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This is a case study written to help faculty members think about and discuss issues related to students making inappropriate comments in class.

This document describes strategies for encouraging and enabling students in large classes to participate in class.

Video and transcripts of Professor David Garvin of the Harvard Business School using case studies in his classroom. Includes extensive resources -- Garvin talking about preparation needed, video of the class in action, and Garvin's reflections on the effectiveness of the case.

Making the Right Impressions on the First Day of Class
What can be done then to make a positive first impression in the classroom? In a study
(Hayward, 2001) where students were given a survey after the first class meeting, factors
contributing to positive perceptions of teaching effectiveness were identified.
The power of knowing, in the first two seconds, is our ability to make quick judgments. Think back to when you were in school and how long did it take you to size up a professor? Did you know the first day how good a teacher was, or did it take several classes or the entire semester? Research has found that students watching a silent two-second video clip of a teacher they have never met reach very similar conclusions about that teacher’s effectiveness when compared to students who have sat in the teacher’s class for a semester.
Students have been found to quickly size up a professor on these four factors:

MediaTech houses, circulates, and maintains a pool of equipment to support academic credit instruction at the University Park campus. Services include media collection of more than 23,000 films, videos, and DVDs, media duplication, video editing labs, and video taping of class presentations.

An online module designed to help you work more efficiently with student teams within your classes. This module is designed to help you work with teams in both face-to-face and online courses. Regardless of what type of course you teach, you should find helpful information within this course regarding the formation, facilitation and performance of student teams.

This is a faculty peer evaluation form (peer observation, classroom observation). It has a "checklist" format, it does not have a scaled rating (Likert scale) format. This form asks faculty peer reviewers to note the presence of teaching activities/behaviors that have already been established as indicative of high quality teaching. This form is intentionally designed to be shortened by the faculty in an academic unit so that it reflects the unit's teaching values and the priorities of the unit. It should not be used "as is" because it is too much to expect to reviewers to evaluate; fewer items per section list will make the form easier for faculty to use.

The form was created based in January 2006 based on information in: Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing.

A presentation that looks at the research findings on large classes and models for course redesign that help to overcome large class issues.

This document outlines the research evidence for the impact of large classes on student learning.

This document provides methods for doing classroom assessment (usually ungraded) to help faculty keep students in large classes engaged and to provide feedback about student knowledge of specific concepts to both faculty and students.

This is a worksheet that includes the reasons why students might be misbehaving in large classes and strategies for addressing the incivility.

This document contains a list of websites and other resources for faculty who teach in large classes.

This report is the first in a series encompassed by the Quality of Instruction project. The research question guiding this report is: How do students and teachers view the instructional process at University Park? Information to address this question was obtained by surveying both students and faculty concerning their attitudes and experiences at University Park during the 1995-1996 academic year. These student and teacher surveys were made possible by support from the Penn State Alumni Association provided Fern (Bunny) Willits as the 1995-96 Alumni Teaching Fellow awardee and the Department of Agricultural Economics and Rural Sociology. Class Attendance data were provided by the Office of Student Affairs Research and Assessment Pulse Survey.
The complete citation for the report is:
Willits, Fern K., Moore, Betty L., & Enerson, Diane M. (1997). Penn State, Quality of Instruction: Surveys of Students and Teachers at University Park. Pennsylvania State University.

An eight question survey for students to assess how they prepared for a class and how they rate the difficulty of the exam.

A handout that provides information and exercises on how to plan an effective class session.

Examples of rubrics for 1) Class participation; 2) lab reports; 3)oral participation; and 4) a teaching portfolio. Document also includes rubrics of different grain sizes: holistic rubric compared with grading checklist. There is also a case study about a request to have an assignment regraded.

This case study involves a female professor and her response to a female student who has been teased by males (who are the majority of the class). This document is most useful for faculty developers.

Case study: A teaching assistant discovers that many of the class activities she planned will be physically impossible for one of her students.

This is a case study appropriate for use with any faculty or graduate instructor audience. It touches on themes including religious differences, inclusivity, difficult dialogues, and class discussions.

This FAQ sheet offers many ideas and strategies for engaging students in active learning, given a large class environment.

This FAQ sheet offers many ideas and strategies for designing and administering meaningful assignments in large classes.

This FAQ sheet addresses many issues related to attendance in large classes.

This FAQ sheet provides a number of strategies related to class and course planning and lecturing in large classes.

This FAQ sheet offers many strategies for collecting student feedback in large classes.

This FAQ sheet discusses issues and strategies related to providing notes and supporting students' notetaking in large classes.

This FAQ sheet offers many suggestions for making good use of teaching assistants and classroom space.

This FAQ sheet provides many suggestions for encouraging student participation in large classes.

This document describes a strategy for getting students involved with the content by having them pair with other students to discuss the answer to an instructor-posed problem. The pairs then share their answers with the class.

For use in course design or revision, this Course Outline assists you aligning course topics with course learning objectives, finding and filling gaps in that alignment, and planning how much class time is necessary for students to achieve the learning objectives. The outline is particularly useful in developing shared learning goals for multiple course sections, integrated courses, and linked courses, as well as for submissions for curricular review and assessment planning.

For use in course design or revision, this Course Outline assists you aligning course topics with course learning objectives, finding and filling gaps in that alignment, and planning how much class time is necessary for students to achieve the learning objectives. The outline is particularly useful in developing shared learning goals for multiple course sections, integrated courses, and linked courses, as well as for submissions for curricular review and assessment planning.

The following teaching tips are based on books and articles addressing some of the most important issues any faculty member in their first years (and beyond) will face in the classroom. The intent for presenting them in this handout format is to provide just enough on each issue to give you some idea for your next class, but not enough to convince you that’s all there is to it. All these tips are based on more substantial treatments in the literature, and the references at the end of each tip sheet will show you where to look next for more in-depth discussion. On the last page, you will find additional references in three different media that help you reflect on many more issues in higher-education teaching.

The Lecture/Discussion Facilitation Template was distributed at the 2017 Lilly Evidence-based Teaching & Learning Conference held in Bethesda, MD June 1 - 4, 2017. Use it during lectures as a low-stakes, largely anonymous method to gauge students’ understanding, as a pop quiz or survey, or to keep track of in-class group activities. The template can improve student participation and engagement by minimizing their fears of low (or even “too high”) performance before their classmates, and it provides a demonstrable, observable, measurable, and active way to gain a sense of how well students are “getting it,” beyond the glint in their eyes. In that sense, it serves as a quick formative assessment tool that can be customized on demand.