Category: Large Lecture Class

Developing a Research Project about Using Virtual Reality in the Large-Lecture Humanities Classroom

This summer (2019) I am working with a wonderful undergraduate student (let’s call her L because I’ve not asked her if she wants to be named) on a collaborative research project. We applied for a summer undergraduate research project for funding, and we are working together for several months on the possible applications of virtual reality in the classroom. Neither… Read more →

Skills vs. Content: How best to teach a “Humanities” Class

In my current position, I teach a large-lecture humanities class every semester. I’ve blogged about it before, so it is no surprise (if you’ve been following the blog) to hear that I have continuously tinkered with this class. Recently, I received a grant (exciting!) to overhaul the class (exciting?). I’ve decided that I am going to redo the entire class… Read more →

Ditch the Textbook: Now what? An Experiment with StoryMap JS

In a recent post I mentioned that I was planning to ditch my textbook for my large-lecture humanities class. Instead, I am going to make podcasts and videos, and assign primary sources for students to use before or during class. It dawned on me recently that another great option would be to use StoryMap JS to introduce some material as… Read more →

To Smarthistory in the Large-Lecture Humanities Class

I’ve posted about how I see my work with Smarthistory as an act of doing public art history, and how the process of working collaboratively for smarthistory has encouraged me to rethink how I teach and how I research (and publish). Well, I am always looking for ways to transform my large-lecture humanities class of more than 200 students. The… Read more →

Transforming Reacting to the Past Games for Large-Lecture Courses

I’ve been hearing about Reacting to the Past (RTTP) games for a few years now. I’m curious to learn more. Normally, I would have attended a conference to play one of these games, like Art and Modernism in Paris in 1889, but I now normally teach large classes of more than 200 students. With so many students, I’m never sure… Read more →

The Balancing Act of the Large Lecture Class

For any of us who have taught large lecture classes (let’s say 100+ students), we are all too familiar with the huge demands on our time and energy. I regularly teach of class of 200+ students, which for me breaks down (on average) to: 6-7 hours of office hours/appointments with students/week 6-10 hours of class prep/week (usually more, but I’m… Read more →

Student-Centered or Teacher-Centered Syllabus?

I have a confession to make: I love making syllabi. There is something exciting about planning a course from the ground up, with all its assignments, readings, and lectures to plan. What do you include or omit? What types of assignment fit well with the class? Why will Project A work better than Project B? The aspect of going on… Read more →

Teaching the Large Lecture Course: Some Reflections

This fall semester I am teaching a large lecture course on the Western Humanities. I have around 240 students for a 90-minute class that covers caves through cathedrals (basically, 40,000 BCE–1350 CE). We cover history, philosophy, literature, art history, theater history, music history, and more. It is daunting to think of covering so much material in a relatively short period… Read more →

css.php