Designing Active Learning in Large Lecture Classrooms with Melissa Moore

Dr. Melissa Moore has taught at Mississippi State University for 26 years. Today, her marketing courses enroll up to 450 students at a time. She is a Turner A. Wingo Endowed Professor, a department head, and a Grisham Master Level Teacher. And after all of that, nothing disappoints her more than leaving class feeling like she didn't connect.

That standard, and what she does to meet it, is at the heart of this conversation with host Dr. Shannon Harmon about designing active learning in large lecture classrooms. Melissa pulls back the curtain on what looks like effortless teaching but is actually deeply intentional: how she uses music, ownership, and real-world connection to pull students in, and what keeps her seeking out new approaches after more than two decades in the classroom.

A class of 450 doesn't have to feel anonymous. It doesn't have to feel disengaged. Dr. Moore has spent 26 years proving otherwise.

If you've ever wondered how to structure opportunities for real connection in a large classroom, this conversation is for you.

Transcript

Melissa Moore 0:00

There's absolutely nothing more disappointing than leaving my class of 450 students and feeling like I didn't connect, that they weren't engaged, that they're not motivated, that they don't see value. So to prevent that, right, we have to stay ahead and we've got to keep learning just like we're telling our students to do. I really want every classroom experience to be one where students said, I'm so glad I went to class.

Shannon Harmon 0:33

Welcome to Insightful Teaching, the podcast from the Center for Innovation and Teaching Excellence at Mississippi State University. I'm your host, Dr. Shannon Harman, and I'm so glad you're here. Whether you're listening on your drive to campus, between meetings, or maybe while sipping your coffee before class, welcome. Today we're tackling a topic that many faculty find challenging, especially in large enrollment courses. How to engage and motivate students when there are many of them in one room. And our guest today is someone who knows this work deeply, not just through her own scholarship, but through decades of teaching and leadership here at Mississippi State. I'm so honored to welcome Dr. Melissa Moore, who is the Turner A. Wingo Endowed Professor in Business and the Department Head of Marketing, Quantitative Analysis, and Supply Chain Logistics in the College of Business here at Mississippi State. She's been recognized as a John Grisham master teacher, and she brings insight into what motivates learners and how to structure learning experiences, even at scale, that spark engagement and connection. I had the honor and privilege to watch her teach last week. And so help me welcome Melissa to Insightful Teaching. Melissa, please tell us a little bit about yourself.

Melissa Moore 1:53

Certainly, and thank you so much. Before I get into a few details about myself, I just want to say it truly is such an honor to be here to share my experiences over the last 26 years at Mississippi State University. If there is a small nugget of knowledge that listeners gain from this talk, I see it as a win. And so much of that is coming from the excellence that's associated with the Center for Innovation and Teaching Excellence. I really appreciate all of the resources and guidance that Site has provided me throughout my time here at Mississippi State. And now being a part of this podcast series is really exciting. And I'm looking forward to our conversation over the next 45 minutes.

Shannon Harmon 2:36

Yeah, me too, Melissa. And you do give back in so many ways. So uh thank you for being here. Um, you've done a lot of teaching. So, what brought you to Mississippi State and in higher ed?

Melissa Moore 2:48

I grew up as an entrepreneur or in an entrepreneurial home. And so I always knew that I wanted to be a part of business. So I actually got my undergraduate degree at the University of North Carolina at Chapel Hill. And it was really my very first principles of marketing class that then helped me figure out what it is in business that I wanted to do, that marketing, that was that light bulb that went on. So I was really excited about pursuing that. I then decided that to excel in the field, having a master's degree would be truly beneficial. So I went off and I got my MBA at the University of South Florida. And while I was there, I really felt like I'll take this entrepreneurial spirit. I'm going to start my own company and eventually I'm going to be running a boardroom. And then at some point, another light bulb went on, and I stumbled across papers from the Journal of Marketing and the Journal of Marketing Research. And I started reading about theory and marketing. And that's when I figured it out that this was my true passion. That I not only wanted to just kind of practice business, but really understand the why behind the mechanisms of what happens in the marketplace. So I went off and pursued a PhD at the University of Connecticut. Upon graduation, you know, the opportunity opened up at Mississippi State. What a gift that was. You know, you hear about Mississippi State, but then you set foot on campus. Right. And once you do, there is no turning back. And so in uh 1999, when I set foot on this campus, um I knew that this was going to be my home and will continue to be my home for many more years.

Shannon Harmon 4:18

I love that. It does feel like home, especially for me coming back. Um, I graduated in 2000 and coming back and giving back to a place that made me. It is that feeling when you come back or when you step on campus, it's home, right? It feels like home. I think our environment does that really well. So we are so glad that you found that too in 1999 and that you're with us. You know, I think what you said is so important, Melissa, uh, about these light bulb moments that happen. A lot of people who um find themselves in the teaching profession, that's what caused them to go into teaching. I think you had that. And then our job as teachers is to have provide that light bulb moment for our students. So tell us a little bit about you teach classes with um large enrollment. Yes. How do you cause those light bulb moments in your class when you're teaching?

Melissa Moore 5:06

Well, on the very first lecture, I find that that's one of the most important days. It sets the stage and the expectations for the entire semester. So, in addition to doing the traditional talking about the syllabus, I also want to provide some insight into myself to the students. And I want them to know my experiences, um, what I bring to the table, my credibility and my background. And that I really hope that this class, for many, it might be required, but that this class is gonna be something that really is gonna help them in their academic journey and ultimately in their career, and that throughout the class, whether it's mine, other classes, that they find that light bulb moment too and how important that is. And you never know where it's gonna come from, whether it is a class lecture, whether it's going to a student group, um, whether it's just gonna be running into somebody on campus, that that kind of interaction and conversation can make the difference and change the trajectory. So I share that with them in hopes that they're gonna seek that out, whether it's in my class or somewhere else.

Shannon Harmon 6:06

Yeah. And I will say you do that. So again, I was so honored when you said, come watch me teach. I had the best time, Melissa. Like I loved it. You of everything from the music you played the first moment that they're coming in and scanning um their ID cards for attendance to the last minute when you end it with music, uh, to sort of uh give them a preview to what the next class will be about. Like it was just so systematic. And, but it looked flawless in action. That is really, really kind.

Melissa Moore 6:37

And I really, really appreciate that um that you noticed that and that it seems um just how things are. Yeah. But as you had mentioned, there is intentionality behind it. So the music that I play in the beginning is gonna relate to a topic that we're doing in class. And any music that's gonna be at the end is a preview of what we're gonna be doing next. They might not necessarily realize that, sure, but then I end up disclosing that. Yeah. I think it is so important in the classroom environment that the students are having fun, but it's productive. And we figure out how to have that balance of let's enjoy it, we're having a good time, but there's true purpose behind all of the activities that we're doing in that classroom environment to help you learn and retain the information. So then you can share it not only on the exam, but that it's gonna inspire you with your career choices. And you can apply it.

Shannon Harmon 7:29

Yeah, yeah. You did. You did it so amazingly. And I I found a couple of things that you did that looked flawless in the moment, but are intentional. And they're intentional instructional moves that many people may not realize or can learn from you. The music, as you said, it was white wedding to start that. And so, of course, I'm all into it. You know, that's uh that's that's my music, right? And so it was really nice. So tell us uh, you said that's sort of a preview. So you used white wedding. Um, and so then what did how did that link to the lecture?

Melissa Moore 8:01

So we actually had a topic where we were talking about marketing myopia. And in that particular lecture, we're saying it's so important not to fall into that trap. Um, if you fall into a trap where you're just so focused on the product, your company is not evolving. So I actually shared with the music industry kind of the evolution from albums to cassettes to eight-track to CDs, et cetera. And on each of those clips in the PowerPoint slide, you know, a different album was focused or shared. And so that's how we tied that in. I think I had um Casey in the Sunshine Band on the I think more connectable. Absolutely. Um, and of course, those are all like genres that I'm well aware of. Um, but I also do at the beginning of the semester, I have all students fill out a student profile sheet. So they're gonna know about me, but I need to know about them. How they know about me, I have the luxury of being able to tell them that. I don't have the luxury with 450 students to hear all of their voices, certainly not during the first lecture. So they, you know, they fill this out, you know, in Canvas, um, utilizing a system where whether they get questions right or wrong, because there is no right or wrong answer, all credit's gonna be given. Then I can go through those and I can see what are the brands that they like, uh, what music do they like? I also ask them to uh provide three adjectives that describe themselves. Oh, awesome. And so it just gives me more opportunity to incorporate whether it's music or whether it's the brands that they prefer when we're speaking about different companies.

Shannon Harmon 9:29

Yeah. And you did that too. So that was the other thing that I found was so powerful in your class. There were so many connections to real world, um, things that they could directly apply. Um, so you did. You brought in Patagonia, uh, the Warbly Parker with um the Texas quarterback Manning. Yes. Um, and it was funny because you said, Do you guys know this arch meaning guy? And some kids behind me said, He stinks. And you know, and they and but it resonated with them, you know, and and I thought that was so powerful, Melissa, that you're making those connections to keep them engaged.

Melissa Moore 10:02

Well, and I think it's really important that they have exposure to examples that they do know as well as ones that they don't, and that they can commit, you know, this connection with both of them. I also share in in, you know, in this beginning lecture that, you know, all of our classes are in alignment with the textbook and that all the objectives, you know, follow that same stream, which might make you think, well, then why am I going to class? Um, I don't want there to be any smoke and mirrors. Like there's a reason that we have this book and we're providing it as guidance, but then what I can bring, as you had mentioned, are these examples. Yes. And we can talk about what's happening today, or we can talk about what happened 20 years ago. Yes, how that may be recreated today with a different company or a different brand essentially doing the same thing, but it's been repositioned. And I think it really provides some energy in the classroom and they see the value in having these examples in addition to what they may or may not be, you know, reading in the textbook and it brings it to life. Absolutely, you bring it to life.

Shannon Harmon 11:04

You bring it to life, Melissa. We were in a huge room. There are 450 seats in that class. I would say there was less than 15 people absent. I got there early. I watched them come in. They all did what they were supposed to do. I constantly looked around and everyone was engaged in some manner. You did not have people opting out, you did not have people, you know, uh watching TV like they were taking notes, they were following along. And then you, I don't know how you did it. Uh, you went up and down those stairs and all around the room. You used proximity to keep them engaged. You know, you got right up in the aisles. I loved that.

Melissa Moore 11:42

Well, that is very kind. There's a reason why I didn't invite you at the end of the semester, right? Um, but in all seriousness, I mean, because it does taper off a bit. But there was a lot of responsibility as the faculty member to ensure there's engagement, to make it a reason for them to come to class beyond what you might want to say, well, they just should be. The reality is having other reasons besides simply gaining knowledge is helpful. Yes. So whatever I can do in the class to get them excited, to want to listen. I will say I do some things like at the previous class as a precursor where you know we might be deep in a topic and it's kind of building one step to the next, to the next, to the next, and you're ready to hear what the actual answer is. And then I'm like, oh, we're out of time. You're gonna have to come to the next class. And and I don't know, you know, whether it's really working or not. In my mind, it does, but I think it's like, oh, you know, you're gonna have to be here to find that out. And of course, that's where we're gonna pick up. So hopefully, all of these different things to help them want to learn. Many do just want to learn, but on the day that you might be questioning, it's like, well, you know, Dr. Moore, she may notice that I'm not there. Or, you know, Dr. Moore may have that, you know, that question on the test, and I need to be able to start. Because as I'm going through lecture, I'll let them know. I'm like, this is gonna be on the test. You want to know this. Um, I also give them a heads up of lots of students get this wrong. And I've told them that I want this class to be the one class that breaks the bell curve in terms of grade distribution. And it's a two-way street and we can do it together.

Shannon Harmon 13:19

And I hope it motivates them. I I think so. Again, I just watched it firsthand. Um, and I loved what you just said is so key that I learned early on in my teaching career the power of positive praise. You know, you did a lot of that throughout the class. You said, you guys know this. And they would, and like you would ask for them to call back something from memory or um engage their prior knowledge, and they would say that and you would say, Yes, you guys know this, you've got this. We learned this today, you've got this. This is going to be on the exam, but you guys have got it. You're gonna have an A. You know, you you've got this knowledge. You constantly were confirming that they know these things. And and I think people like that. We like to hear the good things, right? We like that positive praise.

Melissa Moore 13:59

And I do hope that really does work to confirm that they know it, or for the student that might be going, well, wait a minute, I don't know that. Maybe it's a wake up that, oh, I missed last class, or I kind of zoned out the last 10 minutes. So I I should be knowing it because I do see other people around that seem to be nodding and and thinking, oh, they know it. I do share with them too that like some of the principles that you learn in kindergarten and first grade have application now. I said, if we see it and read it and say it and repeat it and we do it more than once, because I'm sure there are times do we really have to chant the four P's product, place, price, promotion. I'm like, we do because you're gonna you're gonna be thankful that on test day. Yes, and I give them other kind of tips too, when I know we're gonna have something on the test that could be a bit difficult, like a two by two matrix that maybe when you're looking at it seems intuitive, but when you see a question on the test, you kind of forget it. I'm like, put this to memory, write it down as soon as you get that test paper. And then when you do get that question, you've got it there.

Shannon Harmon 15:04

Yeah, yeah. No, you use visuals. That's the other thing I thought really stood out in in your classroom. Um, you have a slide deck, obviously, but there's it's not word heavy, it's visuals. It is a concept map of the things they're learning or have learned and how they build on one another. I thought that was beautiful. You know, that was one of the first things I asked you after class. I said, Did you recreate that or did that come with your text? And you said, you did. You spend some time doing that.

Melissa Moore 15:29

Well, absolutely. I mean, there's um there's material that many textbooks will provide, and it's a great beginning, like a skeleton. And and you can find that that maybe that's going to be sufficient or fine. I don't really like to do things that are just sufficient or fine. How can we take it to the next level? And so I can begin with that skeleton and then adapt it. I find that in teaching, you really have to take ownership of what it is that you're doing. And the more that I adapt the materials to my style, the more comfort I have while teaching the material. And then I think the students really recognize that. Absolutely.

Shannon Harmon 16:06

And that's what then is what I then saw is this flawless moment. You took the time to do things behind the scenes to prepare for that class. You didn't just go in and read from the book or read from slides, because that is what you said earlier. Why would they say, why do I have to be at class if I could just learn this online? Right. Right. Instead, you're taking your content knowledge, which is obviously you are an expert. Um, you're taking your knowledge and you're not just regurgitating it to them in lecture. You're taking what you know, putting it together in a visual or in these real world applications or through music. And then you're putting that human touch to it in your lecture. And that's the thing that's just beautiful. That takes a lot of content knowledge, how to use the content knowledge you have with pedagogy and methodology of teaching.

Melissa Moore 16:55

Well, and let's be fair, as we've mentioned, I've been here since 99. So I've had a lot of time to really work on this. You know, I love to say when I stepped into the classroom, it was perfection. Um, you know, through um uh, you know, through the site here and all the resources that you all provide, um, engaging with other colleagues, sitting in other classrooms. You learn so many things, but that ownership is important. Right. Even, you know, if I see something that works really well for someone else, it doesn't necessarily mean it will work for me. I've got to figure out how to still take it and make it my own. Otherwise, it does come across as, I don't know, disingenuine or not well thought out.

Shannon Harmon 17:38

Um, and the students, I'll tell you, they can see right through that. Absolutely. Uh, I really appreciate what you just said because nationally, centers for teaching and learning um and working with faculty, um, you know, it's hard for faculty to be vulnerable and say, maybe I need some support in my teaching. I do have this content knowledge. What can I do? You know, you have done a lot of things. Obviously, you you also are a Grisham master level teacher, and we have a lot of those outstanding teachers who have done um programming um through uh our center and and maybe on their own adventures. Um, I think that's so key that we say, I don't have all these things, but what do I do about it? You know, and I think that's just that's so mature, right? Right. And I mean, we are all learners.

Melissa Moore 18:24

And and our students, you know, they they have exposure to new tools of how to help them learn um and and and gain answers to questions. And if we're not adapting to that, um it's problematic. So, you know, having resources to help you as a faculty member and as an instructor is so essential. And taking advantage of those opportunities and and having them also put in front of you. What I absolutely love about site is they send the information out and they let you know about all these seminars, and there's things there for you to do. It's just a matter of you taking advantage of grabbing it. So I don't even have to search much, right? It's it's there and available. And if there's something that I am seeking and I'm not finding, that there's a resource that I can go to that can help me with that material.

Shannon Harmon 19:15

Yeah, that's so great. That's who we want to be for faculty on this campus, is we want to be the place where you can say, hey, I need help with this. And and what can we do? And and maybe it's sometimes, you know, pairing you with a faculty member who's experienced and you've done this, open your classroom and watch people watch you teach, you know, that's so powerful. You said that you can learn from watching others. Um, and and that can be super powerful for new faculty who might be struggling um with how to uh balance their content knowledge and then the the good methodologies of teaching. Yes, I agree. Yeah, yeah. Um, I think the other thing that is so important is that lifelong learning. Um, you know, you could, Melissa, you could say, I'm a Grisha master level teacher. I am 26 years, I've got this. And you could opt out of doing any more training, but you haven't because the first time I met you was in our AI training. And so I love that. Why do you continue to seek, you know, more training or more PD for yourself?

Melissa Moore 20:12

There's absolutely nothing more disappointing than leaving my class of 450 students and feeling like I didn't connect, that they weren't engaged, that they're not motivated, that they don't see value. And when that happens, you're di deflated, right? And even if it's just one student, I mean, you you can read that. So to prevent that, right, we have to stay ahead and we've got to keep learning, just like we're telling our students to do. And so I see that as a motivator because I really want every classroom experience to be one where students said, I'm so glad I went to class. I'm so glad I learned that. Um, I'm so glad she told me that's gonna be a question on the test, whatever it might be, but that they are seeing value in the time that they're spending with me. And it needs to be that. Yes. That, you know, the the two and a half hours each week is a value to the student and that they're going to share their positive experiences with others about what they're gaining in the class, even if it's a hard, difficult class, that they're seeing the value and the reason behind gaining that knowledge to be successful in their lifelong journey as a learner, uh, building a career and moving forward.

Shannon Harmon 21:34

Right. And I think being transparent with them too, you know, um, I'm still being this lifelong learner and so inspiring them that, you know, they're not just the learner in the room, they're this community of learners. You did this uh thing when I watched you teach, I'm sure it's regular, of an expert panel person. Yeah. Uh so you gave out these tickets uh to two students um and you made them your expert panel. Uh so can you talk a little bit about why you do things like that? Uh what does that Then what's the result of those kinds of moves in your teaching?

Melissa Moore 22:04

Absolutely. I think taking ownership of one's knowledge, education, and learning is important, not just for myself, as we've been talking about, but for the students. And so to kind of start off with that ownership, before I get into the expert panel, if if there's like a topic, I my classroom is divided into like four sections. And so we have a topic where there's five core concepts. And so I have each section take ownership of the concept. And I tell them with ownership, we often really take care of things. And once you own it, you want to do everything to protect it and know it. And so if they take ownership of core concept number one or core concept number two, when it comes to test time, for sure they're going to get it right. So we begin slowly with this ownership idea and it goes around the room and each section again owns a concept. So I get to know those sections, but I want to get down to knowing an individual. And that's difficult certainly to do with 450 students. So a small way that I can go about doing that is with the expert panel. So as we continue to talk about topics where it's not going to be assigned by section, I then find volunteers and I'll ask students, you know, this is a really cool concept. Um, customer relationship management, CRM. It's one of my absolute favorites. It's in the literature. Everybody in business is talking about it. It's something that you're gonna want to own and it's something that you're gonna want to get right on the test. Who wants to be part of the expert panel and be omni-knowledgeable in this? And lo and behold, you find some students that are gonna raise their hand. And so then I give them that little sheet so they can fill it out. I can get their name. And so, you know, as class progresses, I start getting a list of students. You have to remember with 450, it's very easy for students to feel like they can be anonymous. Right. And to feel like they don't need to participate because somebody else will. And that if I can provide opportunities to break that down, that I will get students that are going to participate and be known. And names can be called in class. I I must admit, it would be easier if everybody in the classroom had the same exact name. They don't. That would really be spectacular. Um, but we build this sense of community and it's also though on their terms so that the students that truly do want to engage or the ones that want to sit back, because we're all at different spaces or places, and somebody might be ready to jump out and be a part of it, and others aren't. And and I want to respect that and give an opportunity for people to enjoy that classroom environment productively for them.

Shannon Harmon 24:24

I think uh watching it happen, the way that those two students sort of lit up when you made them these expert panel people and you gave them the ticket, you walked to them again in this huge room with 450 people and you said their name in front of everyone. And you know, everyone hears it. You're wearing a mic, you know, and they have to, you say, you know, I want you to fill out this ticket. I want you to give it to me at the end of class. And and that was so cool. That was a moment where I saw this, they lit up, but I saw other students in that classroom who want that same light up feeling, that same aha moment. And that is uh motivation for them to do that, right?

Melissa Moore 25:06

But it was really exciting because, you know, nobody knows this is coming. Right. So the first time I did it, you know, people are like, What? I'm not sure what I'm signing up for. And, you know, unfortunately, I, you know, I got two people to do it. My next class after, when I did it again, there were several hands that went up. Um, and and they also are like, I don't know what I'm getting myself into. And so there's a little bit of mystery behind that. And I think students kind of kind of like that. Like, really, what is this? And it really just boils down to getting engaged, participating, um, being able to claim that you're an expert, maybe motivating them to think more about that topic that they wouldn't have otherwise. And um, and usually I must also say a little trick behind it too, it's usually associated with terms that end up being acronyms, and students then begin to figure that clue out. So the next time they see an acronym, they're like, whoa, I wonder if this is going to be one of the expert panel tickets. And um, and and so it gives them, I don't know, uh, an opportunity to be waiting and engaging to get that hand up. I also will find if I have students that come up after class and they might be asking me questions and we're, you know, having a discussion, because this just happened too. And I said, you know, at the next class, you might want to be one of those people that raises your hand for the exped panel and they're like shaking their head and and and so it provides some fun in a productive manner. And again, I want to harp on that. We can have fun, but it has to be productive. If we don't have both, it's it's not gonna be of value for the environment and what we're trying to accomplish in an hour and 15 minutes.

Shannon Harmon 26:37

Yeah, and it's really taking that passive learning experience into something that's active learning, right? Ownership and actively engaged in. So now you have these expert people who are, again, as you said, it increased their motivation to raise their hand and be an expert, right? So they're actively, they're opting in to what you're offering them. And it could really easily, Melissa, um, be something like, you know, who knows the answer? You don't know the answer, no one knows the answer. And that's not how you did it. And that's what's so amazing about it. Because I think I've done that before. And it's painful. Haven't we all let's be honest? We all have. I've been teaching for, you know, 25 years too, and teaching people how to teach. And I started that same way. It's about what we do to fix it or to enjoy because then you did.

Melissa Moore 27:24

You felt deflated. Sure. And then it it brings me back to what I was saying earlier. I'm leaving class feeling like they weren't motivated, they weren't engaged. And I unfortunately teed it up. Um, and and so you do have to, if you if you feel like you're going down that kind of path, how can you change the direction and the trajectory? I find you've got to be flexible in your class. Absolutely. That if it seems like you're going in the wrong direction, that you could stop an activity, then all of a sudden spontaneously is created. Whether the students realize it's spontaneous or not, you you've got to know, I guess, as the instructor, whether that's gonna be relevant. Because it could be spontaneous for you, but they're unaware of it. But you present it and it changes the environment, the energy in the classroom. I often can find too, some days I walk in, you can feel the energy is just different. You're not sure what's going on. And so I might need to be rethinking very quickly on the spot how how I'm gonna tee it up early on.

Shannon Harmon 28:27

Yeah. No, I think that's actually exactly what I was gonna ask is you know, do you ever walk into that room of 450 and feel like they are kind of just opting out or not there? You you hinted at it earlier about like later on in the semester. So, what do you do in those times?

Melissa Moore 28:44

There is a model that we talk about in consumer behavior. It's essentially a stimulus response model. And what happens in the middle is the BBB, it's the buyer's black box. And so, depending on the stimuli, what's happening in the environment, how it enters the BBB, the student's mind, how they're gonna make decisions, different responses occur. And so I often think about the stimulus response model. So if I know, let's say, for example, a lot of students are thinking, hey, I'm not gonna go to class on Thursday, I do do bonus points. If I let them know there's gonna be a bonus point stimulus, what do you think the response is? If they think they need bonus points early on in the semester, those are very motivating. They're gonna be there. So I have to be thinking about this stimulus response and how students are gonna process their decision making. And it certainly can be a challenge. And you've got to constantly be thinking about what are different stimuli that can get the students excited, whether it's a bonus point opportunity, whether it's gonna be, hey, we're gonna be unveiling a unique question that's gonna be on the test, you're gonna wanna be here, you're gonna wanna take ownership because if you don't, you're gonna struggle with it. Another challenge maybe is like, you know, students wanting to get up and leave early. Yeah, but you did that. I saw. And again, with that sense of I'm anonymous, they're not. Right. But they might think they are, and they want to leave a minute before or two before class is over. You know, I I guarantee them every single class, a question on the exam is coming in that last minute.

Shannon Harmon 30:06

Right.

Melissa Moore 30:07

That keeps them in their seat, it keeps them quiet. And I guarantee and I promise that we're gonna get out exactly at that time. I'm not gonna keep them later. And and those kinds of things seem to work too. So absolutely. Yeah.

Shannon Harmon 30:19

I love that uh response. And you know, one thing I I found too is when I walk into a room and maybe it feels different. Um, I I would stand at my door and so I would just see and feel it from students as they would come in. Now I had smaller classes. Um, and so stand at my door and and sometimes I would just get an energy from them. And so I would often just address it. Hey, we had an ice storm, you know, are you without power? Do you have friends that are without power and electricity? Like I would maybe just address it and then say, you know, something about it and then and then kind of lead into um the class for the day. Because sometimes what you're saying is students like to be seen, right? Like all we all want to be seen. And sometimes if we just say it and we talk about the elephant in the room and then move on, it's not like we're in denial and we think that what we're teaching them is so much more important than anything else, right?

Melissa Moore 31:07

Right. Right. Right. That right. We're we're all human, we all have different challenges. And yay, we're all here in class and we're gonna be moving forward and and and still, you know, pursuing our education. So there's a lot of different things.

Shannon Harmon 31:21

We recognize there's things going on, we recognize life's going on, but I'm so thankful you all are here. Yes, you know, absolutely, and I think that's what I you know, while you did not like that whole thing, you didn't say, Thank y'all for being here, but your actions were letting them know you were glad they were there. And they feel that, right?

Melissa Moore 31:36

Well, and we did begin class. Uh, and of course, this was when, you know, drop ad was still going on. You did with that welcome. Yeah, you know, and making sure anybody that was new to the class, and even on my last class, which was after I think the ad date, but just in case somebody, you know, added at five o'clock on Thursday, you know, here's now Tuesday. It might not have been at that Thursday class that that they are welcome and and and to come and get it.

Shannon Harmon 32:00

You did that. And I I'm glad you reminded me of that. I thought it was so genius that you also said, you know, if this is your first time here, glad you're here. And you had printouts of the syllabus out for them. You said, here they are. Yes. And that was really cool. Um, students came up to you at the end of class. Uh, you had a like a line. Um, and so how do you handle that? Um bombardment, you know, what are they, are they asking things about the lecture? Are they asking for more supports? Like what's how how do you navigate all of that?

Melissa Moore 32:27

Yeah, it's really exciting to have students come up after class. And fortunately, right now um I'm teaching at that 3:30 to 445. And so I have a little more freedom at the end without another class coming on in. But they are. They're they're asking for clarification on, you know, on a slide. Uh, they're asking for, you know, or sharing um, hey, you know, I worked for such and such company, or my mom, like she's doing this. And um, so they want to share knowledge that they have. Awesome. Um I mean, there's just, you know, all different kinds of things that they're that they're wanting to discuss. And and I love that. And we've been able to manage it uh fine time-wise, fortunately, because of I think that freedom that I have afterwards. But yeah, I don't think I got out of the classroom until well after five o'clock.

Shannon Harmon 33:11

I mean, you had well, and of course I was hanging around and we talked, but you were still talking uh with a student, uh, you know, like as you were coming up and packing your things up and the other person was coming up to do their class. I mean, I just think that says a lot, though, about again, the human part of teaching. Yes. Right. So they could get clarity about a slide or something, probably in their textbook, but they want it from you. They also could probably tell someone about these experiences, but they want to tell you, Melissa. That says a lot about the way you've built relational teaching in your classroom.

Melissa Moore 33:43

Well, thank you. And it's definitely a bit of a challenge, right? With 450 students, but you can do it and you can make it fun and productive for yourself and for your students. And that's what I try to do each and every interaction with the students in and out of the classroom.

Shannon Harmon 34:00

You absolutely can do it. You did it. Like you said, it may not have been in the way you first started teaching 26 years ago, but it is where you are now, and you're continuing to work on it. And that's amazing. And that's a testament to you. So thank you. And thank you from our students. I know that they appreciate that. Um, as we wrap up this podcast, one of the things that I always like to ask guests is if you could give one piece of advice to a faculty member walking into their large lecture classroom tomorrow, and it doesn't have to just be one. Um, what would you tell them, Melissa?

Melissa Moore 34:35

Well, I think I've said it, but make it fun and productive. Make sure you're satisfying the students' needs for learning. Make sure you're aware of the challenges that students are facing and be adaptable and enjoy the experience of interacting with students and remembering that you are a key individual for helping that light bulb moment for them. Again, whether it's in your class or somewhere else, and that the words that you're sharing can inspire them in all different directions. I'm just as thrilled if somebody is like, yes, I want to be a marketer as I am for a student that says, This isn't my field, and I'm gonna be pursuing something else. And that's important, and um that's what I would say.

Shannon Harmon 35:27

I have chills. That was good. That's so good. Yeah, it's that real, that humanization of it. And I think that's so powerful. Thank you so much, Melissa. These insights really make large lecture instruction feel more intentional rather than just intimidating. And that is really the value you've brought to today's podcast. I want to leave our listeners with one takeaway reflection. Engagement doesn't require shrinking your class, it requires structuring opportunities for students to connect with the content, connect with each other, and to connect with a purpose. If you try just one thing this week, whether it's something like an expert panel or a quick poll or even a short moment where students can reflect and share, you're moving towards learning that sticks with students regardless of the class size. Thank you for joining us for Insightful Teaching. If today's episode resonated with you, please share it with a colleague. Until next time, keep teaching with insightful purpose, keep innovating with an insightful heart, and keep being the reason someone believes they belong here.