Engaging Large Classes and Working With TAs Effectively

August 15, 201210:15-11:15 AMChristine A. Stanley, Ph.D.Vice President and Associate Provost for Diversity Professor, Higher Education AdministrationTexas A&M University

Engaging Large Classes

That’s Not a Large Class; It’s a Small Town: How Do I Manage?

Lynda Cleveland, McCombs School of Business, University of Texas, Austin, USA

Engaging Large Classes

When it comes to first-year lectures, one word is enough to sum up the situation at most Canadian universities: large.

Elizabeth Church, globecampus, The Globe and Mail, 2010, Canada

Engaging Large Classes and Working with TAs Effectively

Stanley, C.A. & Porter, M.E. (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, MA: Anker Publishing Company.

Dedication

My dear friend, colleague, and co-editor, Engaging Large Classes, Erin Porter Sansom, the University of Texas, Austin.

February 4, 1942-April 30, 2011

Who are we? Let’s See Who Is Here?FacultyAdministratorsTeaching AssistantsContingent Faculty

What are your learning outcome goals for today?

Definition of a Large Class

“Frequently, large classes are defined operationally by researchers as those that contain 100 or more students.”

Chism, 1989“One definition of a large class does not fit every possible teaching situation.”

Weimer, 1987

Where Do I Begin? Planning and More for Interactivity….Teaching PhilosophyCreativityCourse ContentFaculty and Support SystemsTeaching and Learning MethodsAssignments and GradingClassroom ManagementTeaching Assistants (TAs)

What are some of the challenges to teaching interactively in a large class? Let us count the ways…

Engaging Large Classes

◦Large classes typically create two conditions that foster negative student attitudes and inhibit learning: student anonymity and passivity.

Larry Michaelsen, University of Central Missouri (University of Oklahoma), USA

Engaging Large Classes

◦The Higher Education Quality Council of Ontario (HEQCO) studies have shown students will appreciate their learning experience no matter the class size as long as the teacher is engaging.

Cameron Smith, the gazette, Ontario, Canada, January 19, 2012

Summary of Research on Class Size The effect of class size on

learning depends on what the teacher does in the classroom.

–Bill McKeachie, Author, Teaching Tips, Professor of Psychology, The University of Michigan, Ann Arbor, USA

Methods for Engaging Large Classes (Stanley & Porter, 2002)

Associational BrainstormingDebates or “Academic Controversy”Role-PlayingTeam-LearningElectronic Discussion GroupsThink-Pair-Share (TPS)Mini-Cases/Problem-Based LearningClassroom Assessment Techniques

Working Effectively with TAsHow many TAs are here today?What are your disciplines?What are your duties?How many of you find your

experience rewarding?How many of you find your

experience challenging? What are some of the rewards?What are some of the challenges?

Possible TA DutiesTutorial LeaderLaboratory SupervisorHead TAMarking Assistant (Grading

Assistants)Other Duties?

Working Effectively with TAs (Civikly-Powell & Wulff, 2002) Think breadth and depth when preparing

TAsProvide a range of experiences that

recognize and support their growth and development as teachers

Decide how you are going to engage TAs to organize the course

Select and train the TA TeamSelect a Student Management TeamCommunicate your expectations clearlyEvaluate their work appropriatelyModel teamwork and professionalism

Tips to Engage the Large Class Setting

◦ Start planning early◦ Manage your time well◦ See advice from experienced large class teachers◦ Find creative ways to know your students◦ Attend to classroom management◦ Teach for and expect a diverse classroom◦ Use active teaching and learning strategies◦ Use technology appropriately

◦ Develop effective testing and grading mechanisms

◦ Select and develop TAs and support staff

Seven Principles of Good Teaching (Chickering & Gamson, 1987, American Association for Higher Education, Education Commission of the US, & Johnson Foundation)Good practice encourages student-faculty

contactGood practice encourages cooperation

among studentsGood practice encourages active learningGood practice gives prompt feedbackGood practice emphasizes time on taskGood practice communicates high

expectationsGood practice respects diverse talents and

ways of knowing

Engaging Large Classes

◦“Over the course of a career, I have found that the best way to ensure an effective, improving style in large classes is to establish a strong and constant feedback connection to the students. They will know before you when a problem has arisen, and they will also generally have a refreshing number of constructive suggestions.” Brent Iverson, Organic Chemistry,

University of Texas, Austin, Texas, USA