1 / 18

When Does Size Really Matter? Class Maximums & Student Learning

When Does Size Really Matter? Class Maximums & Student Learning. Nancy Persons, Santa Rosa Junior College, Facilitator Julie Bruno, Sierra College Dennis Gervin, Columbia College. Survey. Please take a moment to fill in the survey.

astin
Télécharger la présentation

When Does Size Really Matter? Class Maximums & Student Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. When Does Size Really Matter? Class Maximums & Student Learning Nancy Persons, Santa Rosa Junior College, Facilitator Julie Bruno, Sierra College Dennis Gervin, Columbia College

  2. Survey • Please take a moment to fill in the survey. • Feel free to add additional comments as they occur to you while we provide information and discussion ideas.

  3. Why write a position paper? Whereas, Class caps are maximum student enrollment limits specified for each class, and class cap determinations have sometimes been made inconsistently on the basis of classroom size and other arbitrary factors; Whereas, The enrollment management plans on many campuses have been responding to FTES enrollment funding caps by arbitrarily increasing class caps in order to increase perceived efficiency; Whereas, Non-pedagogically based class caps have a serious impact on effective instructional delivery and student success, and raising class caps in many classes such as Career Technical Education and science laboratory classes not only impacts effective instruction but can also negatively impact safety conditions for students; and Whereas, A number of professional organizations such as the American Chemical Society, Red Cross, Basic Skills Initiative, and the National Council of Teachers of English have conducted studies justifying the establishment of class caps based on pedagogical concerns;

  4. Why write a position paper? Resolved, That the Academic Senate for California Community Colleges recommend that discipline faculty at local colleges determine class caps for each of their courses based on pedagogical and health and safety factors, such as but not limited to the methods of instruction, course modality, objectives and outcomes of the course, the assessment methods as established on the Course Outline of Record (COR), and fire codes; and Resolved, That the Academic Senate for California Community Colleges develop a position paper with guidelines for local academic senates to work jointly with collective bargaining agents to assist discipline faculty in the determination of class caps based primarily on pedagogical and health and safety factors.

  5. Developing the Position • Passed Resolution 13.09 Fall 09 • Assigned to the ASCCC Curriculum Committee • Gathered information • Created Structure and Content of the Paper

  6. Components of the Paper • Facilitating Learning • Student Success • Faculty: Setting Class Caps • Distance Education • Setting a Course Minimum • Workload Issues • Facilities • Administrative Perspective

  7. Additional Resources Included • Recommendations for Local Senates • Checklist for Curriculum Committees • Examples • Mathematical model

  8. Discussion • What factors do you consider when determining class maximum?

  9. Perspectives: Academic Senate • What is the role of the Senate? • What is the role of the Curriculum Committee?

  10. Perspectives: Administration • What is the role of the Administration?

  11. Perspectives: Union • What is the role of the Union?

  12. Discussion: Including Interests • How do you collaborate with all interested parties? • How do you ensure that interests from various groups are met without compromising the integrity of pedagogy?

  13. Discussion: Process • What is a “good” process? • Should there be/Is there a difference in class size for on-ground and on-line classes? • Where should the number be housed? • How do we share the information?

  14. Discussion: Aligning Process & Practice • Recognizing that faculty themselves don’t always stick to the class cap, so what direction can we provide to our colleagues?  Any best practices out there? • How do faculty and administrators stick to the class maximum when students are clamoring for classes?

  15. Stay Tuned… • What’s Next? • Revision of the paper • Revision of the paper • Revision of the paper • Adoption of Setting Course Enrollment Maximums at Plenary • Using best practices locally

  16. Survey revisited… • Please take a moment to add any additional information, ideas or suggestions you would like the ASCCC Curriculum Committee to consider as they revise the paper.

  17. Questions or Comments…

More Related