The calendar innovation at the University of Wisconsin-Oshkosh is evaluated in this FIPSE-supported project. Five objectives are addressed: (1) assessment of changes in campus activities, climate, and attitudes of students, faculty, administrators, and the Oshkosh community; (2) measurement of student and faculty attitudes toward unique instructional formats, teaching strategies, auto-technologies, and calendar time periods; (3) evaluation of student performance in courses with various instructional formats, teaching strategies and auto-technologies; (4) evaluation of the effectiveness of calendar activities in meeting the needs of specific interest groups and types of students; and (5) assessment of the affective responses of faculty to the Faculty Development Program that involves compensation for additional service for curriculum development, research opportunities, and inservice training. The new calendar combines a traditional two-semester system of 17 weeks each and an 8-week summer session with an alternative calendar that divides the fall and spring semester into three modules of 7-7-3 weeks and a summer semester into two 4-week modules. Its impact on students, student learning, faculty, supportive services, and administration is described. Its accomplishments regarding attracting nontraditional students, fiscal stability, institutional image, etc. are also assessed. A bibliography and questionnaires are appended. (LBH)