Resources related to: large classes

A conversation about pedagogical responses to increased diversity in university classrooms

Buckridge, M. & Guest, R. (2007). A conversation about pedagogical responses to increased diversity in university classrooms. Higher Education Research & Development, 26(2), 133-146. Read a summary…

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Coordinating units of study with large enrolments: some tips

If the unit is small you are in an excellent position to do your own self-evaluation. However, if the unit is large, and you are working through 20 or more tutors or demonstrators, then your primary source of feedback is your regular meetings with those sessional staff members. This experienced academic offers suggestions for how to make this work for you. View video…

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Developing procedures for implementing peer assessment in large classes using an action research process

Ballantyne, R., Hughes, K. & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process.  Assessment & Evaluation in Higher Education, 27(5), pp. 427-441. Read a summary…

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Engaging large classes through assessment

The Bioassess Website was developed by the Centre for the Study of Higher Education (MelbourneUniversity) in partnership with leaders in T&L in the Biological Sciences at the University of Sydney and the Universityof Melbourne and is designed to guide sound assessment practices in the Biological Sciences. One of the issues included in the website is Engaging large classes through assessmentRead a summary…

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Improving feedback in large classes: application of task evaluation and reflection instrument for student self-assessment (TERISSA) in a unit on business statistics

Harlim, J., de Silva, A., & Belski, L. (2009). Improving feedback in large classes: application of task evaluation and reflection instrument for student self-assessment (TERISSA) in a unit on business statistics.  Read a summary…

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Leading units with large enrolments

Units with large classes require a different kind of leadership. When you hand over the teaching to tutors and guest lecturers, the experience is very different, more remote. At the same time, as the unit coordinator you assume the mantle of ‘the expert’ in the topic in a way which the tutors do not – with all the rewards and responsibilities which that implies.

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Teaching Large Classes Project (2001) Final Report

Chalmers, D. (2003). Teaching Large Classes Project (2001) Final Report. Australian Universities Teaching Committee (AUTC).  Read a summary…

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Teaching: large classes magnify the issues

What are the challenges that face unit coordinators, especially when working with units with large enrollments? An experienced academic outlines some of the issues and her strategies for managing these. View video…

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