When class sizes grow, faculty often encounter challenges in creating an effective and engaging learning environment. ASSETT decided to ask the best of the bestÌýwhat strategies have worked for them. We interviewed 6 faculty and a teaching assistant who have hadÌýsuccess inÌýteaching in large introductory level courses. Here are their responses to some common challenges faced by instructors of 100+ enrollment courses.
Tips on Managing Distraction in Large Lecture CoursesÌý
*Some links to research articles below require use ofÌýÌýif viewing from off campus.
How Can I Create an Enjoyable Classroom Culture?
Creating a space where students are comfortable with inquiry in your 100+ class can be a tough thing to accomplish. Start with some basics to create an open, inviting space in which to learn.
- Tips:
- Let your passion for your discipline show.
- Â鶹ÒùÔº appreciate humor. It’s ok to let students see your human side.
- Make content relevant to students’ lives.Ìý
- Come early, stay late.
- Play music before and after class.
- Tools:
- For streaming music, tryÌýÌý orÌý, but you willÌýget commercialsÌýin the free versions after 10 or 15 minutes.
- Resources:
- Finck, J. E. (2011).ÌýÌýJournal of College Teaching & Learning (TLC),Ìý9(1), 27–32.
- Gleason, M. (1986).ÌýÌýCollege Teaching,Ìý34(1), 20–24.
- Sass, E. J. (1989).ÌýÌýTeaching of Psychology,Ìý16(2), 86.
- Waite, W. M., Jackson, M. H., & Diwan, A. (2003).ÌýACM SIGCSE Bulletin,Ìý35(1), 127-131.
How Can I Create a Student Centered Learning Environment?
Student centered learning is about student discovery and construction of knowledge rather than passive transfer of knowledge from instructor to the student. Help students feel comfortable and encouraged to take part in that process of discovery and creation.
- Tips:
- Learn as many students’ names as possible.
- Find ways to show you careÌýabout students’ success in the course
- Create rapportÌýin your classroom
- Become familiar withÌý. Start with something small like minute papers.
- Tools:
- UtilizeÌýthe Print Friendly Photo Rosters in myCUInfo by bringing them to class to learn student names.
- Ask students to use tent name cards for the first 2 weeks of class.
- Example:
- Resources:
- How to get started
How Can I Minimize Anonymity and Give Â鶹ÒùÔº a Voice?
Undoubtedly, a large course can be intimidating for students. Use both small group activities and technology to create inviting opportunities for students to share their thoughts in and out of class, with you and other students.
- Tips:
- Have recitations sit together in sections in the lecture hall so they get to know each other.
- Improve yourÌýdiscussion management skillsÌýfor a large classes.
- Use Ìýto extend opportunities to contribute
- Remember to set specific parameters for participations
- Utilize small group features in D2L’s discussion boards
- Commit to using discussion boards on a regular, consistent basis
- Give evidence that you have read students’ posts
- TeachÌýstudents
- Try using aÌýbackchannelÌýso students can post questions or responses in real time during class.
- Tools:
- For online discussion tryÌýÌýorÌý.
- For a backchannel,ÌýÌýorÌý
- Example:
- Resources:
- Glessmer, M. S., Pick, M.-A., & Göttsch, P. (2014). Enabling backchannel communication between a lecturer and a large group. Retrieved from
How Can I Increase Student Engagement?
One of the best ways to get students engaged in your classroom is student centered and active learning. Find ways that students can influence and participate in the content, activities, materials and pace of their learning.
- Tips:
- UseÌýÌýandÌý. Start small with think pair share, sentence summaries, and polling exercises. Later you can try peer review, debate teams or the jigsaw method.
- Use as a way toÌýjump start discussions.
- Get comfortableÌýwith group work and incorporateÌý.
- Tools:
- Example:
- Georgetown University, Biology Course
- Resources:
- A review of the literature
- Yazedjian, A., & Kolkhorst, B. B. (2007).ÌýÌýCollege Teaching,Ìý55(4), 164–169.Ìý
How Can I Better Manage Communication?
Think beyond email. Be creative in seeking ways to be available and communicate with your students. Â鶹ÒùÔº can still feel connected in a course and to the instructor when you use one to many online communication methods.
- Tips:
- Set aside specific hours to be available to students online (email, chat, or video call).
- Answer frequently asked questions using the D2L news or discussion tool.
- Consider creating short videos orÌýscreencastsÌý(computer screen recordings withÌýaudio narration) to explain concepts students typically have trouble understanding.
- Tools:
- For online office hours try
- Video chat services likeÌý,Ìý
- Ìýfor online chatting
- For short videos tryÌý,Ìý, orÌý
- For screencasts tryÌýÌýorÌý
- For online office hours try
- Example:
- Resources:
How Can I Administer Assessments Effectively and Efficiently?
Creating meaningful assessments for 100+ students doesn’t have to mean endless hours of grading on your part. Incorporate real world scenarios and let technology help with the grading.
- Tips:
- Use technologies like clickers and automatically graded quizzes for immediate feedback opportunities
- Sharpen your Ìýif you are concerned about automatically graded tests.
- Use real world scenarios in test questions to make content relevant
- Design meaningful rubricsÌýfor grading papers and projects
- Tools:
- Resources:
How Can I EncourageÌýAttendance and Participation?
An age old dilemma in large lecture courses is attendance and participation, for both students and teachers. Create unique in class experiences and opportunities for students to provide feedback onÌýhow the course is going. Let students know when you’ve made adjustments based on their feedback, too.
- Tips:
- Make the in class experience something they can’t get anywhere else
- Don’t be predictable. Use a variety of class activities.
- Help students feel noticed, so that they want to participate.
- Solicit regular feedback from students, and even consider giving some credit it. Then be explicit about the adjustments made based on the feedback students’ provided.
- Tools:
- for collectingÌýregular feedback.
- Resources:
- Snell, L. S. (1999).ÌýÌýMedical Teacher,Ìý21(1), 37–42.
How Can I MaximizeÌýTAs’ Strengths?
TAs are an invaluable resource for large classes and have most likely been an undergraduate in their recent past. Draw on their understanding of the student experience while at the same time giving them guidance to be successful leaders in the classroom.
- Tips:
- Ways to prepare TAs in advance
- Refer them to theÌýand the Fall Intensive Workshops
- Provide TAs with your own set of guidelines and expectations.
- Listen to TAs; pick their brains. They have great ideas and undergrads may be more open and honest with TAs.
- Ways to prepare TAs in advance
- Tools:
- For communication and organization, tryÌýandÌý
- For managing multiple tasks, tryÌý
- Example:
- Resources:
- Ross, Catherine and Jane Dunphy. Strategies for Teaching Assistant and International Teaching Assistant Development. Bolton: Anker, 2007.
How Can I MaximizeÌýTAs’ Strengths?
Hear a TA’s point of view to better understand ways to support them.
- Resources:
- Dudley, M. (2009).ÌýEastern Educ J,Ìý38, 1–10.