Concern over large courses (especially required ones) persists even as their economic viability has made them an increasingly accepted part of higher education. We’re not expecting them to go away any time soon, but that doesn’t minimize the challenges associated with teaching and learning in
Some courses are more difficult to teach than others, and I think we’d all agree that general education courses are among the hardest courses to teach. For one thing, most students don’t want to take them. They don’t think they need to know the content,
Faculty who teach large classes confront the long-existing challenge of making their lectures more engaging and meaningful. In this article, I will share some low-risk strategies to help faculty transform lectures into student-centered learning experiences for enhanced learning outcomes.
These active learning strategies can be
(1) List your top three or four concerns about teaching large classes (2) Identify the parts of those concerns over which you have some level of control or capacity to change (3) Consider how you might answer
Here’s a set of questions about large classes that I’m thinking we ought to be discussing more than we are.
1. How many students make it a large class? Teachers who do and don’t teach large classes have their opinions, but it’s not clear who has
Magna Publications © 2024 All rights reserved
