Semesters at Miami University:
“Been There, Done That: Fall 2009 Sea Change and Continuing Improvements”
Semester Summit October 25, 2010
Dave Sauter, University Registrar, Miami University
TOOLS and SOURCE DOCUMENTS
1. Academic Course Planning Report (updated report and assessment report)
2. Timeblock Matrix
3. Final Exam Grid
4. Academic Year Calendar
5. Graphical Calendar
6. Scheduling Policy
7. Instructional Space Inventory
8. www.muohio.edu/registrar
***
1
(ACP Report Introduction)
Academic Course Planning (ACP): Full Report
Updated June 11, 2009
Compiled by Dave Sauter, University Registrar
The purpose of evaluating Academic Course Planning (ACP) is to maximize student success and timely
progress toward degree completion while promoting an exceptional instructional learning environment
for faculty and students. Key objectives are as follows:

Coordinate departmental class offerings across all timeblocks and all days to promote student
success and maximize resource utilization.

Maintain current pedagogy and accommodate new pedagogy, such as increased 75 minute
classes, TOP25 initiatives, and increased non-traditional instruction.

Offer both traditional MWF and TR blocks while overlaying alternate instructional formats to
maximize faculty flexibility and student choice.

Implement a Class Scheduling Policy which reflects the instructional needs of the future,
insuring adherence to timeblocks and assuring an equal distribution of classes across all days
and times.

Monitor measures of success and involve the Office of the Registrar, Divisional Lead Schedulers,
and Department Chairs/Program Directors as participants in the process endorsed by the
Provost.
2
Semesters at Miami University:
“Been There, Done That: Fall 2009 Sea Change and Continuing Improvements”
Semester Summit October 25, 2010
Dave Sauter, University Registrar, Miami University
HIGH LEVEL THINKING – THE PROCESS – LESSONS LEARNED
A sea-change - cultural shift, remarkable in its unremarkableness. An ongoing report, Academic
Course Planning (ACP), guided every move and served as an e-communication tool for
recording decisions – an ACP Assessment Report exists for continuing monitoring.
1. We revisited the calendar – structured fall/spring to start on a Monday, have 8 weeks of instruction
followed by either fall Friday break or spring break, then remaining 7 weeks plus one week of finals.
2. We maintained a percentage based deadline calendar.
3. A major driver of the changes as a need for more flexibility in the class offerings – MWF 50 minutes
or TR 75 minutes would not be good enough anymore – enter “super-blocks”.
4. We knew we could change century-old class start time behaviors - changed the paradigm.
5. We examined the “add-on” testing period (typically evenings) to eliminate the growing number of
day classes which met several evenings across the term for special testing.
6. Revised the final exam week to standardize across all campuses, enable group exams, and match
class day/time with final assessment day/time as closely as possible.
7. Reviewed various “parts of term” (sprint classes) to have more classes within the flex terms rather
than spread across various weeks..
8. Worked with Provost Office to move as many dedicated spaces to centrally scheduled – typically
this meant centrally funded.
9. We worked with IT and Classroom Enhancements Council to insure standard technology in nearly
every general classroom – enhancements in many other spaces.
10. Met with as many constituencies to leave NO issue un-reviewed! Intercollegiate Athletics, Housing
and Dining, Parking and Transportation, Police, Associated Student Government, Student Affairs,
All divisions and selected departments, President’s Office.
11. Utilized both key space groups on campus, of which I am a member and led by Associate Provost.
All issues are vetted within these groups – Space Utilization Group handles and Classroom
Enhancement Council handles anything with classrooms, from furniture to size to technology.
12. We utilized this moment in time to review policies – and at times revised policies, such as last day to
drop with ‘W’ = last day to audit.
13. We run various reports as class schedule unfolds – timespread report by clusters such as Miami Plan,
or department, or complete division.
14. Scheduling Policy – approved by University Senate and established percentages across days/times
among others.
15. Monitor the trio: classroom size, class limit, and actual enrollment – 3 year history to show the
reality.
16. We use an hourglass approach to class schedule development – our office sends/receives info
through department and division, not from faculty directly.
17. We’re working with Ad Astra – scheduling/space utilization vendor – to refine a “Strategic
Checkup” to show low enrolled classes, classes out of timeblocks, undersubscribed majors, etc. This
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will help us meet significant projected budget deficit by having real answers to long sought after
questions of class offerings. Data, data, data!
18. We visit with furniture vendors (MICH) as well as get loaner furniture on campus – how can the
dynamics of the room and the furnishings help the learning experience.
19. Fall 2009, Spring 2009, and now changes to Summer 2011 – schedule was built by hand to avoid the
“same old same old” routine and monitor the new timeblocks.
20. BE=HALF Project – Building Efficiency = Hall Accessibility and Less Fuel – working with
engineers and physical facilities specialists to adjust heat/coolant systems to maximize efficiency –
by time of day, efficient building use for class/event assignments, using “zones” within buildings for
scheduling rather than all classrooms. Buildings classified by preferred, secondary, and avoid
completely.
21. Versatile spaces – multiple use labs, moveable furniture, etc. all point to increased use – including
having dept. classroom priority as NEEDED, and justified.
22. Conduct classroom tours with offices such as Provost, physical plant, architects, planner, designers,
disability services, custodial, technology health and safety – and the specific building supervisor.
23. Periodically do a pedestrian flow design to see how many students/faculty/staff are in various
buildings throughout the day – using for custodial assignments, food court supplies, bus services,
etc. The impact of our new Business Building caused a major shift in patterns.
***
TOOLS and SOURCE DOCUMENTS








Academic Course Planning Report (updated report and assessment report)
Timeblock Matrix
Final Exam Grid
Academic Year Calendar
Graphical Calendar
Scheduling Policy
Instructional Space Inventory
www.muohio.edu/registrar
***
4
(ACP Report Introduction)
Academic Course Planning (ACP): Full Report
Updated June 11, 2009
Compiled by Dave Sauter, University Registrar
The purpose of evaluating Academic Course Planning (ACP) is to maximize student success and timely
progress toward degree completion while promoting an exceptional instructional learning environment
for faculty and students. Key objectives are as follows:





Coordinate departmental class offerings across all timeblocks and all days to promote student
success and maximize resource utilization.
Maintain current pedagogy and accommodate new pedagogy, such as increased 75 minute
classes, TOP25 initiatives, and increased non-traditional instruction.
Offer both traditional MWF and TR blocks while overlaying alternate instructional formats to
maximize faculty flexibility and student choice.
Implement a Class Scheduling Policy which reflects the instructional needs of the future,
insuring adherence to timeblocks and assuring an equal distribution of classes across all days
and times.
Monitor measures of success and involve the Office of the Registrar, Divisional Lead Schedulers,
and Department Chairs/Program Directors as participants in the process endorsed by the
Provost.
5