By Alexander Freund, UWFA Grievance Officer

“So much for our reputation for a high level of teaching.”

“Goodbye quality education at U of W, hello factory: churn students out, the more, the more money.”

“This is no longer the small, student-friendly university it once was.”

Such is a sample of responses when, on 5 October 2009, the UWFA polled members about raised course caps and the increased minimum number of students in courses. Fifteen members replied, some reporting increased caps as high as 100%. Further informal conversations with members revealed that caps have been raised across several departments. While members were generally informed about changes by their department chairs, they were unsure who exactly had made the decision to raise caps in the first place. Reactions to the move were mostly negative, especially since some members were told of the increased caps just before (and even after!) the beginning of fall term.

Members raised various concerns including quality of teaching, workload, fairness, and morale. Some reported covering less material than previously, because there were more questions in larger classes. Others gave fewer exercises and group work, minimized discussion time, and reduced or eliminated exam questions that required, as one respondent explained, “longer integrative written work.” Given limited marking hours, members stated that they have reduced their comments on written assignments and can no longer “offer the kind of hands-on instruction first-year students need.”

According to the communicated sentiment, the interpersonal dynamic in the classroom has changed, too, as a result of cap increases. Some noted a greater number of disruptive students as a result of larger class sizes; others lamented the inability to know students’ names; another acknowledged the reality that “the students get less personal attention.”

Members were also concerned that the distribution of the teaching load within their department had become less equal. Members reported (in both the survey and in informal discussions) that instructors, contract faculty, and untenured faculty were more likely than tenured faculty to have their course caps raised. Unfair distribution of workload demoralized members as much as the feeling that they could no longer be effective teachers.

At the other end of the spectrum was the issue of raised minimum caps, which were increased substantially in some cases. Again, the process of informing members of the implementation and rationale lacked transparency and consistency, and the new practice was introduced without regard for a department’s curriculum design. Several members reported that they were informed of cancelled courses either in July or late August/early September. Several members reported not knowing the minimum number of students for a course to go forward or they were “simply told” about the increased number by their chair. This had a significant impact on some contract faculty members who found themselves unemployed just days before courses were to begin.

Overall, respondents pointed to the inconsistency between the university’s claims of quality instruction and the reality of teaching at this institution. Caps have been raised—-and so have concerns, clearly.

Have you noticed an impact on your department from the changes to course caps? Has the cancellation of courses had an impact on the ability of students to complete their degrees?

The UWFA News would like to hear from you on the impact of changing course caps. Send your comments to t.whalen@uwinnipeg.ca.