Just wanted to share our early parent impressions of CWRU because I’ve been genuinely struck by how intentional the academic experience seems to be. Yes—some intro classes are big. But everything we’re seeing suggests they’re designed from day one to support interaction, teamwork, and actual learning rather than passive note-taking.
A few examples from my student’s first semester:
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Science class – built-in study groups (week 1!)
One of their science courses immediately assigned students to groups of four, with the clear expectation that they’d support each other all semester. Not just “find a partner if you want”—actual structured groups, with defined collaboration built into the coursework. As a parent, that feels huge for easing the transition and creating a small community inside a large class. -
Intro engineering – rotating groups + experiential work
The intro engineering course has been another great surprise. Students worked in new groups every week or two, so they had to collaborate with a wide range of peers. They’ve completed projects in the Think[box] (which is exactly as impressive as everyone says), and even had an assignment to interview a senior engineering major. I love that this class forces them to see themselves as part of an engineering ecosystem—not just freshmen taking prerequisites. -
Math class – chalkboards and… a math gala?!?
Their math professor teaches with real chalk on a huge set of nine chalkboards that raise and lower while he teaches. And for reading day, the department organized a Math Gala with food in the building atrium and a dozen TAs stationed across classrooms, each ready to coach students on a specific problem set.
Overall, I’ve been really impressed. My student feels like they’re not just attending lectures—they’re part of a structured, engaging academic community that wants them to succeed. For anyone wondering whether CWRU supports students in large classes: based on what we’ve seen so far… absolutely yes.