Teaching Large Classes in Psychology:
A Selective Bibliography
Ludy Benjamin, Jr., William Buskist, Robert Henderson, & Sandra Goss Lucas
NITOP – 2004
Benjamin, L. T., Jr. (1991). Personalization and active learning in the large introductory psychology class. Teaching of Psychology, 18, 68-74.
Boniecki, K. A., & Moore, S. (2003). Breaking the silence: Using a token economy to reinforce classroom participation. Teaching of Psychology, 30, 224-227.
Brooke, C. P. (1999). Feelings from the back row: Negotiating sensitive issues in large classes. In S. M. Richardson (Ed.), Promoting civility: A teaching challenge (pp. 23-33). San Francisco: Jossey-Bass.
Brothen, T. F. (1986). Using active learning in large classes. In S. F. Schomberg (Ed.), Strategies for active teaching and learning in university classrooms (pp. 40-46). Minneapolis: University of Minnesota Press.
Buskist, W., & Wylie, D. (1998). A method for enhancing student interest in large introductory classes. Teaching of Psychology, 25, 203-205.
Carbone, E. L. (1998). Teaching large classes: Tools and strategies. Thousand Oaks, CA: Sage.
Carbone, E. (1999). Students behaving badly in large classes. In S. M. Richardson (Ed.), Promoting civility: A teaching challenge (pp. 35-43). San Francisco: Jossey-Bass.
Cramer, R. (1999). Large classes, intimate possibilities. National Teaching and Learning Forum, 8(4), 5-6.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass. (See Chapters 12: “Preparing to teach the large lecture course” and Chapter 15: “Personalizing the large lecture class”.)
Feigenbaum, E., & Friend, R. (1992). A comparison of freshmen and upper division students’ preferences for small and large psychology classes. Teaching of Psychology, 19, 12-16.
Gibbs, G., & Jenkins, A. (Eds.) (1992). Teaching large classes in higher education: How to maintain quality with reduced resources. London: Kogan Page.
Gleason, M. (1986). Better communication in large courses. College Teaching, 34, 20-24.
Halgin, R. P., & Overtree, C. E. (2002). Personalizing the large class in psychology. In C. A. Stanley & M. E. Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 138-142). Bolton, MA: Anker.
Jenkins, J. J. (1991). Teaching psychology in large classes: Research and personal experience. Teaching of Psychology, 18, 74-80.
MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (2000). Strategies for energizing large classes: From small groups to learning communities. San Francisco: Jossey-Bass.
Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses. Behavior Research Methods, Instruments, & Computers, 32, 230-239.
McKeachie, W. J. (2002). Teaching tips: Strategies, research, and theory for college and university teachers (11th ed.) Boston: Houghton-Mifflin. (See Chapter 18: “Teaching large classes -- You can still get active learning”).
Papo, W. D. (1999). Large class teaching: Is it a problem to students? College Student Journal, 33, 354-357.
Silverstein, B. (1982). Teaching a large lecture course in psychology: Turning defeat into victory. Teaching of psychology, 9, 150-155.
Stanley, C. A., & Porter, M. E. (Eds.) (2002). Engaging large classes: Strategies and techniques for college faculty. Bolton, MA: Anker.
Weimer, M. G. (Ed.) (1987). Teaching large classes well. San Francisco: Jossey-Bass.
Weitan, W. (2002). Wiring the introductory psychology course: How should we harness the internet? In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 283-293). Mahwah, NJ: Erlbaum.
Wortman, C. B., & Smyth, J. M. (1997). Using one’s own passion and undergraduate TAs to transform the large-lecture introductory psychology course. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 163-180). Washington, DC: American Psychological Association.