CHAPARRAL

     A year ago GCC management proposed a scheduling change to 85-minute time blocks. This so-called Block Schedule, if adopted, would be our third scheduling change in 2 years.  Until recently our semester lasted 18 weeks and most classes were 50 minutes long followed by a 10-minute passing period. Our semesters are now 16 1/2 weeks long with 61-minute classes and 14 minute passing periods.  The college earns an extra apportionment from the state for all classes over one hour long, and the shorter semesters allow for a winter and two summer sessions. Presumably this helps students meet educational goals and allows faculty to earn more money.

     It turns out that management incurred additional salary costs of $900 per full-time instructor due to a  misunderstanding with the Chancellor's office in Sacramento. Block Scheduling would obviate the need for additional faculty costs, allow all classes to earn the extra funding multiplier, keep the semesters shorter, and maintain our summer and winter sessions.  All of the Block Scheduling scenarios proposed by the broad-based Block Scheduling Task Force would allow classes to meet for longer time periods each day, but for fewer days per week.  A College Hour for meetings and student activities would be maintained.

     I have included specific examples from Santa Monica City College's fall 2000 course offerings to show how Block Scheduling actually works.  SMCC has used Blocks like these for several years. 

Here is how eight sections of three different classes are scheduled:

     While our proposed time blocks are different, the basic idea is that classes are offered for more minutes each day but in fewer days per week.

     A three-unit lecture class at GCC would be scheduled in two time blocks of 85 minutes each instead of the current three meetings of 61 minutes each.

     Four-unit classes would meet in three time blocks, and five-unit classes in four blocks.  Allowances would be made for evening and weekend classes.

Is Block Scheduling a good idea?  Is it bad? 

     There are educational, economic, and personal reasons valid on both sides.  The success of Block Scheduling clearly depends on the type of class, the ability and motivation of the student and the teacher, and even the availability of classrooms.

Who decides when and if Block Scheduling is adopted? 

      Vice President Steve White states that approval through our governance structure is needed, with major committees agreeing. Your task should be to look at the above examples and decide if your students can learn in classes like these.  Also, consider whether you can teach for longer time periods?  Will we lose teaching time in lab and studio classes?  Will students benefit from fewer trips to campus?  Do five-unit classes fit the blocks as well as 3-unit classes?  Can students learn foreign languages and mathematics in fewer but longer meetings?  Are there contractual ramifications for faculty?  Will parking be easier or harder?  Are the proposed changes based on any real educational goals and ideals, or is it all economics?  Is this the final change in scheduling for a while, or will there be another next year?

     Think about and discuss all this.  Look at the published documents from the Task Force, and tell your division chair, senator, union representative, and management what you think.  Scheduling changes may be hard to do, but even harder to un-do.  &                    

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