General Meeting Information

Date: November 5, 2025
Time: 2:00 PM - 3:00 PM
Location: ADMIN 106

  • Agenda

    Time Topic Purpose Discussion Leader
    2:00-2:10

    Welcome and Purpose

    • Introductions
    • Overview of the Time-Blocked Schedule initiative
    • Clarify what time blocks are and how they differ from other scheduling models
    		 I/D All
    2:10-2:25

    Framing the Work

    • Why consistent scheduling patterns matter for student access and clarity
    • How current overlaps create challenges for rooms and minimum-hour compliance
    		 I/D All
    2:25-2:40

    Key Requirements and Constraints

    • Course Outline of Record (COR) compliance
    • Expectations for labs and cross-listed or mirrored sections
    		 I/D All
    2:40-2:50

     Review of Peer Models and Local Data Needs

    • Sample block models from Gavilan College and College of the Canyons
    • Initial discussion of benefits and challenges for different student groups
    • Identification of high-demand time periods and common scheduling conflicts
    		 I/D All
    2:50-3:00

    Assignments and Next Steps

    • Members review additional examples and consult constituent groups
    • Next meeting: Friday, November 14, 2025 (1–3 p.m., Zoom)
    		 I/D All

    A = Action
    D = Discussion
    I = Information

  • Minutes

    The task force convened its first meeting to establish a shared understanding of the Time-Blocked Schedule initiative. Members clarified the project’s scope and working definition: time blocks are structured scheduling frameworks that create consistent, predictable instructional patterns across the college for on-campus classes and the in-person components of hybrid courses.
     
    The group differentiated this initiative from K-12 “block scheduling,” SAAM accounting constructs, and curricular or pathway frameworks. Discussion emphasized how predictable, aligned scheduling supports the College’s Strategic Plan Goals 1 and 2—expanding equitable access, improving completion rates, and enhancing student persistence by reducing course conflicts and improving registration clarity.
     ________________________________________________________________________________________________________
    Key Discussion Points

    • De Anza currently begins most classes on the half hour; small overlaps in meeting times complicate classroom scheduling and disrupt compliance with minimum-hour requirements.
    • Standardizing blocks can improve classroom utilization, student scheduling flexibility, and compliance consistency.
    • Non-standardized lab hours will require prior approval. All scheduled courses must remain in compliance with the Course Outline of Record.
    • Cross-listed or mirrored classes must ensure equal contact-hour parity, maintaining same days, times and durations.
    • A 30-day advance notice policy applies for offering new courses not scheduled in the prior term.
    • The group reviewed Enrollment Management Academy, Gavilan College and College of the Canyons time-block models through a student-centered lens, noting potential benefits for adult and working learners as well as challenges in maintaining flexibility for diverse populations.
    • Members recommended reviewing data on current scheduling patterns to identify high-demand or “hot” time periods and explore where conflicts most often occur.

    ________________________________________________________________________________________________________

    Next Steps and Assignments

    • Each member will review the sample block models and gather additional examples from peer institutions.

    • Members will consult their constituent groups to gather perspectives on scheduling challenges and needs.

    • The task force will reconvene on Friday, November 14, 2025 (1–3 p.m., Zoom) for a dialogue-based discussion of advantages, risks, and adaptation strategies for potential models.

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