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Learn how the University of Wisconsin-Madison used course data to identify three root causes of bottlenecks, and how that insight helped highlight which departments were more prone to the issue.
This toolkit provides the resources to support working toward reliable max caps that afford understanding of true capacity, accurate course planning, and efficient resource allocation.
The second session of the training series will focus on evaluating opportunities to shift resources from underfilled sections to sections that are overfilled, ultimately reducing bottlenecks.
Learn how Cleveland State University used multi-term registration to resolve the issues with course bottlenecks, and how that insight is helping to eliminate students' early risk factors.
To keep up with demand, colleges will have to get creative, says one dean.
Learn three outdated instructional capacity metrics and three new analyses that better reflect the new realities of higher education and the everyday experiences of students and faculty.
Learn more about how progressive institutions are measuring instructional capacity using new metrics.
Not all small classes are purposely designed to be small. And unintentionally very small courses represent a large investment—so they’re a particularly meaningful segment to reevaluate for optimal resource allocation. See two strategies to monitor and combat unintentionally small classes.
Allocating instructional resources appropriately requires negotiating difficult trade-offs through a shared governance process that engages faculty and academic leaders.
