Contract Administration Tip – Day Unit Course


The workload article of the MCCC day unit contract defines the number of students that are allowed in each class per semester depending on the type of course.  These calculations are made at the end of the add/drop period. If a faculty member exceeds the total number of students, then there shall be a proportional adjustment in the succeeding semester.

The average number of students in each course is:1) 32 students per semester except in the following courses:

2) 28 students for writing and/or critical thinking intensive courses (see Critical Intensive Courses Requirements Below).

3) 22 students for English Composition, English as a Second Language, introductory foreign language courses, remedial and/or developmental courses.

All of the above student enrollments are based on average for all classes assigned. Therefore, for example, it is permissible to have 5 classes in category #1 above with enrollments of 34, 30, 32, 33, & 31 because the average number of students is 32 that is within the contractual limit.

Writing and Critical Thinking Intensive Courses – There must be mutual agreement between the unit member and the immediate supervisor to reduce the number of students from 32 to 28 in intensive courses. For writing courses, the course description and the syllabus should be sufficient to show that course is a writing intensive course.

Distance Ed Courses – For the first 2 times taught, the maximum is 25 students.  Thereafter, the above-referenced day contract numbers apply.

Limited Space Courses – Limited and available physical space will mandate the number of students especially for safety concerns. There is no language regarding class size for labs, but in accordance with the facilities article (3) and the safety article (2), the employer must make reasonable efforts to provide space and necessary equipment to carry out assigned responsibilities.   For example, if there are only 24 workstations, then the employer could not assign more than 24 students.

If you believe that your course is one of the above-referenced courses and you exceed the maximum student enrollment, contact your immediate supervisor to resolve the matter.  If no resolution is reached, contact your chapter grievance coordinator or me.


Part-time faculty members shall not be expected to teach more than thirty-two (32) students per course in each class, except that this may be reduced by mutual agreement between the unit member and immediate supervisor to twenty-eight (28) students per course for writing intensive and/or critical thinking intensive courses, or more than twenty-two (22) students per course for the instruction of English Composition, English as a Second Language, Introductory Foreign Languages, and remedial and/or developmental courses; to be determined by the number of students enrolled at the end of the add/drop period. The President of the College or the President’s designee reserves the right to exceed these limits if the assistance of teacher aides is provided, in non-traditional/learning modes or with the consent of the unit member.


(Maximum – 28 Students)


Definition: Critical thinking is the process of purposeful, self-directed judgment. This process improves the quality of thinking and decision-making through reasoned, systematic consideration of context, concepts, methods and evidence.


Criteria: A critical thinking course will have (A) components of formally-stated

assessments and strategies specifically designed to promote at least two (2) of the

following objectives and (B) a process by which the course’s critical thinking

components will be assessed by the instructor and factored into the students course grade.



(The following are process objectives, which reflect thinking processes, as distinguished from content objectives.)


At the completion of the course students will be better able to:


  • Evaluate and interpret the meaning of the textual material.
  • Support a thesis with evidence appropriate to position and audience.
  • Organize and connect ideas.
  • View situations from different perspectives.
  • Compare and contrast source material so that analysis can be made and theories can be proved or disproved.
  • Draw inferences, suppositions, and conclusions from source materials.
  • Perform a medley of solutions to a possible problem and present those solutions in a logical, coherent manner.
  • Differentiate between fact and fiction, concrete and abstract, theory and practice.
  • Make estimates and approximations and judge the reasonableness of the result.
  • Apply quantitative and/or qualitative techniques, tools, formulas and theories in the solution of real-life problems and recognize when to apply those techniques, tools, formulas, and theories.
  • Interpret data presented in tabular and graphical form and utilize that data to draw conclusions.
  • Use quantitative relationships to describe results obtained by observation and experimentation.
  • Interpret in non-quantitative language relationships presented in quantitative form.
  • Apply the scientific method including methods of validating the results of scientific inquiry.

Crtcl Thnkng Intnsv Crss.doc                                                           December, 2001