Active Learning Resources

General

• Asher, M. W., Sana, F., Koedinger, K. R., & Carvalho, P. F. (2025). Practice with feedback versus lecture: Consequences for learning, efficiency, and motivation. Journal of Applied Research in Memory and Cognition, 14(3), 355–368. https://doi.org/10.1037/mac0000205
• Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive engagement to active learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
• Chi, M. T. H., Boucher, N. S., & Arizona State University. (2023). Applying the ICAP framework to improve classroom learning.
• Deslauriers, Louis, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin. (2019). “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom” Proceedings of the National Academy of Sciences, 116 (39): 19251-19257.
• Felder, R. & R. Brent. (2016). Teaching and Learning STEM: A Practical Guide, Ch. 6. San Francisco: Jossey-Bass. https://www.sciepub.com/reference/216189
• Freeman, Scott, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, M.P. Wenderoth (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111, 8410–8415.
  • Weiman, C. (2014). Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences. (overview of Freeman)
• Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics 66 (1), 64-74.
• Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298–310. https://doi.org/10.1187/05-06-0082
• Ssemugenyi, F. (2023). Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2187943]
• Wieman, C. (2007). Why not try a scientific approach to science education? https://web.mit.edu/jbelcher/www/TEALref/Wieman_Change_2007.pdf
• Wieman, C. (2017). Improving how universities teach science: lessons from the science education initiative. Harvard University Press

Impact on Achievement Gaps, Equity and Belonging

• Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., . . . Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
• Harris, R. B., Mack, M. R., Bryant, J., Theobald, E. J., & Freeman, S. (2020). Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone.” Science Advances, 6(24), eaaz5687. https://doi.org/10.1126/sciadv.aaz5687
• Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education, 13(3), 453–468. https://doi.org/10.1187/cbe.14-03-0050.
• Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. Science, 332(6034), 1213–1216. http://www.jstor.org/stable/27977991
• David J. Webb and Cassandra A. Paul (2023). Attributing equity gaps to course structure in introductory physics. Physical Review Physics Education Research 19(2), https://doi.org/10.1103/PhysRevPhysEducRes.19.020126
• K. D. Tanner,. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322–331. https://doi.org/10.1187/cbe.13-06-0115

Fidelity of Implementation

• Waugh, A. H., & Andrews, T. C. (2020). Diving into the details: Constructing a framework of random call components. CBE—Life Sciences Education, 19(2), ar14. https://doi.org/10.1187/cbe.19-07-0130
• Professors Have Been Urged to Adopt More-Effective Teaching Practices. Why Are Their Results So Mixed? (2023) The Chronicle of Higher Education.
• Erika G. Offerdahl, Melody McConnell, and Jeffrey Boyer (2018). Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning. CBE—Life Sciences Education, Vol. 17, No. 4. https://doi.org/10.1187/cbe.18-02-0029
• Marilyne Stains and Trisha Vickrey (2017). Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices. CBE—Life Sciences Education, 13 Oct. https://doi.org/10.1187/cbe.16-03-0113