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Integrating Inquiry-Guided Learning across the Curriculum: The Top 25 Project at Miami University
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Taylor, Beverley A. P.; Bakker, Andrea I.; Nadler, Marjorie Keeshan; Shore, Cecilia; Dietz-Uhler, Beth – New Directions for Teaching and Learning, 2012
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…
Descriptors: Models, Large Group Instruction, Formative Evaluation, Instructional Design
Strategies for Energizing Large Classes: From Small Groups to Learning Communities. The Jossey-Bass Higher and Adult Education Series.
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MacGregor, Jean, Ed.; Cooper, James L., Ed.; Smith, Karl A., Ed.; Robinson, Pamela, Ed. – New Directions for Teaching and Learning, 2000
This volume is a synthesis of interviews conducted with 48 teachers who are infusing their large classes (over 100 students) with small-group activities or are working explicitly to create student communities within large classes. The chapters are: chapter 1, "The Argument for Making Large Classes Seem Small" (James L. Cooper and Pamela…
Descriptors: Active Learning, Class Organization, Class Size, Large Group Instruction
Six Keys to Effective Instruction in Large Classes: Advice from a Practitioner.
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Aronson, J. Richard – New Directions for Teaching and Learning, 1987
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)
Descriptors: Class Size, College Instruction, Higher Education, Large Group Instruction
Dealing with Details in a Large Class.
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Brooks, Robert P. – New Directions for Teaching and Learning, 1987
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)
Descriptors: Class Size, Classroom Techniques, College Instruction, Discipline
Large Classes and Learning.
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Knapper, Christopher – New Directions for Teaching and Learning, 1987
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)
Descriptors: Change, Class Size, College Instruction, College Students
Lecturing: Essential Communication Strategies.
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Weaver, Richard L., II; Cotrell, Howard W. – New Directions for Teaching and Learning, 1987
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)
Descriptors: Class Size, Classroom Communication, College Instruction, Communication Skills
A Bibliography of Ideas for Practitioners.
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Weimer, Maryellen Gleason; Kerns, Mary-Margaret – New Directions for Teaching and Learning, 1987
An annotated bibliography that surveys a variety of pedagogical literature and includes articles proposing ideas, techniques, strategies, and innovations most recommended by instructors of large classes is provided. (MLW)
Descriptors: Annotated Bibliographies, Class Size, College Faculty, College Instruction
Student Involvement: Active Learning in Large Classes.
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Frederick, Peter J. – New Directions for Teaching and Learning, 1987
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)
Descriptors: Brainstorming, Class Size, College Instruction, College Students