Can Multiple Choice Tests Promote Learning?

In “Multiple Choices,” a post on the blog Practicum: Critical Theory, Religion, and Pedagogy, Russell McCutcheon ponders how multiple choice tests facilitate learning in large introductory courses: But what about the multiple choice tests? Well, like that definition assignment . . . it’s more about how they study for it and how they come to […]

Read Moreabout Can Multiple Choice Tests Promote Learning?

Building Community in Large Courses

Students working in class

Building community in the classroom involves establishing a mutual respect between the instructor and students, fostering meaningful peer-to-peer connections, and creating an environment that values diversity. This may sound like a tall order for large classes, but a vibrant classroom community could enhance the big class experience for everyone. Not sure where to start? Here are some […]

Read Moreabout Building Community in Large Courses

Establishing Classroom Culture

A healthy classroom culture requires more than routines and procedures. It also involves balancing your authority as the instructor, maximizing classroom efficiency, and motivating students to achieve. Holly Grout, a professor of history, and Natalie Dautovich, a professor of psychology, offer tips for creating a positive classroom culture in large courses. Make your expectations clear “Clarity is key. […]

Read Moreabout Establishing Classroom Culture

Providing Feedback in Large Courses

Students in large lecture

In a large course with limited TA assistance, it may seem impossible to offer students meaningful feedback on their progress. In this post, faculty members describe how they use office hours, technology, and TAs to provide appropriate feedback in their large courses. Office Hours Kim Caldwell: Some students come to my office truly wanting to learn how to learn, and we have great […]

Read Moreabout Providing Feedback in Large Courses

Mentoring Graduate Teaching Assistants

Lego lady writing an equation

As the supervising faculty member, you have the opportunity to shape your graduate teaching assistants’ development as educators, as well as how they support your role as the professor. We asked several faculty members how they guide GTAs in managing the classroom, interacting with students, and otherwise balancing the pressures of teaching. Here’s what they had […]

Read Moreabout Mentoring Graduate Teaching Assistants

Teaching Complex Topics in Large Courses

A&S logo

by Kevin Shaughnessy, Department of Chemistry My large class assignments are organic chemistry, which is one of the more challenging lower-level courses that science and pre-health students will take. There is a large volume of material that is highly interconnected. My goals in the class are for them to not only know basic facts, but also […]

Read Moreabout Teaching Complex Topics in Large Courses

Engaging Students in Large Courses

Chris Lynn's anthropology course

If student learning depends on engagement, then it should be one of our top priorities in the classroom. But how do you foster interest, curiosity, and excitement in large courses for which the lecture is standard? Know Students’ Names Matthew Dolliver: I use a number of techniques to help keep students engaged. First, knowing students’ names draws […]

Read Moreabout Engaging Students in Large Courses

Hands-On Learning in Large Psychology Course

Instructor: Ansley Gilpin Course: Developmental Psychology (PY 352) Audience: Undergraduates Developmental Psychology is a large, 225-student course for upperclassmen. Some of the students are psychology majors, and others are fulfilling a requirement or an elective for another major (e.g., nursing and education). The course uses active and collaborative learning to help students understand and apply the key […]

Read Moreabout Hands-On Learning in Large Psychology Course