This proposal seeks to bring the best of short term experiences into the mainstream of Bates teaching and to eliminate those short terms which are not perceived to have been successful. Only some faculty would teach during the two short term modules which would run simultaneously with second semester. Also, the elimination of a special time for intensive courses would allow us to lengthen the two semesters. This calendar offers two consecutive semesters with fourteen weeks of classes, including a research week, and one week of exams. The first semester would begin on Labor Day, have a one-week reading period in October, a three-day break at Thanksgiving, and end only a few days before Christmas. During the research week, no classes would be scheduled; students would work on assignments, and could remain on campus, where speakers and performances will still occur. After a three week break, the second semester would begin in mid-January. We would again have a one-week research week in the middle of the semester, in early March, and also a reading week at the end of the semester, before exams, in late April or early May. "Senior Week" would follow exams, offering seven days of scheduled activities during which seniors celebrate, reminisce and say goodbye to their friends, unfettered by course requirements. This calendar proposes two, consecutive short term modules, occurring at the same time as second semester. Each short term module would run for seven weeks, with a one-week break between them, coinciding with research week for people involved with semester-length courses. Faculty would teach only one short term at a time; students would take only one short term at a time. Each short term would be expected to be an intensive unit, designed as full time work. The fact that students and their faculty would have only one course allows extensive lab work, travel off campus for all or part of the seven weeks, the completion of concentrated research projects and internships with local agencies. Students would be expected to take a minimum of two short terms, and would be able to take up to four short terms. Each short term would count as two credits toward graduation. Grades for short terms would count in the GPA. Grades for a short term would be weighted twice the grades of a regular semester course, when computing GPA. This calendar makes it possible for some faculty to teach intensive short term-like courses at the same time that other faculty teach regular semester courses. It thus allows faculty to utilize a variety of teaching methods, without imposing any one form on all faculty. A seven week short term allows greater flexibility, offering the possibility of on-campus preparation and de-briefing for off-campus courses. Students would be able to spend more time in non-traditional teaching formats than is currently the case. We would have no one time on campus when students are taking intensive courses only. If there were to be a "party atmosphere" associated with courses like this, it would be mitigated by the many students taking semester-long courses. At the same time, these students taking short terms might improve the atmosphere of panic and stress that currently exists during our semesters. Each semester would have fourteen weeks of teaching, including research week. This meets a desire expressed by many faculty. Research weeks in the middle of the semester allow time for reflection, catch-up, work on projects or papers early in the semester, meetings between faculty and individual students, guest lectures relating to classes, and they offer an opportunity to slow the academic pace while maintaining its intellectual content. "Senior Week" keeps the appropriate celebration of graduation from hindering academic work. Would we have the right balance of the number of short terms and the number of students wishing to take short terms? Would this schedule make the distribution of housing more difficult, as some students are on campus only part of a semester? One of the modules takes place during freezing weather, not good for off-campus in Maine or for travel in the northern hemisphere. Students wishing to major in a department with multiple requirements for the first and second years might find modules difficult to reconcile with the requirements. Students will not have as much of an early start on the job market. (compare to current 1996-97 calendar from the College Catalog.) September 2, Mon., Labor Day, classes begin October 21-25, One week research week November 27-29, Wed.-Fri., Thanksgiving Break No reading period at the end of the semester December 17-21, Tues.-Sat., Final Exams December 23-January 10: 3 week break between semesters January 13, Mon., classes begin March 3-7, One week research period April 28-May 2, One week research week May 6-10, Tues.-Sat., Final Exams May 12-17, Senior Week May 18, Sun., Graduation