What happens to learning?

Enrollment at the University of Nebraska-Lincoln rose once again this year, an applause-worthy accomplishment.

The increase of 962 students during the past four years has, however, strained the university’s capacity to provide both housing and classrooms. It has also led to an influx of enrollment in some 100-level classes, such as Biology 101 and English 150, needed by most students. In turn, some professors are teaching more sections of the same class throughout the week.

Chancellor Harvey Perlman told the Omaha World-Herald last week, “We have faculty members instructing the same courses too many times a week, and that’s not an efficient way of teaching.”

He’s right.

But the solution proposed by a university consultant to build a 400-seat classroom, two 300-seat classrooms and four 100-seat classrooms isn’t right. In the quest to be more efficient with faculty and teaching, one question gets lost. What happens to learning in these large classroom settings?

Students tend to agree that the best learning environments exist in smaller classrooms. “I think that a majority of people would learn better in that environment,” said Kristen Koch, a recent UNL graduate now in law school. “I think class participation increases and so does one-on-one interaction.”

According to Bill Nunez, the university’s research and planning director, about two-thirds of UNL’s current classrooms seat 50 or fewer students. This is a trend the university would do well to continue.

Without a doubt, the university must plan for increased enrollment by providing space for student learning.  The best plan, though, is one focused on learning quality, not teaching efficiency.