- Admit more and more undergrads, and express great commitment to providing them with a
- Staff foundational courses, including freshman comp, with severely overworked, underpaid faculty (a considerable number of them your own recent grad-school graduates).
- When you can't supply enough seats at the wages you're willing to pay, raise the caps in those classes. When that still doesn't do the trick, pay some of the faculty to work an overload.
- When you need still more seats at a yet cheaper price, decide that the overload (with the raised caps, but minus the additional compensation) should become standard practice, and that faculty teaching your gateway classes no longer need to do service (i.e. think or talk to each other about what they're doing, and why, and the effect of their choices on the student experience).
- Wash, rinse, repeat until -- the faculty finally quit? students stop entering grad school and the faculty who were teaching grad classes become available to teach freshman comp? all but the sharpest, most independent first-year students drift vaguely away? the retention software (and/or retention office/dean) implode(s)? ???????
*One of things I like about this article is that it mentions the long-ignored ADE and CCCC recommendations that a writing teacher's load be no more than 2-3 classes of 15-20 students, for a total of no more than 60 students per term. Sadly, it also relates that the CCCC has now removed those numbers from its guidelines. It's generally an excellent article, with an unusually high density of thoughtful quotes from various interviewees, and useful links, including one to a petition. Even the comments (so far) are mostly pretty good.