The trend towards massification in higher education has resulted inter alia in the proliferation of large classes. However, there is no consensus on what constitutes ‘large’ (Kerr, 2011). The purpose of this symposium is to move the emphasis away from the contested term ‘large’ class to focus instead on the nature of teaching, learning and assessment in this context regardless of what is perceived as ‘large’. The aim of the symposium is to identify pedagogical and assessment possibilities which are appropriate for large classes and which maximise student learning, engagement and participation in that context. As such this symposium responds to recent calls for a pedagogical rather than a numerical focus to the debate (Prosser & Trigwell, 2014).

The impetus for developing the symposium had its genesis in the experience of the two convenors who have taught large university classes for many years (see below for our details). The first two PHELC symposia were held in conjunction with the Higher Education Advances (HEAd) Conference, València in 2019 and again, virtually in 2020.  The support and encouragement of the HEAd Conference committee was instrumental in enabling us to develop PHELC as an event in its own right and the third PHELC symposium was held independently, online in June 2021. We remain indebted to our Spanish friends for their guidance and expertise.

The annual symposium is the main event on the PHELC calendar. However, in 2021, we branched out to develop other events. Our first seminar was held in December 2021 which allowed large class teachers from two universities to share experience and expertise in teaching large classes, 

As outlined above, a second seminar will be held for Dublin City University staff on 6th December 2025