Teaching large-enrollment can be particularly challenging, especially for new and inexperienced faculty members. Recent budget constraints have often resulted in fewer faculty teaching classes with larger and larger enrollment.
Strategies for Teaching Large Lecture Classes
Berkeley offers tips for teaching large lecture courses at http://teaching.berkeley.edu/considerations-large-lecture-classes. View an online video from the Center for Teaching Excellence of the University of South Carolina on "Under the Big Top: What to Do with the Large Lecture" at https://www.sc.edu/about/offices_and_divisions/cte/events_calendar/video_archives/under_bigtop_large_lecture.php.
Alternative Strategies for Teaching Large Classes
Other teaching strategies offer alternatives or supplements to courses that are strictly lecture. The LEARN Center of the University of Wisconsin at Whitewater offers 78 strategies that can help when teaching large classes at http://www.uww.edu/learn/improving/restiptool/largeclasses. A number of strategies are given by the Science Education Resource Center at Carleton College on their webpage at http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/LargeClasses.html. UNC-Charlotte has compiled "A Survival Handbook for Teaching Large Classes" at http://teaching.uncc.edu/articles-books/best-practice-articles/large-classes/handbook-large-classes
Bibliography on Lecturing Large Classes
How to Speak: Lecture Tips from Patrick Winston
The Act of Teaching, Part 1: Theatre Techniques for Classrooms and Presentations
Enhancing Learning by Engaging Students
The Art of Discussion Leading: A Class with Chris Christensen
A hybrid or blended course is one that combines face-to-face instruction with web-based content and activities. Hybrid courses are becoming increasingly popular as a teaching format because moving a significant amount of the learning activities online means more class time can be devoted to applying basic content knowledge and activities that promote higher levels of thinking, and there is increasing evidence of their effectiveness. For a discussion of the advantages of the hybrid model, read the article, "Introduction to Hybrid Courses" by Carla Garnham and Robert Kaleta at https://hccelearning.files.wordpress.com/2010/09/introduction-to-hybrid-course1.pdf or visit the webpage at http://www4.uwm.edu/ltc/hybrid/faculty_resources/advantages.cfm.
Designing Hybrid Instruction
If you are considering using a hybrid format for a course, you can find tips for how to begin the process of changing your course at http://www4.uwm.edu/ltc/hybrid/faculty_resources/tips.cfm and 10 questions to consider for redesigning your course at http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm.
Teaching Strategies for Hybrid Courses
However, teaching hybrid courses well requires a change from the traditional approach to teaching face-to-face classes and requires faculty to learn and implement some new instructional strategies. Rob Kelly offers some basic instructional strategies to help tie the two components of a hybrid course together at http://www.facultyfocus.com/articles/blended-flipped-learning/blended-learning-integrating-online-and-face-to-face-courses/. Links to several resources for online learning activities are available at http://www4.uwm.edu/ltc/hybrid/faculty_resources/resources.cfm.
For more resources on hybrid courses, visit http://www4.uwm.edu/ltc/hybrid/references/index.cfm.