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1. Introduce Yourself: Your name, current role and title, and campus affiliation (e.g., university, department)

2. If you could redesign one aspect of your large classroom to better support active learning, what would it be and why?

To begin, just double-click anywhere on the board or click the 'green circle with a plus icon' in the bottom right corner.

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Hi! I'm Flo, an Assistant Professor of Practice in the SLHS departments. A big redesign, if I had unlimited means, would be the classroom design as a large lecture hall doesn't foster active learning as much as a CLS classoom. 

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Hi! I'm Flo, an Assistant Professor of Practice in the SLHS departments. A big redesign, if I had unlimited means, would be the classroom design as a large lecture hall doesn't foster active learning as much as a CLS classoom. 

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My name is Joel Tscherne. I actually teach at UAGC, but felt that this course was still helpful for my online work. While I don't teach in a traditional format, I still have issues with making sure that students are properly learning from their classroom experiences.

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1. Brittany Ciancarelli, Program Manager, Dept. Hydrology & Atmospheric Sciences

2. One aspect I would like to redesign is our collaborative learning activities in our larger online general education courses. It is a struggle at times to get students to collaborate in online courses. I would love to find exciting, genuine, easy, and engaging ways that make it less of a "chore", from their perspective.

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Hi friends,

I'm Laura Liuzzo. I am an adjunct and teach Administration of Justice courses. While my courses are online, I, like Joel, felt that this course would contain useful information and strategies to better reach and engage with students. I love online courses, but I do think they can be improved with more engagement, and I'm looking for new ideas to facilitate that.

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Hey, everyone. I’m Richard. I work for the mechanical and aerospace engineering department as a Global professor. I teach in Tianjin, China at Hebei University of Technology. My difficulty is implementing effective active learning components into a large classroom where English is a second language for the students.

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Nathalie -  Mining and Geological Engineering

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Nathalie -  Mining and Geological Engineering

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Hello Everyone! I'm Nathalie Risso, I'm an Assistant Professor with Mining and Geological Engineering. I would like to make my classroom more open to teamwork and hands-on experiences. I think this can motivate students to improve their learning

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Kassi Bailey - Instructional Specialist ACBS

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Kassi Bailey - Instructional Specialist ACBS

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Hi All,

My current academic role is as an Instructional Specialist for the School of Animal Comparative and Biomedical Sciences at the University of Arizona. One of my roles is as a course manager for a Human and Animal Interrelationships course with an enrollment of 1,000 students so I am particularly interested in learning strategies tailored towards larger classrooms.

One of the biggest aspects of this course that I would like to redesign are the discussions. Despite discussions constituting a larger proportion of the grade, there is very little interactivity on them and I would like to learn how to better facilitate discussions to encourage more involved participation.

-Kassi

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I'm Margie Arnett, the Director of CTIPH. We offer interprofessional education to UA Health Science students and have between 100-800 students. My students appreciate when we gamify the events. I'm looking forward to learning new software & from others experiences.

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Hello everyone! I'm Lara Miller an instruction and liaison librarian here at UA Main. I help students and faculty with research in the Philosophy & Communications departments. I mainly teach students during class visits and outside of class in one-on-one research consultations.

I feel like introducing active learning requires some sort of trust and rapport with students, as a class visiting instructor for one day only, how can I smoothly dive into active learning better without that trust and rapport? And specifically, how can I redesign database demonstrations to better support active learning?

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Hi, my name is Dean Papajohn, I am a Professor of Practice in Civil Engineering. I lead the Construction Engineering Management focus in our department.

Active learning is great for engaging students. I am curious about ways to encourage students to come prepared for active learning and to reflect on the active learning they do.

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Hi Everyone,

I am an Associate Professor in Aerospace and Mechanical Engineering. I have dabbled with active learning strategies but not with the best results. I do believe the class room itself needs to be redesigned and organized with more grouped tables, interactive screens that encourage in classroom discussion rather than the traditional lecture style of classes.

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Hi All! I'm Darin Knapp, Professor of Practice in Human Development & Family Science. I teach a large 160-180 in-person course each Spring semester, and have been doing so for about 7 years. I'd really like to reinvigorate the course and am hopeful this class will give me some great strategies!

I'd like to redesign the course in terms of having students complete more collaborative projects/assignments during class time. I think flipping the class could be really great, but I have some reservations. I'm also looking to redesign how my learning assistants engage with students during class time.

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Hi everyone, I'm Lisa Elfring, a Specialist in biology education. I also work at UCATT with Spencer. I don't teach large courses currently, but for about 9 years I taught a section of Intro Bio (MCB 181) that ranged from 350-600 students. I love the energy of big classes and the opportunity to engage with new biology learners.

I would like to use active learning-strategies that personalize learning and build community in the very large class. I would like each student to feel as if they are a valued and unique member of our learning community. I'd also like to use strategies or incentives that promote attendance at office hours or "study sessions."

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We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O'odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service.

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Hi everyone! I'm Maggie Keef, Associate Professor of Practice in the Fashion Industry's Science and Technology program. Most of the courses I teach are centered around learning how to use technology, so it can be challenging to apply active learning effectively, especially with larger groups of students.

I don't have anything to redesign at this point, but I am excited to learn new information or ideas to create an environment that promotes active learning in all my courses. I'm also curious how some of these techniques or methods could be applied to online courses where active learning may not be as easy to implement.

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close up photo of a woman with blonde and purple hair wearing a black shirt. 

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1) My name is Muhammad Waqas. I am currently working as an Assistant Professor of Practice in the Department of Mining and Geological Engineering at The University of Arizona. I joined the department in Fall 2018.

2) I encourage students to actively participate in the class room discussion, but the response rate is close to 50% (same students respond again and again). The rest of the students does not get involved, unless I ask someone to answer that particular question. I would like to learn how all the participants feel comfortable in sharing their thoughts with their peers.

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Hi! I'm Kathleen Kennedy, Associate Professor of Practice in Retailing and Consumer Science in the Norton School of Human Ecology.

If I could redesign one aspect of my large classroom, it would be to make it into a collaborative learning environment with tables for four and chairs without wheels and immersive learning technology. But that is just a dream because I will be teaching an active learning class in a room set up for lecturing. So, one think I will be working on is how to engage students in collaborative learning when the environmental cues are "we're here for a lecture."

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Hi everyone - my name is Stefanie Mares Novak. I am an Instructional Designer and Lecturer in the department of Cellular and Molecular Medicine.

One aspect of large classroom active learning I would like to redesign is to ensure all students get something out of the experience. It is common in large classes to divide into smaller groups for active learning. I've noticed from my own experience and watching students now that there is always a student in each group that either doesn't participate or is too quiet to speak their ideas. This is even harder to manage in an online setting.

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Hi everyone - my name is Stefanie Mares Novak. I am an Instructional Designer and Lecturer in the department of Cellular and Molecular Medicine.

One aspect of active learning is large classes is ensuring everyone gets something out of the experience. Commonly I've noticed large classes tend to divide into smaller groups. From my own experience and watching students now in groups, there seems to some students that don't participate or are too "shy" to make sure their voice is heard. I'd like to learn strategies to ensure that all students are active and useful members in large classes.

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Hi All - I'm Bill Neumann in the Eller College of Management in the MIS Department. I'm a Professor of Practice

I would like to include more peer-to-peer activities, but struggle for engagement first semester students. They're still learning to be college students, and are reticent to speak up or volunteer. Also, they tend to be motivated by earning points, which is hard at scale.

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Hello, my name is Henrick Haule, and I'm an assistant research professor of Civil Engineering. I'm transitioning from teaching small classes to larger ones and would like to learn active learning strategies to effectively engage students in any class size.