### Using the 16- and 8

```Using the 16- and 8-Week Charts
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The 16-Week Chart
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Lots of Information
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The 16-Week Chart can
help us figure out many
things for a class:
 Start and End times
 TBA hours
 Percent of Responsibility
 FTE and TUs
 Number of breaks and
passing times required
Let’s use the Example
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Let’s go through the example on the
Chart. The College Catalog says the
contact hours for the MATH 805 course is
4.5 hours/week for 16 weeks, or a total of
72 total hours.
(4.5 X 16 = 72)
Let’s say we want to have our class meet
twice a week.
Meeting Length
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Look at the chart.
Move down the left
side until you get to
the 72-total-hours
row.
Then move across
until you reach the
2-meetings-per-week
column.
The highlighted box tells us that our class
needs to meet 2 hours and 5 minutes twice
a week.
Start and End Time
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This cell could also be used
for a hybrid class. Here’s how
it could look as a hybrid class:
 If the class begins at 8:00AM, it
would end at 10:05AM.
 We would say that our MATH
805 class would meet
TTh 8-10:05AM.
T 8-10:05AM
and WEB 2.25 hrs/wk
Many Choices
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Here are some examples of ways to offer a 72-hour class.
1 Meeting
2 Meetings
3 Meetings
W 8AM-12:15PM TTh 8-10:05AM
MWF 8-9:15AM
OR
OR
OR
WEB 4.5 hrs/wk T 8-10:05AM
MW 8-9:15AM
and WEB 2.25 hrs/wk and WEB 1.5 hrs/wk
OR
M 8-9:15AM
and WEB 3.0 hrs/wk
4 Meetings
* * * 3 red
asterisks tells us
that breaking
72 hours into
4 meetings would
not give optimal
apportionment.
Speaking of Asterisks…
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There are asterisks, blurbs, and text boxes all over this 16-Week Chart with all
kinds of useful information.
* * * We’ve already seen the 3 red asterisks.
* ** * The 4 blue asterisks tell us that the meeting(s) would be too long and need to
broken into smaller meetings… we must look to a column further to the right.
However, we
can use the
TBA hours in
the first column
for a TBA class
because
students can
work over the
whole week.
Passing Time
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Remember this cell?
10 minutes passing time.
When we include the 10 minutes
passing time that follows the
class, the class totals 2 hours
and 15 minutes.
The meeting length is given as
2 hours and 5 minutes.
.25 hour is 15 minutes
(.25 X 60 mins = 15 mins)
2.25 hours = 2 hours and 15 minutes
Why the difference?
The students and the instructor
are getting credit for the full
2 hours and 15 minutes.
No Adjusting Necessary for Passing Time
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The Passing Time is already reflected in the figures
on the Chart. There’s no need to adjust the numbers
shown on the Chart.
The 10 minutes passing time follows the end time
shown in the cells on the chart.
We’ll look at Breaks and Passing Times later.
No Adjusting Needed for Passing Time
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needed for passing time?
Does this look right?
T 8-10:05AM
and WEB 2.25 hrs/wk
Yes, it
does.
Use the hours
and minutes
for the first
pattern,
and use the
decimal figure
for the TBA
pattern.
The Tuesday meeting really goes to
10:15 when we include the passing
time (2.25 hours).
We don’t have to worry about passing
time for work done at home, so we use
2.25 hrs/wk.
Both modes of instruction are credited
equally.
Percent of Responsibility
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1 Meeting
2 Meetings
3 Meetings
W 8AM-12:15PM T 8-10:05AM
MW 8-9:15AM
and WEB 2.25 hrs/wk and WEB 1.5 hrs/wk
Most classes have one instructor and need a total of 100% responsibility.
The top row of the Chart gives us a clue as to what percents of responsibility
should be used with the meetings we choose.
In order for assignments to end up correct on the FSLA, they have to look correct
in PeopleSoft. Paperwork and paperless work must be processed in Academic
Services in order for the FSLA to show assignments correctly.
One Meeting Pattern – 100% Responsibility
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One meeting pattern is easiest.
1 Meeting W 8AM-12:15PM
The class meets once per week for
4 hours and 15 minutes, which is
100% of the class.
They’re in the classroom
4.25 hours but getting credit
for 4.5 hours because
passing time follows.
1
the workload and FTE fields fill automatically.
Two Meeting Patterns – First 50% Responsibility
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2 Meetings: T 8-10:05AM and WEB 2.25 hrs/wk
Our hybrid MATH 805 class has two meetings.
Pattern 1 is the Tuesday pattern.
It will be meet 2 hours & 5 minutes.
1
and then clicks on the plus sign to add the WEB pattern of this class…..
Two Meeting Patterns – Second 50% Responsibility
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2 Meetings: T 8-10:05AM and WEB 2.25 hrs/wk
Meeting 2 is the WEB portion.
It will have the other 2.25 hours.
2
The other 50% Percent of Responsibility goes on this pattern for a total of
100% Percent of Responsibility on the class.
Three Meetings Pattern – 100% Total Responsibility
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3 Meetings
MW 8-9:15AM
and WEB 1.5 hrs/wk
Here we see that we can divide 72 total hours into thirds, or three meetings.
But do we really have three meetings? Look at our class… Yes, technically we do.
The class meets Monday, 8-9:15; Wednesday, 8-9:15; and it has a WEB portion
where the students work independently.
But we don’t have to have three meetings in PeopleSoft. We can combine the first
two if they’re in the same room. (We always want to consolidate the meetings
whenever possible. It means fewer lines for the class in the Schedule, online, and
on the students’ printouts.)
Three Meeting Patterns – First 66.67% Responsibility
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3 2 Meetings
MW 8-9:15AM and WEB 1.5 hrs/wk
The first two of the thirds can be combined to form
the first meeting pattern since M & W both meet
at the same time in the same room.
1
We’re using two of the three thirds on this pattern. 2/3 = the repeating
decimal 66.66666… Go out to 2 decimal places and round up to 66.67.
This pattern has 66.67% Percent of Responsibility.
Three Meeting Patterns – Remaining 33.33% Responsibility
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3 2 Meetings
MW 8-9:15AM and WEB 1.5 hrs/wk
The last third is assigned as work to be done online.
It will be the remaining 1.5 hours.
2
1/3 = the repeating decimal 33.33333… which rounds down to 33.33%
This last meeting is 33.33% Percent of Responsibility.
66.67% + 33.33% = 100% total Responsibility for the class.
FTE and TUs
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For each of the total hours cells in the column in the left
column, the Chart gives us the total FTE and TUs for a course.
The instructor for the MATH 805 class we created will be paid a
total of 26.67% FTE, or 4 TUs, because it’s a 72-hour lecture
class.
The same percentages you use for the percents of
responsibility for the meeting patterns can be used to calculate
the FTE and TUs in those patterns.
The Percents of Responsibility and the FTE
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1 Meeting
2 Meetings
3 meetings
W 8AM-12:15PM T 8-10:05AM
MW 8-9:15AM
and WEB 2.25 hrs/wk and WEB 3.0 hrs/wk
100% Resp
26.67% FTE
50% Resp
13.33% FTE
and
50% Resp
13.33% FTE
66.67% Resp
17.78% FTE
and
33.33% Resp
8.89% FTE
PeopleSoft, the Percents of Responsibility, and the FTE
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You may have noticed that not everything
in PeopleSoft adds up perfectly as it should.
You’re right. This happens with the
16-week calendar and the wonderful world
of rounding.
information into PeopleSoft, they enter only
the percent of responsibility. PeopleSoft
then populates the workload hours and the
FTE fields. There’s no way to manipulate
the FTE to make it show exactly what we
want to see.
HR and payroll are both aware of the
rounding issue.
Breaks and Passing Times
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This yellow box shows the number of break(s) and
the passing time depending on the length of a class.
On the right, we’ve simplified the formula the
Chancellor’s Office gave us to calculate the meeting
length of any 16-week class and determine the number of breaks and passing times.
Following the 16-Week Formula Example
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This is the formula that is
used to calculate the time
lengths on the Chart.
If you’re curious, you can
to see how it works.
See how Step 4 divides
the number into two
parts?
The last full and remaining
partial hour is pulled out
onto the left side. The
other full hours are pulled
out onto the right side.
A 10-minute break is given
for each full, 60-minute
hour on the right side.
Following the Formula Example, Continued
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The formula uses
50 as the multiplier
for the last and
partial hour to come
up with the
remaining length of
time spent in the
classroom.
That’s because the
other 10 minutes
will be the passing
time following the
“end” time of the
class. The class
really lasts 3 hours
and 20 minutes.
Use our MATH 805 Example
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Let’s substitute our
MATH 805 class
into the second
example.
The last full and
remaining partial
hour will be 1.3
The full hours will
be 1. A 10-minute
break is given for
this full hour.
Use our MATH 805 Example, Continued
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Use the 50 multiplier for the last and partial hour to come up with the remaining
length of time spent in the classroom.
Add them together, and see that we’ll come up with 2 hours & 5 minutes, the
figure that’s on the 16-Week Chart.
There will be one break and a 10-minute passing time after 2 hours and 5 minutes.
When it’s not on the Chart
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There are courses in the Catalog that do not have contact hours and total number of
hours appearing on the Chart. For example, if a class needs to meet 7.5 hrs/wk or
120 total hours, we would not find what we need on the Chart. We would have to use
the formula to calculate what the meeting times would be if it met, let’s say, twice a
week.
Follow the directions on the Formula Calculation:
120 / 16 = 7.5  then 7.5 / 2 = 3.75 rounds to 3.8  then 1.8 X 50 = 90 and 2 
then 90 mins + 2 hours = 3 hours & 30 mins twice a week.
Covered
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We have looked at each of the
following items on the 16-Week
Chart:
 Start and End times
 TBA hours
 Percent of Responsibility
 FTEs and TUs
 Number of breaks and passing
times required
Now we’ll move on to the
8-Week Chart.
The 8-Week Chart
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The 8-Week Chart is a two-sided document.
The 8-Week Daily Chart
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The reason why the 8-Week Chart needs to be two pages and have so many
columns is because the meeting length is calculated by the number of meeting days.
The 8-Week Daily Meetings Chart
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Classes that are fewer than 16 weeks long must have their meeting length calculated by the
total number of meeting days, rather than by the meetings per week. A class that meets two
days a week for 8 weeks but meets only 14 or 15 days because of holiday(s) must make up
that lost time on the other days. Therefore, the meeting length might be longer for a MW class
than a TTh class. Holidays don’t have to be considered in the 16-week classes, but they do in
anything fewer than 16 weeks. Holidays are not counted as meeting days, but Flex days are.
Formula for Classes Fewer than 16 Weeks
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The formula for the
calculation of the meeting
length for a class fewer than
16 weeks differs slightly from
the formula for a class fewer
than 16 weeks.
hours by 16 and then by the
number of meetings per
week, we simply divide the
total hours by the total
number of meeting days.
Following Example of Daily Calculation Formula
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If this were a MATH 110
class, we would take
90 total hours and divide
it by the total number of
days…
if our class
were to meet MWF for
8 weeks, but there was
one holiday, we would
divide 90 by 23.
The rest would be done
the same way as the
16-week formula.
We would break 3.9 into
two parts as we do with
the other formula.
Following Example of Daily Calculation Formula - Continued
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And we’d come up with 3 hours & 35 minutes.
Does it match what is on the 8-Week Chart?
It surely does.
Use the Example on the 8-Week Chart
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If we put our MATH 805 class into the 8-week
session, we have to count the meeting days first. If it
meets MTWTh and misses two meetings because of
holidays, the class will meet 30 times.
Meeting Length – Start and End Time
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Move down the left
column until you
reach 72 total hours,
and then move right
until you’re under the
30-meetings column.
The class will meet
2 hours and 10 mins
per day.
Start and End Time - Continued
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So depending on what days a 4-meeting-per-week class meets and which
holidays affect it, one 8-week, one 72-hour class may meet longer than another.
A MTWTh class might meet 30 days, but a TWThF class might meet 29 days.
One Meeting Pattern – 100% Responsibility
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Let’s look at our 8-week MATH 805 class – MTWTh 8-10:10.
Academic Services enters it the same way; however, there is no place in
PeopleSoft to enter anything about holidays.
Academic Services enters the Percent of Responsibility the same way. But since
we’ve told PeopleSoft that it’s an 8-week session, it’s altered the workload hours
for us. It now says the instructor is to be paid 9 hours per week rather than 4.5.
HR will work Equal Pay with the 8-week session dates and higher workload hours;
the FTE and TUs do not change.
1
Make that Two Meeting Patterns – 100% Responsibility
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What if we wanted to make it a hybrid class that meets only Tuesdays
& Thursdays and has the other half be WEB?
Q. How many meetings per week is this?
Q. Is this like the M, W, Web class we looked at on slide number 16?
A. No, this is not a 16-week class. We have to count the meeting
days here, remember? (We’ll have 15 total Tuesdays & Thursdays.)
We counted the Tuesdays and Thursdays. But the WEB pattern is not counted by
meetings; it will use a flat number of hours per week for 8 weeks. We are going to
have to think outside the box. It would help if we thought of each pattern as a
separate 36-hour class.
What we really need for our two meeting patterns are the following:
1. 36 total hours divided into 15 meetings to cover the TTh meetings.
2. 36 total hours divided into 8 for the WEB meeting pattern. (It doesn’t matter when
the holidays are for TBA hours.) 36 and 36 gives us the 72 total hours for the class.
Two Meeting Patterns = 100% Responsibility
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Here we have it.
Our class will look like this:
TTh 8-10:10AM
WEB 4.5 hrs/wk
Two Meeting Patterns – 50% Responsibility Each
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1
The instructor will be paid 50% for the 15 Tuesdays and Thursdays and
50% for 8 weeks of WEB material. It’ll should all work out evenly in Equal Pay.
2
Any Questions?
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 Start and End times
 TBA/WEB hours
 Percent of Responsibility
 FTE and TUs
 Number of breaks and
passing times required