Massification is a reality facing universities around the world. While increased access to higher education has significant social and economic benefits, rapid growth in class sizes challenges institutions to maintain quality standards while teaching at scale, amidst ongoing cost pressure. This paper analyses this issue within the Australian…

The aim of this article is to discuss a portfolio of interventions used to improve student outcomes in an accredited southeastern university's baccalaureate nursing program. Faculty identified three specific student-focused issues challenging student learning: (a) a steady trend of increasing student enrollment, (b) increased difficulty level of…

In October 2014, the University of British Columbia Vancouver campus (UBCV) ran a campus-wide survey to establish baseline information on teaching practices and attitudes among faculty, to measure the impact of existing teaching and learning initiatives and to identify the conditions leading to change in practices and attitudes around teaching.…

Since 2006 (with the exception of 2013), the "Student Academic Experience Survey" has been designed and developed in partnership between the Higher Education Policy Institute and the Higher Education Academy (HEPI-HEA). The Survey has become one of the major surveys within the UK higher education landscape, providing insight into how…

The Higher Education Policy Institute and Higher Education Academy (HEPI-HEA) "Student Academic Experience Survey" has been running since 2006 and shows how full-time undergraduates rate their time in higher education and their attitudes towards policy issues that impact upon them. The Survey has been designed and developed in…

Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information. Qualitative comments can provide a better understanding but they tend not to be user-friendly…

A sound education sector is fundamental for the economic, social, and political transformation of the Democratic Republic of Congo (DRC). The DRC has achieved significant progress in its education sector over the last decade, demonstrating strong resilience following a particularly violent period in its history. The DRC's development trajectory…

Discusses a study that explored the student achievement differentials in small (fewer than 50) versus large (more than 50) classes. Determined that there was no significant difference in the perception of learning between the two class sections. (JOW)

A behavioral study guide in the teaching of American literature at Henderson State University is presented that can help an instructor counter the trend of large class size and breadth of material covered. Focus is on developing analytic skills, clear thinking, and effective writing. (LBH)

The relationship between class size and student evaluation of university teaching quality was analyzed. Data from 2915 university classrooms were collected in classes ranging from 1 to 234 students. Results indicate that there is a weak relationship between class size and student ratings of teaching quality, and that this is a nonlinear…

Analysis of how class size may affect student ratings of teaching presentation strongly supported the conclusions that: (1) there is only a weak relationship between class size and student ratings; and (2) the relationship is nonlinear in nature. (EV)

Student course evaluations were completed by 1,457 students in 43 Child and Family Development courses. The impact of six predictor variables (class meeting time, class size, expected grade, perceived fairness of grading procedures, pre-course interest in the subject, and post-course interest in the subject) on student ratings of instructors was…

This investigation of class size and student evaluations of faculty is based on data for over 4,000 college and university classes on 16 campuses across the country. The data reveal a surprising but definite curvilinear relationship between class size and teacher ratings. (Editor)

Cites the literature comparing the effectiveness of large-class vs. small-class instruction and offers suggestions for handling large enrollment classes. (AEA)