Academic Policy Proposal: Policy on Course Scheduling for the Charles River Campus ( )

Transcription

1 Academic Policy Proposal: Policy on Course Scheduling for the Charles River Campus ( ) 1. Rationale: Effective class and classroom scheduling is critical to the academic mission of the University. It enables students to take the classes they need in a timely manner and contributes to on-going cost containment efforts through efficient space utilization and good stewardship of our valuable institutional resources. Over the years a number of studies have looked at issues with Boston University classrooms and class scheduling practices, including a study by Dober, Lidsky, Craig and Associates in 1995, a Strategic Classroom Study by Rickes Associates in 2012, and a Capacity Management study performed by Ad Astra Information Systems in They have identified a number of issues that this policy is designed to address: Since there is no consistent set of University-wide class schedule meeting patterns, courses overlap with each other and students consequently have difficulty enrolling in courses outside their own school or college. The current nominal Pass Time is insufficient on the Charles River Campus. In addition, the Pass Time is not clearly defined because it is included in the class meeting times listed in the Schedule of Classes. As a result, students often arrive late or leave early from classes. Such disruptions compromise teaching time. Courses are scheduled disproportionately during peak periods of the day and week, making it difficult for students to schedule desired courses, and leading to scheduling and utilization inefficiencies. The studies found that Boston University has more than enough classrooms, but that the concentration during peak times creates the perception that classroom space is insufficient. Many spaces controlled by academic departments which would be suitable for lecture and discussion courses (proprietary classrooms), are highly underutilized. These rooms are not in the inventory for regular refurbishment and technology upgrades. Many are in need of attention. One of the main reasons undergraduates choose Boston University is that it offers them a full array of courses across the liberal arts and the professions. Following the best practices for scheduling at our AAU peers, the scheduling policies proposed here would enable us to remove a fundamental barrier to our students ability to take full advantage of what we offer. By ensuring more efficient use of space, the proposed policy would also allow us to take the worst classrooms

2 offline. Under guidelines to be developed, proprietary spaces would be included in the list of Registrar-scheduled rooms that receive regular renovation and technology upgrades. 2. Covered Parties: This policy covers all classes scheduled on the Charles River Campus. 3. Defined Terms: General- Purpose Classroom The Postsecondary Education Facilities Inventory and Classification Manual of the National Center for Education Statistics description: Includes rooms or spaces generally used for scheduled instruction that require no special, restrictive equipment or configuration. These spaces may be called lecture rooms, lecture-demonstration rooms, seminar rooms, and general purpose classrooms. A classroom may be equipped with tablet armchairs (fixed to the floor, joined in groups, or flexible in arrangement), tables and chairs (as in a seminar room), or similar types of seating. These spaces may contain multimedia or telecommunications equipment. A classroom may be furnished with special equipment (e.g., globes, pianos, maps, computers, network connections) appropriate to a specific area of study, if this equipment does not render the space unsuitable for use by classes in other areas of study. Pass Time the time between classes. Prime Time includes all instructional minutes scheduled between 10:00 AM and 2:30 PM, Monday through Friday. Proprietary classroom a classroom that is controlled by a school or college or an academic department, rather than by the Office of the University Registrar. 4. University Policy: This policy governs the scheduling of classes in the fall and spring semesters on the Charles River Campus. It applies to all undergraduate and graduate level course offerings. There will be a Pass Time of fifteen minutes between classes, and the actual class times (e.g., 8:00 AM 8:50 AM, 9:05 AM 9:55 AM, etc.) will appear in the Schedule of Classes. All in-person classes must utilize the standard meeting pattern, attached. Exceptions require the approval of the Dean and the Office of the Provost. Approved non-standard courses will be assigned to classrooms on a space-available basis. Non-standard meeting times are discouraged as they tend to overlap with one or more of the standard meeting patterns which may ultimately result in time conflicts for students. Schools and colleges must spread their courses across the day and the week. No more than 50% of a school/college s courses may be scheduled on a Tuesday/Thursday schedule. No more than 60% of a school/college s courses may be scheduled to meet between the hours of 10:00 AM and 2:30 PM. The Office of the University Registrar may use adherence to this provision as a factor in determining room allocation when the

3 number of room requests for a particular day and time exceeds the number of available rooms. Proprietary rooms categorized as General-Purpose Classrooms will have a target daytime utilization rate of 50% for classes. These rooms will be assigned first to classes offered by the controlling academic unit and then to classes assigned by the Office of the University Registrar if the utilization target is not met. In responding to requests for course scheduling, the Office of the University Registrar recognizes the academic value of proximity to departmental and faculty offices and other relevant facilities. 5. Effective Date: Spring 2017 class schedule (September 1, 2016) This will coincide with the implementation of the University s new course scheduling system. 6. History: In 2012 the Rickes Strategic Classroom Study made several recommendations for policy and process changes related to class scheduling, including the implementation of a formal block schedule with clearly defined class start and end times, with a 15-minute pass time, a requirement for each department to schedule 50% of all courses each semester in off-peak time blocks, and the allocation of half of the scheduling window in proprietary general-purpose classrooms for use by the Registrar. In 2013 a Faculty Advisory Board on Course Scheduling and Classroom Use was established. That group, with representatives from all the schools and colleges, reviewed the recommendations of the Rickes study and course scheduling policies among AAU institutions, and discussed a set of proposed scheduling policies for Boston University. In summer 2014, BU contracted with Ad Astra to model several possible standard schedules considered by the Advisory Board, using our current schedule as a model for the number, kind and duration of meetings BU would require. This proposal presents the policies discussed by the Faculty Advisory Board and the standard schedule developed in consultation with Ad Astra. 7. Additional Consultative Bodies: The standard consultative bodies for academic policies (Undergraduate Council, Graduate Council, Faculty Council, the Provost s Cabinet, and the Council of Deans), and the Advising Network serve as the consultative bodies for this policy proposal. 8. Implementation: procedures, timeline and guidelines: The Office of the University Registrar will be responsible for leading the implementation in collaboration with the Charles River Campus school/colleges and academic departments. The OUR will partner with the departments, schools and colleges to assure that the new policy is understood, to monitor adherence, and to enforce compliance.

4 9. Related Policies: Policy on Credit Assignment to Academic Courses Attachments: A. Standard Meeting Patterns B. Schedule C. Rickes Study Recommendation 4 Block Schedule D. Rickes Study Recommendation 5 Scheduling Distribution E. Rickes Study Recommendation 6 Proprietary Classrooms

5 Proposed Standardized Meeting Patterns KEY Days Start Time End Time Weekly Meetings Time Per Meeting Total Time Weekly Meetings Time Per Meeting Total Time M 8:00 8:50 1 0:50 0:50 1 0:50 0:50 T 8:00 8:50 1 0:50 0:50 1 2:45 2:45 W 8:00 8:50 1 0:50 0:50 2 1:15 2:30 R 8:00 8:50 1 0:50 0:50 2 1:45 3:30 F 8:00 8:50 1 0:50 0:50 3 0:50 2:30 M 9:05 9:55 1 0:50 0:50 4 0:50 3:20 W 9:05 9:55 1 0:50 0:50 F 9:05 9:55 1 0:50 0:50 M 10:10 11:00 1 0:50 0:50 W 10:10 11:00 1 0:50 0:50 F 10:10 11:00 1 0:50 0:50 M 11:15 12:05 1 0:50 0:50 T 11:15 12:05 1 0:50 0:50 W 11:15 12:05 1 0:50 0:50 R 11:15 12:05 1 0:50 0:50 F 11:15 12:05 1 0:50 0:50 M 12:20 1:10 1 0:50 0:50 W 12:20 1:10 1 0:50 0:50 F 12:20 1:10 1 0:50 0:50 M 1:25 2:15 1 0:50 0:50 W 1:25 2:15 1 0:50 0:50 F 1:25 2:15 1 0:50 0:50 M 2:30 3:20 1 0:50 0:50 W 2:30 3:20 1 0:50 0:50 F 2:30 3:20 1 0:50 0:50 M 3:35 4:25 1 0:50 0:50 T 3:35 4:25 1 0:50 0:50 W 3:35 4:25 1 0:50 0:50 R 3:35 4:25 1 0:50 0:50 F 3:35 4:25 1 0:50 0:50 M 4:40 5:30 1 0:50 0:50 W 4:40 5:30 1 0:50 0:50 F 4:40 5:30 1 0:50 0:50 M 8:00 10:45 1 2:45 2:45 T 8:00 10:45 1 2:45 2:45 W 8:00 10:45 1 2:45 2:45 R 8:00 10:45 1 2:45 2:45 F 8:00 10:45 1 2:45 2:45 F 11:15 2:00 1 2:45 2:45 T 12:30 3:15 1 2:45 2:45 R 12:30 3:15 1 2:45 2:45 M 2:30 5:15 1 2:45 2:45

6 W 2:30 5:15 1 2:45 2:45 F 2:30 5:15 1 2:45 2:45 T 3:30 6:15 1 2:45 2:45 R 3:30 6:15 1 2:45 2:45 M 6:30 9:15 1 2:45 2:45 T 6:30 9:15 1 2:45 2:45 W 6:30 9:15 1 2:45 2:45 R 6:30 9:15 1 2:45 2:45 TR 8:00 9:15 2 1:15 2:30 TR 9:30 10:45 2 1:15 2:30 TR 11:00 12:15 2 1:15 2:30 TR 12:30 1:45 2 1:15 2:30 TR 2:00 3:15 2 1:15 2:30 TR 3:30 4:45 2 1:15 2:30 TR 5:00 6:15 2 1:15 2:30 8:00 9:45 2 1:45 3:30 8:00 9:45 2 1:45 3:30 8:00 9:45 2 1:45 3:30 10:10 11:55 2 1:45 3:30 10:10 11:55 2 1:45 3:30 10:10 11:55 2 1:45 3:30 12:20 2:05 2 1:45 3:30 12:20 2:05 2 1:45 3:30 12:20 2:05 2 1:45 3:30 2:30 4:15 2 1:45 3:30 2:30 4:15 2 1:45 3:30 2:30 4:15 2 1:45 3:30 4:30 6:15 2 1:45 3:30 4:30 6:15 2 1:45 3:30 4:30 6:15 2 1:45 3:30 TR 8:00 9:45 2 1:45 3:30 TR 10:10 11:55 2 1:45 3:30 TR 12:20 2:05 2 1:45 3:30 TR 2:30 4:15 2 1:45 3:30 TR 4:30 6:15 2 1:45 3:30 F 8:00 8:50 3 0:50 2:30 F 9:05 9:55 3 0:50 2:30 F 10:10 11:00 3 0:50 2:30 F 11:15 12:05 3 0:50 2:30 F 12:20 1:10 3 0:50 2:30 F 1:25 2:15 3 0:50 2:30 F 2:30 3:20 3 0:50 2:30 F 3:35 4:25 3 0:50 2:30 F 4:40 5:30 3 0:50 2:30 MTWR 8:00 8:50 4 0:50 3:20 MTWR 11:15 12:05 4 0:50 3:20 MTWR 3:35 4:25 4 0:50 3:20

7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AM 8 M 6 H MTW T TR MTWR W 6 H MTW R TR MTWR F F 6 H F PM 1 F F F F TR T TR TR F F F F TR R TR TR F F F F F F M F 6H F F F T TR TR TR W F 6H F F F R TR TR TR F F 6H F F F 6 7 M T W R 8 9

8 RECOMMENDATION 4 BLOCK SCHEDULE Implement a formal block schedule with clearly defined class start and end times, with a 15-minute pass time. ISSUE Faculty perception is that there are not enough classrooms or seats to meet the needs of the current course schedule. Students are confronted with significant challenges when scheduling courses outside their school or college, since each College/School manages its own set of discrete scheduling blocks. Students often arrive late to/leave early from class because faculty do not adhere to the class schedule (teaching longer than the defined course block) or because students cannot navigate the crowded halls, busy streets, and linear campus within the nominal 10-minute pass time. Teaching time is compromised because Classroom Technology Services does not have enough time (or any time) between classes to set up or resolve classroom technology issues. Proposed Department of Education regulations may modify required contact hours vis-à-vis credit hours. DRIVERS BU does not have a single, uniform block schedule. There are no clearly defined pass times, because this time is ostensibly included in the class block. STRATEGIES A 49.5 hour weekly scheduling window is proposed, consisting of 60 and 90 minute teaching blocks with a uniform 15-minute pass time. Blocks can be readily combined to support longer classes. Start times should be consistent, although end times may vary when a teaching block of a different length is required. A modeling exercise was performed to determine if current course demand could be accommodated in the proposed block schedule and existing classroom array, assuming that all suggested scheduling policy changes were implemented. All courses were successfully slotted in existing, rightsized classrooms, although further detailed modeling should be completed by BU to show constraints and feasibility based on preferred room type. BENEFITS Students will be able to create a class schedule that includes courses from various Colleges/Schools with minimal conflict. A clearly defined pass time creates concrete start and end times with measurable expectations for both faculty and students. Increasing the pass time to 15 minutes enables students to travel from one building to another even on opposite ends of the campus in between back-to-back classes. This ability also allows more scheduling flexibility because courses need not be held in their home building due to time constraints. Additional time between classes also provides adequate time for the instructor to access the classroom before class begins to prepare materials and technology. After class there is an opportunity to interact with students. The definitive and longer pass time frees up the classrooms between classes to allow for the set up and break down of instructional technology. CHALLENGES Adopting cultural change Applying standard schedule to College/Schools with very different current scheduling practices (SMG/ENG) BENCHMARKS Fourteen of the 17 institutions surveyed via phone indicated that they have a block schedule in place. Weekly scheduling windows fell in the 40- to 50- hour range with half indicating more than 45 schedulable hours. DEPENDENCIES Recommendation 5: Required Scheduling Distribution Recommendation 6: Proprietary Classroom Access Note: Recommendations 5 and 6 are dependencies only if BU plans to continue the current course schedule without creating new classrooms (see information on the modeling exercise in Strategies section, above). TIMEFRAME - xix - Boston University Strategic Classroom Study and Implementation Plan Executive Summary FINAL February 2012

9 RECOMMENDATION 5 REQUIRE SCHEDULING DISTRIBUTION Require each department to schedule 50 percent of all courses each semester in off-peak time blocks. ISSUE Courses are frequently scheduled in classrooms inappropriately sized for course enrollment in an effort to accommodate schedule requests, particularly during peak periods. Instructors and students are either cramped in a small room or lost in a large room. Students find it difficult to schedule needed courses, given the higher concentration of courses within a smaller scheduling window. (This is currently compounded by the lack of a uniform scheduling block system.) Faculty and students have difficulty locating an appropriate room for ad hoc use, such as a guest speaker, as a result of the high rate of use during peak periods. DRIVERS Courses are scheduled disproportionately during peak periods throughout the week and day, leading to scheduling and utilization inefficiencies. STRATEGIES Establish an agreed upon peak period. The peak period, as currently recommended (Recommendation 4) is 10 a.m. through 3 p.m. Individual departments would be assigned responsibility for ensuring compliance. BENEFITS If a required distribution of 50 percent peak/nonpeak courses is adopted, in conjunction with Recommendations 4 and 6 (uniform block schedule and proprietary rooms available to the Registrar for 50 percent of weekly hours), the current course schedule can be accommodated in the existing classrooms. Distributing courses throughout the day and week will achieve a better match between course enrollment and classroom (e.g., size, configuration, amenities). CHALLENGES Faculty accustomed to schedule flexibility Enforcing compliance BENCHMARKS Of the 24 institutions reviewed, 11 clearly indicated that scheduling rules were in place to force the distribution of classes across the entire scheduling window. The typical approach was to specify a ceiling on the percentage of courses that can be scheduled during prime hours. DEPENDENCIES Recommendation 4: Block Schedule TIMEFRAME Spring 2014 to Spring xxi - Boston University Strategic Classroom Study and Implementation Plan Executive Summary FINAL February 2012

10 RECOMMENDATION 6 PROPRIETARY CLASSROOM ACCESS Allocate half of the scheduling window (7 blocks) in proprietary general-purpose classrooms for use by the Registrar. ISSUE The inventory of Registrar classrooms is now being scheduled at recommended maximum capacity. Additional classroom space is needed to supplement the current Registrar classrooms and meet course demand. There is a perceived underutilization of proprietary general-purpose classrooms, although it is essential to note many of the activities that occur in these rooms are co-curricular in nature. DRIVERS Proprietary general-purpose classrooms are scheduled for formal coursework at a much lower rate than Registrar classrooms, leaving substantial time for department-related events and activities. With access to a portion of the time available in proprietary rooms, the Registrar will gain course scheduling flexibility. STRATEGIES Departments will be permitted to identify which scheduling blocks (seven out of the 14 total recommended) will be made available for Registrar use, thereby retaining scheduling control over the balance. This equates to 50 percent of the total scheduling window (in contrast to the proposed utilization target rate of 67 percent for OUR classrooms). Departments will also have the option of requesting that their own courses be given priority when their rooms are scheduled by the Registrar. BENEFITS Access to additional scheduling time means fewer classrooms will be required overall, resulting in capital savings for the institution. Releasing at least 50 percent of the scheduling blocks to the Registrar, in conjunction with Recommendations 4 and 5, allows the current course schedule to be accommodated in existing classrooms (although the demand for various classroom types remains to be confirmed). Departments retain scheduling control over proprietary classrooms for half of the scheduling window (in addition to all hours outside the official window) for departmental events or meetings. CHALLENGES Shifting some control of proprietary classrooms currently under full jurisdiction of individual departments BENCHMARKS Responses to the benchmarking survey indicate that the majority of classrooms elsewhere are centrally controlled, with only a few exceptions. DEPENDENCIES Recommendation 4: Block Schedule TIMEFRAME Spring 2014 to Spring xxii - Boston University Strategic Classroom Study and Implementation Plan Executive Summary FINAL February 2012

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