Thoughts on The New Kids On The Block

Here is a riddle for you... What is flat, full of squares, gives off no odor, but still stinks? The answer of course is Tufts' new block schedule.

The "old" block schedule was something we as students took for granted, and I for one sorely miss it. While it was hated by new freshman who just did not get it, Tufts students and the block schedule had all the makings of a good relationship. At first it played hard to get, but once you were able to understand it, everything worked out. It was really pretty too, with rectangles starting at nice even times like 10:30am and 2:30pm. The old block schedule may have stolen your heart once you got to know it, but at least it never stole your late afternoons and evenings like its replacement has.

In order to get a better idea of where the faults are and learn more about this logistical failure, it is important to analyze some key contentions of the new schedule. Naturally, seven questions ensued. (Note: The only thing obscene about these seven questions is how absurd this new schedule really is).

1. Does the new block schedule really eliminate small overlaps in classes? Well, while one of the big rallying cries behind the creation of this new beast was getting rid of ten or 15 minute overlaps between adjacent blocks, the problem still exists. Now many classes are held in the 5, 6, 7 or 8 blocks, which are Monday-Thursdays, 1:30-4:30 p.m. Great. Now, thanks to moving many classes out of the "peak period" of the day, (10:25-3:45 p.m.) a large amount of classes start at 4 p.m. The problem? Suddenly we have a small overlap of 30 minutes or less that prevents people from taking two consecutive courses. This late afternoon time has seemed to become the new most popular time for classes because it is just outside of the peak period quota (55 percent of classes) and allows professors who have families to go home at a decent hour.

2. Does the new block schedule make better use of classroom space? One reason for redoing the block schedule was to use existing classrooms in a more efficient manner. Not rearranging the block schedule would cause an inefficient allocation of classroom space, and ultimately require a new academic building to be built. That would not come cheap. Creating a new scheduling system was relatively cheaper. But for whom? At this point, it seems the students are paying the price in the form of inconvenience.

This semester I am teaching an Explorations class through the Ex College about "The Simpsons." It is lucky that the subject manner is funny, because locating space to hold the class was no laughing matter. I initially had hoped to hold the class Tuesdays at 4 p.m. However, the word came back that there was not one room available on the entire campus to hold the class. Knowing I was outside of the peak period, I was baffled that there was not one free room. So then I asked for Thursday at the same time, on to receive the same response. Luckily, I was able to secure a conference room (not officially used or booked as a classroom) for the day and time of my choice. Obviously if problems like this occur, we have not yet achieved a fully efficient use of classroom space.

3. Is the block schedule student-friendly? To answer this question, we must simply look at class listings. Take the psychology department for example. About 25 of 35 classes being offered next spring meet once a week for a three-hour block. Is this any way to learn? Many students have enough trouble staying focused for "plus blocks," so three hours at a time is a lot to swallow. Staying attentive in class is tough enough, and completely retaining all that information is even tougher. Also, taking a long class on a Wednesday afternoon blocks you out from taking many shorter classes on a Monday afternoon, because most of the Tufts world operates on a Monday/Wednesday schedule. Once again, for whom is this new schedule more efficient?

Do not even get me started on the times that classes start. 10:25 a.m. 6:50 p.m. 2:55 p.m. 1:17 and 12 seconds. What used to be easy to follow under the old plan is now nothing more than counter-intuitive and annoying. For at least all of September, many upperclassmen came strolling into my 10:25 classes at 10:30. It just makes sense that way. In fact, one of my professors agreed the new times were so illogical she decided to make our 2:55 p.m. class start at 3 p.m. Finally, an idea that makes sense.

This new schedule has not been friendly to athletes. While it was once easy to keep afternoons open for team practices, now many essential classes are being taught in the late afternoon. The creation of the peak-period has pushed many classes from desired midday to late afternoons, which just do not work for Tufts' student athletes.

4. Is this new block schedule change for real? Yes. Until enough students make noise, this is here to stay. Please, make some noise. Let those who are empowered to make changes aware of your discontent. Be specific.

5. How much did student opinion and input play a role in creating this new schedule? Ah, this one has a nice and short answer. Practically zero. A group of students were "test dummies" while this schedule was in development. The study showed most of them fared better under this new plan. However, one thing I learned in my statistics class (taken under the old block schedule of course) is that 50 people are hardly a significant sample size in a population of near 5,000.

6. If the new block schedule was a food at Dewick, what would it be and why? Well, to answer this, I polled about 50 people (which we now know is sufficient to make a unilateral decision). People told me meat from the carvery. It looks really nice and good on the outside, but once you actually try some, it's a little disappointing.

7. So where do we go from here? The first thing that needs to be done to fix the problems of the new block schedule is to identify the biggest problems. There is an enormous need for student input on this change. Students need to know where they can go to voice their concerns, and also feel that their input is valued. The entire student body should have the opportunity to answer poll questions about this schedule change.

One consequence of nearly eliminating Friday classes on the new schedule was moving many classes to late afternoons, which has proven unpopular as well. The student body should be asked would they rather have classes Friday midday, or late afternoons the rest of the week. I am not saying let us have more Friday classes; I am just saying, let's find out what students as a whole think given the tradeoff. I don't know the answer. The true answer lies in asking the students. Much of the unhappiness with the new schedule lies in the lack of asking students what they think.

There are some changes to the new block schedule, which appear to be no-brainers. Three-hour blocks should be changed back to the two and a half-hour blocks they once were. If this is done, the 1:30 p.m. classes will now end at 4 p.m. This will allow students to take another class afterwards, rather than lose out on taking anything late afternoons. Additionally, classes should start on half-hour increments as they used to. The "funny five numbers" are just confusing, odd, and downright look funny.

No doubt, the new block schedule has some nice new features, but also has many problems. I just think it is time for administrators to schedule some time to truly get input from students.



Josh Belkin is a junior majoring in Economics and a TCU Senator.