PERSONALIZED TEACHING IN LARGE CLASSES

ABSTRACT At UC Davis, lecture sections of calculus often are large, consisting of 120 to 400 students. In this article, we refute the seemingly unquestioned assumptions that large classes must be impersonal, lecture style, and presented in a straight theorem-proof-example format. We will discuss successful strategies for space use, classroom management, and collecting student feedback that prevent students from being lost in the crowd and enable students to participate in an active learning environment.