At a session here at the annual higher education meeting of the Southern Association of Colleges and Schools, officials from Virginia Tech tried to challenge the audience’s assumptions that large classes are necessarily bad learning experiences.
Peter Doolittle, director of the Center for Instructional Development and Educational Research at Virginia Tech, didn’t ever say that everything students and professors like about more intimate instruction can be replicated in a large class. Rather, he argued that "large classes aren’t going anywhere any time soon." Faculty members can "keep butting our heads against the wall" demanding more small classes, or they can focus on making larger classes better, he said. . .
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