<p>Re: Teaching at large research universities vs. LACs.</p>
<p>I have a lot of experience from many years of my own education, my children’s education, and my work in college environments from large research universities to small liberal arts colleges. I have seen the same thing over and over:</p>
<p>First, while there are some large classes (including some very large classes) at large universities, most upper level classes and many introductory courses are NOT large classes. Students taking a lot of Chemistry/Sociology/Psychology/Biology 101 will be in a number of large classes. Students going in with tons of AP credit may never be in a large class.</p>
<p>Second, TAs are usually concentrated in the following: science labs, recitation sessions for professor-taught large classes, and levels 1-4 language classes. Those TAs vary in ability from the “I can’t understand anything he says” (some of the foreign-born math and science) ones to the “She is going to be one of the best professors in her field” ones. (Note: Where do you think all those LAC professors got their start? Why, they worked as TAs at large research universities. 
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<p>Third, good and not-so-good teachers are at both types of schools. There are stellar professors at large universities, just as there are duds at LACs – and, of course, vice versa. I had a number of professors who were well-known both for their publishing output and for their outstanding teaching ability. They poured their enthusiasm for what they researched into their classes.</p>
<p>So, what’s the difference? It’s the student. What does the student want to experience? What kind of person is he/she? What does he/she want to put into college? A student who is very independent, energized by personal challenge, highly self-motivated, and looking to make connections for graduate school might thrive at a large university and feel restless and too limited at an LAC. A student who is looking for close, nurturing relationships with faculty, would like to be in a place that “feels like family,” and who needs a little to a lot more personal encouragement might thrive at a small LAC and feel overwhelmed and lost at a large university. It’s not just an introvert/extrovert distinction. Some introverts do well at large universities; some extroverts prefer smaller environments.</p>
<p>My daughter has as much professor time as she wants at a large research university. In the two larger classes that she has taken, she has stayed after class to ask questions and has gone to office hours. Most professors encourage students to drop by and are delighted to get to know them, but the students have to take the initiative at a large university. Some don’t and get lost in the crowd. My daughter, however, is now close to a number of professors in her department and is making important contacts for graduate school. She thrives at her university in a way that she probably wouldn’t at a small LAC. That high-energy, big-school environment motivates her. She is studying under professors who are at the top of their fields (i.e. they actually did “write the book” on a certain topic), and they have been good teachers as well as researchers.</p>
<p>I have another child who is not well-suited for that kind of environment. The better fit will be a school that emphasizes “You can’t get lost here”/“We’re like a family”/“Faculty members invite their classes over for meals”/etc. A small, nurturing school in a very close community would be ideal.</p>
<p>Neither environment is objectively better than the other. One may be far better, however, for a given student.</p>