• Summary
  • Contents
  • Subject index

You have finished your Ph.D. and landed your first academic job. Scanning the fine print, you realize the introductory class you have been assigned to teach is being held in an auditorium. A really big auditorium. Panic begins to set in…. In this handy and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end-of-semester evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.

Assessment and Feedback in Large Classes
Assessment and feedback in large classes

At its best, assessment is not simply a way to label students with letter grades; it is part of the learning process. Sabrina Marschall (Faculty Development, University of Maryland, University College) says about assessment, “Don't think of it as a pronouncement that a portion of the class is lost (the Ds and the Fs) and another portion is in danger of being lost (the Cs). Think of it as a series of signs and road maps that tells the instructor where the students are and tells the students how to stay on course or get back on course.”

Whether we're talking about faculty assessment of student progress or students offering feedback to faculty about their ...

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