development work are presented in Appendices 10 – 20. 

6.2.2 Submitting and Encoding Curricular Changes 

Following approval of semester curricula by the Office of the Senior Vice President and 

Provost, program and course data will be submitted electronically to UC databases. 

Resulting issues and requirements are as follows: 

• UniverSIS entries will need to reflect quarter and semester credits in STU-ADV- 

STDG, and will need to feed immediately into the course catalogues; 

• Verify submissions to OBR for TAGs Career Technical Credit Transfers (CT2s) and 

OTMs; 

• Course submissions will need to be communicated to the Transfer Center for 

revision in the course equivalency database; 

• DPAs and Program Guides will need to be reprogrammed to show semester 

requirements; and 

• DPAs will be used to populate Individual Advising Plans. 

The reassessment of transfer credit will begin immediately after curriculum conversion is 

completed, as follows: 

• The Transfer Center will generate lists that prioritize the course equivalencies that 

need to be reconsidered: 

o TAG and OTM courses should be updated immediately; 

o Non-TAG courses from our most-frequent transfer partners should be given the 

next highest prioritization, etc; and 

o When UC begins to accept transfer students to semester-based programs, 

classes on the transferring students’ transcripts will be given the highest priority. 

• The Transfer Center will need to continually program DPAs to reflect new 

equivalencies. 

6.2.3 Protocol for Uniform Course Numbering 

The implementation of a new course numbering system will be pursued according to the 

specifications outlined below: 

Current Format 

At present, UniverSIS uses up to twelve characters total to encode course-numbers. 

The first two digits are used as college designators and the second two-to-four 

characters are used as discipline designators (e.g., 15HIST). The remainder of the 

characters are available to record course-number digits and other designators such as 

an “H” for honors, “B” for a Bridge course, and so on (e.g., 15 HIST 123H). 

Revised Internal / Administrative Format 

• Retain the two-character college indicator number; 

• Retain the two-to-four character discipline designator; 

• Implement a four-character course-number so as to clearly demarcate, for UC’s 

internal systems, records and processes and for the student’s official transcript, 

between quarter-based and semester-based courses: 

o Allow the first character to indicate course level; 


o University Transitional Undergraduate Curriculum Committee (UTUCC) and 

the Graduate Council jointly will determine whether and how meaning will be 

assigned to course-number digits two through four. 

• Continue to include course-specific designators (e.g., “H” for honors) following 

the four-character course-number: 

o All such designators must be agreed upon jointly by University Transitional 

Undergraduate Curriculum Committee (UTUCC) and the Graduate Council 

and will be considered only if they have University-wide meaning. 

• If possible, cross-listed courses should be linked in the University Registrar's 

database in a way similar to the "standard credit". 

Revised External / Academic Format 

• Eliminate the two-character college indicator number; 

• Retain the two-to-four character discipline designator; 

• Implement a four-character course-number so as to clearly demarcate, both for 

UC’s internal systems, records and processes and for the student’s official 

transcript, between quarter-based and semester-based courses: 

o Allow the first character to indicate course level; 

o University Transitional Undergraduate Curriculum Committee (UTUCC) and 

the Graduate Council jointly will determine whether and how meaning will be 

assigned to course-number digits two through four. 

• Continue to include course-specific designators (e.g., “H” for honors) following 

the four-character course-number: 

• All such designators must be agreed upon jointly by University Transitional 

Undergraduate Curriculum Committee (UTUCC) and the Graduate Council and 

will be considered only if they have University-wide meaning. 

Duplicate Courses offered by Multiple Colleges 

CCDACs are charged with standardizing course numbers across UC. 

6.2.4 Class Scheduling Grid 

The Semester-Conversion Taskforce recommends maintaining the existing class scheduling 

grid, with classes to be offered on Monday, Wednesday, and Friday for fifty (50) minutes 

starting at 8:00 a.m. and proceeding throughout the day with class start times on the hour 

(8:00 a.m. - 5:00 p.m.). Courses offered Tuesday and Thursday for seventy-five (75) minutes 

will start at 8:00 a.m. and proceed throughout the day with class start times every ninety 

minutes. Currently, a class scheduling protocol for evening and night class schedules is not in 

effect, and there appears to be no need for such at the present time. 


6.3 ADVISING 

UC’s semester conversion relies on a pledge that holds students harmless with regard to 

time-to-degree-completion, total degree cost, and earned credits. The pledge is presented 

in Section 4: Pledge to Students. The outcome of the semester transition is very much 

dependent on the success of academic advising. A failure to deliver effective and timely 

advising will put at serious risk the University’s ability to meet its educational mission. A 

failure in this arena also will result in profound negative effects on student lives and careers, 

resulting in lowered retention and a likely irrecoverable loss of institutional goodwill. As the 

annual sum of tuition and fees on a university level is in excess of $200M, it is easy to see 

that a small fluctuation in retention can result in millions of dollars in lost tuition. 

6.3.1 Assessment of Advising Capacity 

An initial review of the University’s advising resources presented in Table 1 reveals that 

undergraduate advisor staffing across most UC colleges is woefully thin. The Council for the 

Advancement of Standards in Higher Education (CAS) standards state ". . . (t)he academic 

advising program must be staffed adequately by individuals to accomplish its mission and 

goals." In addition, the standards recommend that "sufficient personnel should be available 

to meet students' advising needs without unreasonable delay. Advisors should allow an 

appropriate amount of time for students to discuss plan, program, course, academic 

progress, and other subjects related to their educational programs." In some UC colleges, 

the wait at present for an advising appointment is three weeks. This low level of service is 

not in concert with making a successful semester transition. 

Advising models deployed at UC range between 100% faculty models to 100% professional 

staff models. The advisor-to-student-ratios presented below were developed after a review 

of the National Academic Advising Association (NACADA) and CAS standards: 

• Faculty only: 1,000 Students / Advisor 

• Heavily faculty-based: 700 Students / Advisor 

• Staff-based, structured curricula: 400 Students / Advisor 

• Staff-based, flexible curricula and/or high need: 300 Students / Advisor 

• Staff only, very high advising need: 80-200 Students / Advisor 

These above students-to-advisor ratios are relatively high as compared to peer institutions. 

Effective student-to-advisor ratios are presented below. The analysis presented in Table 1 

shows that UC is short 32.5 FTE in advisors (twenty-five (25) on the Uptown Campus and 

seven-point-five (7.5) on the Regional Campuses). 


Table 1 Advising Ratios for Undergraduate Students Based on Fall 2007 Enrollment 

Unit 

Advising 

Model 

U.G. Head 

Count 

Uptown 

Stud/Advisor FTE Advisors 

Taskforce Plan for Converting to a Semester-Calendar System (Final Report) 25 (43) 

Current 

Bench 

Mark 

Adult & Cont. Educ. Mixed (staff based) 402 402 400 1.0 1.0 0.0 

CAH Staff based 1,358 543 400 3.5 2.5 1.0 

CAS Mixed (faculty based) 1,578 789 700 2.5 2.0 0.5 

A&S declared Mixed (staff based) 4,398 733 300 15.0 6.0 9.0 

A&S exploratory Staff only 971 243 200 5.0 4.0 1.0 

CoB Staff based 2,627 525 300 9.0 5.0 4.0 

CCM Faculty only 755 - 1,000 1.0 0.0 1.0 

DAAP Mixed (faculty based) 2,037 2,037 700 3.0 1.0 2.0 

CECH Staff based 2,489 498 300 9.0 5.0 4.0 

CoE Faculty only 2,116 - 1,000 2.0 0.0 2.0 

Nursing Staff based 936 312 400 2.5 3.0 0.0 

SW Faculty based 160 - 700 0.5 0.0 0.5 

CAT Staff only 674 75 80 9.0 9.0 0.0 

Subtotal: 20,501 63.0 38.5 25.0 

Regional 

Clermont Mixed (faculty based) 2,942 1,961 700 4.5 1.5 3 

Raymond Walters Mixed (faculty based) 4,257 2,838 700 6.0 1.5 4.5 

Subtotal: 7,199 10.5 3.0 7.5 

University Total: 27,700 74.0 42.0 32.5 

The advising ratios presented in Table 1 show a need to significantly fortify the 

undergraduate advising function prior to the implementation of the semester calendar. 2 

UC will be compensated for the cost of hiring advisors by a lessening of Title IV returns 

associated with the inappropriate enrollment choices made by non-advised students. The 

Title IV liability most easily is seen in Raymond Walters College, Clermont College, and the 

College of Arts & Sciences where advising loads are excessively high. The University also 

benefits by relieving student anxiety through the implementation of an effective advisordriven 

communication strategy. 

Advisors must be hired and trained well in advance of the semester transition. The 

deployment of advisors is presented in the enclosed Gantt chart (see Appendix 4), and 

further reflected in the financial analysis presented in Section 7.2. 

2 The Semester-Conversion Taskforce recommends that the University monitor student-satisfaction with the 

student-advising process, time-to-appointment, and student retention during the transition to semesters. 

If positive increases in retention rates can be linked to the increased number of advising staff, the University 

should consider retaining the added advising personnel beyond the completion of the semester-calendar 

conversion. 

Required 

Actual 

Deficit

The Semester-Conversion Taskforce proposes that graduate student advising be facultybased. 

The Taskforce estimates the resource need to be approximately one (1) hour per 

graduate student for those programs presently operating under the quarter system. For cost 

considerations, see section 7.1.4. 

6.3.2 Individualized Advising Plans 

A successful semester transition requires that Individualized Advising Plans (IAP’s) be created 

and approved for all students. The IAPs allow the University to maintain the integrity of the 

Pledge to Students presented in Section 4. The template for an individualized advising plan will 

be developed by the Advising Implementation Subcommittee, in accordance with the 

accompanying Gantt Chart (see Appendix 4). 

6.3.3 Three-Pronged Advising Plan 

A successful semester transition requires that the UC advising function adheres to a threepronged 

approach: 

• Help qualifying students complete the degree program prior to conversion; 

• Deploy new Program Outlines and Degree Progress Audits for students starting in 

the conversion year; and 

• Help students caught in the transition to complete the degree program by following a 

hybrid curricular model. 

Effective resource utilization additionally requires that UC rely heavily on the advising 

supports available in DAR’s/DARwin in working with all three groups of students described 

above. 

A timely implementation of a web-based degree-exception tool for advisors and a clear 

differentiation between semester hours and quarter hours within DAR’s/DARwin will 

additionally support effective advising. 

6.3.4 Articulation 

An effective transition to semesters requires that course equivalencies, Transfer Assurance 

Guides (TAGs), and articulation agreements be rebuilt. This necessitates an intensive 

iterative process that will involve both central administration and college staff members. The 

University must be cognizant that a strong retention of staff and administration throughout 

the conversion process is imperative for project success. 

The course equivalencies are comprised of more than 140,000 line items. That fact alone 

makes it clear that the data-entry of course equivalencies, TAGs, and degree audits will be 

far from a trivial undertaking. 

6.4 INFORMATION TECHNOLOGY 

The central systems affected by the transition to semesters are UniverSiS, Financier, 

DARwin, UCFlex, Blackboard, Bearcat Card, CSI Rec Center, RMS Housing, and 

approximately seventy college and department-specific applications. The resulting actions 

required include: a) the modification of existing applications; b) the redesign of archaic 

applications; c) data entry; and d) quality assurance procedures. The modifications require 

internal as well as external programming resources. Sections 6.4.1 – 6.4.4. below provide 

additional detail. 


6.4.1. Systems Modification 

IT resources will be devoted to developing applications or modifying existing applications 

that will assist academic and administrative units during and after the conversion process. 

Systems to be developed include a web-application by which faculty can enter new course 

numbers and corresponding course descriptions as they convert the curriculum. The utility 

may include workflow capabilities to handle the approval process. System details will be 

specified by the Semester-Transition Taskforce’s Curriculum, Course, and Pedagogy 

Implementation Committee. Systems to be developed also include the tools used for 

academic advising in which the Individual Advising Plan (IAP) can be safely stored. 

6.4.2 Systems Redesign 

Whenever a system that relies on an outdated technology requires extensive modifications, 

the additional time required to rewrite the application using a newer technology must be 

considered. As old technology might not be supported in the future, rewriting will eliminate 

the cost of possibly having to code the modifications twice. The Online Schedule of Classes 

application is an example of an application written using an old technology that will need to 

be recoded in conjunction with the semester conversion. 

6.4.3 Data Entry 

Several systems require that extensive amounts of information be entered to support a 

semester calendar. Substantial portions of this information must be entered by 

knowledgeable subject-matter specialists who have had a long tenure with the University. 

Two examples of programs requiring extensive repopulation of data are the degree audit 

programs in DARwin and the transfer articulation information in UniverSIS. Additional 

temporary staff must be hired to backfill those current staff (across the units) with the 

required UC historical knowledge and skill-sets who will be assigned to this data entry. 

6.4.4 Procedures 

Successful system redesigns depend on extensive test-runs and quality assurance testing. 

The timing of all operations is presented in Appendix 4, Gantt Chart. The three-year 

transition time will enable the UCit units to keep cost to a minimum by using internal staff to 

the widest extent possible. Making the semester conversion within a shorter timeframe 

would increase costs as more external resources would be required to do the work. 

6.5 INFRASTRUCTURE 

The conversion to a semester-based academic calendar will put significant stress on UC’s 

infrastructure units (e.g., Student Affairs & Services, Office of Facilities Management, 

Housing and Food Service, Finance, Office of Budget and Management, University 

Athletics, etc). The Semester-Conversion Taskforce has conducted an initial mapping of the 

constraints that the revised schedule will place on the infrastructure. The total downtime of 

instructional space will change significantly for co-op colleges, while the assumption is that 

the remainder of the colleges are likely to limit their offerings to one of the 7-week half-term 

sessions or two of the 4 ½-week min-sessions (which can be combined into a ten-week 

session) within the summer semester. The fifteen-week summer session of the co-op 

colleges (i.e., CoE, DAAP, CoB, and CAS), however, will require additional flexibility from 

the Office of Facilities Management. From the University Athletics standpoint, moving 

toward a more mainstream schedule has its advantage, as UC now will be more in line with 

the majority of U.S. universities. It is important, however, to recognize that changes in UC 

Flex will have a large impact on UC’s human resources and financial functions. Additionally, 

UC will be required to renegotiate contracts with a variety of service and product vendors or 

reopen the bidding process for those goods and services. 

The impact of the change to a semester schedule will be managed by the Semester 

Transition Taskforce (STT) Infrastructure Committee. Changes in course offerings taught by 


career services will be administered through processes managed by the STT Course, 

Curriculum, and Pedagogy Implementation Committee. 

6.6 POLICIES AND PROCEDURES 

The Semester-Conversion Taskforce has identified University-wide processing dates and 

policies that must be revised as part of the transition from a quarter-based to a semesterbased 

system. In addition, it will be necessary for individual colleges, the Graduate School 

and the academic departmental units to review their internal policies and revise these into 

semester-system equivalents. 

The revised procedures should be applied University-wide whenever possible. The revised 

criteria should apply to all students, with the goal of creating a seamless UC experience. 

The coordination of the revision of policies and procedures should be pursued by the 

Semester-Transition Taskforce’s Policies and Procedures Implementation Committee. 

Here, the role of the Committee will be to coordinate the approval process, relying as much 

as possible on the University’s standard operating procedures. 

Whenever the revised policies are official University Rules, amendments are subject to the 

review and endorsement of the Office of General Counsel and then must be approved by 

the UC Board of Trustees. Approved rules will be filed with the State of Ohio Legislative 

Service Commission (LSC) and then posted to the University of Cincinnati website. 

The Gantt Chart (see Appendix 4) presents a timeline for achieving the necessary revisions. 

All procedural date changes are predicated on the establishment of the semester academic 

calendar. To assure both a comprehensive review and appropriate revisions, the work of 

revising policies and procedures must be pursued by experienced University of Cincinnati 

faculty and staff. This work cannot be contracted out. 

The semester conversion is an opportunity to implement University-wide student policies 

and so the revised policies and procedural dates should be practiced consistently by all 

colleges and departments. The Office of the Senior Vice President and Provost shall ensure 

that college and department policies do not conflict with University-wide policies. 

A preliminary list of identified policies and procedures subject to update is presented below: 

Office of the Bursar 

• early-registration assessment date; 

• bills available online date; 

• payment due dates; 

• tuition management system budget and payment receipt dates; 

• internal & external scholarship processing timelines; 

• external government sponsorship processing timelines; 

• aid disbursement amounts and dates; 

• refund schedule dates; R 

• refund processing dates; 

• late payment fee assessment dates; 

• service block assignment dates; 

• “Return to Title IV” timeframe of returns; SFA and 

• disbursement of excess funds refund schedule. SFA 


The Graduate School 

• degree program timeline; 

• Yates Scholarship; 

• deadline for application; 

• master’s & doctoral degree graduation, application and process timeline; and 

• other Graduate School-specific processing dates. 

Individual Colleges 

• college-specific procedural deadlines and processing dates; and 

• department-specific procedural deadlines and processing dates. 

Office of the University Registrar 

• class-ordering deadlines; 

• registration dates for semester classes (conventional, early, open, web based), 

freshmen orientation, and other programs; 

• late fee application dates; 

• last day to add, drop, withdraw, elect pass fail, audit a class, and file for grade 

replacement; 

• enrollment reporting dates: OBR census date, National Student Clearinghouse; 

• grade submission and grade-change submission deadlines; 

• administrative grade-change date (i.e., Incomplete (“I”) and Satisfactory Progress 

(“SP”) grades); 

• application-for-degree deadline; 

• degree-certification deadline; 

• application for a change-in-residency-status deadline; 

• application for a change-in-college transition date; 

• veteran’s certification date; 

• undergraduate graduation requirements and deadlines; 

• refund dates; B 

• “Academic Fresh Start” minimum criteria; and 

• per-semester final examination schedule. 

Office of Student Health Insurance 

• student health insurance waiver deadline. 

Office of Student Financial Aid 

• summer aid eligibility dates; 

• financial aid processing and awarding timelines; 

• financial aid disbursement dates; 

• financial aid lock-in dates; 

• Cincinnati Pride Grant student minimum enrolled hours requirement; 

• “Return to Title IV” timeframe of returns; and 

• disbursement of excess funds refund. 

Note: a superscript indicates a required partnership with the indicated administrative office, as 

follows: B = Office of the Bursar, R = Office of the University Registrar, and SFA = Office of Student 

Financial Aid. 


6.7 COMMUNICATIONS 

The communications function is pivotal with regard to the success of the overall semesterconversion 

process since the conversion will affect primary constituencies such as current and 

future students, parents, alumni, donors, faculty, staff, and employers, as well as community 

groups at large such as landlords, police and fire services, public transportation systems, 

residents in the vicinity of the University, businesses in the vicinity of the University, 

supporters/fans of UC sports/athletics, etc. As the semester-conversion process moves 

forward, these constituencies continually will seek timely and easily available information to 

meet their disparate needs. Thus, the communications function is vital, as it will integrate and 

coordinate with every other function related to the semester-conversion project. 

Communications related to University of Cincinnati’s semester conversion will include the 

following media: 

• web site coordination, design, structural construction, content for a semesterconversion 

web site, including electronic handbooks for such varying constituencies 

as students, parents, employers, the local community, etc. ; 

• press information and advertisements in selected media (e.g., News Record); 

• e-mail campaigns to key constituencies; 

• events related to the semester conversion; 

• in-person sessions with on-and-off-campus groups; 

• news planning and preparation before the Summer 2008 decision whether to 

convert to semesters by the Board of Trustees, and ongoing news planning and 

preparation for later milestones; 

• ongoing communications initiation, monitoring and response to news media, 

electronic blogs, electronic discussion boards, e-mails, phone calls and more; and 

• print items and specialty items (e.g., letters, postcards, brochures, posters, 

calendars, door hangers, magnets, buttons). 

According to the benchmark universities consulted by the Semester-Conversion Taskforce 

(those of comparable size and complexity to UC), the communications function associated 

with semester conversion requires the skill and efforts of a full-time communications 

professional. Information demands from affected constituencies were continuous and heavy 

both in the years leading up to as well as during the semester conversion. The transition 

called for timely, flexible, and strategic coordination of communications tools, media, and 

distribution channels across campuses and to external audiences. In light of these 

requirements, the Semester-Conversion Taskforce recommends that UC’s communications 

function be the responsibility of a communications specialist. 


Section 7: Financial Requirements and Consequences 

The financial requirements and consequences of the semester transition are covered in two 

separate sections addressing: 1) the actual conversion costs; and 2) the conversion’s 

steady-state implications. 

7.1 CONVERSION COSTS 

The costs presented in this section include a projected two percent (2%) annual increase for 

salaries. The budgets include a 35.6% fringe benefit charge. Start-up costs such as office 

space are assumed to be covered by the colleges or administrative units. The proposal 

reflects the actual increase of budget dollars, but does not aspire to map in-kind 

contributions. Dollar amounts recorded in the tables of this report section have been 

rounded to the nearest thousand. 

The Semester-Conversion Taskforce recommends that the Semester-Transition 

Director/Vice Provost be invested with the ultimate management responsibility with respect 

to the transition budget. In consultation with the Senior Vice President and Provost, the 

Semester-Transition Director/Vice Provost will have the authority to move funds from one 

line-item to another. The Taskforce recommends that resources be pushed forward from 

one fiscal year to the next. The resources should be budgeted and expensed in a new 

general fund account code string. 

7.1.1 Administration and Communications 

The organizational chart describing the proposed Office of the Semester-Transition Director 

/ Vice Provost is presented in Section 5.2, Figure 1. The full-time equivalency count of the 

administration is presented in Table 2. Table 3 shows the allocation of annual funds. 

Table 2 Semester-Transition Personnel Needs: Administration and Communications 

(FY09 appointments budgeted to have a starting date of August 1, 2008) 

ADMINISTRATION 

FY09 FY10 

FTE 

FY11 FY12 

(2008/09) (2009/10) (2010/11) (2011/12) 

Total 

Transition Director / Vice Provost 1 

0.92 1.0 1.0 1.0 3.9 

Communications Professional 2 0.92 1.0 1.0 1.0 3.9 

Administrative Assistant 3 0.92 1.0 1.0 1.0 3.9 

Communications Intern 4 0.92 1.0 1.0 1.0 3.9 

Total: 3.7 4.0 4.0 4.0 15.7 


Table 3 Semester Transition Budget: Administration and Communications 

Trans. Dir. / Vice 

Provost 1 

ADMINISTRATION FY09 FY10 FY11 FY12 

Ben. Inf. Salary (2008/09) (2009/10) (2010/11) (2011/12) 

Total 

35.6% 2.0% $130k $162k $180k $183k $187k $712k 

Communications 

Professional 2 

35.6% 2.0% $50k $62k $69k $71k $72k $274k 

Admin. Assistant 3 35.6% 2.0% $39k $44k $54k $55k $56k $209k 

Communications 

Intern 4 

7.0% 2.0% $25k $20k $27k $28k $28k $104k 

Operating Budget 0.0% 0.0% - $40k $40k $40k $20k $140k 

Communications 0.0% 0.0% - $75k $98k $157k $143k $474k 

Infrastructure: 0.0% 0.0% $12k $120k $39k $43k $40k $242k 

Total: - $524k $507k $577k $547k $2,155k 

Notes for Tables 2 and 3: 

1. The Transition Director is responsible for the administration and coordination of the transition 

from quarters to semesters including chairing the implementation taskforce. 

2. The communications function is an integral part of the conversion process and will include 

communication with internal and external University constituencies. 

3. The Administrative Assistant reports to the Transition Director and supports the entire group. 

4. Two 0.5 FTE student interns to support the Transition Director and the Communications 

Professional. 

5. The operating budget covers resources required to organize and oversee the transition of the 

University to adhere to a semester calendar. 

6. The Communications budget includes the development of web pages, development of printed 

material, printing costs, ads in the News Record, etc. 

7. Funds include $3,000 for every established staff FTE to be used as office start-up costs. 

The resources of the last years will be used to stimulate investments in infrastructure crucial for 

an effective transition 

7.1.2 Curriculum Course and Pedagogic Development 

In general, the need for resources to support the curriculum conversion is driven by the 

academic activities that will be required during the period leading to the semester 

conversion. 

The Semester-Conversion Taskforce estimates that the number of degree programs to be 

converted is three hundred (300). This number does not include, however, the various 

tracks that are available within degree programs. The Semester-Conversion Taskforce 

expects that the number of degree programs will not be changed significantly through the 

conversion process. 

The Semester-Conversion Taskforce estimates that the number of courses to be converted 

is fifteen thousand (15,000). This number excludes courses in the College of Law and the 

College of Medicine, both of which already operate under a semester calendar. The 

Taskforce expects that the number of courses will be reduced by 1/3 rd in the conversion 

process, which calls for a “re-visioning” of approximately ten thousand (10,000) courses. 

The Semester-Conversion Taskforce estimates that the number of courses external to the 

University of Cincinnati that must be equated to the new curriculum is one hundred forty 

thousand (140,000). 


Faculty 

The Semester-Conversion Taskforce estimates that one hundred fifty hours on average will 

be required to convert each program. Programs comprised of multiple tracks may require 

additional time, but the Taskforce expects that some program conversions will not require 

one hundred fifty hours and so a balance likely will result. The Taskforce’s resulting 

estimate of required faculty resources relies on the basic assumption that program redesign 

necessitates a one-course release in academic load. From an hours-of-effort standpoint, 

the faculty member receiving a one-course release would be providing approximately one 

hundred fifty (150) hours (10 hours x 10 weeks) of effort towards the conversion. The 

support tentatively would be used to hire an adjunct to teach the class. Whenever no 

adjunct is available to cover the course, the funds could be used for a stipend, overload, or 

summer compensation. 

The Semester-Conversion Taskforce expects that, on average, a program director will need 

a one-course release time to facilitate the dialogue and prepare the documentation 

associated with the conversion of the curriculum. Using an adjunct rate of $3,000 per 

course, this would require approximately $1,815,000 (1.5 x 300 x $3,000 plus fringe benefits 

at 35.6%) of funding. (The factor 1.5 helps cover the conversion cost of programs having 

multiple tracks.) The process will rely on program-specific point-persons who are 

responsible jointly for assembling the complete plan. 

In addition, there will be a number of curriculum activities related to the curriculum 

conversion that will involve faculty and so will warrant funding support. This includes service 

on University-wide transition committees plus other special duties not easy to anticipate in 

advance. For budgetary purposes, the Semester-Conversion Taskforce estimates that an 

additional one hundred fifty (150) course buyouts will be needed to meet this need, at a cost 

of $605,000 (0.5 x $1,210,000). 

Administrative Staff 

In addition, a significant workload associated with the redesign of academic programs will 

fall on a number of administrators across the colleges, particularly the associate and 

assistant deans. The Semester-Conversion Taskforce proposes $300,000 plus benefits be 

allocated to provide assistance to this important administrative group. The resources can be 

used at the discretion of each college dean for backfilling of administrative positions, for 

overload, or for adjustment of stipends, as necessary. 

Summary of Curriculum Course and Pedagogic Development Resources 

45 presents a summary of resources allocated towards stipends and release time 

associated with the curriculum conversion. The resources allocated towards support staff 

are described in Section 7.2.3. 

Table 4 Summary of Resources Allocated Toward Release-Time of 

Faculty and Administration 

CURRICULUM 

Ben. Inf. 

Before 

Benef. 

FY09 

(2008/09) 

FY10 

(2009/10) 

FY11 

(2010/11) 

FY12 

(2011/12) 

Total 

Faculty / College 1 35.6% 0.0% $1,350k - $1,831k - - $1,831k 

Faculty / University 2 35.6% 0.0% $450k - $610k - - $610k 

Admin / College 3 35.6% 0.0% $300k - $407k - - $407k 

Total: - $2,848k - - $2,848k 

Notes for Table 4: 

1. One-course release allocated to each program to facilitate the dialogue and prepare the 

documentation associated with the conversion of the program. The budget line covers release 


time for three hundred (300) courses at a rate of $3,000 per course. The budget line can be used 

for overload compensation. 

2. The budget line covers a number of additional activities related to University-wide curriculum 

development (i.e., interdisciplinary courses, service courses, cooperative education, honors 

courses, certificate programs, joint programs, minors, etc.). The budget line covers release time 

for one hundred fifty (150) courses at a rate of $3,000 per course. The budget line can be used 

for overload compensation related to both curriculum development and advising. 

3. A significant workload will fall on a number of administrators across the colleges, particularly the 

associate and assistant deans. The proposal allocates $300,000 to provide assistance to this 

important group of the administration in the form of backfills or stipend adjustments when 

necessary. 

7.1.3 Systems Repopulation and Procedure Revisions 

The revision of academic programs necessitates the repopulation of an eclectic set of 

University systems (see Sections 6.4), with identifiers resulting from the revision of 

academic programs. This systems revision is estimated to require forty-three-point-five 

(43.5) FTE over four years. The work will be pursued on a college level, in the Office of the 

University Registrar, in the Office of the Bursar, the Office of Student Financial Aid, the One 

Stop Student Services Center, etc. 

The bulk of the college-level work will be pursued during FY10 and FY11. The Semester- 

Conversion Taskforce recommends that funds be allocated during this period to fund the 

following increases in college staffing: 

• College of Allied Health Sciences (1 FTE); 

• College of Applied Science (1 FTE); 

• College of Arts and Sciences (2 FTE); 

• College of Business (1 FTE); 

• Clermont College (1 FTE); 

• College-Conservatory of Music (1 FTE); 

• College of Design, Architecture, Art, and Planning (1 FTE); 

• College of Education, Criminal Justice, and Human Services (1 FTE); 

• College of Engineering (1 FTE); 

• The Graduate School (1 FTE); 

• College of Nursing (1 FTE); 

• College of Pharmacy (1 FTE) 

• Division of Professional Practice (1 FTE); 

• Raymond Walters College (1 FTE); and 

• College of Social Work (1 FTE). 

These funds can be used at the discretion of the college dean to support the calendar 

transformation. A budget line for applicable startup funds ($3,000 per position) is presented 

in Table 3, line item Infrastructure. 

Tables 5 and 6 provide an overview of the personnel and monetary needs related to 

systems repopulation, revision of University policies and procedures, and the backfill of key 

administrative positions while incumbent personnel are assigned to semester-conversion 

activities. 


Table 5 Personnel Needs: Systems Repopulation, Procedure Revisions, and Backfill 

Taskforce Plan for Converting to a Semester-Calendar System (Final Report) 35 (43) 

FTE 

SYSTEMS REPOPULATION AND FY09 FY10 FY11 FY12 

SUPPORT (2008/09) (2009/10) (2010/11) (2011/12) 

Program Coordinator 1 0.0 1.0 1.0 0.5 2.5 

Records Management Officer 2 1.0 3.0 3.0 1.0 8.0 

Associate Registrar 3 1.0 1.0 1.0 1.0 4.0 

Total 

Assistant Registrar 4 1.0 2.0 2.0 2.0 7.0 

College Staff 5 - 11.0 5.0 - 16.0 

Bursar & Financial Aid Staff 6 0.5 0.5 0.5 0.5 2.0 

One Stop Student Services Center 

Staff 7 

- - - 1.0 1.0 

Total: 3.5 18.5 12.5 6.0 40.5 

Table 6 Budget Needs: Systems Repopulation, Procedure Revisions, and Backfill 

SYST. REPOP. & SUPPORT FY09 FY10 FY11 FY12 

Ben. Inf. Salary (2008/09) (2009/10) (2010/11) (2011/12) 

Total 

Program Coordinator 35.6% 2.0% $38k - $53k $54k $27k $134k 

Records 

Management Officer 

35.6% 2.0% $33k $45k $137k $140k $47k $369k 

Associate Registrar 3 35.6% 2.0% $57k $77k $79k $80k $82k $319k 

Assistant Registrar 4 35.6% 2.0% $42k $57k $116k $119k $121k $413k 

College Staff 5 35.6% 2.0% $35k - $533k $247k - $779k 

Bursar 6 35.6% 2.0% $35k $24k $24k $25k $25k $98k 

One Stop Center 7 35.6% 2.0% $35k - - - $50k $50k 

Total: $203k $941k $664k $353k $2,161k 

Notes for Table 5 and 6: 

1. Program coordinator to encode DAR’s advising system. 

2. Records management officers to process course equivalency and transfer agreement systems 

changes, and to support Office of the University Registrar semester-conversion initiatives. 

3. Backfill Associate Registrar required to oversee daily quarter-system registration/class 

scheduling/degree certification/records management functions while incumbent management 

personnel are assigned to semester-conversion responsibilities. 

4. Backfill Assistant Registrar(s) required to discharge daily quarter-system registration/class 

scheduling/degree certification/records management functions while incumbent management 

personnel are reassigned to semester-conversion responsibilities. 

5. 1.0 FTE staff support per college (2 FTE for Arts and Sciences). 

6. Required for UniverSIS set-up, testing and quality assurance of revised calendar, financial aid 

awards and payment processes. 

7. One Stop Student Services Center customer service staff to be trained in registration, financial 

aid and billing so as to accommodate an expected increase in service assistance calls and walkins 

resulting from the semester-conversion implementation”.

7.1.4 Advising 

The investment in advising is itemized in Tables 7 and 8. Advising is the largest line item 

expense in the transition budget. This investment must be assessed in relation to student 

needs, University goodwill, and to the fact that a loss in retention of one percent (1%) 

results in unrealized tuition of approximately of $2 million. 

The graduate student advising cost-estimate is based on graduate student headcount, and 

the assumption that two-thirds of all graduate students require approximately one hour’s 

worth of faculty advising in FY11 (for additional details, see section 6.3.1.). The resources 

will be distributed to colleges offering graduate degrees in proportion to eligible head count. 

Table 7 Advising Personnel Needs 

ADVISING 

FY09 FY10 

FTE 

FY11 FY12 

(2008/09) (2009/10) (2010/11) (2011/12) 

Total 

Advisors 1 - 20.0 32.5 32.5 85.0 

Faculty 2 1.0 1.0 - - 2.0 

Faculty Advisors 3 - 1.0 3.5 - 4.5 

Total: 1.0 22.0 36.0 32.5 91.5 

Table 8 Advising Costs 

ADVISING 

Ben. Inf. Salary 

FY09 

(2008/09) 

FY10 

(2009/10) 

FY11 

(2010/11) 

FY12 

(2011/12) 

Total 

Advisors 1 35.6% 2.0% $37k - $1,024k $1,696k $1,730k $4,450k 

Faculty 2 35.6% 2.0% $70k $95k $97k - - $192k 

Faculty Advisors 3 35.6% 2.0% $72k - $100k $356k - $455k 

Total: $95k $1,220k $2,052k $1,730k $5,097k 

Notes for Table 7 and 8: 

1. Salaries for academic advisors. The investment brings UC advising ratios to a level that will allow 

an organized transition to semesters. The proposed advising ratios are based on those 

recommended by the National Academic Advising Association and includes a total of 32.5 FTE 

hosted by twelve academic units. 

2. Overload for faculty to rebuild course equivalencies. Support to be allocated as faculty overload. 

3. Overload advising responsibilities for current advisors, and resources in FY11 for graduate 

student advising. 


7.1.5 Information Technology 

The Semester-Conversion Taskforce estimates that the systems development component of 

the transition will require fourteen thousand seven hundred twenty-two (14,722) hours of 

work. The investment is allocated over a three-year timeframe. The numbers presented in 

Table 9 cover the costs related to the outsourcing of the systems-development work. In an 

ideal situation, a substantial part of the work could be done in-house, which could 

substantially lower the related costs. Relying solely on in-house resources, however, would 

put the institution at significant risk, as the University must retain the capacity to address 

competing/urgent IT related needs throughout the three-year transition. The University is 

experiencing a growth mode, and therefore needs capacity to support upcoming initiatives. 

In the current IT market, technicians are extremely difficult to find, but are needed to work on 

UniverSIS and Financier modifications. The technology is outdated and not widely used. 

This is a risk that must be managed. Table 8 gives an overview of the IT investment related 

to the semester conversion. 

This chart lists the systems that will require modifications, the area supporting the system, 

the number of hours the programming will take and the cost to outsource the work. The 

hourly rates vary by system depending on the technology the system has been written in 

and the current cost to hire a technical consultant with that technology. Even if the coding is 

totally outsourced, internal technical resources will be required to manage the specifications 

and the work. 

The most significant changes will be made to the UniverSIS and Financier systems 

supported by UCit. DARwin, Academic and Event Scheduling (AESS), Student Data 

Warehouse, UCFlex, and Blackboard are core systems also supported by UCit that will 

require modifications. In addition, there are several web applications for students and 

advisors that UCit will need to modify. 

The UCit Custom Solutions department supports more than sixty (60) local custom 

applications that will be impacted by the conversion to semesters. UCit will work with the 

colleges and departments that are the users of these applications to make the necessary 

modifications. 

Campus Services is responsible for the Bearcat Card, CSI Rec Center, RMS Housing 

systems, and some local web services. That unit will manage the modifications required. 

Some of the required programming must be outsourced. 

The University Library will require minor modifications to the UCLID and Ducutek systems 

and that unit will manage the programming. 

The Graduate School, DAAP, International Student Services, and the Division of 

Professional Practice will require modifications to local applications. These projects will be 

managed by the local departments with the programming outsourced as necessary. 


Table 9 IT Transition Costs 

Area System 

Time 

required 

Outsource 

Cost 

DAAP Local applications 200h $20k 

Campus Services Bear Cat Card System 49h $3k 

Campus Services CSI Rec Center Mgmt 82h $5k 

Campus Services Web Services 26h $1k 

UCit Data Warehouse 473h $57k 

UCit DARwin Technical changes 64h $8k 

UCit Implement Exception proc. feature 80h $10k 

UCit AESS 88h $11k 

UCit HEI Reporting 500h $25k 

UCit UniverSIS Technical changes 2,496h $300k 

UCit Universis/Bookstore Interface 

New Web application to enter 

8h $1k 

Ucit 

curriculum 320h $38k 

UCit Online Apply 10h $1k 

UCit Advisor Toolbox 8h $1k 

UCit Advisor Toolbox Enhancements 240h $29k 

Graduate School 

UCit - Custom 

Graduation Process 720h $72k 

Solutions Total of all CS Applications 3,015h $302k 

2008/09 Total: 8,379h $882k 

Int'l Stu. Srvcs. Cosmic 22h $2k 

Campus Services RMS Housing System 131h $7k 

UCit Financier 3,840h $461k 

UCit Blackboard 190h $19k 

Graduate School Admissions Application 1,360 $136 

2009/10 Total: 5,543h $625k 

UCit UniverSIS/iOffice interface 80h $8k 

UCit 

Professional 

UCFlex 240h $43k 

Practice PAL 100h $10k 

Library UCLID, Docutek 80h $8k 

Graduate School Websites and small applications 300h $30k 

20010/11 Total: 800h $99k 

Grand Total: 14,722h $1,606k 


7.1.6 Transition Costs Summary 

The transition costs over five years total $13,867,083. These costs are presented in Table 10. 

Table 10 Summary of Transition Costs 

TOTAL 

FY09 FY10 FY11 FY12 

(2008/09) (2009/10) (2010/11) (2011/12) 

Total 

ADMINISTRATION Table 3 $524k $507k $577k $547k $2,155k 

CURRICULUM Table 4 - $2,848k - - $2,848k 

SYST REPOP Table 5 $203k $941k $664k $353k $2,161k 

ADVISING Table 6 $95k $1,220k $2,052k $1,730k $5,097k 

IT Table 9 $882k $625k $99k - $1,606k 

TOTAL $1,703k $6,142k $3,392k $2,630k $13,867k 

Notes for Table 10: 

Table 3: The administration support includes a transition director, a communications 

professional, an administrative assistant, two 0.5 student interns, an operating budget, 

a communications budget to support the web page, printed materials, etc. and start-up costs for 

every established support staff office. 

Table 4: Curriculum costs include one-course release for each program to prepare documentation 

associated with the conversion (i.e., $3,000 per course for 300 programs). In addition, the budget 

covers release time for University-wide course development (i.e. interdisciplinary courses, service 

courses, co-op, honors, etc). The budget also includes administrative support for colleges, 

specifically assistant and associate deans, in the form of backfills or stipend adjustments, when 

necessary. 

Table 5: Systems repopulation and support includes the personnel and budget needs for record 

management, registration, bursar, financial aid and the One Stop Student Services Center. 

Table 6: The advising budget includes salaries for an additional 32.5 FTE advisors, overload 

support for faculty to rebuild course equivalencies, and overload support for current advisors. 

Table 9: The IT cost includes all the systems that will require modifications, most significantly 

UniverSIS and Financier systems supported by UCit, but also DARwin, Academic and Event 

Scheduling (AESS), Student Data Warehouse, UCFlex, and Blackboard. 

A review of the transition costs from FY09 to FY12 illustrated in Table 10 reveals that the 

second year of implementation (i.e., FY10) is the most resource-intensive. Variables related 

to this cost include: 1) most of the time devoted by faculty and staff for curriculum revision is 

concentrated in this year (cost: approximately $2.2 million); and 2) similarly, the changes 

needed for records, registration, and financial aid databases are also significant for FY10. 

Transition costs steadily decrease for FY11 and FY12. 

In addition, a major expense for FY10, FY11 and FY12 is the investment required to bring 

advising ratios to a level that will facilitate an organized transition to semesters (i.e., an 

additional 32.5 FTE). This cost is further exacerbated by the need to ameliorate the 

inadequate staffing currently existing at the University for effective and efficient advising. 

Current staffing levels are well below those recommended by the National Academic 

Advising Association and the Council for the Advancement of Standards in Higher 

Education. 

In our review of the literature and interviews of personnel at other institutions that have 

converted from quarters to semesters, it was found that the conversion process often 

uncovers selected existing system-wide problems that have yet to be addressed, frequently 

because of inadequate resources. For example, at UC the inadequacy of advising was 

uncovered, while at Northeastern University the issue was IT. During Northeastern 


University’s conversion process, that institution experienced a $16 – $22M IT conversion 

expense with a $4.2M post-implementation expense for instructional technology. 

It is extremely difficult to accurately project the absolute cost of the UC transition to 

semesters. Consequently, the Semester-Conversion Taskforce recommends that the 

Semester-Transition Director / Vice Provost be given the flexibility to carry over unexpended 

dollars each year throughout the transition process. It is also assumed that the Director will 

be responsible for adhering to the budget processes during the transition years required by 

other units within the University. 

7.2 STEADY-STATE IMPLICATIONS 

The revenue implications of the transition are difficult to accurately estimate. The University 

cash flow is impacted by a number of forces that work in different directions. Theoretically, 

interest payments work in favor of a transition to semesters, as most tuition payments on a 

semester schedule will be made earlier and in larger amounts. 

The situation, however, is complex. The items below highlight central aspects that the 

semester conversion might produce on enrollment: 

• Ease of transfer is likely to make the University of Cincinnati a more attractive 

destination for transfer students. This will tend to boost the enrollment once the 

semester system is in place; 

• The semester calendar likely will allow for enhanced summer school enrollment by 

visiting students. The increased enrollment must be reflected in the summer teaching 

budgets allocated to individual colleges; 

• A percentage of our current students (not possible to predict) will strive to graduate 

before the semester-system is in place, which will somewhat weaken enrollment in 

the upper-division during the transition period; 

• Late payments and subsequent credit losses are likely to increase as a result of the 

tuition-per-term being increased by 50%. This is especially the case for students 

paying out-of-pocket. The fact that 86 % of undergraduates receive aid, however, is 

likely to buffer UC credit losses; 

• A drop in enrollment is expected in part-time students who pay out-of-pocket. This 

factor may be alleviated by an effective marketing of payment plans; and 

• A drop in competitiveness of industry-oriented courses, caused by employers 

requiring a passing grade before processing a reimbursement. Colleges are 

encouraged to use the flexibility allowed by the semester calendar when designing 

industry-oriented short courses. 

The success of the semester conversion relies heavily on how well the University can 

manage retention, enrollment, and payments throughout the transition process. The fact 

that a one-percent (1%) fluctuation in retention corresponds to a $2M (approximate) 

fluctuation in tuition revenue shows how critical this management aspect actually is. The 

above fluctuations are, to the same order of magnitude, further reflected in subsidies. 

The proposal relies on a strong investment in advising and communication. The investment 

in advising is approximately $1.6 M dollars per year. Should this investment results in an 

enhanced retention of 0.7 % or more, the University should consider retaining the advising 

organization after the transition based on a cost benefit analysis. 

Aspects of the course-approval procedures described above might be deemed worth 

maintaining after the transition (i.e., cross-college disciplinary committees, a University-wide 

committee such as the UTUCC, etc.). 


Modest cost savings are likely to be achieved by the alignment of courses across the 

University, the use of a standard credit for transcript reporting, well-articulated course 

equivalency, and accurate TAG submissions. 

Additionally, the transition would have some positive impact on the cost incurred by University 

Athletics, as pre-season housing and meal costs can be reduced by an estimated $200,000 

(i.e., the number of days for pre-season before the Fall term begins would be cut in half and 

University Athletics therefore will not be required to absorb this standard cost of living). 

7.2.1 Workload, Contractual and Visa Implications 

The semester calendar has been designed to be workload neutral. If the full-time load for a 

faculty member in the quarter system was 3 x 12 Q. Cr. h, in a semester system it will be 2 x 

12 S. Cr. h. As two semesters equals approximately thirty-two (32) weeks and as three 

quarters equals thirty-three (33) weeks, the time commitment to the University will not 

change significantly. This lays a good foundation for effective contractual negotiations 

between the University and the AAUP. As the enrollment of the University is relatively 

stable, and as the transition to semesters will not impact the program mix offered by the 

University, the transition will have little impact on the total faculty workload of the University. 

Most colleges will have the liberty to offer ten-week summer sessions, which in their length 

are relatively close to the present summer quarters. 

For co-op colleges the semester calendar means offering fifteen (15) week courses over the 

summer. In a majority of cases, the proposed calendar cuts the offered summer sessions 

from three quarters to two semesters. The proposed curriculum requires this scheduling to 

be pursued in close cooperation between faculty and administration in the co-op colleges. 

The language in the UC/AAUP contract concerning Article 25 and 26 leaves need to be 

renegotiated to reflect the semester structure. 

The impact of the change on faculty potential for research earnings will be negligible as the 

semester structure changes the faculty members’ time commitment to research to a very 

small extent. The transition will allow faculty to continue to augment their salaries by 14/32 

in conjunction with externally funded-research. 

The transition to semesters will impact summer earnings, and the compensation for summer 

courses need to reflect the increased amount workload. In general, the compensation for 

one semester credit hour, when taught during the summer, needs to be one-point-five (1.5) 

times higher than the compensation for a quarter-credit hour. Limitations specified in faculty 

appointment letters will have to be considered at the college level. 

The transition is proposed to be neutral with regard to earnings-per-unit-of-instruction for all 

unrepresented adjuncts. This means that the compensation for one semester credit hour of 

instruction will be 1.5 x that of one quarter credit hour. 

As cooperative education is based on mandatory practical training, the transition from 

requiring six quarters (18 months) to five semesters (20 months) of cooperative education, 

will have no negative impact on the ability of students to participate in the co-op program 

(in accordance with the present language of the F-1 Visa criteria). 


Conclusion 

More than one hundred faculty, executive officers, administrative and functional staff, 

undergraduate and graduate students have met on a weekly basis since October, 2007 to 

produce the plan to convert University of Cincinnati from quarters to semesters. Drawing 

from the accumulated experience, knowledge and recommendations of that collective, the 

Semester-Conversion Taskforce concludes that a successful transition to semesters will 

require the following: 

• University of Cincinnati must dedicate the financial resources necessary to install a fulltime 

executive responsible for the entire transition process who is supported by a wellstaffed 

and well-funded transition office. This was recommended by our consultants from 

Northeastern University and Shawnee State University. This office will need the support of 

a communications professional, since every student, faculty and staff member will be 

affected in some way. At both the University of Minnesota and Northeastern University, 

information demands from a variety of affected audiences and constituencies were 

continuous and heavy in the years leading up to and during the semester conversion, 

requiring the timely, flexible and strategic coordination of communications tools, media, 

and distribution channels across campuses and even to external audiences. 

As University of Minnesota’s conversion director noted to the Taskforce: 

“Every student, faculty and staff member will be affected in some way … 

Make sure it is ‘ready, aim, fire’ and not ‘ready, fire, aim’ regarding 

communication planning/implementation and other functions related to 

conversion. If adequate time and resources are not provided to the 

communications function, a number of integrated conversion functions 

likely will be hampered, leading to potential long-term damage to University 

of Cincinnati’s regional and national reputation.” 

In other words, there will be no opportunity for “do-overs” in serving the needs of UC’s 

numerous and varied constituencies involved in, and affected by, the conversion process; 

• University of Cincinnati must take advantage of this opportunity to rethink the curriculum to 

its core and redesign its education and research to meet the demands of the 21 st century; 

• University of Cincinnati must reassess its capacity to deliver adequate advising to 

undergraduate and graduate students; 

• University of Cincinnati must dedicate the financial and personnel resources required by 

the colleges, faculty, and administrative offices for rebuilding course equivalencies, 

transfer assurance guides, and articulation agreements, so as to help support greater 

transfer mobility as proposed by the Strategic Plan for Higher Education (p. 61); 

• University of Cincinnati must dedicate the financial and personnel resources required by 

UC Information Technology (UCit) to modify and/or rebuild the central systems affected by 

the transition to semesters: UCit Universis, UCit Financier, UCit DARwin, UCit UCFlex, 

UCit Blackboard, UCit Custom Solutions, Campus Services, and certain college specific 

applications such as the Division of Professional Practice PAL system; and 

• University of Cincinnati must provide financial support to the colleges and faculty for 

curriculum revision. 

In submitting this semester-conversion plan for consideration, the Semester-Conversion 

Taskforce is hopeful that the proposals herein provide a strong foundation upon which 

University of Cincinnati can build an efficient semester-calendar system, and by so doing 

position itself to be a vital and integral part of the emerging University System of Ohio. 


Bibliography 

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in student success, withdrawal, persistence, degrees/certificates, and transfer. 

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Fingerhut, E. and Strickland, T. Strategic Plan for Higher Education 2008-2017. Board of 

Regents University System of Ohio, 31 March 2008. 

Gulley, S. and Floyd, J. Campus Triage: Planning for Comprehensive Change. La Grange 

College, 2002. 

Hockaday, J. and Puyear, D. The Virginia Community College Comes of Age. University of 

Virginia, April 1987. 

Joint Academic Senate/Administration Committee to Study the UCLA Academic Calendar. 

The Academic Calendar: Campus Discussion – Winter/Spring 2003. UCLA, 

November 2002. 

Minkel, C.W., and Norman, R. Report to the Chancellor Submitted by UTK Semester 

Feasibility Study Committee. University of Tennessee, Knoxville, 31 May 1984. 

Northeastern University Faculty Senate. A Proposal for a Semester Calendar at 

Northeastern University. Northeastern University, 4 May 2000. 

Shawnee State University, Office of Semester Transition. Semester Conversion: A Quick 

Check List for Transition Students. Shawnee State University, 9 February 2007. 

Pantalone, C. Semester Conversion Handouts: Early Project Plan – very general, borrowed 

from University of Minnesota plan. Northeastern University, 1999. 

Pantalone, C. Semester Conversion Handout: Academic Side. Northeastern University, 

1999. 

Pantalone, C. Semester Conversion Handout: Calendar Conversion /Elements and 

Investments. Northeastern University, 1999. 

Pantalone, C. Semester Conversion Handout: Student Enhancement Project. Northeastern 

University, 2000. 

Tan, D. Condensed or Traditional Semester Format: Does it Make a Difference in Academic 

Performance? College of Education University of Oklahoma. 

University of Minnesota University Senate. Standards for the Semester Conversion. 

University of Minnesota, 18 April 1996. 


Taskforce Final Report Appendix 1: Proposed Semester System Academic Calendar 

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 

S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S S M T W R F S 

21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 17 18 19 20 21 22 23 23 24 25 26 27 28 29 21 22 23 24 25 26 27 20 21 22 23 24 25 26 

28 29 30 31 1 2 3 26 27 28 29 30 31 1 5 25 26 27 28 29 30 31 5 24 25 26 27 28 29 30 5 30 31 1 2 3 4 5 28 29 30 31 1 2 3 27 28 29 30 31 1 2 

S 4 5 6 7 8 9 10 S 2 3 4 5 6 7 8 S 1 2 3 4 5 6 7 31 1 2 3 4 5 6 S 6 7 8 9 10 11 12 S 4 5 6 7 8 9 10 S 3 4 5 6 7 8 9 

E 11121314151617 E 9 101112131415 E 8 9 1011121314 S 7 8 9 10111213 E 13141516171819 E 11121314151617 E 10111213141516 

P 18192021222324 P 16171819202122 P 15161718192021 E 14151617181920 P 2021222324252622 P 18192021222324 P 17181920212223 

25 26 27 28 29 30 1 24 23 24 25 26 27 28 29 19 22 23 24 25 26 27 28 20 P 21 22 23 24 25 26 27 21 27 28 29 30 1 2 3 25 26 27 28 29 30 1 24 24 25 26 27 28 29 30 24 

O 2 3 4 5 6 7 8 30 1 2 3 4 5 6 29 30 1 2 3 4 5 28 29 30 1 2 3 4 O 4 5 6 7 8 9 10 O 2 3 4 5 6 7 8 O 1 2 3 4 5 6 7 

C 9 10 11 12 13 14 15 O 7 8 9 10 11 12 13 O 6 7 8 9 10 11 12 O 5 6 7 8 9 10 11 C 11 12 13 14 15 16 17 C 9 10 11 12 13 14 15 C 8 9 10 11 12 13 14 

T 16171819202122 C 14151617181920 C 13141516171819 C 12131415161718 T 18192021222324 T 16171819202122 T 15161718192021 

2324252627282921 T 2122232425262723 T 2021222324252623 T 19202122232425 2526272829303122 23242526272829 22232425262728 

30 31 1 2 3 4 5 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 1 23 N 1 2 3 4 5 6 7 30 31 1 2 3 4 5 21 29 30 31 1 2 3 4 22 

N 6 7 8 9 10 11 12 N 4 5 6 7 8 9 10 N 3 4 5 6 7 8 9 N 2 3 4 5 6 7 8 O 8 9 10 11 12 13 14 N 6 7 8 9 10 11 12 N 5 6 7 8 9 10 11 

O 13141516171819 O 11121314151617 O 10111213141516 O 9 101112131415 V 15161718192021 O 13141516171819 O 12131415161718 

V 20 21 22 23 24 25 26 19 V 18 19 20 21 22 23 24 V 17 18 19 20 21 22 23 V 16 17 18 19 20 21 22 22 23 24 25 26 27 28 18 V 20 21 22 23 24 25 26 19 V 19 20 21 22 23 24 25 

27 28 29 30 1 2 3 25 26 27 28 29 30 1 19 24 25 26 27 28 29 30 18 23 24 25 26 27 28 29 17 29 30 1 2 3 4 5 27 28 29 30 1 2 3 26 27 28 29 30 1 2 19 

D 4 5 6 7 8 9 10 7 D 2 3 4 5 6 7 8 5 D 1 2 3 4 5 6 7 5 30 1 2 3 4 5 6 5 D 6 7 8 9 10 11 12 9 D 4 5 6 7 8 9 10 7 D 3 4 5 6 7 8 9 6 

E 11 12 13 14 15 16 17 4 E 9 10 11 12 13 14 15 4 E 8 9 10 11 12 13 14 4 D 7 8 9 10 11 12 13 4 E 13 14 15 16 17 18 19 4 E 11 12 13 14 15 16 17 4 E 10 11 12 13 14 15 16 4 

C 18 19 20 21 22 23 24 71 C 16 17 18 19 20 21 22 71 C 15 16 17 18 19 20 21 71 E 14 15 16 17 18 19 20 70 C 20 21 22 23 24 25 26 71 C 18 19 20 21 22 23 24 71 C 17 18 19 20 21 22 23 71 

25262728293031 23242526272829 22232425262728 C 21222324252627 2728293031 1 2 25262728293031 24252627282930 

1 2 3 4 5 6 7 30 31 1 2 3 4 5 29 30 31 1 2 3 4 28 29 30 31 1 2 3 J 3 4 5 6 7 8 9 J 1 2 3 4 5 6 7 J 31 1 2 3 4 5 6 

J 8 9 10 11 12 13 14 J 6 7 8 9 10 11 12 J 5 6 7 8 9 10 11 J 4 5 6 7 8 9 10 A 10 11 12 13 14 15 16 A 8 9 10 11 12 13 14 A 7 8 9 10 11 12 13 

A 15161718192021 A 13141516171819 A 12131415161718 A 11121314151617 N 17181920212223 N 15161718192021 N 14151617181920 

N 22 23 24 25 26 27 28 N 20 21 22 23 24 25 26 N 19 20 21 22 23 24 25 N 18 19 20 21 22 23 24 24 25 26 27 28 29 30 17 22 23 24 25 26 27 28 19 21 22 23 24 25 26 27 20 

29 30 31 1 2 3 4 16 27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 19 25 26 27 28 29 30 31 19 31 1 2 3 4 5 6 29 30 31 1 2 3 4 28 29 30 31 1 2 3 

F 5 6 7 8 9 10 11 F 3 4 5 6 7 8 9 F 2 3 4 5 6 7 8 F 1 2 3 4 5 6 7 F 7 8 9 10 11 12 13 F 5 6 7 8 9 10 11 F 4 5 6 7 8 9 10 

E 12 13 14 15 16 17 18 E 10 11 12 13 14 15 16 E 9 10 11 12 13 14 15 E 8 9 10 11 12 13 14 E 14 15 16 17 18 19 20 E 12 13 14 15 16 17 18 E 11 12 13 14 15 16 17 

B 19202122232425 B 1718192021222320 B 16171819202122 B 15161718192021 B 2122232425262721 B 1920212223242520 B 1819202122232420 

26 27 28 29 1 2 3 21 24 25 26 27 28 1 2 23 24 25 26 27 28 1 20 22 23 24 25 26 27 28 20 28 29 1 2 3 4 5 26 27 28 1 2 3 4 25 26 27 28 1 2 3 

M 4 5 6 7 8 9 10 M 3 4 5 6 7 8 9 M 2 3 4 5 6 7 8 M 1 2 3 4 5 6 7 M 6 7 8 9 10 11 12 M 5 6 7 8 9 10 11 M 4 5 6 7 8 9 10 

A 11 12 13 14 15 16 17 A 10 11 12 13 14 15 16 A 9 10 11 12 13 14 15 A 8 9 10 11 12 13 14 A 13 14 15 16 17 18 19 A 12 13 14 15 16 17 18 A 11 12 13 14 15 16 17 

R 18192021222324 R 17181920212223 R 16171819202122 R 15161718192021 R 20212223242526 R 19202122232425 R 1819202122232417 

25 26 27 28 29 30 31 17 24 25 26 27 28 29 30 16 23 24 25 26 27 28 29 16 22 23 24 25 26 27 28 17 27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 18 25 26 27 28 29 30 31 

A 1 2 3 4 5 6 7 31 1 2 3 4 5 6 30 31 1 2 3 4 5 29 30 31 1 2 3 4 A 3 4 5 6 7 8 9 A 2 3 4 5 6 7 8 A 1 2 3 4 5 6 7 

P 8 9 10 11 12 13 14 A 7 8 9 10 11 12 13 A 6 7 8 9 10 11 12 A 5 6 7 8 9 10 11 P 10 11 12 13 14 15 16 P 9 10 11 12 13 14 15 P 8 9 10 11 12 13 14 

R 15 16 17 18 19 20 21 15 P 14 15 16 17 18 19 20 15 P 13 14 15 16 17 18 19 17 P 12 13 14 15 16 17 18 16 R 17 18 19 20 21 22 23 16 R 16 17 18 19 20 21 22 15 R 15 16 17 18 19 20 21 15 

22 23 24 25 26 27 28 4 R 21 22 23 24 25 26 27 4 R 20 21 22 23 24 25 26 4 R 19 20 21 22 23 24 25 4 24 25 26 27 28 29 30 4 23 24 25 26 27 28 29 4 22 23 24 25 26 27 28 4 

29 30 1 2 3 4 5 72 28 29 30 1 2 3 4 71 27 28 29 30 1 2 3 71 26 27 28 29 30 1 2 71 M 1 2 3 4 5 6 7 72 30 1 2 3 4 5 6 72 29 30 1 2 3 4 5 72 

M 6 7 8 9 10 11 12 M 5 6 7 8 9 10 11 M 4 5 6 7 8 9 10 M 3 4 5 6 7 8 9 A 8 9 10 11 12 13 14 M 7 8 9 10 11 12 13 M 6 7 8 9 10 11 12 

A 13141516171819 A 12131415161718 A 11121314151617 A 10111213141516 Y 15161718192021 A 14151617181920 A 13141516171819 

Y 20 21 22 23 24 25 26 Y 19 20 21 22 23 24 25 Y 18 19 20 21 22 23 24 Y 17 18 19 20 21 22 23 22 23 24 25 26 27 28 16 Y 21 22 23 24 25 26 27 17 Y 20 21 22 23 24 25 26 18 

27 28 29 30 31 1 2 18 26 27 28 29 30 31 1 19 25 26 27 28 29 30 31 17 24 25 26 27 28 29 30 17 29 30 31 1 2 3 4 28 29 30 31 1 2 3 27 28 29 30 31 1 2 

J 3 4 5 6 7 8 9 J 2 3 4 5 6 7 8 J 1 2 3 4 5 6 7 31 1 2 3 4 5 6 J 5 6 7 8 9 10 11 J 4 5 6 7 8 9 10 J 3 4 5 6 7 8 9 

U 10111213141516 U 9 101112131415 U 8 9 1011121314 J 7 8 9 10111213 U 12131415161718 U 11121314151617 U 10111213141516 

N 17181920212223 N 16171819202122 N 15161718192021 U 14151617181920 N 1920212223242522 N 18192021222324 N 17181920212223 

24 25 26 27 28 29 30 21 23 24 25 26 27 28 29 20 22 23 24 25 26 27 28 21 N 21 22 23 24 25 26 27 22 26 27 28 29 30 1 2 25 26 27 28 29 30 1 22 24 25 26 27 28 29 30 21 

J 1 2 3 4 5 6 7 30 1 2 3 4 5 6 29 30 1 2 3 4 5 28 29 30 1 2 3 4 J 3 4 5 6 7 8 9 J 2 3 4 5 6 7 8 J 1 2 3 4 5 6 7 

U 8 70 10 11 12 13 14 J 7 8 9 10 11 12 13 J 6 7 8 9 10 11 12 J 5 6 7 8 9 10 11 U 10 11 12 13 14 15 16 U 9 10 11 12 13 14 15 U 8 9 10 11 12 13 14 

L 15161718192021 U 14151617181920 U 13141516171819 U 12131415161718 L 17181920212223 L 16171819202122 L 15161718192021 

2223242526272821 L 2122232425262722 L 2021222324252622 L 19202122232425 2425262728293020 2324252627282920 2223242526272821 

29 30 31 1 2 3 4 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 1 22 31 1 2 3 4 5 6 30 31 1 2 3 4 5 29 30 31 1 2 3 4 

A 5 6 7 8 9 10 11 8 A 4 5 6 7 8 9 10 8 A 3 4 5 6 7 8 9 8 A 2 3 4 5 6 7 8 7 A 7 8 9 10 11 12 13 10 A 6 7 8 9 10 11 12 9 A 5 6 7 8 9 10 11 8 

U 12 13 14 15 16 17 18 3 U 11 12 13 14 15 16 17 3 U 10 11 12 13 14 15 16 3 U 9 10 11 12 13 14 15 3 U 14 15 16 17 18 19 20 3 U 13 14 15 16 17 18 19 3 U 12 13 14 15 16 17 18 3 

G 19 20 21 22 23 24 25 68 G 18 19 20 21 22 23 24 68 G 17 18 19 20 21 22 23 68 G 16 17 18 19 20 21 22 68 G 21 22 23 24 25 26 27 68 G 20 21 22 23 24 25 26 68 G 19 20 21 22 23 24 25 68 

26 27 28 29 30 31 1 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 28 29 30 31 1 2 3 27 28 29 30 31 1 2 26 27 28 29 30 31 1 

1 2 3 4 5 6 7 31 1 2 3 4 5 6 30 31 1 2 3 4 5 

Instructional Day Holiday "Study Day": classes do Annual Instruction Days 205 Acad. Year Instr. Days 140 

not meet. To be used for 

Annual Examination Days 11 Acad. Year Exam Days 8 

Examination Day Spring Break Fall/Spring split exam 

weeks only. 

Total: 216 Total: 148 

Master's/Doctoral and Undergraduate 

Current Annual Inst. Days 196 Current Acad. Instr. Days 147 

Commencement Ceremonies 

Current Annual Exam Days 18 Current Acad Exam Days 14 

(tentative) 

Total: 214 Total: 161 

3-21-08 

Final

Taskforce Final Report Appendix 2: Proposed Semester-System Summer Sesions Model 

2012 2012 

S M T W R F S S M T W R F S S M T W R F S S M T W R F S 

1 2 3 4 5 6 7 22 23 24 25 26 27 28 22 23 24 25 26 27 28 22 23 24 25 26 27 28 

A 8 9 10 11 12 13 14 29 30 1 2 3 4 5 M 29 30 1 2 3 4 5 29 30 1 2 3 4 5 

P 15 16 17 18 19 20 21 M 6 7 8 9 10 11 12 First A 6 7 8 9 10 11 12 M 6 7 8 9 10 11 12 

R 22 23 24 25 26 27 28 A 13 14 15 16 17 18 19 Mini-Term Y 13 14 15 16 17 18 19 A 13 14 15 16 17 18 19 

29 30 1 2 3 4 5 Y 20 21 22 23 24 25 26 20 21 22 23 24 25 26 Y 20 21 22 23 24 25 26 

6 7 8 9 10 11 12 27 28 29 30 31 1 2 First Half- J 27 28 29 30 31 1 2 23 27 28 29 30 31 1 2 

M 13 14 15 16 17 18 19 J 3 4 5 6 7 8 9 Semester U 3 4 5 6 7 8 9 1 J 3 4 5 6 7 8 9 

A 20 21 22 23 24 25 26 U 10 11 12 13 14 15 16 33 N 10 11 12 13 14 15 16 U 10 11 12 13 14 15 16 

Y 27 28 29 30 31 1 2 N 17 18 19 20 21 22 23 1 N 17 18 19 20 21 22 23 

3 4 5 6 7 8 9 24 25 26 27 28 29 30 27 28 29 30 31 1 2 24 25 26 27 28 29 30 

J 10 11 12 13 14 15 16 J 3 4 5 6 7 8 9 J 1 2 3 4 5 6 7 45 

U 17 18 19 20 21 22 23 U 10 11 12 13 14 15 16 U 8 9 10 11 12 13 14 1 

N 24 25 26 27 28 29 30 Second N 17 18 19 20 21 22 23 L 15 16 17 18 19 20 21 

1 2 3 4 5 6 7 Mini-Term 

24 25 26 27 28 29 30 

J 8 9 10 11 12 13 14 J 1 2 3 4 5 6 7 23 J 3 4 5 6 7 8 9 

U 15 16 17 18 19 20 21 U 8 9 10 11 12 13 14 1 U 10 11 12 13 14 15 16 

L 22 23 24 25 26 27 28 17 18 19 20 21 22 23 L 15 16 17 18 19 20 21 N 17 18 19 20 21 22 23 

29 30 31 1 2 3 4 24 25 26 27 28 29 30 24 25 26 27 28 29 30 

5 6 7 8 9 10 11 68 J 1 2 3 4 5 6 7 Second Half- 

1 2 3 4 5 6 7 J 1 2 3 4 5 6 7 

A 12 13 14 15 16 17 18 3 U 8 9 10 11 12 13 14 Semester J 8 9 10 11 12 13 14 U 8 9 10 11 12 13 14 

U 19 20 21 22 23 24 25 L 15 16 17 18 19 20 21 U 15 16 17 18 19 20 21 L 15 16 17 18 19 20 21 

G 26 27 28 29 30 31 1 22 23 24 25 26 27 28 Third L 22 23 24 25 26 27 28 22 23 24 25 26 27 28 

2 3 4 5 6 7 8 29 30 31 1 2 3 4 33 Mini-Term 

29 30 31 1 2 3 4 29 30 31 1 2 3 4 

9 10 11 12 13 14 15 A 5 6 7 8 9 10 11 1 A 5 6 7 8 9 10 11 22 A 5 6 7 8 9 10 11 46 

S 16 17 18 19 20 21 22 U 12 13 14 15 16 17 18 U 12 13 14 15 16 17 18 1 U 12 13 14 15 16 17 18 1 

E 23 24 25 26 27 28 29 G 19 20 21 22 23 24 25 G 19 20 21 22 23 24 25 G 19 20 21 22 23 24 25 

P 30 1 2 3 4 5 6 26 27 28 29 30 31 1 26 27 28 29 30 31 1 26 27 28 29 30 31 1 

Full Semester Term Half Semester Terms 

One-Third Semester Terms Quarter-Length Terms 

Instructional Days Exam day(s) 

Holiday 

3-21-08 

2012 

2012 

Final

What is Integrated Core Learning? 

Appendix 3 

Integrated Core Learning: 

Knowledge, Experience, Reflection 

(March 3, 2008) 

The phrase “Integrated Core Learning” describes the University of Cincinnati’s signature 

approach to undergraduate education. ICL was developed as the thoughtful integration of 

the General Education core, major course work, undergraduate research, practicum, 

clinical placements, co-op and service-learning experiences,, co-curricular activities, and 

faculty-guided reflection throughout the undergraduate curriculum. ICL underscores the 

University of Cincinnati’s strengths and places them within a holistic framework for student 

learning from the first undergraduate year through graduation. ICL envisions the 

purposeful weaving of high impact practices and experiences with high quality, rigorous 

instruction. ICL emphasizes: 

• The various ways in which knowledge is produced and disseminated. 

• The myriad connections and inter-relationships among different disciplines, 

professions, career paths, cultural organizations, and civic life. 

• The benefits of thinking collaboratively across disciplines and approaching 

issues and problems from a multi-disciplinary perspective. 

• The transferability of knowledge and skills across multiple contexts. 

This combination—and integration—emphasizes the application of liberal learning in realworld 

contexts and defines the essence of a 21st-century urban research institution. 

ICL is built around three touch-points in the undergraduate experience to provide all 

students with key opportunities to develop, review, and act upon a learning plan for degree 

completion. It begins with a significant first-year experience as its cornerstone and 

continues with opportunities for self-reflection and on-going support through mid-collegiate 

coursework and experiences. Culminating with a senior-year experience, ICL will provide

students with the necessary tools to transition to a profession or graduate program and 

continue to assume ownership for life-long learning, civic engagement, and social 

responsibility. 

First-Year Experience. Overwhelming evidence suggests that a well-reasoned 

first-year program increases student engagement and success in the educational 

process. The foundation of UC’s FYE approach is responsiveness to ongoing 

student reflection and a common of set of targeted learning areas: (Great 

Beginnings Statement and Graphic). 

o First-year experience programs begin with a student’s confirmation to attend 

UC and continue through the first day of classes for the following autumn 

term. 

o The specific FYE components and practices may vary by unit as to best 

address unique student or programmatic considerations. 

Mid-Collegiate. Purposeful mid-collegiate programming and student reflection will 

continue to provide on-going support for students as they proceed through their 

college career. Components include: 

o One or more mid-collegiate courses or academic experiences that encourage 

students to engage in experiential learning to increase disciplinary 

proficiency and that promote contextual understanding. Reflection will 

provide an opportunity for students to assess their choice of major and 

career, their progress through their academic program(s), and their goals for 

the future 

o Methodology. Each academic major program requires academic training in 

the understanding of the systematic methods and history of the 

discipline/profession. 

o Mid-Collegiate Writing. English 289 (Intermediate Composition) will reinforce 

what students learn in the first year, will introduce higher-level learning about 

writing and reading, and will focus students’ attention on how meaning is 

made, understood and communicated across academic disciplines. The 

primary goal of the course is to help students develop rhetorical sensitivity to 

differences in academic and professional writing across the disciplines. As 

such, this course will bridge students’ learning about writing from the firstyear 

sequence (101 and 102) to more advanced writing in their chosen 

disciplines in upper-level courses. 

Senior-Year Experience. ICL culminates in a senior year experience that enables 

students to transition to a profession or graduate school and continue to pursue lifelong 

learning and social responsibility. 

o The capstone experience is designed to demonstrate proficiency in the 

Baccalaureate Competencies and in the content/skills of the program/major. 

o As a culminating experience, the capstone should require interdisciplinary 

and contextual perspectives 

Note: 

ICL does not add credit hours to a student’s curricular requirements, it can be utilized by 

transfer students, and it can be modified to fit a distance-learning format.

Goals and Strategies for Achieving the ICL Vision 

• Design a comprehensive approach to the undergraduate curriculum that involves all 

aspects of a student’s undergraduate experience: 

o Individualized student learning plan 

o Fully developed and integrated first year experience program 

� A common readings program 

o Well thought out major curricula 

o Integrated General Education 

o Mid-collegiate programming that includes experiential learning, student 

writing, methodology, and reflection 

o Experiential and interdisciplinary capstone courses and experiences 

• Continue on-going assessment and faculty input 

o Fully utilize existing data sources such as the NSSE and General Education 

capstone rubrics 

o Assess and plan for ICL through annual college meetings 

o Partner with the Center for the Enhancement of Teaching and Learning 

o Communicate broadly 

� Student success web-site 

� ICL and General Education website 

� Faculty newsletter? 

• Partner with Student Affairs and Services to 

o Offer joint advising strategies and leadership training 

o Emphasize and incorporate co-curricular programming as part of student 

learning plans 

o Engage students in academically themed residences that include: language, 

community engagement, music, international programs, and Communication 

houses where they create community and have the opportunity to participate 

in interdisciplinary courses and events 

• Extend UC’s long-standing emphasis on experiential learning 

o Intentionally connect experience-based learning to each of the university’s 

degree programs. 

o Document all forms of experiential learning at UC (study abroad, internship, 

cooperative education, clinical placements, performance, undergraduate 

research, innovation collaboratives, service-learning, etc.) 

o Refine student reflection to assure maximum benefit from experiential 

learning 

o Study the impact of experiential learning and disseminate national best 

practices 

• Utilize learning portfolios as a mechanism for creating and reinforcing student 

reflection on educational achievements and to document student learning from the 

first year through graduation 

o Continue on-going electronic portfolio pilots on different platforms 

o Focus portfolio discussion around student-learning 

o Consider the potential contribution to the Voluntary System of Accountability 

of learning portfolios 

• Highlight students’ accomplishments at strategic points throughout the curriculum, 

especially in the first year, at mid-point, and through capstone projects 

o Consider “expo-events” to showcase student accomplishments

The History of ICL 

o Incorporate ICL into UC’s marketing message? 

o Provide a “Student as Scholar” model that includes dissemination and 

reflection of student products 

ICL is a product of the UC|21 academic planning process. It was written by the 

“Achieve Academic Excellence” sub-committee during the winter and spring quarters of 

2005 and was reviewed favorably by the UC|21 steering committee in May 2005. ICL was 

charged by the steering committee to incorporate other favorably reviewed UC|21 

proposals and related UC|21 interests. 

During 2005-2006, six ICL sub-committees were charged (ICL Steering Committee, 

Experiential Learning Committee, Great Beginnings Committee, Capstone Committee, the 

Honors Committee, and E-portfolio Committee). Each sub-committee included Faculty 

Senate representation, and more than 60 faculty members participated in these 

committees with more than a dozen ICL informational meetings and input session held 

across the university during 2005-06. ICL also attracted a $100,000 grant from the Manual 

D. and Rhoda Mayer Foundation. 

In 2006-07, the Provost appointed an ICL steering committee and a faculty director for ICL 

and General Education. The committee included Faculty Senate representation. The 

steering committee worked with the General Education advisory committees and the 

university composition committee and modified UC’s General Education program to 

replace English 103 with the ICL mid-collegiate writing course (English 289). Al Hearn was 

hired as the Director of Academic Community Partnerships to support service-learning and 

to promote and to facilitate ICL capstones. The Center for the Enhancement of Teaching 

and Learning (CET&L) offered a number of workshops on teaching ICL-inspired capstone 

courses and assessment. A unified approach to first-year experience was drafted, and 

units refined their FYE offerings, even as the first-year learning communities program was 

expanded. During the spring of 2007, ICL was included in the UC|21 Strategic Planning 

Council Academic Priorities Report. The University Honors program was restructured to 

fully reflect ICL. And more than 160 faculty and 100 community partners came together to 

discuss academic committee partnerships. 

Beginning in 2007-08, the ICL mid-collegiate writing requirement (English 289) replaced 

English 103 for all first time freshmen. ICL received $75,000 in presidential UC|21 grants 

for funding on-going projects, A General Education re-visioning committee will be charged 

during winter 2008 to further revisit the UC’s General Education requirements in light of the 

UC conversion to a semester calendar and to further reflect the university’s academic plan 

and ICL. 

ICL campus innovations/innovators 

The following is a partial list of UC faculty and staff with expertise that is directly relevant to 

the on-going development of Integrated Core Learning: 

• English Composition: Tom Dinsmore, Michelle Holley, Barb Macke, Joyce Malek , 

Laura Micciche, Marlene Miner, Tami Phenix, Jo Ann Thompson

• Experiential Learning: Jane Carlin, Cindy Damschroder, Billie Dziech, Mary Fox, 

Ken Ghee, Al Hearn, Eric Inglert, Dan Oerther, Jo-Anne Prendeville, Cynthia Ris, 

Stephanie Schlagel, Elissa Sonnenberg, George Sucharieh, Will Sunderland, 

Nicasio Urbina, Rebecca Williamson, MJ Woeste, Manfred Wolfram 

• FYE: Bruce Ault, Pam Bach, Pamela Baker, Ted Baldwin, Sue Bourke, Debbie 

Brawn, Paula Breslin, Russ Curley, Beth Demark, Ned Donnelly Stacy Downing, 

Paul Hilner, Warren Huff, Amanda Jones, Mollie Labeda, Marianne Lewis, Chris 

Lottman, Joyce Malek, Greg Metz, Karen Monzel, Lisa Newman, Pam Person, Rich 

Robles, Rod Roseman, John Schlipf, Carney Sotto, Lisa Violand, Virginia 

Westheider, Jenn Wiswell 

• Faculty Senate: Dan Vance, Debbie Tenofsky, Ann Welsh, 

• General Education: Ann Black, Laura Caldwell, Thomas Dinsmore, Gary Dick, Gigi 

Escoe, Michelle Gibson, Tom Herrmann, Adrianne J. Lane, Marianne Lewis, Raj 

Mehta, Richard Miller, Marlene Miner, Stephanie Schlagel, Deborah Tenofsky, Jim 

Vondrell 

• Honors: Debra Brawn, Will Clemens, Miki Hirayama, Mitch Leventhal, Marianne 

Lewis, Raj Mehta, Ursula Meyer, Marlene Miner, Karen Monzel, Jeri Ricketts, 

Regina Sapona, Carl Seliskar 

• ICL Capstones: Chris Allen, Jan Bending, Peter Chamberlain, Karen Davis, Sharon 

Dean, Gary Dick , Linda Dunseath, Rakesh Govind, Al Hearn, Jon Hughes, William 

Jennings, Heidi Kloos, Marianne Lewis, Karen Machleit, Charles Matthews, Eric 

Maurer, Amy McMahon, Colleen McTague, Maribeth Metzler, Dan Oerther, Dennis 

O’Neil, Ken Petren, Elissa Sonnenberg, Ric Sweeney, Craig Vogel, Ann Welsh, MJ 

Woeste, BJ Zirger 

• IUC International: Mitch Leventhal, Kurt Olausen, 

• Learning portfolios: Debra Brawn, Tom Haines, Raj Mehta, Marlene Miner, Rich 

Robles, George Suckarieh,

References 

Gardner, J. N. (2006, February 28). The First-Year Experience’s First 25 Years—The Jury 

is In, But Out on the Next: You Can Determine the Verdict. Plenary address 

presented at the 25th Anniversary First-Year Experience Conference and Gala 

Celebration, Atlanta, GA. Retrieved May 22, 2006, from 

http://www.sc.edu/fye/events/presentation/FYEAnnualConf06PlenarySpeech.pdf 

Gardner, J. N. et al. (2006). Foundational dimensions, foundations of excellence in the first 

college year. Retrieved May 21, 2006 from 

http://www.fyfoundations.org/foundationalDimensions.aspx 

Kuh, G.D. (2001). The National Survey of Student Engagement: Conceptual Framework 

and Overview of Psychometric Properties. Bloomington, IN: Indiana University Center 

for Postsecondary Research. Retrieved May 21, 2006 from 

http://nsse.iub.edu/pdf/conceptual_framework_2003.pdf 

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. (2005). Student success in college: 

Creating conditions that matter. San Francisco: Jossey-Bass. 

Leskes, A. & Miller, R. (2006). Purposeful pathways: helping students achieve key 

learning outcomes. Washington, DC: Association of American Colleges and 

Universities. 

Taylor, K., with, Moore, W. S., MacGregor, J., & Lindblad, J. (2003). Learning community 

research and assessment: What we know now. Olympia, WA: The Evergreen State 

College, Washington Center for Improving the Quality of Undergraduate Education, in 

cooperation with the American Association for Higher Education. 

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of 

student persistence. The Journal of Higher Education, 68, 599-623. 

Tobolowsky, B. F. (2005). The 2003 national survey on first-year seminars: Continuing 

innovations in the collegiate curriculum (monograph no. 41). Columbia, SC: University 

of South Carolina, National Resource Center for First-Year Experience and Students 

in Transition.

CURRICULUM TASKS ADVISING TASKS 

TASKS 

2008/09 2009/10 2010/11 2011/12 

Taskforce Final Report Appendix 4: Gantt Charts 

2008/09 2009/10 2010/11 2011/12 

SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS TASKS 

SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS 

Curriculum Tasks Communicate student pledge 

Establish CCDACs - Cross College 

Scan/assessment of existing advising 

Discipline Articulation Committee(s) 

resources and deficits 

Assessment of related student 

support service resources and 

Service courses identified from DPAs 

anticipated needs 

Assessment of Current Course 

Enrollment Patterns -- inclusive of 

OTM and TAG courses identified 

common course substitution practices 

Board of Trustees approval of 

Distribute and promote conversion 

conversion and calendar 

Appoint transition director & establish 

FAQ's 

conv office to support curriculum 

Start advising drum beat regarding 

development and advisors 

sequence completion 

Determine new course numbering 

Create Common Individualized 

system 

Advising Plan (IAP) Undergraduate 

Establish content for Web site for 

Create Common Individualized 

curriculum submissions 

Advising Plan (IAP) Graduate 

Develop & Implement Advising 

Create Web site for curriculum 

Strategies that encourage those who 

submissions framework 

can to complete prior to conversion 

Develop informational Web site for 

Assess accuracy of Course Planning 

faculty & staff 

Establish UTUCC - University 

guide to aid completers 

Transitional Undergraduate 

Request Webmaster to leave multiple 

Curriculum Committee 

years of College Bulletins posted 

Negotiation between clients and 

Begin ramping up DARS completion 

course providers on curriculum 

and capacity 

Colleges re-vision requirements and 

Implement DARS Web exception 

degree programs 

implementation 

Create Directory of "go to" decisions 

Launch transition process 

makers by college by program 

Explore technologies that will engage 

student interest/involvement and 

College transition kick off meetings 

support group/virtual advising 

Approve General Education Structure 

Begin building university and college 

semester program 

Coop develops new plan for coop 

informational resources/infrastructure 

periods Perform advising tools inventory 

Graduate Council will establish review 

Targeted advisor hires (identified by 

process for graduate programs 

Course submissions for cross-college 

scan) 

courses Define student appeal process 

College and interdisciplinary programs 

Training of existing advisors ref new 

and courses submitted 

program structure and gen. ed. reqs. 

Temporary courses developed, 

Reinforce communications roll out 

submitted and approved 

materials with students 

University review of baccalaureate and 

Develop student information and 

graduate programs completed 

University review of semester courses 

advising pathways 

completed Assign students to advisors 

University review of transfer and 

Hire and train temporary IAP 

associate programs completed 

counselors 

Hire and train temp. clerical/support 

Update Course Planning Guide 

staff 

Traning of newly hired advisors on all 

Produce advisor and student resource 

curricula, policies, systems, 

guides 

processes, etc. 

Renegotiate external transfer and 

Establish transition advising calendar, 

articulation agreements 

tracking, doc. & follow-up processes 

Update schedule of classes Town Hall info sessions 

Mandatory advising -- Create 

Generate new DPAs 

Individualized Advising Plan (IAP) 

Conversion of transfer course 

equivalency IAP's digitized or stored electronically 

New and prospective information 

communicatons (Admission & 

TAG's re-do 

Orientation) 

Prepare & distribute student 

conversion support materials 

General Education mapping 

completed 

Load new curricula into DARs 

Educate coop employers (and oncampus 

recruiters) on conversion 

Order Fall 2011 courses under 

semester format 

Register students for Fall Semester 

2011

INFORMATION TECHNOLOGY TASKS INFORMATION TECHNOLOGY TASKS 

TASKS 

2008/09 2009/10 2010/11 2011/12 

2008/09 2009/10 2010/11 2011/12 

SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS TASKS 


UCit Universis (SIS) Technical changes CS - View Schedule 

SIS - Web Application for entry of new 

curriculum CS - Course Planning Guide 

SIS - Term Code setup CS - Early Registration 

SIS - Program & Report Changes, Batch 

Jobs CS - Early Intervention 

SIS - One Stop App changes CS - Student Orientation 

SIS - GPA calculation changes CS - English Placement 

SIS - Credit Hour calculation changes CS - Graduating Student Survey 

SIS - Data Warehouse interfaces CS - Faculty Grading 

SIS - Bookstore interface CS - Class List 

SIS - Housing interface CS - Housing 

SIS - UC Libraries interface CS - Imealplan 

SIS - Graduate Admissions interface CS - Cincinnatus Portfolio 

SIS - iOffice interface CS - Student Financial Aid 

SIS - DARwin interface CS - Clermont Student Tracking System 

SIS - Remove DARwin exception 

processing code CS - Parking 

SIS - Online Apply CS - OLN System 

SIS - Schedule 25 CS - Degree Programs 

SIS - External to UC interfaces (TMS, 

5th/3rd, OAG) CS - CECH teacher Cohort 

SIS - Advisor Toolbox CS - Communiversity Systems 

SIS - JCL/job scheduling CS - CCM UG Admissions 

SIS User testing CS - Honors Scholar and Plus 

SIS Transfer Course Equilvalency user 

data entry 

CS - International programs/Global 

Studies 

SIS - HEI Reporting changes CS - Homecoming 

SIS - HEI Reporting user testing CS - SALD/SIPP Systems 

UCit Financier Technical Changes CS - Student Government 

Financier User testing CS - Judicial Affairs 

Financier JCL/job scheduling CS - Law Schedule/Grades 

UCit DARwin (DA) technical changes CS - Others 

DA - interface to UniverSIS CS - User Testing 

DA - technical setup for exception 

processing 

Campus Services (CSV) - Bearcat Card 

System 

DA - User testing and exception process 

encoding CSV - CSI Rec Center 

DA - User encoding CSV - RMS Housing System 

UCit Schedule25 Technical changes to 

import CSV - (RMS) interface to Universis 

UCit Data Warehouse (DW) Technical 

changes 

CSV - UniverSIS student profile info, 

billing 

DW - interfaces to UniverSIS CSV - Blackboard access 

DW - interface to Blackboard CSV - Web Services 

DW - User testing CSV - Determine changes (Bookstore) 

UCit UCFlex Technical changes CSV - UniverSIS interface (Bookstore) 

UCit Blackboard (Bb) Technical changes 

Library (LB) - Decisions on rules, 

notices, changes 

Bb - Interface to SEAM LB - Technical changes 

Bb - Interface to College of Medicine LB - UniverSIS interface 

Bb - Interface to Orientation 

Graduate School (GS)- Admissions 

technical changes 

Bb - Interface to Classlist GS - User Parallel Testing 

Bb - Interface to Grading GS - Graduation Certification Process 

Bb - Interface to Learning Opp data GS - User Parallel Testing 

UCit Custom Solutions (CS) -One Stop 

Applications GS - UCit doing student interface piece 

CS - Admin System GS - Web sites 

CS - Grades GS - Darwin user encoding 

CS - Insurance Waiver DAAP applications 

CS - Learning Opportunities 

International Student Office Cosmic 

System 

CS - Registration Propractice systems 

CS - View Bill

POLICY TASKS 

TASKS 

Assemble Policy Teams 

Draft the New Policies 

Send Policies for Review 

Edit Final Policies 

Vote on Policy Changes 

Publish New Policies 

Decide Registrar Processing Dates 

Decide All Other Processing Dates 

Publish New Processsing dates 

Communicate New Dates and Policies 

Revise College Processing Dates & 

Polices 

Revise Graduate School Processing 

Dates & Polices 

Revise Department Processing Dates 

and Policies ` 

2008/09 2009/10 2010/11 2011/12 


INFRASTRUCTURE TASKS 

2008/09 2009/10 2010/11 2011/12 

TASKS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS 

Career Services: Courses, recruiting, 

summer orientation, other 

Facilities Management: UCFlex issues 

Housing and Food Service: Bid and 

negotiate contract with Food Service 

Providers 

Finance: UCFlex issues 

Budget: Forecasting General Funds, 

Subsidy Fees 

Athletics: Scheduling of athletic events 

COMMUNICATIONS TASKS 

2008/09 2009/10 2010/11 2011/12 

TASKS SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaQ WnQ SpQ SuQ FaS 

Publish Announcement of BOT Decision 

and Issue Student Pleadges 

Design & Implement Semester 

Conversion Website 

Maintain & Update Semester 

Conversion Website 

Potential "Kick-off" Launch Event 

Develop On-line Student & Advisor 

Handbooks 

Ads in News-Record 

Email Campaign 

Informational Fairs 

Summer Orientation Informational 

Sessions 

Cooridinate Semester Conversion 

Information Fair 

Design & Publish Informational 

Brochures 

Design & Distribute Calendars, Door 

Hangers, Postcards, etc. 

Design & Distribute Refrigerator 

Magnets 

Design & Distribute Annual Campus 

Calendars 

Design & Produce Celebratory Buttons 

News Media Relations Campaign 

Public Celebretory Event

Appendix 5 

TAG Course Information Page 

Course Number: ________________________________________________________________ 

Course Title: ___________________________________________________________________ 

Semester Credit Hours: _________________________________________________________ 

Course Description (10 line maximum): 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

General Education Requirement Designation (List here and complete Appendix 4): 

______________________________________________________________________________ 

Course taught at following Colleges �: 

Clermont College 

College Conservatory of Music 

College of Applied Sciences 

College of Allied Health Sciences 

College of Business 

College of Design, Art, Architecture & Planning 

College of Education, Criminal Justice & Human Services 

College of Engineering 

College of Nursing 

McMicken College of Arts and Sciences 

Raymond Walters College 

Course Approved by Colleges: 

CC Signature: ___________________________________________ Date: __________ 

CCM Signature: _________________________________________ Date: __________ 

CAS Signature: _________________________________________ Date: __________ 

CAHS Signature: ________________________________________ Date: __________ 

CoB Signature: __________________________________________ Date: __________ 

DAAP Signature: ________________________________________ Date: __________ 

CECH Signature: ________________________________________ Date: __________ 

CoE: __________________________________________________ Date: __________ 

College of Nursing Date: __________ 

A&S Signature: __________________________________________ Date: __________ 

RWC Signature: _________________________________________ Date: __________ 

Final Course Approval �: 

University Transitional Undergraduate Curriculum Committee Date: __________ 

__________________________________________________ 

Course Submitted to Ohio Board of Regents Date: __________

Appendix 6 

Standard Credit Agreement Form 

Common Credit Courses 

Course Number: ________________________________________________________________ 

Course Title: ___________________________________________________________________ 


Course Description (10 line maximum): 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

General Education Requirement Designation (List here and complete Appendix 4): 

______________________________________________________________________________ 

Course taught at following Colleges �: 


College Conservatory of Music 


College of Allied Health Sciences 



College of Education, Criminal Justice & Human Services 


College of Nursing 


Raymond Walters College 

Course Approved by Colleges: 


CCM Signature: _________________________________________ Date: __________ 


CAHS Signature: ________________________________________ Date: __________ 



CECH Signature: ________________________________________ Date: __________ 

CoE: __________________________________________________ Date: __________ 

College of Nursing Date: __________ 


RWC Signature: _________________________________________ Date: __________ 

Final Course Approval �: 


__________________________________________________

Quarter Sections 

Date of Submission: __________________ 

Appendix 7 

Co-Op Program Scheduling Form 

College: ___________________________________________________________________ 

Program: ________________________________________________________________ 

Program Includes Co-op: Yes No 

If yes, complete co-op schedule as presented below. 

On graduation year 2011, fill in co-op g as offered during quarter schedule. 

On graduation year 2016, fill in co-op schedule as offered during semester system. 

On years 2012, 2013, 2014, 2015 fill in tailored co-op schedule for all students in transition. 

Instructions for Grid Completion: 

Semesters: 

S = School Semester 

A, B, C… = School semesters during alternating period 

1, 2, 3, 4, 5 = Co-op semesters during alternating period 

I 

II 

I 

II 

I 

II 

I 

II 

I 

II 

Quarters: 

s = School Quarters 

a, b, c… = School quarters during alternating period 

1, 2, 3, 4, 5 = Co-op quarters during alternating period 

Freshmen Sophomore Pre Junior Junior Senior 

F SP SU F SP SU F SP SU F SP SU F SP 

Final Semester Co-op Calendar 

F W SP SU F W 

Transition Calendars 

Original Quarter Calendar 

SP SU F W SP SU F W SP SU F W 

` 

SP 

Sect 

A 

B 

A 

B 

A 

B 

A 

B 

A 

B 

Grad Yr. 

2011 2012 2013 2014 2015 2016 

Semester Sections

CLASS OF 2015: 

Courses offered Spring Quarter 2011: Standard Offering: Yes No 

If no, specify courses: 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ Courses offered Summer Session 

2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ Course s offered Fall Semester 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

CLASS OF 2014: 

Courses offered Spring Quarter 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ Courses offered Summer Session 

2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ C s offered Fall Semester 

ourse 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________

C LASS OF 2013: 

Courses offered Spring Quarte r 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

Courses offered Summer Sess ion 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

Course s offered Fall Semester 2011: Standard Offering: Yes No 


_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

_____________________________________________________________________ 

Co-op Program offered at 

the following College �: 







Other Specify ___________________________________________ 

Co-op Schedule Approved by Colleges: 





CoE: __________________________________________________ Date: __________ 


Other ___________Signature: _____________________________ Date: __________ 

Co-op 

Final 

Schedule Approved by the Division of Professional Practice: 

PP Signature: ___________________________________________ Date: __________ 

Co-op Schedule Approval �: 


__________________________________________________

Quarter Sections 

Sample Course Schedule Grid: 

I 

II 

I 

II 

I 

II 

I 

II 

I 

II 

Freshmen Sophomore Pre Junior Junior Senior 

F SP SU F SP SU F SP SU F SP SU F SP 

Final Semester Co-op Calendar 

S S 

1 A 2 B 3 C 4 D 5 S S A 

S S A 1 B 2 C 3 D 4 5 S S B 

Transition Calendars 

s s s 1 A 2 B 3 C 4 D 5 S S A 

s s s A 1 B 2 C 3 D 4 5 S S B 

s s s s 1 a 2 B 3 C 4 D 5 S S A 

s s s s a 1 b 2 C 3 D 4 5 S S B 

s s s s 1 a 2 b 3 c 4 4 D 5 S S A 

s s s s a 1 b 2 c 3 3 D 4 5 S S B 

s s s s 1 a 2 b 3 c 4 d 5 e 6 S S A 

s s s s a 1 b 2 c 3 d 4 e 5 6 S S B 

Original Quarter Calendar 

s s s s 1 a 2 b 3 c 4 d 5 e 6 s s s 

s s s s a 1 b 2 c 3 d 4 e 5 6 s s s 

F W SP SU F W SP SU F W SP SU F W SP SU F W SP 

Sect 

Grad Yr. 

2016 

2015 

2014 

2013 

2012 

2011 

Semester Sections

Appendix 8 

Revised Course Approval Request Form 


College: ____________________________ 

Standard Credit: _____________________ 

Academic Unit: ______________________ 

Discipline Code: _____________________ 

New Course Number: ____________________________________________________________ 

New Course Title: _______________________________________________________________ 

Abbreviated Course Title (maximum 19 characters): __________________________________ 

Change to Existing Course 

Old Course New Course 

Course Number 

Course Title 

Fixed Credit Hours quarter hours semester hours 

Variable Credit Hours 

Pre-requisite Course Numbers 

Min Max Min Max 

Co-requisite Course Numbers 

Revised Course Description (10 line maximum): 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Effective Semester of Change: ____________________________________________________ 

Frequency of Offerings for Course Planning Guide: __________________________________ 

Rationale for Change to Existing Course: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________

Credit Level: Undergraduate Graduate 

Grading System: Undergraduate (U) Graduate (G) Law (L) 

Ugrad w/IP (R) Ugrad w/NP (N) Medicine (M) 

Grad w/IP Zero (Y) Grad Zero Cr (V) Grad w/IP (Z) 

STARS (S) 

Instruction Method(s): Lecture (LE) Discussion (DI) Seminar (SE) 

Recitation (RE) Lab (LB) Clinical (CL) 

Practicum (PR) Field Experience (FE) Studio (ST) 

Ind. Studies (IS) Self-paced (SP) Tutorial (TU) 

Other (OT) 

External OBR Level: Baccalaureate (B) Doctoral (D) Master’s (M) 

General Studies (G) Professional (P) Technical (T) 

Developmental (V) 

Rationale for Change to Existing Course: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Indicate Completion of Following �: 

Yes No Discussed semester conversion with programs that require this course to assure their 

needs are being considered. 

Yes No Identified student outcomes expected from this course. 

Notification of All Academic Units Affected �: 

Unit: _________________________________ Signature: _______________________ 






Approvals �: 

Academic Unit Head: ________________________________ 

Curriculum: ________________________________________ 

Colleges: __________________________________________ 

University Transitional Undergraduate Curriculum Committee: 

________________________________ 

Provost: ___________________________________________ 

Date: __________ 

Date: __________ 

Date: __________ 

Date: __________ 

Date: __________

Appendix 9 

New Course Approval Request Form 


College: ____________________________ 

Standard Credit: _____________________ 

Academic Unit: ______________________ 

Discipline Code: _____________________ 

New Course Number: ____________________________________________________________ 

New Course Title: _______________________________________________________________ 

Abbreviated Course Title (maximum 19 characters): __________________________________ 

New Course 

Fixed Credit Hours semester hours 

Variable Credit Hours Min Max 

Pre-requisite Course Numbers 

Co-requisite Course Numbers 

Effective Semester of New Course: ________________________________________________ 

Temporary Course Termination Date of Temporary Course: ____________________ 

Frequency of Offerings for Course Planning Guide: __________________________________ 

New Course Description (10 line maximum): 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Learning Objectives & Rationale for Course: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________

Credit Level: Undergraduate Graduate 

Grading System: Undergraduate (U) Graduate (G) Law (L) 

Ugrad w/IP (R) Ugrad w/NP (N) Medicine (M) 

Grad w/IP Zero (Y) Grad Zero Cr (V) Grad w/IP (Z) 

STARS (S) 

Instruction Method(s): Lecture (LE) Discussion (DI) Seminar (SE) 

Recitation (RE) Lab (LB) Clinical (CL) 

Practicum (PR) Field Experience (FE) Studio (ST) 

Ind. Studies (IS) Self-paced (SP) Tutorial (TU) 

Other (OT) 

External OBR Level: Baccalaureate (B) Doctoral (D) Master’s (M) 

General Studies (G) Professional (P) Technical (T) 

Developmental (V) 

Indicate Completion of Following �: 

Yes No Discussed semester conversion with programs that require this course to assure their 

needs are being considered. 

Yes No Identified student outcomes expected from this course. 

Notification of All Academic Units Affected �: 







Approvals �: 

Academic Unit Head: ________________________________ Date: _______________ 

Curriculum: ________________________________________ Date: _______________ 

Colleges: __________________________________________ Date: _______________ 

University Transitional Undergraduate Curriculum Committee: 

________________________________ Date: _______________ 

Provost: ___________________________________________ Date: _______________

Appendix 10 

Service Course Information Page 

Course Number: ________________________________________________________________ 

Course Title: ___________________________________________________________________ 


Course services following academic units: 

________________________________________________________________________ 

________________________________________________________________________ 

________________________________________________________________________ 

Checklist (as applicable) �: 

This course is a pre-requisite course and learning objectives have been discussed. 

This course meets an accreditation requirement and requirements have been discussed. 

Program units and service units have discussed course. 

Additional notes: ___________________________________________________________

Appendix 11 

Honors Course Request Form 

To create an Honors course, please use this form to indicate that the course meets Honors Criteria. 

Course Number: ________________________________________________________________ 

Course Title: ___________________________________________________________________ 


Explain how course aligns with one (or more) of the four thematic areas of the University 

Honors Program �: 

Leadership 

Community Engagement 

Research and Creative Activities 

Global Studies 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Please describe the experiential component(s) for the Honors course and how they support 

the learning objectives: 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________

Appendix 12 

Breadth of Knowledge Course Information Page 

Course Number: ________________________________________________________________ 

Course Title: ___________________________________________________________________ 


This course meets General Education requirements for the following area �: 

English Composition (EC) 

Quantitative Reasoning (QR) 

Diversity & Culture (DC) 

Social & Ethical Issues (SE) 

Fine Arts (FA) 

Historical Perspectives (HP) 

Humanities (HU) 

Literature (LT) 

Natural Sciences (NS) 

Social Sciences (SS)

Appendix 13 

Undergraduate Program (Major) Review for 

Semester Conversion Guidelines 

Program should be reviewed by: 

1. Department Chair 

2. Curriculum Committee Chair 

3. College Dean 

4. University Transitional Undergraduate Curriculum Committee 

5. Provost 

Information required for review packet: 

1. Curriculum for specific program, including all courses (required and elective) 

a. Course description 

b. Type of course (i.e., lecture, lab, recitation) 

c. Credit hours 

d. Table comparing all courses in quarter system and new (revised courses) in 

semester 

e. Proposed curriculum calendar by semester 

f. Degree award 

g. Program area 

h. Total credit hours 

i. Length of time to degree 

2. Special characteristics (i.e., distance learning) 

3. Objectives of the program including learning goals for students 

4. Assessment plan 

5. How program meets Baccalaureate Competencies, General Education (BoK) 

requirements, and Integrated Core Learning

Appendix 14 

Program Certification Checklist 

College: ___________________________________________________________________ 

Program: ________________________________________________________________ 

Program Level: Undergraduate Graduate 

Indicate completion of checklist items �: 

Identified Learning Outcomes 

Yes No Have identified student outcomes expected from this course. 

Accreditation and Accountability 

Yes No Given consideration to the assessment process of the program. 

Yes No Evaluated the communication strategy the program uses for key stakeholders 

(e.g. prospective students, current students, alumni, employers, etc.). 

Yes No Established mechanisms the program uses for reviewing and updating the 

curriculum. 

Yes No If your program is accredited, determined if you meet the designated semester 

standards. 

Yes No Determined the means by which your curriculum can best meet professional 

standards. 

General Education (undergraduate programs only) 

Yes No Determined that your semester program includes all courses and experiences 

required by the semester General Education Program. 

Yes No Determined that your semester program intentionally contributes to the 

achievement of the baccalaureate competencies (critical thinking, knowledge 

integration, social responsibility, effective communication). 

Yes No Evaluated opportunities for minors and certificates. 

Yes No Identified pathways for students interested in completing minors, certificates or 

double majors (if appropriate). 

Yes No Thoughtfully addressed Integrated Core Learning (see Appendix).

Yes No Determined how the semester major is consistent with ideas of Integrated Core 

Learning. 

Yes No Identified First Year components (e.g., suggested courses, experiences, 

activities, etc.) for students in your major. 

Yes No Considered forms of experiential learning (e.g., co-op, internship, study abroad, 

clinical placements, exhibits and performances, service learning, undergraduate 

research) that are appropriate for students majoring in your program. 

Yes No Clarified for students when to build these experiences into the program. 

Yes No Designated appropriate opportunities for student reflection as part of these 

experiences. 

Yes No Provided opportunities for interdisciplinary broadening and perspectives. 

Yes No Developed an explicit plan for advising students in the program. 

Graduate Programs 

Yes No Established doctoral orientation courses for new students that cover: Graduate 

School and program policies; the selection of advisors and committee members; 

qualifying examination processes; development of research agendas; 

dissertation writing; student professional development; career opportunities; and 

other topics as needed. 

Yes No Established doctoral courses preparatory for dissertation. 

Yes No Determined what preparation you will provide graduate students for teaching. 

Certification Approval �: 

Academic Unit Head: ___________________________________ Date: _______________ 

Unit Curriculum Committee Chair: _________________________ Date: _______________ 

Colleges: ____________________________________________ Date: _______________

Appendix 15 

Semester Conversion Checklist 

College: ___________________________________________________________________ 

Department/Program: ________________________________________________________ 

Major: _____________________________________________________________________ 

Degree Title (i.e. AA, BA, BS): _________________________________________________ 


Credit Hours New Program Old Program 

Degree Core Requirements 

General Education 

Credit Hours in Major 

Credit Hours in Supporting Courses 

Attachments �: 

1. Curriculum Model: Use table to list all courses that comprise the major/program. Include 

course number, type of course and credit hours. Show current program in quarter system 

and new program in semester system. 

2. Curriculum Calendar: Use table to show major/program across semester calendar. 

3. Objectives of the program: List goals and objectives for major/program that faculty used to 

determine courses. 

4. Integrated Core Learning and General Education (BoK): Explain how the curriculum 

meets the objectives. 

5. Experiential Education requirements (co-op, clinical training, student teaching, etc.): 

Provide a detailed explanation of this component of the curriculum. 

6. Accreditation: Give a brief summary of how major/program meets any accreditation 

standards specific to major/program. 

7. Any changes related to curricular conversion, such as if a specialty has been dropped or new 

initiatives have been added. 

8. If any other departments or colleges are involved in specific program. 

9. Course numbering for registrar 

10. Program Certification: Completed Program Certification Checklist (Appendix 4H)

Appendix 16 

Recommendations for Graduate Program Approvals 

For Quarter to Semester Conversion 

Each college will use its established governance process for reviewing and approving all graduate 

programs. This will include appropriate review from the program, department and dean prior to 

being forwarded to the Graduate School. Joint programs with other Colleges should be reviewed 

by each party, with a single transmittal from the lead college. 

All programs submitted for approval should contain a routing form, a statement of the program 

objectives, a table demonstrating the program requirements, the program curriculum, and a brief 

description of all courses with semester numbering in place if possible. 

Routing Form – A standard graduate routing form indicating all of the steps to be followed in the 

program approval process will accompany each program’s paperwork. It will detail the following 

information: the college name, the program name and level, and the date the process is started. It 

will also identify the total number of semester credit hours and the number of semester credit hours 

in the program. The routing form will include places for dates and signatures for 1) the date each 

action is proposed 2) a description of the action and the date it was accomplished and 3) the 

signature of the person responsible. At each level of review, the original signed copy of the routing 

form should be sent to the next level of approval. 

Statement of Program Objectives – Each program should provide a brief statement of the overall 

program objectives. 

Program Requirements – A table listing the program requirements should be included. It should 

specify the current (quarter) requirements, the new (semester) requirements, and explicitly state 

the changes made during the conversion. 

• Credit hours – The current number of quarter hours and the new number of semester 

hours should be listed. Programs should endeavor to reduce these by approximately one 

third. 

• Length of program – The table should specify the approximate length of the program, and 

indicate the minimum or maximum boundaries if they exist. 

• Admission requirements – Each program should evaluate and specify their admission 

requirements. 

• Core course requirements – Each program should list their core course requirements and 

their titles. If possible, both the old and new numbering should be reflected in the table. 

Any changes that are made to the courses should be explicitly stated (e.g. title change, 

curriculum change, course eliminated, course replaced, or courses compressed). Course 

descriptions should be attached as another document. 

• Elective courses offered – This should contain the same information as the required core 

courses. 

• Other requirements – This section should detail other work required for completion of the 

program including research projects, qualifying exams, defenses, seminars, oral 

presentations, writing of a thesis or dissertation, clinicals, etc. 

• Graduation requirements – Each program should state the requirements required for 

completion of the program, including minimum and maximum credit hours, GPA, etc. 

Graduate Curriculum – Each program should provide an example of a full schedule, showing 

which courses should be taken in each semester. 

Course Description – All courses should be identified and briefly described. This should include 

the semester course number, course title, number of semester hours, prerequisites, and a brief 

description of the course. Required courses offered by other programs should be included.

Appendix 17 

Semester Conversion Checklist 

Example: Complete Undergraduate Documentation 

College: _____Raymond Walters College_______________________________________ 

Department/Program: _______Biology________________________________________ 

Major: ____Pre-Biology______________________________________________________ 

Degree Title (i.e. AA, BA, BS): ___AA____________________________________________ 


Credit Hours New Program Old Program 

Degree Core Requirements 22 33 

General Education 9 15 

Credit Hours in Major 18 27 

Credit Hours in Supporting Courses 27 40 

Attachments �: 

1. Curriculum Model: Use table to list all courses which comprise the major/ program. Include 

course number, type of course and credit hours. Show current program in quarter system 

and new program in semester system. 

2. Curriculum Calendar: Use table to show major/program across semester calendar. 

3. Objectives of the program: List goals and objectives for major/program that faculty used to 

determine courses. 

4. Integrated Core Learning and General Education (BoK): Explain how the curriculum 

meets the objectives. 

5. Experiential Education requirements (co-op, clinical training, student teaching etc.): 

Provide a detailed explanation of this component of the curriculum. 

6. Accreditation: Give a brief summary of how major/program meets any accreditation 

standards specific to major/program 

7. Any changes related to curricular conversion such as if a specialty has been dropped or new 

initiatives 

8. If any other departments or colleges are involved in specific program 

9. Course numbering for registrar 

10. Program Certification: Completed Program Certification Checklist (Appendix 4H)

1. Curriculum Model 

Course # Title Type QH Course # Title Type SH 

MAJOR COURSES 

28BIOL101 Biology I lec/lab 5 28BIOL1010 Biology I lec/lab 5 

28BIOL102 Biology II lec/lab 5 28BIOL1020 Biology II lec/lab 5 

28BIOL103 Biology III lec/lab 5 

28BIOL301 Cell lec/lab 4 28BIOL3010 Cell lec/lab 4 

28BIOL302 Genetics lec/lab 4 28BIOL3030 Ecology lec/lab 4 

28BIOL303 Ecology lec/lab 4 

28MATH225 Finite Math/Calc lec/lab 3 28MATH2250 Finite Math/Calc lec/lab 3 

28MATH226 Finite Math/Calc II lec/lab 3 28MATH2260 Finite Math/Calc II lec/lab 3 

28MATH227 Finite Math/Calc III lec/lab 3 

OR OR 

28MATH251 Calc/Anal Geometry Ilec 5 28MATH2510 Calc Anal GeomI lec 4 

28MATH252 Calc Anal Geometry IIlec 5 28MATH2520 Calc Anal GeomII lec 3 

28CHEM101 First Y Chem lec/lab 5 28CHEM1010 First Y Chem lec/lab 5 

28CHEM102 First Y Chem lec/lab 5 28CHEM1020 First Y Chem lec/lab 5 

28CHEM103 First Y Chem lec/lab 5 

28CHEM201 Organic Chem I lec/lab 5 28CHEM2010 Organic Chem I lec/lab 5 

28CHEM202 Organic Chem II lec/lab 5 28CHEM2020 Organic Chem II lec/lab 5 

28CHEM203 Organic Chem III lec/lab 5 

List College/School Courses 

28ENGL101 English Comp I lec 3 28ENGL1010 English Comp I lec 3 

28ENGL102 English Comp II lec 3 28ENGL2890 Intermediate Comp lec 3 

28ENGL289 Intermediate Comp lec 3 

General Electives lec 24 General Electives lec 16

2. Curriculum Calendar 

Year 1 

Autumn Spring 

BIOL1010 BIOL1020 

CHEM010 CHEM1020 

MATH2260 or MATH2510 MATH2270 or MATH2520 

ENGL1010 General Elective* 

General Elective* 

Year 2 

Autumn Spring 

BIOL3010 Cell Structure and Function BIOL3020 Ecology 

CHEM2010 Organic Chemistry I CHEM2020 Organic Chemistry II 

ENGL2890 General Elective* 

General Elective* General Elective* 

*General electives should fulfill the Breadth of Knowledge requirements.

3. Objectives of Program: Pre-Biology 

Student will: 

Understand that biology is evidence based 

Understand that all living things are made of cells and cells are derived from pre-existing cells 

Understand the molecular basis of inheritance 

Understand that diversity is derived from evolutionary change 

Understand that living systems are complex chemical systems 

Understand that living organisms require a source of energy to survive 

Understand that living organisms grow and reproduce 

Understand that organisms and environment interact 

study organisms at multiple levels of complexity: chemical, cellular, tissue, organ, etc 

Describe the structure of a protein 

Relate how the structure of proteins contributes to its function 

Describe the structure and function of major the eukaryotic cellular organelles 

Understand how changes in cell function lead to cancer 

Improve ecological literacy about how the natural world works and how ecological knowledge is constructed 

using the scientific method. 

Understand the role and importance of ecology as a biological science. 

Understand and properly use the basic vocabulary for the ecology 

Understand the evolutionary development and significance of ecological processes. 

Understand the influence of topography, climate, and biogeography on ecology. 

Understand the fundamental patterns of resource exploitation in populations, communities and ecosystems. 

Understand the essential patterns of species tolerance limits, intraspecific competition, and mate choice. 

Understand the essential patterns of interspecific competition, predation, disease processes, herbivory, and 

symbioses. 

Understand and describe the flow of energy and nutrients through ecosystem components. 

Understand and apply the concepts of species extinction, biodiversity, metapopulation dynamics, and 

conservation ecology. 

Understand the influence of landscape structure on community dynamics. Evaluate the suitability of a 

landscape relative to species-specific life requirements. 

Understand the basic mathematical formulae commonly used by ecologist to model ecological processes. 

Improve data collection, analysis, and interpretation skills (statistics). 

Improve analytic skills through active learning, critical thinking questions, and model building. 

Begin to synthesize materials from multiple sources, including laboratory data, and identify relationships 

between ideas. 

Begin to evaluate primary literature 

Write and test hypotheses 

Improve data collection, analysis, and interpretation skills (statistics). 

Improve analytic skills through active learning, critical thinking questions, and model building.

4. Integrated Core Learning and General Education 

Integrated Core Learning 

Pre-Biology AA degree incorporates UCs Integrated Core Learning: First Year Experience and the 

Mid Collegiate Experience. 

First Year Experience: Pre-Biology majors are encouraged to participate in college orientation; 

biology advisors are available to meet with students during orientation. Freshman Chemistry and 

Biology courses will offer learning communities to students. Additionally, these classes will use 

common lab reports and lab notebook formats and data analysis and presentation. 

Mid Collegiate Experience: 

100 and 200 level lab courses provide students with rigorous laboratory experience that introduces 

scientific methodology. Upon successful completion of these courses students should 

demonstrate a basic understanding of basic instrumentation used in biology, the scientific method, 

and use of controls and variables in hypothesis testing. 

Baccalaureate Competencies 

Expected outcomes of the four Baccalaureate Competencies are dependent on other curricular 

components as well as biology courses for biology majors. Three of the competencies are integral 

components of all biology courses. We have defined freshman and sophomore learning outcomes 

for each of these three competencies. 

Critical Thinking 

100-level courses 

Students will demonstrate an understanding of: 

The scientific method 

Hypothesis testing 

Experimental design 

The basics of reading and assessing scientific literature 

200-level courses 

Students will be able to: 

Collection and analysis of data 

Reading and assessing scientific literature 

Effective Communication 

100 level courses 

Students will: 

Begin writing hypotheses 

Begin writing lab reports 

Have a basic understanding of the language of biology 



Complete short essay exam questions 

Display a deeper understanding and use of language of biology 

Effectively present experimental data 

Knowledge Integration 



Begin to interpret experimental data 

Begin to applying biological perspectives to solving problems



Draw conclusions from literature and laboratory data 

Analyze and assess scientific data 

Draw conclusions from data 

Note: General Education requirements will be further discussed once final document is approved 

(target date 12/2008). 

5. Experiential Learning: 

Experiential Learning in Biology will occur primarily during laboratory courses. Skills acquired by 

the students include: the ability to utilize of modern instrumentation, the understanding of analytical 

techniques and data collection, the ability to utilize sampling methods. 

6. Any changes related to curricular conversion, such as if a specialty 

has been dropped or new initiatives. 

Genetics has been removed from the requirements for an AA degree in Pre-Biology. Students 

should take this course in their junior year as part of the baccalaureate requirements in biology. 

7. If any other departments or colleges are involved in specific program. 

We have worked with the Chemistry and Mathematics Departments to redesign courses for the 

Pre-Biology Major. E-mail conformations of this collaborative effort are attached. 

8. Accreditation 

Not applicable for Biology major. 

9. Course numbering for registrar: 

All biology courses required for this degree have been approved as standard course credit/TAG 

courses.

Appendix 18 

Program Certification Checklist 

College: ____ Raymond Walters College ____________________________________________ 

Program: ____ Biology___________________________________________________________ 


Indicate completion of checklist items �: 

Identified Learning Outcomes 

Yes No Have identified student outcomes expected from this course. 

Accreditation and Accountability 

Yes No Given consideration to the assessment process of the program. 

Yes No Evaluated the communication strategy the program uses for key stakeholders 

(e.g. prospective students, current students, alumni, employers, etc.). 

Yes No Established mechanisms the program uses for reviewing and updating the 

curriculum. 

Yes No (NA) If your program is accredited, determined if you meet the designated 

semester standards. 

Yes No Determined the means by which your curriculum can best meet professional 

standards. 

General Education (undergraduate programs only) 

Yes No Determined that your semester program includes all courses and experiences 

required by the semester General Education Program. 

Yes No Determined that your semester program intentionally contributes to the 

achievement of the baccalaureate competencies (critical thinking, knowledge 

integration, social responsibility, effective communication). 

Yes No Evaluated opportunities for minors and certificates. 

Yes No Identified pathways for students interested in completing minors, certificates or 

double majors (if appropriate). 

Yes No Thoughtfully addressed Integrated Core Learning (see Appendix).

Yes No Determined how the semester major is consistent with ideas of Integrated Core 

Learning. 

Yes No Identified First Year components (e.g. suggested courses, experiences, 

activities, etc) for students in your major. 

Yes No Considered forms of experiential learning (e.g. co-op, internship, study abroad, 

clinical placements, exhibits and performances, service learning, undergraduate 

research) that are appropriate for students majoring in your program. 

Yes No Clarified for students when to build these experiences into the program. 

Yes No Designated appropriate opportunities for student reflection as part of these 

experiences 

Yes No Provided opportunities for interdisciplinary broadening and perspectives 

Yes No Developed an explicit plan for advising students in the program 

Graduate Programs 

Yes No Established doctoral orientation courses for new students that cover: Graduate 

School and program policies; the selection of advisors and committee members; 

qualifying examination processes; development of research agendas; 

dissertation writing; student professional development; career opportunities; and 

other topics as needed. 

Yes No Established doctoral courses preparatory for dissertation. 

Yes No Determined what preparation you will provide graduate students for teaching. 

Certification Approval �: 

Academic Unit Head: ___________________________________ Date: _______________ 

Unit Curriculum Committee Chair: _________________________ Date: _______________ 

Colleges: ____________________________________________ Date: _______________

Appendix 19 

Graduate Program Requirements Form 

College: ___________________________________________________________________ 

Program/Degree Name: ________________________________________________________ 

1 Credit Hours 

Requirements Current New Changes 

2 Length of Program 

3 Admission Requirements 

4 Core Course 

Requirements 

5 Elective Courses 

6 Other Requirements 

7 Graduation Requirements 

8 Measure of Progress

Appendix 20 

Graduate Program Requirements Form 

College: __College of Business____________________________________________________ 

Program/Degree Name: ___Master’s of Science in Finance_____________________________ 

Requirements Current New Changes 

1 Credit Hours 45 QH 30 SH 

2 Length of Program 1 year 1 year No change 

3 Admission 

Requirements 

4 Core Course 

Requirements 

Bachelor's degree 

3 letters of recommendation 

University transcripts 

Personal statement 

GRE 

TOEFL (international) 

Quantitative Methods 1 

(FIN 711) 


(FIN 712) 


(FIN 713) 

Ethics (FIN 725) 

Methods in Finance (FIN 735) 

Market Finance 1 (FIN 751) 



5 Elective Courses Marketing (MKTG 711) 

Accounting (ACCT 711) 

6 Other Requirements PhD research 

Defense 

Dissertation 

7 Graduation 

Requirements 

8 Measure of 

Progress 

Bachelor's degree 

3 letters of recommendation 

University transcripts 

Personal statement 

GRE 

TOEFL (international) 


(FIN 7110) 


(FIN 7120) 

Ethics (FIN 7250) 

Methods in Finance 

(FIN 7350) 

Market Finance 1 

(FIN 7510) 

Market Finance 2 

(FIN 7520) 

Marketing (MKTG 7110) 

Convert 3 

quarters to 2 

semesters 

no change 

new course 

title 

convert 3 

quarters to 2 

semesters 

replaced 

courses 

45 credits, 3.0 GPA 30 credits, 3.0 GPA required credits 

Students will successfully 

complete the requirements 

above. 

Students will successfully 

complete the requirements 

above.

Appendix 21 

Uniform University of Cincinnati Co-op Calendar 

From: Dr. Anthony J. Perzigian, Senior Vice President and Provost 

Dr. Kristi A. Nelson, Senior Vice Provost 

To: Dr. Kettil Cedercreutz, Associate Provost and Director 

Re: Uniform University of Cincinnati Co-op Calendar 

Date: March 12, 2008. 

The Provost Office has reviewed the work of the Co-op Calendar Subcommittee of the Calendar Subcommittee 

of the Semester Conversion Taskforce and can now offer comment. The co-op calendar templates which have 

been shared with my office for evaluation are presented below: 

Freshmen Sophomore Pre Junior 

Junior 

Senior 

Identifier 

Sect. 

Fall Sprng Sum. Fall Spring Sum. Fall Sprng Sum. 

5 Co-op Semester Solutions 

Fall Spring Sum. Fall Sprng 

5.1 

A 

B 

1 

A 

A 

1 

2 

B 

B 

2 

3 

C 

C 

3 

4 

D 

D 

4 

5 

5 

5.2 

A 

B 

` 1 

A 

A 

1 

2 

B 

B 

2 

3 

C 

C 

3 

4 

D 

D 

4 

5 

E 

E 

5 

4 Co-op Semester Solutions 

4.1 

A 

B 

` 

A 

1 

1 

A 

B 

2 

2 

B 

C 

3 

3 

C 

D 

4 

4 

D 

4.2 

A 

B 

1 

A 

A 

1 

2 

B 

B 

2 

3 

C 

C 

3 

4 

4 

4.3 

A 

B 

` 

1 

A 

A 

1 

2 

B 

B 

2 

3 

C 

C 

3 

4 

D 

D 

4 

Abreviations: Co-op: 1 Number: Co-op Semester Number School: A Letters: Duplicate offerings 

A Baccalaureate co-op program at the University of Cincinnati is five years which will continue after conversion 

to semesters. As the University of Cincinnati Co-op Program will not support single section solutions, the 

Office of the Provost evaluated the above schedules as follows: 

Calendars 5.1 and 5.2 

Calendars 5.1 and 5.2 are suitable for Baccalaureate level co-op programs under the condition that one of the 

semesters can be substituted for an alternative one semester experiential learning experience of the student’s 

choice. These experiential learning options could include but are not limited to service learning, study abroad, 

industrial design clinic, research co-op, etc. 

As the calendar relies on an eight semester curriculum, it should not have an impact on the tuition traditionally 

charged to baccalaureate students. 

This is also very much in line with the philosophy of UC|21 as it provides more flexibility of choice to co-op 

students with regard to their experiential learning selection. It also provides students with the opportunity to 

balance co-op with other experiential learning options without creating a mandatory increase of time on co-op. 

The model further supports the strong UC reputation among employers as the proportion of students with 12 

– 18 months of co-op experience does not get significantly altered. 

Calendars 4.1 – 4.3 

Calendar 4.1 – 4.3 relies on four semesters of co-op and nine semesters of school. This calendar is applicable 

only for integrated Baccalaureate and Masters level programs such as ACCEND as the additional semester can 

be used to earn masters level credit. The details of a sequence integrating the Baccalaureate and Masters Level 

Architecture Programs leading to the licensure will be worked out at a later date. 

Deviations from the above calendars will need to be negotiated with the Division of Professional Practice and 

approved by the Office of the Provost.

Semester-Calendar System - California State University, Los Angeles

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