Summary of the Student Workload Task Force Report Student... · 2019. 12. 30. · 2 Report of the...

Summary

of the Student Workload Task Force Report September 19, 2012

Is the typical undergraduate workload at Otis appropriate to meet the needs of students seeking to complete their degrees in a timely manner? If not, what steps can the College most usefully take to support those students? These are the core questions undertaken by the Student Workload Task Force, which was convened in Fall 2011 to examine student workloads in fulfillment of an objective of the Strategic Bridge Plan (Goal III, Objective I). The Task Force conducted a thorough study, including input from students and faculty, a review of Otis student profiles, course/credit requirements, AICAD comparability, and relevant current literature. Results indicated that students value Otis’ quality of teaching, and faculty members respect students’ efforts and commitment to learning. Overall, the College is a healthy academic environment. Results also indicated that outside life factors greatly affect students’ ability to succeed academically and that select academic factors such as difficulty keeping up, maintaining efficiency, and sustaining motivation contribute to student struggles. These academic factors also contribute to lower graduation rates relative to Otis’ peer institutions. The academic factors include:

1. Curricular requirements, including number of courses, credits, and assignments per semester 2. Faculty members’ relative unfamiliarity with the College’s standard credit/hour ratio 3. Faculty members' lack of specific pedagogical training.

Careful analysis of the findings allowed the Student Workload Task Force to offer the following statement regarding student workload at Otis:

Otis is committed to providing a deep, broad, and rigorous educational experience that affords students opportunities to develop their making and critical skills while benefiting from the rich resources of the city, managing their responsibilities, and maintaining their well-being.

Toward these aims, the Student Workload Task Force recommends that the College:

1. Continue to seek the most qualified, competitive, and prepared college art/design students, nationally and internationally, and explore new means of discerning college readiness

2. Reduce the overall number of credits required to earn a BFA at Otis from 130 to 124, reduce the average number of courses required per semester, and, in the process, re-examine undergraduate curricula (including Electives) to ensure efficient credit/contact hour/homework load alignment (further work would be needed to determine appropriate ways to accomplish these)

3. Review and assess in coordination with the Task Force on Student Success Otis’ undergraduate Advising system(s) with specific attention to guiding students toward appropriate course loads (e.g. monitoring for excessive courses and credits) and fulfilling course make-up requirements.

4. Provide needed faculty development resources, including online training in pedagogical practices and key factors affecting student success, including level-appropriateness, sequential learning, and College-wide credit/contact hour ratio issues

5. Develop a dedicated, communal space including private areas where students and faculty can convene or confer after classes in order to afford the kind of student/teacher interaction outside the classroom that is normally associated with higher education.

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Report of the Student Workload Task Force August 15, 2012

In the Otis Strategic Bridge Plan, Goal III, Objective I calls for the leadership of Academic Affairs and Enrollment Management to “articulate the Otis philosophy regarding student workload and well-being to include [students’] academic and life responsibilities.” The Strategic Bridge Plan identifies two “strategic foci” intended to aid the College in accomplishing this objective:

1. Developing academic venues to discuss philosophy and values for student workload 2. Studying student health insurance options.

Accordingly, a Student Workload Task Force (SWTF) was created in Fall 2011, jointly led by Vice Provost Randy Lavender and Vice President for Enrollment Management Marc Meredith. SWTF membership included:

Ed Schoenberg, Special Assistant to the President for Student Success

Laura Kiralla, Dean of Student Affairs

Steve McAdam, Chair of Product Design

Siri Kaur, Academic Mentoring Coordinator and Assistant Professor, Foundation, Fine Arts, and Digital Media

Carol Branch, Director of Student Resources and Lecturer, Liberal Studies

Christian Mounger, Associate Professor, Foundation

Heather Joseph-Witham, Assistant Professor, Liberal Studies

Katherine Gnetetsky, Undergraduate Student, Communication Arts

Michael Jess Estrada, Undergraduate Student, Digital Media

In addition to the Strategic Bridge Plan’s directive the SWTF also regarded as part of its mission to research, assess, deliberate, and form recommendations for how student workloads and related issues can be improved. A separate task force convened by Enrollment Management addressed the strategic focus regarding student health insurance, and its recommendations will be implemented in the 2012-13 academic year. To accomplish its mission, the SWTF defined several key questions:

1. Who are our students? 2. How might we define “student workload”? 3. Are “typical” student workloads at Otis insufficient, appropriate, or excessive? 4. If not appropriate, what steps might be taken—by students, faculty, departments, and the College as a

whole—to revise internal (within Otis) conditions directly tied to student workloads? 5. What external (non-academic) factors might also affect student workloads, such as commuting,

employment, medical/family issues, financial pressures, College email/learning management system requirements (O-Space postings), etc., and how can these be mitigated?

In seeking answers to the above questions, the SWTF conducted necessary research that included reviewing student profile data, developing and conducting student and faculty surveys to learn both perspectives on the topic and identify discrete and possible corollary themes to inform discussion, inventorying Otis’ required number of courses and credits per semester by major, collecting AICAD comparison data, reviewing education literature on student workload to inform discussion of and reporting about findings, conclusions, and recommendations to the Otis community.

Research The offices of Admissions, Registration and Records, and Student Affairs provided information on the typical Otis student to aid in establishing a proper context for discussion of student workloads (see Appendix A). Key data included students’ financial and housing needs, diversity, entering baseline GPAs, SAT and ACT scores,

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and graduation rates. The SWTF reviewed higher education literature on college student success for key points that helped it understand student workloads and related issues (see Appendix B). Issues affecting real and perceived workload in students’ lives are typically defined as either academic, non-academic/life situation-oriented, or a combination of the two. Key points included:

The term “workload” is often misunderstood, and is too easily confused with “stress”

Students’ perceptions of workload have been shown not to correlate with the amount of work they do, but instead with the number of assignments they are required to complete

High workloads have been found to be commonly expected by professors

The extent to which [academic] work is perceived as meaningful affects students' perception of their workload

The concept of workload is potentially misleading, as students’ self-reporting of workload does not necessarily represent their ability to cope with their learning load

The SWTF developed and conducted a survey of students, including 33 quantitative and/or qualitative items, to which 431 unidentified students responded (see Appendices C and D). Results indicated four main themes related to students’ experience of workload, each considered “high,” and viewed by the SWTF as potentially affecting student workloads to a significant degree:

The number of courses and assignments required within any given semester

The amount of homework assigned within any given course or semester

Students’ range and amount of external responsibilities within a typical school week

The relative “meaningfulness” of assigned work.

The SWTF also surveyed Otis faculty through a second quantitative/qualitative questionnaire consisting of 21 items. These data rounded out the picture from the other end of the learning/teaching continuum, and was compared with student input to reveal any correlations worthy of greater focus (see Appendices E and F). Faculty members of all ranks were invited to participate; respondents included 82 unidentified faculty members. Results indicated widespread agreement regarding both positive factors and areas for concern, including:

A strong correlation with student survey results regarding overall student workloads: the majority of both groups indicated the same response—“very challenging”

Faculty need to be sensitive to and aware of many issues affecting student success

Many faculty members do not know or understand Otis’ course credit/hour ratio (1 credit = approx. 3 hours’ work, in-class or between class meetings), leading to excessive homework demands

Student inefficiency is a factor in students’ experience of workload, and warrants further attention

Faculty members are open to the prospect of training workshops in pedagogy and teaching methodology, have high regard for students’ efforts and general commitment to academic success, and recognize that teaching expertise does not automatically result from professional experience.

Survey results indicate that students value teaching and the meaningfulness of all assigned work at Otis, and faculty value students’ efforts and commitment to learning. Both groups largely agree that student workloads (including academic and non-academic factors) are "very challenging." This could be viewed as evidence of appropriate rigors and standards that underlie Otis’ high reputation, quality, and distinction among institutional peers, or it could be viewed as a problem for students. The SWTF was cautious about wholly embracing either interpretation; both are legitimate, and the need for a balanced approach to the complex issues of student workload was recognized by all. Based on the review of student profile and survey responses, the SWTF views outside conditions as a major

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pull in students’ lives, sapping a great deal of their energy and motivation. If such conditions could be altered in some way, all SWTF members would strive to lighten students’ “loads” in support of the learning experience. Yet student struggles emanating from non-academic forces appear to be on the rise at Otis and beyond, and no evidence exists to suggest that this trend will end soon. In-school, academic, and/or campus life factors were also reviewed to determine whether numbers of required courses and credits, combined with overall volume of assigned work, might affect student workloads and broader student success. Since the number of courses and assignments required in a typical Otis semester was deemed “very challenging” by students and faculty members, and researchers have pointed out that higher workloads are experienced more as a result of the number of assignments one encounters than the actual amount of work performed (Jonkman, et al. (2006), the SWTF looked at course requirements and actual course loads (enrolled) within Otis’ undergraduate degree programs (see Appendix G). Average combined studio and Liberal Studies courses required and actually taken per semester at each class-year level include:

Average courses per semester Courses

Required Courses Enrolled

First year (Foundation/LAS) 7.0 6.8 Sophomore (all majors including LAS/IL) 6.6 7.2 Junior (all majors including LAS/IL) 5.9 7.2 Senior (all majors including LAS/IL) 5.3 6.9

Average (all majors including LAS/IL) 6.2 7.0

Total Courses BFA (2011-12) 49

It is significant that the average number of courses per semester that Otis undergraduate students take is higher than the number of courses required. One possible explanation is that students sometimes feel excited by course offerings that may not be listed in any given year or semester as required within their major. Another factor might be that credits associated with students’ choices of elective courses often exceed the elective credit requirements within a given program. Thus it may be that student workloads are artificially elevated, in practice, above that contemplated by required curricula due to students’ broad interests. If this is true, an important academic/registration advising issue is indicated, and that issue warrants further investigation. For example, it was also found that between the years of 2008 and 2011 the total number of credits earned by graduates who completed the BFA degree was significantly higher than the number of credits required. Specifically, 71.2% of all students who graduated within that four-year period completed more than the required 130 credits.

BFA Credits Earned 2008-2011

Credits Earned Number of Students Percentage of Total

130 197 28.8% 131-133 249 36.5% 134-136 137 20.1% 137-145 83 12.2%

146+ 17 2.5%

Total 683 100%

The average number of courses required and/or enrolled extends, naturally, from the total credits required for the BFA degree (130), distributed across eight standard and assumed full-time undergraduate semesters. A review was also conducted of Otis’ combined studio and Liberal Studies credit requirements and actual

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enrolled credits per semester at each class-year level, as follows:

Average credits per semester Credits

Required Credits

Enrolled

First year (Foundation/LAS) 16.0 15.3 Sophomore (all majors including LAS/IL) 17.1 17.7 Junior (all majors including LAS/IL) 16.8 17.6 Senior (all majors including LAS/IL) 15.7 17.1

Average (all majors including LAS/IL) 16.4 16.9

Total BFA (2011-12) 130

The average number of required courses per semester by major was also analyzed to illuminate significant variables that might exist between majors’ course requirements compared to the College’s constant BFA total credit requirement of 130. Such variability suggests that some students’ workloads—to the extent that workloads can be considered to result in whole or in part from course loads—are lower or higher than others.

Consideration of the combined distributions of courses and credits per semester led to a comparison of Otis' graduation credit requirement with those of other AICAD schools:

Comparable Institutions' Student Success Indicators

Comparable AICAD School BFA Total 4YR Grad

Rate 5YR Grad

Rate 6YR Grad

Rate

California Institute of the Arts 120 55.40 64.30 65.00

Columbus College of Art and Design 120 48.90 59.10 60.90

Corcoran College of Art & Design 120 47.30 52.70 54.50

Parsons The New School of Design * 120 47.40 61.80 65.60

Ringling College of Art & Design 123 60.70 68.70 68.70

California College of the Arts 126 22.90 53.50 54.10

Cleveland Institute of Art 126 N/A 45.80 49.00

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0

Average courses required per Semester by Major

Studio and LAS

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College for Creative Studies 126 31.40 56.00 59.40

Kansas City Art Institute 126 N/A 51.80 54.50

Maryland Institute College of Art 126 71.50 76.80 77.30

Rhode Island School of Design 126 70.60 85.90 86.70

Otis College of Art & Design 130 43.10 53.70 57.00

School of the Art Institute of Chicago 132 27.40 54.40 61.10

Pratt Institute 134 41.50 59.50 61.80

Art Center College of Design 135 28.60 60.70 69.60

Mean 126 45.90 60.31 63.01

*Note: as of Fall, 2012 Data from www.collegeresults.org

As indicated above, Otis’ credit requirements remain comparatively high (many AICAD schools have reduced their total credit requirements within the last decade). At the same time, Otis’ credit requirement correlates negatively to both the mean and a significant majority of comparable AICAD schools’ four-, five- and six-year graduation rates, suggesting that students attending schools with a lower total number of BFA credits (and, presumably, courses per semester) experience higher graduation rates. (It should be noted that Art Center College of Design and Rhode Island School of Design do not organize the academic year by semester, as do Otis and most AICAD schools, but offer credit-bearing courses during summer or winter periods; possible effects of these scheduling differences on student success as related to workloads are not known.) Remedial course requirements resulting from students’ changing majors, dropping, withdrawing, or failing courses were also examined as possible factors influencing the average undergraduate course schedule and overall academic workload. As the table below indicates, these factors appear to be of little significance; undergraduate students drop, withdraw, or fail only a small percentage of total courses enrolled, yet they complete those in which they stay enrolled at rates significantly higher than those at which they graduate (6-Year = 57%, per table above):

Undergraduate Courses Enrolled, Dropped, Withdrawn, Failed, and Completed by Term over Three Years

Term/YR Courses Enrolled

Courses Dropped

% Course

Withdrawals %

Courses Failed

% Courses

Completed %

Fall ‘09 1,898 209 11.2% 52.0 2.7% 39 2.0% 1,598 84.1%

Spring ‘10 1,887 150 7.8% 45.3 2.3% 28 1.5% 1,664 88.5%

Fall ‘10 1,915 166 8.6% 60.5 3.1% 30 1.5% 1,659 86.8%

Spring ‘11 1,888 149 7.6% 49.0 2.6% 28 1.4% 1,662 88.3%

Fall ‘11 1,876 198 10.7% 58.8 3.1% 35 1.8% 1,585 84.4%

Spring ‘12 1,898 199 10.6% 48.8 2.6% 32 1.7% 1,618 85.1%

While overall course completion rates exceed the College’s graduation rates, the larger questions associated with graduation rates are beyond the purview of the SWTF, and are under investigation as part of a College-wide focus on student success.

Conclusion Many external life-issues operating independently of academic programs affect student success and fuel student struggles. Students’ struggles result from complex combinations of factors such as stress, finances, and other external pressures unrelated to academic work or the learning environment. Likewise, some

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meaningful internal, academic and/or campus life factors influence student workloads and the learning experience at Otis, and warrant revision in support of student success. Academic factors such as comparatively high credit/course requirements and their implied negative correlation to graduation rates and students’ tendencies to over-enroll for course-makeup or other reasons can hinder students’ ability to keep up, sustain motivation, pay tuition, and achieve degree completion. Such academic factors may hinder students’ ability to succeed at Otis due to a vicious cycle that leads, one step at a time, to over-scheduling and attrition throughout the undergraduate sequence.

Beyond this cycle of academic factors contributing to student attrition, issues involving faculty members’ role deserve greater attention, perhaps in the context of training opportunities that suit faculty schedules and varied modes of learning. Issues such as student efficiency, motivation, and perceived academic control are known to drive student success, yet more could be shared with Otis faculty members about these issues. Finally, opportunities for one-to-one exchange outside of classes would help students and faculty alike in maintaining the open channels of communication required to ensure effective teaching and learning. The drive-in, drive-out status of faculty members at the College exacerbates students’ experiences of workload because College facilities do not support students’ access to instructors after class.

Recommendations Thoughtful discussion of the extensive research led to the following statement regarding student workload:

Otis is committed to providing a deep, broad, and rigorous educational experience that affords students opportunities to develop their making and critical skills while benefiting from the rich resources of the city, managing their responsibilities, and maintaining their well-being.

Toward these aims, the Student Workload Task Force recommends that the College:

1. Continue to seek the most qualified, competitive, and prepared college art/design students, nationally and internationally, and explore new means of discerning college readiness

2. Reduce the overall number of credits required to earn a BFA at Otis from 130 to 124, reduce the

Too many credits/courses

Insufficient time/too much

coursework

Need to drop and later makeup courses

Over-scheduling adds more

burden

Graduation is impossible

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average number of courses required per semester, and, in the process, re-examine undergraduate curricula (including Electives) to ensure efficient credit/contact hour/homework load alignment (further work would be needed to determine appropriate ways to accomplish these)

3. Review and assess in coordination with the Task Force on Student Success Otis’ undergraduate Advising system(s) with specific attention to guiding students toward appropriate course loads (e.g. monitoring for excessive courses and credits) and fulfilling course make-up requirements.

4. Provide needed faculty development resources, including online training in pedagogical practices and key factors affecting student success, including level-appropriateness, sequential learning, and College-wide credit/contact hour ratio issues

5. Develop a dedicated, communal space including private areas where students and faculty can convene or confer after classes in order to afford the kind of student/teacher interaction outside the classroom that is normally associated with higher education.

_________ References Brown, R. T. (1991). Helping students confront and deal with stress and procrastination. Journal of College Student Psychotherapy, 6 (2), 87-102. Dee, K. C. (2007) Student Perceptions of High Course Workloads are Not Associated with Poor Student Evaluations of Instructor Performance. Journal of Engineering Education, 96, 69-78. Garrett, J. B. (2001) Gender differences in college related stress. Undergraduate Journal of Psychology, 14. Jonkman, M., Boer, F. D. & Jagielski, J. (2006) Are we over-assessing our students? The students' view. 17th Conference of the Australasian Association for Engineering Education. Auckland. Kember, D. (2004) Interpreting student workload and the factors which shape students' perceptions of their workload. Studies in Higher Education, 29. Lavender, R., Nguyen-Rodriguez, S., Spruijt-Metz, D., (2010) Teaching the Whole Student: Perceived Academic Control in College Art Instruction, Studies in Art Education, 51(3), 198-218. Lindsay, E. D. (2009) The relationship between first year engineering students' perceptions of workload and stress. In Mann, L. and Hadgraft, R. (ed), Research in Engineering Education Symposium, July 20, Cairns, QLD: Melbourne School of Engineering, University of Melbourne. Lindsay, E.D. (2010) The impact of task value upon stress and workload levels of first year engineering students. In Clark, R. (ed), Engineering Education, July 6, Birmingham: UK Higher Education Academy Subject Centre. Marsh, H. W. (2001) Distinguishing between Good (Useful) and Bad Workloads on Students' Evaluations of Teaching. American Educational Research Journal, 38, 183-212. Perry, R. (2003) Perceived (academic) control and causal thinking in achievement settings. Canadian Psychologist, 44, 312-331. Ross, S. E., Niebling, B. C. & Heckert, T. M. (1999) Sources Of Stress Among College Students. College Student Journal, 33, 1-5. _________ Appendices Appendix A: Student Profile Data:

Our students are not particularly wealthy: 48% are Pell grant-eligible; 86% receive some form of financial assistance

English is not the first language of 34% of CIRP respondents

Approximately 65% of students entering Foundation are first-time full-time; the remainder have prior college experience

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It could be said that students entering the Foundation Program experience “two first years” at Otis—their first year of college life (Foundation), and the first year of their major program (sophomore year)

Approximately 35% of Otis students are first generation college attendees

The average freshman baseline GPA is 3.2; the average SAT composite score (critical reading and math) is 1040; the average transfer GPA is approximately 3.2

Students identify with diverse ethnic backgrounds: 1% identify as Native American/Alaska Native, 4% as African-American, 13% Latino/Hispanic, 32% Asian American/Pacific Islander, 29% Caucasian, 13% International, and 8% Other

Approximately 100-125 of 240 (on average) new students live in College-sponsored housing; all others live “off campus,” often with significant commutes to campus

Average age: 21.5 years

Although the vast majority of students come from California, 35 states and over 30 countries are represented in the student population

Students usually take 6-8 courses per semester to earn the 130 credits required for the BFA degree

The six-year graduation rate for first-time, full-time students graduating in 2010 was 57% (see table 4 for more Otis and comparable AICAD schools’ student success indicators)

Over 1/3 of students work off-campus

Over 1/3 of students do not have health insurance, although this will change as of Fall 2012. Appendix B: Summary of Literature Review

There are many factors that cause stress in undergraduate students (Garrett, 2001).

While academic issues are certainly a factor, a significant number of non-academic factors also contribute heavily to the stress levels of students (Ross, et al., 1999).

Academic workload is only part of the [student success] issue, however “workload” is often misunderstood (Lindsay, 2010).

Students’ perceptions of workload have been shown not to correlate to the amount of work they do, but instead to the number of assignments that they are required to complete (Jonkman, et al., 2006).

Although programs emphasize starting large tasks well before due dates, breaking down large tasks into small ones, and doing small tasks on a regular schedule, students regularly ignore these techniques and find themselves in great distress before exams (Brown, 1991).

There are also issues with the way in which faculty view student workload; high workloads are a common expectation among professors (Lindsay, 2010).

The quality of instructional technique can be more important than the level of workload in determining student satisfaction (which is very closely tied to workloads) (Dee, 2007).

While clearly linked, students’ perceptions of stress can differ from their perceptions of workload; some students can be highly stressed with low workloads, and vice versa (Lindsay, 2009).

The extent to which [academic] work is perceived as meaningful affects the perception of workload (Kember, 2004, Marsh, 2001).

The concept of workload is potentially misleading as students’ self-reporting of workload does not necessarily represent their ability to cope with their learning load. (Lindsay, 2010).

Perceived academic control is a singularly important academic marker in academic achievement settings (Perry, 2003).

Understanding perceived academic control and incorporating that insight into classroom instruction can help college art faculty more effectively to support first-year students’ adaptation to college, academic performance, mid-year retention, and matriculation to a second year (Lavender et al., 2010).

SWTF Report--Appendix C: Student Survey and Results--Quantitative

Response Percent Response Count

31.3% 134

54.0% 231

14.7% 63

19

428

3


42.9% 185

23.9% 103

22.0% 95

10.2% 44

0.9% 4

431

0


58.9% 252

4.0% 17

0.5% 2

36.0% 154

0.7% 3

15

428

3


11.2% 48

88.8% 382

430

1


1.0% 4

0.0% 0

0.5% 2

2.1% 9

5.2% 22

21.4% 90

53.1% 223

16.0% 67

0.7% 39

3

4

5

6

7

8

skipped question

How many courses are you currently taking?

Answer Options

1

2

Do you carpool?

Answer Options

Yes

No

answered question

Metro train

Walk

Bike

Other (please specify)

answered question

skipped question

skipped question

What type of transportation do you use to travel to Otis? Check all that apply

Answer Options

Car

Bus

Less than 10 minutes

11-30 minutes

31-60 minutes

1-2 hours

3-4 hours

answered question

Other (please specify)

answered question

skipped question

On a typical day, how long does it take you to get to Otis from home?

Answer Options

BFA Student Workload Survey Spring 2012Where are you currently living?

Answer Options

With my family or other relatives

Other private home, apartment, or room

Otis Student Housing Program

420

11


3.6% 15

6.9% 29

66.1% 279

17.8% 75

5.7% 24

422

9


20.0% 79

46.8% 185

25.1% 99

6.3% 25

1.0% 4

0.3% 1

0.3% 1

0.3% 1

0.0% 0

395

36


0.3% 1

0.5% 2

2.3% 9

4.8% 19

9.1% 36

15.4% 61

21.7% 86

27.5% 109

18.4% 73

396

35


2.2% 9

5.5% 22

23.4% 94

40.9% 164

20.2% 81

5.2% 21

2.0% 8

6-10 hrs

11-15 hrs

16-20 hrs

Work on assignments for your liberal studies courses only

Answer Options

None

Less than one hour

1-2 hrs

3-5 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

skipped question

None

Less than one hour

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

41 + hrs

answered question

skipped question

Studying/homework (this includes all work in your Liberal Studies and Studio Courses)

Answer Options

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

skipped question

Meeting with faculty outside of class

Answer Options

None

Less than one hour

1-10 hours

11-20 hours

21-30 hours

31-40 hours

40+ hours

answered question

answered question

skipped question

Estimate the number of hours you spend each week in class.

Answer Options

0.2% 1

0.2% 1

401

30


0.0% 0

0.5% 2

2.5% 10

8.7% 35

20.7% 83

19.7% 79

18.7% 75

21.2% 85

8.0% 32

401

30


6.5% 26

10.5% 42

26.1% 104

29.6% 118

17.5% 70

5.5% 22

2.8% 11

1.0% 4

0.5% 2

399

32


36.4% 146

24.2% 97

17.5% 70

14.5% 58

5.7% 23

1.2% 5

0.5% 2

0.0% 0

0.0% 0

401

30


10.7% 43

skipped question

Entertainment, and other recreation

Answer Options

None

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

Exercise and sports

Answer Options

None

Less than one hour

1-2 hrs

3-5 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

skipped question

None

Less than one hour

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

41 + hrs

answered question

skipped question

Socializing with friends

Answer Options

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

skipped question

Work on studio projects for class

Answer Options

None

Less than one hour

21-40 hrs

41 + hrs

answered question

16.9% 68

27.1% 109

27.1% 109

13.9% 56

2.2% 9

2.0% 8

0.0% 0

0.0% 0

402

29


75.6% 303

1.5% 6

2.0% 8

5.0% 20

4.0% 16

4.7% 19

3.0% 12

4.0% 16

0.2% 1

401

30


75.6% 301

0.5% 2

1.0% 4

7.8% 31

10.8% 43

2.0% 8

1.8% 7

0.5% 2

0.0% 0

398

33


7.3% 29

26.3% 105

27.3% 109

25.5% 102

8.8% 35

2.3% 9

1.3% 5

0.8% 3

0.8% 3

400

41 + hrs

answered question

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

skipped question

Online social networks (Facebook, Twitter, Reddit, etc...)

Answer Options

None

Less than one hour

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

Working for pay on-campus (including work study)

Answer Options

None

Less than one hour

1-2 hrs

3-5 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

skipped question

None

Less than one hour

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

41 + hrs

answered question

skipped question

Working for pay off-campus

Answer Options

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

Less than one hour

31


39.4% 157

8.0% 32

20.6% 82

18.8% 75

7.3% 29

1.5% 6

1.5% 6

1.8% 7

1.0% 4

398

33


77.1% 310

13.2% 53

6.2% 25

2.7% 11

0.7% 3

0.0% 0

0.0% 0

0.0% 0

0.0% 0

402

29


20.4% 82

55.1% 221

15.2% 61

8.5% 34

0.7% 3

401

30


83.5% 334

64.0% 256

69.8% 279

40.0% 160

45.0% 180

400

31

Volume of new information

answered question

skipped question

My workload at Otis is affected by (check all that apply):

Answer Options

Number of assignments

Number of classes

Stress

Unfamiliar tasks

Just Right

Somewhat challenging

Light

answered question

skipped question

skipped question

My workload in a typical week at Otis is:

Answer Options

Excessive

Very Challenging

6-10 hrs

11-15 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

On-campus student activities (clubs, organizations, student government, etc...)

Answer Options

None

Less than one hour

1-2 hrs

3-5 hrs

16-20 hrs

21-40 hrs

41 + hrs

answered question

skipped question

None

Less than one hour

1-2 hrs

3-5 hrs

6-10 hrs

11-15 hrs

skipped question

Household/childcare responsibilities (this may include caring for siblings, caring for family

Answer Options


19.7% 79

60.1% 241

12.5% 50

7.0% 28

0.7% 3

401

30


35.0% 140

59.0% 236

6.0% 24

400

31


44.1% 177

12.5% 50

16.2% 65

15.0% 60

12.2% 49

401

30


30.6% 122

15.8% 63

21.3% 85

13.0% 52

19.3% 77

399

32

Response Count

222

222

209

Response Count

228

What, if anything, would you recommend to balance student

Answer Options

Please share additional information that would be useful in

Answer Options

answered question

skipped question

Number of courses

My professors expectations of me

Otis Attendance Policy

answered question

skipped question

skipped question

The second most challenging aspect of my academic experience at Otis is:

Answer Options

Amount of homework

Level of difficulty

Amount of homework

Level of difficulty

Number of courses

My professors expectations of me

Otis Attendance Policy

answered question

not meaningful

answered question

skipped question

The most challenging aspect of my academic experience at Otis is:

Answer Options

skipped question

I find that the majority of coursework assigned at Otis to be:

Answer Options

highly meaningful

meaningful

Excessive

Very Challenging

Just right


Light

answered question

In general, undergraduate student workloads at Otis are:

Answer Options

228

203


5.4% 21

15.4% 60

28.7% 112

9.7% 38

10.3% 40

16.9% 66

7.9% 31

5.6% 22

390

41


25.5% 99

26.8% 104

29.1% 113

18.6% 72

388

43


3.6% 14

0.5% 2

37.9% 147

18.0% 70

26.0% 101

13.9% 54

388

43


11.2% 43

88.8% 340

383

48


74.4% 290

25.6% 100

390

41

Yes

No

answered question

skipped question

No

answered question

skipped question

Is English your native language?

Answer Options

answered question

skipped question

Are you an International Student?

Answer Options

Yes

Black, non-Hispanic

American Indian or Alaska Native

Asian or Pacific Islander

Hispanic

White, non-Hispanic

Decline to state

Senior

answered question

skipped question

Are you

Answer Options

What is your year in school?

Answer Options

Foundation

Sophomore

Junior

Fine Arts

Foundation

Product Design

Toy Design

answered question

skipped question

Academic Department

Answer Options

Architecture/Landscape/Interiors

Communication Arts

Digital Media

Fashion Design

answered question

skipped question


62.3% 243

33.3% 130

0.0% 0

4.4% 17

390

41


29.3% 114

70.7% 275

389

42

answered question

skipped question

skipped question

Are you the first in your family to attend college?

Answer Options

Yes

No

Answer Options

Female

Male

Transgender

Decline to State

answered question

What is your gender?

1

Question 25 & 26 – Qualitative Analysis

Student Workload Survey – March, 2012

The following represents the reoccurring themes from question 25 and 26 of the Student Workload

Survey.

Data that did not relate to the goals of the Student Workload Task Force was not placed into categories.

Group 1: Commuting Students and Those Without Transportation

Commuters

Transportation

I have to commute.

Living close to campus helps a lot.

I don't have transportation to go on field trips or get supplies

IIIII I II

Group 2: Working, Money and External Responsibilities

Financial

Working outside of school

Other Responsibilities

I also have to work to pay for my education.

Financial problems make it hard to do the work.

Work makes it hard to take care of other responsibilities.

IIIIIIIII IIII I

Group 3: Other Courses That Take Time Away From Studio Work

LAS

Capstone

IL

O-Space

LAS Workload is too high.

Capstone is too much work.

IL takes up too much time.

O-Space takes too much time.

IIIIIIIIIIIIIIIIII II IIIII III

2

Group 4: Needed Accommodations

Accommodations for All-Nighters

More open work studios and storage for supplies

Medical/Disabilities affect ability to handle workload

Working conditions in Fine Arts Building

Medical/Disabilities make it difficult to complete the work.

Need an open work studio for assignments/ more space to store supplies.

School should be more accommodating for all-nighters.

Complaints about Fine Arts Building

II IIII II I

Group 5: Issues with Professors/Teaching Style

Faculty need to communicate with one another

Demos and class discussions would help with understanding assignments

Professors expectations are too high

Some teachers don’t teach effectively

Professors should communicate with each other to avoid assigning all big projects on the same day.

More demos and class discussions would make it easier to understand assignments.

Professors' expectations are too high.

Some don't teach effectively.

IIIIIIIIIIII IIIIII IIIIIIIIII I

Group 6: Issues Related to Classes

There are too many required classes per semester

Class times make it difficult to learn and complete assignments

There are too many classes held during one day

Students perceive some classes as a waste of their time and money

Too many classes per semester.

Class times make it hard to learn and work.

3 classes in 1 day are too many.

Some classes are a waste of time and money.

IIIII IIIIII I III

Group 7: Time Factors

Students don’t have enough time to sleep

There isn’t enough time to complete all work that is assigned

Students don’t have any free time

It takes a long time of trial and error to learn new skills and master new materials

Foundation students need more time to work on form and space

Group projects are the most time consuming

3

Designs are often rushed from working on several projects at one time

Not enough time to sleep.

There isn't enough time to do well on everything assigned

No free time

It takes a long time to learn new technical skills and use new materials.

Need more time for Form and Space.

Group projects are the most time-consuming.

Designs are rushed from too much other work.

IIIIIIIIIIIIIII IIII IIIIIIIII IIIIIIII III I IIIII

Group 8: Workload is a Good Thing

Students believe that those who complain just don’t know how to manage their time

The workload teaches you about yourself as a student

The workload is doable as long as you stay on top of it

Students acknowledge that the workload is hectic, but they love it.

Students understand the importance of hard work to prepare them for a career

Group 9: Attendance Policy

Students feel that the attendance policy is too strict

Students see the attendance policy as a good motivator

Attendance Policy is too strict.

The Attendance Policy is a good motivator.

III I

People complain about workload because they procrastinate.

The workload taught me a lot about myself as a student.

The work is doable if you stay on top of it.

It's hectic, but love it/work is very important.

I have high expectations for myself and my peers.

I I IIIIIIIII IIIIIIIIIIIIIIIIIII IIIII

Appendix E

1


74.4% 61

11.0% 9

14.6% 12

82

3

2

Response Percent Response Count The answer is:

59.8% 49 TRUE 40.3% are wrong or don't know

15.9% 13

24.4% 20

82

3

3


42.7% 35 FALSE 57.4% are wrong or don't know

35.4% 29

22.0% 18

82

3

4


11.0% 9 FALSE 47.6% are wrong or don't know

52.4% 43

36.6% 30

82

3

5


16.7% 13

57.7% 45

17.9% 14

7.7% 6

0.0% 0

78

7

6


28.2% 22

37.2% 29

28.2% 22

6.4% 5

78

7

Student Workload Task Force Faculty Survey

Beyond my professional success, I am well-versed in learning theory and/or teaching methodology in support of

college art/design student learning.

Answer Options

True

False

Don't Know

answered question

skipped question

A Liberal Studies or Studio course that’s offered for 2 credits should meet approximately 3 hours each week and

carry an additional 3 hours per week of homework.

Answer Options

True

False

Don't Know

answered question

skipped question

A studio course that’s offered for 3 credits should meet approximately 6 hours each week and carry an additional 6

hours per week of homework.

Answer Options

True

False

Don't Know

answered question

skipped question

A Liberal Studies or Studio course that’s offered for 1 credit should meet approximately 3 hours each week and

carry an additional 3 hours per week of homework.

Answer Options

True

False

Don't Know

answered question

skipped question

Undergraduate student workloads at Otis are:

Answer Options

Excessive

Very challenging

Just right


Light

answered question

skipped question

When planning my course, I consider other courses that my students take, and the work assigned in those

courses:

Answer Options

Always

Often

Sometimes

Never

answered question

skipped question

7

Strongly Agree Agree No Opinion Disagree Strongly Disagree Rating Average Response Count

1 11 16 41 7 3.55 76

76

9

8


35 33 4 4 0 1.70 76

76

9

9


7 24 27 17 1 2.75 76

76

9

10


19 34 19 4 0 2.11 76

76

9

11


0 16 7 44 9 3.61 76

76

9

12


8 46 11 11 0 2.33 76

76

9

13


13 35 11 15 2 2.45 76

76

9

14


4 10 10 37 15 3.64 76

Otis students are highly efficient in their work habits.

Answer Options

Please choose one:

answered question

skipped question

Otis is a professional school; students should be held to professional standards in their behavior and performance.

Answer Options

Please choose one:

answered question

skipped question

Students waste a lot of time and effort, yet they claim that they have too much work.

Answer Options

Please choose one:

answered question

skipped question

If training workshops were available to support student learning I would be interested in attending.

Answer Options

Please choose one:

answered question

skipped question

Student workloads are not my problem—it’s the students’ job to attend classes and do their work.

Answer Options

Please choose one:

answered question

skipped question

I am generally impressed by Otis students' commitment to success in the classroom and studio.

Answer Options

Please choose one:

answered question

skipped question

Teaching at Otis is a pleasure because most students give their all in my classes.

Answer Options

Please choose one:

answered question

skipped question

My non-academic professional experience gives me all I need to be a great teacher in my discipline.

Answer Options

Please choose one:

76

9

15


14 34 21 5 2 2.30 76

76

9

16

Response Count

64

64

21

See qualitative responses on separate printout

17


1.4% 1

2.7% 2

5.4% 4

13.5% 10

13.5% 10

6.8% 5

12.2% 9

2.7% 2

20.3% 15

10.8% 8

5.4% 4

0.0% 0

4.1% 3

0.0% 0

1.4% 1

74

11

18


39.2% 29

60.8% 45

74

11

19


23.0% 17

16.2% 12

55.4% 41

5.4% 4

74

11

answered question

skipped question

If online training were available to support student success I would be interested in participating.

Answer Options

Please choose one:

answered question

skipped question

Answer Options

answered question

skipped question

My Home Department is:

Answer Options

ACT

A/L/I

Communication Arts

Digital Media

Fashion Design

skipped question

Fine Arts

Foundation

Integrated Learning

Liberal Studies

Product Design

Toy Design

Answer Options

Male

Female

answered question

skipped question

Graduate Graphic Design

Graduate Fine Arts

Graduate Public Practice

Graduate Writing)

answered question

answered question

skipped question

If it is determined that student workloads are higher than is optimal, what would

you recommend to help correct that condition?

My employment status is:

Answer Options

Part-Time (Non-Adjunct)

Part-Time (Adjunct)

Full-Time

Don’t know

My gender is:

SWTF Report--

Appendix FStudent Workload Task Force Faculty Survey

If it is determined that student workloads are higher than is optimal, what would you recommend to help correct that

condition?

Answer OptionsResponse Count

64

answered question 64

skipped question 21

Number Response Text

1

Expectations, learning outcomes, and eventual goals are critical in considering the necessary time and workloads a

student has. As an instructor, I make it my responsibility to understand the overall workload of my students, so that I do

not place unreasonable expectations onto them. It's my practice to assure the success of the student. Yet, I do expect

a full and passionate commitment from them.

2

I would like to see the high standards remain the same,and a smaller class size per instructor to give more complete

guidance to the students. We have students with such different abilities and work ethics. Each student is working on an

unique project that has to addresed individually.

3

Coordinate with faculty from other courses more often and find tools and formats for design students to complete work

more quickly and efficiently. Re evaluate current croquis and flat expectations - they have become more and more

exacting and rigorous instead of what they are meant to be - loose idea sketches to brainstorm many fashion looks and

concepts quickly .

4

I think students need more studio time to work on projects under the tutelage of the instructor. I also think the foreign

students need more support in their written work. I keep up with trends and technology in my field but also work on

improving my teaching techniques and try to customize my coursework to student interests and needs.

5 I haven't been here long enough to form an opinion.

6

Change admissions policies and strive for a higher caliber student. Compete with schools who assume their institution

is a professional art and design college. Try to do more weeding out of student's who see this as trade school. Higher

standards, not lower standards!

7

In the fashion department there should be some coordination between the instructors so that items are not due on the

same days. It appears a large amount of robbing peter to pay paul mentality in the students as far as attending or

attention in classes when other classes have something due at same time.

8Taking anything over 3, maybe 4, classes splits their attention.

9

We need to recruit students who are truly willing and a bit more prepared to accept the high level challenges of Otis. If

student's time management and learning skills were already well below "achiever" level at high school, their probability

of proper learning in accelerated Otis courses can create increased stress level for that student. Especially in Fashion,

homework is very location and equipment specific, requiring a well planned schedule from the student. Maybe " a basic

checklist" or introductory summer courses could be made mandatory for students who are not at required skill level prior

to starting their sophomore or possibly even junior year. Naturally this would increase their monetary challenges, but it

just might better ensure their success all the way to graduation and in their professional life after Otis.

10

I have a child of 15, freshman. Our outreach for high school students is terrible. We have had many meeting regarding

tours of our fashion campus, lacking correct information, basic esthetic for a fashion department. In recent years we

have had such poor students and yet must meet a bar that no other department is required to do based on the SBS

fundraiser. We have 3 full-time positions still not filled, the support from Otis is just not there.

11

If you do NOT find agreement on this, please consider that workload appears to vary a great deal between majors. In my

experience as LAS instructor that is easily observed. Otis students are no more (and probably less) lazy than students

elsewhere. Generally, in academia a good student can be done in less time, whereas in studio classes the good student

spends the same time as the less good student, but with better results. Studio demands are by their nature very

demanding and we encourage excellence, not mediocracy. Perhaps some major could consider to narrow the focus of

their degree so some classes could be dropped.

12Reconfigure the class requirement for each semester. 7 is excessive.

13

My undergraduate education involved 15-18 credits per semester, which meant 3-4 six hour studio courses + 2 three

hour liberal studies courses per week. When I taught in the UC system students earned 4 credits for a 3 hour / 10 week

course that has the same content of a 3 hour / 15 week course at Otis for which students only earn 2 credits. I

recommend an audit of existing credit counts and work loads across all departments. Then a development of an agreed

upon standard across all departments with clear communication from chairs and directors to faculty as to what those

standards are.

14Reduce number of credits necessary for the BFA. Liberate students form some of their "chair time" = attendance

15

Work with departments to clarify the appropriate relationship between credits and workload. Eliminate 1 unit classes

which often require more work than appropriate. In fashion there are too many 1 unit classes and students are taking too

many different classes in a given semester. Perhaps consolidating classes would help.

16

First off, this statement at the top should have been a question in the survey. What research do we have that deals with

student workloads? I'd like a lot of that before coming to any type of decision....even before discussing. What are the

workloads like in other AICAD schools? Are the workloads different in different departments? From different teachers

teaching the same or similar subjects? Do individual faculty really know how long it takes students to do what they

assign? Do they know how long it takes to do "A" work vs "D" work? Start with chairs and directors, then maybe

delegate to a committee to report back to chairs and directors.

17

Lower the credit number required for graduation. Create more ways for students to earn credits throughout the year -

during the summer and during breaks. Increase scholarships to reduce need for students to work while in school. Seek

lower cost housing to reduce expenses and therefore need for students to hold down jobs while in school.

18

I'd really have to think about that for a while--sorry for copping out on this, but I'd have to know more about what else

was going on in their other courses.

19There needs to be an assessment regarding how meaningful the workload is; Plenty of work does not necessarily mean

quality output and we cannot assume that the student is learning from a crammed workload.

20Yes

21

Instructors should make time in class for students to work on their assignments, get training in software and work 1 on 1

with instructor. Instructor should spend less time talking, lecturing.

22Change in overall credit requirements in their majors.

23

before fall semester begins,entering freshman should be given some type of seminar on: a student's job is.......;

professional behavior and attitude; time management; actual "hand-outs" or "worksheets" for agreeing to/accomplishing

the above which would be discussed and filled-in with a "counselor" or "team leader" from the faculty.

24credit reduction to make work loads reasonable rethinking assignments so that students have time to reflect and discuss

what they have learned serious attention regarding the amount of homework to units

25fewer required units.

26

Professors need to respect professors across disciplines. Students have told me that Profs in their respective

disciplines tell them that their class is more important than LAS or discipline demands are so high that students feel that

they have to skip LAS classes in order to succeed in their majors. Students even go so far as to tell me that what I

teach is not as important or relevant to them!

27

Discuss the issue on a per student, individual basis. Determine how the structure of the projects for a course might be

altered if it were proven that the student legitimately had no extra time left in the week whatsoever to complete the

assigned work involved outside of class.

28There needs to be more communication between the faculty in my dept. regarding student workloads.

29

credit reduction. Students should need fewer credits to graduate. Our students are spread too thin. They should be

able to pick up some of their credits outside the school from community colleges over the summer. I would like to see

an easier transfer of credits and less total credits needed for graduation.

30I believe the workloads are rigorous, but not impossible. In fact, they help in securing their careers. Therefore, I have no

correction to offer.

31Revisit requirements.

32Less LAS classes

33unit reduction

34

Review work load with all faculty engaged with a particular section and make changes if necessary to help in student

success. There is and has always been a lack of communication between all parties here and when I went to college as

well. One must hope students will say something if a week of work becomes particularly heavy.........underclassmen

cannot be counted on to discuss with faculty but Seniors will bring it up.

35 Discuss individually with each student.

36Eliminate the Foundation year, or reduce it to one semester, so that students can move into their majors earlier and we

wouldn't have so much to fit into 3 years.

37Faculty communication with one another to determine where/when workload should be cut and by whom.

38Make available the expectations of other instructors

39Cut down on liberal studies courses. There are far too many.

40

Enclose the open classrooms. Provide greater access to digital labs. Reduce some of the Liberal Studies load. Provide

more workshops for studio classes. Compose a strong and clearly-stated campus-wide cell phone usage policy, place it

prominently in the student handbook, and enforce that policy during each class. Make sure that students get the

emotional support they need from faculty, staff, and counselors, but send the message that students must attend class

with all required materials and supplies, and do the work. Additionally, send the message that when students need help

and additional assistance, that help is available from a variety of resources.

41

consolidation of efforts. lower units to graduate. Be more specific and precise within each course. Examine the

curriculum for areas where faculty and students can better understand the inherent transference/translation

opportunities between courses. If students and faculty work toward the big picture I think students (and faculty) would

have a more emboldened experience. Students often complain that they are taking "8 classes!" and I can't say I blame

them. Their time is so chopped up. If they saw their studio work as a cohesive unit revolving around their work.... even if

it meant that they had several teachers, they might be actually be able to handle more "load" with more emphasis put on

their interest in THEIR work. I also know its not easy! Juggling obligations and wrestling with time is a huge part of

being educated. I'd love it if Otis helped them develop a working practice that would help them be a success at Otis and

the world.

42

1) A review of the current load relative to units and courses. 2) create some faculty information/development vehicle so

that all faculty understand the contact-credit hour relationship. 3) create a culture of graduation by making it part of the

student and faculty understanding of the what the purpose of a degree is, and the value of getting one. 4) Reduce the

credit load to 124ish, and attempt to ensure that students don't take any more than 5 or 6 (the former is highly

preferable) classes a semester.

43

We need to be realistic about our expectation; every body is not born with equal talent or ability to cope with stress. We

should able to encourage and support lagging students who feel stressed about their workmanship or grades because

they could succeed in something different than being a "professional artist". However we should keep our curriculum to

challenge students who would love to excel in the global, competitive market.

After all, I feel that outcome of every student's success and the reputation of school is truly based on how we balance

our expectation from real to wish and let them be enthusiastic about being an artist.

44

1) Formalize a course in project and/or time management at the Foundation Level, or at the very least, require that

every major factor in such a course or training. This could also be implemented either as an on-line course or in the

SRC. 2) Every major should strive to have their faculty at each undergrad level to meet prior to every semester start

and review the project workload. This meeting would also include Liberal Studies and IL.

45

I work hard to make sure that the workload in my classes are appropriate based on the number of units my course is

assigned. The students should be asked which classes put their work over the given amount and those classes should

be required to lessen the load- period. My classes currently suffer from the over-assigned work load of other classes. It's

not fair to the students. I check-in with my students at the beginning of each class to inquire if they area able to keep up

and produce quality work at the amount I am assigning it. If I found out that they were putting in far more time than I was

allotting for, I would be more than happy to adjust.

46

Change the credit structure. It is not that they have too much work as much as they are spending allot of time in class

and being stretch in too many directions.

47

Limit the number of courses each student takes each semester, which would result in examining the curriculum for over

lap, redundancies, and embedding parts into core classes.

48

time management workshops for students especially as they enter Otis. better coordination between instructors of

workloads

49work it out - "mind like parachute- only work when open"

50

A recurring problem many students face is storage of their large works in progress. Lockers are great for storing

supplies but there needs to be a place to store large works. The sheer logistics of transporting large paintings, screens,

drawings, etc. contributes a great deal to student workloads.

51

Having taught at 4 different universities, I can say with confidence that Otis students under-perform in LAS courses.

They routinely fail to complete assignments and/or hand in sloppy work. I notice that midway through each semester,

there is a notable drop-off in students' work and effort in my classes -- they come to class without having done the

reading, and/or fail to hand in assignments. They tell me this is because their studio coursework increases (in addition

to midterms in LAS courses). I suspect high workload is one of several factors contributing to this phenomenon. I

recommend that students take fewer classes at a time, which may mean having fewer requirements for graduation.

Otherwise, perhaps less homework for studio courses. LAS courses already carry, relatively speaking, light workloads

(I assign less than half the amount of reading in my Otis classes as I do in my courses at other universities), so I suspect

they aren't the problem.

52

The classes that I teach are not core classes therefore I try not to give excessive homework. Maybe this should be the

case for all elective classes. I allow some of my students to do crossover work in my class. If a student needs a

character modeled for an animation class that doesn’t allow modeling time I’ll allow them to incorporate that model as

their lesson in my class. I am aware that some students might be able to cheat the system but If I’m instructing them

through the lesson then they are in fact still learning through my instruction. I believe we may want to try combining the

goals of 2 instructors into a single project that can be worked on in 2 classes and graded by both instructors.

Assignments and homework might become easier to complete and the quality might be higher.

53Train them on time management.

54Yes. I am currently developing blended learning for my courses for that reason

55

Reduce required number of credits necessary for graduation, and require all department chairs to streamline the

assignments, or ask for fewer, yet more rigorous assignments.

56

Less of a workload on students. On another point.... putting it back on faculty in terms of workshops etc. implies we all

need more training?? I would hope to be paid for that. Other issues to consider regarding student workload which affects

faculty workload are, Otis email, O-Space etc., commute time, meaningless committee work, disorderly and trashed

classrooms, these concerns are either ignored or marginalized. At worst, I believe that a few staff members and

administrators ignore the fact that their isolated decisions made without input from faculty (or when classes are not in

session) potentially have serious and negative effects on curriculum, faculty work load as well as student workload.

57

Students need to be taught the difference between putting in hours with their hands moving and working efficiently. The

idea that al-nighters are a way of producing results needs to be discouraged. Professionals are expected to have time

management skills. It is our duty to teach students efficient work skills that produce results.

58

I don't believe that will be/should be the outcome, but should it be determined that it is, possibly less homework.That is,

work that is designed to be completed entirely outside of class time. Students would then have more time to complete in-

class projects and assignments at a higher level of quality/comprehension.

59

The students are taking too many classes. I cant remember if it is because we offer less credits per course, or because

we require more credits to graduate. But I do remember that Otis requires more from their students compared to other

art schoold, and the result is that the students take too many classes at once.

60

For students who are earning a Bachelor's degree, not enough time is factored in for general education (LAS) courses.

61Mandatory project management training

62Eliminate integrated learning courses. Revamp foundation. Allow four years in major.

63Reduce student workloads until they arrive at an "optimal" level.

64

Well, the first "trick" questions were great! Student workload at OTIS IS excessive because faculty and some

departments (as policy) do not hold to the 3 contact/homework hours per credit ratio. If that ratio was maintained, the

workload would not be excessive. It's difficult to get faculty to conform to that limit, but it's the Chair's job to keep faculty

in line, and keep the workload "fair and balanced" among the required courses. Some departments (Fashion) REQUIRE

too much work. The second group of questions did not seem to be applicable to Chair, so I think the answers may be

skewed. Reducing credits for the BFA is not the solution! The majors are already struggling to deliver content in only 3

years, which is increasingly exacerbated by inroads from IL, minors, etc. I see student screwing around in studio all the

time. They are not efficient with their time.

Appendix G: Otis Required Undergraduate Courses and Credits per semester

MajorCourses

Per Term

Credits in

Major

Total LAS

and IL

Total

Electives

Major and

LAS / IL

BFA

Credits

Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

Foundation 7 7 9 7 7 8 0 0 16 15

Total 7 7 9 7 7 8 0 0 16 15

Combined Totals 14 16 15 0 31

A/L/I

SO 6 6 11 9 6 9 0 0 17 18

JR 5 6 10 11 6 5 0 0 16 16

SR 4 5 9 11 5 5 2 0 16 16

Total 15 17 30 31 17 19 2 0 49 50

Combined Totals 32 61 36 2 99 130

Communication Arts

Advertising

SO 7 7 9 9 6 6 2 2 17 17

JR 7 7 10 8 6 6 0 4 16 18

SR 6 5 6 7 5 3 4 6 15 16

Total 20 19 25 24 17 15 6 12 48 51


Graphic Design

SO 7 7 9 9 6 6 2 2 17 17

JR 7 6 11 7 6 6 0 4 17 17

SR 5 5 4 7 5 3 6 6 15 16

Total 19 18 24 23 17 15 8 12 49 50


Illustration

SO 7 7 9 9 6 6 2 2 17 17

JR 7 6 9 7 8 6 0 4 17 17

SR 6 5 6 7 5 3 4 6 15 16

Total 20 18 24 23 19 15 6 12 49 50


Digital Media

SO 7 7 7 9 8 6 2 2 17 17

JR 6 6 11 9 6 8 0 0 17 17

SR 6 5 10 8 3 3 2 4 15 16

Total 19 18 28 26 17 17 4 6 49 50


Fashion Design

SO 7 7 11 12 8 5 0 0 18 17

JR 7 8 11 11 5 6 0 0 16 17

SR 7 5 13 9 3 6 0 0 16 15

Total 21 20 35 32 16 17 0 0 50 49


Fine Arts

Painting & S/NG

SO 6 5 11 3 6 9 0 5 17 17

JR 5 4 3 5 8 3 7 8 18 16

SR 4 5 5 9 6 3 5 3 16 15

Total 15 14 19 17 20 15 12 16 51 48


Photo

SO 6 6 11 6 6 9 0 2 17 17

JR 5 4 3 5 8 3 7 8 18 16

SR 4 5 5 9 6 3 5 3 16 15

Total 15 15 19 20 20 15 12 13 51 48


Product Design

SO 7 7 11 11 6 6 0 0 17 17

JR 6 7 10 10 6 8 0 0 16 18

SR 6 6 10 11 3 5 2 0 15 16

Total 19 20 31 32 15 19 2 0 48 51


Toy Design

SO 7 7 11 13 6 3 0 0 17 16

JR 6 6 13 10 5 6 0 0 16 16

SR 7 6 13 8 6 8 0 0 18 16

Total 20 19 37 31 17 17 0 0 51 48


Average 36 53 34 12 99 130

Median 38 52 34 14 99 130

Maximum 41 68 36 28 99 130

Minimum 29 36 32 0 99 130

Summary of the Student Workload Task Force Report Student... · 2019. 12. 30. · 2 Report of the...

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