Monthly Archives: May 2014

3 tips for teaching large classes

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by Ilyoung Ju
Ph.D. student, University of Florida

Ilyoung Ju

Ilyoung Ju

The number of large classes at universities has been increased due to the efficiency and the financial pressure of budget cuts from state legislatures. For this reason, it becomes important for instructors to have an ability to teach in a large class setting.

Teaching a large class can have several challenges:

  • Involving students in active learning.
  • Personalizing the class environment.
  • Working with diverse students’ needs and backgrounds.
  • Managing classroom disruptions.
  • Adapting one’s teaching style to the large lecture situation.

Here are some tips for being more successful in teaching a large class:
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8 technology tools college teachers can use

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by Jieun Chung
Ph.D. student, University of Florida

Jieun Chung

Jieun Chung

College teachers’ approach to teaching has changed due to the increase in technology tools available.

So, why do teachers use technology?

Technology can help demonstrate points and material in a more helpful way. Teachers can present their lectures in various ways. Also, technology encourages students to share their thoughts both during and outside class.

Students can access various contents by using technology, which promotes students’ opportunities to expand their knowledge, devote more focus to the course material, and experience increased motivation to actively learn.

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Grading rubric provides clarity for instructors and students

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by Greenberry “Tripp” Taylor
Master’s student, University of Florida

Greenberry "Tripp" Taylor

Tripp Taylor’s teaching assistantship is working with undergraduates in the Innovation News Center.

Having a checklist usually makes things simpler and more efficient. For example, if you go to the grocery store with a list, chances are you can make it in-and-out quickly because you know exactly what you’re looking for.

This is a good way to think of a rubric – a very advanced, evaluative checklist used by instructors. Just like a grocery list, instructors can take time and think about what objectives they want an assignment to have. Having set expectations can help eliminate subjectivity, and also shave some time off the grading process.

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