The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, unobjective; it is to appeal to the students’ emotions rather than their intellect. Thus the ideal lecture is one crammed with facts and read in an uninflected monotone. (Page Smith, 1990: 211)
Some of my colleagues regard teaching classes with a large number of students the same way I regard airplane travel, it’s a nail biting experience. While the flight jitters can be alleviated by my falling asleep during a flight, the same strategy cannot be used in teaching. I have heard from students, however, that some faculty make their lectures as boring as possible in order to induce students to either drop the class or fall asleep during lecture. Either outcome thus reduces the number of watchful eyes in class, and a professor’s classroom jitters are brought under control. I’ve often wondered, who makes the greater sacrifice in the mass class, the professor or the student?
The mass class is an institutional strategy in higher education designed to deliver instruction to a large number of students, usually classes with 100 or more students. As institutions of higher education increased their enrollments while decreasing the number of faculty, especially during the last decade, the mass class assumed a prominent role in the instructional process. Its prominence in the instructional process increased because the mass class became an economically efficient means for delivering instruction to large numbers of students. As Maxwell and Lopus (1995: 167) note, “increasing scarcity of resources leaves universities scrambling for ideas that allow students to receive a quality education at a reduced cost. One policy often considered is increasing class size.” In an ironic twist, increasing class size decreases the need to incorporate more classes into the curriculum.
Despite the mass class’ appeal for efficient resource planning, the mass class has its shortcomings. One shortcoming of the mass class is its introduction of anonymity into the instructional process; that is, the professor and students often find themselves as strangers in the same classroom. In an effort to reduce anonymity in the mass, class teaching assistants are used as a bridge between a professor and students (Karides and Misra, 1999). The expectation is that teaching assistants will reduce the distance between a professor and students in order to prevent the classroom from becoming a sterile, non-dynamic learning context (Bauer and Snizek, 1989). In practice, teaching assistants use discussion groups with students as a vehicle for forging a closer link between students and instruction in the classroom (Adler, 1993; Jackson and Prosser, 1989).
As a bridge between the professor and students, teaching assistants play an existential role in the mass class. Their role is existential because they introduce substance and meaning into the social relationship between the professor and students that is not constructed by them. That is, the social relationship between professors and students is defined by the organizational culture in academia; professors are socialized to educate and students are socialized to be educated. As such, the social relationship between professors and students is rather static. Teaching assistants, however, play an important role introducing dynamic qualities into the social relationship between professors and students. In this sense, teaching assistants reduce ambiguity in the social relationship between professors and students. As a result, they are giving substance and meaning to a social relationship they did not create, nor one that defines their role in the organizational culture.
Over the years, I have used an approach in the mass class that establishes a learning community among students in the mass class. In the learning community, students are integrated with the subject matter presented and discussed in class. I establish a reflexive relationship between myself, students, and subject matter in the mass class that removes complacency from the instructional process. For me, reflexiveness is a motive for taking risks in class, to become engaged with the subject matter. My notion of reflexiveness is grounded in C. Wright Mill’s (2000: 79) observation that, “The art of teaching is in considerable part the art of thinking out loud but intelligibly ... in a classroom the teacher ought to be trying to show others how one man thinks – and at the same time reveal what a fine feeling he gets when he does it well.” By being reflexive in the mass class I seek to engage students in a discussion of how they interpret the world around them, of how they make sense by thinking out loud. I encourage students to think out loud; to center their observations on their gut feelings of things and persons around them. I also encourage students to enjoy themselves as they seek to make sense of the social world around them.
I often hear colleagues that teach mass classes mention that they are often bored with the lectures they are presenting. I am quite aware that some students actually prefer to be in snooze mode when lectures are boring. Also, I am not blind to the reality that some students in the mass class are often disengaged from the class; they are reading the student newspaper, talking to each other, or sleeping. The question then is, “how does one engage all students, especially the disengaged ones, in the learning community?” My notion of reflexiveness challenges me to make students into subversive learners in the learning community. The challenge is to establish a synergistic relationship with students in order to engage them in a learning process that forces them out of complacent and disengaged roles. Chris Iijima (2000: 739) describes the synergistic relationship between professors and students as, “... in order for students to observe from a particular vantage point, they must first acknowledge and value where they are presently standing. Thus, as I mature as a law teacher ... that journey has also become a search in the pedagogy of my profession for some indication that we collectively are concerned about where each of our students ‘who’ is.” In this sense, the synergistic relationship between professors and students is a mutual search for meaning and identity; a journey that seeks resolution of the ideas and perspectives one shares with others around oneself. The journey, as a result, is a subversive activity becomes it transforms complacent roles into engaging and dynamic roles.
The promotion of reflexiveness and engagement in the mass class is essential to creating a learning community where instruction is dynamic, engaging, and passionate. The teaching process is a symbiotic relationship in the learning community between the professor and students. As a result, the learning community is a social context in which knowledge is defined and shared, and members are encouraged to be knowledgeable persons. Knowledge in the learning community serves as a glue that joins substance and meaning for professors, students, and ideas in the mass class.
I encourage students to view the mass class as an opportunity to examine one’s social relationship with others in the same context. I encourage them to also resist the bureaucratic push to enhance their own anonymity in the mass class. The mass class is an opportunity for students to examine their hegemonic association with the instructional process. For example, at the first meeting of the mass class I ask students to greet the students around them; those in front, in the back, and to the side. I ask them to associate names with the faces of the students around them. By doing so they can greet each other by name when they pass each other in a hallway or on the campus quad. They just might, I tell them, realize that they have identities outside of class. More importantly, students may see the commonality in their identities and experiences within the learning community.
In the following pages I offer some observations about teaching the mass class. I have grounded the observations in my teaching experiences in the mass class. For me, the “mass class” is triggered by an enrollment of fifty or more students. I have learned from experience that the number “fifty” is a critical factor in deciding how one is to teach. On the one hand, the opportunity to interact with students, such as a question and answer format, is reduced. On the other hand, the need to cover information for so many students is grossly apparent. As a result, the mass class triggers a focus on lecturing as a vehicle for delivering information—”getting students to know things.” Too often, however, the lecture in the mass class is not conducive for engaging students with the subject matter—”getting students to understand things.” I tell students in the mass class that my purpose is not to get them to know an abundance of stuff, but to help them understand what they do know. I, thus, engage students in a learning process that asks them to be self-reflexive about their learning experience.
I usually meet with my teaching assistants at least one week before the start of class. One purpose for the meeting is to review the class syllabus. During the review we discuss the schedule for examinations, due dates for writing projects, and the final examination. The large number of students in the mass class usually increases the probability that some students will miss assignments. Most professors are all too familiar with some of the reasons students give for missing an examination or assignment. To avoid confusion, I tell the teaching assistants that “make-ups” are not permitted. Students, however, have the value of the missed examination or assignment added to the value of the final examination. For example, if a student misses an assignment worth ten points, then the ten points are added to the final examination; thus a final examination worth forty points is worth fifty points. Students are paranoid enough of the grading process in the mass class without having to burden them with the loss of class points. Michael (1991) has suggested that grading is often a contingency factor in the mass class that affects students’ receptivity of the class. As a result, I have developed a grading policy that maximizes student participation in the class by integrating rather than distancing students from the instructional process.
Eliminating “make-ups” helps me communicate to students the level of responsibility required of them in the mass class. For example, missing an examination is not so much an indicator of a professor’s inconsiderate scheduling of an examination, rather it is an indicator of a student’s negligence in being an effective student. The push by colleges and universities to treat students as customers or clients has the potential of increasing a student’s neglect of their role in the instructional process. I have noticed over the past six or seven years that student requests to schedule exams around their personal schedules have increased. Students have weddings to attend, ski trips to Colorado, family reunions, or just taking time off to reduce stress. Interestingly, students are quite willing to schedule their classes as a secondary event in their lives. This, I believe, increases the chances that students will neglect their student responsibilities. I thus tell students that missing an exam does not punish them unfairly, but that it forces them to think about their level of accountability to themselves.
Now, I don’t want anyone to believe that eliminating make-ups in the mass class eliminates grading problems. In some cases, eliminating make-ups results in other challenges in the mass class. Given the organizational rationality that went into constructing the mass class, it is not surprising to find some of that rationality trickling into how students think. For example, some students in the mass class will decide to miss all of the class examinations in order to make them up in the final examination, e.g. 100% of the class grade. I have learned that as rational as these students are in their educational pursuits, they tend to make a faulty assumption—delaying everything until the final examination makes the final examination easier to take because you study for everything at one. The assumption is faulty because these students ignore the cumulative effect of class attendance and class discussions about the reading assignments. Attending class and participating in discussions about the class readings immerses a student in a discourse that familiarizes them with the structuring of a class exam. In short, students that opt to treat the final examination as a make-up of the whole class do not do very well.
I have found that by eliminating “make-ups” I also eliminate the need to find an open room and proctor for the make-up. Secondly, I avoid the discussion of how much “make-ups” are worth—10%, 20%, or 50% of the original points. Since I strive to maintain an equitable status for students in the mass class, I believe that by adding the value of missing assignments to the value of the final examination balances things out for the student. In particular, the student does not lose anything from a missing assignment. Students are told that the only way they lose points in the class is if they choose not to participate in the learning community.” I remind students that the vitality of a learning community depends on the participation of its members in its activities. As Green (1993:31) notes, “good pedagogy means getting students involved in active and preferably collaborative efforts with one another and with the instructor ...”
The teaching assistants support the idea of not offering make-ups because it makes their lives easier. It makes their lives easier because they do not have to make exceptions when determining a student’s class grade. The teaching assistants also avoid situations in which students pit them against the professor (Roach, 1991). One of my teaching assistants once remarked, “I don’t have to worry that some students in my sections haven’t completed all of the class requirements on time.” My teaching assistants also like the idea of not offering make-ups because it reduces student demands on their time, especially when students ask teaching assistants to alter their schedule to fit their (the students’) schedules. I don’t forget that teaching assistants are usually graduate students that are involved in an educational process that makes significant demands on their time. As a result, simplicity and clarity in organizing class requirements facilitates the roles of teaching assistant and graduate student for them.
The elimination of make-up examinations is also designed to educate graduate students about options in the instructional process. I tell graduate students that the presence of mass classes in the curriculum increases the likelihood that they will face mass classes as a routine teaching practice once they enter the faculty ranks. As such, it is instructive for them to learn about maximizing their teaching effectiveness and minimizing the misinterpretation of grading practices in the mass class. In this sense, I try to socialize them as effective classroom teachers and as efficient managers of instructional practices.
Another purpose for meeting with my teaching assistants before the start of class is to make an inventory of materials that can be used to supplement class lectures and encourage discussion. The use of videotapes, games, and exercises is noted in the research literature as an effective approach for involving students and personalizing subject matter in the mass class (Pearson, 1986; Rosenkoetter, 1984). For example, my race and ethnic relations class enrolls about 120 students per quarter. I have found that the use of video materials, PBS documentaries, short-subject films, or movie videos, helps the student construct a portrait of the subject matter. For example, by showing a movie video like El Norte in class I help students construct a portrait of Latino immigration to the U.S. and the plight of Latino immigrants in the United States. By showing a movie video like Space Traders I help students see how public policy in the U.S. is used to subjugate African Americans to majoritarian (white) interests. (Regarding the space traders narrative, see Bell, 1992: 158-194.)
The use of video materials enhances the student’s ability to create a picture of the sociological concepts presented in class lectures. I use video materials as a means for focusing the students’ attention. As such, the students can use the sociological concepts to introduce order into their knowledge of themselves and everyday life. My use of video materials lies within what Robert Nisbet (1976: 31) refers to as a theme: “Implicit in any theme is at once a question being answered, more or less, and also an ordering of experience and observation in a special focus.” In order to link the video materials with the student’s own experience I tell teaching assistants to use current events as a vehicle for getting students to discuss the application of sociological concepts. It is vital that students use each other’s observations to understand the operation of sociological concepts in their everyday life. By encouraging students to ask questions about each other’s experiences, they are also developing critical thinking skills that stimulate students to become active in the learning community (for example, see Browne, 2000). I tell students that academia may be a paradise, but that it is not an escape from understanding how everyday life operates outside academia’s boundaries.
Another strategy I use to get students to interact in the mass class is to displace them in their role of students. For example, it is common for students to enter a large lecture hall, find their seat, and transform themselves into passive observers. In my undergraduate class on social inequality, that usually enrolls about 110 students, I ask students to move to the back of the lecture hall. Once they are all in the back of the hall, I ask them a series of questions. For every positive response, the student is allowed to take one step toward the front of the lecture hall. The questions focus on the students” status characteristics: parental income and level of education, race, ethnicity, gender, parent’s occupation, etc. The purpose of the activity is to provide students with a visible measure of their status, and class, differences. The activity also serves as an entry point for one of the class’ central questions, “how is inequality structured in society?” The exercise is an excellent for promoting engaging discussion of why some are less equal than others. Most students find the exercise intriguing because it is an observable indicator of structured inequality among students.
Thus, by meeting before the start of class many problematic issues that might arise in teaching the mass class are avoided. First, the need for make-up assignments is avoided. In a survey of university faculty, for example, Wilson and Tauxe (1986) found that the three most common non-teaching problems in the mass class were: dealing with incompletes, make-up exams, and grade change requests. Second, materials are identified that can be used to supplement the class lectures and encourage discussion. According to Gullette (1992), instructional techniques are needed in the mass class that promote student participation in the class. In particular, faculty can use instructional techniques in the mass class to reduce a student’s sense of anonymity in the instructional process (Love and Love, 1995). Third, a collaborative context is created in the mass class, vis-à-vis the learning community, that is both scholarly and student responsive. According to Diekhoff and Wigginton (1988), the construction of a collaborative instructional context promotes greater responsiveness and flexibility between professor and student. In addition, the “image” of the professor held by students plays an important part in the student’s receptivity and level of satisfaction with instruction in the mass class (Holland, 1954; Lee and Williford, 1997).
Lecturing in the mass class can become an end in itself. One can lecture for the sole purpose of completing the task. As a result, lecturing becomes a process that does not engage students in the presentation and discussion of ideas. Lecturing, however, can be used as a tool for engaging students. Over the years I have adopted a narrative style in my lectures. My purpose is to talk to students about the sociological concepts I am presenting. As I talk to students I create contexts in which they can observe the operation of the concept being discussed. To underscore the saliency of each context I integrate current examples into my discussion. The use of current examples in my lectures allows me to ask questions of students that are focused on critical thinking rather than factual knowledge (for an interesting approach, see Martino and Sala, 1996). One result is that students are more willing to involve themselves, via their response to questions, in the instructional process.
A prerequisite for utilizing my approach is that I tell students at the first class meeting that the required class readings “supplement” my lectures and not vice-versa. Secondly, I advise them to complete the class readings according to the schedule in the syllabus in order for them to avoid “feeling lost” in class. Since my lectures emphasize a familiarity with the concepts I discuss, via the class readings, I can link a diverse set of examples into a central theme. The lectures, thus, extend the applicability of the concepts being discussed into the student’s everyday life. Once a student connects with the representation of the concept in their everyday life, the classroom becomes conducive to the engagement of students in class discussion. In this sense, the “learning community” has life in the classroom.
Someone may ask, “Is discussion in the mass class possible?” It is possible to have discussion in the mass class. I have found that if the class environment is conducive and the students are connected to what is being discussed, they become willing participants in class discussion. The key is that students must perceive the “engagement” process as a tool for enhancing their understanding. One of my colleagues has told me that she would never use my approach in the mass class because it requires that students be called on to answer questions or offer commentary. While I realize that there is some risk involved in using my approach, the risk is outweighed by the outcome, getting students out of a passive consumer role. The professor must have the “courage” to take risks in the mass class for reducing student passivity (Costin, 1984).
In my race and ethnic relations class, for example, I illustrate the concept of “institutional discrimination” to students by defining the term and asking them for examples of how they interpret the term in everyday life. To engage students in discussion I ask them to think about a set of observations: the treatment by banks of African Americans trying to cash checks, the assumption made by schools that all Latinos are immigrants, and the glass ceiling experienced by Asian Americans as representatives of the “model minority”. As I discuss these observations I link them with the concept of institutional discrimination so that students may observe the concept’s applicability in everyday life. To observe the students’ engagement in the discussion, I ask them questions that are intended to serve as guides: How does a person identify institutional discrimination in everyday life? How does one distinguish between random acts of discrimination from institutional acts of discrimination? Can you think of examples of institutional discrimination that you may have observed or experienced? The questions are an opportunity to observe how students interpret the issues or concepts being discussed. Since the mass class often presents difficulties in obtaining feed-back from students, the questions also serve as an interactive feed-back process in the class (Arnold, 1996; Harwood, 1996).
By using a narrative approach I thus engage students in an instructional process that focuses on reflection and engagement. The narrative approach works if the professor and students share an understanding about the class - “that knowledge is a process of engagement and not an end in itself.” If you would like to observe the latter just listen to students say, “All I need to know is what is going to be on the test.” Too often, lectures in the mass class are designed with that outcome in mind. The lecture, in this sense, becomes an end in itself; its purpose is only to communicate what students need to know for the test. Not surprisingly, the lecture reinforces the students’ passivity in class.
I read the comments written by students in their class evaluations at the end of the quarter. I use the comments as a way of fine tuning the narrative approach. I also read the comments as a means of understanding what works in the lectures. Some examples of comments that students write in their class evaluations are:
“His lecturing style made me feel part of the class.”
“The lectures helped me understand how and why things happen in society.”
“While the lectures are hard to follow, they helped me think about he was saying.”
“In order to follow the lectures I had to do the class readings. I liked that.”
“His lectures made me think and listen.”
“He doesn’t use the lectures to talk down to students.”
The preceding student comments have led me to believe that the narrative approach is useful in connecting students with the class. Since the majority of comments focus on some aspect of “helping” the student, I believe that the narrative approach is a valuable tool for engaging students in the instructional process. In particular, it makes students see themselves as integral to the activity going on in class—students are pushed out of their passive role in class.
I do not want the reader to assume that a narrative approach is easy to use in the mass class. For one thing, its use requires that the professor have an intuitive sense of “what” needs to be discussed in order to engage students in the instructional process. My notion of “intuitive knowledge” focuses on only one feature—understanding. Where an epistemologist may focus on intuitive knowledge as a mode of evidence, I focus on the role intuitive knowledge plays in developing levels of social understanding (Aguirre, 1988). Since social understanding is crucial to the development of simple knowledge structures for everyday life, intuitive knowledge is crucial to the organization of explanation in everyday life (Boulding, 1981; diSessa, 1983; Noddings and Shore, 1984). For example, persons often depend on “feelings” (“Something doesn’t feel right.”) or “perceptions” (“Something doesn’t look right.”) as intuitive tools for organizing explanation in everyday life. In the mass class it is necessary that the professor “sense” or “perceive” what needs to be done to engage students in the instructional process.
The professor’s intuitive sense thus tells her or him when “to act” in the instructional process; that is, when to create a context for engaging students. The context created by the professor must also correspond to the students’ willingness to engage themselves in the class. In this sense, the professor and students share a base of intuitive knowledge that signals the need to “act” in the instructional process. The professor and students participate in the context because they “trust” each other to be self-reflexive in the instructional process. Page Smith (1990: 215) refers to this context of trust in the classroom as: “The most conclusive argument against the lecture system is that all true education must involve response. It there is no dialogue, written or spoken, there can be no genuine education. The student must be lured out of his or her instinctive passivity. This can only be done properly if an atmosphere of trust is built in the classroom or seminar. The professor cannot ask his students to expose their innermost hopes and feelings unless he is equally candid with them and allows them to see him as a fallible, searching individual. The mass class is thus a learning community that engages professor and students in a context of trust that allows them to search for understanding together in the instructional process.”
The mass class can be an exciting context for the professor, teaching assistants, and students. For professors, the mass class is an opportunity to engage students in the instructional process and a challenge to the professor’s ability to engage students out of passivity. For teaching assistants, the mass class is a learning opportunity for maximizing teaching effectiveness and class management skills. For students, the mass class is a challenge for them to use the instructional process as a vehicle for enhancing understanding. A shared base of intuitive knowledge between professor and student promotes a context of trust that facilitates the search for explanation in everyday life. I have offered some observations in this paper that focus on the use of narrative method to promote “understanding” and “engagement” in the mass class. I have also suggested that narrative method can transform the mass class into a self-reflexive exercise. The mass class can be used to understand the “substance” of explanation; that is, how one feels intuitively about what one understands. In the end, the mass class is a learning community in which the professor and students share each other’s understanding of what’s going on in the instructional process.
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