Transcript LCF presentation PPT

Large Class Factor
LCF
Brief History
• LCF began at GWC with
faculty/disciplines OPTING IN
• Most LCF classes were taught in
the Forums with budgeted
support
• Each Forum had 2 assistants
• Most disciplines received
additional “reader” money
Over the last decade
• Over time the number of LCF classes
increased, but the support waned
• During the budget crisis, Admin. took
control over the process by
• adding disciplines/courses into LCF
• increasing class sizes to the max.
• increasing the # of LCF sections
• reducing (nearly eliminating) all LCF
support
Increase in sections offered at
1.5 multiplier
LCF Sections (1.5) 55-119
150.0
140.0
130.0
120.0
110.0
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Fall
120.5
130.5
141.3
148.0
143.5
144.5
Spring
111.5
129.5
146.5
139.8
130.5
144.0
Summer
32.0
19.5
17.0
10.0
25.5
27.0
Increasing LCF Class Sizes
Rough averages of FTES per class
• FTES for 06-07 = 6.27
• FTES for 10-11 = 9.74
• Current FTES around 9.6
• Nearly a 50% increase
• Student/Faculty ratios have increased
• FTES/FTEF from 62/1 to 96/1
GWC is relying more heavily on
LCF for Total FTES
LCF FTES
6,000
5,500
5,000
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
FTES_Total
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
4,668
5,075
5,281
5,600
5,098
5,353
Currently
• From 1/3 to now more than 1/2 of
all GWC students taught in LCF class
• LCF has become increasingly interdisciplinary (over 100 faculty
members)
• A very heavy reliance of LCF to
generate the required FTES for GWC
to maintain its “mid-size” college
status
3 General Areas of Concern
• Pedagogical/Student Success
• Parity
• Support
• These areas of concern have been
brought to the GWC Academic
Senate, Union/Negotiating Team
and GWC Administration
Pedagogy/Student Success-the
problem(s)
• Program Reviews have noted
lower Student Success Rates in
LCF classes
LCF Success Rates on average
are below 70%
LCF Success Rates
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Fall
62.9%
64.9%
65.7%
64.5%
63.2%
Spring
64.2%
65.1%
65.5%
62.7%
64.8%
Overall
64.7%
65.8%
66.7%
64.3%
65.1%
Success rates by class size
Pedagogy and LCF
•LCF Faculty have had to
restructure (essentially strip)
LCF courses of many essential
core elements
•Articulation agreements
•Distance Ed vs.
Correspondence classes
Isn’t teaching LCF a benefit to faculty? NO
The Trade-off for a f/t load (15 LHE)
• 6 hours/week less lecture for teaching an additional 220
students (220 students =to a full-time teaching load)
Faculty choose to teach LCF classes. NO
Many faculty members have no choice
Example:
All but one class/one section of the Sociology discipline including
courses required in the ADT are LCF
Scheduling is a right of the Administration, not faculty
Students need to grow accustomed to LCF
classes before entering a 4 year. WRONG
• Our students do not have to meet the same
admission requirements, thus skillsets can be (are)
lower
• Our Student Success rates prove that this is not
helping students; instead we’re setting up over 2,000
FTES to fail!
• And our students are not given a choice
EX:
• All remedial Math classes are taught at LCF!!!
• Every section of courses required by Cal States for
the US Constitution requirement are all LCF
Administration and Pedagogy
• Administration IS focused on retention and
completion rates
Retention rates have remained stable, but Student Success
Rates are lower in LCF and decrease based on class size
Class size has little effect on
retention rates @ GWC
The larger the class size, the
lower Student Success @ GWC
LCF Retention Rates
LCF Success Rates
100.0%
80.0%
90.0%
70.0%
80.0%
60.0%
70.0%
60.0%
50.0%
50.0%
40.0%
40.0%
30.0%
30.0%
20.0%
20.0%
10.0%
10.0%
0.0%
20092010
20102011
20112012
20122013
20132014
(1.0) <55
87.6%
88.4%
88.9%
88.5%
87.6%
(1.5) 55-119
85.6%
86.7%
87.0%
86.3%
(2.0) 120-239 85.4%
82.8%
86.0%
84.7%
0.0%
20092010
20102011
20112012
20122013
20132014
(1.0) <55
72.8%
73.7%
73.7%
73.9%
72.2%
84.7%
(1.5) 55-119
66.1%
68.1%
67.7%
66.3%
65.0%
87.7%
(2.0) 120-239 60.8%
58.3%
63.7%
58.0%
65.4%
Administration and Pedagogy
• Faculty have proposed pedagogical
reasons/concerns for the past few years, yet
class sizes have increased
• Faculty have requested support (clerical,
technical and instructional) but support levels
are well below minimal with no sustainability
measures in place and class sizes have
increased
Case Example
LCF and online classes:
• Online classes at 1.5 multiplier
• 8090100 Guidelines and Best Practices were established
by disciplines but 100115 for 8 and 16 week classes
• Increase of nearly 40% or 35 more students
• Some online classes are scheduled at 200 students for the 4
and 6 week Intersessions!
• WHY? The contractual right to schedule LCF classes is a
right of Administration with NO required input from
faculty!!
Final Comments
GWC LCF faculty
• Request that our Academic Senate
approve/recognize a LCF Task Force to further
research these and other pedagogical issues as
they affect LCF faculty and students and report
back to Academic Senate and it’s subcommittees
with recommendations on how to regain control
over pedagogy!
• Request that our Senators read the California
Academic Senate Resolution