A chemical reaction to large classes
Kaitlin teaches CHEM 110: Chemistry of the Living World, a course that serves as a gateway for many students, including both future chemists and those fulfilling requirements for other programs. With such a diverse group of learners, creating a sense of belonging and engagement can be challenging.
“I’m not an educational theorist,” Kaitlin admits. “What I have is an awful lot of practical experience and, as a scientist, a high tolerance for experimenting and taking risks.”
Kaitlin approaches the challenge of large classes with humble self-awareness. “Teaching hundreds or thousands of students isn’t ideal for relational learning,” she acknowledges. “But I’m committed to doing my best within this framework. It’s about finding creative ways to connect and support all students, especially those who might need it most.”
Mixing it up with blended learning
One of Kaitlin’s key strategies involves reimagining how in-person and online learning can complement each other. She critically examines which aspects of the course truly benefit from face-to-face interaction and which can be effectively delivered online.
“I’m really thinking critically about when I ask my students to come to campus and why,” she explains. This approach has led to a blend of compulsory in-person problem-solving workshops, online modules for language-based skills, and flexible options for lectures.
Student – Student and Student Place – Thinking critically about when and why we ask students to come to campus -Balancing flexibility and connection -Creating space for student collaboration as often as possible -Intentionally shaping the culture of online learning spaces -Explicitly teaching teamwork
Catalysing connections
To break the ice and encourage peer interactions, Kaitlin employs creative tactics. She starts workshops with quirky discussion prompts like “What would be your strength in a zombie apocalypse?” or “Pineapple on pizza: Yes or no?” These icebreakers help students form connections, especially when transitioning back from online learning.
Online platforms like Piazza are used to foster peer-to-peer learning and question-answering. Kaitlin encourages student questions and endorses both questions and answers. She gives students time to respond first, then praises their efforts in subsequent face-to-face sessions.
Recognising the importance of collaboration skills, Kaitlin also teaches teamwork explicitly. She offers an optional group assignment that includes a group contract activity, helping students develop crucial collaboration skills intentionally.
Relational learning -connections with peer -connections with staff -connections with place -connections with community
The periodic check-in
Despite the large class size, Kaitlin has found ways to make students feel seen and supported. She conducts pre-semester surveys to understand students’ learning environments and potential challenges. The survey covers topics like device usage, study space availability, and confidence with blended learning, allowing her to proactively support students.
Using the OnTask system, she sends personalised progress emails at key points in the semester. These emails provide tailored feedback and guidance, enhancing student engagement and allowing for early intervention when needed.
Throughout the course, Kaitlin explicitly expresses her enthusiasm for teaching and investment in student success. “I am really, really explicit verbally and with my demeanour that I want to be there in the classroom with them,” she emphasizes.
From textbook to real world
To help students connect course material to their lives outside the classroom, Kaitlin has implemented several strategies. She assigns projects where students create content on chemistry topics for non-technical audiences and discusses chemistry in the media and public sphere. Students are encouraged to draw connections between course content and their personal experiences or cultural backgrounds.
One particularly successful assignment allowed students to explore the “Chemistry of…” a topic of their choice. “I got some beautiful pieces that included photos of the work that they had on their own bodies,” Kaitlin recalls. “I had some beautiful pieces that linked to the tattooing traditions of their Pasifika communities.”
A formula for success
While Kaitlin acknowledges that her approaches involve “significant teaching risk-taking,” the outcomes have been promising. Students show increased engagement and pride in their work, and they’re forming deeper learning connections as they relate course content to their lives.
Kaitlin has received positive feedback on her personalised check-ins and flexible assignment options. She also employs a ‘plussage’ system, allowing students to improve their grades by demonstrating improvement in later assessments.
Perhaps most importantly, she’s created a safer learning environment where mistakes are viewed as part of the learning process. “If you’re getting everything right all of the time, maybe you’re not in the right level, maybe you’re not being extended enough,” she notes, emphasising the importance of creating safe spaces for students to make mistakes and learn from them.
Student staff – How do I present myself so my students know: 1. I want to be here. 2. I am invested in their learning and achievement -Checking in regularly: 1.welcome surveys. 2. Progress emails. -Finding balance between: 1. Letting students set their own goals. 2. Holding them to a high standard.
Lessons from the lab
Kaitlin’s work aligns with emerging research on ‘pedagogies of care’ in higher education. Her approach demonstrates that it’s possible to create meaningful connections and foster relational learning, even in mega-classes.
As universities continue to grapple with large class sizes, Kaitlin’s innovative strategies offer a promising blueprint for educators seeking to create more engaging and supportive learning environments at scale. By blending face-to-face and online learning, fostering peer connections, providing personalised support, and creating meaningful assessments, educators can enhance student engagement and success in even the largest classes.
Kaitlin’s work in teaching has been recognised by numerous awards, including the Faculty of Science 2018 Dean’s Award for Teaching Excellence (Early Career), the 2019 CLeaR SEED grant award for ‘Innovation in Teaching’ and the 2019 CLeaR Fellowship.
Resources
Watch the video recording of Kaitlin’s presentation on relational teaching at scale, given at FMHS Teaching & Learning Community meeting on 21 March 2024.