In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…

Some of the special challenges associated with evaluation and grading in the large class are discussed. Suggestions for evaluation methods include seeking clarity, reducing the stress of test administration, giving feedback, guarding against errors in record keeping, and returning exams efficiently and with respect. (MLW)

Six keys to successful instruction in large classes are identified: don't be intimidated, prepare carefully, be natural, be personal, prevent students from feeling insignificant and anonymous, and stay in touch with teaching assistants. (MLW)

Keys to success in the large class are related to (1) adequate preparation before the course begins and (2) being aware of the pulse of the class throughout the semester. Potential problems are identified and suggestions to make large classes function well are offered. (MLW)

Of great importance in large class instruction is the need to ensure that students learn how to learn. Course organization and evaluation methods grow out of a recognition of the course's learning goals. (MLW)

Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)

Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…

College courses which use writing across the curriculum (WAC) principles encourage students to write about assigned readings and to respond to each other's writings, resulting in better learning of course concepts and the experience of participating in a discipline's ongoing conversation. Guidelines for setting up peer response groups in both…

Suggestions to help faculty discover ways of achieving interactive, investigatory, and intimate learning environments in large settings are provided. The instructional objective is to empower students to take responsibility for their own learning. (MLW)

By adopting interactive methods and being sensitive to students' concerns, teachers can minimize uncivil behavior, even in large classes. Solutions found helpful by a number of faculty members focus on several issues, including setting clear expectations, addressing majority needs and rights, taking a proactive approach, and personalizing large…

Two McMaster University (Canada) chemical engineering courses enrolling 30-50 students incorporate problem-based learning (PBL). Issues addressed in implementation included overcoming faculty and student resistance, integrating PBL methods within a predominantly conventional curriculum, developing PBL problems and objectives, and using tutorless…