Discussion Points and Proposals for Class Size Issues at Fullerton College

Discussion Points and Proposals for Class Size Issues at Fullerton College (After Meeting of September 6, 2006)

Discussion Points:

1. With continued scrutiny by the Board and DCCC, FC’s committee needs to develop a strategy for increasing communication between faculty and the President, and FC faculty with Cypress faculty, so that all differences are resolved before proposals go to DCCC. 2. Class size is, unfortunately, directly addressed in the Union contract, which forces the committee to look at both pedagogical and equity considerations in making these decisions. 3. The District plans with the assumption of an average class size of 35. This number is not written in law, but it is a widely-accepted number across the state. 4. The President needs some direction from the Committee when judging proposals.

Proposals:

1. Assuming that the Class Size Planning Resource Sheet is approved in some form by Cypress and DCCC, we will ask faculty to use that as a guide when choosing a class size. 2. Faculty need to balance a “perfect world” scenario with what is economically feasible. 3. Faculty should justify every class size because questions will be asked at DCCC and the Board. 4. Faculty should look at class size during the 6-year review process. 5. Faculty should probably come up with some Memo of Understanding in consultation with Cypress faculty in which they group types of courses in their discipline and agree on a class size for the group, noting characteristics which they have in common which can then be publicized.

Item for Further Discussion:

1. Should Distance Education sections have the same class size as On-Site automatically and why?

Class Size Planning Resource Sheet DRAFT: February 1, 2006

Statement of Philosophy: While the Curriculum Committee supports the use of this sheet in promoting student success and the economic feasibility of the College, we strongly feel that issues of pedagogy and class size are best determined by the individual faculty members and divisions involved.

Institutional Goal: Each college's average WSCH/FTEF target is 525 without compromising student learning. Assumptions: 1. Due to the nature of their disciplines, some departments will not be able to reach the goal. Therefore other departments may need to generate a greater WSCH. 2. Class size should not be set based on classroom and/or equipment availability. 3. Class size for courses with an online component will be the same as on-site courses. 4. Clear course methodologies should appear in the course outlines to reflect the appropriate class size. 5. Safety, Health, State/Accrediting Regulations, and Vocational Advisory Committees supercede the following descriptions. 6. Although a goal of this document is to minimize the differences between class sizes for particular classes at Cypress and Fullerton, there doesn’t have to be a class size match on both campuses. 7. In determining class size, faculty should balance three competing concerns: pedagogy, labor equity, and economic feasibility. 8. Fullerton College’s Curriculum Committee will require justification for class size that are under 35 for all new classes, and all changes in already approved classes.

When determining class size, faculty might find the following grid useful, but class sizes that differ from this grid are acceptable, with appropriate justification per Assumption 8.

Instructional Method Class Size Descriptions Lecture/Discussion 45-50 The primary mode of instruction is lecture and may include discussion and/or group learning. Evaluation primarily through objective exams. Writing assignments are assessed for concepts and structure mostly. Lecture /Discussion/ 35-45 While the instructor does lecture, much of the class time focuses on discussion, Group Learning/ Student group learning, and/or formal/informal student presentations. Evaluation primarily Presentations through objective exams. Writing assignments are assessed for concepts and structure mostly. Individualized 25-30 Class time focuses on individualized instruction, student presentation time, and/or Instruction/Group group learning. Requires three or more writing assignments using advanced Learning/ Student analytical and critical thinking skills. Writing assignments are assessed for critical Presentations thinking, conceptual understanding, structure, style and mechanics. Extensive Writing 27 Evaluation mostly through writing assignments with a minimum of 6000-8000 words. Writing assignments are assessed for critical thinking, conceptual understanding, structure, style and mechanics. For developmental classes, the amount of words may be less, but the amount of assignments and scope of assessment are similar to a transfer-level course. Individualized Instruction 25 Most of the time the students are engaged in practicing the skill(s) they are learning and the instructor gives each student individual instruction as the class proceeds. Internship/Field Practice 25 Classes in which the instructor coordinates internship/field practice opportunities and supervises students individually at different locations. Lab – Standard 35 Labs in which the instructor supervises students as they proceed in their work and answers questions, but does NOT provide extensive individualized feedback/evaluation on a regular basis. Lab – Individualized 25 Labs in which the instructor provides extensive individualized feedback/evaluation Feedback/Evaluation on a regular basis. (e.g. problem sets, scientific experiments, vocational skills, lab reports)