Large Classroom Research Articles

Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study

The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery.

Enhanced Learning Experience by Comparative Investigation of Pedagogical Approach: Flipped Classroom

Abstract The challenges in the conventional Instructional classroom can be overcome by converting into an interactive problem-solving session for its effectiveness. As a facilitator the only objective while entering a large classroom is enabling learning environment at the highest level and imparting knowledge to each and every individual by having an extensive two way communicating classroom with more discussions and interactive sessions. Time management plays a significant role for balancing long term goals of every classroom and bringing into action the immediate educational needs of students. With this objective in mind a classroom performing reverse activity has been introduced called the “FLIPPED CLASS-ROOM” for the most fundamental courses of the electronics and communication i.e., circuit analysis (CA), linear integrated circuits (LIC) and CMOS VLSI to enhance the learning capability in provided span of time. In education sector, creativity in facilitating knowledge to individual student is a high level process to develop disciplined reading and writing. It is obligatory for each individual student to have a strong foundation of all the basic courses as per the feedback received from placement cell, higher semester pupil and alumni. In the era of large scale integration, LIC course plays a very important role for electronics and communication engineer as it includes analysis of solid state analog and digital devices. This pedagogical method employs video lectures and practice problems as home work assignments and group based problem solving activities in class-room was given in the previous year. This paper discusses the improvement in the learning process of a course LIC which is been carried out with second iteration of flipped class room method as a pedagogical style. The authors have attempted to address the following experience of the students in “What is the efficacy of introducing better pedagogical strategies and investigating the approach to efficiently impart quality knowledge in large classroom?” Comparative analysis of session conduction, level of questions to be posted and clarity of the concepts learnt has been performed to improvise the level of teaching, interrogatory sessions and student involvement in class-room. Study reflected that analysis of comparison enhanced the learning level in individual student by increasing their interaction and engagement in the class-room which resulted in thorough understanding of the course. The activity presented, motivated the lecturers to increase the level of questions to be asked as mentioned in the bloom’s taxonomy. This paper discusses the details of the activities, impact of the activities on students and the authors. As an outcome of the activity there was a significant positive difference in student’s academic achievement in ESA and attitude towards learning a course with complete understanding of the basics.

Wild Bird Workshop: A Professional Development Opportunity for Educators

The lack of environmental education in many primary and secondary school systems is likely due to overloaded school curricula, lack of funds, large classroom sizes, and other contributing factors. Through the integration of hands-on activities following the training of teachers, we can improve the impact of environmental education. Our goals in this study were to (1) develop a new kit-based, hands-on, experiential wildlife curriculum for grades K–12, focused on wild birds; (2) train educators on the curriculum through a professional development workshop; and (3) evaluate participants on their affinities for, perceptions of, and attitudes toward wildlife and birds. The results suggested that the workshop was minimally effective in influencing positive responses or improvement in perceived knowledge about birds, though in general the educators came into the workshop with positive perceptions and attitudes toward wildlife. Participants emphasized in their responses the importance of outdoor lessons and the potential for integrating citizen science in the classroom. Opportunities such as this can arm teachers with tools for the classroom and create stewards of the environment and conservationists through hands-on activities in field techniques and real-world research.

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting.

Background:The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject.Methods:Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires.Results:There was an increase in students’ attendance (P = .008) in CBL sessions but insignificant difference in their performance (P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching.Conclusions:Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

Exploring Students’ Experiences of Self-Regulated Learning during a Large Flipped Classroom Course in Teacher Education

The aim of the study was to explore teacher students’ experiences of self-regulated learning and the teaching-learning environment during a course following the Flipped Classroom approach. Theoretical perspectives include self-regulated learning and motivation, especially in terms of the fore-thought phase in which the students set goals for their studying and learning processes, and monitoring. Goals are approached, in addition to the immediate study context, from more general perspectives of teacher education preferences. This study consists of two parts. In Study 1, 156 Finnish teacher students responded in the initial survey and 144 students responded to the final survey. Altogether, 89 students responded to all the questionnaires. Study 2 includes interviews with six teacher students. The data were analyzed by using mixed methods including qualitative content analyses and various quantitative analyses. The results suggested that students come with various goals and interests in this kind of course and these are related to their experiences of the teaching-learning environment in various ways. Results also revealed that teacher students seem not to set clear goals for their studying on the course level, but broader teacher education preferences were related to their experiences of the teaching-learning environment. Also, student interest in the course seemed to be quite persistent as the original interest is related to the level of interest at the end of the FC course. https://doi.org/10.26803/ijlter.18.13.6

Influence of multimedia and seating location in academic engagement and grade performance of students

AbstractMany universities around the world use multimedia resources in large classrooms. The purpose of this study is to determine if there is any significant influence on student academic performance due to the use of multimedia (environment and tools) and seating location. This study analyses student data on grade performance and seating location for an undergraduate course at a multimedia classroom over eight semesters. This study also analyses whether short multimedia materials attract student attention in class using a computer vision experimental setup. It has been found that there is similar performance and distraction rate of students who sit at a similar proximity to the multimedia screen. The findings of this study are valuable for academic institutions and educators to design multimedia lectures and classrooms to enhance student performance.

Attitudinal Learning in Large-Enrollment Classrooms: a Case Study

How to provide effective attitudinal learning in large-enrollment classrooms is a continuing question in higher education. This qualitative single case study investigated instructional design strategies and activities that could effectively be applied to attitude change in large-enrollment learning contexts. By evaluating an undergraduate sustainability course from multiple perspectives, this study focused on answering four research questions: 1) Did students perceive that their attitudes towards sustainability changed after taking the course? 2) From expert instructional designers’ perspectives, to what extent was the course design aligned with the first principles for attitudinal instruction? 3) From both the instructor and students’ perspectives, what instructional activities were most effective for attitude change? 4) From the instructor’s perspective, what were the key instructional design strategies for promoting effective attitudinal instruction? Results showed that despite the challenges a large course might present, this course successfully helped students change their attitudes towards sustainability. A variety of instructional strategies and activities were applied in this course, including active learning, instructional videos, collaborative projects, and teamwork. This case study set a successful example of incorporating active learning strategies and activities in large classroom contexts.

Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education: Results of an Exploratory Study.

Objectives: Problem-based learning (PBL) is a well-known student-centered instructional approach that is known to enhance problem-solving skills among the learners. Because teaching/learning methods in most of the Ayurveda colleges in India are still didactic and teacher centric, the effects of introducing PBL have not yet been evaluated. The primary objective of this study was to develop PBL modules for Kriya Sharira (Ayurveda Physiology) and their implementation in a hybrid format. In this method, PBL is used as an add-on component along with didactic lectures. The secondary objective of the study was to compare the learning outcomes achieved through hybrid problem-based learning (HPBL) with those achieved through conventional teaching. Design: This is a prospectively planned post-test-only, controlled interventional design with nonequivalent groups. However, the results have been analyzed in a retrospective manner. Subjects: Students enrolled in the first professional Bachelor of Ayurvedic Medicine and Surgery program during two consecutive academic sessions 2016-2017 and 2017-2018 at the Banaras Hindu University were included in the study. While the cohort from 2016 to 2017 session served as the control group, the one from 2017 to 2018 session served as the experimental group. Interventions: The instructional method commonly known as HPBL was introduced to the experimental group. Outcome measures: Five test papers containing mostly Multiple Choice Questions for five different topics were used as the tools for evaluating the learning outcomes in both the groups. Feedback forms regarding the experiences of undergoing HPBL were obtained from experimental group. Results: While the test results for three topics showed that the outcomes of HPBL were comparable with conventional teaching, the results on other two topics suggested that HPBL was slightly better. Feedback obtained showed that there is a considerable acceptance for HPBL over conventional method. Conclusions: The study shows that it is possible to implement HPBL method in a large classroom in the context of Ayurveda education. The findings also indicate that students find HPBL as an acceptable teaching method.

2552. Using a Digital Escape Room as a Framework for Deliberate Practice of ID Fundamentals

BackgroundDeliberate practice is defined as engagement in structured activities created specifically to improve performance in a domain. Deliberate practice is achieved when the following three conditions are met: (1) The student is motivated to practice and exert effort to improve performance, (2) The task takes into account the preexisting knowledge of the learner so the task can be correctly understood after a brief period of instruction, and (3) The learners are given immediate and informative feedback on performance. A digital escape room meets all the conditions for deliberate practice as well as creating a collaborative learning experience.MethodsEight puzzles and corresponding digital locks were created using Google Forms and implemented in an infectious diseases (ID) elective offered to third year pharmacy students. The content for escape room puzzles included clinical microbiology, antimicrobial spectrum and pharmacology. Facilitator and classroom logistical data were collected. Student satisfaction was assessed for through an online anonymous survey.Results20 small groups received a handout that contained learning objectives, rules, a Google Form link, escape room plot, 8 unique puzzles, and three hint tokens. 3 of 23 (13%) groups completed all 8 puzzles within 2 hours. Groups used 24 of 60 (40%) available hint tokens. The satisfaction survey was completed by 54 students, a 79% response rate. 93% of students indicated they were more engaged with thinking about the content than a typical classroom experience. 68% disagreed that the escape room framework made it difficult to focus on learning due to feeling stressed or overwhelmed. Constructive feedback themes were increasing clarity of puzzle directions and code nuances. Positive feedback themes were related to engagement, collaboration with peers, and variety of puzzles.ConclusionThe escape room framework provides an engaging opportunity for the deliberate practice of ID fundamentals, a task student often find to be tedious. Using digital instead of physical locks allows the escape room to be deployed in a large classroom setting with one or two facilitators. Since Google Forms provides immediate and informative feedback, the role of the facilitator is respond to hint tokens and remediate the material with students.Disclosures All authors: No reported disclosures.

2558. Pharmacy Students’ Perceptions and Confidence to Recommend Appropriate Empiric Antibiotic Therapy in Infective Endocarditis Following Mannequin-Based Simulation

BackgroundMannequin-based simulation (MBS) has been shown to increase healthcare student confidence. Limited data describes the use of MBS for infectious diseases (ID) education, particularly among pharmacy students. The objectives of this study were to assess the effect of MBS on pharmacy student confidence to recommend appropriate empiric antibiotic therapy for infective endocarditis (IE), and to evaluate students’ perceptions of MBS.MethodsThis single-center, cross-sectional, electronic, anonymous survey was conducted in a second professional year skills education course at a 4-year Doctor of Pharmacy program. Students were provided a pre-survey following IE education via didactic, large classroom instruction, which occurred 2 weeks prior to MBS. The pre-survey asked participants to assess their confidence to recommend appropriate empiric antibiotic therapy for IE on a Likert scale from strongly disagree (1) to strongly agree (5). Participants were provided a post-survey following MBS. The post-survey included the pre-survey questions, as well as questions regarding demographics, and perceptions of MBS. Participation was voluntary.ResultsThe survey was distributed to 58 students; 93% (54/58) and 90% (52/58) responded to the pre- and post-survey, respectively. Most were female (29/52, 56%) and 50% (26/52) had a Bachelor’s degree. Half were interested in an ID pharmacy experiential rotation (26/52, 50%), and most were interested in pursuing post-graduate residency training (30/52, 57%). The majority agreed or strongly agreed that MBS was an enjoyable learning experience (48/52, 92%) that improved their knowledge of IE (48/52, 93%). Additionally, most agreed or strongly agreed that MBS improved their learning compared with written case-based instruction (46/52, 89%). Students agreed or strongly agreed that MBS increased their confidence to recommend appropriate empiric antibiotics for IE (pre-survey: 70% vs. post-survey: 87%, P = 0.035).ConclusionMBS appeared to increase pharmacy student confidence in their ability to recommend appropriate empiric antibiotics for IE. Pharmacy students agreed that MBS was an enjoyable learning experience that improved their knowledge, and preferred MBS compared with written case-based instruction.Disclosures All authors: No reported disclosures.

A systematic approach to team creation and peer evaluation in a large classroom setting

IntroductionThere is limited data to support a particular method for optimal team creation in pharmacy education. We aimed to implement and evaluate a systematic approach to team creation and compare the impact on team dynamics to teams created via random selection. MethodsTwo concurrent courses were used to assess team creation methods. Student-specific variables were used for team creation in one course while another course utilized teams created via random allocation. Each course conducted similar peer evaluations to provide feedback and assess team dynamics. A matched pre- and post-course survey assessed changes in student perceptions of team creation and peer evaluation. Student-perceived team effectiveness and individual coursework performance were assessed. ResultsA total of 109 students were enrolled in each of the two courses, with 98% and 93% providing evaluation of team dynamics within the intervention and control methods, respectively. Students perceived better team effectiveness in intervention-created groups in relation to decreased task (p < 0.01), relationship (p < 0.01), and process conflict (p < 0.01), along with increased task attraction (p < 0.01). There was no significant difference in student performance on individual examinations team creation methods (p = 0.17). ConclusionsA systematic approach to team creation improved student-perceived team dynamics with no significant impact on coursework scores. A systematic approach to team creation via a web-based platform is feasible in a large classroom setting and may provide an avenue for assessment approaches related to teamwork and team dynamics.

Using an Interactive Framework to Assess a Cultural Simulation for Learning: Tag Team Patient Safety Simulation.

The purpose of this pilot study, a replication of a study that originated in Australia for large classroom sizes, was to assess the effect of a culturally sensitive simulation-based pedagogical strategy on student learning. This quasi-experimental approach, using a pretest-posttest design with a nonequivalent simulation (n = 43) and nonsimulation (n = 73) group, mimics an approach called Tag Team Patient Safety Simulation. A scenario was enacted focusing on the cultural needs of Nasifah, a 67-year-old woman requiring home-based palliative care. Challenging conversations were navigated by participants and observers through the engagement of antagonist and cue cards. The simulation-based strategy improved student understanding of working with culturally sensitive populations. This improvement had no greater learning effect than with the traditional based pedagogical strategy. However, student engagement may have been greater. The need to measure retention, the implications of the findings, the limitations of the study, and directions for future research are discussed. [J Nurs Educ. 2019;58(10):591-594.].

Class Size And Academic Performance Of Students In Selected Nursing And Midwifery Training Colleges In The Central Region, Ghana

Large class size is a big challenge in most public tertiary educational institutions in Ghana. This study investigated the impact of class size on the academic performance of students of selected Nursing and Midwifery Training Colleges in the Central Region of Ghana, and determined the extent to which large class size management techniques employed by tutors enhance academic performance of the students. The study employed the mixed methods research approach underpinned by the pragmatist paradigm. Specifically, the sequential explanatory mixed methods design was used for the study. For the quantitative phase of the study, stratified and simple random sampling techniques were employed to select 131 students, while census sampling frame was employed to involve all the 56 tutors. Also, 20 participants made up of 10 tutors (who were Heads of Departments) and 10 student leaders were purposively selected for the qualitative phase. Two related structured questionnaire (1 for the students and the other for the tutors) were used to gather data for the quantitative phase, while a semi-structured interview guide was employed for data collection at the qualitative phase. Descriptive statistics (mean, standard deviation) and inferential statistics (one-way between groups analysis of variance (ANOVA), and multiple regression) were used to analyze the data so as to answer the research questions at a significance level of p &lt;0.05. The one-way between groups ANOVA was used to determine the effect of class size on academic performance and large classroom management techniques. The data gathered through the semi-structured interview was also used to support the quantitative results when necessary. The study revealed that class size had an effect on the academic performance of the students where students in small class size recorded higher performance than their peers in large class sizes. The study, therefore, concluded that classroom size significantly influence academic performance of students at all levels. The relationship between classroom size and academic performance was found to be inversely related. Students in large classrooms performed poorly, while students in small classroom size performed better academically. To ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between tutors and students. Based on this finding, the study recommended that it is pertinent that the management of the colleges studied pay attention to the class sizes so as to ensure good academic performance.

Managing Large Heterogeneous Second Language Classrooms: Problems with Teaching and Eclectic Solutions

The increase in population and the demand to study for various purposes has immensely contributed to classroom population in India. The varied interest among learners, their social background, attitude, and abilities, are to be looked by teacher. Teacher cannot blindfold to these differences. Heterogeneous classrooms are inevitable in India, which stands for Unity in Diversity. The aim to address the mixed atmosphere where each student feels welcomed and accepted with his/her capabilities under one roof becomes a challenge to a teacher. Hence answering this phenomenon is essential. This paper is divided into three parts. The first part discusses, what is a large class and heterogeneous class in Indian conditions in relation to other developing and developed countries. In the second part, discusses about the elements of heterogeneity. The third part presents the methodology used for this study such as informal interviews, discussions among 44 teachers from five colleges who teach to a large heterogeneous class. The collected data was analysed, how teachers manage those problems in the large classes given to them. As a result, the researcher also has given solution to manage those problems with the Eclectic Approach.

Classroom Size and the Prevalence of Bullying and Victimization: Testing Three Explanations for the Negative Association.

Classroom size - i.e., the number of students in the class - is a feature of the classroom environment often found to be negatively related to bullying or victimization. This study examines three possible explanations for this negative association: (a) it is due to measurement effects and therefore only found for peer-reports (Hypothesis 1), (b) bullying perpetrators are more popular and have more friends in smaller classrooms (Hypothesis 2), (c) targets of bullying are more popular and have more friends in larger classrooms (Hypothesis 3). Multilevel regression analyses were conducted on a sample from Austria (1,451 students; Mage = 12.31; 77 classes) and a sample from the Netherlands (1,460 students; Mage = 11.06; 59 classes). Results showed that classroom size was negatively associated with peer-reported bullying and victimization in both samples, and with self-reported bullying and victimization in the Dutch sample only, suggesting partial support for Hypothesis 1. Students high in bullying were found to be more popular in smaller than in larger classrooms in the Austrian sample. The negative link between victimization and popularity was found to be stronger in smaller classrooms than in larger classrooms in the Dutch sample. However, classroom size was not found to moderate links between bullying or victimization and friendship in either sample. Hypotheses 2 and 3 were supported, but only for popularity and in a single sample. Further research is needed to better understand the higher prevalence of bullying found in smaller classrooms in many studies.

REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS

Promoting Moroccan educational system has been the subject of much debate recently. Most teachers’ concern is how to face some unprecedented classroom dilemmas such as large classroom size and the increasing diversity among learners. Teaching theories contend that learners come into the classroom context with different sets of prior knowledge and experiences expecting the teaching styles to be multilayered matching their own individual inclinations. One of the challenges for ELT is to cater for this variety and come up with one particular teaching method that can pour in different baskets and meets a wide range of needs. Accordingly, this paper aims to highlight the merits of Multiple Intelligences theory (MI) in meeting learners’ specific needs. Such an objective is achieved through the experiential learning cycle of Kolb and Fryer (1975) which situates the present study within the tenets of reflective practice research approach. The experience takes place in an ESP classroom, namely, in the High Institution of Tourism at the Faculty of Education in Rabat in Morocco with the participation of 64 learners. Two patterns of results are displayed; firstly, the teacher’s reflection on the teaching experience reveals that learners’ motivation and integration in classroom activities increase in comparison to the year before, and their proficiency in the English language improves as well. The second pattern of result is related to students’ reflection on their own learning experience; accordingly learners feel more autonomous and responsible and they believe that such a method touches their everyone’s need.

Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges and Myths

This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results from surveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm—under the cloak of the neoliberal university—produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.

An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes’ Context: Secondary School EFL Teachers in Focus

The purpose of this study was to investigate the challenges of teaching speaking skill in a large EFL classrooms. The study was conducted to find out the challenges EFL teachers face while teaching speaking skills in a large classrooms, analyze how the factors affect teaching speaking skill in large classes and see what strategies teachers employ to promote speaking skills in the context of large classrooms. Descriptive method was employed to establish the existence of phenomena by explicitly describing them. Six grade nine EFL teachers and 100 grade nine students were involved in the study. The data were collected by using three tools: questionnaires, classroom observation and interviews. Both quantitative and qualitative data analysis methods were employed to analyze the data. The study showed that there are a number of challenges that contribute not to practice teaching speaking skill in large English language classrooms. According to the findings, although English language teachers have positive attitude towards teaching speaking skill, there are a number of problems that challenge them to practice it. The major challenges were classroom atmospheres which are not convenient for pair and group works, the nature of chairs and desks which are not moveable, the students lack of adequate motivation and courage to speak, the failure of classroom teachers to be committed and use their effort in the teaching learning process, the wide coverage of the contents in the students text book, failures of teachers and students to use different strategies in order to make speaking classroom convenient and effective are some of them. Finally, it was recommended that all concerned bodies, including parents are the most responsible to overcome the challenges and create a conducive atmosphere to conduct speaking classes.

Improving Assessment Skills: Flipping the Large Classroom Using High-Fidelity Manikins.

Improving Assessment Skills: Flipping the Large Classroom Using High-Fidelity Manikins.

Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges and Myths

This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results fromsurveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm—under the cloak of the neoliberal university—produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.