Proposed Policy on Establishing Initial Class Sizes
Objective: Establish a consistent and logical practice in determining proper class size across campus.
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 recognizing the recommendations of the individual faculty members,
departments, and divisions involved. (adapted from North Orange County Community College District document)
Purposes (adapted from North Orange County Community College District document)
1.
The purpose of this document is to establish a consistent method of determining maximum class size
across campus. Departments are encouraged to use this document in proposing class sizes. When
proposals differ from this rubric, a justification must be considered.
2.
In determining class size, faculty should balance four competing concerns.
 Pedagogy
 Enrollment patterns
 Labor equity
 Economic feasibility
3.
Class size should NOT be set based on classroom and/or equipment availability or specific classroom;
such considerations may be made AFTER the appropriate class size has been established.
4.
Clear course methodologies should appear in course outlines to reflect the appropriate class size.
5.
Safety, health, state/accrediting regulations, and vocational advisory committees supersede the
following descriptions.
6.
Class size for courses with an online component will be the same as on-site courses.
7.
Class size limits are MAXIMUM class sizes, not minimums, which is set by other economic or facility
policies.
QUESTIONS TO EXPLORE IN THE PROCESS
1.
If a policy is established, do the categories presented below adequately represent Cerritos College
situations/needs? Do the descriptions provide adequate information to determine initial placement
of courses?
2.
What elements of the course outline will be used to make determinations? (rigor of assignments,
teaching methods, evaluation methods, SLOs)
3.
How do we deal with disciplines who have multiple sections of the same course taught by multiple
instructors with multiple rigor methods?
4.
How should class sizes be determined in this rubric?
5.
What would constitute adequate justification to deviate from these established maximum class sizes?
6.
Should this document regulate/affect existing class sizes? Could/should this document be considered
in re-thinking class size for existing courses on a case-by-case basis? Is this something that is
negotiable?
Updated 4/14/14
Department/Contact _________________________________________________ (Feel free to rename/modify and/or create your own categories)
Course type
The primary mode of instruction is lecture
and may include discussion and/or group
learning. Evaluation is primarily through
objective exams and/or writing assignments.
Writing assignments are assessed mostly for
concepts and structure.
Lecture/Discussion/Group
Learning/ Student
Presentations
While the instructor does lecture, much of
the class time focuses on discussion, group
learning, and/or formal student
presentations. Evaluation is primarily
through objective exams. Writing
assignments are assessed mostly for
concepts and structure.
Combination Lecture and
Lab/Activity Classes
Combination lecture/lab course where the
instructor and students move seamlessly
between lecture and lab mode. May include
“activity” classes. Lecture may include
discussion and/or group learning.
Student/teacher interaction is informal as
students work on activities.
1
2
3
Light involvement
Combination Lecture and
Lab/Activity Classes
4
5
Proposed Definition
Lecture/Discussion
Extensive involvement
Combination lecture/lab course where the
instructor and students move seamlessly
between lecture and lab mode. May included
“activity” classes. Lecture may include
discussion and/or group learning.
Student/teacher interaction is extensive
and included highly organized, intensive
activities.
Individualized
Instruction/Group
Learning/Student
Presentations
Class time focuses on individualized
instruction, student presentation time,
and/or group learning. Requires three or
more writing assignments using advanced
analytical and critical thinking skills. Writing
assignments are assessed for critical
thinking, conceptual understanding,
structure, style, and mechanics.
Extensive Writing
Evaluation mostly through writing
assignments with a minimum of ________ ________ words. Writing assignments are
assessed for critical thinking, conceptual
understanding, structure, style, and
mechanics.
6
Department Proposal
Please suggest a word count you consider
extensive.
For developmental classes, the amount of words may be less,
but the amount of assignments and scope of assessment are
similar to transfer-level courses.
Individualized Instruction
Most of the time the students are engaged in
practicing the skills they are learning and the
instructor gives each student individual
instruction as the class proceeds.
Internship/Field Practice
Courses in which the instructor coordinates
internship/ field practice opportunities and
supervises students individually at different
locations.
Lab – Standard
Stand-alone lab in which the instructor
supervises students as they proceed in their
work and answers questions,
Lab – Individualized
Feedback/Evaluation
Labs in which the instructor provides
extensive individualized feedback/evaluation
on a regular basis (e.g., problem sets,
scientific experiments, vocational skills, lab
reports).
7
8
9
10
(adapted from the North Orange County Community College document)
Updated 4/14/14