In large classes it is important to think about course design as it relates to the student experience. Often large classes feel impersonal and can be isolating for students. Below we have complied a series of resources pertaining to design considerations that can promote a successful learning experience for all students.
Based on the results from the CTL First Year Academic Experience Report (2015), lectures were the most common form of pedagogy for large first year classes. The Bookend approach is one way of facilitating more engagement for the students. Here we are moving for passive to active learning. Active learning provides built in space in the lecture for students to think about their learning and share their understanding with their peers. In this design, after a mini lecture, the faculty introduces a question to spark student curiosity and then turns it over to the students to do a ‘turn and learn’ with their peers. This repeats itself as needed. The final bookend activity is a summary or guided reflection facilitated by the faculty.
"Bookend Approach" by University of Texas at Austin Faculty Innovation Center is licensed under CC BY-NC-SA 4.0
What does the research say?
- Pedagogies of Engagement - Supporting research, and suggestions for re-designing courses to include increased student engagement.
- Large First-Year Course Re-Design to Promote Student Engagement and Student Learning - Findings of a research study on a complete re-design of a large first year class to align with an “Intensive Blended” delivery model.
- Bates: Teaching in a Digital Age - A practical and informative textbook outlining the key considerations and possibilities for teaching and learning in a technology rich environment.
- University of Edinburgh: Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts - Detailed research and findings on how the teaching-learning environment influences student learning.