The shopping period at the start of each quarter can be a heady combination of excitement and stress. While searching for new classes can be thrilling, trying to fit all these classes into one’s schedule can sometimes be tricky. At times, it may even seem as if all the classes you want to take conflict with one another.

Scheduling conflicts are not necessarily anyone’s fault. Many arise because of demands between major requirements, professors’ schedules and accommodating athletics. But there are a variety of conflicts that could be avoided:

• Some classes meet on Mondays and Thursdays (SOC 261B); Tuesdays, Wednesdays and Thursdays (ENGLISH 21), or a similarly bizarre combinations of days.

• Other classes have a 15-minute overlap between them, making it almost impossible to attend both classes, given the time it takes to bike from one class to another. Many of these classes could easily fit into normal times.

• A majority of classes are scheduled immediately before or after lunch, making it difficult to find classes outside of the “primetime” slots at 11 a.m. and 1:15 p.m.

Strange schedules can create nightmares for many people: athletes who have more demanding schedules are less able to accommodate non-standard class times; those in requirement-laden technical majors who have difficulty scheduling classes that satisfy GERs. Even those in “flexible” interdisciplinary majors may occasionally find it tricky to register for classes across different departments.

The University administration has noted the problem. The Registrar’s Web site clearly acknowledges that “students encounter an unacceptable level of scheduling conflicts.” In response, the Registrar has offered solutions. For instance, the Web site clearly explains the scheduling policies and even furnishes a list of allowable class times.

We support the Registrar’s policies: not only do they provide solutions to the problem, they afford teaching staff a great deal of flexibility. We do not see why some professors choose not to abide with these policies. After all, a single ill-timed class often throws off an entire schedule.

We understand that professors and department administrators have the prerogative to decide when to schedule classes, even if it means deciding to schedule classes at non-standard class times. However, given the University’s goals to provide a broad-based education, we believe that professors contribute to the aims of the University by allowing students the flexibility of attending classes outside of their departments.

While there are clearly no easy solutions to this problem, we can offer the following suggestions:

• Currently, the policy is only strictly enforced for classes that are held in classrooms scheduled by the Registrar. In other words, classes that are held in departmental spaces are exempted from these recommendations. We strongly suggest that all classes be held to the same class time standards, regardless of where they are held. Professors who wish to schedule classes at other times should be required to submit a petition to the Registrar.

• We suggest that every department be required to schedule at least one popular class at a less attractive timeslot. If each department makes it a point to schedule one class at 9 a.m., there will be less of a squeeze in the popular 11 a.m. timeslot.

Lack of attendance is not a serious concern as students are likely to attend a class they are interested in regardless of the time. Seminars with mandatory participation can also be scheduled earlier in the morning or later in the evening.

Perennial favorites like Prof. William Dement’s Sleep and Dreams can easily be scheduled at 9 a.m. without taking a serious dent in its popularity (students sleep through it anyway). For example, Richard Powers’ social dance classes routinely require their devotees to get up in time for class at 8:45 a.m.

• Most departments do a pretty good job of minimizing conflicts between classes within the department. But departments should strive to be less parochial in their thinking and make it easier for students to explore classes outside the department. By doing so, departments and the University as a whole could make a stronger statement about the value of interdisciplinary education.