Engaging Large Classes: Strategies and Techniques for College Faculty

By C. Stanley, M. Porter. 2001

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d0eb0f926b5c472d51cdc84616a13d9751901c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Pang Wei Koh
2. Yoshua Bengio
3. Chinmay Kulkarni
4. Daniel Jin hao Chia
5. Daphne Koller
6. Justin Cheng
7. Scott R. Klemmer
8. Huy Le

Citations in the corpus

• EFFECTIVE TEACHING METHODS FOR LARGE CLASSES (2006, background): “Carbone (1998) and Stanley & Porter (2002) have produced books focused on the large class environment, offering strategies for course design, student engagement, active learning, and assessment.”
• Peer and self assessment in massive online classes (2013, background): “The time-intensive, personalized assessment of grading sketches, designs, and other open-ended assignments requires a small student-to-grader ratio [Hsi and Agogino 1995; Stanley and Porter 2002].”
• The Empirical Case against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students. (2007, background): “As Stanley and Porter (2002) point out, “Large classes are very prevalent in many universities and are often gateway courses to students’ major fields of study” (p. xxii).”