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1. Each college has a summer school direct teaching budget based on the total eligible Student Credit Hours generated in that college. Faculty salaries are calculated at one-ninth full-time salary for a three-hour course (or one-twenty-seventh full-time salary per course hour) or equal to a standard course stipend subject to departmental policy. The salary for any one three-hour course should be capped at $7000 which would be reached when a salary is $63,000. Exceptions to the summer school salary cap may be made by Deans with permission of the Provost, subject to the college's summer school direct teaching budget. Banking of release time in lieu of salary is also an option for faculty (see Faculty Handbook section 2.9).
2. For GTAs a standard course stipend should be used.
3. All summer salary teaching costs need to be specifically assigned to a departmental unit. Currently, some summer instructional salaries are subsumed under a college's administrative cost.

Undergraduate Enrollments (1998-2002). For the most part, enrollment has been fairly stable within colleges across the 5 years from 1998-2002. The College of Engineering was the only college to show a decreasing trend in enrollment, and the Colleges of Business and Communications showed increasing enrollment trends (Attachment B: Undergraduate Enrollment 1998-2002). Student enrollment by year in school (i.e. freshman sophomore, junior, senior) was striking in that in each college over half of the summer school students were seniors (>90 hours). The second highest group were sophomores (31-59 hours) followed by juniors (60-89 hours) and freshmen (1-30 hours) (Attachment C: Enrollment by Class 1998-2002).

Graduate Enrollment (1998-2002). Graduate enrollments from 1998-2002 were marked by more variability than undergraduate enrollments (Attachment D Graduate Enrollments 1998-2002). Arts and Sciences and Human Ecology had notable declines in enrollments. Engineering graduate enrollments declined from 1998-2001 but increased substantially in 2002. The Colleges of Business, Nursing, and Social Work all had enrollment increases. For Nursing and Social Work these were five year trends, but for Business, the substantial increases in enrollment occurred in the last two years.

Individual Course Enrollments. Summer 2002 enrollment data showed a large percentage of individual courses with below the recommended minimums at both the undergraduate and graduate levels. Forty-four percent of undergraduate classes were below the recommended minimum of 15 students and forty-four percent of graduate classes were below the recommended minimum of 9 students.

Department Head Questionnaire. A brief questionnaire was sent to university department heads asking them to rate the importance of their decisions on which summer school courses to offer. (Attachment E: Department Head Questionnaire) We also asked if their department would or could offer additional summer school courses given the other responsibilities of faculty, such as research. Fifty department heads of 62 mailed returned the questionnaire. The majority of department heads indicated the budget was the most important consideration in deciding on summer school courses, closely followed by undergraduate program needs and anticipated enrollment. Department heads indicated very modest support for offering additional summer school courses with twelve of the department heads from across campus indicating they could offer more summer courses. Reasons for offering additional summer courses were to meet both undergraduate and graduate needs. Reasons given for not offering more summer courses were that the current summer offerings were sufficient, little faculty interest, the department traditionally did not offer summer courses, and lack of student demand.

1. Given undergraduate and graduate the enrollment data and the department head comments, there seems to be no compelling reason to recommend expanding overall summer course offerings at the university level.
2. Departments should give scheduling priority to courses that meet college and/or major requirements. It would be ideal if course offerings met both a college and a major requirement. Such offerings will typically be upper-division courses but would also include language courses, courses for which the demand is not usually met in the regular term, and courses that address the needs of particular groups for example, high school teachers, students seeking study abroad and graduate courses.
3. Second priority should be given to scheduling courses that meet prerequisites to more advanced courses or a major; these courses will likely be lower division courses.
4. The last priority should be given to scheduling courses that do not meet guidelines 1 and 2. These might be courses that often fall under the special topic rubric.
5. Individual colleges need to examine their enrollment patterns and address questions about summer enrollments. While there are certainly overlaps among colleges regarding course requirements, individual colleges serve different students with different interests and agendas for attending or not attending summer school.
6. All summer school courses should meet minimum enrollment requirements of 15 students for lower division classes, 12 students for upper division classes, and 9 students for graduate classes.
7. GTAs should be given first priority to teach lower division courses. Some advanced graduate students with teaching experience could teach at the 300-level. In both cases, quality of instruction needs to be monitored in some fashion. However, professorial faculty, and, in response to special needs, non-tenure track faculty with credentials equal to those of the professorial faculty should teach 400-level courses.
8. Departments should have a plan for rotation of Summer Session (including Mini session) courses among faculty. Teaching Summer Session (including Mini session) courses should be voluntary but should not be considered an automatic or inherited privilege for those who wish it. Department Heads should take an active role in making Summer Session assignments and should consider annual faculty evaluations in making these assignments. Departments should carefully consider the rotation or frequency of course offerings using the guidelines given above.
9. Since the mini term and summer term have been administratively combined, faculty should teach no more than six hours in the combined mini term and summer school and no more than three hours in the mini term. (see Faculty Handbook on Summer Term Employment and Compensation section 2.8).

1. Summer 2002 Income and Expenditures
2. Undergraduate Enrollment 1998-2002
3. Enrollment by Class 1998-2002
4. Graduate Enrollments 1998-2002
5. Department Head Questionnaire