Strategic Space Utilization Committee Recommendations

Please contact Mike Carroll, 812-855-5654 or mcarroll@iu.edu, if assistance is needed with accessing this report or to request part or all of it in an alternative format.

Committee Members:

Mike Carroll, Interim Registrar and Senior Associate Registrar, Office of Enrollment Management (Chair)

David B. Allison, Dean, Distinguished Professor, and Provost Professor, IU School of Public Health, Bloomington

Andy Bolling, Director of Facilities and Science Infrastructure, College of Arts and Sciences

Vanessa Combs, Director of Quality Assurance and Safety, VP for Capital Planning and Facilities

Leslie Fasone, Ph.D, Assistant Dean for Sorority and Fraternity Life, Office of Sorority & Fraternity Life, Division of Student Affairs

Debbi Fletcher, Assistant Director Emergency Management & Continuity

Esfandiar Haghverdi, Executive Associate Dean for Undergraduate Education, Luddy School of Informatics, Computing, and Engineering, Professor of Computer Science, Adjunct Professor of Mathematics

Lukas D. Leftwich, Executive Director, Residential Programs and Services

Sean McGuire, Dir of Academic Administration & Enrollment Management, Executive Dean’s Office, College of Arts & Sciences

Renee Rerko, Ed.D, Associate Director, Undergraduate Program, Kelley School of Business

Ryan W. Scott, Professor and Associate Dean for Academic Affairs at the Maurer School of Law

Keegan Sheehy, Scheduling Specialist, Jacobs School of Music Scheduling Office

Denver Wrightsman, Director of Facilities, Jacobs School of Music

Others: 

Mike Carroll, Sr. Associate Registrar, Office of the Registrar

Dennis Groth, Vice Provost for Undergraduate Education and Interim Dean of the Luddy School of Informatics, Computing, and Engineering

Linda Shepard, Ph.D, Sr. Assistant Vice Provost for Undergraduate Education, Director, Bloomington Assessment & Research

Strategic Space Utilization Committee (SSU) Charge

(See SSU Formal Committee Charge and Membership in Appendix A)  

For the Academic year 2020-21, how can we best achieve our instructional mission and shepherd residential life via our campus physical facilities? 

• Consider classrooms, classroom technology, academic calendaring, room scheduling practices, course delivery models and pedagogical modality to ensure instruction can be performed safely, flexibly and consistent with campus academic plans and objectives.

• Attention of the committee was focused on the “Hybrid: Return to F2F Teaching with Online Offerings for Fall and/or Spring” scenario as it represented the model with the most unknowns.
• Plans for residential spaces and spaces for special programs/courses were considered by another group and/or committee.

Strategic Space Utilization Committee Recommendations

1. Hybrid Course Delivery Model per Health and Safety guidelines, and
2. Adopt Academic Calendar to maximize in-person educational experience while minimizing student travel and residency on-campus.

A. Recommendations for Hybrid Course Delivery Model per Health and Safety guidelines

Assumptions for Review of Course Delivery Models

(Note - "Hybrid" used to indicate mix of delivery modalities of all courses. "Blended" used to indicate modality of the class.) 

• All students who are able will return as residents to IUB. Exceptions noted (e.g., International, Some NRs may be online only).
• Social distancing will define capacities of learning spaces used (55ft²/Stdt estimate used) resulting in an approximate 60% reduction of capacity.   
• Maximize in-person engagements for all undergraduate students as health and safety and resource constraints allow.  
• Classes to be delivered completely online, in-person and/or blended modes.
• Classes designated for online/in-person delivery should not disproportionately advantage nor disadvantage any groups of students (e.g., transfers, disciplines, etc.).
• Meeting/Pass Time patterns will be defined in accordance with Health and Safety guidelines and per best scheduling practices.
• Acknowledgment that ~20,000+ continuing students are already registered for Fall in conflict free schedules and ~8,000 more will be registering via Orientation program. Student registrations reduce degrees of freedom for class schedule changes due to mis-alignment of student class schedules, creating time conflicts.  

1. Bimodal Instructional Delivery (SSU-A1) - All courses offered for the 2020-21 Academic Year should be developed as bimodal enabling delivery both in-person and online modalities (even if intended as an in-person offering).
2. Hybrid Course Model (SSU-A2)- Deploy a hybrid course model whereby courses/classes have designated delivery modalities.
   • Courses designated to be delivered onlineCourses above an enrollment capacity >49 (Online)
     • Multi-component courses - Lectures online, discussion in-person (Blended)
     • All remaining General Education Courses (Online)
     • Computer Lab courses
     • Other Courses based upon pedagogical, strategic or pragmatic concerns
   • Remaining courses/classes designated to be delivered in-person
     • For Fall of 2020 using above designations (not including classes with special pedagogical needs) class modality totals (See Rationale section for complete breakdown):
       • Online Delivery:                2,997 classes
       • In-person Delivery:         3,664 classes
     • Room assignment simulation for in-person classes above (without refinement or additional auxiliary spaces)
       • 708 of in-person classes not placed into a classroom
     • Note – Per the Restart committee recommendation below facilities capable of automating attendance and monitoring will be preferred. If not available, instructors should be asked to record class attendance.
     • “Implement close monitoring and tracking of in-person attendance to facilitate contact tracing in the event of an exposure.” (Restart Committee Recommendations Report, page10)             

3. Adopt More Efficient Room Assignment Model (SSU-A3)– To achieve more efficient use of classroom space, the following meeting pattern/room assignment practice should be adopted for in-person classes:
   • If class meets 2x/week (for Fall 2020 1,840 classes), pair with like sized classes to share meeting pattern/room with each class meeting 1 day/week (reduces room demand ~50%).
   • If class meets 3x/week (for Fall 2020, 302 Classes), match 3 like sized classes, each meets 2x/week in 2 rooms (reduces room demand ~33%).
   • Classes with non-standard meeting patterns may need to be use blended modalities and reduced in-person instruction times (e.g., class meeting 1 day/week for 2.5 hrs would share classroom with another 1 day/week class - each meeting for ½ the allotted time)      
   • Potential of practice – Enable assignment of remaining in-person classes and opportunity for additional in-person offerings.

4. Refine Course Modality Delivery Options (SSU-A4) - Incremental adjustments of courses modality designations will be required to achieve objectives, fit and in-person student experience.
   • Analysis of Fall 2019 enrollments revealed ~1,500 students who would not have had an in-person experience given the designations recommended above.
   • Strategic designation of course modalities may be required to achieve a rich academic in-person experience for all students.

5. Maintain Current Class Session Meeting Lengths (SSU-A5) – Adjust current meeting patterns to enable fit into current meeting space and increase class pass-time by 10-15 minutes (primarily 50m for 3x/wk and 75m for 2x/wk).  
   • Minimize time of exposure to potential pathogens in the classroom setting.
   • Maintain academic credit hour compliance requirements - IUB Credit hour definition has a minimum of 2000 of instructional activity. The compressed 13-week session contains 1,950 minutes of in-person contact time maintained. Additional contact time can be achieved with additional course activities and/or one additional class meeting (e.g., Saturday).
   • Provide extra time between classes to reduce congestion, time for self-sanitization and travel time demands.

Recommendations for Adoption of Academic Calendar to Maximize In-Person Educational Experience while Minimizing Student travel and Residency On-Campus.

Assumptions for Review of Academic Calendars

• Calendar should minimize the disbursal and re-aggregation of the student body (No semester breaks).
• Calendar should minimize contact, as is possible, during a predicted second wave of the COVID-19 virus. Ideally, in-person instruction should not occur during the months of December and January.  
• Calendar should minimize contact during the height of typical flu season, as is possible.
• Calendar should maximize in-person classes within the constraints identified above.
• Calendar should provide opportunity to maintain or enhance opportunities for students to enroll in courses and other learning opportunities.    
• Calendar must maintain compliance with accreditation and Title IV entities. See update from the Department of Education here.
• Academic Calendar consistent with IU System   

1. Adopt Fall 2020 Academic Calendar to include components described below (SSU-B1):
   • Intersession 8/10 – 8/23 (2 weeks prior to Full Term)
     • Session for Optional Intensive Classes (e.g., IFS and/or seminar/school/exploratory)
     • F2F Classes: 20-25 students/section (1 - 3 credits)
     • Online Classes
   • Full Term 8/24 – 12/19 (13 Week In-person, 2/3 weeks Online and/or Exam period)
   • 13 Week Session 8/24 – 11/21 (13 Weeks)
     • Ends week prior to Thanksgiving
     • M-W of Thanksgiving week may be used for Exams (TBD)
   • Two 6 Week Sessions (8/24 – 10/3 and 10/5 – 11/14)
     • Both periods employ Hybrid Course Delivery Model
     • Periods will end prior to the Thanksgiving holiday  
   • Extra Online Session 11/30 – 12/18 (treated as an intersession – but part of the Fall Term)
     • Session for Intensive classes (1 – 3 Credits)
     • 3 week session - Online offerings OR complete standard 15 week term
   • The Proposed Fall Calendar is Depicted below:
     • 
       • Note – Not depicted above are the traditional 8-week sessions in the standard term.  These may still be used, but the second 8-week session must pivot the final 3 weeks of the session to an online modality.  
   • Recommend offering optional 1-3 hour intensive seminars for incoming beginner population during the intersession preceding the start of the Fall term.
     • Opportunity to offer rich in-person offering specific to School or Discipline.
     • Provides student opportunity to earn meaningful credit and reduce academic load during the 13-week session.
   • Extra (Online) Session affords opportunity to offer intensive course (1 – 3 hour) and/or other learning engagement in the post-Thanksgiving period (in addition to completion of standard 15-week term online).

2. Adopt Spring of 2021 Academic Calendar as described below (SSU-B2):
   • Begin Spring term 1 week later (1/18/21) and No Spring Break
   • Extra Online Session (1/18 – 2/6)
     • Session for Intensive classes (1 – 3 Credits)
     • 3-week session - Online offerings OR provides for an online only beginning of the traditional 15 week term
   • Full Term (1/18 – 5/8)
     • Beginning 3 weeks online
     • 13-Week Hybrid Course Delivery
   • 13-Week Session (2/8 – 5/8)
     • Hybrid Course Delivery Model
     • Concludes first week of May
   • Two 6-Week Sessions (8/24 – 10/3 and 10/5 – 11/14)
     • Both periods employ Hybrid Course Delivery Model and maintain current class session length
   • Proposed Spring 2021 Academic Calendar Depicted below
     • 
     • Note – In the Academic Calendar model proposed to the UFC, there is a “Winter Session” extending from 12/21/20 – 2/7/21 entailing a 6 instruction week online only session.
     • IUB traditional Academic Calendars can be found here.
     • See Appendix B.

Recommendation Rationale and Other Considerations

Hybrid Course Delivery Model per Health and Safety Guidelines

1. Bimodal Instructional Delivery (SSU-A1) - All courses offered for the 2020-21 Academic Year should be developed as bimodal enabling delivery both in-person and online modalities (even if intended as an in-person offering).
   • Rationale
     • Provides instructional delivery flexibility for a variety of circumstances
       • In the event of a major local outbreak of COVID-19 illness a pivot to virtual delivery is eased,
       • For sub groups of students (e.g., international students) who cannot reside at IUB, bimodality offers an opportunity to continue their course of study       
       • Enables the delivery of instruction to self-isolated students
     • Note - May require Lecture capture technology in every learning space (including temporary meeting space)
2. Hybrid Course Model (SSU-A2) - Deploy a hybrid course model whereby courses/classes have designated delivery modalities.
   • Rationale
     • General Advantages/Disadvantages of Hybrid Model Recommendation
       • Advantages
         • Preserves partial in-person instructional experience.
         • Least disruptive to IUB community
           • Continuing students (20,000+) already enrolled in Fall term, beginning students registering within weeks.
           • Students remain enrolled in their current schedule.
           • No change to registration practices for orientation.
           • Model will fit into the recommended Academic Calendar described below.
           • To as great extent as possible, preserve student’s conflict free schedules despite required class meeting pattern changes, pass time modifications.
         • Course categories selected for both health and safety and pragmatic reasons;
           • Course greater than 49 represented were difficult to assign a room and maintain required student density.
           • General Education courses are a “melting pot” bring students from different disciplines together and thus provide greater number of potential pathways for the propagation of infection.   
         • Notes:
           • For online courses, need to gather synchronous vs asynchronous to avoid conflicts.
           • May require expansion of instructional week.
           • May require additional instruction space.
           • Assume all courses prepped for virtual delivery, can pivot modality if needed.
       • Disadvantages
         • Lacks flexibility to pivot easily on a calendar date (e.g., session end date).
           • May not optimize minimal course enrollment networking (Note – see Course Enrollment Network below).
         • Courses selected for online mode may leave some students with all online courses
           • (Note - See Discussion Below).
   • Hybrid Course Model (SSU-A2) – Improved the Course Enrollment Network metrics indicating a reduction in the number of pathways in which infections might spread through the student body.   
     • The course enrollment network model provides metrics for gauging how an individual student interacts (and thus potentially infects) fellow classmates. A metric of note is the “Reach_3Step” indicating how many steps (classes) are required for an individual student to connect in some manner with the remainder of the student body. For more information see Weeden and Cornwell: The Small World Network of College Classes.
       • Initial Model Run – All Courses/All Students in traditional in-person instruction (Fall 2019 data)
         • Reach_3Step = .98
       • Hybrid Model Run – Model run with courses identified in model to be delivered online (Courses > 49, GenEd, Lectures in multi-component classes, etc.)
         • Reach_3Step = .594 (See table below)    
           • 
       •  Course Enrollment Network Model can be used to identify courses which have a direct and profound influence on the Reach_3Step metric. The model can/will be used to refine the list courses to be offered online and thus reduce exposure of instructors/students during class sessions.  
       • To see the progression of removing courses and its effect on networking metrics, please see Appendix C. Note, the right most column does not include in-person discussion courses.  That model is represented above.   
   • Hybrid Course Model (SSU-A2) - Impact of Social Distancing and Room Assignment
     • The table below shows the impact of social distancing parameters (55ft²/Stdnt) on available capacity of classrooms.
       • 
       • Sample room diagrams - see Appendix D.
   • Hybrid Course Model(SSU-A3)– Room Assignment Simulationif selected courses removed from room assignment and remaining classes are placed into general inventory and departmental classroom space.
     • If the selected categories of courses are taught online and removed from the room assignment, the resulting mix of course modalities are as follows:
       • 
       • A room assignment simulation was performed against this set of in-person courses and provided the following results. (As a comparison, a typical year can yield as many 130-150 classes that cannot be placed.)
         • 
         • The simulation can be further refined to improve assignment rate, but unlikely to meet demand.
         • Auxiliary rooms will enable a greater number of room assignments.
           • Evaluation of alternative instructional space needs to be completed.
           • Room capacity and campus proximity will be key factors for potential use.
           • Sorority/Fraternity space may be an option based on density definition by University – to be determined.
         • Though a better room assignment rate is obtained (more classes assigned a room) by disregarding departmental preferences, the practice creates some pragmatic and pedagogical issues and may not be worth the effort.
         • To make more effective room assignments, further information will need to be collected from instructors, such as:
           • How prepared (willing) is instructor to switch modality of class offering?
           • If class modality online, will class be offered in a synchronous fashion?

3. Adopt More Efficient Room Assignment Model (SSU-A3) - Improve Room Utilization by adopting meeting pattern/room sharing.
   • Rationale
     
     • In order to improve placement of the above in-person classes into rooms of in-person class meetings, adopt a modification to existing meeting pattern/room assignment practices as described below:
       • If class meets 2x/week (for Fall 2020 1,840 classes), pair classes with like sized classes to share meeting pattern/room with each class meeting 1 day/week (reduces room demand ~50%).
       • If class meets 3x/week (for Fall 2020, 302 Classes), match 3 like sized classes, each meets 2x/week in 2 rooms (reduces room demand ~33%).
       • See table below summarizing classes by meeting pattern and time of day. Please notice the “Total” column on the far left and far right tables of set. The “Total” column on the left table provides the needed rooms at each time period prior to sharing; the “Total” on the right indicates the number of rooms required after classes are paired and sharing a meeting pattern/room.
         • 

4. Refine Course Modality Delivery Options (SSU-A4) – Although the identified courses of the Hybrid Course Model provide a solid framework for the mixture of in-person and online course offerings, the exact set of course modalities will have to be refined to meet campus objectives. There may be others, but two specific objectives of note are:       
   • Maximize in-person engagements for all undergraduate students as safety and resource constraints allow.   
     • Analysis of Fall 2019 Enrolled Students who would have no in-person courses if the Hybrid model is applied to their enrollments.
     • Courses with most enrollment for students with all online schedule: BUS I-Core, PSY-P 101, MATH-M 119, ENG-W 131, MATH-M 118, ANTH-A 122, SOC-S 100, BUS-A 200, SPEA-V 182, ECON-E 201, SPEA-V 184
     • Review of these courses should be undertaken to find candidates to improve in-person enrollment rates for the Fall 2020 student population.
     • See Appendix E
   • Reduce potential of Student-to-Student contamination.
     • The Course Enrollment Network Model can be used to identify courses which have a direct and profound influence on the Reach_3Step metric. The model can/will be used to refine the list courses to be offered online and thus reduce exposure of instructors/students during class sessions.  
   • These courses (and perhaps others) should serve as candidates for online and/or in-person delivery. The work should be performed iteratively balancing the objectives within the time constraints allowed.  

5. Maintain Current Class Session Meeting Lengths and Increase Pass Time (time between a class’s end time and the next class’s start time) by 10 – 15minutes (SSU-A5).
   • Rationale
   • Maintain Current Class section meeting lengths
     • One guideline for reducing exposure is to minimize exposure time of each individual. Thus, one of the objectives was to attempt to not increase the lengths of class sessions if at all possible.  
     • Given the Academic Calendar recommendation below, the minimum number of the minutes could be nearly achieved (within 50 minutes for a 3 hour course) given the same meeting pattern and a 13 week session. The additional contact minutes could be achieved via an extra meeting (e.g., Saturday), an exam, and an outside activity or learning project. 
   • Increase Pass Time by 10-15 minutes.
     • VP Morrison suggested adding some time between class periods to allow for self-service sanitation and to decrease density of people in common spaces.
     • To balance efficient use of the classroom space and adhere to advice above, the following chart was created to effect of pass time length on available class meeting times.
       • 

Additional Notes regarding the Hybrid Course Model

Other Hybrid Course Delivery Model Options Reviewed

• All courses deliver 1/2 their credit hours online
  • All 3 hour courses taught 2x/week for 75min
  • 1 in-person/1 online
  • Adopt M-R, T-F, W-S Meeting Days
• Disadvantages
  • Class schedule conversion a difficult task
  • Students already in conflict free schedule – difficult to maintain, or
  • Drop enrollments and have student re-register
    • Potential negative impact on persistence/yield
• Student Cohorts
  • Potential Groupings (e.g., by cohort, by discipline, etc.)
  • Advantages
    • Limits size of Social Grouping/Course Enrollment Network/Residential Network
    • Enable easier testing, tracing and isolation
• Disadvantages
  • Student enrollments, courses not easily segregated
  • Students already in conflict free schedule – difficult to maintain, or
  • Drop enrollments and have student re-register
    • Potential negative impact on persistence/yield

Recommendations for Adoption of Academic Calendar to Maximize In-Person Educational Experience while Minimizing Student Travel and Residency On-Campus (SSU-B1 and B2).

• Rationale
  • Proposed Academic Calendar meets the primary objectives of reducing student travel to and from campus, enables online (no in-person) instruction between Thanksgiving and the first week of February while maintaining a full academic term for both the Fall and Spring terms.
  • The proposed calendar minimizes disruption of the campus by maintaining, to every extent possible, the enrollments of students who have already registered in a conflict free schedule.
  • The calendar provides opportunities to provide enhanced educational experiences during the Intersession preceding the fall term, the Extra Online session between Thanksgiving and the end of the standard 15 week term and the 3 week extra session at the start of the Spring Term. Note – though not depicted, the calendar also provides for an intersession from 12/21/20 – 2/6/21 for a 6 week online intensive session.   
  • The calendar maintains the current academic calendar year using the same Fall start date and Spring term end date.
  • The 13 Week Session provides an opportunity for completing most course work prior to the holiday break.
  • The calendar remains compliant with Accreditation and Department of Education title IV compliance requirements.
  • The calendar will be consistent with the other campuses in the IU system. Please see Appendix B for IU System Academic Calendar Recommendation.
• Other Academic Calendars Considered
  • Potential Calendars
    • 5 week sessions (3)
    • 4 week sessions (4)
    • 8 week sessions (2)
    • Combine the AY
      • 30 weeks
      • 10 week sessions
  • Advantages
    • Flexibility:  Could start in-person classes at beginning of each session
    • If Online modality provides focus on class material (fewer distractions)
    • Reduce course enrollment networking if in-person modality (fewer classes/student)
  • Disadvantages
    • Students already in conflict free schedule – difficult to maintain, or
    • Drop enrollments and have student re-register
    • Potential negative impact on persistence/yield
• Expanding the Academic Term
  • Same length - start early OR start late
  • Same length - no breaks (Complete early)
  • Expand Term length
• Expansion of Instructional Week
  • Full use of Friday, Saturday? Sunday?
  • Full use of Evening Classes     

Appendix A

• Instructional Scenarios for Consideration

1. Return to Face-to-Face Teaching
2. Hybrid: Return to F2F Teaching with Online Offerings for Fall and/or Spring
3. Fall Online/ Spring F2F
4. Fall F2F/Spring Online
5. All Online All Year

1. Scenarios expanded: Some possibilities

• Late start or early start, for some or all of our students (first-years, graduate students, performance or studio-based students, etc.) or go to a low-residency model; or students in residence, classes online.
• Modularized (block) scheduling, prioritizing courses that can easily move fluidly to online formats
• Rotating students through class in groups on certain days so that all students have some online and some class time (Group 1 is in class on Monday, Group 2 on Tuesday, etc.)
• Requiring a certain number of students to be enrolled in part of the curriculum online even while on campus
• Courses taught both online and on campus by same instructor at the same time (with help---TAs)

Appendix B

Bloomington Campus COVID Task Force - Strategic Space Utilization Committee

IU System Recommendation for the 2020-21 Academic Year

To be Considered by the UFC 5/19/20

Academic Calendar Proposal for the Fall 2020 and Spring 2021 Terms

(Excludes professional programs in the School of Dentistry, School of Medicine, Maurer School of Law, Robert H. McKinney School of Law, and the School of Optometry.  In addition, the entire IU Fort Wayne campus and all Kelley Direct / Online MBA programs are excluded)

The proposed academic calendar for the Fall 2020 term includes the following:

• Full Term 08/24 – 12/20 (17 calendar weeks)
  • 15 weeks of instruction with 1 week for final exams
  • 13 weeks in person with pivot to online for 3 weeks after the 1 week Thanksgiving break
  • Classes will be held on Labor Day
  • No Fall Break
  • Classes may remain as currently scheduled with the understanding instruction will pivot to online after the Thanksgiving break
  • Classes may be scheduled online for the full 16 weeks
• One 13 Week Session 08/24 – 11/22
  • Classes may be scheduled in person or online
  • Classes will maintain the same meeting pattern as the 15 week schedule
    • This results in 1,950 of the required 2,000 minimum instructional minutes in a 3 hour class
    • Faculty will need to schedule additional instructional activities to account for the remaining 50 minutes
  • Classes end before the week of Thanksgiving
• Two 8 Week Sessions
  • Classes may be scheduled in person or online
    • In person classes scheduled during the 8W2 session will pivot to online after the Thanksgiving break
  • One 3 Week Intensive Session (11/30 – 12/20)
    • Provides student opportunity to earn meaningful credit and reduce academic load during the 13 week session
    • Classes must be scheduled online only
  • Campuses have the discretion to schedule in person Bridge and/or Welcome Week programs prior to the start of the Fall 2020 Term.
  • Ending dates for the sessions and term represent the last day classes may be scheduled. At the discretion of the campus faculty, classes may end before this date.
  • Campuses have the discretion to schedule additional sessions provided they follow the general instructional mode guidance of in person or online.
  • For sessions, final exams may be scheduled the last day of classes or at another time as determined by the faculty.
  • All in person activities will end after the last class on 11/22
    • Unless prohibited by local health restrictions or elevated exposure risks to COVID-19, activities such as clinical and student teaching activities may continue in person after the Thanksgiving break. This exception, if applied, must be approved by the campus Provost or Chancellor.  These students may also be required to remain in the local area during the Thanksgiving break.

Proposed Fall 2020 Calendar

The proposed Winter Session includes the following:

• Full Session 12/21/2020 – 02/07/2021 (7 calendar weeks)
  • 6 instructional weeks with a 1 week break for the holidays
  • Classes will be held on MLK Day. (All classes this day are scheduled to be online)
  • Intersession attached to the Spring 2021 term
  • Classes must be scheduled online only
  • Overlaps with the start of the Spring 2021 term

Proposed Winter 2021 Session Calendar

The proposed academic calendar for the Spring 2021 term includes the following:

• Full Term 01/18 – 05/09 (16 instructional weeks)
  • 15 weeks of instruction with 1 week for final exams
  • Start of the spring term is delayed by one week
  • Classes begin on MLK Day. (All classes this day are scheduled to be online)
  • 3 weeks online with pivot to in person for 13 weeks beginning 02/08
  • Classes may remain as currently scheduled with the understanding instruction will being one week later than currently scheduled, will begin online, and will pivot to in person after the third week of classes (02/08)
  • Allows more time for students to remain away from campus due to flu season
  • No Spring Break
  • Classes may be scheduled online for the full 16 weeks
• One 3 Week Intensive Session (01/18 – 02/07)
  • Provides student opportunity to earn meaningful credit and reduce academic load during the 13 week session
  • Classes must be scheduled online only
• One 13 Week Session 02/08 – 05/09
  • Classes may be scheduled in person or online
• Two 8 Week Sessions
  • Classes may be scheduled in person or online
    • Classes scheduled during the 8W1 session may pivot from online to in person on 02/08
• Ending dates for the sessions and term represent the last day classes may be scheduled. At the discretion of the campus faculty, classes may end before this date.
• Campuses have the discretion to schedule additional sessions provided they follow the general instructional mode guidance of in person or online.
• For sessions, final exams may be scheduled the last day of classes or at another time as determined by the faculty.
• All class activities will be online between 01/18 and 02/07
  • Unless prohibited by local health restrictions or elevated exposure risks to COVID-19, activities such as clinical and student teaching activities may be conducted in person. This exception, if applied, must be approved by the campus Provost or Chancellor.

Proposed Spring 2021 Calendar

Credit Hour Definition Policies

• Indiana University policy requires a minimum of 2,000 minutes of instructional activity for a three credit lecture class. As a matter of practice, campuses generally schedule classes that exceed this minimum number of contact minutes.  A brief review of the Credit Hour Definition Policies across our campuses revealed slight variances in minimum contact minutes in excess of 2,000 minutes and whether the 120-minute final exam is included in the minimum contact minutes.  Campuses should review their policies to ensure their modified schedules are in compliance with their policy.  At a minimum, a clause may be added to their Credit Hour Definition Policy that states, “during a state of emergency, the closing of a campus, or other extraordinary circumstances for a prolonged period that affects an entire campus,   the minimum number of contact minutes may be reduced to 2,000 minutes or the equivalent amount of instruction and studying that includes a final exam of no more than 120-minutes.  In person instruction may be supplemented with online instruction and/or additional instruction beyond the scheduled class meetings.”

Listed below is a matrix that represents the minimum number of contact minutes each week based on the number of credit hours per class if not satisfied through another equivalent means.  For scheduling purposes, the contact minutes each week is rounded up to the nearest 5 minutes.

Appendix C

Course Enrollment Network run summary showing the progression of network metrics as a result of removing courses. Note, the right most column does not include in-person discussion courses.

Appendix D

DRAFT - Classrooms Configurations with Social Distancing - DRAFT

FLEXIBLE SEATING CLASSROOM:

          55ft²                              55ft²  W/O                             Current

    Social Distancing                Instructor Space                   Configuration

FIXED SEATING CLASSROOM:

Estimated at 53 SF/ Person

Appendix E

Fall of 2019: Top enrollment Classes for Student with all Online Classes