Facilitation of Large Classes

For faculty who inherit an existing course and were not involved in developing the materials, deliberate planning for student engagement becomes especially critical. Proactively embedding engagement opportunities into the course structure supports student learning, promotes consistency, and makes large classes more manageable for both students and instructors.

In asynchronous online courses, strong course design is even more essential because the structure often replaces real-time instructor presence. Clear organization, consistent module layouts, explicit expectations, and well-scaffolded activities help students navigate the course independently and stay engaged.

Intentional design choices that support large courses include:

• Chunking content into manageable segments
• Incorporating low-stakes practice
• Aligning discussion or application activities with learning objectives

These strategies can significantly enhance student success in large, asynchronous learning environments.

Building Community

Building community is essential in large-enrollment courses, where students can easily feel isolated or unseen. Intentionally fostering connection helps promote belonging, engagement, and persistence. A greater sense of belongingness has been associated with increases in participation and performance [1].

One effective strategy is to intentionally group students and clearly communicate from the start that interaction and collaboration are expected components of the course. When engagement is positioned as a norm, large classes feel more manageable and supportive.

Faculty should also recognize that some students may be hesitant to participate or prefer working independently. Providing structure, such as low-stakes activities, clear roles, and individual accountability can ease discomfort and help students build confidence over time.

Incorporating icebreakers and sharing aspects of yourself as an instructor further humanizes the learning environment. Although community-building requires intentional effort, the benefits are significant: students feel more connected, learning improves, and students develop collaboration and communication skills valued by employers.

Asynchronous Course Tips

• Set engagement norms early. Use low-stakes introductions or small-group discussions in the first weeks.
• Maintain instructor presence. Short videos or weekly announcements help humanize the course.
• Keep groups consistent. Stable small groups build trust and connection over time.

Optimizing Space and Teaching Teams

Not every classroom is designed to support active learning and student engagement, making advance planning essential, especially in large-enrollment courses. Visiting the classroom before the semester begins allows faculty to plan seating arrangements, anticipate movement, and become comfortable with the available technology. This preparation helps reduce friction during class and supports smoother implementation of active learning strategies.

When courses include group or team-based projects, and the teams have already been determined and communicated,  consider having students sit with their assigned teams. This simple design choice supports relationship-building, improves communication, and reinforces collaboration as a core expectation. An easy way to manage student movement is to prompt students as they arrive in class to sit with their team and send Canvas announcements as reminders.

If there are no assigned group projects, where students sit with their teams, consider using these grouping strategies:

1. Ask students to repeatedly pair up or group up with a person or persons near them. This enhances student engagement and helps students meet peers who may become friends or a study partner. 
2. When grouping students, first set the expectation for the interaction. Next, ask them to pair up. Utilize instructional support staff such as Instructional Aids (IAs), UGLAs (undergraduate learning assistants) to group students together. Wait until all students are paired/grouped.
3. Restate the expectations, add that students will be asked to participate and share out, then set a timer and give students time to engage with one another.
4. At time, call on a random group from each quadrant of the room. 

Note: Some faculty express concerns about forcing students to work with others. It is strongly suggested to provide a rationale to students about the importance of hearing other perspectives and the goal of that is to enhance student comprehension of the content through peer work.

During class, instructors can further increase engagement by:

• Moving throughout the room
• Using a microphone as needed
• Teaching from multiple locations rather than remaining at the front of the room or on the stage

Instructional teams play a critical role in supporting student learning in large spaces. Strategically placing Teaching Assistants (TAs) or Learning Assistants (LAs) around the room helps ensure that students receive timely support.

For example:

• In auditorium-style classrooms, divide the space into sections or quadrants
• Assign TAs to specific areas of the room
• During work periods, encourage TAs to stand, circulate, and actively support students within their assigned sections.

Equally important is investing time in training all instructional support staff (Learning Assistants, Teaching Assistants, Undergraduate Teaching Assistants, Instructional Assistants, etc.) to engage confidently with students. Providing question stems, engagement strategies, and simple data-tracking tools empowers instructional support staff to support learning effectively and consistently. When all support staff are  intentionally prepared and included as part of the teaching team, they become a powerful asset in promoting student success.

Asynchronous Course Tips

• Leverage instructional teams strategically. Assign TAs to specific groups or discussion sections to provide targeted support.
• Design before the course opens. Review the LMS layout, test tools, and ensure modules are consistent and easy to navigate.
• Use stable student groups. Assign students to consistent discussion or project groups to support connection and collaboration.

Student Engagement

Classroom structures which allow students to feel accepted and connected may support students’ response to active learning [1]. Student engagement is a key driver of success in large-enrollment courses. When students find in-class activities valuable, relevant, and interesting, they are more likely to attend regularly and participate meaningfully.

Rather than relying on extended lectures, faculty can increase engagement by chunking content into manageable segments and intentionally building in time for students to work with peers. This shift from lecture-heavy delivery to student-to-student interaction supports deeper learning and sustained attention. 

Examples of strategies that help break class time and actively involve students include:

• Polling questions
• Short problem-solving tasks
• Guided discussions
• Think-pair-share activities

Designing in-class activities that require participation and collecting them in person or through simple online submissions (e.g., uploading a photo of a completed worksheet to the LMS) reinforces accountability and emphasizes the value of being present. Even low-stakes engagement opportunities can significantly enhance focus, motivation, and learning in large courses.

Asynchronous Course Tips

• Structured discussion prompts: Use focused, application-based questions that require students to connect course concepts to real-world scenarios or problems.
• Low-stakes knowledge checks: Incorporate short quizzes or self-check activities with immediate feedback to reinforce learning and maintain momentum.
• Peer interaction activities: Assign brief peer responses, collaborative annotations, or small-group tasks to encourage student-to-student engagement.

Assessment

Assessment in large-enrollment courses can be more challenging, but with intentional planning and appropriate tools, faculty can design assessment practices that are both manageable and meaningful.

Faculty should consider whether relying solely on high-stakes assessments is the most effective approach for supporting student learning. Integrating low-stakes, formative assessments alongside major exams can provide more frequent feedback, reduce student anxiety, and promote deeper learning, especially in large courses.

Formative assessments are low-stakes activities designed to monitor student learning, provide timely feedback, and inform instructional adjustments rather than serve as high-impact evaluations.

Examples include:

• In-class problem checks
• Polling questions
• Brief reflections
• “Muddiest Point” submissions that highlight areas of confusion

To keep grading sustainable, faculty can:

• Use simple, transparent rubrics.
• Leverage technology tools such as LMS features and SpeedGrader to streamline feedback.
• Train TAs or graders on expectations, rubrics, and feedback strategies to ensure consistency and efficiency.

When assessment is approached as an ongoing feedback process rather than a single endpoint, it supports student learning while remaining feasible at scale.

Asynchronous Course Tips

• Use frequent, low-stakes checks. Short quizzes, reflections, or practice activities provide timely feedback without increasing grading load.
• Leverage clear rubrics and automation. Simple rubrics, auto-graded items, and LMS tools like SpeedGrader streamline evaluation and feedback.
• Gather ongoing feedback. Use “Muddiest Point” prompts or quick surveys to identify misconceptions and adjust instruction

Across all modalities—in person, hybrid, or fully asynchronous—large-enrollment courses benefit from thoughtful and intentional planning.

Course design, engagement strategies, and assessment practices must be purposefully aligned to support learning at scale. When instructional decisions are made with intention, large courses can move beyond logistical challenges and remain focused on what matters most: meaningful student learning.

Faculty can support this level of intentional planning by drawing on both professional networks and campus resources. Talking with colleagues who teach large courses can provide practical insights, tested strategies, and reassurance that challenges are shared.

Faculty may also reach out to the Learning and Teaching Hub  for additional support through consultations, workshops, and evidence-based guidance tailored to course goals and teaching context.When redesigning or refining a large course, starting small is often the most effective approach. Focusing first on strategies with the greatest immediate impact—such as increasing student engagement and building community—can lead to meaningful improvements in learning without requiring a complete course overhaul.

Over time, these incremental changes can build momentum and support sustained success in large-enrollment teaching.