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Semester Conversion Task Force Report
Table of ContentsExecutive summary ....................................................................................................................................2Background and organization .................................................................................................................4 History......................................................................................................................................................................4
TheTaskForceanditscommittees..........................................................................................................................5 Charge,guidance,principlesandpriorities............................................................................................................7 Howtothinkinsemesterunits.................................................................................................................................9
Conversion outcomes (CONV) ..............................................................................................................12 Calendar.................................................................................................................................................................13 Curriculum..............................................................................................................................................................16 Advisement............................................................................................................................................................16 Communication......................................................................................................................................................19 Infrastructure(studentservices)............................................................................................................................19 Informationtechnology..........................................................................................................................................20 Generaleducation..................................................................................................................................................21
Transformation........................................................................................................................................................22
Converting University operations (OPER) ........................................................................................23
Overallcoordination...............................................................................................................................................23 Consolidatedtimeline.............................................................................................................................................24 Curriculumconversion...........................................................................................................................................25 Informationtechnology..........................................................................................................................................26 Infrastructure(studentservices)............................................................................................................................26
Policiesandprocedures........................................................................................................................................27
Additional considerations: Faculty workload ....................................................................................29Supporting activities (SUPP) .................................................................................................................31 Advisement............................................................................................................................................................31
Communications....................................................................................................................................................31
Rough estimate of transition costs ........................................................................................................34Concluding remarks ................................................................................................................................36Appendix: List of recommendations .............................................................................................. 37-43
List of TablesTable 1. Coursesofvarioussizescombinedwithtermsofvariouslengths.............................................................11
Table 2. Thepossiblefallterms.TheexampleyearsrepresentallpossibleLaborDaydates................................12
Table 3. Possible2013-2014dates...........................................................................................................................14
Tables 4.and4a.Sampleclassschedulingmodulesandoptions..........................................................................15
Table 5. Studentworkloadandtimetodegreecompletionforenteringfreshmen............................................. 18-19
Table 6. Overviewoftransitiontimeline.....................................................................................................................24
Table 7. Facultyallocationofeffortwithvariousteachingpercentagesandtermlengths..............................................30
Table 8. Summaryofestimatedtransitioncosts.......................................................................................................35
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Semester Conversion Task Force Report
Executive Summary
TheSemesterConversionTaskForcehasbeenchargedwithdevelopmentofacomprehensivesemesterconversionplanforCSULA.ThisplandescribeshowtheUniversitymightlookafterconversionandhowthetransitionwouldproceed.
ThisreportoffersnoofficialpositiononthelargerquestionofwhetherornotconversionshouldoccuratCSULA.Nordoesitrehearsethevariousargumentsonbothsidesoftheconversionquestion.Thesearguments,whileimportant,lieoutsidethechargeoftheTaskForce.
WerecommendthatifCSULAultimatelyconvertstosemesters,theprocessitselfbepartofasubstantialtransformationoftheUniversity.Towardthisgoal,theTaskForcerecommendsthefollowingbroadlyenvisionedconversionobjectives:
Improvingacademicstructurethroughare-examinationandremodelingofthecurriculum,anidentificationoflearningoutcomes,andademonstrablecohesionbetweenthoselearningoutcomesandthecurriculum;
Harmonizinglowerdivisioncurriculumwithsemestercampusesbyconvertingcoursesforoptimalsemestercompatibility;
Broadeningtheadvisementsystemtowardcontinuous,contextual,integrated,andholisticsupport,frompre-admissiontograduation;
Remodelingthestudentservicesinfrastructuretobemoreefficient,responsive,user-friendly,andcost-effective;
Updatinginformationandcommunicationtechnologiesandstrategiestoexploitdevelopmentsinhardware,software,systems,andnetworkingandtobemoreresponsivetotheneedsofvarioususers;
Expandingfacultyopportunitiesforscholarshipandcreativeactivitiesinadditiontoteachingandservice;and
Encouragingfurtheruniversityadaptationandflexibilitybyinstitutionalizingtheongoingexaminationofissuesattendanttouniversitytransformation.
RecommendationsWhilethisreportoffersdozensofformalrecommendations,aswellsomeadditionalissuesandideasforconsideration,hereweofferapartial,shortlistofhighlightedrecommendationsforsummarypurposes.
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Semester Conversion Task Force Report
If the University moves forward with semester conversion, The Task Force recommends:
• Athree-yearconversionschedule—includingclearly-definedmilestonesandcheckpoints—sothatthetransitionmayoccurinatransparentandwell-organizedmanner,andatwo-yearperiodwithinthisscheduleforcurriculumconversion.
• ThesemestercalendarnotofficiallycommencebeforeFall2013.
• Acalendaroftwosemestersperacademicyear,eachincluding14weeksofinstructionaldays,oneweekforfinals,anduptooneweekfornon-instructionaldaystoaccommodateholidays.
• Asignificantincreaseinfront-linestaffresourcestoprovidenecessaryandmoreindividualizedservicestostudents,andadditionalstafftosupportconversionprojectsandprocesses(suchasrecordtransfer).
• Thedevelopmentanddistributionofapledgetoallstudentstoassuresupporttowardtimelygraduation,aswellasIndividualizedAdvisingPlans(IAPs),andtheimplementationofamandatoryadvisingsystemfortransitionandconversionperiods.
• Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposalandreview.
• Aflexiblemenuofcurriculumconversionoptionswithindepartments/divisions/schoolsrangingfrommechanicalconversiontomoretraditionalfacultyrevisionofcoursesandprograms.
• Substantialfundingoffacultyreleasetimeunits(URT)duringconversionforfacultytraining,curriculumconversion,andcollegereview,aswellastransitionalstudentadvisement.
• Theestablishmentofseveralnewcommitteesand/oroffices,includinganadhocConversionCoordinationCommittee(CCC),SemesterConversionOffice(SCO),StudentCommunicationCommittee(SCC),andastandingCommitteeforUniversityTransformation.
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Semester Conversion Task Force Report
Background and Organization
BesidestheExecutiveSummaryandthisBackgroundsection,thisreportcontainsconversionrecommendationsinthreesections:
• Conversion Outcomes—avisionoftheUniversityafterconversion—hereafterabbreviatedCONV;
• Converting University Operations—stepstobetakenduringthetransition—hereafterabbreviatedOPER;
AND
• Supporting Activities—activitiesintendedtominimizedisruptionandtoensurecontinuityduringthetransition—abbreviatedhereafterSUPP.
Throughoutthedocument,TaskForcerecommendationsareshowninthefollowingformat:
CONV-1 ThefirstrecommendationintheCONVersionOutcomessection.
OPER-2 ThesecondrecommendationintheConvertingOPERationssection.
SUPP-3 ThethirdrecommendationintheSUPPortingActivitiessection.
Otherrecommendationsusesimilarlycorrespondinglettersandnumbers.
Anappendixcontainsthefirstparagraphofeachrecommendation.
HistorySemesterconversionhasbeenatopicdiscussedatCSULAfornearlytwodecades,includingcampus-wideconversationsinthe1994-95and2001-02academicyears.Thepossibilityofconversiontosemesterswasreintroducedduringthe2008-2009academicyear.In2009,aresolutionofprinciplesintendedtoguideanysuchconversionwasadoptedbytheAcademicSenateandacceptedbyboththeProvostandthePresident.TheSenatethenrequestedthedevelopmentofaconversionplansothataninformedvotecouldbetaken.Theplanwastoincludedescriptionsofboth(a)howtheUniversitywouldlookafterconversionand(b)howthetransitionwouldproceed.TheSemesterConversionTaskForcewasformedinSeptember2009todeveloptheplan.ThisreportistheTaskForce’sconversionplan.
4
The Task Force and its committeesTheTaskForce,formedinSeptember2009,consistedofthefollowingmembers.
MembersoftheTaskForcewereorganizedintocommittees,witheachchairedbyaTaskForcemember.ThecommitteesalsoincludedstaffandfacultynotontheTaskForce.
Semester Conversion Task Force Report
Name Position Organization
CherylNey(Chair) InterimProvost AcademicAffairs
CostelloBrown(Assist.toChair) InterimAVPforAcademicAffairs AcademicAffairs
RussAbbott Electedrepresentative ECST
TerryAllison Dean,A&L A&L
KevinBaaske Electedrepresentative AcademicSenate
JoaquinBeltran President AssociatedStudents,Inc.
CarolBlaszczynski Electedrepresentative B&E
EvelynCalvillo Electedrepresentative HHS
DesdemonaCardoza Provost AcademicAffairs
BillChang Director ITS-CMSandEnterpriseSystems
SteveClassen Electedrepresentative A&L
GilbertGarcia ITC-NSS InformationTechnologyServices
MichaelGermano Electedrepresentative Library
JoseGomez InterimAssociateVP AdministrationandFinance
NancyHunt Electedrepresentative CCOE
RobertLand Chair AcademicSenate
MichaelLee AssociateDirector ITS-CMSandEnterpriseSystems
NancyMiron ExecutiveDirector PublicAffairs
EdithPorter Electedrepresentative NSS
PhilRomero Dean B&E
SharonUlanoff Electedrepresentative AcademicSenate
JoanWoosley Registrar Registrar’sOffice
Advisement EvelynCalvillo* HHS AngelChan UAAC
EleanorFerguson-Marshalleck HHS BeckyHopkins EOP
KhozaimaJivanjee ASI MichaelLee ITS ZyliaLopez HHS
MarciaAnnMurota UAAC ParvizPartow-Navid B&E NancyWada-McKee SS
Calendar SharonUlanoff* CCOE AnnGarry A&L
JoséGomez UAS GloriaMendoza GS SherylOkuno ITS
SusanTsuji A&F JoanWoosley RO
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Semester Conversion Task Force Report
Curriculum and Pegagogy EdithPorter* NSS RussAbbott ECST
TerryAllison A&L JeffreyBenedict A&L JeanCruz EE
MichaelGermano Library NancyHunt CCOE StevenJones UG
ChristopherLenz CC WilliamLondon HHS PaulRosenthal B&E
WayneTikkanen NSS DavidWang ASI JamesWilliamson eLPS
Communications SteveClassen* A&L JosephAguirre USU
BryantAlexander A&L MariaCosta A&L MichaelLeung ASI
TammieLeung Outreach NancyMiron PA PhilRomero B&E
Infrastructure CarolBlaszczynski* B&E KathyAnderson RO
ArtEstrada EOP BobbieGalaz UAAC JorgeLomeli Facilities
VinceLopez Outreach HowardMasuda UTC DonMaurizio ECST
TamieNguyen FinA DeborahSchaeffer Library RonnieWills CO
Policies and Procedures KevinBaaske* A&L JillCarnahan A&F
JennyFaust FacA KhozJivanJee ASI AlanMuchlinski AA
BarbaraPereida UG LianneSalerno RO MattWarren SA
A&F:Administration&Finance FinA:FinancialAid SS:StudentServices
ASI:AssociatedStudents,Inc. EOP:Educ.Opp.Program UAAC:Univ.Acad.Adv.Ctr.
CC:CareerCenter GS:GraduateStudies UAS:Univ.Aux.Serv.
CO:Cashier’sOffice ITS:InformationTech.Services UTC:Univ.TutorialCenter
EE:ExtendedEducation PA:PublicAffairs USU:Univ.StudentUnion
eLPS:eLearningProgs.&Sup. RO:Registrar’sOffice UG:UndergraduateStudies
FacA:FacultyAffairs SA:StudentAffairs
*Committeechair/co-chair
ThecommitteessubmittedreportstotheTaskForceinJune2010.
KnownastheWritingGroup,fiveTaskForcemembers—RussAbbott(coordinator),MichaelGermano,NancyHunt,EdithPorter,andSharonUlanoff—draftedthefinalreport.JimWilliamson,amemberoftheCurriculum&Pedagogycommittee,providedediting.
1 ThecommitteereportsareavailableonSharePointathttps://atlantis.calstatela.edu:40365/Shared Documents/ inthefolder: Task Force Final Report > Committee reports.
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Semester Conversion Task Force Report
Charge, guidance, principles, and prioritiesCharge and guidance
FollowingisthechargeasreceivedbytheTaskForce.Thepagenumbersaftereachitemidentifysectionsinthisreportthatapplytothatitem.
PresidentJamesM.RosserhaschargedtheSemesterConversionTaskForcewithdevelopingacomprehensiveplantoincludethefollowingelementsastheyrelatetotransitioningfromaquartertosemestercalendar:
• Atimelineforatransition;[p.24] • Amodelofthesemestersystemcalendar;[p.12] • Theidentificationoftransitioncostsandanappropriateandrealisticbudget;[p.34-35] • Anexaminationofacademicpolicyimplications;[pp.27-28] • Theidentificationofessentialandcriticalmodificationstothecampusbusinessprocesses andITsystems;[pp.19,20,23,26] • Thecreationofacomprehensivecommunicationplan;[pp.19,31-33] • Amodelforsimultaneouscurriculumrevision;[pp.16,25] • Theidentificationofissuesandpoliciesimpactingstudentsenrolledduringthetransition. [pp.27(CP-C.7),32]
TheTaskForcewillusetheprinciplesdevelopedbytheAcademicSenatetoguidethepossibleconversiontosemestersplanningprocess.
Eachrespectivecommitteedevelopeditsowncharge,withapprovalbytheTaskForce.
InaJuly2010meetingandinfollow-upemailmessages,Dr.BrowninformedtheWritingGroupthatitwasnolongerresponsibleforcompletecostestimatesbutthatitshouldnotlimititsrecommendationsforlackofcostinformation:
Whethersomeorallofyourrecommendationswillultimatelybefeasibletoimplementshouldnotpreclude[you]frommakingthoserecommendationthat[youconsider]tobenecessary.
Academic Senate principles regarding conversion
TheTaskForcewasguidedbytheSenate’sPrinciplesRegardingConversion. That:
1.Faculty,staff,studentsandadministratorsworktogetheronallphasesofplanningforpossible conversiontosemesters.
2.Conversionwillnotincreasethetimetograduationforstudentswhotransitionfromquarters tosemesters.
3.Studentswhowilltransitionfromquarterstosemesterswillreceiveindividualizedadvisement beforeconversiontocreateaclearplanforprogresstograduation,andfollow-upadvisement afterconversion,asneeded.
2 https://atlantis.calstatela.edu:40365/Shared Documents/Charge to Planning Committee Revised 5-15-09.doc.3 ThecompleteresolutionisavailableonSharePoint:https://atlantis.calstatela.edu:40365/SharedDocuments/Resolution of Principles Regarding Possible Conversion to Semesters.pdf.
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Semester Conversion Task Force Report
4.Notenured/tenuretrackfacultyorstaffmemberswilllosetheiremploymentasaresultofa conversiontosemesters.
5.Noacademicprogramswillbediscontinuedasaresultofaconversiontosemestersexcept throughordinaryprogramdiscontinuationprocedures,asprescribedinChapterIVofthe FacultyHandbook.
6.Reassignedtimeorstipendswillbemadeavailabletofacultytoperformprogramandcourse modificationsfortheconversion.
7.Reassignedtimeorstipendswillbeprovidedtofacultyforadvisementofstudentswhotransition fromquarterstosemesters.
8.CSULAstaffworkloadwillnotincreasewithconversion-relatedtaskswithoutcompensation.
9.TheearliestaconversiontosemesterswouldbeimplementedisFall,2012.
10.Collegesanddepartments/divisions/schoolswillhavemaximumflexibilitytomanageteaching loadsinwaysthatmeettheneedsoffacultyandstudents.
11.IfCSULAconvertstosemesters,thiswillnotdiminishtheUniversity’scommitmenttothe Research,ScholarshipandCreativeActivityawards.
12.IfCSULAconvertstosemesters,sabbaticalleaveswillcontinuetobeawardedtoatleast12% ofallthoseeligibletoapplyinagivenyear.Inaddition,allrequestsforfullsabbaticalswillbe fully-fundedathalfpay.
13.IfCSULAconvertstosemesters,facultyworkloadwillnotincrease.
Institutional learning goals
TheTaskForcewasalsomindfuloftheUniversity’slearningoutcomes,
• Knowledge:Masteryofcontentandprocessesofinquiry,
• Proficiency:Intellectualskills,
• PlaceandCommunity:Urbanandglobalmission,and
• Transformation:Integrativelearning.
Faculty priorities
TheTaskForcewasalsoguidedbytheresultsofasurveythatexploredfacultyprioritiesregardingconversionprocesses,outcomes,andobjectives.Facultymemberswereaskedtoranktenitemsinstrictpriorityorder;tieswerenotpermitted.Thehighestpriorityobjectivewastoberankednumber1;thelowestpriorityobjectiverankednumber10.Theresults,averagedoverallrespondents,fellintonaturalgroupings.
Highest priority (3.38 - 3.79) [Teaching, learning, and professional achievement]• Maximizingopportunitiesforflexibleandcreativedistributionoffacultyandstudentworkload(3.38)
4 Seehttps://spcc.calstatela.edu/ilo.php.
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Semester Conversion Task Force Report
• Improvingstudentacademicexperience(3.38)
• Refreshingandimprovingcurriculum(3.79)
Medium high priority (4.45) [Faculty role in decision making]
• Providingfacultyanopportunitytovoteonconversionbeforeafinaldecisionismade(4.45) Mediumlowpriority(5.93-6.25)[Universitystructure,organization,andfunctioning]
• ImprovingthefiscalstabilityoftheUniversity(5.93)
• TransformingtheUniversity(5.98)
• Streamliningadministrativefunctions(6.24)
• MaximizingcoursecompatibilityamongCSULA,semester-basedfeederschools,andsister campuses(6.25)
Lowest priority (7.19 - 7.94) [Issues not considered especially important]
• Maximizingcalendarcompatibilitywithneighboringschools(7.19)
• Automatingthecourseandprogramconversionprocess(7.94)
How to think in semester unitsTheCSULAcommunityiscomfortablethinkingintermsofquarterunits.Thissectionisintendedtohelpdevelopanintuitionforsemesterunits.
Paradoxicalasitmayseem,tounderstandtherelationshipbetweensemesterunitsandquarterunitsitisimportantto:
1. Stopthinkingintermsofeitherquarterunitsorsemesterunitsasabasicunitofcredit.Instead, thinkofinstructionalhoursasthebasicunitofcredit.Thinkofquarterunitsandsemesterunits astwowaystogroupinstructionalhoursintolargeraggregates.Onequarterunitrepresents10 instructionalhours;onesemesterunitrepresents15instructionalhours.Abachelor’sdegree typicallyrequires1,800instructionalhours—whichis1800/15=120semesterunitsor 1800/10=180quarterunits.
2. Stopassociatingsemestersandquarterswithtermlength.Althoughaccustomedtothinking ofaquarteras10weeksandasemesteras15weeks,itisimportanttobreaktheconnection betweentermnamesandlengths.Allthatmattersisthataquarterunitis10instructional hoursandasemesterunitis15instructionalhours.Thenumberofweeksdoesnotmatter. Fifteeninstructionalhoursoveraperiodof1week,2weeks,5weeks,10weeks,14weeks,or 15weeksisstillonesemesterunit.
5 From“WhatWouldaSemesterCalendarLookLike?”(authorshipunattributed,nodate) http://www.calstatela.edu/academic/aa/semester/docs/SemesterCalendar.pdf. asemestercredithourisnormallygrantedforsatisfactorycompletionofone50-minutesessionofclassroominstructionperweekfora semesterofnotlessthan15weeks.[Additionally,studentsareexpectedtocompleteanadditionaltwohoursofstudyperunitperweek.]
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Semester Conversion Task Force Report
Fitting courses into terms
Table1illustratessomeofthewaysinwhichcoursesofvarioussizescanfittermsofvariouslengths.WhenexaminingTable1,realizethataconsequenceofseparatingthenotionofaunitofcreditfromthenumberofweeksinatermisthatthenumberofhoursrequiredperweekvarieswiththenumberofweeks.Forexample,onesemesterunitrequires15instructionalhours.Tofitthosehoursinto15weeksrequiresonehourperweek.Butonecouldalsoputall15hoursintoasingleweek,orstretchthemover5weeks—whichwouldrequire15/5=3hoursperweek.Tofit15hoursinto10weekswouldrequire15/10=1.5hoursperweek.Tofit15hoursinto14weeks—theTaskForcerecommendation—requires15/14=1.07hoursperweek.InTable1,thisisshownasthecolumnInstructional hours per week for one unit.
EachrowinTable1representsadifferentapproachtofittingcoursesintoterms.
A. Thisrow,atraditionalquarter,has10-weektermsandusesquarterunits.Aquarterunit represents10instructionalhours,deliveredatarateof1hourperweek.Acourseof4quarter units,theCSULAstandard,requires4hoursperweek.
B. ThisrowrepresentsthesameamountofinstructionoverthesameperiodoftimeasrowA,but iscountedinsemesterunits.BothrowAandrowBreferto40instructionalhours—fourhoursa weekfor10weeks.RowBcountsthatamountofinstructioninsemesterunits.Since15 instructionalhoursisonesemesterunit,40instructionalhoursis40/15=2.67semesterunits.In otherwords,rowBdemonstrateskeepingthecurrentCSULAscheduleandcatalogexactlyas theyarebutcountscreditsinsemesterunits.RowBrepresentsthesimplestpossible conversion.CSULAcouldconverttosemestersbydoingnothingbutmultiplyingallunitnumbers inthecatalogby2/3.Ofcourse,adrawbackofthisapproachisthatitrequirestheuseof fractionalunits.Astudentmightsaythatsheistaking4coursesforatotalof102/3semester units.Butfractionalunitsaddupjustasintegralunitsdo.Thestudentwillgraduatewhenshe completesherrequirementsandaccumulates120semesterunits.
C. Thisrow,thetraditional15weeksemester,hascoursesof3semester-unitseach,thestandard againstwhichconversionoptionsaregenerallymeasured.Mostsemestercoursesare3 semesterunits—or3x15=45instructionalhours.Tobesemestercompatible,converted coursesshouldprimarilybe3semesterunits.
D. Thisrow,the14weeksemester,hasbecomecommonandisaTaskForcerecommendation. Coursesofthreesemesterunits—i.e.,45instructionalhours—consistof14ratherthan15weeks. Eachsemesterunitrequires15/14=1.07instructionalhoursperweek.
E. Thisrow,liketheprecedingtwo,deliversallinstructionalhoursin10weeksratherthan15or14. Eachunitrequires15/10=1.5instructionalhoursperweek.Itisaninterestingapproach becauseitoffersthepossibilityofthreesemestersduringeachregularacademicyearwhile remainingsemestercompatible.
F. Thisrowrepresentsthetraditional15weeksemesterifthestandardcoursewere4semester unitsinsteadofthan3.
G. Thisrowisthesameastheprecedingexceptthatinstructiontimeis14weeks.
H. Thisrowisthesameastheprecedingexceptthatinstructiontimeis10weeks.
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Semester Conversion Task Force Report
Table 1.Coursesofvarioussizescombinedwithtermsofvariouslengths
Instr. hours*per week
for one unit
Instr. hours*per week
for one unit
Instr. hours*per week
for one unit
Term type Weeks ina term
Termsper year
Units ina standard
course
Teaching†
hours*per week
Yearly†
teachingschedule
A Quarter 10 3 1 4 4 40 12 3−3−3
B Semester 10 3 1.5 2.67 4 40 12 3−3−3
C‡ Semester 15 2 1 3 3 45 12 4−4
D‡ Semester 14 2 1.07 3 3.21 45 12.9 4−4
E‡ Semester 10 3 1.5 3 4.5 45 13.5-13.5-9 3−3−2
F Semester 15 2 1 4 4 60 12 3−3
G Semester 14 2 1.07 4 4.29 60 12.9 3−3
H Semester 10 3 1.5 4 6 60 12 2−2−2
* Aninstructionalhouris50minutes.Theinstructionalhoursperweekperunitisthenumberofhoursperunit(i.e.,10forquartercourses;15for semestercourses)dividedbythenumberofweeks.†Assumesafacultyallocationofeffortwith80%teaching.‡Semestercompatible,i.e.,thestandardcourseisthreesemesterunits.
Converting quarter and semester units
Ifweweretocountstudentcreditsdirectlyininstructionalhoursandgiveupquarterunitsandsemesterunitsentirely,therewouldbenoneedforconversion.A4quarter-unitcourseismeasuredas40instructionalhours;a3semester-unitcourseismeasuredas45instructionalhours.Abachelor’sdegreerequires1,800instructionalhours.Wecouldletitgoatthat.Butuntilwecountcreditsininstructionalhours,theUniversityisrequiredtoconvertsemesterandquarterunits.
To convert from quarter to semester units,multiplyby0.67:onequarterunit(10instructionalhours)isequivalentto0.67semesterunits(eachofwhichcomprises15instructionalhours).
Example
4quarterunits=4x10instructionalhours=40/15semesterunits=2.67semesterunits
4quarterunits=4x0.67semesterunits=2.67semesterunits
To convert from semester to quarter units,multiplyby1.5:onesemesterunit(15instructionalhours)isequivalentto1.5quarterunits(eachofwhichcomprises10instructionalhours).
Example
3semesterunits=3x15instructionalhours=45/10quarterunits=4.5quarterunits
3semesterunits=3x1.5quarterunits=4.5quarterunits
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Semester Conversion Task Force Report
Conversion Outcomes
Thissectioncontainsrecommendationsforthepost-conversionUniversity.
CalendarIthasbecomeaninformalstandardforschoolsusingbothsemesterandquartercalendarstoendtheirfalltermsbeforetheNewYear.Thismakesitrelativelyeasyforstudentstotransferfromoneschooltoanothereitheratthestartofthefalltermoratthestartofthetermfollowingthefallterm.Tobeconsistentwiththisstandard—andbecausetheTaskForceviewsitasthebestchoice—werecommendafalltermthatendsbeforetheNewYear.
CONV-1 Werecommendacalendaroftwosemesters.Eachwillinclude14weeksofinstructional days,oneweekforfinals,anduptooneweekofnon-instructionaldaysforsuchholidays asLaborDay,Thanksgiving,andspringbreak.Someotherholidays—suchasVeteran’s DayandCésarChavezDay—maybetakenoninstructionaldays.
WerecommendthedatesinTable2forthefallsemesters.Werecommendthatthe springsemesterbeginthelastMondayofJanuaryandendinmid-May.(Becauseof LeapYear,asimilartableforspringtermswouldrequiretwiceasmanycolumns.With fewerconstraints,however,thatlevelofdetailneednotbedisplayedhere.)
2014 2013 2012 2017 2010 2015
Fall Faculty Day* Wed 1 2
First day of class* Thu 2 3
Labor Day* Mon 1 2 3 4 5 6 7
Fall Faculty Day* Wed 3 4 5 6 7
First day of class* Thu 4 5 6 7 8
Last day of class† Sat 13 14 15 16 17 11 12
Exam week† M-Sa 15-20 16-21 17-22 18-23 19-24 13-18 14-19
Grades due†‡ Wed 24 25 26 27 28 22 23
Table 2.Thepossiblefallterms.TheexampleyearsrepresentallpossibleLaborDaydates.
*DatesinthisrowareforSeptember.†DatesinthisrowareforDecember.‡GradesarealwaysdueonWednesday.IfWednesdayisChristmas,eithertheUniversitycouldholdthesystemopenuntilThursday,orthosewhodon’twanttoreportgradesonChristmascanreportthemearlier.Thosewhowanttheextradaywillhaveit.
Example years
20112016
Day ofthe week
6 Withthirteenweekterms,fallquartercouldalwaysstartafterLaborDayandalwaysendbeforeChristmas.
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Semester Conversion Task Force Report
Figure1andTable3illustrateapossible2013-2014calendar.
Figure 1.Apossiblesemestercalendar
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Semester Conversion Task Force Report
Table 3. Possible2013-2014dates
Fall Semester 2013 Spring Semester 2014
April8,2013-Sept19,2013:Contstudentsregister Nov.4,2013-Feb.10,2014:Contstudentsregister
July12,2013:Falldeadlinetoorderbooks Dec.6,2013:Springdeadlinetoorderbooks
Sept.3,2013:FallFacultyDay SpringSem.Begins4thMon.ofJan.
Sept.5,2013:Firstdayofclass Jan.27,2014:Firstdayofclass
Sept.19,2013:NoRecordDropDeadline* Feb.10,2014:NoRecordDropDeadline*
Sept.20,2013:“W”DropPeriodbegins* Feb.11,2014:“W”DropPeriodbegins*
Oct.2,2013:AddDeadline* Feb.24,2014:AddDeadline*
Oct.3,2013:Census* Feb.24,2014:Census*
Nov.11,2013:Veteran’sDay Mar.17-22,2014(Week8):SpringBreak
Mar.31,2014:CésarChavezDay
Nov.14,2013:“W”DropPeriodends* April11,2014:“W”DropPeriodends*
Nov.11-15,2013:Emergency“W”Period* April14-May6,2014:Emergency“W”Period*
Nov.28-30,2013:ThanksgivingHoliday
Dec.14,2013:LastDayofClasses May8,2014:LastDayofClasses
Dec,16-21,2013:FinalsWeek May12-17,2014:FinalsWeek
May16-17,2014:Commencement
December24,2013:Gradesdue May21,2014:Gradesdue
CONV-2 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.
Scheduling modulesFourteenweektermsrequirethateachweekinclude1/14thoftheterm’sinstructionalhours.Sinceasemesterunitis15instructionalhours,eachweekmustinclude15/14=1.07instructionalhourspersemesterunit.(SeerowDofTable1.)
Sinceoneinstructionalhouris50minutes,eachsemesterunitrequires50x1.07≈54instructionalminutesperweek.Forclassesofthreesemesterunits,once-a-weekclasseswillmeetforasingle161minutesession,twice-a-weekclasseswillmeetfortwo80minutesessions,andthree-times-a-weekclasseswillmeetforthree54minutesessions.
CONV-3 WerecommendthemodulesinTables4and4aforclasssessions.
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Semester Conversion Task Force Report
Table 4. Sampleclassschedulingmodulesandoptions
3-unitcourses 3xperweek 2xperweek 1xperweeka (2250minutes) 54minutes 80minutes 161minutes
8:00-8:54 8:00-9:20 8:00-10:51or
9:30-10:24 9:30-10:50 9:30-12:21
11:00-11:54 11:00-12:20 11:00-1:51or
12:30-1:24 12:30-1:50 12:30-3:21
2:00-2:54 2:00-3:20 2:00-4:51or
3:30-4:24 3:30-4:50onlyonMWc 3:30-6:21onlyonMWc
5:00-7:51couldbeused 5:00-5:54 5:00-6:20 byprograms independentlyofothers
6:30-7:50 6:30-9:21
8:00-9:20
Mo
du
les
b, d
14-week semester9modules2xperweekcourses
14-week semester7modules2xperweekcourses
4-unitcourse 3xperweek 2xperweek 1xperweeka (3000minutes) 71minutes 107minutes 214minutes
8:00-9:11 8:00-9:47 8:00-11:44or
10-11:11 10:00-11:47 10:00-1:44
12:00-1:11 12:00-1:47 12:00-3:44or
2:00-3:11 2:00-3:47 2:00-5:44
4:00-5:11 4:00-5:47 4:00-7:44or
6:00-7:47 6:00- 9:44
8:00-9:47
Mo
du
les
b, d
a. 1xperweekcoursesincludea10-minutebreak;if8amisnotpopular,1xclassescouldstartatthe2nd,4th,6thmodules;b. Quarters=7modulesdaily/4-unitcourses;c. UseTThforthefreeperiods.d. Labcourseswillalignwitheitherstartorendtimeofmodule.
4 units 2x per week 3 units 2x per week 107minutes 80minutes
8:00-9:47 8:25-9:4510:00-11:47 10:00-11:2012:00-1:47 12:00-1:20Leftopentoavoid 1:30-2:50overlappingtwo 3:00-4:203-unitmodules. 4:30-5:506:00-7:47 6:00-7:208:00-9:47 7:30-8:50
Other possibilities if both 3- and 4-unit classes are common
• Schedule4-unitclasses3timesperweekat71minutes each.Thislengthfitswithinthe80-minuteblockfor3-unit courses.• UseMWformodulesfor4-unitcoursesandTThfor3-unit courses.3-unitcoursesonMWwouldfitwithin4-unitmodules.• Trytointegratethemodules(seetableatright).
Table 4a.Moduletimes
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CurriculumOneofthemostimportantconversionoutcomesisimprovementintheUniversity’sacademicstructurethrough(a)re-examinationandrestructuringofthecurriculum,(b)identificationoflearningoutcomes,(c)linkingoflearningoutcomestothecurriculumaswellastoprogram,college,andinstitutionallearningoutcomes,(d)streamliningofcourseofferings,and(e)eliminationofduplication.TheTaskForcerecognizesthateachdepartmenthasautonomyoveritsownprograms.WebelievethatsuchautonomyisimportantfortheintegrityofUniversitydegreeprograms,valuingtheprincipleofdepartmentalautonomyoverthestructureandorganizationoftheirrespectiveprograms.Nothinginthisreportisintendedtoweakenthatautonomy.Withthatinmind,TaskForcerecommendationsinclude:
CONV-4 Departments(a)bringtheirprogramstostate-of-the-artstandardswithintheirdisciplines, (b)developlearningoutcomesforstudentswhowillgraduatefromtheirprograms, and(c)identifyhowtheirprogramsachievethoselearningoutcomes.
CONV-5 ThatwhentheUniversityEducationalPolicyCommittee(EPC)reviewsproposedprogram changesitgivespecialattentiontothefollowing.Istheprogramconsistentwiththe overallmissionofitscollegeandtheUniversity?Doestheprogramcompriseasuccinct curriculumwithaclearvision?Doestheprogramdiffersufficientlyfromotherprograms toavoidredundancy?Doestheprogramhaveidentifiedlearningoutcomes?Doesthe programindicatehowthelearningoutcomesaretiedtothecurriculum?
Asecondimportantconversionoutcomeis,totheextentpossible,tomakecoursessemestercompatible.Tobesemestercompatible,mostcourses(especiallyattheundergraduatelevel)shouldbethreesemesterunitseach.
Advisement Qualityadvisementisvitaltostudentsuccess,satisfaction,andretention.Italsohasadirectimpactontimetodegreecompletion.Inaddition,high-qualityadvisementiscriticaltotheUniversity’ssuccess,bothfiscallyandacademically.Toachievemaximumadvisementquality,werecommendadoptionofaholisticintegratedsystematicadvisementsystem—includingdevelopmentalandintrusiveadvisementfrompre-admissionthroughdegreecompletion.
Advisementisalsocriticalfortransferstudents.Theymustbeprovidedwithareportindicating(a)thenumberofsemesterhoursrequiredtograduate,(b)thecoursesrequiredintheirmajor,and(c)anyunmetgeneraleducationrequirements.
Keytoprovidingthislevelofadvisementisthecreationofanonline,real-timegraduationrequirementsauditingtoolorwebpage.
Recommendations:
CONV-6 Pre-enrollment.Studentsmostinneedofintrusiveadvisement—typicallyfirstgeneration, unprepared,orundecidedstudents—becontactedearlyandberequiredtoparticipate inpre-enrollmentactivities.
Additionally,allfreshmenandtransferstudentsbeassignedtoadvisorsuponadmission andberequiredtomeetwiththemduringorientation.
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Semester Conversion Task Force Report
CONV-7 Firstyear.Uponcompletionofthemandatoryorientationprogram,studentsidentified asmostatriskparticipateinthreemandatoryadvisingsessionsduringthefirst semester.Also,allstudentsberequiredtomeetwithadvisorsforGeneralEducation (G.E.)advisementandanoverviewofUniversityrequirementsduringtheirfirstyear. Encouragestudentswhoexpecttobeginmajorcoursesduringtheirfirstyeartomeet withamajoradvisor.
CONV-8 Secondyearthroughgraduation.Forstudentsengagedintheirmajors,acase managementapproachtoadvisementinwhichdepartmentalfacultyadvisorsfollow acohortofadviseesuntilgraduation.Advisorsmustbetrainedinandbeknowledgeable aboutdevelopmentaladvisement,transportation,financialaid,employment,housing, familyissues,childcare,etc.
CONV-9 Developmentofanonlineadvisementanddegreeauditsystemforrealtimetrackingof ProgramPlans/RoadmapstoGraduation.Thesystemshouldbeeasilyusedbyboth studentsandpersonnelinallareasoftheUniversityincludingAdmissions,Financial Aid,theRegistrar’sOfficeandtheAdvisementCenter.Thesystemshouldallow advisorsandstudentstoeasilyandintuitivelymonitorstudentdevelopmentalplans. Itshouldprovideanearlywarningsystemforstudentsindangeroffailingtomeet academicobligations.Itshouldtriggerattendanceinacademicsuccessworkshops forstudentswhoarelaggingintheirtimelinetograduation.Itshouldprovidespecial guidancefortransferstudents.
Balancing student workload and time to degree completion
Table5showsstudentworkloadandtimetodegreecompletionundervariousscenarios.ThetablefocusesonrowsA,C,D,andEofTable1.RowAisthecurrentCSULAquartersystem.RowsC,D,andEpresumecoursesof3semester-unitseach,i.e.,theyaresemestercompatible.
ThecolumnshowingTotal hours/weekassumesthatstudentsspendtwohoursoutsidetheclassroomforeachinstructionalhour.Fulltimeeffortisoftendefinedas40-45hours/week.
Thefirstgroupoffourrowsshowstheeffortrequiredfordegreecompletionin4yearsorfewer.Thesecondgroupoffourrowsshowstheeffortrequiredfordegreecompletionin5yearsorfewer.Thissecondscenarioassumesasomewhatlighteracademicworkload—amorecommonsituationatCSULAwherestudentstendtohaveheavieroutsidecommitments.Thethirdandfourthgroupsoffourrowsassumeevenlighterworkloads.
Animportantareaofadvisementconcernsthepossibilitythatconversionto14or15weeksemestersmayextendtimetodegreecompletion.SincetheCSULA6-yeargraduationrate(30.6%)iscurrentlyquitelowintheCSU,thisisaseriousconcern.Considerstudentswhounderthecurrentsystemormallytake4courseseachquarterandexpecttocompletethedegreeinfouryears.(ThisisrowAinthefirst
7 WASC(2008)HandbookofAccreditation, http://www.wascsenior.org/findit/files/forms/Handbook_of_Accreditation_2008_with_hyperlinks.pdf.8 CollegeResultsOnline:http://www.collegeresults.org/.Whenaccessed,themostrecentfigureswerefor2008.
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Semester Conversion Task Force Report
block.)Ifafterconversionthesestudentsstillwishtocompletethedegreeinfouryears,theywillberequiredtoincreasetheircourseloadfrom4to5simultaneousclasses.AnalternativeforsuchstudentsistomovetorowCorDinthesecondblock.Thiskeepstheirworkloadat4simultaneouscourses—anditreducestheirtotaltimecommitment—butextendstheirtimetodegreecompletiontofiveyears.
Orconsiderstudentswho,underthecurrentsystem,wouldnormallytake3courseseachquarterandwouldexpecttocompletethedegreeinfiveyears.(ThisisrowAinthesecondblock.)Afterconversion,thesestudentswouldhavetoincreasetheirworkloadsfrom3to4simultaneouscoursestocompletethedegreein5years.AnalternativeistomovetorowCorDinthethirdblock.Thiskeepstheirworkloadat3simultaneouscourses—anditreducestheirtotaltimecommitment—butextendstheirtimetodegreecompletiontosevenyears.
AlthoughnotrecommendedbytheTaskForce,tenweeksemesters(rowEinthevariousblocks)offerpotentiallyattractiveoptionsforbothgroupsofstudents.SwitchingfromrowAtorowEinthefirstblockwouldkeepthenumberofsimultaneouscoursesat4,anditwouldreducetimetodegreecompletionfrom4yearsto3.33years.Butbecauseeachcoursedemandsmoretimeperweek,achievingthisreductionwouldrequireacommitmentof54hoursperweek.
SwitchingfromrowAinthefirstblocktorowEinthesecondblockreducestheworkloadfrom4to3simultaneouscourses,anditreducesthetotaltimecommitment.Timetodegreecompletionisextended,butonlybyone10-weektermplusoneadditionalcourse.
SwitchingfromrowAinthesecond,third,orfourthblocktorowEinthesameblockleavesthecourseworkloadunchanged,withanapproximate11%decreaseintimetodegreecompletionbutwithacomparableincreaseintimecommitment.
A Quarter 10 3 15 15 45 4 4
C Semester 15 2 15 15 45 5 4
D Semester 14 2 15 16 48 5 4
E Semester 10 3 12 18 54 4 3.33
A Quarter 10 3 12 12 36 3 5
C Semester 15 2 12 12 36 4 5
D Semester 14 2 12 13 39 4 5
E Semester 10 3 9 13.5 40.5 3 4.44
A Quarter 10 3 8 8 24 2 7.67
C Semester 15 2 9 9 27 3 7
D Semester 14 2 9 10 30 3 7
E Semester 10 3 6 9 27 2 6.67
Term Weeks Terms Units in Instruct. Total Simul- Years to type in term in year in term hours per hours per taneous degree week week courses compl.
Table 5.Studentworkloadandtimetodegreecompletionforenteringfreshmen
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Semester Conversion Task Force Report
A Quarter 10 3 4 4 12 1 15
C Semester 15 2 6 6 18 2 10
D Semester 14 2 6 6 18 2 10
E Semester 10 3 3 4.5 13.5 1 13.33
Term Weeks Terms Units in Instruct. Total Simul- Years to type in term in year in term hours per hours per taneous degree week week courses compl.
CommunicationOneoftheprimarytransformationaloutcomesoftheconversionprocessshouldbetheemploymentofnewlydesigneddigitalmediatoolsandUniversityworkgroupstoprovidesupporttoimproveUniversity-widecommunications.
Recommendations:
CONV-10 InconsultationwithITS,thepurchaseandintegrationofcommunicationsoftwarevery earlyintheconversionprocess.Suchsoftware(e.g.contentmanagementsystem)will furtherenablecurrent,cost-effectiveUniversity-widecommunication.Acontentman- agementsystemfortheUniversitywebsitecouldreducetime/laborformanualreview andupdateofroughly250,000+webpageswithinthewww.calstatela.edu site.
CONV-11 TheSenatecreateaStudentCommunicationsCommitteethatincludesmembersfrom theOfficeofAdmissionsandRecruitment,ASI(orrepresentativestudentmembers), PublicAffairs,andUndergraduateStudies-UniversityAdvisement—alongwitharepre- sentativeoftheSenateitself.IftheOfficeofPublicAffairsre-establishestheUniversity CommunicationsBoard,alsorecommended,thenatleastonememberofthatBoard shouldalsoserveonthiscommittee.Thecommittee’schargewillincludeascertaining
thatprospective,new,andcontinuingstudentproblemsandconcernsregarding communicationofsemesterconversionchanges,policiesandprocedures,aswellas proposingsolutionstosuchproblemsandconcernstoappropriateadministrators.
CONV-12 IncoordinationwithUniversityAdvisementanupdatedandinteractiveadvisement webpage,aswellasongoingAcademicSuccessWorkshops.
Infrastructure (student services) Studentservicesarecriticaltotheday-to-dayoperationoftheUniversity.TheyarealsoasignificantfactorinshapingtheexperienceofbeingastudentatCSULA.Theseareservicesthatenablestudentstoregisterforcoursessmoothlyandinatimelyfashion;toapplyforandreceivefinancialaiddistributions;toobtainadvisementsothattheircourseloadsareefficientlyconstructedtominimizetimetodegreecompletion;todevelopstudy,informationliteracy,writing,andcontentskills;andtopursueemploymentbothduringandfollowingtheiracademiccareersatCSULA.Inaddition,otherstudentservicesprovidestudentswithhousing,parking,anddisabilityaccommodationservices.
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Semester Conversion Task Force Report
Becausemanyofourstudentservicesareoverburdened,theyaresometimesslow,unresponsive,difficulttoaccess,andfrustratingtouse.AprimarygoaloftheTaskForceistouseconversionasanopportunitytorethinktheorganizationandfunctioningofourstudentservicesinfrastructurewiththeobjectiveofmakingtheseservicesmoreefficient,moreresponsive,moreuser-friendly,andmorecost-effective.WeexpectthattheseimprovementswillalsoenhancethestudentexperienceatCSULA.
Recommendations:
CONV-13 Significantlyincreasefront-linestafftoprovidemorepersonalizedservicestostudents. Suchamovewouldnotonlyprovideapersonaltouchbutwouldassiststudentsin navigatingwhatmayappeartobeachallenging,impersonalprocess.
CONV-14 Aneffectiveworkingenvironmentforstaffbeprovidedbyequippingfacilitiessothat theyareergonomicallycorrecttofacilitateaproductiveworkforce,includingstate-of- the-arttechnology.
CONV-15 Theautomationofasmanyprocessesaspossiblebyplacingformsanddocuments onlineandconductingonlinereviews.WerecommendthattheformsbeADA-compliant toprotectthehealthofstudents,staff,andfaculty.
CONV-16 Linkcurrentstand-alonedatabasesystems(e.g.,EOP,Blackboard/WebCT,orthe equivalentLearningManagementSystem)toGETsothatamodificationofonewill automaticallypropagatetotheother.
CONV-17 Improveuserfriendlinessofthecampuswebpagestofacilitateeaseofnavigation andinformationretrieval.
Information TechnologyInformationtechnology(IT)isthebackboneofallmoderninstitutionsbothforoperationsandeducation.TheUniversityisnoexception.Semesterconversionrepresentsauniqueopportunitytoupdate,optimize,andrefreshourtechnologicalinfrastructurewhilecapitalizinguponnewandemergingtrendsineducationaltechnology.
CONV-18 WerecommendthattheUniversitytakeadvantageofsemesterconversionto (a)upgradeanyoutdatedsystems,(b)integrateanyisolatedsystems(e.g., Blackboard/WebCTortheequivalentLearningManagementSystem),(c)establish amoreeffectivealignmentbetweentheneedsofthefacultyandthegoalsofthe DivisionofInformationTechnologyServices,(d)furtherthelooselycoupled integrationofCSULAsystemswithCSUsystems,and(e)preparetheUniversity’s ITframeworkfortheinevitablechangesthecomingyearswillbring.
9SeetheITSwebpage:http://www.calstatela.edu/its/about/ITSstrategicPlan2008-13.pdf.
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Semester Conversion Task Force Report
General Education
WeseeconversionasanopportunitybothtostrengthenGeneralEducation(GE)asaprogramandreducetimetodegreecompletion.
CONV-19 WerecommendthatCSULAadoptExecutiveOrderNo.1033asitsGErequirements: 48semesterunitsinSectionsAthroughE,atleast9unitsofwhichmustbeupperdivision.
CONV-20 WerecommendthattheEducationPolicyCommitteeanditsGeneralEducation Subcommitteecontinuetohavejurisdictionoverwhichcoursesmeettherequirements ofGEatCSULAandthatcurrentcoursesbeconvertedtoequivalentsemestercourses.
CONV-21 Werecommendthatagreementswithexistingprogramsregardingsubstitutionsor waiverswithrespecttoGEcarryover.
Additional G.E. Considerations
InexaminingissuesraisedbythepossibleconversionoftheGeneralEducationprogram,theTaskForcereachedconsensusregardingchangesthatarenotnecessaryforconversion,butoughttobeconsideredwhetherornotCSULAconvertstoasemestercalendar.
• WerecommendthatCSULAseriouslyconsidercreatingaUniversityCollege(UC)withresponsibility forGE,undeclared,interdisciplinarymajors,andfirst-yearexperienceprograms.
• WerecommendthattheUniversityCollege(UC),ifitisestablished,beprovidedwithseparateand sufficientfundingandberesponsibleforschedulingandstaffingGEcourses.
• WerecommendthatprogramfacultybereassignedforpartoftheirteachingloadtotheUCwhen requestedbytheUCandwhenthereassignmentismutuallyagreeabletothehomedepartment.
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Semester Conversion Task Force Report
TransformationAdoptionoftheconversionplandescribedinthisreportwilltransformtheUniversityinsignificantways.Tofostercontinuedandsustainedimprovementafterconversionandtoprovideatransparentmechanismtoenableflexibleresponsestochangesintheenvironment,werecommendtheinstitutionofanongoingtransformationprocess.
CONV-22 WerecommendthattheSenatecreateastandingCommitteeforUniversityTransformation.
CONV-23 WerecommendthattheTransformationprocessoperateinthreeyearcycles.
Year 1. PresenttotheUniversitysignificantdevelopmentsineducationatthestate andfederallevel.InvitemembersoftheUniversitycommunitytosubmit transformationalideas.AllaspectsofUniversitystructureandoperationwill beopenforproposedchanges.Provideapubliclyavailablerepository —e.g.,awebsitebackedbyadatabase—whereideasmaybesubmitted andviewed.
Year 2. Combinethesubmittedideasintoacoherentpackageandpresentthat packagetotheUniversity.
Year 3. Opentheproposedpackageforpublicreview.Provideaguidedrevision process—similartoamendingamotion—totakereviewers’commentsand suggestionintoaccount.AttheendofYear3,presentthepackagetothe facultyasawholeforanup-or-downvote.Ifapproved,submitthepackage totheSenateforaction.
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Semester Conversion Task Force Report
Converting University Operations
ThissectionrecommendsstepstoconverttheUniversity’sfunctionaloperations.
Overall coordinationWewanttoensurethatallaspectsoftheconversionprocessarebothwell-coordinatedandtransparentlyconducted.
Recommendations:
OPER-1 TheSenatecreateanadhocConversionCoordinationCommittee(CCC).We recommendthatmembershipincludeataminimum:theSenateChair;one representativeeachfromUniversityEPC,theGESubcommittee,theUndergraduate StudiesCommittee,andtheGraduateStudiesCommittee;oneelectedfaculty representativefromeachCollege;onerepresentativeeachfromtheProvost’sOffice, AdministrationandFinance,ITS,StudentAffairs,theAcademicAdvisementCenter, andUniversityCommunications;andoneUniversityStaffrepresentative.
OPER-2 Facultymembersbegiven2unitsofreleasetimeperquarterforCCCduties.
OPER-3 CCCberesponsiblefortheoverallplanningandcoordinationofconversionactivities andthatCCChaveoveralloversightandauthorityoverconversion-related assignmentsandresources.
OPER-4 CCCprovidevisibilityintoconversionprogressandactivitiesandthatitensurethatall conversionactivitiesarefullytransparent.
• CCCmembersreporttoCCConaregularbasisontheprogressmadeinthe areastheyrepresent. • CCCadjusttheconversionscheduleasnecessaryasconversionproceeds andthatCCCmaintainonaUniversitywebpageanup-to-dateconversion schedule—includingplannedmilestones—fortheremainingconversionactivities. • CCCregularlyreporttotheSenateonconversionprogress.
OPER-5 CCCprovideameans—suchasawebpage—formembersoftheUniversity communitytoexpressconcernsaboutconversionactivities.
OPER-6 CCChavetheauthoritytoresolveconversion-relatedissuesthatcannotberesolved elsewhere.
OPER-7 CCCbeboundbySenateresolutionsregardingconversion.
OPER-8 TheestablishmentofaSemesterConversionOffice(SCO)toserveasacentralized resourceforinformationaboutsemesterconversion,includingmonthlyprocess updatesviaUniversity-wideemailandadedicatedconversionwebpage(SeeSUPP- 8).TheSCOberunonaday-to-daybasisbyanadministratorandstaffdedicatedto thesemesterconversionprocess.WerecommendthattheSCOadministratorbea memberoftheCCC.
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Semester Conversion Task Force Report
Consolidated timelineFacultyratedasa“mediumhigh”prioritytheopportunitytoexpresstheirviewsaboutconversionbeforeadecisionismade.Onlyfundamentalacademicconcernswererankedhigher.Inconsiderationofthatprioritizationwemakethefollowingrecommendation.
OPER-9 Werecommendthatthefacultyasawholebegivenanopportunitythroughacampus- widevotetoexpresstheiropinionaboutwhethertoproceedwithsemesterconversion beforeadecisiontoproceedismade.
Table6containsanoverviewofarecommendedtransitiontimeline.AdetailedversionisavailableonSharePoint:https://atlantis.calstatela.edu:40365/Shared Documents/.
Table 6.Overviewoftransitiontimeline
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Semester Conversion Task Force Report
Curriculum conversionTominimizeerrorsinproposal/revisionpreparationandtofacilitateproposalpreparationandreview,werecommendtheacquisitionordevelopmentofsupportingsoftware.
Recommendations:
OPER-10 Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposal andreview.Integralaspectsofthatsoftwareare“intelligentforms”andacentral websitewithsearch,browse,andcommentcapabilities.
Becausetherewillbemanycurriculumproposalsduringconversionitisimportantthatfacultybetrainedinproposalpreparation.
OPER-11 Obligatorytraininginwritingcourseproposalsandrevisionsforallfacultywhowill beengagedinpreparingthem.Thetrainingwillbedeliveredeitheron-lineorthrough in-personsessions.
OPER-12 Tomaximizetransparencyandtoacceleratereview,proposalsshouldbepostedon awebpagethatiseasilyaccessiblebyfacultyandadministration.Thepagewillallow commentsandconcernstobeposted.Concernswillbediscussedwithresponsible collegecurriculumreviewunits(AssociateDeans,staff,CollegeEPC/IPC)forresolution.
OPER-13 OnlyDepartmentChairs,AssociateDeans,andCollegeEPCbeauthorizedtopost formalobjections.
OPER-14 Toacceleratethereviewprocess,ifnounresolvedobjectionsremainafteraspecified time,proposalsbeconsideredapprovedbydefault.
AppendixDofthereportoftheCurriculumandPedagogyCommitteecontainsaninitialoutlineofrequirementsforacurriculumdevelopmentandreviewsystem.
OPER-15 Atwoyearcurriculumconversionperiodincludingsubstantialfundingoffaculty releasetimeunits(URT)forfacultytraining,curriculumconversionandcollegereview.
(a) Duringthefirstyeardepartmentswillconverttheircurriculatosemestercourses.
(b) DuringthesecondyearanexpandedCollegeEPC(toincludeonefacultymember perdepartmentandthelibrary,AssociateDeanordesignee,andsufficient administrativesupport)willreviewsubmittedcurricula.Proposalsthataffecttwo ormorecollegesshouldbereviewedbytheaffectedcollegesandtheDeansfor UndergraduateandGraduateStudiesordesignees.
Thesecondyearisalsoreservedforresolvingconflictsbetweendepartments andprogramswithinandacrosscolleges.UniversityEPCwillberesponsiblefor resolvingconflictsnotresolvedatthecollegelevel.
SenatePrinciple2requiresthatConversion will not increase time to graduation for students who transition from quarters to semesters.
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Semester Conversion Task Force Report
OPER-16 IfnecessarytosatisfySenatePrinciple2programsdroprequirementsand/or prerequisitesandprovideflexiblecoursereplacementsforstudentswhoare transitioningfromquarterstosemesters.
Information technology ThefollowingITsystemshavebeenidentifiedasrequiringmodificationtoconvertfromquarterstosemesters:GET,StarRez(Housing),Blackboard(WebCT)ortheequivalentLearningManagementSystem,ContributorRelations,AdAstra(classroomscheduling),InstitutionalResearch,EDITranscripts,CatalogSoftware,PrintedClassSchedule,UAS,Portal,www.calstatela.edu,Financials,IdentityManagementSystem.
Inaddition,severalnewsystemsmayberequiredtosupporttheconversionprocess:aconsultationandapprovalsystemforcourseproposalsandrevisions;awebcontentmanagementsystemforcommunications;andanadvisementsystemforcontinuingstudents.
Recommendations.
OPER-17 ITconversionplansbeapprovedbytheCurriculumConversionCommittee(CCC) beforetheyareimplemented.
OPER-18 Thehiringorreassignmentofadirector-levelITprofessionalwithhighlevel responsibilitiesdevotedexclusivelytoquarter-to-semesterconversionincluding responsibilitytooverseesystemsmodification,dataconversionandend-usertraining.
OPER-19 Agilityinallaspectoftheconversionplanrelatedtoinformationtechnologysothat newtechnologiescanbeutilized.
OPER-20 TheutilizationofcurrentknowledgeableCSULAITprofessionalsfordataconversion inordertoensuremaximumqualitycontrol.
OPER-21 HiringsufficientITstafftoback-fillreassignmentstoconversiontasks.
OPER-22 Theschedulingofatleast2calendaryearsforsystemmodificationanddevelopment and1additionalcalendaryearfortesting,integration,andend-usertraining.
TheimpactofITconversionisnotlimitedtotheCSULAcampus.Chancellor’sOfficepersonnelfromtheheadquartersoftheCommonManagementSystem—sometimesknownasCMSCentral—willbeactiveparticipants.Wearenotcurrentlypreparedtomakerecommendationsaboutthisaspectofconversion.
Infrastructure (student services) Aprimarygoalofthisconversionplanisaseamlesstransitiontothesemestersystem,providingessentialservicestostudentsandotherstakeholdersinatimely,effectivemanner.Recommendations:
10Seehttp://cms.calstate.edu/.
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Semester Conversion Task Force Report
OPER-23 Thehiringofadequatepersonneltosupportthetransitionprocesssothatstaffarenot overworkedduringthesemesterconversionprocess.Tothatend,werecommendthe hiringofadditionalstafftobackfillofficesduringthesemesterconversion.Someoffices willhavetotransferrecords,whichthenewhirescouldachieve.
OPER-24 Compensatingexistingstaffforworkingovertimetocompletesemesterconversion- relatedtasks.
OPER-25 Providingfrequent,highqualitytrainingtoallowstafftoperformatahighlevel.Suchtrain- ingwillbecriticalgiventheupgradesrequiredtocompletesemesterconversion.More generallywerecommendestablishingacampuswidesemesterconversiontraining centerthatoffersregularworkshopsduringtheyear—similartoaone-stoptrainingcenter.
OPER-26 Theincorporationoflinkstosemesterconversioninformationonstudents’GETprofiles andonCollegewebpages.
DetailedinfrastructuretasksarelistedintheextendedTimeline.
Policies and procedures RecommendationsregardingproceduresforthereviewandrevisionofconvertedcurriculaarecontainedinthesectiononCurriculumConversion.ThissectiondiscussesreviewandpossiblerevisionfortheAdministrativeManualandtheFacultyHandbook.
Administrative Manual
OurinvestigationindicatesthatfewrevisionswillberequiredtotheAdministrativeManual.
OPER-27 Werecommendthateachdivisionberesponsibleforidentifyingandinitiatingrevision ofitsPoliciesandProceduresasnecessary.Wherepossible,thisreviewprocess oughttoincludebothstaffandmanagement.Ultimately,VicePresidentsoughttobe responsibleforensuringrevisionofPoliciesandProceduresasnecessary.
Faculty Handbook
OurinvestigationindicatesthatmanychangeswillberequiredtotheFacultyHandbook.Theserevisionsfallintothreecategories:easy,moderate,andcomplex.
Easy policy changesarethosewherethepolicyissoundbutisstatedinquartertermsorinquarterunits.Forthesepolicies,thenecessarymodificationsentailminoreditorialchanges.Forexample,inChapterFiveoftheFacultyHandbook“theUniversityYearisdefinedasfourconsecutivequarters,eachapproximatelythesamelengthandcommencingwiththefallquarter.”Conversiontoasemestercalendarwouldrequireredefinitionofthe“UniversityYear,”butcreatinganewdefinitionisnotlikelytobedifficultorcontroversial.
Moderate policy changesrequiremorethaneditorialchangestothelanguage,wheresomediscussionisrequiredbutwhereextensivedebateandresearcharenotrequired.Forexample,Chapter2oftheFacultyHandbookspecifiesthat“governanceoccuryear-round.”Ifsummersunderasemestercalendarareself-support,willgovernancecontinueduringsummers?Ifso,whatformwillthatgovernancetake?
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Semester Conversion Task Force Report
Complex policy changesariseinatleasttwoinstances.First,whentheessenceofthepolicyeitherreferencesotherlaws,regulations,orexternalpolicies,suchasTitleV,theNCAAregulations,theCollectiveBargainingAgreement,orCSUExecutiveOrders,orsecond,whereconvertingfromquarterstosemestersisnotobvious,asinthecaseof“normalprogress”forathletes.
OPER-28 WerecommendthecreationofaSenateadhocSteeringCommittee(SC)tooversee themodificationsoftheFacultyHandbook.TheSCwouldbecomprisedoffourfaculty memberswithAcademicSenateexperience,preferablypriormembersoftheSenate’s ExecutiveCommittee(EC),andoneadministrator.TheSCwouldreviewtheHandbook, identifythepoliciesinneedofmodification,andtriagetheseintothepreviously identifiedeasy,moderateandcomplexcategories.
(a) Easy changes.TheSCitselfwillsuggestmodificationsforpolicieswheremodifications areidentifiedaseasy.TheserecommendationswillgodirectlytotheECofthe CSULAAcademicSenate.Oncedelivered,iftheECacceptstheproposed language,thetypicalECprocessistohavethepolicymodificationsannounced asanExecutiveAction.IfobjectionsarenotraisedbytheSenatethesepolicy modificationswouldthenbeforwardedtothePresidentforhisapproval.
(b) Moderate changes.TheSCitselfwillalsobeaddresspolicymodificationsidentified asmoderatelychallenging.TheSCwillproposedraftlanguagethatcouldbesent totheEC.TheECcouldeither(i)sendtheproposedlanguagetoastanding committeeoftheAcademicSenateor(ii)announceitsacceptanceofthe proposedlanguagebyExecutiveAction.Ifobjectionsarenotraisedbythe SenatethesepolicymodificationswouldthenbeforwardedtothePresidentfor hisapproval. (c) Complex changes.PolicymodificationsidentifiedbytheSCascomplexwillbe assignedtoanAdHocWorkingGroup(AHWG)jointlycreatedbytheProvost andtheEC.ThechargetosuchAHWGswouldbetoexaminecurrentpolicy andthechangesidentifiedbytheSC.TheAHWGwouldconsideranyexternal orders,laws,orregulationsandwouldproposeappropriatedraftlanguage. ResultantpolicymodificationlanguagewouldbesubmittedtotheSC,whowould forwarditinturntotheEC.TheECcouldsendittoastandingcommitteeofthe AcademicSenateoraccepttheproposedchangesasanExecutiveAction. Ifassignedtoastandingcommittee,thedraftlanguagewouldbeastartingpoint forthecommittee’sdiscussionanddeliberation.
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Additional Considerations—Faculty Workload
Initsexaminationofconversionissues,theTaskForcealsobecameawareofmattersrelatedtoconversionthatmeritadditionalinvestigationanddebate.Whilethesemattersarenotnecessarilylinkedtothesemesterconversionplan,proceduresandprocesses,theTaskForcebelievesthefollowingfourrecommendationsareimportant,timelyandrelevant,asfacultyarerightlyconcernedwithwhatworkloadmightbeafterconvertingtosemesters,ifadecisiontoconvertismade:
OPER-29 InaccordwiththeAcademicSenateResolution(#13)discussedearlierinthis document,conversionshouldnotresultinanincreaseinfacultyworkload.An individual’stimemightbespentdifferently,butitoughtnottoincreasetheworkthat mustbedone.
OPER-30 Semesterconversion,ifitoccurs,oughttobeanopportunitytocreativelydevelop waystofreetimeforotherduties.Thisisespeciallythecaseforfaculty.
OPER-31 Facultyengagedinconvertingprogramstosemestersoughttoconsiderworkload afterconversion.Itmaybepossible,asitisatsomeotherCSUcampuses,to achieveFTEStargetswhileprovidingreassignedtimeforadvisingand/orresearch, scholarshipandcreativeactivities.TheDivisionofAcademicAffairsoughttosupport sucheffortsbyestablishingreasonabletargetsandbudgets,andbydecentralizing decision-making.
OPER-32 Werecommendthecreationofanewcommitteeoffacultyandadministratorsthatis chargedwithinvestigatingissuesrelatedtofacultyworkloadandtheirimplications forretention,tenureandpromotionguidelinesandspecificallywithachievingthe goalofreducingteachingloadatCSULA.Suchacommitteeoughttohaveaccessto whateverinformationisnecessarytocarryoutitscharge.AndtheAdministration shouldcommittonegotiatingwiththeChancellor’sOffice,ifnecessary,incase therearereasonableactionstheChancellor’sOfficemighttaketofacilitatereaching thegoalofreducingteachingloadforfaculty.
Tofurtherinformdiscussionsoffacultyteachingloads,Table7showsfacultytimeallocationsforvariousteachingpercentages.Thefirstrow,derivedfromrowAinTable1,showsthecurrenttimeallocation.TheremainderofthetablefocusesonthesemestercompatiblerowsofTable1,rowsC,D,andE.Thefirstblockassumesan80%teachingallocationofeffort.ThesearesimilartotheequivalentrowsinTable1.Thesecondandthirdblocksassume60%and50%teachingallocationsofeffortrespectively.
29
A Quarter 10 3 80 36 12 12 3-3-3
C Semester 15 2 80 24 12 12 4-4
D Semester 14 2 80 24 12 12.9 4-4
E Semester 10 3 80 24 9-9-6 13.5-13.5-9.0 3-3-2
C Semester 15 2 60 18 9 9 3-3
D Semester 14 2 60 18 9 9.6 3-3
E Semester 10 3 60 18 6 9 2-2-2
C Semester 15 2 50 15 9-6 9.0-6.0 3-2
D Semester 14 2 50 15 9-6 9.6-6.4 3-2
E Semester 10 3 50 15 6-6-3 9.0-9.0-4.5 2-2-1
Term Weeks Terms Teaching Units Units Teaching Simul- type in term per year percent per year per term hours taneous per week courses
Semester Conversion Task Force Report
(d) Table 7.Facultyallocationofeffortwithvariousteachingpercentagesandtermlengths
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Supporting Activities
Thissectiondiscussesrecommendedadvisementandcommunicationactivitiesduringthetransitionperiod.Theseareintendedtominimizedisruptionandtomaketheconversionprocessproceedassmoothlyaspossible.
AdvisementRecommendations:
SUPP-1 Developmentanddistributionofapledgetoallstudentstoassuresupporttoward graduation.
SUPP-2 DevelopmentofIndividualizedAdvisingPlans(IAPs)fortransition.
SUPP-3 Implementationofamandatoryadvisementsystemforthetransitionandconversion periods.
SUPP-4 Developmentandimplementationofanoutreachplantoassurethatallstudents receivemandatorytransitionandconversionadvisementby(a)contactofstudents bydepartmentsandprograms,(b)utilizationoftechnologyforoutreach,(c)utilization ofavarietyofcommunicationmethodsregardingcurriculumchanges,and(d) informationalsessionsforthetransitionperiod.
SUPP-5 AnincreaseintheacademicadvisementcapacityoftheUniversitytoincludethe UniversityAcademicAdvisementCenteranddepartmentsasneeded,graduate studentadvisers,andStudentAffairsStudentServicesprofessionalsforG.E. advisementduringtransitionandtheconversionperiods.
SUPP-6 Thatfacultyprovidingextensivestudentadvisementduringconversiontransitionbe eligibleforreassignedtimeorstipends.
SUPP-7 Implementationofacomprehensiveplanofadvisementtrainingforfaculty,staff,and graduatestudentadvisors.
Communications
ClearandcoordinatedcommunicationwillbeessentialtoinformandengagetheCSULAcommunity,prospectivestudents,newstudents,andvariousCSULAstakeholders.
Pre-conversion activities
Recommendations:
SUPP-8 Acentralized“SemesterConversion”webpageconnectedtothehomepageofthe University,co-managedbytheOfficeofPublicAffairsandtheSemesterConversion Office(SCO)describedinOPER-8.
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SUPP-9 Thatpre-conversionactivitiesconsistofcommunicationthroughbothprint(factsheets, FAQs,newsletterdiscussions,UniversityReport/TODAY,UniversityTimes)and electronic(maintain/updatesemesterconversionwebpageswithrelevantinformation; providenoticesre:decisions/meetings,etc.)media.
SUPP-10 Aseriesofpre-conversionmeetingswithallmembersofthecampuscommunity.
SUPP-11 Thataspecialeffortbemadetocommunicatewithbothcurrentandprospective students,includinguseofsocialnetworkwebsites,ASI-sponsoredwebsitesand OutreachandStudentAffairseffortsandevents.
During Conversion activities
Werecommendthatanewwaveofstrategiccommunicationbeorganizedintermsofinternalandexternalcommunications.
SUPP-12 Werecommendthatinternalcommunicationsbeorganizedintermsofstakeholder group:students,faculty,andstaffandthatforeachdetailedinformationaboutthe progressofconversionbeprovidedinaformandatlocationsatwhichmembersof thesegroupswillbelikelytoencounterit.
SUPP-13 Werecommendthatamediarelationsstrategybedevelopedconsistingofatleast newsreleasesandfactsheets.Wealsorecommendthatsignificanteffortbeputinto communicatingwithprospectivestudents,theirparents,andhighschooland communitycollegecontactsandcounselors.
SUPP-14 Werecommendthefollowingtransitiontasks.
Year 1. Newsplanningandpreparationassociatedwithanypendingformal Universitydecisionregardingsemesterconversion.Usevariousstrategies tocommunicatecampusdecisionsregardingwhethertogoforwardwith SemesterConversionprocess.
Year 2 (fall and spring).Media/pressreleasesregardingconversiondecision(s)
1. ConstructionofanewSemesterConversionwebpagewouldbegin— necessitatingnewdesign,features,linksandcontent,includingFAQsection
2. Allcollegesearchwebsitesrevised(andCSUMentoratlatertime)
3. Continuingmeetings/workshopsinacademicdivisionsandcolleges
4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls
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Year 2 (summer) and Year 3.
1. WorkwithOutreachtodevelopplannedcommunicationviaHobson’stoolwith prospectivestudents
2. Newmaterialsforoutreach/collegefairs
3. Continuingmeetings/workshopsinacademicdivisionsandcolleges
4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls. DetailedCommunicationstaskshavebeencoordinatedwithAdvisementandare includedintheextendedTimeline.
11 Seehttps://atlantis.calstatela.edu:40365/Shared Documents/.
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Rough estimate of transition costs
Table8containsestimatedcostsforconvertingfromquarterstosemesters.ThecostestimatesareincompleteandreflectonlytheworkofthecommitteesoftheQuartertoSemesterConversionTaskForce.Theyarenotmeanteitherasasubstituteforaconversionbudgetorasanexhaustiveaccountingofconversioncosts.Theyareintendedsimplytoprovideguidancewithrespecttocostsassociatedwiththeconversionprocess.
Thefiguresinthetablearebasedupontheinvestigationandbestjudgmentofthecommitteemembersandwerearrivedatthroughinternaldiscussionsaswellasinterviewswith,orconfirmationsfrom,individualsresponsiblefortheareasimpacted.
Thesefiguresareforthetransitionphaseonlyanddonottakeintoconsiderationeithersavingsoradditionalcostsresultingfromconversion.Althoughtheargumentforcostssavingsisconvincing—thatrunningprocessesrelatedtothemachineryoftheUniversityfewertimesayearundersemesterswouldpresumablyresultinsomesavings—neitherthecommitteesnortheTaskForceattemptedtoquantifysuchsavings.
Furthermore,manyfactorsandcontingenciesrelatedtoimplementationcouldeasilyaffecttheseestimates.Forexample,thetimespanforconversionaswellastheactualstartdateoftheconversionprocesscouldhavesignificantimpactsontheactualcosts.Asaresult,thefiguresbelowshouldbeconsidereddirectionalratherthanactualcostpredictionsorbudgetestimates.Implementationofaprojectaslargeandcomplexassemesterconversioncaneasilyresultinunforeseenexpenses.
Incomparison,theUniversityofCincinnati(~40,000students),whichplanneda4yeartransitionperiod,estimatedthattheirtransitioncostswouldbe$13,867,000.WhentheUniversityofMinnesota(~67,000students)convertedtosemestersadecadeagotheyspentapproximately$4millionexclusiveofITcosts.
The costs below should be viewed as estimates only and represent only our current thinking about the minimum resources required for conversion.
As these estimates make clear, semester conversion will require a substantial investment.
We expect the process of conversion to have a controlled budgetary process that takes the financial resource needs into account and identifies dependable and sustainable sources of funding before conversion actually begins.
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Table 8.Summaryofestimatedtransitioncosts.
Curriculum & Faculty Training Curriculum College Review College ReviewPedagogy (7.5 URT1) Conversion (Faculty, 648 URT) (Admin., 300% up2) Faculty, 375 URT)
$8,280 $414,000 $715,392 $1,137,672
Information Staff Cost: New Staff Cost: Development of Training costs Outside vendorTechnology Director Reassigned Time new systems for new systems costs to modifyServices3 of existing staff existing systems
$150,000 $750,000 $500,000 $50,000 $400,000 $1,850,000
Infrastructure & Admissions Financial Aid Advisement Financial Services Registrar’s OfficeStudent Services4
$71,000 $85,685 $329,616 $89,365 $175,000 $750,666
Policies & Steering Review of Faculty Review of Procedures Committee Policies (32 URT) Educational (16 URT) Policies (32 URT)
$17,664 $35,328 $35,328 $88,320
Academic Advisement
$2,600,304 $2,600,304
Communication5 Staff Catalog printing Outreach
$180,000 $150,000 $84,000 $414,000
Conversion Chair Full time staff Faculty members Administrators Staff membersCoordination (50% effort5) ($3,300/month (264 URT) (15% effort2) (15% effort2)Committee salary6) (year round)
$140,000 $166,320 $291,456 $597,776
Committee Category Subtotal
$7,438,738Total:
1.UTR(unitsreleasetime)calculatedat$1,104replacementcostperquarterunit2.Notincludedinthesubtotalandtotalcostestimates3.Currentestimatesarelimitedandotherknownfactors,suchasCMSCentral’sscheduleofupgrades,couldhaveasignificantimpactonthefinalcostsfortheproposedconversion.4.Costissubjecttochangebasedonthefinaldecisionsthatgetmadeforthecampusrelatedtotheconversionandpostconversionofdatatosupportastudent’sfullacademicrecord.5.Costrepresentsthemeanoffacultyreplacementcostandcostforadministratorsalaryincludingfringebenefitsof40%.6.CalculatedasAdministrativeSupportCoordinatorwith40%fringebenefits.
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Concluding Remarks
Ifimplemented,theconversionplandescribedinthisreportcouldproducetransformationalchanges.TheSemesterConversionTaskForcebelievesthatwithleadershipfromtheUniversityadministrationandthefacultyandwithSenatePrinciple1asguidance—that faculty, staff, students and administrators work together on all phases of planning for possible conversion to semesters—thesechangeswoulduniteCSULAasacommunityandtransformitintoabetterandstrongerUniversity.Weenvisionapost-conversionCSULAasaUniversitythatwouldsupport:
• theintellectualgrowthofourstudents,
• thecreativityofourfaculty,
• theresourcefulnessoftheourstaff,and
• theleadershipofouradministration.
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Appendix: List of Recommendations
ID Recommendation Page
CONV-1 Werecommendacalendaroftwosemesters.Eachwillinclude14weeksofinstructional 12 days,oneweekforfinals,anduptooneweekofnon-instructionaldaysforsuchholidays asLaborDay,Thanksgiving,andspringbreak.Someotherholidays—suchasVeteran’s DayandCésarChavezDay—maybetakenoninstructionaldays.
WerecommendthedatesinTable2forthefallsemesters.Werecommendthatthespring semesterbeginthelastMondayofJanuaryandendinmid-May.(BecauseofLeapYear, asimilartableforspringtermswouldrequiretwiceasmanycolumns.Withfewer constraints,however,thatlevelofdetailneednotbedisplayedhere.)
CONV-2 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring 14 fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.
CONV-3 WerecommendthemodulesinTable4and4aforclasssessions. 14
CONV-4 Departments(a)bringtheirprogramstostate-of-the-artstandardswithintheirdisciplines, 16 (b)developlearningoutcomesforstudentswhowillgraduatefromtheirprograms,and (c)identifyhowtheirprogramsachievethoselearningoutcomes.
CONV-5 ThatwhentheUniversityEducationalPolicyCommittee(EPC)reviewproposedprogram 16 changesitgivespecialattentiontothefollowing:Istheprogramconsistentwiththeover- allmissionofitscollegeandtheUniversity?Doestheprogramdiffersufficientlyfromother programstoavoidredundancy?Doestheprogramhaveidentifiedlearningoutcomes? Doestheprogramindicatehowthelearningoutcomesaretiedtothecurriculum?
CONV-6 Pre-enrollment.Studentsmostinneedofintrusiveadvisement—typicallyfirstgeneration, 16 unprepared,orundecidedstudent—becontactedearlyandberequiredtoparticipatein pre-enrollmentactivities.
Additionally,allfreshmenandtransferstudentsbeassignedtoadvisorsuponadmission andberequiredtomeetwiththemduringorientation.
CONV-7 First year.Uponcompletionofthemandatoryorientationprogram,studentsidentifiedas 17 mostat-riskparticipateinthreemandatoryadvisingsessionsduringthefirstsemester.
Also,allstudentsberequiredtomeetwithadvisorsforGeneralEducation(G.E.) advisementandanoverviewofUniversityrequirementsduringtheirfirstyear.
Encouragestudentswhoexpecttobeginmajorcoursesduringtheirfirstyeartomeet withamajoradvisor.
CONV-8 Second year through graduation.Forstudentsengagedintheirmajors,acasemanage- 17 mentapproachtoadvisementinwhichdepartmentalfacultyadvisorsfollowacohortof adviseesuntilgraduation.Advisorsmustbetrainedinandbeknowledgeableabout developmentaladvisement,transportation,financialaid,employment,housing,family issues,childcare,etc.
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ID Recommendation Page
CONV-9 InconsultationwithITS,thepurchaseandintegrationofcommunicationsoftwarevery 17 earlyintheconversionprocess.Suchsoftware(e.g.contentmanagementsystem)will furtherenablecurrent,cost-effectiveUniversity-widecommunication.Acontentmanage- mentsystemfortheUniversitywebsitecouldreducetime/laborformanualreviewand updateofroughly250,000+webpageswithinthewww.calstatela.edusite.
CONV-10 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring 19 fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.
CONV-11 TheSenatecreateaStudentCommunicationsCommitteethatincludesmembersfrom 19 theOfficeofAdmissionsandRecruitment,ASI(orrepresentativestudentmembers), PublicAffairs,andUndergraduateStudies-UniversityAdvisement—alongwitharepre- sentativeoftheSenateitself.IftheOfficeofPublicAffairsre-establishestheUniversity CommunicationsBoard,alsorecommended,thenatleastonememberofthatBoard shouldalsoserveonthiscommittee.Thecommittee’schargewillincludeascertaining thatprospective,new,andcontinuingstudentproblemsandconcernsregardingcommu- nicationofsemesterconversionchanges,policiesandprocedures,aswellasproposing solutionstosuchproblemsandconcernstoappropriateadministrators.
CONV-12 IncoordinationwithUniversityAdvisementanupdatedandinteractiveadvisementweb 19 page,aswellasongoingAcademicSuccessWorkshops.
CONV-13 Significantlyincreasefront-linestafftoprovidemorepersonalizedservicestostudents. 20 Suchamovewouldnotonlyprovideapersonaltouchbutwouldassiststudentsinnavi- gatingwhatmayappeartobeachallenging,impersonalprocess.
CONV-14 Aneffectiveworkingenvironmentforstaffbeprovidedbyequippingfacilitiessothatthey 20 areergonomicallycorrecttofacilitateaproductiveworkforce,includingstate-of-the-art technology.
CONV-15 Theautomationofasmanyprocessesaspossiblebyplacingformsanddocumentsonline 20 andconductingonlinereviews.WerecommendthattheformsbeADA-compliantto protectthehealthofstudents,staff,andfaculty.
CONV-16 Linkcurrentstand-alonedatabasesystems(e.g.,EOP,Blackboard/WebCT,orthe 20 equivalentLearningManagementSystem)toGETsothatamodificationofonewill automaticallypropagatetotheother.
CONV-17 Improveduserfriendlinessofthecampuswebpagestofacilitateeaseof 20 navigationandinformationretrieval.
CONV-18 WerecommendthattheUniversitytakeadvantageofsemesterconversionto(a)upgrade 20 anyoutdatedsystems,(b)integrateanyisolatedsystems(e.g.,Blackboard/WebCTor theequivalentLearningManagementSystem),(c)establishamoreeffectivealignment betweentheneedsofthefacultyandthegoalsoftheDivisionofInformationTechnology Services,(d)furtherthelooselycoupledintegrationofCSULAsystemswithCSU systems,and(e)preparetheUniversity’sITframeworkfortheinevitablechangesthe comingyearswillbring.
CONV-19 WerecommendthatCSULAadoptExecutiveOrderNo.1033asitsGErequirements: 21 48semesterunitsinSectionsAthroughE,atleast9unitsofwhichmustbeupperdivision.
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ID Recommendation Page
CONV-20 WerecommendthattheEducationPolicyCommitteeanditsGeneralEducationSub- 21 committeecontinuetohavejurisdictionoverwhichcoursesmeettherequirementsofGE atCSULAandthatcurrentcoursesbeconvertedtoequivalentsemestercourses.
CONV-21 Werecommendthatagreementswithexistingprogramsregardingsubstitutionsorwaivers 21 withrespecttoGEcarryover.
CONV-22 WerecommendthattheSenatecreateastandingCommitteeforUniversityTransformation. 22
CONV-23 WerecommendthattheTransformationprocessoperateinthree-yearcycles. 22 Year1. PresenttotheUniversitysignificantdevelopmentsineducationatthestateand federallevel.InvitemembersoftheUniversitycommunitytosubmittransforma- tionalideas.AllaspectsofUniversitystructureandoperationwillbeopenfor proposedchanges.Provideapubliclyavailablerepository—e.g.,awebsite backedbyadatabase—whereideasmaybesubmittedandviewed.
Year2. Combinethesubmittedideasintoacoherentpackageandpresentthatpackage totheUniversity.
Year3. Opentheproposedpackageforpublicreview.Provideaguidedrevisionprocess —similartoamendingamotion—totakereviewers’commentsandsuggestioninto account.AttheendofYear3,presentthepackagetothefacultyasawholefor anup-or-downvote.Ifapproved,submitthepackagetotheSenateforaction.
OPER-1 TheSenatecreateanadhocConversionCoordinationCommittee(CCC).Werecommend 23 thatmembershipincludeataminimum:theSenateChair;onerepresentativeeachfrom UniversityEPC,theGESubcommittee,theUndergraduateStudiesCommittee,andthe GraduateStudiesCommittee;oneelectedfacultyrepresentativefromeachCollege;one representativeeachfromtheProvost’sOffice,AdministrationandFinance,ITS,Student Affairs,theAcademicAdvisementCenter,andUniversityCommunications;andone UniversityStaffrepresentative.
OPER-2 Facultymembersbegiven2unitsofreleasetimeperquarterforCCCduties. 23
OPER-3 CCCberesponsiblefortheoverallplanningandcoordinationofconversionactivitiesand 23 thatCCChaveoveralloversightandauthorityoverconversion-relatedassignmentsand resources.
OPER-4 CCCprovidevisibilityintoconversionprogressandactivitiesandthatitensurethatall 23 conversionactivitiesarefullytransparent.
• CCCmembersreporttoCCConaregularbasisontheprogressmadeintheareas theyrepresent.
• CCCadjusttheconversionscheduleasnecessaryasconversionproceedsandthat 23 CCCmaintainonaUniversitywebpageanup-to-dateconversionschedule—includ- ingplannedmilestones—fortheremainingconversionactivities.
• CCCregularlyreporttotheSenateonconversionprogress.
OPER-5 CCCprovideameans—suchasawebpage—formembersoftheUniversitycommunity 23 toexpressconcernsaboutconversionactivities.
OPER-6 CCChavetheauthoritytoresolveconversion-relatedissuesthatcannotberesolved 23 elsewhere.
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ID Recommendation Page
OPER-7 CCCbeboundbySenateresolutionsregardingconversion. 23
OPER-8 TheestablishmentofaSemesterConversionOffice(SCO)toserveasacentralized 23 resourceforinformationaboutsemesterconversion,includingmonthlyprocessupdates viaUniversity-wideemailandadedicatedconversionwebpage(SeeSUPP-8).TheSCO berunonaday-to-daybasisbyanadministratorandstaffdedicatedtothesemester conversionprocess.WerecommendthattheSCOadministratorbeamemberoftheCCC.
OPER-9 Werecommendthatthefacultyasawholebegivenanopportunitythroughacampus-wide 24 votetoexpresstheiropinionaboutwhethertoproceedwithsemesterconversionbeforea decisiontoproceedismade.
OPER-10 Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposaland 25 review.Integralaspectsofthatsoftwareare“intelligentforms”andacentralwebsitewith search,browse,andcommentcapabilities.
OPER-11 Obligatorytraininginwritingcourseproposalsandrevisionsforallfacultywhowillbe 25 engagedinpreparingthem.Thetrainingwillbedeliveredeitheron-lineorthrough in-personsessions.
OPER-12 Tomaximizetransparencyandtoacceleratereview,proposalsshouldbepostedona 25 webpagethatiseasilyaccessiblebyfacultyandadministration.Thepagewillallow commentsandconcernstobeposted.Concernswillbediscussedwithresponsible collegecurriculumreviewunits(Associatedeans,staff,CollegeEPC/IPC)forresolution.
OPER-13 OnlyDepartmentChairs,AssociateDeans,andCollegeEPCbeauthorizedtopostformal 25 objections
OPER-14 Toacceleratethereviewprocess,ifnounresolvedobjectionsremainafteraspecified 25 time,proposalsbeconsideredapprovedbydefault.
OPER-15 Atwoyearcurriculumconversionperiodincludingsubstantialfundingoffacultyrelease 25 timeunits(URT)forfacultytraining,curriculumconversionandcollegereview.
(a) Duringthefirstyeardepartmentswillconverttheircurriculatosemestercourses.
(b) DuringthesecondyearanexpandedCollegeEPC(toincludeonefacultymember perdepartmentandthelibrary,AssociateDeanordesignee,andsufficientadministrative support)willreviewsubmittedcurricula.Proposalsthataffecttwoormorecollegesshould bereviewedbytheaffectedcollegesandtheDeansforUndergraduateandGraduate Studiesordesignees.
Thesecondyearisalsoreservedforresolvingconflictsbetweendepartmentsand programswithinandacrosscolleges.UniversityEPCwillberesponsibleforresolving conflictsnotresolvedatthecollegelevel.
OPER-16 IfnecessarytosatisfySenatePrinciple2programsdroprequirementsand/orprerequisites 26 andprovideflexiblecoursereplacementsforstudentswhoaretransitioningfromquarters tosemesters.
OPER-17 ITconversionplansbeapprovedbytheCurriculumConversionCommittee(CCC)before 26 theyareimplemented.
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OPER-18 Thehiringorreassignmentofadirector-levelITprofessionalwithhighlevelresponsibilities 26 devotedexclusivelytoquarter-to-semesterconversionincludingresponsibilitytooversee systemsmodification,dataconversionandend-usertraining.
OPER-19 Agilityinallaspectoftheconversionplanrelatedtoinformationtechnologysothatnew 26 technologiescanbeutilized.
OPER-20 TheutilizationofcurrentknowledgeableCSULAITprofessionalsfordataconversionin 26 ordertoensuremaximumqualitycontrol.
OPER-21 HiringsufficientITstafftoback-fillreassignmentstoconversiontasks. 26
OPER-22 Theschedulingofatleast2calendaryearsforsystemmodificationanddevelopmentand 26 1additionalcalendaryearfortesting,integration,andend-usertraining.
OPER-23 Thehiringofadequatepersonneltosupportthetransitionprocesssothatstaffarenot 27 overworkedduringthesemesterconversionprocess.Tothatend,werecommendthe hiringofadditionalstafftobackfillofficesduringthesemesterconversion.Someoffices willhavetotransferrecords,whichthenewhirescouldachieve.
OPER-24 Compensatingexistingstaffforworkingovertimetocompletesemesterconversion-related 27 tasks.
OPER-25 Providingfrequent,highqualitytrainingtoallowstafftoperformatahighlevel.Such 27 trainingwillbecriticalgiventheupgradesrequiredtocompletesemesterconversion. Moregenerallywerecommendestablishingacampuswidesemesterconversiontraining centerthatoffersregularworkshopsduringtheyear—similartoaone-stoptrainingcenter.
OPER-26 Theincorporationoflinkstosemesterconversioninformationonstudents’GETprofiles 27 andonCollegewebpages.
OPER-27 InaccordwiththeAcademicSenateResolution(#13)discussedearlierinthisdocument, 27 conversionshouldnotresultinanincreaseinfacultyworkload.Anindividual’stimemight bespentdifferently,butitoughtnottoincreasetheworkthatmustbedone.
OPER-28 Semesterconversion,ifitoccurs,oughttobeanopportunitytocreativelydevelopwaysto 28 freetimeforotherduties.Thisisespeciallythecaseforfaculty.
OPER-29 Facultyengagedinconvertingprogramstosemestersoughttoconsiderworkloadafter 29 conversion.Itmaybepossible,asitisatsomeotherCSUcampuses,toachieveFTES targetswhileprovidingreassignedtimeforadvisingand/orresearch,scholarshipand creativeactivities.TheDivisionofAcademicAffairsoughttosupportsucheffortsby establishingreasonabletargetsandbudgets,andbydecentralizingdecision-making.
OPER-30 Werecommendthecreationofanewcommitteeoffacultyandadministratorsthatis 29 chargedwithinvestigatingissuesrelatedtofacultyworkloadandtheirimplicationsfor retention,tenureandpromotionguidelinesandspecificallywithachievingthegoalof reducingteachingloadatCSULA.Suchacommitteeoughttohaveaccesstowhatever informationisnecessarytocarryoutitscharge.AndtheAdministrationshouldcommitto negotiatingwiththeChancellor’sOffice,ifnecessary,incasetherearereasonableactions theChancellor’sOfficemighttaketofacilitatereachingthegoalofreducingteachingload forfaculty.
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ID Recommendation Page
OPER-31 Werecommendthateachdivisionberesponsibleforidentifyingandinitiatingrevisionof 29 itsPoliciesandProceduresasnecessary.Wherepossible,thisreviewprocessoughtto includebothstaffandmanagement.Ultimately,VicePresidentsoughttoberesponsible forensuringrevisionofPoliciesandProceduresasnecessary.
OPER-32 WerecommendthecreationofaSenateadhocSteeringCommittee(SC)tooverseethe 29 modificationsoftheFacultyHandbook.TheSCwouldbecomprisedoffourfaculty memberswithAcademicSenateexperience,preferablypriormembersoftheSenate’s ExecutiveCommittee(EC),andoneadministrator.TheSCwouldreviewtheHandbook, identifythepoliciesinneedofmodification,andtriagetheseintothepreviouslyidentified easy,moderateandcomplexcategories.
(a) Easy changes.TheSCitselfwillsuggestmodificationsforpolicieswheremodifications areidentifiedaseasy.TheserecommendationswillgodirectlytotheECoftheCSULA AcademicSenate.Oncedelivered,iftheECacceptstheproposedlanguage,thetypical ECprocessistohavethepolicymodificationsannouncedasanExecutiveAction.If objectionsarenotraisedbytheSenatethesepolicymodificationswouldthenbe forwardedtothePresidentforhisapproval.
(b) Moderate changes.TheSCitselfwillalsobeaddresspolicymodificationsidentified asmoderatelychallenging.TheSCwillproposedraftlanguagethatcouldbesenttothe EC.TheECcouldeither(i)sendtheproposedlanguagetoastandingcommitteeofthe AcademicSenateor(ii)announceitsacceptanceoftheproposedlanguagebyExecutive Action.IfobjectionsarenotraisedbytheSenatethesepolicymodificationswouldthen beforwardedtothePresidentforhisapproval.
(c) Complex changes.PolicymodificationsidentifiedbytheSCascomplexwillbe assignedtoanAdHocWorkingGroup(AHWG)jointlycreatedbytheProvostandthe EC.ThechargetosuchAHWGswouldbetoexaminecurrentpolicyandthechanges dentifiedbytheSC.TheAHWGwouldconsideranyexternalorders,laws,orregulations andwouldproposeappropriatedraftlanguage.Resultantpolicymodificationlanguage wouldbesubmittedtotheSC,whowouldforwarditinturntotheEC.TheECcouldsend ittoastandingcommitteeoftheAcademicSenateoraccepttheproposedchangesas anExecutiveAction.Ifassignedtoastandingcommittee,thedraftlanguagewouldbea startingpointforthecommittee’sdiscussionanddeliberation.
SUPP-1 Developmentanddistributionofapledgetoallstudentstoassuresupporttowardgraduation. 31
SUPP-2 DevelopmentofIndividualizedAdvisingPlans(IAPs)fortransition. 31
SUPP-3 Implementationofamandatoryadvisementsystemforthetransitionandconversionperiods. 31
SUPP-4 Developmentandimplementationofanoutreachplantoassurethatallstudentsreceive 31 mandatorytransitionandconversionadvisementby(a)contactofstudentsbydepart- mentsandprograms,(b)utilizationoftechnologyforoutreach,(c)utilizationofavariety ofcommunicationmethodsregardingcurriculumchanges,and(d)informationalsessions forthetransitionperiod.
SUPP-5 AnincreaseintheacademicadvisementcapacityoftheUniversitytoincludetheUniversity 31 AcademicAdvisementCenteranddepartmentsasneeded,graduatestudentadvisers, andStudentAffairsStudentServicesprofessionalsforG.E.advisementduringtransition andtheconversionperiods.
SUPP-6 Thatfacultyprovidingextensivestudentadvisementduringconversiontransitionbeeligible 31 forreassignedtimeorstipends.
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ID Recommendation Page
SUPP-7 Implementationofacomprehensiveplanofadvisementtrainingforfaculty,staff,and 31 graduatestudentadvisors.
SUPP-8 Acentralized“SemesterConversion”webpageconnectedtothehomepageofthe 31 University,co-managedbytheOfficeofPublicAffairsandtheSemesterConversion Office(SCO)describedinOPER-8.
SUPP-9 Thatpre-conversionactivitiesconsistofcommunicationthroughbothprint(factsheets,FAQs, 32 newsletterdiscussions,UniversityReport/TODAY,UniversityTimes)andelectronic(maintain/ updatesemesterconversionwebpageswithrelevantinformation;providenoticesre: decisions/meetings,etc.)media.
SUPP-10 Aseriesofpre-conversionmeetingswithallmembersofthecampuscommunity. 32
SUPP-11 Thataspecialeffortbemadetocommunicatewithbothcurrentandprospectivestudents, 32 includinguseofsocialnetworkwebsites,ASI-sponsoredwebsitesandOutreachandStudent Affairseffortsandevents.
SUPP-12 Werecommendthatinternalcommunicationsbeorganizedintermsofstakeholdergroup: 32 students,faculty,andstaffandthatforeachdetailedinformationabouttheprogressof conversionbeprovidedinaformandatlocationsatwhichmembersofthesegroupswill belikelytoencounterit.
SUPP-13 Werecommendthatamediarelationsstrategybedevelopedconsistingofatleastnews 32 releasesandfactsheets.Wealsorecommendthatsignificanteffortbeputintocommuni- catingwithprospectivestudents,theirparents,andhighschoolandcommunitycollege contactsandcounselors.
SUPP-14 Werecommendthefollowingtransitiontasks. 32 Year 1. NewsplanningandpreparationassociatedwithanypendingformalUniversity decisionregardingsemesterconversion.Usevariousstrategiestocommunicate campusdecisionsregardingwhethertogoforwardwithSemesterConversionprocess.
Year 2 (fall and spring).Media/pressreleasesregardingconversiondecision(s)
1. ConstructionofanewSemesterConversionwebpagewouldbegin—necessitatingnew design,features,linksandcontent,includingFAQsection
2. Allcollegesearchwebsitesrevised(andCSUMentoratlatertime)
3. Continuingmeetings/workshopsinacademicdivisionsandcolleges
4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls
Year 2 (summer) and Year 3.
1. WorkwithOutreachtodevelopplannedcommunicationviaHobson’stoolwith prospectivestudents
2. Newmaterialsforoutreach/collegefairs
3. Continuingmeetings/workshopsinacademicdivisionsandcolleges
4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls
DetailedCommunicationstaskshavebeencoordinatedwithAdvisementandareincluded intheextendedTimeline.
43
Semester Conversion Task Force Report
Academic Senate MembershipFall Quarter 2010
Weareprovidinge-mailsofallAcademicSenatorssothatfacultycancontacttheirrepresentatives.
ARTS AND LETTERS
Shiz Herrera sherrer@exchange.calstatela.edu
Michelle Hawley MHawley@exchange.calstatela.edu
*Steven Classen sclasse@exchange.calstatela.edu
Domnita Dumitrescu ddumitr@exchange.calstatela.edu
Jimmy Moss jmoss2@exchange.calstatela.edu
Martin Huld mhuld@exchange.calstatela.edu
Mohammed Abed mabed@exchange.calstatela.edu
Jeffrey Benedict jbenedi@exchange.calstatela.edu
BUSINESS AND ECONOMICS
Samantha Carrington scarrin@exchange.calstatela.edu
Jose Perez-Carballo jperezc@exchange.calstatela.edu
Taewon Kim tkim1@exchange.calstatela.edu
Laura Whitcomb lwhitco@exchange.calstatela.edu
EDUCATION
Lois Andre-Bechely loisab@exchange.calstatela.edu
*Sharon Ulanoff sulanof@exchange.calstatela.edu
Carolyn Frank cfrank@exchange.calstatela.edu
Anne Hafner ahafner@exchange.calstatela.edu
Olaiya Aina oaina@exchange.calstatela.edu
ENGINEERING, COMPUTER SCIENCE, AND TECHNOLOGY
Russell Abbott rabbott@exchange.calstatela.edu
Mark Tufenkjian mtufenk@exchange.calstatela.edu
Kamran Karimlou kkariml@exchange.calstatela.edu
HEALTH AND HUMAN SERVICES
Lorie Judson ljudson@exchange.calstatela.edu
*Cari Flint cflint@calstatela.edu
Edward Klein Eklein@cslanet.calstatela.edu
Valentine Villa vvilla@exchange.calstatela.edu
NATURAL AND SOCIAL SCIENCES
Melina Abdullah mabdull2@exchange.calstatela.edu
Beth Baker-Cristales bbakerc@exchange.calstatela.edu
Angela Vergara avergar@exchange.calstatela.edu
*Michael Soldatenko msoldat@exchange.calstatela.edu
Konrad Aniol alternate needed
Theodore Bell tbell2@exchange.calstatela.edu
Gaithri Fernando gfernan2@exchange.calstatela.edu
Bianca Guzman bguzman@exchange.calstatela.edu
Krishna Foster kfoster@exchange.calstatela.edu
LIBRARY AND STUDENT AFFAIRS
Yongyi Song ysong2@exchange.calstatela.edu
Romelia Salinas RSalina@exchange.calstatela.edu
SENATORS-AT-LARGE
Catherine Haras charas@exchange.calstatela.edu
Nancy McQueen nmcquee@exchange.calstatela.edu
John Cleman jcleman@exchange.calstatela.edu
*Rita Ledesma rledesm@exchange.calstatela.edu
*Nancy Hunt nhunt@exchange.calstatela.edu
ACADEMIC SENATOR CSU
**Robert Land rland@exchange.calstatela.edu
**Kevin Baaske kbaaske@calstatela.edu
STUDENT SENATORS
Khozaima Jivanjee kjivanj@calstatela.edu
Michael Pomirchy mpomirc@calstatela.edu
Daanyaal Syed dsyed@calstatela.edu
Postbaccalaureate student needed
Postbaccalaureate student needed
Semester Conversion Task Force Report
EMERITUS FACULTY SENATOR
J. T. Anagnoson tanagno@exchange.calstatela.edu
EX OFFICIO DEANS AND ADMINISTRATORS
Bryant Alexander abryant@exchange.calstatela.edu
Mary Falvey mfalvey@exchange.calstatela.edu
James Henderson jhender3@exchange.calstatela.edu
Alice Kawakami akawaka@exchange.calstatela.edu
H. K. Moo-Young kmooyou@exchange.calstatela.edu
Dong-Woo Lee dwlee@exchange.calstatela.edu
Beatrice Yorker byorker@exchange.calstatela.edu
HONORARY ADMINISTRATORS
Kyle Button kbutton@CSLANET.CalSateLA.edu
Lisa Chavez lchavez10@cslanet.calstatela.edu
Peter Quan PQuan@CSLANET.CalStateLA.edu
Anthony Ross TRoss@cslanet.calstatela.edu
James Rosser JRosser@CSLANET.CalStateLA.edu
Ashish Vaidya AVaidya@calstatela.edu
HONORARY MEMBERS
Rita Ledesma rledesm@exchange.calstatela.edu
* MemberoftheExecutiveCommittee.
**Exofficio,non-votingmemberoftheExecutiveCommittee.
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