Increase found in class sizes in certain dept.

By: Husain Danish

Posted: 12/6/07

Professor Marc Greenberg watches over 300 students file in one by one. Every Monday at 9:50 a.m., the Organic Chemistry I lecture in Hodson 110 is packed. By 10 a.m., Greenberg begins his lecture. Most of the students have arrived by now, although a few students straggle in.

For the next 50 minutes, Greenberg lectures to one of the largest classes on campus.

This is a scene that repeats over and over again everyday on college campuses across America.

The National Center for Academic Transformation estimates that the 25 most common college courses - particularly the introductory courses in science and mathematics - account for 35 percent of four-year college enrollment. This means that large portions of college students are taking relatively few classes.

With nationwide college enrollment expected to increase to 20 million within the next eight years, it seems this situation is unlikely to change.

"I certainly think that, at least in research universities like Johns Hopkins, large classes are here to stay," said Steven David, head of the International Studies program and professor in the political science department.

According to Dean of Undergraduate Education Paula Burger, 11 percent of classes offered at Hopkins enroll more than 50 students. Two-thirds of courses, however, have fewer than 20 students.

Introductory class enrollments have increased dramatically over the last few years. In fall 2005, 957 students were enrolled in introductory math courses. In two years this number has increased to 1,106 students.

During the same time, the math department has also seen an increased student-teacher ratio. In 1977, there were 16 math professors and 2,100 students enrolled at Hopkins. In 2007, there were 24 math professors and 4,478 students enrolled.

"I have only been here for six years," Greenberg said. "However, my colleagues tell me that the number of students enrolled in organic chemistry has increased. Last year there were approximately 290 students in my section of organic chemistry. This year there are approximately 315 students."

"I have been teaching Contemporary International Politics for over 20 years now," David said. "It has been well over 200 students for many years."

The issue has gained attention by the professors and individual departments. However, there is little that can be done to decrease class sizes.

"We would love to reduce class sizes for a number of reasons," said Dr. Richard Brown, head of the math department and professor for Calculus II for Physical Science and Engineering Students.?"However, the fact that courses are taught by professors, and the number of professors we have here is limited, I am not sure how we can reduce class sizes."

Some departments have tried to cap the number of students allowed in each course. Dr. David Smith, head of the Writing Seminars department, capped each Introduction to Fiction and Poetry class at 17 people.

"When I became chairman of the department I had to find a compromise between the impulse to help and the need to effect the best size for the sort of individual teaching Introduction to Fiction and Poetry requires," Smith said. "I therefore permitted courses to increase to 17, and that is the current maximum. It is, of course, too large for the best practices but economies of size are part of the life we all live, and compromises must be made."

But this is not an option for all departments. The math department maintains a policy that no student can ever be denied access to any course given during the semester. This eliminates the possibility of reducing class sizing by simply capping the number of students.

Some large introductory courses could be broken up into smaller lectures, but this too has its disadvantages.

"If, for example, I broke up my class and taught in the fall and spring semesters, I couldn't teach any small advanced courses," Smith said. "Sure, I will reduce class size from 200 to 100 students possible, but will that really make any difference?"

While introductory courses tend to be very large, upper-level courses tend to be much smaller. Upperclassmen tend to have greater interaction with their professors.

The biggest complaint by students in these courses: the lack of interaction between professors and students.

"It's almost impossible to ask questions in my physics class," said John Henry, a freshman majoring in civil engineering.

Another unfortunate side effect of large lectures is that students are more willing to skip class.

"The introductory courses tend to have a lot of students," said Shekeab Jauhari, a junior physics major. "The professors tend to provide alternative resources, like recorded lectures, as a result. This encourages students not to go to class."

This, however, does not dissuade the professors from teaching their courses.

"I try to present lectures where I have something to say," David said. "It is their [students'] choice whether to come or not. In a way, I am there to convince them to come."

The majority of students, however, don't mind.

"It really doesn't make a difference to me," said freshman Carolyn Yi, an art history major.