Classroom Scheduling 101

Mary Callahan

For years the urban legend at MIT regarding the assigning of classroom space has been that there is a secret algorithm that is applied. In this article I will attempt to dispel that myth, and highlight the complicated and often difficult task of assigning classrooms.

The Registrar's Office is responsible for the scheduling of about 2,400 subjects each term. While offerings such as thesis research or independent study don't require rooms, the majority of subjects do need to be assigned into one of the 159 classrooms managed by the Registrar's Office. These classrooms vary in size from a maximum of 566 to a minimum of 10, with technological capabilities ranging from distance learning to chalk and blackboards.

The most expedient way to schedule these subjects into classrooms is to determine what room a professor prefers and schedule the class into that room. According to the MIT Classroom Survey conducted by the Office of the Provost (web.mit.edu/ir/surveys/), three-quarters of faculty report getting their first-choice room. Although the Registrar's goal is to schedule each subject based on faculty preference while optimizing use of scarce classroom resources and minimizing student conflicts, there are many mitigating circumstances that prevent all subjects from being scheduled into the first choice of a room.

Days and Times

There is greater competition for rooms during certain days, such as Tuesdays and Thursdays. There are also preferred teaching times for both faculty and students. While the teaching day is 8 a.m. to 5 p.m., there are very few classes scheduled during the 8 am hour, as neither faculty nor students prefer to hold class session that early in the day. Of the 226 subjects offered on Mondays during the fall 2005 term, 198 (87.6%) met between the hours of 10 a.m. and 4 p.m.

Scheduling Parameters

Although MIT does not have a rigid scheduling matrix, subjects that meet outside of a Monday/Wednesday/Friday or Tuesday/Thursday grid complicate the scheduling process, as they will likely cover more than one scheduling period. For example, a subject that meets from 10 a.m. until 1 p.m. on Monday in effect takes up three time blocks (MWF 10; MWF 11; MWF12). The Registrar's Office tries to find other subjects that meet in the corresponding time blocks (W 10-1, F 10-1) to assure maximum utilization of space.

Subject Enrollment

Rooms are also allocated by space requirements of particular subjects. A major lecture, such as 3.091, will obviously be scheduled into a room that can accommodate the large enrollment. But each term there are less predictable situations that require switching rooms. A subject might be scheduled into a room with a capacity of 50 but only enroll 35 students. Another can have the opposite scenario; scheduled into a room with a capacity of 40 but 48 students enroll. It then becomes necessary to switch these two rooms, resulting in a situation where neither professor receives his/her first room choice.

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Technological Requirements

Technological requirements of some subjects dictate that they be given scheduling priority in certain rooms. Subjects such as 8.01 and 8.02, using the Technology Enabled Active Learning (TEAL) format, need to be scheduled into classroom 26-152, as this room is specifically designed to support the pedagogical requirements of TEAL. Subjects conducted in the distance learning format, such as those offered through the Singapore-MIT Alliance, are scheduled in classrooms 32-123, 32-141, or 1-390, that have distance learning capabilities, as no other room will meet their unique needs. While other subjects can be scheduled into these particular rooms, the unique attributes of these classrooms require that subjects using these attributes be given preference in scheduling.

The nature of classes at MIT requires multi-purpose classrooms be located throughout the campus. Scheduling is such that a mathematics class can be followed by a literature class that can then be followed by a biology class, and the room has to be equipped to handle the needs of each subject. As 89% of faculty who use a computer in the classroom report bringing their own laptops, there is a need for advanced video projection capability in every room with standardized audio/visual control systems.

Extenuating Circumstances

While all of the above complicate the scheduling process, an additional hurdle to creating a room schedule is the extenuating circumstances that are unavoidable but impact the scheduling of classrooms. The current Physics, DMSE, Spectroscopy, Infrastructure (PDSI) project provides a good example. The location of the construction between Buildings 4, 6, and 8 has necessitated the closing of 16 classrooms with a net loss of 848 seats within these buildings. This has resulted in the rescheduling of subjects that usually use this classroom space into different locations and has required renovations to some rooms to accommodate these classes.

There are also occasions where classrooms have to be forfeited to the benefit of the Institute. Competition for limited space can require the converting of an academic classroom into an office or lab facility, and while another space is usually traded for the room being annexed, the process results in a zero sum gain in academic classrooms.

Conclusion      

As has been shown, the scheduling of rooms is an iterative process relying heavily on human decision-making in the allocation of somewhat scarce resources. The long-term goal is to continue to renovate classrooms on campus to provide the optimum teaching and learning environment for both faculty and students, with faculty and pedagogical needs as the driving force. Until that renovation is completed, the Registrar's Office will continue to try to best meet the needs of each subject when scheduling subjects into classrooms.

For more information about classroom scheduling, please visit our Website: web.mit.edu/registrar/.

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