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Scheduling Committees

Determine and recommend [to the Director of Semester Conversion] resolutions for the full scope of scheduling issues created as a result of RIT's conversion to semesters, such as: time blocks, sequence of courses, finals scheduling, summer semester, lab scheduling, mini-semester and classroom logistics.

Committee Structure and Membership:

The committee comprised of scheduling officers from each of RIT's colleges, chaired by the Registrar's, with a faculty and student government representative. Members will work collaboratively and quickly to resolve issues. The term is this committee will be for the duration of the semester conversion implementation project with the majority of work occurring in academic years 2010 and 2011.

Oversight will be provided by the Committee Chair and by the Semester Conversion Steering Committee. The committee Chair is also a member of the Semester Conversion Steering Committee.

Alignment with the work of the Curriculum Conversion Process Committee and the Cross-Disciplinary committees is imperative. Recommendations from this group will also be critical to the work of the Advising committee and the Co-op /internship committee.


  • Joe Loffredo, Registrar
  • Ann Gottorff (COS)
  • Linda L Kenville-Hill; John Smithgall
  • Joanne Roets
  • Michelle Weterrings
  • Karen Ester
  • Kathy Ozminkowski; Linda Chamot
  • Teresa A Merritt
  • Rhonda Jo Sliker
  • John Waud

Scheduling Committee


(other issues will emerge as a result of discussion)

    From 3/11 Senate minutes: President Destler said on Monday-Wednesday-Friday there would be 50-minute blocks and on Tuesday and Thursday, 75- minute blocks. There can be flexibility and exceptions for some courses. In the research reviewed on this issue, educational outcomes were better with 50- minute blocks as they aligned better with attention spans.

    Example – Wording from Northeastern’s Proposal - page 4: It is understood that the needs of some units may demand curricula that require deviations from these norms both in numbers of courses per semester and in numbers of credits per course. It is the intention of this proposal to allow for these variations where they may be required rather than to specify that all curricula must be artificially forced to fit the same model in all its particulars. Units proposing such variations must be certain that the changes can occur within the constraints of existing faculty, facilities and other resources.

  1. Propose a sequence for classes using the dominant mode that allows for non-overlapping course periods.

    Will variations from this mode be necessary so that the rigor and quality of instruction within the academic programs is not compromised?

      1. Determine the standard times for classes
      2. Make better utilization of Friday and other non-prime time block
      3. What is the availability of rooms that are dept scheduled and those that are registrar scheduled
      4. Make best practice recommendations to resolve dominant time block’s effect on instructor’s ability to render class activities such as field trips, service learning and educational films
      5. Examine the impact the increase in the number of courses offered will have on classroom logistics, modeling, Lab space
    1. Consider: Is a 75 minute interval flexible or unalterable? If not, potentially students would be required to take 6 or 6.5 contact hrs for 4 credits instead of 5.
    2. Consider:  Are 2hr classes on TR possible
    3. Consider: How will the classes that are not 1.5hrs work on TR?  Currently we have 2hr classes MWTr because of room requirements.
    4. Consider: Is 50 minutes the only interval for MWF. Currently workshop rooms are used all day everyday in two hour blocks.
    5. Consider how lab sections can fit into the TR schedule
      1. Could lecture sections be offered on MWF and Lab sections on TR
      2. STEM disciplines may wind up with courses that are 4-credits because of laboratories
      3. How will the number of available labs, correlate with the number of seats needed, as well as with ABET accreditation requirements.

      NOTE: The Cross Disciplinary Committee is examining this related issue: Make mask recommendation for core service courses required for the STEM programs: Physics currently has students at (5 credit hours): Track 1 students = 6 hrs/wk of contact per week for 2 quarters; Track 2 students = 8 hrs/wk of contact per week for 2 quarters plus 6 hrs/wk of contact during the 3rd quarter (for 4 credit hours) Total = 9 credit hours. However, a split to 4 credit hours/semester total = 8 credit hours

    6. How can Physics avoid losing 1 credit hour/year without losing intellectual rigor?
  2. Propose an implementation plan in the best interest of enrolled students who are in CORE sequence courses when the actual transition from quarters to semesters occurs (2013)
    1. Should we focus on the series courses first during transition?
      1. Prioritize handling them first with scheduling and credit hours by giving sequence courses higher priority during the last quarter … and ensure they are offered during the first semester?
      2. If so, can we determine how many students to expect in the required sequence courses so we make sure we have room for these students and advise them accordingly?  Example Michigan Tech did it.
        NOTE: The Advising committee will examine this related question
  3. Recommend a new final exam model considering most semester schools use a 3-hour final exam block.
    1. We will need more exams scheduled, for longer periods of time
    2. Room availability must be considered – Is use of the field house or other venues an option?
    3. What is the impact on Post-term reading days? In the current calendar system students finish classes on Friday, and then start with finals on Monday. Moreover, once final exams begin they don’t let up until the end of the week

    Example: Michigan State U Weds to Weds finals, with a break over the intervening weekend.

  4. Make recommendations for the 10-week summer semester sequencing and scheduling

    ‘Mini-mesters’ are an acceptable model - From 3/11 Senate minutes: J. Diaz-Herrera indicated that they are half-semester courses that allow for more topics to be covered. The President provided the example of two 2-credit courses back-to-back in one semester. That could be an acceptable model.

    1. Determine the frequency and block scheduling of summer course
    2. Determine when registration occurs in the recommended model