I tend to still feel nervous when I travel. When I was in my twenties, I took a trip to London. Somehow, in the fog of the morning packing, I had left all of my nylons (back when they were often considered essential business wear for women) and every single pair of underwear for the trip, sitting on my bed in my apartment.

As most of you who have travelled will realize right away, the story has a happy ending. As Dave tries to gently remind me, even all these years later, “They have stores where you’re going. You know you can always buy things.”

It was a bit more difficult procuring my items back then, however. I first had to discover that I would need to learn that what I was actually searching for was referred to in that region as knickers and tights. The new language helped a lot. Plus, I got to discover the amazing place that Herrod’s is… and buy some items that I never would have found back home.

When students first come on our campuses, they have a whole set of vocabulary to learn, as well. Especially for those who are the first in their families to attend college, there will be strange social norms to adapt to and words to discover related both to their academic disciplines and higher education in general.

Three of my colleagues and I are in the process of earning a Hispanic Serving Institute teaching certificate from ESCALA. The founder of ESCALA, Melissa Salazar, was on episode 264 to provide us with an overview of the various ways to serve our Hispanic students. On November 27, Janue Johnson, who I met at the ESCALA training will join me to share about our respective experiences and ongoing learning.

One of the activities we did following the training was to video ourselves teaching and use a teaching self observation instrument to denote what was happening in the class at the time. We indicate who was talking during each two minutes of the recording. During those short durations, we attempt to categorize what is happening. Are non-rhetorical questions being asked? Are students discussing a topic?

While there are always things I want to improve each time I observe my teaching, I did walk away from the analysis feeling good at the fact that it was fairly even between who was talking: me or the students, with a slight bit more of the words being said by the students.

It pleased me that they seemed so comfortable to ask me what I meant by something, or to probe for me to share more. We were debriefing a speaker event that we had attended the week prior. Everyone had something to share, something that was made evident as I listened to the conversation pop back and forth between us and as noted on the classroom observation instrument that each student had made at least one substantive comment during the discussion.

I was meeting with a couple of students the other day who are planning a series of events. I inquired as to whether or not they have thought about serving refreshments. One of them stopped to tell me that she wasn’t familiar with the word refreshments. It was just like my early years of professional work when someone said they were going to have some libations… I enjoyed how easy it was for her to stop me to clarify the meaning and thought about how much more learning happens when we are comfortable enough to ask.

Some people try to create that same type of comfort level for people get clarification on a term or concept whenever they need it by periodically stopping to ask if anyone has any questions. In my experience, this technique doesn’t work very well. It’s only in the immediate moments of misunderstanding that we have the greatest opportunities for people to inquire. If I wait to ask who has questions, I have probably missed the moment that someone actually did want to ask something.

Instead, I work to reduce the power distance in my classes. Sometimes that can mean re-arranging the chairs into a more conversational structure, with no real front of the class. It can mean leaving room for silence and other voices besides mine. Much of the time, it means not taking myself too seriously, but placing that focus on the students and the learning.

I don’t get it right every time. Just like when I pack for trips, I still forget things. I’m sitting in my hotel room in Pittsburgh at the POD conference realizing that while I have my winter jacket here, I neglected to bring any long sleeved shirts or any kind of a sweatshirt.

When we mess things up, it’s time to get creative. Our students appreciate our transparency and what these experiences teach them about handling failure. And when we’re in a cold hotel room with just a bulky winter coat to protect us from the cold, marble top of the room’s desk, we can always wear the hotel room’s robe over our clothes and thank goodness for those long sleeves.

While it probably hardly seems like the right time for me to be dolling out advice, here are a few travel-related resources:

• Episode 261 on Productive Travel
• Pack it Up blog post (I still really recommend the Pack Point app)
• Tools for Travel (This is one of those posts that has gold in the comments section – thanks especially to Robert Talbert. Also, I started paying for the pro version of TripIt and have found it to be totally worth it.)

Photo credit: Brandless on Unsplash

This article on How to Get Students to Join You for Office Hours was originally posted on the EdSurge website and is reposted here with permission. It is part of the guide Toward Better Teaching: Office Hours With Bonni Stachowiak. You can pose a question for a future column here.

Dear Bonni,

I work at a small institution, where the professor/mentor relationship is paramount. I know how essential it is to have students come see us during office hours, but my students just aren’t coming to visit. How do I get more of them to utilize that time with me?

—Sitting alone during office hours, anonymous

The irony isn’t lost on me that I am about to answer a question about getting students to come to office hours, when I can only remember making an attempt to do that twice in my own college years. Once, the professor wasn’t there, so that story ends with me leaving and never giving it another go.

The other example involved me actually coming face-to-face with someone I was very afraid to talk to. I was failing microeconomics and wasn’t sure what to do. One of my roommates was tutoring me, and she suggested that I stop into the professor’s office hours to get a bit more direction.

I still remember the stern look on his face. His eyes were crinkled up. His disappointment seemed so evident. “What did you say your last name was, again?” he asked. After my response, he got up from his desk and told me to follow him. He went to a large file cabinet in a back hall and removed some kind of notebook from one of the drawers.

As he sat back down, he sighed deeply. He asked what my Dad’s name was and if he had gone to the same school I was attending. (He had.) The professor then shared that my Dad had been his student and in fact had even been selected as the business student of the year in the late 60s.

While I was glad to know that about my Dad, I don’t recall getting any new insights about economics during my visit. Fortunately, my roommate’s help continued and I managed to pass the class. I never visited another professor during their office hours. It never occurred to me that it was part of their job. Or that some of them might actually enjoy the experience. Yet, here I am to offer a few suggestions of some approaches to try that might have brought me back for more when I was in college.

Start with Small Steps to Set the Stage

This first set of ideas fall into the category of what I will call Setting the Stage. None of these approaches require getting permission from anyone to try them out. These small steps can help more students benefit from the experience of office hours.

Be Welcoming

One of my colleagues, Roger Heuser, a professor of leadership studies at Vanguard University, regularly invites people to join him in his office for tea. He has a box of all these different types of teas from around the world and a set of fancy teacups. The whole experience has left me feeling like our conversation was the most important thing to him in those moments and that the time was sacred. No incoming text messages interrupted what either of us had to say. I felt welcome and affirmed.

I have been meaning to attempt to replicate this same tea experience in my own office hours. However, I have only gotten as far as trying to find some good teacups on Amazon and considering purchasing a wooden box for a tea collection. Instead, my attempts at being welcoming involve leaving my door open during office hours, giving a warm smile and greeting the person, and moving out from behind my desk to a different seating area for conversations with students.

Show Transparency

The Transparency in Learning and Teaching (TILT) project encourages professors to help students understand how they learn and pull back the veil on the teaching and learning process The model advocates using a three-part approach to transparency. Each assignment should have a clear purpose, a description of the task, and associated criteria for how the work will be graded.

We should bring that same emphasis on transparency into office hours. Be clear with students about the purpose of office hours in the syllabus and each time an invitation is extended to join you. Establish a clear and easy sign-up process. Finally, communicate what students can expect when they decide to take advantage of office hours with you.

Structure Time for Scaffolding

Consider encouraging students to use office hours as a time to “scaffold” assignments. Just as scaffolding is used in physical construction to hold the structure up as it is being built, the office hour can be a place for students to bring in their work for input before it is complete.

For instance, if you have assigned a paper, invite students to come into your office with an idea and a brief outline, so you can talk through it together.

Some professors require this as a component of an assignment, though I would caution against using coercion too heavily, as you are trying to give the perception that office hours are inherently valuable. Otherwise, you are just building in another box students feel they are required to check.

Invite Groups

It can also help to welcome groups of students into office hours. This often results in students feeling less fearful when they are in the room with others they perceive to be in similar situations. If a student is struggling in your class, it can be helpful to realize there are others also having challenges learning the material.

Or Try These Bigger Ideas

These next set of possibilities may not be common practice yet, so you may want to talk with colleagues about how to experiment with these options while still fulfilling the requirements at your institution.

Go Virtual

Stefan Still, an associate professor of chemistry at the University of Washington, has shared previously on EdSurge about his success at taking his office hours online. He has been skeptical about bringing technology to teaching, out of concern that it can bring too much focus to impersonal aspects of teaching. However, he has found that having students join him virtually for office hours has extended his reach beyond what was possible with in-person meetings.

Another advocate for the power of virtual office hours is Zhaoshuo Jiang, assistant professor of civil engineering at San Francisco State University. On an episode earlier this year of the Teaching in Higher Ed podcast, he indicated that, “The main goal of teaching is not only to help the student inside the classroom, but also outside the classroom.” He invites his students to set appointments using the YouCanBook.me scheduling service, allowing them to not just select a date and time preference, but also to specify whether to meet in person or virtually.

Eat, Walk, Move

It can be quite helpful to remove ourselves from the office part of office hours altogether. Viji Sathy, a teaching associate professor and program evaluator of chancellor’s science scholars at the University of North Carolina at Chapel Hill, encourages us to be more inclusive in how we approach office hours by using different formats, times and locations. She gets herself in the contexts in which her students spend their time, instead of expecting them to come to her. She shared these approaches on her website, and also discussed them on an episode of the Teaching in Higher Ed podcast.

Get Yourself a Robot

At San Francisco State, Jiang has gone even further to shake up his office hours. He literally has a robot set up and ready for students to use during their virtual visits. He uses the Double 3, a two-wheeled robot that can be controlled by students via an app on their phone. It’s essentially a gimmicky way to do a video chat, with the webcam attached to the robot so that students can change their view by moving the robot around the office as they converse.

Yes, for the vast majority of us, a robot is probably not in the picture. However, the idea of doing something unique that shows a student we care and are here to support them helps a lot.

Whether you welcome someone in for a cup of tea, or meet them in the library for a chat, office hours can make a world of difference for our students.

Photo credit: Christopher Gower on Unsplash

This article on How to Engage Students and Support Learning in Large Classes was originally posted on the EdSurge website and is reposted here with permission. It is part of the guide Toward Better Teaching: Office Hours With Bonni Stachowiak. You can pose a question for a future column here.

Dear Bonni,

You have shared often about active learning strategies and the impact they have on student learning. However, I am dubious that the approaches you describe work with large classes. What about when you have 50-60 students in a class? Or even hundreds?

—Anonymous

In my experience, it’s true that small classes provide greater opportunities for student engagement and for professor/mentor relationships to occur. However, there are certainly those who employ methods that put this perspective to the test.

When we teach large classes, what approaches can we employ that will have a greater opportunity to engage students and help students learn more?

As I’ve been thinking about this issue, I keep coming back to two key questions:

• What can we discover about the relationship between class size and student learning?
• When we teach large classes, what approaches can we employ that will have a greater opportunity to engage students and help students learn more?

A study was published by IDEA, a non-profit organization that focuses on academic success in a higher education context, which explored whether class size is a factor in perceived learning. The authors—Stephen L. Benton, Dan Li and William H. Pallett—analyzed data from 490,333 classes that were tracked by the IDEA Student Ratings of Instruction systems. Over 400 different colleges and universities were included in the research.

That study concluded that there isn’t a significant relationship between the size of the class and how well the students did in demonstrating learning outcomes. It’s worth noting, though, that the courses that were large tended to emphasize knowledge-based material. In online courses, the size of the class matters less than the reasons that students cite for enrolling.

Some large classes can create a shared experience for students that will be a class that they don’t easily forget. Michael Sandel, a professor of political philosophy at Harvard, teaches one of that university’s most popular courses: Justice. It became so popular that Harvard now offers it as a free version of it on the edX platform. He is a master at the Socratic method of asking questions that get even the most passive of learners thinking. When my students watch his videos, they say they feel like they are sitting in the same Harvard classroom that is being filmed and are participating in the dialog with the other students. If you would like to see Sandel in action, the Justice videos are viewable on YouTube, without needing to enroll in the course.

Some approaches I observe Sandel using are:

• Asking open-ended questions and having all students silently reflect on their answers before anyone shares to the broader class.
• Inviting students to predict what will happen next in a story, or what they think will be the result if a specific choice is made.
• Using minimalist slide decks, and therefore not overwhelming students with lots of text to digest while he is speaking.
• Starting each class session by asking students to recall what was discussed in the previous session.
• Calling students by name, even in such a large class. He asks each student who speaks to identify themselves, and he regularly refers back to that speaker much later in the same class session.
• Painting pictures in the students’ heads through excellent storytelling.
• Exploring many different applications of the same concept. For example, what does libertarianism look like in historical events, in bioethics, in compensation, and in human rights?

Another master teacher of large classes is Michael Wesch. He is a professor of cultural anthropology at Kansas State University whose expertise as a digital storyteller has won him widespread attention for his videos, which have been translated into more than 20 languages, viewed by more than 20 million people and featured at conferences and film festivals around the world.

One of his large class projects is ANTH 101. The course is designed around ten different challenges that students wrestle with during the semester. And all students, even ones not formally enrolled but who find the free course materials online, are encouraged to share their learning with others. His teaching assistants have engaged with students in the class from places such as Ethiopia, Northern Ireland, Guatemala, Samoa and Vietnam. Rather than emphasizing the memorization of a set of definitions in the discipline of anthropology, Wesch invites us to “a new way of seeing the world that can be valuable regardless of your career path.”

He challenges us to see how the structure of his course helps us to put on these new lenses. He suggests a simple truth about learning:

“You can’t just think your way into a new way of living. You have to live your way into a new way of thinking.”

After this article was originally posted on EdSurge, Mike Wesch came out with this wonderful resource:

Teaching Without Walls: 10 Tips for Online Teaching

In a future episode of Teaching in Higher Ed, we will get to hear from Wesch, once again. Something to look forward to…

Some approaches I observe Wesch using in ANTH 101 are:

• Centering the class around 10 big ideas and linking the assignments around those same ideas.
• Referring to assignments not as traditional homework, but as “challenges,” and making sure that each one represents something that will be relevant to the students’ lives, both now and in the future.
• Encouraging students to share their learning in a radically public way. Both students who are formally enrolled in the course and those joining in because they want to are asked to share their responses to the challenges on instagram, on blog posts, and on Twitter using the #anth101 hashtag. These answers are curated on the main ANTH 101 website.
• Extending the learning from ANTH 101 out to other institutions. He offers a free set of resources for instructors who wish to use the ANTH 101 materials.
• Telling innovative digital stories through his extensive collection of videos. What he does is not technically difficult (in terms of video editing), but he has done lots of iteration and thinking differently about how to keep viewers engaged.

Way back on episode 25 of the Teaching in Higher Ed podcast, I talked to another expert at engaging large groups of students: Chrissy Spencer, who teaches at Georgia Tech. One of her big lessons is to invite her students to become active participants—in one example she invites them to play the part of a chili pepper population in a simulation designed to teach evolutionary processes.

The big challenge of large classes is keeping students engaged. But such engagement is not just an issue in big classes. Quality Matters suggests we need to consider more ways to get our students active in their learning, and to focus on the issue no matter the class size.

For Spencer, one key strategy is having students do focused group work and reinforcing their learning through means other than strictly relying on passive listening to lectures. [link: https://youtu.be/5wg1fR6Fv2Q ]

Some approaches I observe Spencer using in her large classes are:

• Actually having students in the class embody parts of the concepts she is trying to teach.
• Employing prediction as a means of deepening learning through a series of interrupted case studies. These structured experiences allow Spencer to identify when students misunderstand concepts early on, before they have gone too far into the case without receiving feedback.
• Offering team-based, low-stakes assignments to get students explaining what they are learning to others in the class.
• Including service learning as part of course assignments, so that students can experience how what they are learning can help the local community in some way.
• Bringing something she loves (like chili peppers) into the classroom and helping that passion spread over to the students.
• Using tools like the CATME Team Maker to carefully construct teams that consider everything from demographics, preferences and even whether or not a student has transportation to participate in the service learning opportunities into the mix of how groups get created.

I am among those who treasure what can happen in small classes. However, when I am exposed to people who are masters at engaging students in large classes and helping them succeed academically, I am reminded that class size is not as important as I might sometimes find myself thinking that it is.