• Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities, in Teaching in Higher Education, 15:2, 175-185.
    This article succinctly reviews some of the challenges of increasingly large class sizes, presents criteria for effective lectures and outlines some motivations and strategies for ‘active teaching’ in large classes.
  • Freeman, Scott, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111, no. 23 (2014): 8410-8415.
    This meta-analysis of 225 studies examining student success in STEM courses under traditional lecturing versus active learning conditions found that both active learning both increased examination scores and decreased failure rates, holding across all fields.
  • Mazur, Eric (1997). Peer instruction, a user’s manual
    Peer instruction is one of the most widely publicized and used methods of promoting student active learning in lecture-type settings. This user manual provides both a step-by-step approach to planning for peer instruction as well as a range of resource primarily of use for physics lecturers.

Ingrid Le Duc, EPFL (ingrid.leduc@epfl.ch)