Large Class Strategies
Classes with large enrollment can include anywhere between 30 - 200 (or more) students in a single section. Teaching large enrollment courses can present challenges for both instructors and students. For students, being in a larger class may feel like they are one in a sea of many, detached from their peers and their professor. For instructors, teaching larger courses can mean more grading, difficulty in getting to know your students individually, and frustration with how to meaningfully engage students in their learning.
This guide is intended to provide faculty with strategies for successfully infusing active learning into their classes.
Engaging Students in Large Classes
Build a Classroom Community
- Send students a welcome message. Whether over email or through Blackboard Ultra, you might consider sending a message to students up to a week before the semester begins to welcome them to class and let them know what to expect on the first day. If you're teaching online, this can also be a good opportunity to remind them of the course modality and ensure everyone has access to your Blackboard Ultra site.
- Introduce yourself on the first day with a little bit about you (e.g. what interests you about teaching this class, current research you're conducting, why you chose this field).
- Regularly remind your students of student support resources like attending office hours (sometimes called student hours), visiting the Knowledge Market, or the Student Access Success Center.
- Use students' names. Research shows using students' names help build community (Cash et al. 2017) and that even the perception that faculty know their name can positively impact the classroom climate (Cooper et al. 2017). For instance, using name tents can be a great way for students to learn the names of their peers (at least those in a proximity), and help demonstrate to students that their instructor cares about their presence in the class.
Help Students Connect with Each Other
- Spend a few minutes on the first day having students introduce themselves to two peers and exchange contact information
Minimize Traditional Lecture
Instructors in large enrollment often lecture as the primary course delivery mode. Lecturing can be an effective instructional strategy when done with intermittent opportunities for active learning. For instance:
- Consider breaking up the lecture every 10-20 minutes by posing a question for students to consider individually or in pairs
- Use polling technology to check student comprehension
Additional Resources
Articles
Allen, D., & Tanner, K. (2005). Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex. Cell Biology Education, 4(4), 262–268. https://doi.org/10.1187/cbe.05-08-0113
Cash, C. B., Letargo, J., Graether, S. P., Jacobs, S. R., & Sundberg, M. (2017). An Analysis of the Perceptions and Resources of Large University Classes. CBE—Life Sciences Education, 16(2), ar33. https://doi.org/10.1187/cbe.16-01-0004
Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE Life Sciences Education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265
Ebert-May, D., Brewer, C., & Allred, S. (1997). Innovation in Large Lectures: Teaching for Active Learning. BioScience, 47(9), 601–607. (edsjsr.10.2307.1313166). https://doi.org/10.2307/1313166
Harvey, A. (2017, February 20). An Activity That Promotes Engagement with Required Readings, Even in Large Classes. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/effective-teaching-strategies/activity-promotes-engagement-required-readings-even-large-classes/
Golding, J., Rawn, C., & Kern, K. (Eds.). (2019). Strategies for teaching large classes effectively in higher education. Cognella Academic Publishing. (gvsu.b5171886). https://research.ebsco.com/plink/cc1960b0-76ee-3546-8e4d-18c34ae10e98
Klegeris, A., & Hurren, H. (2011). Impact of Problem-Based Learning in a Large Classroom Setting: Student Perception and Problem-Solving Skills. Advances in Physiology Education, 35(4), 408–415. (EJ956462). https://doi.org/10.1152/advan.00046.2011
Books
Heppner, F. (n.d.). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. Jossey-Bass.
Golding, J., Rawn, C., & Kern, K. (Eds.). (2019). Strategies for teaching large classes effectively in higher education. Cognella Academic Publishing. (gvsu.b5171886). https://research.ebsco.com/plink/cc1960b0-76ee-3546-8e4d-18c34ae10e98
Stanley, C. A., & Porter, M. E. (Eds.). (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Jossey-Bass.
Websites
Engaging Students in Large Courses - Guide from Cornell University's Center for Teaching Innovation
Harnessing the Power of Large Classes: 3 Effective Strategies for Engaging Large Groups and Supporting Students - Online guide from Jonathan Golding published by Cognella Academic Publishing
Groups in Action, PBL at University of Delaware - Institute for Transforming University Education
Promoting Engagement in the (Sometimes Very) Large "Lecture Classroom," Devon E. Quick and Lori J. Kayes, Scholarly Teacher blog, December 10, 2015
Teaching Large Enrollment Courses - Guide from the Ohio State University's Teaching and Learning Resource Center