When we think about the relationship between class size and instructional quality, the general consensus is that smaller is better. A low student-faculty ratio is assumed to be an indicator of high educational quality. In an ideal world, all classes would be small. However, in the real world, and mainly due to the current state of higher education, the growing perception of college degrees as a sine qua non for employment, and the rise of educational costs, offering small classes is becoming a  challenge for higher education institutions.   

So, what is considered a large Class?

Defining a large class can’t be done simply by looking at student enrollment. Other variables such as disciplines, specific courses, and context need to also be taken into consideration. For example, in a writing-intensive course, having a class with 22 students could be considered as large. The same class would be considered normal if not small in the political science department.  At UVU, the benchmark is 65+. In other words, a class with 65 or more students is considered a large enrollment section.

Teaching large-enrollment college classes.

Teaching large enrollment classes can be daunting. The reason they are perceived as such is because everything we know about effective instruction seems so much harder to implement in larger classes. We know that good teaching means implementing a learner-centered approach, so how do we do that in a large class?  Students need to interact and build rapport with the educator. How can we get to know every student when we have that many? Good instruction also involves giving a lot of practice and timely feedback. That is definitely not an easy task when teaching more than 65 students.   

The extent literature has documented the difficulties inherent to this specific mode of teaching. 

The question we face then is what could be done to overcome these difficulties? How can we, as educators create an effective learning environment for our students in our large enrollment classes? 

Here are some strategies to help address some of the challenges posed by teaching large-enrollment classes.

Online Certification for Faculty

The Office of Teaching and Learning has created an online training module for faculty who teach large sections. This is a self-paced, asynchronous faculty development course that provides a path to an internationally recognised teaching recognition as it’s part of UVU’s Advance HE scheme. 

Faculty who participate in this training will gain a deeper understanding of the use of instructional design methodology to develop student-centred courses and to deliver dynamic, interactive lectures;  How to design and implement effective cooperative and collaborative learning projects, and identify appropriate grading methods.

The training also covers items such as utilizing pertinent educational literature relevant to formative and summative assessments and best practices for building rapport with students and for providing a learning context that fosters students’ engagement and retention. Contact Dr. Aicha Rochdi for more information or to enrol into this faculty development opportunity.

Online Training for Teaching Assistants

The Office of Teaching and Learning has created an online training module for students who would like to work as Teaching Assistants. This training is available to all faculty who use Teaching Assistants. This is a self-paced, autonomous training activity that provides email notification to the lead instructor on completion. Students who participate in this training will gain a deeper understanding of the role of a Teaching Assistant, specific strategies for grading and providing feedback, and techniques for supporting small groups within large sections. The training also covers items such as FERPA, using Canvas, and general expectations of a Teaching Assistant. Contact Dr. Aicha Rochdi for more information or to enrol students into this training opportunity.