Reed critiques the math of student-to-faculty ratios

March 14, 2019

Writing in response to a recent report about humanities instruction in US community colleges, Matt Reed points out that administrators cannot draw many clear conclusions about enrolments or teaching loads from the survey’s faculty-to-student ratio because it does not reflect the real number of students and teachers across a given sample. Reed highlights a number of additional variables to further complicate the equation, such as adjunct/full-time splits and overload teaching, to further problematize the suggestion that student-faculty ratios can be interpreted as fixed categories. The author adds that humanities college courses also need to be understood in context, as some students take them because they have to while others are drawn to the discipline itself. Inside Higher Ed (International)