General Meeting Information

Date: December 5, 2025
Time: 1:00 PM - 3:00 PM
Location: Zoom

  • Agenda

    Time Topic Purpose Discussion Leader
    1:00-1:20
    Finalize Guiding Principles
    		 I/D All
    1:20-1:40
     Discuss Approach
    		 I/D All
    1:40-1:50
    Break
    		    
    1:50-2:50
    Draft Block Model
    		 I/D All
    2:50-3:00
    Identify Student Voices
    		 I/D All

    A = Action
    D = Discussion
    I = Information

  • Minutes

    Purpose of the Meeting
     
    Meeting #4 marked the transition from principles to practice. With the guiding principles finalized, the task force focused on how to begin building time blocks in a way that reflects student needs, enrollment realities, and operational constraints.
    Moving from Principles to Design
     
    The task force confirmed that the guiding principles developed in the previous meeting now serve as the foundation for all subsequent work. Small groups were given time to make final refinements directly in the shared document, reinforcing collective ownership of the framework and allowing the group to move forward without reopening foundational questions.
    Identifying a Starting Approach
     
    Discussion centered on determining the best way to begin building time blocks. Rather than attempting a complete model immediately, participants emphasized starting with targeted, data-informed scenarios that reflect real student behavior and scheduling constraints.
     
    There was strong agreement that early design work should be grounded in how students actually register for and experience courses, rather than relying solely on theoretical scheduling patterns.
    Using Data to Inform Early Decisions
     
    Participants identified several data sources that can help define priority time blocks, including early registration patterns, waitlist activity, and the speed at which in-person classes fill. The group discussed focusing on a short registration window, particularly the first days of enrollment, to identify consistently high-demand time slots.
     
    In addition, schedulers and coordinators were identified as a key source of insight, as they already know which time slots tend to fill most quickly. Informal outreach and surveys were seen as a practical complement to system-generated reports.
     
    The group acknowledged that additional data needs will continue to emerge. Support for data acquisition will be coordinated as the work progresses.
    Testing Blocks Using Lab and Science Courses
     
    Several groups proposed using lab-based science courses as an initial test case for block design. These courses often combine lecture and lab components with different time and space requirements, making them a useful starting point for identifying structural challenges.
     
    Participants discussed adapting Foothill-style block models and testing whether lecture and lab combinations can be scheduled within no more than two adjacent blocks. Foundational courses such as Chemistry 1A were identified as logical starting points for this work.
    Addressing Mixed Unit Structures
     
    A recurring theme was the need to support students who combine 5-unit English and Math courses with 4-unit general education and lab courses. The task force emphasized that any viable block model must allow students to build workable schedules across both two-day and four-day attendance patterns.
     
    Rather than resolving these complexities immediately, the group agreed that early block modeling should intentionally test these combinations to identify conflicts and constraints.
    Centering Student Experience
     
    Participants highlighted several enrollment trends that underscore the need for this work. Students often favor online and hybrid courses, while many in-person classes experience low enrollment or cancellation. At the same time, classroom capacity and room utilization remain significant challenges.
     
    The task force agreed that student voices must play a central role in the next phase. Suggested groups to engage include student government representatives, athletes, working adults in career education programs, transfer students, and lab-science majors. Aligning synchronous online courses with time blocks was also identified as important for reducing student scheduling conflicts.
    Exceptions and Specialized Programs
     
    The group acknowledged that some instructional areas, including labs, athletics, and certain career education programs, may not align neatly with standard block patterns. These areas will require tailored approaches. Participants noted that many of these programs already operate within structured schedules, which can inform how intentional exceptions are incorporated.
    Next Steps
     
    Before the next meeting, small groups will continue testing block concepts using real course scenarios and sample models. Members will conduct informal outreach to schedulers, coordinators, and departments to validate assumptions about high-demand time slots. Planning will also begin for structured engagement with students to inform upcoming design decisions.
     
    The task force will continue to focus on establishing a workable starting framework, recognizing that refinement and expansion will occur over time.

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