1. Engaging Large Classes and Working With TAs Effectively August 15, 2012 10:15-11:15 AM Christine A. Stanley, Ph.D. Vice President and Associate Provost for Diversity Professor, Higher Education Administration Texas A&M University

2. Engaging Large Classes That’s Not a Large Class; It’s a Small Town: How Do I Manage? Lynda Cleveland, McCombs School of Business, University of Texas, Austin, USA

3. Engaging Large Classes When it comes to first-year lectures, one word is enough to sum up the situation at most Canadian universities: large. Elizabeth Church, globecampus, The Globe and Mail, 2010, Canada

4. Engaging Large Classes and Working with TAs Effectively Stanley, C.A. & Porter, M.E. (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, MA: Anker Publishing Company.

5. Dedication Dedication My dear friend, colleague, and co-editor, Engaging Large Classes, Erin Porter Sansom, the University of Texas, Austin. February 4, 1942-April 30, 2011

6. Who are we? Let’s See Who Is Here? Faculty Administrators Teaching Assistants Contingent Faculty

7. What are your learning outcome goals for today?

8. Definition of a Large Class “Frequently, large classes are defined operationally by researchers as those that contain 100 or more students.” Chism, 1989 “One definition of a large class does not fit every possible teaching situation.” Weimer, 1987

9. Where Do I Begin? Planning and More for Interactivity…. Teaching Philosophy Creativity Course Content Faculty and Support Systems Teaching and Learning Methods Assignments and Grading Classroom Management Teaching Assistants (TAs)

10. What are some of the challenges to teaching interactively in a large class? Let us count the ways…

11. Engaging Large Classes ◦ Large classes typically create two conditions that foster negative student attitudes and inhibit learning: student anonymity and passivity.  Larry Michaelsen, University of Central Missouri (University of Oklahoma), USA

12. Engaging Large Classes ◦ The Higher Education Quality Council of Ontario (HEQCO) studies have shown students will appreciate their learning experience no matter the class size as long as the teacher is engaging.  Cameron Smith, the gazette, Ontario, Canada, January 19, 2012

13. Summary of Research on Class Size The effect of class size on learning depends on what the teacher does in the classroom. –Bill McKeachie, Author, Teaching Tips, Professor of Psychology, The University of Michigan, Ann Arbor, USA

14. Methods for Engaging Large Classes (Stanley & Porter, 2002) Associational Brainstorming Debates or “Academic Controversy” Role-Playing Team-Learning Electronic Discussion Groups Think-Pair-Share (TPS) Mini-Cases/Problem-Based Learning Classroom Assessment Techniques

15. Working Effectively with TAs How many TAs are here today? What are your disciplines? What are your duties? How many of you find your experience rewarding? How many of you find your experience challenging? What are some of the rewards? What are some of the challenges?

16. Possible TA Duties Tutorial Leader Laboratory Supervisor Head TA Marking Assistant (Grading Assistants) Other Duties?

17. Working Effectively with TAs (Civikly-Powell & Wulff, 2002) Think breadth and depth when preparing TAs Provide a range of experiences that recognize and support their growth and development as teachers Decide how you are going to engage TAs to organize the course Select and train the TA Team Select a Student Management Team Communicate your expectations clearly Evaluate their work appropriately Model teamwork and professionalism

18. Tips to Engage the Large Class Setting ◦ Start planning early ◦ Manage your time well ◦ See advice from experienced large class teachers ◦ Find creative ways to know your students ◦ Attend to classroom management ◦ Teach for and expect a diverse classroom ◦ Use active teaching and learning strategies ◦ Use technology appropriately ◦ Develop effective testing and grading mechanisms ◦ Select and develop TAs and support staff

19. Seven Principles of Good Teaching (Chickering & Gamson, 1987, American Association for Higher Education, Education Commission of the US, & Johnson Foundation) Good practice encourages student-faculty contact Good practice encourages cooperation among students Good practice encourages active learning Good practice gives prompt feedback Good practice emphasizes time on task Good practice communicates high expectations Good practice respects diverse talents and ways of knowing

20. Engaging Large Classes ◦ “Over the course of a career, I have found that the best way to ensure an effective, improving style in large classes is to establish a strong and constant feedback connection to the students. They will know before you when a problem has arisen, and they will also generally have a refreshing number of constructive suggestions.”  Brent Iverson, Organic Chemistry, University of Texas, Austin, Texas, USA