At research universities, class scheduling often goes unnoticed, yet it plays a crucial role in student success.
The University of Utah has recognized the importance of this issue and is taking steps to address it with data-backed insights.
Over the last year, the Office of Academic Affairs conducted a comprehensive analysis of course scheduling across the campus.
The findings revealed an alarming concentration of courses scheduled predominantly between 9 a.m. and 2 p.m., with a notable spike on Tuesdays and Thursdays.
In contrast, early morning and late afternoon slots, as well as Mondays and Fridays, remain significantly underutilized.
Moreover, Monday/Wednesday/Friday course formats are frequently overlooked.
This uneven distribution of class schedules presents several challenges that can adversely affect students’ academic journeys.
First and foremost, it creates bottlenecks that hinder student progress.
If multiple required courses are scheduled during the same time slot, students face the frustrating reality of being unable to enroll in necessary classes.
Consequently, students are delayed in their graduation not out of lack of motivation, but simply because the available schedules do not accommodate their academic needs.
Additionally, the current scheduling structure limits the flexibility essential for students with varying responsibilities.
While some students may thrive in midday classes, others—such as working students, commuters, and caregivers—require more versatile scheduling options to integrate their academic and personal obligations.
This concentration of classes in a narrow timeframe disproportionately impacts those managing additional responsibilities outside of academics.
The implications of this scheduling predicament extend to financial concerns as well.
Presently, the University of Utah’s four- and six-year graduation rates stand at 34% and 64%, respectively, lagging behind its peers in the Association of American Universities (AAU).
Improving these graduation rates is critical, not only for enhancing student success but also for ensuring affordability.
The longer students take to graduate, the greater the likelihood they will accrue additional debt and delay their entry into the workforce.
Not every student aims for a four- or six-year finish, but no student should be hampered by inefficient course offerings or poor scheduling.
Furthermore, this scheduling issue exacerbates space and resource challenges on campus.
When most students are on campus simultaneously, the demand for classrooms, campus services, and parking spikes, leading to overcrowding.
For instance, constructing a new parking structure to alleviate congestion can cost upwards of $10 million—funds that could otherwise enhance student success initiatives or faculty hiring.
In essence, optimizing class scheduling not only bolsters student success, but also enhances academic outcomes while promoting efficient use of university resources.
To tackle these scheduling challenges, the University of Utah is implementing changes to its course scheduling practices.
The past year has seen discussions among deans regarding the necessity for more intentional scheduling, with many academic leaders seeking support to shift established patterns.
In June 2025, the Academic Affairs introduced new course scheduling guidelines to deans, associate deans, and department chairs, along with a preview of an interactive dashboard aimed at collecting feedback.
These dashboards will provide a visual representation of class distribution, enabling departments to identify scheduling bottlenecks and track their progress toward the new objectives.
The revised guidelines prioritize students’ access to essential courses, initiating a phased implementation beginning in Spring 2026.
Under the new protocols, departments will be required to distribute their course schedules more evenly throughout the day.
No more than 50% of classes can be scheduled during peak hours (9 a.m. to 2 p.m.), with at least 50% of classes reserved for non-peak times.
Starting in Fall 2026 and moving forward, additional day-of-the-week scheduling expectations will be introduced: no more than 30% of classes can be scheduled during peak hours on Monday/Wednesday/Friday or Tuesday/Thursday.
At least 40% of courses must be scheduled outside of these prime times.
To support departments in meeting these guidelines, Academic Affairs has launched new interactive dashboards for deans, department chairs, and scheduling staff.
Access details were shared with deans and chairs via email, and technical assistance is available for anyone needing support in navigating the dashboards.
The goal is to make the scheduling process more transparent and manageable, empowering departments to make informed adjustments that align with the needs of their students, faculty, and instructional teams.
While the new scheduling guidelines establish common expectations, the implementation will be handled by each department based on their unique needs.
Department chairs will take responsibility for course scheduling, with Academic Affairs facilitating guidance and resources, while any specific inquiries should be addressed at the department level.
image source from：attheu
