Inclusive Teaching in Large Courses
An excellent article in the Chronicle of Higher Education describes how two professors at the University of North Carolina at Chapel Hill improved their large-enrollment courses by integrating more–and more equitable–opportunities for student participation, by carefully structuring and guiding such opportunities, and by providing students with insights on how to succeed in the courses. These strategies can be equally effective in smaller courses. The article also suggests the importance of evaluating the effectiveness of such changes on student performance.
