An Analysis of the Perceptions and Resources of Large University Classes

CBE Life Sciences Education
Ceilidh Barlow CashShoshanah R Jacobs

Abstract

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in re...Continue Reading

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