Ideas for Large Enrollment Courses
Faculty are hired because you have expertise in the theory and practice of your discipline. But you probably learned quickly learn that knowing the content was only part of the battle of teaching a large lecture course. Even grading assignments can be easier than capturing and holding the attention of 100-300 students three hours per week.
It’s been nearly 15 years since I taught a t course, but several faculty volunteers shared their advice for managing large lecture courses. They suggest that you manage your workload, create variety in the class meetings, incorporate discussions, build a community, and show enthusiasm.
Manage Your Workload
When dealing with so many students, potential problems or confusion scale up quickly. Lesson plans may seem like a lot of work, but they ensure that you’re achieving your course and unit-level objectives and that you’re providing a consistent experience across sections or semesters.
Be very organized from day 1--this will help cut down on emails from students. Clearly explain how they can find information about the course, and what they are expected to do. Also, include clear links to university resources--many large lecture courses include students new to MSU, so being clear about your expectations and the support they can get from you and the university can help them succeed.
Quizzes in D2L Brightspace were mentioned several times as a tool that provides immediate feedback to students. Some use reading quizzes just to make sure that students come to class prepared. Others use little quizzes as low stakes assessments of learning specific concepts. If you’re planning to use the quizzes as a high stakes assessment, create a question library that can randomize the questions students see to reduce cheating behavior. Timed exams can also be a deterrent to cheating behavior.
While technology might be our default solution, it doesn’t have to be. I struggle to read deeply on computer screens, so I print capstone papers and mark them up by hand, then scan the pages to return via email or D2L. One of the respondents prefers paper, too:
I developed a class reader that includes all of the class assignments (homework and in class work), which students buy and then can hand in at class. I find grading that type of work quicker as hard copies than D2L. It also means they must attend class for credit and they are less likely to post something blank (occasionally happens). It is easier for me to review on hard copy then all the clicks on D2L (and my eyes!), but I can also see having students upload to D2L. I've been impressed by may of my students thoroughness on D2L and hard copy based homework assignments. Also, using a reader saves on printing costs and time. You do have to have most/all of your semester work planned, though.
Not all activities need to be graded, and even those that are graded do not need to be high stakes.
As for the grading piece, I don't worry about grading the assignments rigorously, but rather give them credit for doing the work, and we talk about their responses in class, so they leave having taken notes on the best responses. I treat this work as their participation grade (which also becomes a way of rewarding attendance).
Plan for Variety
The respondents overwhelmingly recommend varying your activities to engage your students and to keep your own interest and energy levels up.
Too much routine (brief lecture, video clip, discussion, wrap up) can get stale if you do it every class, so I do not organize each class the same way. Very occasionally, I lecture the entire period. Some days, we watch a film for most of the period. Other days, we do a very lengthy discussion. Most days is a combination of various activities. This keeps the students from "settling in" to any pattern where they know, "this is the end of class, or this is where we can zone out, etc."
Create Discussions
Silence doesn’t always mean students aren’t engaged. Public speaking--even informally--in front of a hundred strangers can trigger anxiety, so create some options that give the quiet students a chance to shine.
Try to give as many opportunities as possible for large group and small group discussions. I include participation points in my lecture class. I realize not all students are comfortable talking in front of a large class, so they can participate on a D2L discussion board as well. But I do think it helps encourage more students to talk than just the two or three who sit in front and always speak up.
Even with discussions, there are plenty of variations to keep things fresh.
Lecture for only about 10 minutes and then provide an activity that allows them to process the information independently or by partnering with another student. Ask students to respond to a question you pose, or to perhaps use the ORID strategy (What did you Observe, how do you React to this, how can you interpret what this means for you or others, and what decisions might you or others make based on this information?) Allow students to discuss and process the lecture for 3-4 minutes after each 10 minute lecture segment to keep them engaged and to allow their brains time to process the content.
Build a Community
It may seem impossible to get to know 60, 80, 100, or more students. And maybe it is. But you can connect with them and encourage them to connect with each other. Both will make the classroom a more inviting space and make cutting class a little less attractive. Team-based learning is a technique that divides students into study groups and encourages them to rely on themselves and each other for the answers. Mary Hadley and Danae Quirk-Dorr are leading a professional learning community on this technique in a few weeks, so sign up if you want to learn more.) Other strategies are as simple as a shared document or sticky notes.
You can ask students to post ongoing questions or thoughts about the lecture content in a "Today's Meet" site that you make visible during the lecture. If you do this, make sure to occasionally stop and note the student responses and questions. If not using technology, ask students to post ongoing questions on post-it notes and pass them to the sides of the lecture hall to be posted on the wall during the lecture. At the lecture intermission when students are processing the content, you will roam to look at the questions and respond at the start of the next lecture segment.
Remind students that you’re doing your job in creating learning experiences; they need to do their job by coming to class prepared and willing to participate.
If I find that students are beginning to slide in terms of being prepared, I discuss it and connect it back to our learning and becoming professionals. I've received feedback from those discussions that students appreciated the 'call out' - the students who are prepared felt supported and the ones that are not became more engaged.
Be enthusiastic
The respondents agree that bringing energy to the classroom is essential. The students will respond to energy with energy.
Walk around a lot..move away from the stage or podium. I really like getting down on the floor and right next to the students so I can get to know them better and better hear their questions.
Find your zone. In the large classes, it is even more important to be able to communicate to the students your passion and a bit of yourself - not being too personal, but find a lecture style that fits who you are.
If it energizes you, it is likely to infect the students with your passion.
It’s not going to happen all at once.
Do a little now and keep careful notes and lesson plans. Do a little more next time you teach the course while revising activities from the previous semester.
Thanks to the following faculty for their advice:
Dan Cronn-Mills (Communication Studies)
Jeffery P. Dennis (Corrections)
Alisa Eimen (Art)
Kitty Foord (K12 & Secondary Education)
Mary Hadley (Chemistry)
Rachael Hanel (Mass Media)
Karla Lassonde (Psychology)
Paul Prew (Sociology)
Emily Stark (Psychology)
a respondent who chose to remain anonymous
Read about other great strategies to make lectures valuable learning opportunities in Chapter 3 of
Johnson, D. W., Johnson, R., & Smith, K. (2006). Active Learning: Cooperation In The College
Classroom. Edina, MN: Interaction Book Company.
10 Strategies for Engaging Learners in Large Lecture Classroom.
