1
Summary of Alternative Calendar Survey for Employees
21 May 2013
Introduction
In Spring 2013, Hartnell College faculty, classified staff, and
administrators/managers 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. 127
persons in total responded; 120 finished the survey.
Because the survey summary provided by SurveyMonkey does not disaggregate
constituency group responses per question, one cannot determine the per
question response rate percentage pertaining to a particular constituency group
(though, concerning some individual responses, one might infer a respondent’s
group affiliation). However, since two of the survey questions are aimed at
faculty—the question pertaining to one’s “teaching schedule” and two of the three
parts of the question (if not all three parts) pertaining to “finals week”—it is
reasonable to conclude that all or nearly all of the responses pertaining to these
two questions are from faculty. The comments relevant to these questions would
seem to support this conclusion, as well.
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, if not identical, information. In
some cases, the individual herself/himself indicates as much, by offering
comments such as “See comments above” or “See previous comments.” In one
case, a respondent simply repeated the same comment verbatim throughout
the comment sections. 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) 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 based on
the number of comments per se. This caution is analogous to the caution
pertaining to one’s drawing conclusions about an institution’s enrollment based
upon one’s receiving only duplicated head count data.
Additionally, one should be cautious about drawing conclusions pertaining to any
given survey question. For example, when asked how the respondent would
“evaluate the effectiveness of [another] institution’s [compressed calendar]”—that
is, another institution at which the respondent had worked—over 50% of the
respondents indicated that the institution’s calendar was “[m]ore effective than
problematic”; over 25% did not see a significant difference; and only 5% felt that
the institution’s calendar was “[m]ore problematic than effective.” However, only
40 out of the 127 respondents answered this question. Thus, the results for this
question indicate that over 50% of the 40 persons who responded to this question
felt that the other institution’s compressed calendar was more effective than
problematic. Furthermore, even if it is the case that a majority of the 127 persons
who responded to the survey indicated that the other institution’s calendar was
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more effective than problematic, this result would not necessarily imply that these
respondents favor a compressed calendar or that they favor Hartnell’s having
such a calendar.
All of that said, a review of the survey responses indicates that a large percentage
of respondents indicate a positive view with respect to the college’s adopting a
compressed calendar. It can therefore be concluded that a large percentage of
respondents seem to favor the adoption of such a calendar. The “Final Summary”
section of this report elaborates upon this conclusion.
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Executive Summary
Several dominant themes emerge from the survey: Overwhelmingly, respondents
who answered the question “Which semester length (including finals) would you
prefer?” indicate a preference for a compressed calendar. 71 out of the 116 persons
(61%) who responded to the question indicate a preference for a 16-week semester;
16 out of the 116 persons who responded (14%) indicate that they favor a 17-week
semester. Thus, in total, 87 of the respondents who answered the question (75%)
indicate that they prefer a compressed calendar. By contrast, only 13 of the
respondents who answered the question (11%) indicate a preference for an 18week semester (which is the current semester length at Hartnell College), and 16 of
the respondents who answered the question (14%) indicate that they have no
preference.
The responses to the question “Are you in favor of a compressed calendar at
Hartnell College?” yield similar percentages. 79 out of the 116 respondents who
answered this question (68%) indicate “yes” for the college’s having a 16-week
calendar; 13 out of the 116 respondents (11%) indicate “yes” for the college’s having
a 17-week semester. Taken together, these responses indicate that 92 out of the
116 persons who answered the question (79%) are in favor of the college’s adopting
a compressed calendar. By contrast, 12 out of the 116 respondents (10%) indicate a
preference for there to be “[n]o changes,” and 12 out of the 116 respondents (10%)
indicate “No opinion/not sure.” (NB: Further analysis would need to be undertaken to
determine per question matches between the two groups of 116 respondents.)
A second dominant theme that emerges from the survey is that a number of the
relatively small percentage of persons who are critical of Hartnell’s adopting a
compressed calendar strongly oppose the college’s making this move. In one
case, for example, the same respondent commented “Please no compressed
schedule!” in the comment areas for multiple questions, whether or not the
comment is directly related to the question being asked. In the “additional
comments” area pertaining to “compressed calendar scheduling” in general,
another respondent writes, “NO. I AM NOT IN FAVOR” (all caps in the original).
Elsewhere, in the comments section pertaining to the question about the
effectiveness of another institution’s compressed calendar, this same responded
writes, “The area culture, the population and the population’s academic
readiness ARE NOT READY FOR A COMPRESSED CALENDAR” (all caps in
the original).
A third dominant theme that emerges from the survey comments—regardless of
whether or not respondents favor the college’s adopting a compressed
calendar—is that many, if not the vast majority, of respondents allude to positive
or negative impacts on students when they indicate in general their preference
for the current or for a compressed calendar, as well as when they indicate
specific points pertaining to scheduling, final exams, and the like. This general
focus of concern on the wellbeing of students is evident throughout the
comments, whether or not respondents agree on the impact that a change in the
college’s academic calendar will or could have on student learning or other,
related matters.
Survey Details
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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 4—“If yes, how would you evaluate the effectiveness of that institution’s
schedule?”—asks respondents who had indicated “other” to provide specific
information. Though it is not clear that all of the comments were provided by those
respondents who had indicated “other,” 5 respondents did provide comments. All
but one of the comments indicate benefits and/or concerns. None of the comments
indicates a negative perspective in general regarding compressed calendars. One
of the comments focuses on student learning, one focuses on a transfer-related
matter, and one alludes to efficiency (“Extremely practical and saves money”), a
matter alluded to elsewhere in the survey, as well.
Question 5: “Use this space to add any additional comments regarding your
evaluation of the effectiveness of that institution’s schedule.”
22 respondents provided comments.
13 respondents commented positively; 4 commented negatively. 5 respondents
provided comments that are neutral, that contain a mixture of positive and negative
perspectives, or that are otherwise difficult to classify. In addition, a number of the
comments do not seem directly related to the comment prompt.
The positive comments reflect perspectives and themes found elsewhere among
the survey’s comments. For example, one respondent alludes to the increased
possibilities for professional development that would result from the college’s
having a compressed calendar. Other respondents allude to the possibility of the
college’s having a winter session and an 8-week summer term. Another respondent
points out “economic/environmental advantages” to the college’s having a
compressed calendar. And several respondents focuses on positive impacts on
student learning. According to one such respondent, “Students tend to be more
successful in compressed schedules….” Another respondent indicates that a
compressed calendar “is effective and beneficial to students[,]” adding, “I noticed
that the students get tired towards the end of the semester.” Yet another
respondent writes, “If other students are succeeding in 16 weeks, so can our
students. We’ve got motivated students. Don’t sell them short by saying ‘they can’t.’
They can.”
Again, the above comments reflect themes/points of focus found elsewhere in the
survey, as well.
Interestingly, the negative comments also focus on the impact that a compressed
calendar would or could have on students. One respondent writes, “I am strongly
against adopting a compressed calendar. It will have a significant negative impact
on student success.” The respondent who writes that the “area culture, the
population and the population’s academic readiness ARE NOT READY FOR A
COMPRESSED CALENDAR” (see above; all caps in the original) adds that “[w]e
have a culturally, academically depressed student body and you want to shorten
the ‘learning’ time…. [The compressed calendar] works in other places because
their students are different. This would be a disservice to ours.”
Question 6: “Which teaching schedule describes the way you currently teach your
classes (check all that apply)?”
10 respondents provided comments regarding their teaching schedules. The
responses indicate a mixture of teaching schedules. No dominant pattern emerges.
Question 7: “Use this space to add any additional comments regarding your current
teaching schedule.”
13 respondents provided comments.
Though the comments range rather widely in focus and emphasis, once again a
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number of respondents focus on how a change in scheduling might impact
students. One respondent, for example, emphasizes the importance of students’
having frequent opportunities to practice skills; similarly, another respondent
emphasizes the importance of “frequent contact with students” who are taking
developmental courses. Another respondent suggests that a change “to a MW and
TTH schedule will allow more time for each individual class.” This respondent adds,
“By the time I take roll in a MWF class there isn’t enough time to get through
discussions or videos.” Finally, another respondent comments that she/he has
“included more homework so students will review during the five days between the
Th and T classes.” This last focus—pertaining to the time between classes (or, in
some cases, between terms)—appears in comments elsewhere in the survey, as
well.
Question 8 identifies a scheduling change that would need to be made were the
college to adopt a compressed calendar. The question then asks respondents if it
would be “problematic” for them to have 3-unit lecture classes that used to meet on
MWF now “offered in a MW or TTH schedule block.”
21 respondents provided comments.
Most of the respondents do not indicate that this change in scheduling would be a
problem. Once again, several respondents focus on the impact that the change
would have on students. One respondent, who “see[s] advantages for many of our
students[,]” focuses on a matter on which other respondents, elsewhere in the
survey, also focus: “fewer arrangements [would need] to be made for those who
work or who have children or others to care for.” Another respondent writes, “This
[change in scheduling] is actually better! Friday classes are often ditched by
students.” Another respondent, alluding to the matter pertaining to the length of
time between a Wednesday and a Monday class session or between a Thursday
and a Tuesday class session, notes that the change in scheduling, though not “a
show-stopper,” nevertheless “gives students a lot of time to forget what was
discussed previously.”
The respondents who were critical of the change in scheduling focused on faculty
impact. One respondent, for example, writes that she/he “would have difficulty
physically” because of the short time to rest between classes. Like other critical
perspectives expressed in the survey, one respondent’s negative comment is
rather strong. “Switching to this system would mean faculty would have to teach
later and some switch to evening classes.” She/He ends her/his comment by
noting, “I will seriously consider leaving Hartnell if this change happens.”
Question 9: “Which teaching schedule would you prefer for the majority of your
classes (check all that apply)?”
5 respondents provided comments regarding their teaching schedule preferences.
The responses indicate a mixture of preferences. No dominant pattern emerges.
Question 10: “Use this space to add any additional comments regarding your
preferred teaching schedule.”
12 respondents provided comments.
The responses range widely. No dominant pattern emerges.
Question 11: “Some colleges have opted to eliminate spring break. Which of the
following schedules would you prefer?”
9 respondents provided comments.
5 respondents allude to the college’s taking into consideration alignment-related
matters (e.g., aligning Hartnell’s spring break with a K-12 district’s break). Focusing
on students’ needs—a common theme throughout the survey—one respondent
writes, “Whatever meets the needs of the majority of students with childcare
issues[.]”
Question 12: “Use this space to add any additional comments regarding your
preferred break schedule.”
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18 respondents provided comments.
Perhaps more than in any other section of the survey, the comments in this section
of the survey illuminate recurring survey motifs. Many of the comments are studentfocused. At least two respondents allude to retention issues:“Too many students
leave and don’t come back after Spring Break”; “Our biggest drop in students
comes after Spring Break….” Another respondent focuses on student learning: “By
the time students get back on track [after Spring Break], [they] have to turn in term
papers and prepare for finals.” Other respondents note that students with childcare
issues might be adversely affected—if, for example, the college does not align its
spring break with that of a K-12 district, or if the college eliminates spring break but
the schools attended by the students’ children have spring break.
At various points in the survey, respondents comment on the positive impact that
the compressed calendar can have for facility maintenance and other such matters.
In the comments pertaining to question 12, one respondent echoes this recurring
theme: “This [break] gives administration and maintenance the ability to fix and
maintain problems that arise during the semester.” Another respondent notes: “Not
only do students and faculty look forward to the break, but it is also a valuable time
for maintenance and grounds to do certain projects.”
Question 13 pertains to the scheduling of final exams and asks respondents to
indicate their preference for final exam scheduling.
3 respondents provided comments. No dominant theme emerges from the
comments.
Question 14: “Which of the following best describes your practices and needs for
giving finals?”
4 respondents provided comments. No dominant theme emerges from the
comments.
Question 15: “Use this space to add any additional comments regarding your
preferred final exam schedule.”
18 respondents provided comments.
Although no dominant preference emerges in the comments, we see, yet again, a
great deal of focus on potential student impact. Some respondents express
concern “when a student has several class finals that overlap” or “when they might
have more than two final exams in one day” (qtd. in two different comments).
Regardless of where they themselves stand on the matter of a preferred final exam
schedule, other respondents voice their concerns pertaining to possible conflicts
between students’ school obligations and students’ work or family obligations. And
some comments refer directly or indirectly to a concern about student performance.
At least two respondents refer directly to a concern over possible lost instruction
time. One writes, “If finals are given during the last class, then we lose more
instruction time.” Another notes, “The three hour [sic] period for a traditional final
exam is better spent on instruction rather than [on] a long exam.” This view critical
of a three-hour exam is expressed by other respondents, as well. However, other
respondents express an opposing view: “My ENTIRE finals structure, for all
classes, depends on having that 3 hour [sic] block” (all caps in the original).
Another respondent notes that she/he “regularly [has] students who take the entire
3 hours to complete the finals.”
Question 21: “Please use this space to write in any additional comments you have
about preferred semester length or start and end dates.”
19 respondents provided comments.
Although no dominant preference emerges in the comments, we again see
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recurring themes and points of focus. For example, several respondents indicate
the positive opportunities that could arise with the implementation of intersession
and with an adjustment to the summer session. Focusing on potential student
impact, other respondents note a particular concern for HSI students. According to
one respondent, “Migrant students who leave the area during winter break will still
be away if we start the semester too early.” Another remarks, “Our students need
to go to Mexico to visit their families…. We are a HIS and need to consider their
needs.”
Other comments focus on the importance of Hartnell’s aligning start and end dates
with other educational institutions—again, a recurring theme in the survey
comments. And one respondent pithily encapsulates the sum and substance of a
concern expressed elsewhere in the survey: “18 weeks is too long to hold student
interest. I firmly believe that switching to a 16-week calendar will enhance student
retention and success.” It should be noted that other survey respondents disagree
with this view but that, like this respondent, they, too, ground their perspectives in a
concern for student success.
Question 22: “What are your concerns about compressing the calendar at Hartnell
College?”
40 respondents provided comments.
11 respondents directly express the point that they have no concerns. Among the
remaining respondents, concerns are expressed about the length of class time and
the frequency of contact with students; student attention spans and other studentlearning-related matters; staffing; the impact on facilities and on classroom
availability; lab scheduling; coverage of content; and loss of instructional time.
One respondent who supports the adoption of a compressed calendar notes, “I see
only positive benefits of a compressed calendar for both [sic] students, faculty, and
instructional effectiveness.” This theme is echoed elsewhere in the survey.
Question 23: “What do you see as the potential benefits of compressing the
calendar at Hartnell College?”
46 respondents provided comments.
Many of the respondents focus on potential benefits for students. Several
respondents note in particular some potential strengthening of student retention
and student success. Others suggested that the compressed calendar would
benefit students whose parents leave the area to work elsewhere in the agriculture
industry and would benefit students who go to Mexico during the winter break.
Other respondents comment upon cost savings for the college, as well as the
potential benefits that result from the college’s offering intersession classes and
lengthening the summer session—again, themes that recur throughout the survey.
Perhaps the following comment best summarizes the range of potential student
benefits (and then some) with the adoption of a compressed calendar: “Students
and faculty are focused on learning instead of feeling burned out trying to finish a
long semester. Better focus leads to better instructional effectiveness, improved
retention, and success. For students and their families, a later start to the fall
semester and [an] earlier end to the spring semester will allow students to work
more due to a longer summer, learn better from a longer summer session, or take a
longer vacation.”
Question 25: “Please use this space to write any additional comments you have
regarding compressed calendar scheduling.”
22 respondents provided comments.
At least 10 of the comments indicate a positive response to the college’s adopting a
compressed calendar. More than one respondent comments that this change
should have occurred long ago.
A number of respondents focus on the possibilities for professional development
opportunities.
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Some respondents seem to have mixed feelings about the college’s adopting a
compressed calendar, and 2 respondents are emphatically opposed to the
college’s adopting such a calendar.
Question 26 asks respondents, “What changes, if any, would you like to see in the
number of flex days?”
36 respondents provided comments.
The responses are mixed; no dominant perspective emerges. That said, again we
see comments alluding to “more professional development” opportunities. Also, a
number of responses focus more on the quality of flex day activities than they do
on the quantity of flex days. In addition, a number of respondents, as reflected in
the following respondent’s comment, “would like to see more flexibility in the
activities that count toward flex.” This recurring perspective seems to indicate a
concern that flex days (or flex activities) emphasize compliance more than they
emphasize engagement. In the words of one respondent, “I am in favor of on going
[sic] faculty professional development, but I feel [that] mandatory flex days are [not
an] effective way to do this.”
Final Summary
A large majority (68.5%) of the survey’s 127 respondents seem to favor the
college’s adopting a compressed calendar, with a majority (55.9%) indicating a
preference for a 16-week calendar. However, as respondents’ comments indicate,
dominant perspectives concerning matters such as flex days and teaching
schedules have yet to manifest.
A number of respondents emphasize issues such as maintenance opportunities,
professional development opportunities, and the impact on faculty in light of the
college’s adopting or not adopting a compressed calendar. More often, though,
respondents focus on what they perceived could or would be the impact on
students—in particular, on student learning, student retention, and student
success—were the college to adopt or fail to adopt a compressed calendar.
Indeed, even some persons seemingly in favor of the college’s adopting a
compressed calendar have concerns about the impact of the change on students.
Also, and to the previous point, whether they seem in favor of or opposed to the
college’s adopting a compressed calendar, many, if not most, of the survey
respondents contextualize their comments within an analysis of student-centered
matters. There is particular attention paid to meeting the needs of working
students, students with childcare or other family-related concerns, and students
who are from migrant families or who for other reasons leave the area from time to
time.
In short, in the aggregate, the survey responses indicate strong support for the
college to adopt a compressed calendar, and respondents overwhelmingly,
regardless of their position on this issue, imply that the college focus on meeting
student needs as it engages in decision-making regarding the academic calendar.
Prepared by Richard J. Prystowsky
21 May 2013
HCCD Alternative Calendar Survey for Employees
1. Which of the categories below best describes your employee status at Hartnell College?
Response
Response
Percent
Count
Faculty
61.3%
76
Classified
27.4%
34
Management/Administration
11.3%
14
answered question
124
skipped question
3
2. Do you have experience working at another institution that has a compressed calendar?
Response
Response
Percent
Count
Yes
34.1%
43
No
64.3%
81
Not sure
1.6%
2
answered question
126
skipped question
1
Response
Response
Percent
Count
3. If yes, was that institution a community college?
Yes
50.0%
25
No
50.0%
25
answered question
50
skipped question
77
1 of 51
4. If yes, how would you evaluate the effectiveness of that institution's schedule?
More effective than problematic
Response
Response
Percent
Count
52.5%
21
27.5%
11
More problematic than effective
5.0%
2
Other
15.0%
6
Differences between schedules not
significant
Other (please specify)
5
answered question
40
skipped question
87
5. Use this space to add any additional comments regarding your evaluation of the
effectiveness of that institution's schedule.
Response
Count
22
2 of 51
answered question
22
skipped question
105
6. Which teaching schedule describes the way you currently teach your classes (check all
that apply):
One day per week: (Monday
Response
Response
Percent
Count
10.8%
12
31.5%
35
Three days per week (M-W-F)
18.9%
21
Four days per week
8.1%
9
Five days per week
23.4%
26
Online
10.8%
12
Not applicable
27.0%
30
Other
4.5%
5
through Saturday)
Two days per week: (M-W, and/or
T-TH)
Other (please specify)
10
answered question
111
skipped question
16
7. Use this space to add any additional comments regarding your current teaching
schedule.
Response
Count
13
3 of 51
answered question
13
skipped question
114
8. In the conversion to a 16-week calendar, it is not possible to have a 3 unit lecture class
meet on a MWF schedule due to attendance accounting regulations that affect class
minutes calculations and FTES. These classes would be offered in a MW or TTH schedule
block. Would this be problematic for you?
Yes (If yes, explain why in the
comments section)
No
Response
Response
Percent
Count
8.8%
8
91.2%
83
Comments
4 of 51
21
answered question
91
skipped question
36
9. Which teaching schedule would you prefer for the majority of your classes (check all that
apply)?
One day per week: (Monday
Response
Response
Percent
Count
11.3%
12
46.2%
49
Three days per week: (M-W-F)
21.7%
23
Four days per week
15.1%
16
Five days per week
9.4%
10
Online
18.9%
20
Not applicable
25.5%
27
through Saturday)
Two days per week: (M-W, and/or
T-TH)
Other (please specify)
5
answered question
106
skipped question
21
10. Use this space to add any additional comments regarding your preferred teaching
schedule.
Response
Count
12
5 of 51
answered question
12
skipped question
115
11. Some colleges have opted to eliminate spring break. Which of the following schedules
would you prefer?
Eliminate spring break
Spring break the week before
Easter Sunday
Spring break the week after Easter
Sunday
Spring break at half-way point of
semester
Other
Response
Response
Percent
Count
14.9%
17
36.8%
42
21.9%
25
28.1%
32
6.1%
7
Other (please specify)
9
answered question
114
skipped question
13
12. Use this space to add any additional comments regarding your preferred break
schedule.
Response
Count
18
6 of 51
answered question
18
skipped question
109
13. Compressing the calendar gives us the opportunity to evaluate how we give finals at HC.
One option would be to keep our existing finals schedule as is. Another would be to give
finals during the last week of classes instead of having a separate finals schedule. This
would give instructors the flexibility to offer finals on the last one day of class or divide it
between the last two days or give it during lab time. Without a finals template, classes
would meet during the same times and days of the week through the end of the semester,
maximizing schedule predictability for students. Which of the following schedules would
you prefer for finals?
Response
Response
Percent
Count
Offer traditional finals schedule
during last week of semester
28.2%
33
61.5%
72
12.0%
14
(current schedule)
Allow instructors to schedule
finals during last days of classes
Not applicable
Other (please specify)
7 of 51
3
answered question
117
skipped question
10
14. Which of the following best describes your practices and needs for giving finals?
I need a single 3-hour block for
finals (current practice)
Response
Response
Percent
Count
27.2%
22
13.6%
11
59.3%
48
I need about 3 hours but could
divide it between two class
meetings
I could give my final within the
time of a regular class meeting
or a lab
Other (please describe)
4
answered question
81
skipped question
46
15. Use this space to add any additional comments regarding your preferred final exam
schedule.
Response
Count
18
8 of 51
answered question
18
skipped question
109
16. Which semester length (including finals) would you prefer?
Response
Response
Percent
Count
18 weeks total (current length)
11.2%
13
17 weeks total
13.8%
16
16 weeks total
61.2%
71
No preference
13.8%
16
answered question
116
skipped question
11
17. Which priority would you set for the fall term if we converted to a 17-week semester?
Start the semester a week later and
leave the end date unchanged.
Response
Response
Percent
Count
21.9%
25
78.1%
89
answered question
114
skipped question
13
Start the semester so that the
semester ends at least one week
before December 25th
9 of 51
18. Which priority would you set for the spring term if we converted to a 17-week
semester?
Response
Response
Percent
Count
Start the semester after MLK Day
(allows for a longer winter
63.7%
72
36.3%
41
answered question
113
skipped question
14
break)
End the semester a week earlier
regardless of the winter break
length
19. Which priority would you set for the fall term if we converted to a 16-week semester?
Response
Response
Percent
Count
Start the semester a week later
and end one week earlier in
55.4%
62
15.2%
17
29.5%
33
answered question
112
skipped question
15
December
Start the semester two weeks later
and leave December end date as is
Start the semester as is and end
the semester two weeks earlier in
December
10 of 51
20. Which priority would you set for the spring term if we converted to a 16-week
semester?
Response
Response
Percent
Count
Start the semester a week later
(after MLK day) and end one
48.2%
54
20.5%
23
31.3%
35
answered question
112
skipped question
15
week earlier in May
Start the semester two weeks later
and leave May as is
Start the semester as is and end
the semester two weeks earlier in
May
21. Please use this space to write in any additional comments you have about preferred
semester length or start and end dates.
Response
Count
19
answered question
19
skipped question
108
22. What are your concerns about compressing the calendar at Hartnell College?
Response
Count
40
11 of 51
answered question
40
skipped question
87
23. What do you see as the potential benefits of compressing the calendar at Hartnell
College?
Response
Count
46
answered question
46
skipped question
81
Response
Response
Percent
Count
24. Are you in favor of a compressed calendar at Hartnell College?
Yes (16 weeks)
68.1%
79
Yes (17 weeks)
11.2%
13
No changes
10.3%
12
No opinion/not sure
10.3%
12
answered question
116
skipped question
11
25. Please use this space to write any additional comments you have regarding
compressed calendar scheduling.
Response
Count
22
12 of 51
answered question
22
skipped question
105
26. Currently there are 5 flex days (3 institutional, 2 personal). What changes, if any, would
you like to see in the number of flex days?
Response
Response
Percent
Count
Fewer than 5 flex days (if fewer,
indicate total number of flex days
30.6%
30
10.2%
10
59.2%
58
in comments)
More than 5 flex days (if more,
indicate total number of flex days
in comments how many)
Keep the same (5)
Other (please describe)
13 of 51
36
answered question
98
skipped question
29
Page 2, Q4. If yes, how would you evaluate the effectiveness of that institution's schedule?
1
no problem with lecture courses-- lab hours compressed hard for acquisition of
skills
May 15, 2013 7:04 AM
2
We had intensive ESL courses that fit into the mold of a 16-week semester so
students could transfer easily to other schools.
May 8, 2013 10:37 AM
3
more time between semester to close old semester and prepare for new
semester in science labs
May 3, 2013 5:13 PM
4
Extemely practical and saves money
May 3, 2013 8:59 AM
5
Some aspects more effective, other aspects more problematic. Overall there are
trade offs either way.
May 3, 2013 8:27 AM
14 of 51
15 of 51
Page 2, Q5. Use this space to add any additional comments regarding your evaluation of the effectiveness of that
institution's schedule.
1
It is more effective and it allows flexibility to offer more courses (additional 4 or 5week term)
May 17, 2013 4:07 PM
2
Allowed students to do orientiation/bridge activities or catch-up on one-unit
courses; also created more opportunity (coupled with higher expectation) for
faculty to be involved in professional development.
May 16, 2013 5:42 PM
3
A shorter schedule (within limits of course) encourages greater efficiency and
allows for greater flexibility with "off semester" programs, such as the Math
Academy. Creative minds can do a lot with an extra 4 weeks (16x2 vs. 18x2)
between semesters. If other schools are delivering content in 16 weeks, so we
can we. If other students are succeeding in 16 weeks, so can our students.
We've got motivated students. Don't sell them short by saying "they can't." They
can.
May 16, 2013 5:28 PM
4
No difference
May 15, 2013 8:28 AM
5
The other institution has students with better prepared skills for college work.
Students able to complete the coursework within a compressed schedule.
Instructors who teach skills acquisition did remark that students needed the extra
time to master competency such as computer skills, medical coding etc.
May 15, 2013 7:04 AM
6
It is essential to preserve the ability to schedule courses in 6-, 8-, 10-, or 12week formats, irrespective of the total length of the semester itself.
May 15, 2013 5:21 AM
7
16 week semester is effective and beneficial to students. I noticed that the
students get tired towards the end of the semester. Also most of the colleges in
the country use 16-week calendar, Hartnell should be compatible with others.
This is particularly important for students at Hartnell since many of our students
work and go to school simultaneously and a shorter semester would help them.
16 week semester is more effective than an 18 week one in terms of learning.
Students could also have a longer summer session or multiple multiple summer
sessions.
May 14, 2013 9:00 PM
8
I loved it and it allowed us to work only Monday through Thursday. The campus
was closed on Friday. I find that my day with the greatest absenteeism if
Fridays. The three days off also helped with doing the basic chores of life and
allowed longer time periods for class preparation when necessary.
May 9, 2013 1:28 PM
9
Students tend to be more successful in compressed schedules, including the 6
week summer and FastTrack courses. Scheduling a week off for Fall break also
gives students a much needed break to coomplete assignments. I have taught
compressed schedules at CSUMB and community colleges. Ending the
semester early will help address the needs of students who travel to Mexico over
the winter break. As an HSI we are obligated to address our students needs.
The compressed schedule will give the campus an additional 4 weeks for
campus maintanence and construction. The compressed calendar will also
enable Hartnell to teach winter session courses.
May 6, 2013 11:05 AM
10
I am a science lab Tech, we have only 2 weeks break between semesters to
close old semester and prepare for new semester and we need to take a
vacation since classes are not in session. The time frame is so small that we
May 3, 2013 5:13 PM
16 of 51
Page 2, Q5. Use this space to add any additional comments regarding your evaluation of the effectiveness of that
institution's schedule.
struggle with that matter.
11
The use of a compressed calendar gave the sense that everything was in "rush"
mode. Often times creating a more stressful environment for both students and
faculty. It did open up the opportunity for faculty to create a dynamic work
environment, allowing them to teach during different times of the year. This often
gave faculty great flexibility to work rotating semesters.
May 3, 2013 1:37 PM
12
I have worked at a UC on a quarter system and I think the fast pace is great for
students and staff. I often hear instructors comment that our 18 week term is the
longest of all the colleges they have worked at. I think a 16 week term like the
surrounding colleges would be more effective than our current set up.
May 3, 2013 11:59 AM
13
The compressed schedule allowed for longer breaks and more intensive
immersion in course content. It also created the option of offering Winter
Sessions. Shorter semester schedules also allowed students more time for travel
before Christmas. Very often, our students need to take their finals early in order
to travel with their families.
May 3, 2013 9:58 AM
14
I am strongly against adopting a compressed calendar. It will have a significant
negative impact on student success. Compressed calenders carry out their
compression by increasing daily lecture length. Studies show that student
attention to the lecture and student note taking decrease with time throughout
the lecture period (Google the keywords College Student Attention Span for
information on these studies). I have taught classes with 50 minute lectures and
classes with 1 hour and 20 lectures. It is my experience (and that of other faculty
I have spoken with) that students are able to keep focus much better in the
former than the latter. Decreasing student success to increase the length of our
vacations is the antithesis of what Hartnell faculty stand for.
May 3, 2013 9:02 AM
15
I currently work here on campus and take classes. Some classes that are
required for my major are not offered online so with a longer class time during
the day I may not be able to complete my major due to not being able to take my
class during lunch time or after work. I'm almost sure my manager would be
flexible with me but if everyone in the department wanted to take classes what
type of position would that put the manager in?
May 3, 2013 8:49 AM
16
I think the biggest benefits to a compressed schedule would be to be able to
offer an 8 week rather than 6 week summer term, as well as an optional
January/Interim term.
May 3, 2013 8:27 AM
17
The use of block scheduling and final exams on the last day of class was very
effective as it enabled adequate time for content coverage and allowed students
to organize their schedules around their work.
May 2, 2013 11:01 PM
18
Significant advantage regarding additional instructional offerings. Students may
take three instructional sessions per year. Alignment with gaining UC and CSU
also has benefits.
May 2, 2013 9:59 PM
19
The area culture, the population and the population's academic readiness ARE
NOT READY FOR A COMPRESSED CALENDAR. We have a culturally,
academically depressed student body and you want to shorten the "learning"
May 2, 2013 8:22 PM
17 of 51
Page 2, Q5. Use this space to add any additional comments regarding your evaluation of the effectiveness of that
institution's schedule.
time. It's completely ridiculous. Just to satisfy some "educators" who want to
have more free time is not a reason to compress a calendar. It works in other
places because their students are different. This would be a disservice to ours.
20
I think students are more likely to actually complete a semester long class with
less weeks to have to come on campus. It also has economic/environmental
advantages (less trips means less gas used, for example). Student often weigh
whether to take a class at Hartnell or MPC, and when faced with a later start
date at MPC, will choose to take the class there. Who wouldn't want an extra
couple of weeks of summer or winter break.
May 2, 2013 7:50 PM
21
I have never worked at an institution in which the change was already
happening- it was long established. I like a short semester. Foothill-De Anza has
quarters; I liked that, too. I can't imagine transitioning from semesters to
quarters.
May 2, 2013 6:56 PM
22
Poor use of Friday scheduling...few courses offered and wasted classroom
space. This further created a clog with our Monday-Thursday scheduling.
Couldn't find an available room during the prime time hours of 8am-2pm. Finally,
this compression caused student passing time between classes to be reduced
down to five minutes. This poses an concern for students with mobility issues
who must try to traverse campus in five minutes. Not good.
May 2, 2013 6:55 PM
18 of 51
Page 3, Q1. Which teaching schedule describes the way you currently teach your classes (check all that apply):
1
online
May 15, 2013 8:28 AM
2
I taught as a full-time faculty for 30 years at Hartnell but am not teaching at this
time.
May 15, 2013 7:31 AM
3
short term courses during the semester
May 15, 2013 7:06 AM
4
I teach both M-W-F and T-Th
May 14, 2013 11:51 AM
5
all night classes - monday, wednesday, thursday
May 9, 2013 7:45 AM
6
we don't have Science labs on Fridays
May 3, 2013 5:17 PM
7
Hybrid
May 3, 2013 1:39 PM
8
two days a week classes are 5 hours long because my classes are either 8 or 9
week classes
May 3, 2013 9:27 AM
9
Mon-Fri or Mon-Thurs
May 2, 2013 10:31 PM
10
Mon Friday with clinical days in between
May 2, 2013 8:14 PM
19 of 51
20 of 51
Page 3, Q2. Use this space to add any additional comments regarding your current teaching schedule.
1
One-day-per-week classes held on Monday would need to be held on Fridays,
due to frequent Monday holidays.
May 16, 2013 5:45 PM
2
Does not apply
May 15, 2013 10:12 AM
3
Each class is 2 days per week but I have at least one course scheduled each
day of the week.
May 15, 2013 9:04 AM
4
In the skills area, it is important for students to meet frequently to practice and
assimilate those skills; for example, a beginning keyboarding class meets five
days a week so that students have daily practice.
May 15, 2013 8:35 AM
5
For developmental courses, I believe frequent contact with students is valuable
as they are often less able than more advanced students to self-pace on longer
homework assignments as are required in a class that meets two or less days a
week. I also feel this population benefits from the consistent face time and the
feeling of community that arises out of it.
May 7, 2013 3:09 PM
6
South County currently builds our schedule in a block format (3.0 lec = one day
per week, 5.0 lec = 2 days per week). This allows us to maximize our limited
classroom space and increase our FTES. It is also a benefit to our students and
adjunct faculty (cost and time savings). This being said, the current calendars
12-13 or 13-14 has presented a couple of challenges for us. First, the current
calendar has fewer Mondays and Saturdays each semester compared with other
days of the week. This means that our Monday classes are currently built as a
14 week course to meet state mandated hours. These courses meet for 3.5
hours (instead of 3.0) per day which limits room availability. Saturday classes
are built as 16 week courses or 8 week courses. Shortening the calendar by an
additional two weeks would greatly limit our ability to generate the same number
of FTES. Second, when an instructor who teaches on a Monday or Saturday is
absent (due to illness) they are not compensated for the entire day. This is
because an instructor who teaches a 3.0 lec course receives 3.0 sick leave pay
for the semester, but when they teach on a Monday they are then docked 0.5
hours from their pay even though they were ill. By shortening the semester
district wide to a 16-week calendar fewer section would be offered each
semester due to longer meeting times and adjunct faculty will not be paid full sick
time benefits. As a side note, several other community colleges (including
Cuesta and MPC) allow adjunct sick pay to accrue and HCCD does not.
May 6, 2013 4:36 PM
7
As a nursing instructor I have lecture for two days a week (total of 6 hours) and
clinical site rotation three days a week (total of 24 hours)
May 6, 2013 3:13 PM
8
Switching to a MW and TTH schedule will allow more time for each individual
class. By the time I take roll in a MWF class there isn't enough time to get
through discussions or videos.
May 6, 2013 11:09 AM
9
I teach all of my courses on either MW or TTh.
May 3, 2013 12:59 PM
10
Please no compressed schedule!
May 3, 2013 10:28 AM
11
Because I work in athletics, I may even be expected to work on Saturday or
Sunday.
May 3, 2013 8:35 AM
21 of 51
Page 3, Q2. Use this space to add any additional comments regarding your current teaching schedule.
12
teach nursing
May 3, 2013 7:03 AM
13
My two day a week block schedule is effective for instruction but I have included
more homework so students will review during the five days between the Th and
T classes.
May 2, 2013 11:05 PM
22 of 51
23 of 51
Page 3, Q3. In the conversion to a 16-week calendar, it is not possible to have a 3 unit lecture class meet on a
MWF schedule due to attendance accounting regulations that affect class minutes calculations and FTES. These
classes would be offered in a MW or TTH schedule block. Would this be problematic for...
1
W-F would be the better choice.
May 16, 2013 5:45 PM
2
I live 50 miles away and won't drive to Salinas more than twice a week except
during summer session
May 15, 2013 10:19 PM
3
A MW or TTH class would work alright, but I have seen that students in classes
that meet more frequently tend to complete more of the assigned work,
understand concepts more thoroughly, and earn higher grades. I don't have
research to document this, but I would be interested in tracking this.
May 15, 2013 1:01 PM
4
I would have difficulty physically with classes each being lengthier and having
only 10 minutes in between classes to rest. I tend to lose my voice easily and
get overly fatigued (energy-wise) so prefer not to have such long sessions. This
is why I teach 4 out of 5 classes on the current MWF with 2 long (50-minute)
breaks in between and only 1 class on the longer TTh schedule.
May 15, 2013 10:46 AM
5
Does not apply
May 15, 2013 10:12 AM
6
In the above example, daily keyboarding practice is recommended; however, if
the class were scheduled to meet two times a week and a lab environment were
available, the student would still have the opportunity for that daily practice.
May 15, 2013 8:35 AM
7
I teach lab classes that would overlap those times.
May 14, 2013 9:12 PM
8
Not sure
May 9, 2013 7:45 AM
9
see above
May 7, 2013 3:09 PM
10
See comments above.
May 6, 2013 4:36 PM
11
I love my MW Alisal classes!
May 6, 2013 11:09 AM
12
NO, As a counselor this would not cause any issues for my schedule. Fridays
could be used to revise curriculum, review policies, update our web site, create
and develop workshops, discuss student concerns with other counseling
faculty...etc
May 6, 2013 9:53 AM
13
NA
May 3, 2013 5:17 PM
14
I see advantages for many of our students in this kind of "block scheduling"-fewer arrangements to be made for those who work or who have children or
others to care for. And the compressed term moves along the whole process of
completing requirements, especially if the interim period(s) can be used for either
credit-bearing intensives or non/not-for credit workshops.
May 3, 2013 4:24 PM
15
It is a problem for the entire college. It is obvious a space allocation study has
not been done, for if it had, this would not be under consideration. I moved all of
my courses from MWF to MW, and it was very difficult for the school to find
teaching space. Switching to this system would mean faculty would have to
teach later and some switch to evening classes. Furthermore, all of my class are
arranged around 75 minute blocks of time. It is a good length of time for student
engagement and getting material covered, but not too long that students get
May 3, 2013 12:59 PM
24 of 51
Page 3, Q3. In the conversion to a 16-week calendar, it is not possible to have a 3 unit lecture class meet on a
MWF schedule due to attendance accounting regulations that affect class minutes calculations and FTES. These
classes would be offered in a MW or TTH schedule block. Would this be problematic for...
bored. I will seriously consider leaving Hartnell if this change happens.
16
Please no compressed schedule!
May 3, 2013 10:28 AM
17
See previous comments.
May 3, 2013 9:03 AM
18
I have taught 4 units classes 2 days per week and found them MORE successful
than 4 day classes.
May 3, 2013 6:17 AM
19
In nursing, our clinical hours/days need to be two days in a row; typically, this is
a Tues/Wed for the RN program. The clinical days are coordinated with several
other schools and would be difficult (not impossible) to rearrange. Our schedule
would not be the only consideration. We would need a Monday/Thursday block.
May 2, 2013 10:31 PM
20
This is actually better! Friday classes are often ditched by students.
May 2, 2013 9:37 PM
21
I don't think this is a show-stopper, but when it's up to 5 days (or just a couple
hours less than that) between class meetings, it gives students a lot of time to
forget what was discussed previously.
May 2, 2013 6:41 PM
Page 3, Q4. Which teaching schedule would you prefer for the majority of your classes (check all that apply)?
1
two to 3 nights/week
May 9, 2013 7:45 AM
2
Friday is my prep work day
May 3, 2013 5:17 PM
3
Lecture Mon/Thurs; Clinical Tues/Wed
May 2, 2013 10:31 PM
4
Clinical days on Tuesday and Wednesday
May 2, 2013 8:14 PM
5
Some 5-unit classes might be best to meet more than 2 days per week.
May 2, 2013 6:57 PM
25 of 51
Page 3, Q5. Use this space to add any additional comments regarding your preferred teaching schedule.
1
Saturday-only classes would need to have longer hours, and this may deter
some students.
May 16, 2013 5:45 PM
2
As stated above, I prefer classes that happen more frequently in a week, rather
than less.
May 15, 2013 10:46 AM
3
Does not apply
May 15, 2013 10:12 AM
4
While I would appreciate the freedom offered by an online schedule, I like the
one hour and fifteen minute classes as currently offered on TTH and MW Alisal
classes. This schedule also frees up Fridays for campus meetings.
May 6, 2013 11:09 AM
5
I would prefer 4 days a week for counseling students and 1 day a week to do
other things that will help the counseling area develop. Such as develop
workshops, create/revise policies and procedures that can assist students.
Attend workshops, conferences, in service training and other activities for
professional develop and learning.
May 6, 2013 9:53 AM
6
as a lab technician, i prefer to have Friday as my prep day to set up labs and
prepare chemicals and equipment with out disturbing by students and instructors
during lab session.
May 3, 2013 5:17 PM
7
Two days a week, but 75 minute classes.
May 3, 2013 12:59 PM
8
Please no compressed schedule!
May 3, 2013 10:28 AM
9
My biggest concern is do we have enough lecture rooms for this adjusted
schedule?
May 3, 2013 8:35 AM
10
Most of my classes already are scheduled two days per week in blocks.
May 2, 2013 11:05 PM
11
I currently teach MWF classes, but I think the 50 minute classes are too short
and would prefer more time with the students. I would prefer to switch all of my
classes to twice a week.
May 2, 2013 9:55 PM
12
I think having more clinical days adds to more experiences with different types of
patients. With a compressed longer day, there were be more learning on
particular day (possibly) but not as much variety of experinces
May 2, 2013 8:14 PM
26 of 51
Page 4, Q1. Some colleges have opted to eliminate spring break. Which of the following schedules would you
prefer?
1
dont know
May 15, 2013 8:29 AM
2
I would like Spring Break to coincide with the rest of the K-12 public school
system as my children are in school and my husband a teacher.
May 8, 2013 10:40 AM
3
make winter break shorter to balance the time frame in the whole year calendar
May 3, 2013 5:19 PM
4
spring break when my children are on spring break.
May 3, 2013 8:51 AM
5
Whatever meets the needs of the majority of students with childcare issues
May 3, 2013 8:17 AM
6
Coordinate Spring Break with the Alisal and Salinas City School Districts, if at all
possible.
May 2, 2013 7:54 PM
7
The week before Easter Sunday or the half-way point, whichever comes later.
May 2, 2013 7:00 PM
8
Please take into consideration the spring break schedule for SUHSD, and local
K-8 districts.
May 2, 2013 6:57 PM
9
spring break aligned with MPUSD break
May 2, 2013 6:52 PM
27 of 51
28 of 51
Page 4, Q2. Use this space to add any additional comments regarding your preferred break schedule.
1
Best to have spring break when the schools have it.
May 16, 2013 5:45 PM
2
It would be easier to plan for a break that was consistently scheduled at the halfway point in the semester vs. a "floating" break based on when the holiday
"falls."
May 15, 2013 8:36 AM
3
Too many students leave and don't come back after Spring break.
May 15, 2013 8:14 AM
4
Colleges without a spring break are already on summer break now. Students
are distracted before and after spring break. That has been problematic with a
compressed schedule. By the time students get back on track, students have to
turn in term papers and prepare for finals.
May 15, 2013 7:08 AM
5
This gives administration and maintenance the ability to fix and maintain
problems that arise during semester
May 15, 2013 5:23 AM
6
Most local elementary and middle school take the spring break before easter
sunday. It will fit the schedule of many of our students who are parents and
have school age children. These students (parents) may not have child care
during the spring break and may want to stay with their children.
May 8, 2013 9:10 PM
7
Any spring break that doesn't match the majority of the K12 schools in our area
will create a childcare problem for many of our students. It will also create
problems for the instructors who will be asked (by students) to allow them to
bring their children to class. Or it will create the problem of many students not
being in class that week. I believe that the current spring break during Easter
week matches most of the K12s in the area. If they are changing, we should
look at changing ours to match. Otherwise, we should keep it the same.
May 6, 2013 5:59 PM
8
Having spring break the week after Easter would allign the district with local K-12
schools in the county. This would be great for students and employees alike
who could then share their break time together and also receive a cost savings
from childcare.
May 6, 2013 4:36 PM
9
Students with families need the pre Easter Spring Break. I would also
recommend a week during the Fall to coincide with Thanksgiving. Students are
often absent that week anyway. We all know the break is a welcome relief
during a long semester. As I student I appreciated a week off to get caught up
on my work or to just relax!
May 6, 2013 11:11 AM
10
With increasingly fewer instructors and students observing the Easter holiday, it
seems that everyone would appreciate having a break around midterm exams.
May 3, 2013 4:51 PM
11
Eliminating spring break would be difficult for our student body since so many
are parents and will find it difficult to acquire daycare during that time.
May 3, 2013 1:40 PM
12
Not only do students and faculty look forward to the break, but it is also a
valuable time for maintenance and grounds to do certain projects.
May 3, 2013 1:00 PM
13
Please no compressed schedule!
May 3, 2013 10:28 AM
14
Our biggest drop in students comes after Spring Break...they just don't come
back. It is also hard with material because unless the schedule fall just right, they
May 3, 2013 8:37 AM
29 of 51
Page 4, Q2. Use this space to add any additional comments regarding your preferred break schedule.
forget the material before the break. It is just too long. A 4 day weekend around
Easter would be better.
15
Please do not eliminate spring break! I think it would be a huge mistake to take
out Spring Break. If the choice is between a regular schedule with spring break
or a compressed schedule without, I would strongly prefer the regular schedule.
I have seen a compressed schedule with a spring break, so I hope it doesn't
come down to that choice.
May 3, 2013 8:27 AM
16
We still need to have a spring break. Many students have kids and the kids are
off during spring break. By not having a spring break we are making it more
difficult for parents to manage and attend classes. And I fear that if we did not
have a spring break we would see more students bringing their children to class
during that week. I already see this happen frequently during Thanksgiving
week.
May 2, 2013 9:55 PM
17
If coordinated with the K-12 school districts, instructors and students with
children would not be impacted. They could plan family vacations, and not have
child care issues, if break was coordinated.
May 2, 2013 7:54 PM
18
My personal preference is to eliminate spring break, but that will never be
acceptable. I think it is a bigger problem if spring break is too early or too late.
May 2, 2013 6:58 PM
Page 5, Q1. Compressing the calendar gives us the opportunity to evaluate how we give finals at HC. One option
would be to keep our existing finals schedule as is. Another would be to give finals during the last week of
classes instead of having a separate finals schedule. This would give instructors the ...
1
While I like the flexibility of this, it takes time away from actual instruction.
May 15, 2013 8:37 AM
2
Students prefer this.
May 3, 2013 6:18 AM
3
Keeping the traditional final schedule while allowing instructors to give finals
during the last week of class would allow us to determine the feasibility of
eliminating finals week.
May 2, 2013 7:00 PM
Page 5, Q2. Which of the following best describes your practices and needs for giving finals?
1
Does not apply
May 15, 2013 10:16 AM
2
n/a
May 15, 2013 8:28 AM
3
Single 2- hour block
May 3, 2013 8:55 AM
4
I am pretty flexible here.
May 2, 2013 6:51 PM
30 of 51
31 of 51
Page 5, Q3. Use this space to add any additional comments regarding your preferred final exam schedule.
1
Many instructors de facto use the last week of instruction for finals anyway.
May 16, 2013 5:46 PM
2
I prefer the traditional finals week schedule because I find that this gives
students time to prepare for the final and ask any last minute questions they
need to ask. It also allows for the class to come to a clean stop, although I could
work the final into the last day of class by rearranging the schedule a bit if
necessary.
May 15, 2013 9:09 AM
3
Need block of time to include students' oral presentations of projects as well as
completing a comprehensive final.
May 15, 2013 7:09 AM
4
Offering traditional finals schedule during last week of semester would give
students more time to prepare for their final exams.
May 8, 2013 9:13 PM
5
I am concerned that if it were allowable to give only a one-class-meeting final it
might NOT reinforce the idea that the final MUST BE comprehensive. If the
class meeting was one hour only, that would make it seem appropriate to give a
1 hour final. I don't think that a class of 3 units could have a rigorous final exam
in only one hour. I also wonder about the effect on student performance when
they might have more than two final exams in one day. I think the synthesis of
the semester that the final exam brings is very important to preserve. Not
necessary to preserve the traditional final exam schedule to do it, but we will
have to be cautious.
May 6, 2013 6:06 PM
6
South County currently gives finals in a block format during finals week (during
the regular meeting time). The only exception is our day 5.0 lec courses which
follow the finals schedule.
May 6, 2013 4:36 PM
7
CSUMB gives finals during the regular schedule and there doesn't appear to be
a problem with time constraints. Realistically, a three hour final is a waste of
students' time and hardly follows best practices for pedagogy.
May 6, 2013 11:14 AM
8
I believe that current schedule for final exams are better for students. Student
input is very important for this particular question. Nonetheless, I believe, having
a set schedule that is coordinated for the whole campus will better assist
students. This provides students more opportunities to prepare for their finals.
What will happen when a student has several class finals that overlap? Final are
given during class meeting time will need to be organized so that the student is
not faced with having too many finals in a day or week so that they can be more
successful in each course.
May 6, 2013 10:10 AM
9
For students who work full-time, the current system of scheduling the final exam
at a time that the class does not normally meet is far from ideal. Students must
get permission from their supervisors to take the final exam. This year, one of
my final exams is scheduled on a day of the week on which the class never
meets. I would appreciate a more flexible exam schedule.
May 3, 2013 4:55 PM
10
My ENTIRE finals structure, for all classes, depends on having that 3 hour block.
I would have to eliminate my final (a format students have raved about and love,
going on its tenth year) and give a final much less substantive.
May 3, 2013 1:01 PM
11
Many colleges have a study period between the last day of classes and final
exam week.
May 3, 2013 11:42 AM
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Page 5, Q3. Use this space to add any additional comments regarding your preferred final exam schedule.
12
Please no compressed schedule!
May 3, 2013 10:28 AM
13
Our current schedule is bad. Some students first class is at 10 am because of
work or family, yet they may have a final at 8 am.
May 3, 2013 8:39 AM
14
A final exam that is scheduled on the last day of final exam week involves a
torturous wait for both students and instructor. The three hour period for a
traditional final exam is better spent on instruction rather than a long exam.
May 2, 2013 11:08 PM
15
For my courses the final exam is comprehensive and I regularly have students
who take the entire 3 hours to complete the finals.
May 2, 2013 9:55 PM
16
Since each class session would be longer, the final exam could probably be
given within the time of a regular class meeting or lab.
May 2, 2013 8:56 PM
17
If finals are given during the last class, then we lose more instruction time.
May 2, 2013 8:16 PM
18
Here's what I'd like to see: Schedule the semester for 17 total weeks - with no
dedicated finals week - and ensure that the total contact hours in each fullsemester class is at least 17 times the number of units, plus another 3 hours on
top of that. (For example, a 4-unit class would be scheduled for at least (4*17)+3
= 71 contact hours.) That way, up to 3 hours of the last week can be dedicated
to final exams, with the remaining time equal to at least 17 hours times the
number of units. That's right in the middle of the allowed range of contact hours,
which is 16 to 18 hours the number of units; for instructional quality we need to
schedule classes to be in the upper half of that spread.
May 2, 2013 7:21 PM
33 of 51
34 of 51
Page 6, Q6. Please use this space to write in any additional comments you have about preferred semester length
or start and end dates.
1
No need to start winter later - even Mexicans return when school starts back for
their children.
May 16, 2013 5:56 PM
2
I don't have a preference to the semester length - other than a longer winter
break would allow Alisal campus to schedule and include work/training classes
with local industry, but what I do not prefer is this to affect classified positions by
eliminating full time jobs. Even though the FAQ stated that this change would
have no effect on classified positions - it has been stated that the number of full
time positions would be reduced and if one would not take a part time job (and
loose benefits) they would be without a job.
May 15, 2013 1:48 PM
3
My preference for the 17 week semester has to do with my assumption that
finals week would be during week 17 (i.e. classes would not meet regularly
during week 17).
May 15, 2013 9:16 AM
4
In the 16 week option (my choice), I would set up the Spring semester so that a
Winter semester could be offered in the future without retooling registration.
May 15, 2013 7:36 AM
5
Migrant students who leave the area during winter break will still be away if we
start the semester too early.
May 15, 2013 7:13 AM
6
I favor increasing the break times between semester for increased ability to
schedule inter-session type classes aimed at high school students or
professionals
May 15, 2013 5:29 AM
7
I don't feel a survey is a very good tool for discussing this issue. I would prefer
to attend a flex day session where the pros and cons of this approach are
presented and discussed. Without something like this first, assigning
preferences as on this survey feels quite arbitrary.
May 7, 2013 3:15 PM
8
Should we also consider 4 days a week 10 hours a day workweek when possible
particularly during the breaks.
May 7, 2013 11:22 AM
9
Our students need to go to Mexico to visit their families! Hartnell should start the
semester mid August and end early. We are a HSI and need to consider their
needs. This would also give students time to work seasonally in retail jobs in
anticipation of Christmas.
May 6, 2013 11:22 AM
10
I need more break between semesters to order organize and properly store
ordered supplies, and to take a break from work as vacation
May 3, 2013 5:25 PM
11
Please no compressed schedule!
May 3, 2013 10:28 AM
12
Start date for spring semester would need to be decided with the length of the
summer session in mind
May 3, 2013 10:17 AM
13
18 weeks is too long to hold student interest. I firmly believe that switching to a
16-week calendar will enhance student retention and success.
May 3, 2013 7:59 AM
14
Ideally, we could start the semester after MLK day and end before Memorial
Day. I find that the holidays are disruptive to my classes on both ends. At the
beginning, it is hard to barely start the semester and then have a holiday. At the
end, it disruptive to my classes to have Memorial Day in the middle of finals
May 2, 2013 9:55 PM
35 of 51
Page 6, Q6. Please use this space to write in any additional comments you have about preferred semester length
or start and end dates.
week and I regularly get students who request to take finals early (which is
virtually impossible for me to do) because they are trying to go out of town. I
also think that we should consider having the entire week of Thanksgiving off.
Many of the local schools are closed Thanksgiving week and I routinely get
students who bring their children to class that week because they don't have
alternative day care arrangements. I think we would be better serving the
students to help manage these issues.
15
Christmas is a very special and religious celebration for my family and me. I
would really like to see the semester end sooner in December to allow time to
prepare for the holidays.
May 2, 2013 9:06 PM
16
MPC starts 2-weeks later than Hartnell. It may be to our advantage to start and
end at the same time, as many students take classes at both colleges during the
same semester so they can get the classes they eed to graduate on time.
May 2, 2013 7:58 PM
17
I think it should be a priority, in setting start and end dates, to make the summer
break longer. with a 6-week summer session stuck right in the middle of the 10week summer break, it's nearly impossible for an instructor who teaches in the
summer to take even a two-week vacation. On the calendar, it looks like there
are two free weeks at either end of the summer session, but we have to spend
time in June tying off loose ends from the spring semester and in August
preparing for the fall semester.
May 2, 2013 7:35 PM
18
Making spring semester start later would make it possible to have a robust
intersession.
May 2, 2013 7:06 PM
19
Those are my preferences, but I do not have a very strong opinion either way.
May 2, 2013 6:53 PM
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37 of 51
Page 6, Q7. What are your concerns about compressing the calendar at Hartnell College?
1
1. Monday-only classes will need to be too long - better to teach them on
Fridays. 2. 5-unit classes will need lengthening as well, taking up more
classroom space. This will mean fewer sections of basic skills classes are
available to students. 3. The add-drop time would need to be shortened. 4. The
late-add policy might need revising.
May 16, 2013 5:56 PM
2
None whatsoever.
May 16, 2013 5:37 PM
3
See above
May 15, 2013 1:48 PM
4
If the class times are lengthened here are some concerns: (1) Students getting
further behind and now faster. (2) Students not being able to really focus the last
30+ minutes of class as they are already fatigued. Some studies show that as
adults we really only can sustain attention for about 45-minutes.
May 15, 2013 12:12 PM
5
The impact of staffing is my main concern. Currently, the library is understaffed
and is opened more hours than any other academic institution in this area. With
the 16 week calendar, what will happen to the staff?
May 15, 2013 10:51 AM
6
Impact on physical space and availability of classrooms during high-demand
times.
May 15, 2013 8:41 AM
7
I have young children, and I worry about maintaining the flexibility in my
schedule. Still, I think the change is worth the risk. I might end up with more
flexibility.
May 15, 2013 8:19 AM
8
Student learning outcomes. Students need to learn not just the course content
but the skill sets in being a successful college students. With student success
regs, the students must focus and complete coursework leading to a degree
within a two year cycle. Students are still figuring out how to be a serious
student.
May 15, 2013 7:13 AM
9
None
May 15, 2013 5:29 AM
10
None
May 14, 2013 10:24 PM
11
No major concerns.With sufficient planning it is possible to work with a
compressed calendar.
May 14, 2013 9:38 PM
12
No concerns. It is a great idea to convert to 16 week calendar and we should
have done it long time ago.
May 14, 2013 9:07 PM
13
Are there any affects to a student's financial aid by reducing the number of
weeks of attendance?
May 14, 2013 4:14 PM
14
infrequent contact with developmental students problems with finding classroom
space difficulty in covering necessary material
May 7, 2013 3:15 PM
15
What effect will it have on student learning and success?
May 7, 2013 2:10 PM
16
If compressed, the calendar would need to have the same number of Mondays
and Saturdays as there would be Tuesdays-Fridays (i.e. 17 or 16).
May 6, 2013 4:42 PM
17
Faculty who haven't tried anything new since they began teaching won't want to
May 6, 2013 11:22 AM
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Page 6, Q7. What are your concerns about compressing the calendar at Hartnell College?
change their pedagogy or schedule to accommodate our students needs.
18
How would be get paid for the days we are not working? I do not want my salary
to change because we are chaning the calendar
May 6, 2013 10:23 AM
19
Longertime frame on the lab schedule
May 3, 2013 5:25 PM
20
My concern is the number of hours per class. I currently teach M and W from 45:15. If we compress to 16 weeks, then how long does the course need to be?
What about if we compress to 17 weeks?
May 3, 2013 1:44 PM
21
Has anyone done the research on how this affects pedagogy? I have adjuncts,
and also know full-time colleagues, that teach 50 minute classes because it
plays to teaching strengths. These instructors KNOW they would have a hard
time with a 75 minute class, much less the class time of a compressed calendar.
If this happens, you will have classes getting out early because many faculty do
not know HOW to teach for extended periods or are not as naturally comfortable.
May 3, 2013 1:06 PM
22
No concerns. Colleges and Universities have been doing it for years.
May 3, 2013 11:52 AM
23
Please no compressed schedule!
May 3, 2013 10:28 AM
24
How effectively will the extra time be used?
May 3, 2013 10:17 AM
25
none
May 3, 2013 9:03 AM
26
classroom space. Curriculum. Timing for the students (they don't take afternoon
classes because of work or family).
May 3, 2013 8:42 AM
27
how will afect my pay
May 3, 2013 8:33 AM
28
Eliminating spring break.
May 3, 2013 8:33 AM
29
Not all lab classes can easily compress experiments into fewer but longer time
slots
May 3, 2013 8:25 AM
30
No concerns!
May 3, 2013 7:59 AM
31
I think it is a great idea and puts us where many other community colleges
already are.
May 3, 2013 7:07 AM
32
I see only positive benefits of a compressed calendar for both students, faculty,
and instructional effectiveness.
May 2, 2013 11:15 PM
33
None...all for it.
May 2, 2013 10:35 PM
34
What happens to hybrid classes?
May 2, 2013 9:55 PM
35
Being able to fit in all of the curriculum
May 2, 2013 9:28 PM
36
Loss of instruction time when the finals are in the 16th week.
May 2, 2013 8:24 PM
37
none
May 2, 2013 7:58 PM
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Page 6, Q7. What are your concerns about compressing the calendar at Hartnell College?
38
I definitely don't want to see total instructional time reduced. If anything, we need
to keep the number of contact hours at 17 to 18 times the number of units in
every class, even if we're allowed to go as low as 16 times the number of units.
May 2, 2013 7:35 PM
39
none
May 2, 2013 7:06 PM
40
We have trouble executing around here. Also, people are often given very short
notice before a major change takes place. I want to feel that I know what is going
on and things are competently done.
May 2, 2013 7:03 PM
40 of 51
41 of 51
Page 6, Q8. What do you see as the potential benefits of compressing the calendar at Hartnell College?
1
Save energy- offer more short courses
May 17, 2013 4:14 PM
2
There could be more teacher and staff training. The summer session could be
extended by 1-2 weeks.
May 16, 2013 5:56 PM
3
Efficiency and increased opportunities to offer special programs between
semesters. Also, since most universities operate under this schedule, it better
prepares our transfer students to succeed.
May 16, 2013 5:37 PM
4
I teach an 8 week course at King City that meets once a week, and the students
in that class are more engaged, and more successful than those in my 3 hour
block classes. The longer blocks of time allow us to explore topics in depth and
the short time frame stops it from getting stale. The students enjoy it, and so do
I, and I get the sense that they learn and retain more. This makes me think that
compressing the semester is a good idea, because it will lengthen class time,
and stop students from getting bogged down at the end of the semester.
May 15, 2013 5:19 PM
5
The ability to have a winter or intersession or two have a longer summer
session. If a longer session was not desirable, we could possibly have two
summer sessions.
May 15, 2013 4:36 PM
6
More chance to do group work that can be done in the extended class time.
May 15, 2013 12:12 PM
7
Being in sync with the CSU's and UC's nearby so that it improves cross
enrollment and makes it an easier transistion for our students that are
transferring into those institutions.
May 15, 2013 9:16 AM
8
While the number of hours required for a class will not change, I think completing
those hours in 16 weeks will increase retention and student success. An 18week semester seems to "drag" in those last few weeks.
May 15, 2013 8:41 AM
9
Student retention and overall attitude of students and faculty.
May 15, 2013 8:19 AM
10
I see too many of my students not being able to stay focused over 18 weeks. I
would love to go to quarter system but 16 is a good choice.
May 15, 2013 7:36 AM
11
For the prepared students, the students will attend and complete courses.
Students will not have the time to be distracted.
May 15, 2013 7:13 AM
12
Frees up space for activities with high schools and for workforce training. And
will hopefully better utilize Friday and the middle of the day (12-5 PM hours)
May 15, 2013 5:29 AM
13
Probably more time for professional activities.
May 14, 2013 9:38 PM
14
More effective teaching and learning for the students. This would benefit the
students since some of them have to move because their parents work in the Ag
industry and they have to go back and forth between CA and AZ. Students
would have more time to balance work and study as many of our students work
and go to school.
May 14, 2013 9:07 PM
15
Student's not losing focus or becoming bored by feeling like the semester is too
long.
May 14, 2013 4:14 PM
16
Better attendance if we drop Friday classes. Increased savings to students not
May 9, 2013 1:36 PM
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Page 6, Q8. What do you see as the potential benefits of compressing the calendar at Hartnell College?
having to drive in or arrange for day care. Shut down the campus for that day
should result in some savings for the college.
17
possible increase in student retention since a shorter time period offers less
chance for things to go wrong in students' lives
May 7, 2013 3:15 PM
18
?
May 7, 2013 2:10 PM
19
Improved success rates. Opportunity for intersession or expanded summer
session.
May 6, 2013 6:08 PM
20
Longer meeting times will limit classroom availability. Result will be fewer FTES
and reduction in course offerings. Adjunct sick leave must be addressed if a
shorter semester is adopted.
May 6, 2013 4:42 PM
21
Students can go to Mexico over winter break without special accommodations.
We can offer winter session courses. Facilities can be maintained over breaks.
Cost savings by closing the campus over breaks. Students have more time to
work.
May 6, 2013 11:22 AM
22
Down time for the rest of the college, and better for students.
May 5, 2013 4:30 PM
23
More prep time and opportunity to get ready for next semester with uot rushing
and stress
May 3, 2013 5:25 PM
24
This would be helpful for our adjuncts as I know many commute far distances. It
will make teaching for Hartnell more desireable as far as coming only twice a
week as apposed to three times and for commuting and bus riding students it will
make coming to class easier as well.
May 3, 2013 12:06 PM
25
1) Students would be on the same schedule as 4-year institutions 2) Higher
retention towards end of the semester, rather than a mass exodus just prior to
finals week 3) Less confusion among students regarding last day of class vs day
of final
May 3, 2013 11:52 AM
26
Longer summer semester classes.
May 3, 2013 11:44 AM
27
Please no compressed schedule!
May 3, 2013 10:28 AM
28
Increased student success More time off for faculty Potential for more effective
use of facilities
May 3, 2013 10:17 AM
29
money saving
May 3, 2013 9:03 AM
30
Longer breaks in summer for students to work.
May 3, 2013 8:42 AM
31
Being able to extend the summer term to 8 weeks, and aligning more with the
CSU schedule. The potential for a January Interim term (eventually) is also
exciting. I generally like MW and TTH 3-unit classes, especially for students who
work, it's nice to have that Friday off.
May 3, 2013 8:33 AM
32
Energy saving, more options for vacation time when classes are not in session,
more options for intersession classes
May 3, 2013 8:25 AM
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Page 6, Q8. What do you see as the potential benefits of compressing the calendar at Hartnell College?
33
Higher student success and retention numbers, ability to schedule winter
intersession to capture additional FTES and to benefit students.
May 3, 2013 7:59 AM
34
More time off for students.
May 3, 2013 7:07 AM
35
Students and faculty are focused on learning instead of feeling burned out trying
to finish a long semester. Better focus leads to better instructional effectiveness,
improved retention, and success. For students and their families, a later start to
the fall semester and earlier end to the spring semester will allow students to
work more due to a longer summer, learn better from a longer summer session,
or take a longer vacation.
May 2, 2013 11:15 PM
36
I think that it allows a lot more flexibility for students and instructors which would
be amazing.
May 2, 2013 9:55 PM
37
Student Retention
May 2, 2013 9:28 PM
38
I think we might retain more students if the semester was shorter.
May 2, 2013 9:10 PM
39
Knowing that many Latino students leave for Mexico in early December to be
with their families, it would behoove us to take into consideration this cultural
reality and accommodate our students by ending our Fall Semester in early
December. I believe it would benefit the college by lowering our attrition rate in
Fall Semesters.
May 2, 2013 9:06 PM
40
matching the schedules of the UC and CSU systems
May 2, 2013 8:24 PM
41
as already noted
May 2, 2013 7:58 PM
42
The potential to have intersession.
May 2, 2013 7:55 PM
43
I think students and instructors alike would be happier with fewer total weeks of
instruction. Administrators and staff might be also happier with more weeks away
from the instructors. :-)
May 2, 2013 7:35 PM
44
better retention
May 2, 2013 7:06 PM
45
Huge! Longer summer school, less fatigue at the end of a shorter semester,
more time with students during the week. Longer lab periods will be better for
reviewing activities and drawing conclusions about what happened- more time
for assess,met in real time.
May 2, 2013 7:03 PM
46
Alignment to CSUMB & SJSU
May 2, 2013 7:01 PM
44 of 51
45 of 51
Page 6, Q10. Please use this space to write any additional comments you have regarding compressed calendar
scheduling.
1
It is a great idea!
May 17, 2013 4:14 PM
2
Unless the summer sessions are extended, a compressed calendar basically
amounts to instructors having longer breaks. In return, there should be more of
an expectation on them to develop hybrid curriculum or tutorials for their
courses, serve on hiring committees, and take or conduct more teacher
training/mentoring.
May 16, 2013 5:56 PM
3
18-weeks is the pony express in era of communications via satellite. The world
moves faster now. Let's move with it or risk becoming irrelevant.
May 16, 2013 5:37 PM
4
I think its a great idea. Works great at UCSC, and works great in my short
course.
May 15, 2013 5:19 PM
5
I am not in favor of a compressed calendar if all it results in is having more time
off for faculty. I would like to see the additional time applied towards
professional development/flex day opportunities or the offering of a winter
session.
May 15, 2013 4:36 PM
6
Will faculty still have 175 day contracts?
May 15, 2013 9:45 AM
7
I like 16 weeks if that means that it is 16 weeks of instruction plus 1 week for
finals (which is what I am assuming 17 weeks refers to and that's why I checked
that option).
May 15, 2013 9:16 AM
8
Make it quicker for students to finish and join workforce. We are still competing
with for-profit institutions that have 6- or 8-week semesters.
May 15, 2013 5:29 AM
9
Don't let the faculty vote on this. This decision should be make by the governing
bodies. Faculty are too lazy to change.
May 6, 2013 11:22 AM
10
Use the two weeks for staff develop and training so that are salaries do not
change. Or use these two weeks as a increase in salary. We have not had a
salary increase in 9 years. Keep or pay the same.
May 6, 2013 10:23 AM
11
This is a terrible idea for Hartnell College, and as stated previously, it will make
starting over at a new institution a consideration if it is implemented.
May 3, 2013 1:06 PM
12
This change has been talked about for so long and Hartnell has been behind the
times on this one, I hope this change actually happens this time around.
May 3, 2013 12:06 PM
13
Please no compressed schedule!
May 3, 2013 10:28 AM
14
Either 16 or 17 week schedule would be preferable to the 18 week schedule, so
long as spring break is not eliminated.
May 3, 2013 8:33 AM
15
I feel that the greatest impact will be on our faculty, therefore, I would support
whatever they choose
May 3, 2013 8:25 AM
16
The change should have been made years ago.
May 3, 2013 7:59 AM
17
I also think that we should consider having the entire week of Thanksgiving off.
Many of the local schools are closed Thanksgiving week and I routinely get
May 2, 2013 9:55 PM
46 of 51
Page 6, Q10. Please use this space to write any additional comments you have regarding compressed calendar
scheduling.
students who bring their children to class that week because they don't have
alternative day care arrangements. I think we would be better serving the
students to help manage these issues.
18
Yes, I favor a 17 week compressed calendar that includes final exams given
during the 17th week.
May 2, 2013 9:06 PM
19
NO. I AM NOT IN FAVOR.
May 2, 2013 8:25 PM
20
It seems to be in the best interests of the teachers, not the students. For
students who do better learning in smaller "chunks" of information, then they will
have more difficulty. The mission of the community college is instruction and
service to the community--how do we optimize our "mission" with the
compressed calendar? Will there be more expectations for faculty in the
increased "off" time to serve on communities, to do SLO analysis and data
gathering about teaching effectiveness, or community service?
May 2, 2013 8:24 PM
21
I checked 17 weeks, but either 16 or 17 would be fine with me if we do it without
sacrificing class contact time.
May 2, 2013 7:35 PM
22
I think we should do whatever the standard is. If it would enhance students'
ability to transfer then we should do it.
May 2, 2013 6:53 PM
47 of 51
48 of 51
Page 7, Q1. Currently there are 5 flex days (3 institutional, 2 personal). What changes, if any, would you like to
see in the number of flex days?
1
The added time could be used for instructors to - participate in more professional
development - conduct more workshops for their peers as well as classified staff
- so we are all part of lifelong learning.
May 16, 2013 6:00 PM
2
2 and 2.
May 16, 2013 5:38 PM
3
none
May 15, 2013 10:24 PM
4
8 flex days: 5 institutional and 3 personal.
May 15, 2013 4:37 PM
5
keep 3 institutional and add 2 more personal for a total of 7.
May 15, 2013 12:06 PM
6
Does not apply
May 15, 2013 10:52 AM
7
3
May 15, 2013 9:25 AM
8
I think faculty could use more time for planning in their own disciplines and to
help in doing the "work of the college." I hear concerns from faculty about not
having the time to accomplish the outside-of-class reports that are necessary.
How ever many flex days are scheduled, faculty need to see that they are
beneficial and meaningful.
May 15, 2013 8:44 AM
9
Flex days are 99% useless. When we meet as a college, I know the planners
are well-meaning, but they hardly ever create a schedule that is meaningful in
any way. Independent flex days are a hassle because schedules activities are
not generally useful and there is too much red tape attached to getting non perapproved activities counted. I do over 30 hours approved and over 35 hours
unapproved on top if that. Faculty can show we are staying up to date with our
professional growth report. Less is more.
May 15, 2013 8:24 AM
10
4 (2 Fall semester, 2 Spring semester)
May 14, 2013 9:35 PM
11
3 total
May 14, 2013 9:18 PM
12
3 max
May 14, 2013 9:07 PM
13
4
May 14, 2013 11:55 AM
14
no opinion
May 9, 2013 7:48 AM
15
Not applicable
May 8, 2013 9:17 PM
16
Additional flex days ONLY IF they were actually flexible. I don't know how many
years I have had double and triple the required 12 hours of professional
development! I don't think we have the prof. dev. committee structure, the
instructional technologist, or the culture to make the jump I would want to see. I
think an additional 3-4 days worth of flex hours (18 to 24 hours more) would be
reasonable for our current state.
May 6, 2013 6:12 PM
17
What about flex activities for staff?
May 6, 2013 4:42 PM
18
Flex days at Hartnell are awful! Hour after hour of mindless meetings, speeches,
PowerPoints, and slo lectures. I would love to spend my flex days working on
May 6, 2013 11:25 AM
49 of 51
Page 7, Q1. Currently there are 5 flex days (3 institutional, 2 personal). What changes, if any, would you like to
see in the number of flex days?
course outlines, developing new courses, making my existing courses better,
and learning new technology. The sign in sheets are a good indicator of how
irrelevant flex days are to faculty. If we didn't have to sign in we wouldn't be
there. Cabrillo has a vibrant flex calendar - we should consider moving to
something similar.
19
I am adjunct, so the flex days don't really affect me.
May 3, 2013 4:59 PM
20
Flex days have become an obligation to file time for contractual reasons. They
are an antiquated way of forced faculty and staff involvement on campus and a
complete waste of time. I would rather have a mandatory faculty meeting, as was
done during the Velau's days, to keep the campus on focus and on the same
page
May 3, 2013 1:44 PM
21
Please no compressed schedule!
May 3, 2013 10:28 AM
22
I thought the flex days were mandated by state law. I am in favor of on going
faculty professional development, but I feel mandatory flex days are an not
effective way to do this. If we can decrease the number of flex days, I am
completely for it.
May 3, 2013 9:11 AM
23
3 personal,2 institutional
May 3, 2013 9:04 AM
24
we shoyuld meet before each semester for training and have more flex days
May 3, 2013 8:34 AM
25
I would like to see more flexibility in the activities that count toward flex.
May 2, 2013 11:16 PM
26
I checked fewer than 5 flex days but I would actually prefer fewer institutional flex
days and more personal flex days. This year, I have already completed nearly
30 hours of flex; last year I completed over 50 hours of flex. I would like more
flexibility to use my flex time to pursue things that are of particular interest to me
instead of the institutional flex days which are not always relevant to what I am
doing in the classroom.
May 2, 2013 10:02 PM
27
2
May 2, 2013 9:28 PM
28
4-Two institutional, 2-personal
May 2, 2013 9:27 PM
29
Four total; 4 institutional, 1 personal
May 2, 2013 9:07 PM
30
There needs to be more credit for keeping current in one's field. Probably need
more than 2 personal days to keep current.
May 2, 2013 8:26 PM
31
4 days
May 2, 2013 8:24 PM
32
3 - Two personal, one institutional.
May 2, 2013 7:55 PM
33
Personally, I'd like to keep the 5 total flex days but make only one of them
personal. The current 12-hour flex requirement usually has me (and I believe a
lot of other faculty members) scrounging for flex hours this time of year. Yes, we
should all plan out a steady sequence of flex activities throughout the academic
year, but that's easier said than done!
May 2, 2013 7:45 PM
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Page 7, Q1. Currently there are 5 flex days (3 institutional, 2 personal). What changes, if any, would you like to
see in the number of flex days?
34
Compensate for the fewer instruction days by having a week of mandatory flex
days prior to either fall or spring semester.
May 2, 2013 7:07 PM
35
In my former district we had four: 2 consecutive days to start the academic year.
1 at the start of the spring term. 1 around Spring break either before or after.
May 2, 2013 7:03 PM
36
I find we are working on days off anyway. We should just get rid of the 2
personal flex days. We could keep the institutional days so that the college can
use that time to relay important information but I don't think the personal days
really matter.
May 2, 2013 6:55 PM
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