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A Model for Teaching Large Classes: Facilitating a “Small Class Feelâ€

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  • Rosealie P. Lynch
  • Eric Pappas

Abstract

This paper presents a model for teaching large classes that facilitates a “small class feel†to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E.P.) has been teaching a 300-student general education critical thinking course for ten years, and the other (R.L.) has assisted in the administration and instruction of said course for four years. Detailed here is an instructional model, developed over a period of ten years, for teaching large classes that is more active, conversational, and characterized by stronger relationships between students and instructors than is typically found in large courses offered in higher education. This model relies on the role of teaching assistants and graders, small group work, instructor presence, writing skills support, student mentoring, and large class discussion, among others.

Suggested Citation

  • Rosealie P. Lynch & Eric Pappas, 2017. "A Model for Teaching Large Classes: Facilitating a “Small Class Feelâ€," International Journal of Higher Education, Sciedu Press, vol. 6(2), pages 199-199, April.
    • Handle: RePEc:jfr:ijhe11:v:6:y:2017:i:2:p:199
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    References listed on IDEAS

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    1. Robert R. Weaver & Jiang Qi, 2005. "Classroom Organization and Participation: College Students' Perceptions," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(5), pages 570-601, September.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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