1
Summary of Alternative Calendar Survey for Students
23 May 2013
Introduction
In Spring 2013, Hartnell College students were given a chance to respond to
survey questions pertaining to Hartnell’s exploration of moving from its current,
18-week academic calendar to a “compressed,” 16- or 17-week academic
calendar. 358 students in total responded; 351 finished the survey.
Two notes of caution: When one compares responses to a particular survey
question with responses to the other survey questions, one discerns that, for
two or more survey questions, the same respondent provides similar, identical,
or related information. In these cases—and in others, as well—verification of
survey submission dates and times confirms the likelihood that the disparate
question responses are being offered by the same respondent. Thus, what
might at first appear to be two distinct respondents’ indicating a recurring or
common concern (for example) often is, instead, one respondent’s repeating
her/his perception in more than one survey question area and sometimes in
more than one way. In and of themselves, repeated responses of this sort are
not problematic. However, one is cautioned about drawing conclusions
pertaining to a given survey question based on the number of like comments
per se that the survey question generates.
Additionally, unlike the survey for employees, the survey for students does not
contain a question that asks respondents to indicate a preference for a particular
semester length per se. Instead, one question allows students to indicate a
preference for the current, 18-week calendar’s scheduling of a 3-unit class; a
preference for a 16-week calendar’s scheduling of a 3-unit class; no preference;
or “other.” In the comments, only one respondent alludes to a 17-week semester
length. However, indicating only that she/he “would not mind” the way in which
such a calendar would yield the scheduling of a 3-unit class, this respondent
does not indicate a clear preference for such a calendar length.
A second question asks respondents to indicate a preference for the current
semester length and final exam scheduling; a 17-week semester that includes a
separate final exam week; or a 16-week semester in which finals are given during
the last week of instruction. Respondents may also indicate that they have no
preference, and they may indicate “other” as a response.
These cautions notwithstanding, the student survey responses and comments do
yield important information pertaining to respondents’ preferences.
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Executive Summary
Analyzed aggregately and comparatively, respondents’ preferences seem to
indicate that a majority of students who responded to the survey favor a
compressed calendar in one form or another, or at least favor key aspects of a
compressed calendar. For example, the question that pertains to the kind of
block scheduling typically found in a compressed calendar asks students how
such scheduling would affect the students’ “ability to attend classes[.]” 36.6% of
the respondents who answered this question indicated that such scheduling
would “[m]ake it easier” for them to attend class. Though not a high percentage,
this is the highest percentage that any of the four possible responses received.
Additionally, the survey question pertaining to an 18-week semester’s
scheduling of a 3-unit class and a 16-week semester’s scheduling of such a
class indicates that 46.9% of the respondents who answered this question prefer
the latter scheduling pattern. This pattern is, in fact, the pattern of block
scheduling typically found in compressed calendars and is the one alluded to in
the survey question pertaining to block scheduling.
Furthermore, 27.7% of the respondents who answered the question pertaining to
the length of a semester and the scheduling of final exams indicate a preference
for a 17-week semester that contains a final exam week; 32.6% of the
respondents who answered this question indicate a preference for a 16-week
semester in which finals are scheduled during the last week of instruction. Thus,
over 60% of the respondents who answered this question indicate a preference
for a compressed calendar of some sort. (It should be noted, too, that, out of 358
respondents, only 3 persons skipped the question pertaining to block
scheduling; that only 6 skipped the question pertaining to the scheduling of a 3unit class; and that only 5 skipped the question pertaining to a semester length
and the scheduling of final exams.)
In and of themselves, none of the above survey responses necessarily suggests
that students favor the college’s adopting a compressed calendar. Taken
together, however, and understood within the aggregate of the survey as a
whole, they do suggest that student respondents prefer either a compressed
calendar or at least one or more components of such a calendar.
Also, respondents’ comments, discussed below, indicate several recurring
themes, points of focus, or concerns, and some of the survey responses yield
results that should be analyzed further. With respect common concerns, one
finds that an overwhelming number of respondents indicate problems or
struggles that interfere with or could otherwise compromise the success of their
educational pursuits. For example, of the respondents who answered the
question pertaining to “obstacles to class attendance,” 56.0% of the students
indicate “family responsibilities”; 55.8% indicate “work schedule”; and 50.4%
indicate “course schedule” (students could respond to “all that apply”).
Among the recurring themes that bear scrutiny is one having to do with
transportation or commuting. 28% of the respondents who answered the
question pertaining to “obstacles to class attendance” indicate that transportation
is one such obstacle. As discussed below, a number of respondents’ comments
directly or indirectly suggest, similarly, that commuting-related issues positively
or negatively affect respondents’ ability to attend class and that these issues
come into play in respondents’ preferences for academic calendar lengths and
concomitant calendar matters (for example, the scheduling of classes).
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Among the response results that require further analysis are those pertaining to
the percentage of respondents who indicate that they are “likely” to take a class
that meets at 2:00 PM or one that meets at 3:30 PM: 37.4% indicate that they
are “likely” to take a class at the former time, and 36.9% indicate that they are
“likely” to take a class at the latter time. “Conventional wisdom” often holds that
students do not want to take classes during these particular afternoon hours.
Once again, it is worth noting that 50.4% of respondents who answered the
question pertaining to “obstacles” to class attendance indicate “course schedule”
as one such obstacle. Further analysis is needed to determine whether or not
there is a correlation at stake here.
Other pertinent themes and considerations are addressed below, in the section
entitled “Survey Details.”
Survey Details
4
A summary of survey response details is attached, as is a list of comments per
question. Below is a summary of per question respondent comments (please note
that not all survey questions ask for or allow for comments).
Question 1: “Obstacles to class attendance: Have any of the following factors
limited the hours that you can attend class? Please indicate all that apply.”
28 respondents provided comments.
Seven respondents indicate that none of the factors listed limits their ability to
attend class. With respect to comments pertaining to common points of focus, four
respondents discuss commuting-related factors; three of these respondents
discuss issues having to do with commuting between the main campus and
elsewhere. Though one of these three respondents indicates that the adoption of a
compressed calendar would improve her/his situation, two of the three respondents
indicate or imply that the adoption of a compressed calendar would or could be a
problem for them.
Four respondents directly or indirectly allude to health-related issues that do or
could affect whether or not the adoption of a compressed calendar would be a
problem for them.
In the employees’ survey, a number of respondents indicate a concern for the
needs of students who work or who need child care. Interestingly, though 55.8% of
the student respondents who answered the question indicate that their work
schedule limits the hours during which they can attend class, only 17.1% of those
who answered the question indicate that child care is a limiting factor for them.
Question 3 identifies a scheduling change that would need to be made were the
college to adopt a compressed calendar. The question then asks respondents to
“indicate…the likelihood that [they] would take classes that start at…indicated
times.”
25 respondents provided comments.
Though the comments indicate mixed reactions among the respondents, there are
some common or recurring themes articulated in the comments. Once again, for
example, several respondents discuss transportation-related concerns. Two note
that particular scheduling patterns might not work for them because of their reliance
on MST. Another writes that the “lack of transportation to and from class is a big
factor for [her/him].” Representing a different perspective, another respondent
comments that “[h]aving classes scheduled in a block format at the main campus
would be a cost savings for [her/him]”; however, yet another respondent comments
that, because of her/his “work and family responsibilities,” she/he “would be most
likely to attend” a one-evening-per-week class and that this arrangement “would be
more costly for part time [sic] students [who need to pay] parking fees.”
Despite the percentage of students who indicate that they would be “likely” to take
classes at 2:00 PM or 3:30 PM (see above), a number (but not all) of the
respondents who offer comments state or imply that such scheduling would not
work for them.
Several respondents indicate that longer class sessions are not preferable for
them, and several indicate or imply a preference for once-a-week classes
(including weekend classes) and/or online classes.
Though it is difficult to determine whether or not a dominant theme or viewpoint
emerges among the 25 comments, one should keep in mind that 50.4% of the
respondents who answered the question concerning obstacles limiting the hours
that respondents could attend class indicate “course schedule” as one of these
obstacles.
Question 4 pertains to “semester length and scheduling preferences” and asks
respondents to indicate a preference either for the 18-week semester
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length/scheduling option or for the 16-week semester length/scheduling option (as
noted above), or to indicate “no preference” or “other.”
7 respondents provided comments.
Though no dominant theme or viewpoint emerges among the comments, two
recurring points of focus are manifest: one respondent indicates a preference for a
compressed calendar and corresponding scheduling, suggesting that such an
arrangement would improve her/his commuting situation; another respondent,
though, does not seem to endorse compressed calendar scheduling, expressing a
concern for student attention spans during long class sessions.
Two respondents indicate a preference for once-a-week classes (one specifies a
preference for fewer days of lecture in particular).
Question 5 pertains to “semester length: scheduling finals” and asks respondents
to indicate a preference for the current, 18-week semester arrangement, for a 17week semester that includes a final exam week, or for a 16-week semester in
which final exams are given “during the last week of instruction”; respondents may
also indicate “no preference” or “other.”
4 respondents provided comments.
No dominant pattern emerges among the comments.
One respondent, who indicates a preference for the current semester length, notes
that she/he “would also prefer” for her/his final exam to be “aligned with [her/his]
actual class schedule.” This respondent elaborates upon her/his preference by
noting that, when final exam week occurs, she/he is “forced to juggle [her/his]
schedule in order to ensure [that she/he] get[s] all of [her] tests.” It is again worth
noting the percentage of respondents who indicate that “course schedule” is a
limiting factor regarding their ability to attend class.
This same respondent also comments on and takes a position with respect to a
matter that is addressed by respondents in the employees’ survey: “A
comprehensive test doesn’t mean that the test must be three hours long.”
Question 6: “Semester start time preferences: Which of the following options would
you prefer for the beginning of the fall semester?”
4 respondents provided comments.
One respondent prefers the status quo. Two respondents prefer a later start. One
of these respondents also notes a preference for two summer sessions and no
winter intercession.
Question 7: “Semester start time preferences: Which of the following would you
prefer for the starting time for spring semester?”
2 respondents provided comments.
The same respondent who, in her/his comment pertaining to question 6, indicates a
preference for the status quo also indicates a preference for the status quo
pertaining to the start of the spring semester.
The other respondent favors the spring semester’s starting in March and ending
during the first week in May. Though at first glance this response might seem
strange, it is consistent with others of the respondents’ comments and might
indicate a concept of education delivery that is worth noting. In her/his comment
pertaining to the question asking about semester length and final exam scheduling
preferences, this respondent indicates a preference for a 12- to 14-week semester.
Some major universities do offer semesters with fourteen weeks of instruction and
one week of final exams. Also, this respondent’s preference aligns well with
accelerated scheduling options. Responding to factors limiting class attendance,
this same respondent writes, “too [many] hours in classes”—a perspective echoed
by other respondents and one that is at the heart of a number of recent critiques of
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higher education delivery. And, responding to the question pertaining to semester
length and 3-unit class scheduling, she/he comments, “only one day for class.”
Again, this comment is consistent with the respondent’s other comments and
echoes a preference articulated by other respondents, as well.
Question 8 asks respondents to indicate their “preference for spring break.”
4 respondents provided comments.
The comments offer a mixture of responses. No dominant theme or viewpoint
emerges.
Question 10 asks respondents to indicate the “type of summer session [that they]
prefer.”
7 respondents provided comments.
The comments offer a mixture of responses. No dominant theme or viewpoint
emerges.
One respondent’s comment alludes to a matter that is worth noting: she/he
indicates a desire to have “summer project based [sic] classes” in Computer
Science. Indirectly, this respondent addresses the question of options that could be
possible in the summer were the college to adopt a compressed calendar. She/He
also tacitly alludes to a program review matter pertaining to her/his program of
study: “CompSci really needs classes [in which] students work on projects as
opposed to short assignments.”
Final Summary
Compared to the results from the employees’ survey, the results from the students’
survey do not necessarily, or at least easily, yield the conclusion that a majority of
the survey’s 358 respondents strongly support the college’s adopting a
compressed calendar. However, as noted earlier, the aggregate of the responses
and comments do indicate support for the college’s adopting such a calendar, or at
least adopting major components of such a calendar.
Perhaps even more important, student respondents provide invaluable information
concerning issues that positively or negatively affect or could affect their
educational pursuits at Hartnell. Whether or not they had meant to do so, they also
alert us to the need for us to question some of our key underlying assumptions
about educational theories and practices.
Prepared by Richard J. Prystowsky
23 May 2013
Hartnell College Alternative Calendar Student
Survey
1. Obstacles to class attendance: Have any of the following factors limited the hours that
you can attend class? Please indicate all that apply.
Response
Response
Percent
Count
Family responsibilities
56.0%
190
Work schedule
55.8%
189
Child care
17.1%
58
Course schedule
50.4%
171
Transportation
28.6%
97
Other
5.6%
19
Other (please specify)
1 of 17
28
answered question
339
skipped question
19
2. Block Scheduling: A shortened semester will mean that classes will be offered in blocks,
i.e., Monday-Wednesday or Tuesday-Thursday. You will spend as many hours in class over
the semester as you do now. Although you will spend fewer days in class overall, the time
spent in class each day may be longer. How would this affect your ability to attend classes?
Choose one answer.
Response
Response
Percent
Count
Make it easier
36.6%
130
Make it harder
27.6%
98
Have no impact
14.4%
51
Don't know
21.4%
76
answered question
355
skipped question
3
2 of 17
3. Starting times for classes: If the semester is 1-2 weeks shorter but the overall time
spent in class is unchanged, we will have to schedule some classes differently than we do
now. Also, we can no longer schedule classes that meet MWF for 50 minutes each. A threeunit class would therefore meet once or twice a week. A 3-unit lecture class that meets
once a week would run for about 3 hours, or twice a week for 85 minutes each meeting.
Please indicate below the likelihood that you would take classes that start at the indicated
times. (Note that we are asking only about time slots that we do not currently use regularly.
We will still schedule classes within the time periods that we currently use.) Mark all that
apply.
Rating
Very likely
Likely
Unlikely
Very unlikely
Morning class 6:00 AM
7.8% (25)
6.9% (22)
16.9% (54)
70.2% (224)
319
Morning class 6:30 AM
7.2% (23)
8.5% (27)
16.9% (54)
69.3% (221)
319
Morning class 7:00 AM
12.9% (42)
17.2% (56)
13.5% (44)
57.7% (188)
326
Morning class 7:30 AM
17.6% (58)
29.1% (96)
10.0% (33)
45.8% (151)
330
Afternoon 2:00 PM
32.4% (104)
37.4% (120)
13.1% (42)
17.8% (57)
321
Afternoon 3:30 PM
29.1% (93)
36.9% (118)
12.8% (41)
21.6% (69)
320
Evening 5:00 PM
26.3% (83)
36.2% (114)
17.8% (56)
20.6% (65)
315
Evening 5:30 PM
28.3% (90)
33.6% (107)
21.1% (67)
19.2% (61)
318
Evening 7:00PM
29.6% (91)
26.4% (81)
21.5% (66)
25.4% (78)
307
Friday only 9:00 AM
36.6% (115)
39.5% (124)
7.6% (24)
18.5% (58)
314
Friday only 1:00 PM
29.6% (91)
38.1% (117)
12.7% (39)
20.5% (63)
307
Saturday only 9:00 AM
23.8% (76)
21.9% (70)
13.8% (44)
41.7% (133)
319
Saturday only 1:00 PM
19.3% (59)
19.6% (60)
12.7% (39)
49.7% (152)
306
Additional comments:
3 of 17
Count
25
answered question
353
skipped question
5
4. Semester length and scheduling preferences: When you consider the length of a
semester, you should also consider the time spent per week in each class. We use a 3-unit
lecture class as an example. Choose one answer.
Response
Response
Percent
Count
The current, 18-week semester in
which a 3-unit lecture class meets
150 minutes per week (typically
34.7%
122
46.9%
165
16.5%
58
2.0%
7
answered question
352
skipped question
6
three 50-minute or two 75-minute
sessions)
A 16-week semester in which a 3unit lecture class meets 170
minutes per week (typically 2 85minute sessions)
No preference
Other (please specify)
4 of 17
5. Semester length: scheduling finals Currently, the last week of the semester is finals
week following 17 weeks of instruction, for a total of 18 weeks. If the semester is 16 weeks
in total duration, finals would be scheduled during the last week of instruction. Alternatively,
a traditional finals week could be scheduled after 16 weeks of instruction, resulting in a
semester that is 17 week in duration. Which type of schedule do you prefer?
Keep it the way it is
Response
Response
Percent
Count
29.7%
105
22.7%
80
32.6%
115
13.9%
49
1.1%
4
answered question
353
skipped question
5
Have a 17-week semester, with 16
weeks of instruction followed by a
finals week
Have a 16-week semester, with
finals scheduled during the last
week of instruction
No preference
Other (please specify)
5 of 17
6. Semester start time preferences: Which of the following options would you prefer for the
beginning of the fall semester?
Response
Response
Percent
Count
An early-start semester that
begins in mid-August and ends
64.3%
227
23.5%
83
11.0%
39
1.1%
4
answered question
353
skipped question
5
in mid-December
A later start that begins after Labor
Day and ends the week before
Christmas
No preference
Other (please specify)
7. Semester start time preferences: Which of the following would you prefer for the starting
time for spring semester?
Begin in mid-January and end in
mid-May
Begin in early February and end in
early June
No preference
Other (please specify)
6 of 17
Response
Response
Percent
Count
74.8%
264
16.7%
59
7.9%
28
0.6%
2
answered question
353
skipped question
5
8. Spring break: Currently, spring break is scheduled the week before Easter, so the timing
varies from year to year within the semester. It is possible to schedule spring break at a
fixed time (such as after week 8, halfway through the semester), or eliminate it altogether
and end spring semester a week earlier. What is your preference regarding spring break?
Response
Response
Percent
Count
Keep it the way it is and
schedule it the week before
57.7%
205
17.7%
63
10.7%
38
13.0%
46
1.1%
4
answered question
355
skipped question
3
Easter
Schedule it after week 8, thus
always in mid-to-late March
Eliminate spring break and finish a
week earlier
No preference
Other (please specify)
9. Summer classes: If more classes were offered in the summer, would you be more likely
or less likely to take summer classes? Choose one answer.
Response
Response
Percent
Count
More likely
76.0%
269
Less likely
5.4%
19
Will not make a difference
18.9%
67
answered question
354
skipped question
4
7 of 17
10. Summer classes: If the fall and spring semesters have fewer weeks, we can schedule
longer summer sessions. Which type of summer session do you prefer? Choose one
answer.
Response
Response
Percent
Count
Six weeks long
30.2%
107
Eight weeks long
10.5%
37
Both- it depends on the class
41.5%
147
No preference
15.8%
56
2.0%
7
answered question
354
skipped question
4
Other (please specify)
8 of 17
9 of 17
Page 2, Q1. Obstacles to class attendance:
Have any of the following factors limited the hours that you can attend class? Please indicate all that apply.
1
None
May 17, 2013 1:34 PM
2
Traffic
May 17, 2013 12:58 PM
3
Not enough time allowed between classes ending on Main Campus and classes
starting on East Campus
May 16, 2013 5:47 PM
4
Homework and study time
May 16, 2013 4:07 PM
5
other groups outside of the school arena
May 15, 2013 9:46 PM
6
I do not have obstacles to attend classes
May 15, 2013 3:24 PM
7
N/A
May 15, 2013 2:13 PM
8
outside volunteer work
May 15, 2013 11:25 AM
9
medical appointments
May 7, 2013 9:28 PM
10
I have no factors limiting me in my ability to attend class.
May 7, 2013 8:37 PM
11
If shortening the weeks interferes with commuting to Salinas from King City for
day and evening commutes this would greatly impact me. I CANNOT commute
twice in one day from King City. I currently only take either morning or night
classes but not both together. If this was implemented I would have to drop as a
Hartnell student.
May 7, 2013 6:17 PM
12
Academic Endurance
May 7, 2013 5:28 PM
13
None
May 7, 2013 9:15 AM
14
If the change is implemented it would most likely make it harder for me to create
a schedule that works around other responsibilities that I have as well as dealing
with chronic heath issues.
May 6, 2013 8:15 PM
15
no
May 6, 2013 11:29 AM
16
none
May 5, 2013 9:06 PM
17
I usually take evening classes and longer ones at that time could be problematic.
May 5, 2013 5:38 PM
18
I work and live in Greenfield, and I find it difficult to be driving to Salinas to take
classes 2 or 3 times a week, so once a week classes work better for me unless if
they are offered closer too home. There was one semester in the past where I
had to drive to Salinas, Soledad and King city just to get the classes I needed, so
I think if there was a way to add more classes in King City campuses that will be
great. As for question #2, longer classes would help me have a more flexible
work schedule, but at the same time, if classes are shorted I can take advantage
to take 2 classes instead on only 1 long class.
May 5, 2013 4:05 PM
19
Unexpected events such as emergencies, illness or accidents.
May 5, 2013 1:16 AM
10 of 17
Page 2, Q1. Obstacles to class attendance:
Have any of the following factors limited the hours that you can attend class? Please indicate all that apply.
20
too much hours in classes.
May 5, 2013 12:34 AM
21
My current home situation doesn't allow me to take earlier classes in the morning
like I use to be able to therefore limiting my classes.
May 4, 2013 10:52 AM
22
Students who work during the day and are able to attend evenings only should
be considered when making the change
May 4, 2013 10:49 AM
23
Interferes with other classes
May 4, 2013 10:34 AM
24
none
May 4, 2013 8:49 AM
25
None
May 4, 2013 8:15 AM
26
Sitting to long in class bad back
May 4, 2013 8:08 AM
27
Hands on Art classes don't lend themselves to a shorter semester. You need
the length of time or extend open lab hours (non compulsorty)
May 4, 2013 4:41 AM
28
Money class conflicting
May 4, 2013 12:49 AM
11 of 17
12 of 17
Page 2, Q3. Starting times for classes:
If the semester is 1-2 weeks shorter but the overall time spent in class is unchanged, we will have to schedule
some classes differently than we do now. Also, we can no longer schedule classes that meet MWF for 50 minutes
each. A three-unit class would therefore mee...
1
I currently take classes in King City with a block schedule. They begin at 9am,
1pm or 6pm. This works great for planning my schedule. Having classes
scheduled in a block format at the main campus would be a cost savings for me
(gas/car maintenance).
May 16, 2013 8:39 AM
2
i work full time. so no mornimg classes.
May 15, 2013 10:37 PM
3
Many students including myself may not be able to make it to the early 6 a.m.
morning classes due to lack of transportation, since a lot of us rely on the mst for
transportation!
May 13, 2013 11:08 AM
4
maybe a later night class will work as well. i know im up at later hours, so i would
attend a later night class.
May 7, 2013 9:28 PM
5
Since I commute from King City I prefer to go for early and longer classes and
lessen my commute. Preferably Monday-Friday, not weekends. Keep in mind,
the majority of students from Southern Monterey Co. commute. If early (6am)
morning classes change we may not be able to use the MST and most of us
depend on MST schedule.
May 7, 2013 6:17 PM
6
Classes at 8 and/or 11 work best.
May 7, 2013 5:24 PM
7
I have work furlughs so also have a shortened work week but longer days. I
work 7am-6pm with an hour for lunch. Only fridays off. by offerring no 1 hour
12pm class for me mon-thursday doesn't work. but then again...i guess the
schedule is more for those who don't work. If you offer more on-line classes and
make them user friendly then that would help many that work full-time.
May 7, 2013 7:27 AM
8
I prefer to start my daily classes at 8:00 am and end all classes by 2:00 pm.
Taking a class after 2:00 pm conflicts with completing my homework. I will avoid
a "three hour class" at all costs. I will avoid weekend classes as well.
May 6, 2013 9:50 PM
9
Not too early and not too much hours but if there are then let know teachers that
they should be less stricks in leaving lots of homework and just try to make the
class easy and relax please no one can concetrate with too much stress
May 6, 2013 7:34 PM
10
I think classes should be all 90 min and meet three weeks if their 3 units and 5
units should meet all days 50 min as normal
May 6, 2013 11:31 AM
11
I am willing to go along with the new changes as long as it is the best thing to do,
overall, for the future.
May 6, 2013 11:29 AM
12
This is ridiculus. This is going to make it harder on students that actually have
harder classes such as science classes.
May 6, 2013 9:17 AM
13
Due to work and family responsibilities a 1 day 6-9 p.m. would be most likely to
attend it would be more costly for part time students for parking fees.
May 5, 2013 8:02 PM
14
Because of my work schedule 8am-2pm I can only attend classes hours after
2pm
May 5, 2013 5:40 PM
13 of 17
Page 2, Q3. Starting times for classes:
If the semester is 1-2 weeks shorter but the overall time spent in class is unchanged, we will have to schedule
some classes differently than we do now. Also, we can no longer schedule classes that meet MWF for 50 minutes
each. A three-unit class would therefore mee...
15
After noon classes is hard for me to take as a working studnet because I wouldnt
really be able to work morning shifts, nor evening shifts. I have tooken
Saturaday classes before, and eventhough they are long, they are a great benifit
and worth sacrifice. And I would DEFINETLY loooveee to take 7-7:30am
classes because I can start my day early and prob be able to squish in another
class. Only conflict I see about that is I think A LOT of students will be tardy and
prob cause them to drop. So their should be a pre qualified or some type of
petition that gives working people/moms etc. preference because that way you
have students who are completely dedicated to make it to class consistently.
May 5, 2013 4:05 PM
16
due to the classes being changed to three hour meetings once a week, I would
likely take one of these classes either mid-morning or mid-afternoon. The lack of
transportation to and from class is a big factor for me.
May 5, 2013 2:59 PM
17
Straight up inconvenient
May 5, 2013 2:49 PM
18
My answers are based on my current work schedule, which primarily is MonThu, 6:00 AM - 4:00 PM, in San Jose. I would prefer more Friday and Saturdays
courses and hours.
May 5, 2013 9:29 AM
19
Need more on-line classes!
May 5, 2013 7:14 AM
20
Where is the 10:00AM? and 11:00AM? I am only able to take classes between
9:00 AM everyday (not just Friday) through preferably 12:00 or 1:00PM. This is
how my schedule has been since I started at Hartnell and I don't plan on making
it any different. I am not okay with taking classes starting any later than 1:00 PM.
It is just too difficult for me to make it to school.
May 4, 2013 10:52 AM
21
Classes twice a week are already really long as they are
May 4, 2013 10:49 AM
22
Making a class 3 hours long will only make some students not want to take it. I
rather have class 3 times a week.
May 4, 2013 10:06 AM
23
I am retired and old. Classes for me should be spread out through the week and
not late at night. I am involved in a lot of volunteer work at a hospital and other
institutions. I like the way it is now and has been since I attended Hartnell in
1952
May 4, 2013 8:49 AM
24
I dont like this schedule
May 4, 2013 8:17 AM
25
Some classes could use an additional day. Any weekday 8AM - 1PM is usually
good for me.
May 4, 2013 1:49 AM
14 of 17
Page 2, Q4. Semester length and scheduling preferences:
When you consider the length of a semester, you should also consider the time spent per week in each class. We
use a 3-unit lecture class as an example. Choose one answer.
1
I like the class being compressed to 2 days per week instead of 3 because I
commute from King City. This would limit the days I would need to spend gas
money getting to and from class, and would be much preferred.
May 16, 2013 5:21 PM
2
I'm not sure exactly how this would affect students. The reason being that
sometimes it is hard enough to sit in a class for 75minutes (for example, in one
of my classes after the first 50 minutes everyone checks out. If you look around
all you see is people looking at their phones, watches, and the clock so they can
pack up and leave.) On the other hand this may make it easier for the students
who work.
May 14, 2013 8:56 AM
3
Make classes smaller because many students including myself like to seat in the
front and whith so many students its hard to see from the back seats or side
corners
May 6, 2013 7:34 PM
4
I would not mind a 17-week semester in which a 3-unit lecture class meets 160
minutes per week.
May 6, 2013 3:08 PM
5
I am agreeable to either an 18- or 16-week semester with lecture being one day
only. I prefer less days for lecture, if possible.
May 5, 2013 9:29 AM
6
only one day for class
May 5, 2013 12:34 AM
7
I participated in a Political Science course at MPC that was only 8 weeks long.
While still taking 12 units at Hartnell and working three days a week. It was not
difficult.
May 4, 2013 9:08 AM
Page 2, Q5. Semester length: scheduling finals
Currently, the last week of the semester is finals week following 17 weeks of instruction, for a total of 18 weeks. If
the semester is 16 weeks in total duration, finals would be scheduled during the last week of instruction.
Alternatively, a traditional fina...
1
It is hard to say which one would work better or I would like better because I'm
so used to the schedule we have now.
May 14, 2013 8:56 AM
2
I would prefer the 18 week semester. I would also prefer if my final aligned with
my actual class schedule. If I have a class that meets at 8:00 am, 3 times a week
for an hour, my final should be scheduled for 8:00 am, no longer than an hour. A
comprehensive test doesn't mean that the test must be three hours long. When I
schedule a class, I set my life around it. When the week of finals comes around, I
am forced to juggle my schedule in order to ensure I get to all of my tests. The
final exam should fall into the regular class schedule.
May 6, 2013 9:50 PM
3
Having 17 weeks of instruction and having one week off from all classes to
prepare for finals. So then finals would be a week after that.
May 5, 2013 9:58 PM
15 of 17
Page 2, Q5. Semester length: scheduling finals
Currently, the last week of the semester is finals week following 17 weeks of instruction, for a total of 18 weeks. If
the semester is 16 weeks in total duration, finals would be scheduled during the last week of instruction.
Alternatively, a traditional fina...
4
only 12 to 14 weer por semester.
May 5, 2013 12:34 AM
Page 2, Q6. Semester start time preferences:
Which of the following options would you prefer for the beginning of the fall semester?
1
I like it the way it is
May 16, 2013 4:07 PM
2
Later start begin after labor day and end a week and a half before christmas
May 15, 2013 1:29 PM
3
Actually it will be great if the classes where not that expensive as well as the
books you should let us borrow it and who ever doesnt return it on time then
Charge for the delay
May 6, 2013 7:34 PM
4
I would rather have two summer sessions, instead of a winter intersession, so a
late start.
May 5, 2013 11:58 AM
Page 2, Q7. Semester start time preferences:
Which of the following would you prefer for the starting time for spring semester?
1
I like it the way it is
May 16, 2013 4:07 PM
2
march and end in the first weeek of may
May 5, 2013 12:34 AM
Page 2, Q8. Spring break:
Currently, spring break is scheduled the week before Easter, so the timing varies from year to year within the
semester. It is possible to schedule spring break at a fixed time (such as after week 8, halfway through the
semester), or eliminate it altogether and end spring semeste...
1
schedule it to always be the first week of April
May 16, 2013 6:21 PM
2
Week after Easter
May 16, 2013 8:39 AM
3
Four day Easter weekend. Either Friday/Monday off, or Thursday/Friday off.
May 6, 2013 4:20 PM
4
We need a break from school. Spring break really helped.
May 4, 2013 10:06 AM
16 of 17
Page 2, Q10. Summer classes:
If the fall and spring semesters have fewer weeks, we can schedule longer summer sessions. Which type of
summer session do you prefer? Choose one answer.
1
keep it the way it is
May 14, 2013 8:52 PM
2
The current class schedule can be kept in place and the summer class can be
extended to eight or even ten weeks. It will simply require the student to forgo
their summer vacation. If a student is serious about the class, they will make that
sacrifice.
May 6, 2013 9:50 PM
3
This doesn't apply to science major because science classes are not offered
during summer. the reason is because they are HARDER!!!!
May 6, 2013 9:17 AM
4
if possible make it a 7 week semester, but other wise just keep it at 6 weeks.
May 5, 2013 7:58 PM
5
or lees weeks for semesters.
May 5, 2013 12:34 AM
6
Its just saving hartnell money, giving, teachers and students more to do with less
resources
May 4, 2013 2:09 PM
7
In Computer Science (my major), I know that this summer there is an android
app class. I think in this major, summer project based classed would be really
awesome! CompSci really needs classes where students work on projects as
opposed to short assignments.
May 4, 2013 1:49 AM
17 of 17