The Issue

GBDA third-year students are currently block enrolled into all required courses with no ability to switch sections or adjust class times, even when space is available. While this system is intended to create fairness and reduce scheduling conflicts, it does not fully reflect the real-life circumstances many students are facing.

Recent changes to OSAP funding have reduced the financial support available to many students, making it increasingly important to manage everyday expenses such as transportation. For students living off-campus, commuting costs can be significant, and options like carpooling are often necessary to reduce financial strain. However, the current policy does not recognize transportation or financial considerations as valid reasons for requesting a schedule adjustment.

At the same time, third-year students are balancing heavier academic workloads alongside co-op preparation, part-time jobs, and other responsibilities. The inability to make even minor adjustments to class schedules limits students’ ability to manage these commitments effectively.

While block enrolment aims to ensure fairness, treating all students the same does not necessarily result in equitable outcomes. Students have different financial situations, commuting needs, and external responsibilities, and the current policy does not account for this diversity.

What We Are Asking For

We are not asking for complete freedom in course selection. Instead, we are requesting reasonable and limited flexibility:

Allow students to switch course sections when space is available
Recognize financial and transportation constraints (including carpooling) as valid considerations
Provide a clear and transparent process for requesting schedule adjustments
These changes would maintain the structure of the program while better supporting students’ financial realities and day-to-day needs.

Why This Matters

This is not about convenience or personal preference. It is about financial accessibility, fairness, and supporting students in managing their academic and personal responsibilities.

By introducing limited flexibility, the GBDA program can create a more equitable and student-centered environment that better reflects the realities of its students.