Teaching Large Undergraduate Classes

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The stark reality

The large lecture course in undergraduate education has always been a foregone conclusion, with enrollments reaching as high as several hundred students. According to a study by Wulff, Byquist, and Abbott (1987), a majority of students surveyed indicated that class size does affect their ability to learn. They also reported on the impersonal nature of the course and lack of individual accountability, factors leading to decreased motivation.

Additionally, Cooper and Robinson bemoan the fact that the least engaging class sizes and the least involving pedagogy is foisted upon the students at the most pivotal time of their undergraduate careers: when they are beginning college (2000).
(Excerpts taken from (MacGregor et al., 2000))

A brighter future

So, what can faculty do to address these and various other issues that plague the “traditional” large lecture course? We can begin with the Seven Principles For Good Practice In Undergraduate Education (Chickering and Gamson) in order to improve undergraduate lecture courses. These important principles urge faculty to:

• encourage contact between students and faculty,
• develop reciprocity and cooperation among students,
• encourage active learning,
• give prompt feedback,
• emphasize time on task,
• communicate high expectations, and
• respect diverse talents and ways of learning.

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How do I implement these ideas? >>