Apparently when we do summer budgets, we allocate x dollars to pay for faculty to teach summer classes. These classes then generate tuition revenue, which I'll call y. The problem seems to be that y and x do not interact. To take the graduate program I teach in (the MPA): we average 20+ students for our classes. To put me in front of that class will have a marginal cost of maybe $10k, at 12.5% of my salary, plus retirement contribution (no extra health costs are incurred), and a bit of electricity. Yet with 20 graduate students at tuition of $1272 each, the marginal revenue generated by this class is over $25k. We only offered three MPA classes this summer due to budget constraints, rather than our usual four. I've no doubt (student numbers are healthy) that we left $15k (revenue of $25k - cost of $10k) on the table. If the revenue side of the equation was added to the cost, we would be able to make less harmful decisions about how many classes we can 'afford' to offer.
At Jeff Harrison’s request the following question from yesterday’s Faculty Association meeting is being forwarded to your committee to take a look at and respond to. The question came from Kathleen Delaney, Senior Student Government Advisorand the text of her question is as follows:
I’m writing with a request for information on the use of scantrons by faculty members for tests and exams. As you may know, Student Government gives out free scantrons to the student body and at present, there are five different scantrons being used: red, green, brown, red, and blue. I was wondering if individual faculty members determine which scantrons are used, or if it is up to each Department or the Faculty Association.
Are you aware of the UC Irvine study based on 2005 freshman stating:
For most of the variables in this study, there were no discernable differences between those who lived on campus their first year (residents) and those who commuted to campus (commuters). They were similar in terms of gender, ethnicity, average SAT scores, most college goals, self-reported academic gains, and quarterly and cumulative GPAs in the first year.
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