VI. Changes in Course Enrollment and Section or Cohort Size
Decisions about course enrollment and section/cohort size, along with associated workload decisions, are the responsibility of the chair of the division in which the course resides. Decisions related to changes in course enrollment and/or section/cohort size should be made in communication with the course instructor, and in consultation (as needed) with the Provost and Vice President for Academic Affairs (or designee), and/or the Registrar. The Instruction Committee (IC) or Graduate Program Committee (GPC) may be consulted in certain cases (see below).
Changes to existing course enrollment include any changes to course maximums (caps) or minimums that represent a change from the existing, established course size, or from current practice within the institution. Changes to existing course enrollments may also include changes in section size/number or in cohort size/number. At the time such a change is made, there should be agreement between the division chair (after consultation with the instructor) and the Provost and Vice President for Academic Affairs as to whether the change in course size is temporary or permanent. Changes to existing course enrollment should occur reasonably in advance of the start of a semester, to allow the instructor time to prepare. It is expected that course enrollments will be adjusted occasionally to reflect divisional and institutional objectives and/or strategic and financial priorities. The following factors should be considered to ensure that changes to existing course enrollments align with best practice:
1. Constraints imposed by the seating capacity of a classroom, the space available in a laboratory or studio, supplies/equipment limitations, and relevant accreditation requirements. If enrollment caps are raised, the Registrar and the Provost and Vice President for Academic Affairs must locate suitable space and equipment for the course.
2. Characteristics of the course, including the student audience, teaching and assessment methods, and desired course outcomes. For example, an undergraduate course taught in a lecture format can typically be expected to accommodate more students than a writing-intensive course, a laboratory course, an upper-level seminar, or a graduate course.
3. Instructional delivery method. Courses delivered online or in accelerated or hybrid formats may have different instructional requirements from those delivered in traditional formats, and may have unique workload demands for the instructors who teach them.
4. Pedagogical considerations associated with course enrollment. Larger classes may necessitate changes in instructional methods, student assessment, and student-instructor interaction. The division chair should seek input from the instructor (and/or other knowledgeable members of the division) before making decisions that may impact pedagogy.
5. Equity. Whenever possible, chairs should consider the distribution of teaching assignments within the division, as well as the workload associated with class size, format, and level of instruction. Chairs should pursue equity and transparency in regards to workload, overload, and the granting of stipends or other forms of workload-related compensation.
6. The institutional mission. Chairs, instructors, and members of the administration all work collaboratively in the best interest of the college and its students. It is recognized that outstanding, mission-aligned instruction can occur in classes of various size and format.
It is expected that most course enrollment decisions will be made collaboratively at the division level. However, in the event that: 1) communication has occurred between the chair and the instructor, 2) consultation has occurred between the chair and the Provost and/or Registrar, 3) the above guidelines have been considered, and yet, 4) the parties involved disagree about course enrollment, section/cohort size, and/or associated workload, the faculty member (instructor or chair) may take any of the following additional actions:
1. The instructor can request to meet formally with the chair and Provost (or designee). Prior to this meeting the instructor can request a brief written rationale from the chair, which can be discussed at this meeting.
2. Any of the parties can request consultation with the Instruction Committee (undergraduate courses) or Graduate Program Committee (graduate courses). Parties include the course instructor, division chair, Provost, and/or Registrar.
3. The instructor or chair can file a grievance with the Faculty Liaison Committee (FLC). The Faculty Handbook contains a policy that allows the FLC to hear faculty grievances related to “Faculty Grievances Not Related to Reappointment” (2019-20 Faculty Handbook B.77). In the case of a grievance related to course enrollment, the FLC may consult with the IC, GPC, or PSC depending on the nature and context of the grievance.