The University as well as the Student Committee on Undergraduate Education are currently discussing ways to improve large introductory courses as part of the ongoing curriculum review process.
According to School of Arts and Sciences Dean Rebecca Bushnell, faculty and administration involved in the curriculum review are looking at both the content and teaching style of large lecture courses.
Some teachers try to incorporate an innovative teaching style to engage their students.
"In my teaching, I take a different approach. I complement the textbook rather than reinforce it," Psychology professor Paul Rozin said, noting that there are other alternatives for effective teaching. "I don't think there is a general formula for this."
Although the Course Review and evaluations show that students are satisfied with many of Penn's large lecture courses, issues concerning student participation and stimulation are still on the table.
"I was very intimidated by the size [of one class], so I did not ask questions," College freshman Sarah Abroms said.
In an effort to combat such complaints, SCUE, in partnership with the Center for Teaching and Learning, works to increase student interaction during recitations through its training program for teaching assistants.
SCUE, which intends to take an active role in this year's curriculum review, is working on other initiatives to make the most of large lecture courses. Ideas and initiatives for increasing courses with research components and professor-taught recitations are being drafted.
In addition to addressing teaching styles and classroom structures, attention to student initiative is another way to improve the success of large lecture courses.
There is a "student component of responsibility in taking initiative in their education," SCUE Chairwoman Farrah Freis said.
One of SCUE's existing programs to improve student-teacher interaction is offered through the Faculty Club. Students are encouraged to take their professors out to lunch.
"That's really a good idea ... as far as getting students and professors in large lecture classes to interact one-on-one, when they might otherwise not get the chance to get to know each other," College junior Christopher Brown said.
And many professors are receptive to the concept.
"Teachers are really anxious to get to know students and to really form individual relationships, but a lot of the time it's on students to take the initiative," Freis said.
