APPENDIX J

Cost Projections of Adjustments to the HASS-D System relative to a Communication Requirement in HASS

The draft plan being considered by the CUP subcommittee projects that students would take CI subjects in each of their four undergraduate years, and that most (but not all students) would take their Freshman and Sophomore CI subjects in HASS. Approximately 20% of these students would be required to take an expository writing subject as their Freshman subject, while the remainder of students could select among a few expository writing CI seminars, CI classes embedded in the Special Freshman Programs, and primarily CI HASS subjects. Outlined below are the possible costs of four models. In each model, we made several assumptions:

A. We did not reduce the class size of HASS-D subjects that clearly could not be Communication Intensive (i.e.. 4.301 and 21M.301). Enrollments in these non-CI HASS-D's would remain at 25.

B. We reduced the section size but did not add sections for large lecture classes such as 9.00 and 24.00, decreasing the overall capacity of these subjects. This approach would probably have the effect of redirecting some students who now take these classes into smaller, under-enrolled sections. The consequence would be that the HASS-D system as a whole would make more efficient use of its overall instructional resources but that fewer students would receive their first choice in the HASS lottery. In two of the models, the extra sections added to over-enrolled classes would increase slightly the used capacity of the HASS-D system even though the overall capacity of the system would be lower. (That is, many of the classes that now have capacities of 25 have enrollments below 18; for these classes, reducing class size does not reduce used capacity.)

C. The new requirement will eventually decrease student demand for sections of expository writing. The problem is that it is very difficult to estimate the size of the reduction. Students take expository writing subjects for a variety of reasons, but a substantial portion of students who take the subject do so to complete Phase One because they have no other options available. At present, slightly fewer than half of each graduating class take expository writing before they graduate. Because CI HASS subjects would essentially substitute for Phase One subjects, the new system will reduce enrollments in expository writing sections. Excluding the extra six sections allocated for the CUP experiment, there will be 30 sections of expository writing offered in AY00, with a total capacity of 540 students. We have calculated net costs assuming a long-term decrease of 25% (total capacity of 405 students) and 50% (total capacity of 270 students). Approximately 150-220 students each year will be required to take the expository writing.

The table below summarizes the effect on capacity and cost of four different implementation models. Note that these cost projections do not include the potential cost of writing tutors or other pedagogical support that the HASS Curriculum might require in order to implement an effective Communication Requirement.

Model A. Reduce section size of HASS-D sections (except 4.301 and 21M.301) but do not add extra sections. This solution, instead of costing money, would probably save a substantial amount. There is enough extra capacity in the HASS-D system to make it feasible. Unfortunately, it would also mean that many more students would not receive their first (or even second) lottery choice. Another benefit, though, is that it would distribute students more evenly throughout the system.

Model B. Add additional sections for all HASS-D classes that now have enrollments of 22 or more. This model would probably increase the number of students receiving their first or second lottery choices (except for the large lecture classes), but it is the most expensive model. Moreover, some of these extra sections might have few students.

Model C. Add additional sections for all HASS-D classes that now have enrollments of 24 or more. This model would have a mixed effect on the number of students receiving their first lottery choice. It would limit spaces in some subjects that now almost fill, but it would increase spaces in other popular sections. In addition, the added sections would probably enroll close to 18 students.

Model D. Designate only about 2/3 of HASS-D subjects as CI, keep the rest (including the large lecture classes) with enrollments of 25, and allow designated HASS Electives to count as CI subjects. The current proposal being considered by the CUP subcommittee will only require that students take 2 CI subjects in HASS (and 20-40% of them may be taking expository writing subjects). Consequently, not all HASS-D's need to be CI subjects. It is impossible at present to make an accurate estimate about which subjects would be CI HASS-D's, so the cost estimates for this model are the most tentative.

Finally, we have calculated the costs with and without consideration of the non-reoccurring funds that have been allocated by the Provost for several years to SHSS to pay for sections of expository writing but are not a line item.

Cost projections by Dean Leslie Perelman, Director of the Writing Requirement