Teaching large classes August 22

Flipping Large Classes: Three Strategies to Engage Students


As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”

I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it. Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.

word balloons June 24

Lecture vs. Active Learning: Reframing the Conversation


Exchanges about the relative merits of lecture and active learning continue, and these exchanges are becoming more acrimonious and polarized. Either you are for lecturing (and against active learning) or you’re for active learning (and against lecturing). Active learning advocates have the evidence; those who lecture stand on tradition. Where is this debate headed? How accurately does it reflect what’s actually happening in classrooms? Is there a viable place in the middle?

professor in front of large class April 22

Active Learning: Surmounting the Challenges in a Large Class


“Enabling interaction in a large class seems an insurmountable task.” That’s the observation of a group of faculty members in the math and physics department at the University of Queensland. It’s a feeling shared by many faculty committed to active learning who face classes enrolling 200 students or more. How can you get and keep students engaged in these large, often required courses that build knowledge foundations in our disciplines?

students doing lab experiment March 9

Active Learning: In Need of Deeper Exploration


Most of us think we know what active learning is. The word engagement quickly comes to mind. Or, we describe what it isn’t: passive learning. Definitions also abound. The one proposed by Bonwell and Eison in an early (and now classic) active learning monograph is widely referenced: involving “students in doing things and thinking about the things they are doing.” (p. 2)

Three college students January 15

Goldilocks and the ‘Just Right’ Strategy for Helping Students Acquire New Content


When Goldilocks visits the three bears’ house, she tastes the porridge they left out in the kitchen; papa’s porridge is too hot, mama’s is too cold, but baby bear’s porridge is “just right” for her. Believe or not, this notion of “just right” is meaningful to college professors as they prepare content for their classes.

Most popular articles of the year. December 18, 2015

Our Top 15 Teaching and Learning Articles of 2015


As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the past year. Throughout 2015, we published more than 200 articles. The articles covered a wide range of topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, student resistance, and grading policies.

In this, our last post of the year, we reveal the top 15 articles for 2015. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.

professor with small group of students December 2, 2015

Evidence of Evidence-Based Teaching


Evidence-based teaching seems like the new buzzword in higher education. The phrase appears to mean that we’ve identified and should be using those instructional practices shown empirically to enhance learning. Sounds pretty straightforward, but there are lots of questions that haven’t yet been addressed, such as: How much evidence does there need to be to justify a particular strategy, action, or approach? Is one study enough? What about when the evidence is mixed—in some studies the results of a practice are positive and in others they aren’t? In research conducted in classrooms, instructional strategies aren’t used in isolation; they are done in combination with other things. Does that grouping influence how individual strategies function?