It has been argued that higher education in Ontario should be lengthened from a 7-month academic year to a 9-month academic year that costly facilities might be more fully utilized and that students might complete degree requirements in 3 years instead of 4. This brief is organized into 6 sections consisting of (1) a brief discussion of the issues and scope of further studies, (2) and (3) summaries of perceived advantaged, disadvantages and characteristics of calendar alternatives in American and Australian experiences, (4) an analysis of the existing year-round utilization of Ontario universities, (5) specific comments on the Guelph trimester operation and some models analyzed by the University of Manitoba, and (6) some model analyses of the 3 most common alternatives of semester, trimester and quarter systems. It is felt that for a year-round academic year to be fully successful, the public's attitude (that fall, winter and spring are mainly for work and study, and incidentally for leisure, while summer is the reverse) must change. (Author/HS)