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Reduce Student Anonymity

"The Classroom, whether physical or virtual, is the primary point of contact between institutions and undergraduates, so it is the single most important site for students to experience welcome and care, to be inspired to learn, to build webs of relationships, and to ask questions of meaning and purpose." (Peter Felton & Leo Lambert, Relationship-Rich Education: How Human connections Drive Success in College, 2020)

While large classes have been a feature of college instruction since the GI Bill led to major enrollment increases after the Second World War, it wasn't until the 1990s that they became the focus of regular and significant research in the higher education literature. The past three decades have resulted in a set of concrete and actionable recommendations that instructors can use to improve their experience in large and very large classes.

One clear path to improving the student experience in large classes is to take pains to reduce student anonymity. As one of our survey respondents put it, "The trick is to find a way to give the students personalized attention and still be efficient with your time." Carnegie Mellon University's Eberly Center suggest the following techniques:

  • If your class is in-person, arrive early and plan to stay a little late so you can chat informally to your students.
  • Work to learn student names as best you can. At Wichita State, this task can be made easier by opening up the Banner 9 roster for your course, as it also contains student pictures.
  • Consider inviting groups of students to meet with you outside of class. For example, you might eat at Shocker Hall once a week and suggest that students come join you.
  • Work to foster student-to-student relationships by offering in-class small group activities. If your course is online, consider using the Blackboard "Groups" tool to provide students with a manageable group of peers to discuss concepts, share ideas, and bond with.
  • Be a real person with your students. As Gery Markova, Chair of Management discussed in a recent Teaching Matters session, while it can take courage to be the "real you" with your students, they respond very well to authenticity and openness. 
  • Encourage questions and respond to them as quickly as possible, and always respond within the time expectations you set for your students.

There are many other things you can do to help your students feel seen and appreciated in your class. OIR can help you think creatively about the needs of your content field, your personal preferences, and your students' needs.