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…

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)

Identifies the problems and challenges of large lecture-class-format college classes and offers empirical and theoretical rationales for moving to approaches that emphasize small-group learning. Cites research showing small groups promote cognitive elaboration, enhance critical thinking, provide feedback, promote social and emotional development,…

Describes a number of informal "turn-to-your-neighbor" approaches that create an active learning environment in college lecture settings. These include: launching class in discussion, breaking up the lecture for comprehension checks, closing class with small-group conversation, and debriefing exams. (DB)

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)

Teaching the large introductory science course is a challenge, but when the objective is seen not as covering the field but uncovering part of it to illustrate principles common to the whole, the facts are no longer the end result but tools with which the disciplines can be further explored. (Author/MSE)

Many social and intellectual forces focus introductory courses not on the process of inquiry but on its products. Changes that can help refocus these courses include limiting class size, emphasizing writing skills, having all levels of faculty teach the courses, and promoting exchange of ideas in the classroom. (MSE)

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)

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)

Students' perceptions of instruction in large classes are summarized, based on standardized questionnaires administered in lower-division large classes. Students' ratings of classes and responses to open-ended questions are discussed in terms of content and amount learned, specific instructional dimensions, and evaluation processes. (MLW)

Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)

Situational factors affecting the first-year teaching of 97 new college geography teachers in a study of teacher preparation are examined, including the type of appointment, status of the dissertation, teaching load, class size, perceived institutional characteristics and identification, institutional support, colleague companionship and support,…

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)