Doug Klutz
Teaching large lectures presents unique challenges when it comes to fostering classroom discussions and basic course management practices. I have taught large lecture sections of CJ 100 Introduction to Criminal Justice for 13 years now at UA. My class size is approximately 400 students, and I teach two sections of CJ 100 during a traditional semester. Effectively managing more than 800 students is challenging, but it is possible to create a productive learning environment.
Defining a large class is somewhat subjective. I typically consider a large course to have over 75 students, and I often joke that the main difference between a 75-seat lecture and a 400-seat lecture is the amount of email you receive throughout the semester.
Over the years, I’ve had the opportunity to tweak the course numerous times to the point where the semesters are virtually seamless now. Challenges are the exception rather than the rule. Here are some tips on teaching large lecture sections that I have found to be very effective.
- Set expectations for your large lecture section on the first day of class. The first step in accomplishing this is to have an ironclad syllabus. I make sure to post my course syllabus in both Blackboard and Simple Syllabus. I also send the syllabus to students through the mass email distribution feature in Blackboard. These three points of contact help to safeguard against students being unfamiliar with where to locate the syllabus.
- Make sure to clearly state your grading policy on late/missed work in your syllabus. You will inevitably be asked about it in emails throughout the semester, and articulating your policies in your syllabus will help to prevent any potential disputes. I have found clearly listing all assignment dates in the syllabus to be helpful, and I also will send out a mass distribution email through Blackboard before an assignment due date to help prevent challenges from arising.
- Microphones and the integrity of audio equipment are important considerations in large lecture settings. The classroom I traditionally teach in reminds me of an IMAX theater. Projecting your voice effectively is important because if you don’t, you will lose student attention quickly. I like to scout the classroom before the semester to see the audio setup, where the microphones are located and the different microphone options to ensure I know how to operate the speaker setup appropriately. Some microphones eat batteries quickly. I always try to have backup batteries with me in case the provided battery well has run dry in the classroom. One day of lecturing (shouting) without a microphone can torch your voice for your next lecture.
- Productive classroom discussions are possible even in large lecture settings. I like the use of integrative polling to start discussions, or I send out a discussion topic before class and have students write down one specific point to share. Since student remarks can sometimes be difficult to hear across a large lecture setting, I will repeat their response for the class to hear to promote a more active commentary experience.
Large lecture settings don’t need to be frightening for the instructor or the student. Through careful planning and preparation, a productive lecture environment and student engagement are easily achievable. I hope these tips are helpful if you are planning on teaching a large lecture course in the future!