February 27, 2026

The task force continued its review of input gathered from campus groups and institutional research to inform development of a potential time-block scheduling model. Members reaffirmed that the guiding principles previously developed by the task force clearly articulate the student-centered goals of the initiative, including reducing course conflicts, improving schedule predictability, and supporting students’ ability to complete programs efficiently.

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Institutional Research prepared a report summarizing results from the recent Course Schedule Preference Survey, which the task force reviewed and discussed. The survey response rate was approximately five percent, which falls on the higher end of response rates typically seen for large student surveys distributed broadly across the college. Results suggested a strong preference for asynchronous online modalities in many general education areas. Mathematics courses appeared to be a notable exception, with responses generally indicating stronger preference for in-person instruction. Major-related coursework also showed greater preference for in-person or hybrid formats. Students frequently identified work obligations as a barrier affecting modality choice, and caregiving responsibilities were noted as a particularly significant barrier among ESL students. Many respondents expressed interest in shorter 4-to-6-week courses where pedagogically appropriate. Survey responses also indicated interest in Friday through weekend scheduling options, particularly for students balancing work schedules.

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The group also reviewed discipline-specific feedback from Biology and other lab-based programs. Discussion highlighted the need to align block structures with operational realities such as lab setup time, equipment limitations, and staffing availability. Differences in laboratory scheduling patterns across disciplines were discussed, and the task force is incorporating this feedback into the development of subsequent draft scheduling models to help avoid unintended conflicts for students enrolling across STEM fields.

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The task force also discussed questions raised by the Academic Senate. Members emphasized that the goal of block scheduling is to improve schedule predictability and reduce course conflicts while maintaining flexibility across instructional modalities and formats. The group noted that expanding scheduling options across morning, afternoon, evening, and potential Friday or weekend offerings remains an important consideration for supporting students with varied schedules.

Members also explored possible standalone scheduling structures for Friday and weekend offerings. These options may support workforce programs and working students while maintaining predictable course patterns when students enroll in multiple courses.

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