Elevating Engagement and Accountability in Large-Enrollment Linguistics
1,500+
Introductory Linguistics students taught per term
97%
Percentage of students who read their Top Hat textbook
The Challenge
Overcoming barriers in a massive course
Teaching an introductory linguistics course to 1,500 students posed significant challenges for Dr. Safieh Moghaddam, an Associate Professor of Linguistics in the Department of Language Studies at the University of Toronto Scarborough. Like many of her colleagues, she struggled with inconsistent completion of assigned readings. She quickly realized that hundreds of students had not reviewed the required weekly readings in the 400-500 page physical textbook she assigned. Equally concerning, students who did read the text noticed a disconnect between the chapters and what was taught throughout the term. “Students would often read the chapter and ask, ‘How come you didn’t cover this in lecture?’” Moghaddam explains. Beyond issues with student preparedness, she was frequently inundated with emails seeking clarification on which sections of the $160 textbook students should complete.
Furthermore, in such a large lecture hall, she faced limited in-class participation. Many students, especially those whose first language wasn’t English or who were simply shy, were reluctant to speak for fear of being judged. Moghaddam initially relied on clickers to create a level playing field and encourage participation in a large lecture hall. Unfortunately, this method of student reflection had limitations. “My TAs and I still struggled to get students to engage with the material in class. Plus, many students didn’t feel that purchasing a clicker was a worthy investment towards their learning,” Moghaddam says. This sense of disconnect and overly passive learning ultimately prompted Moghaddam to explore Top Hat.
School background
The University of Toronto Scarborough (UTSC) is a public research university located in Toronto, Ontario, Canada. UTSC has approximately 14,000 students enrolled as of fall 2024. The campus offers undergraduate and graduate degrees across more than 250 programs in diverse disciplines, including the Faculty of Arts & Science, the Department of Management, and the Centre for Critical Development Studies. Established in 1964, UTSC is part of the University of Toronto tri-campus system. It is known for its co-op education, vibrant research community, and scenic campus setting on the Highland Creek Valley.
About the professor
Dr. Safieh Moghaddam (PhD, University of Toronto) is an Associate Professor (Teaching Stream) of Linguistics in the Department of Language Studies at the University of Toronto Scarborough (UTSC), where she teaches undergraduate linguistics courses, from large-enrolment first and second year classes to medium to small-sized C and D level courses. Her research focuses on sociolinguistics, including the interaction of language, culture, gender, and race or ethnicity, as well as linguistic typology and universals, with particular attention to documenting minority and endangered languages and to describing the syntax and morphology of endangered and less-studied languages. In the classroom, her teaching is grounded in active learning, inclusive pedagogy, and scaffolded skill building, with a strong emphasis on course design for hybrid and fully online formats. She has created and redesigned undergraduate courses at all levels, aligning assessments with clear learning outcomes and developing learner-centred syllabi and activities. Across her courses, she prioritizes consistent, actionable feedback and strong relationships with students to support engagement, equity, and student success.
Safieh Moghaddam Associate Professor (Teaching Stream) of Linguistics in the Department of Language Studies at the University of Toronto Scarborough (UTSC)
The Solution
A structured, tailored and interactive learning experience
When Moghaddam discovered Top Hat, she sought more than just a digital textbook or clicker replacement. She wanted a platform that could bring routine, accountability and inclusivity into her teaching. Working with Top Hat’s Custom Publishing team, she designed a tailored interactive textbook with topics closely aligned with her lecture notes. For example, her chapter on “Language and the Brain: Brain Structures and Investigative Methods” illustrates this approach: students progress through scaffolded sections, from brain anatomy to split-brain studies to speech disorders, answering embedded multiple-choice questions, completing labelling tasks, matching activities, true or false questions, short-answer activities and reflection exercises along the way. “In the old textbook, the questions were all at the end of the chapter. With Top Hat, students read a paragraph and then immediately answer a related question. They are tested as they go, not later, and that keeps them engaged,” Moghaddam says. This change reduced student confusion and saved considerable time by removing unnecessary material and clearly highlighting what students need to focus on.
She also used Top Hat to build a transparent and predictable weekly structure. Each week, chapters are posted on Sunday, lectures take place on Monday with homework opening immediately after. Finally, Top Hat assignments are due on Friday. This consistent routine encourages students to stay on top of their weekly readings and practice.
Finally, the option for shy students to write their answers and participate in discussion questions on Top Hat fosters an inclusive and supportive environment where they do not feel judged for their language skills. “In a class of 1,500, many students will not raise their hands. But on Top Hat, they write thoughtful responses. It gives my quieter students a voice,” Moghaddam says.
The Results
Increased engagement, confidence, and tangible improvements
Since adopting Top Hat, Moghaddam has observed significant, measurable improvements in student engagement, course structure and learning outcomes. Participation in course activities has increased dramatically. The participation rate is now consistently high, with 97 percent of students completing their Top Hat chapters. “In the past, students got two out of ten for participation. Now, most get eight or nine. Almost everyone completes the chapters each week,” Moghaddam says. Students praised the embedded activity structure, noting that the instant checks and application-style questions were “super helpful.” As a result of this sustained participation and engagement, final grades have risen to an average of 70 percent.
In her end-of-term surveys, Moghaddam has also observed that many students respond positively to Top Hat practice opportunities and inclusive question formats. “The anonymous answering was a big deal for me. I am usually quiet in large classes, but Top Hat made me feel like I was still actively participating. The no-risk practice helped build my confidence,” shares one student. Students also appreciated the interactive content and real-time feedback on their progress. “[Top Hat’s] immediate feedback was something that I liked. It not only made it easier for me to understand the concepts introduced in the lecture better but also helped me to stay focused,” reflects another student.
“In the past, students got two out of ten for participation. Now, most get eight or nine. Almost everyone completes the chapters each week.”
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