Skip to main content

Who sets the academic calendar?

Whoever it is, at least at San Diego State, seems oblivious to the fact that starting on a different day of the week every semester is really annoying for those of us who try to organize our classes consistently. I am annoyed by this every semester because no matter what days of the week I'm teaching on, I have to adjust the deadlines for my class assignments every single time. For example, this fall, classes start on a Monday, so the first meeting of my Tuesday/Thursday classes is on Tuesday and we will meet twice that week. In the spring, even if I still had classes on Tuesday/Thursday, the first class meeting would be on Thursday and we would meet only once the first week. Since I try to assign larger assignments over the weekend, that means I have to re-arrange things somewhere to get back on the same day-of-the-week assignment schedule as what I did in the fall. When I taught the large lecture on Monday, Wednesday, Friday, I tried to have exams on Fridays and every single semester, I had to make adjustments so I could still do that.

On top of that, I just realized that for some reason, the spring 2011 semester will be slightly longer than the fall 2010 semester. In the fall, my Tuesday/Thursday classes will meet 28 times (15 weeks, minus two classes canceled for Veteran's Day and Thanksgiving). If I were teaching Monday/Wednesday, we'd meet 29 times (Labor Day off instead of Veteran's Day but we could technically meet the Wednesday before Thanksgiving, though I probably wouldn't). But in the spring, my Monday/Wednesday classes will meet 30 times (Tuesday/Thursday classes also meet 30 times). I went back and looked at last year's calendar and Tuesday/Thursday classes met 31 times in the fall and 30 times in the spring while Monday/Wednesday classes met 30 times in the fall and 31 times in the spring. So maybe the shorter fall semester this year is just an anomaly but I wonder if anyone actually thought about this when setting the calendar.

Comments

  1. This comment has been removed by a blog administrator.

    ReplyDelete
  2. So true, especially the different length of the semesters. Although we always start on a Monday. (When I was at Illinois State, the fall semester always started on a Wednesday and the spring semester always started on a Monday--which had the virtur of being consistent, anyway.)

    I teach at 1 of 6 regional campuses of Indiana University. We all have slightly different calendars (and different from Bloomington), which makes scheduling system-wide meetings interesting.

    I'm also in an area where there are two campuses of Purdue University; some of my students take classes at one of those places in addition to my place. We have different calendars (spring is the real problem, because of spring break). And many of my students have children whose public school spring breaks are (very) different from ours.

    Scheduling things, especially in the spring semester, can be a nightmare...

    ReplyDelete
  3. Agreed! Those of us in system schools who attempt to standardize do have a difficult time managing staggered start times. I had thought that with so much moving online there would be a more efficient form of scheduling. Yet another reason to have more economists in administration. :)

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

What are the costs?

I came across an interesting discussion about a 19-year-old intern who was fired from The Gazette in Colorado Springs for plagiarism. There appears to be some controversy over the fact that the editor publicly named the girl in a letter to readers (explaining and apologizing for the plagiarism), with some people saying that doing so was unduly harsh because this incident will now follow her for the rest of her career. I was intrigued by this discussion for two reasons - one, it seems pretty clear to me that this was not a case of ignorance (as I have often encountered with my own students who have no idea how to paraphrase or cite correctly) and two, putting aside the offense itself, I have often struggled with how to handle situations where there are long-term repercussions for a student, repercussions that lead the overall costs to be far higher than might seem warranted for the specific situation. As an example of the latter issue, I have occasionally taught seniors who need to p

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu