Small class sizes could positively affect student learning, according to the College Educational Quality Project.
Corbin Campbell, principal investigator of the Teachers College at Columbia University, took a novel approach to evaluating educational quality, sitting in on more than 150 classes instead of focusing on student surveys and testing. Examining two selective research institutions, the study found smaller classes that engage students in discussion to be the best in terms of academic rigor and teaching quality.
Statistics on class size from the Office of Budget and Planning’s fall 2013 Common Data Set show approximately 61 percent of classes have fewer than 30 students, with only 9 percent of classes having more than 100 students. The study found the best classes had between five and 25 students.
Herman Kelly, adjunct instructor in the College of Human Sciences and Education, agreed with the study, saying smaller class sizes are better because it allows an instructor to connect with students personally instead of thinking of somebody “in a seat, trying to get a grade.”
Kelly said he does best in a class with 50 students or fewer, while a class of 75 or more students is “pushing it.” He said huge classes in lecture halls like the Bo Campbell Auditorium make it near impossible for students to connect with their
professors.
The study found in 85 percent of classes, students asked questions, indicating active involvement in the coursework. On the other hand, the study found only 41 percent of classes included a class discussion of the material.
Kelly agreed engaging students in discussions and having them ask questions is essential to student learning. However, he said the most important qualities of a good class are not found in a study— like the passion of the instructor.
Kelly said he brings a passion for teaching to all his classes.
“I’ll do a dog catching class and I’d have a 200 person waitlist, because I’m passionate,” he said.