An Academic Practice Unit needs to work strategically and interact with other departments to place research-based teaching on the institutional agenda and support staff adequately for their roles.

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)

A review of existing training programs for international teaching assistants indicates that trainers generally use one of four approaches: orientation, precession, concurrent-term, or preterm programs. The key to success to any of these approaches is the staff members who conduct the programs. (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)

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)

Among the many teaching strategies that actively engage students are writing tasks, speaking activities, small-group activities, case-study methods of instruction, simulations, role plays, and field studies. The use of writing and small-group discussion by teaching assistants is discussed. (MLW)

Faculty members in the future need to develop special sensitivities and alternative teaching strategies to be responsive to an increasingly diverse student body. Characteristics of nontraditional students, ways to help students achieve success, teaching methods, etc. are discussed. (Author/MLW)