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

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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.

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

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?

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.

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.

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.

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."

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.

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.

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."

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.

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.

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.