I have written previously about the negative effects of small class size on how I teach, which I’m noticing again this semester in a class of only ten students. I have also written about low-enrollment institutions like Mills College. If your employer is small, tuition-dependent, and the surrounding area is losing population, it is time for you to worry. But today I am going to explore size effects at the intermediate level by looking at how enrollments affect curricula.
As the chair of a small department that manages three separate majors, none of which graduates more than a dozen students per year, I am hypothetically responsible for balancing two competing agendas — filling classrooms with students who will likely never again take a course in the same disciplinary area, and offering a sufficiently diverse menu of advanced courses for students majoring in that disciplinary area.
In a recent discussion about one of my department’s programs and the upcoming academic year, I advocated in favor of offering a number of introductory course sections that is similar to the number that has been offered previously. These course sections typically enroll thirty to thirty-five students each, in contrast to upper-level courses that might enroll a dozen or fewer. The higher head count per class reduces overload and adjunct compensation, a cost that has exploded at my university because of a lack of oversight by deans and provosts. It also means more students are exposed to this particular field of study, increasing the chance that some might select it as a first or second major in a future semester.
Someone else instead supported an increase in the number of upper-level courses. This, the person claimed, would better serve students in the major — by giving them more topics to choose from — and perhaps increase the attractiveness of the major to current and potential future students at the university. Continue reading