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Book Reviews

Strategies for teaching large classes effectively in higher education

by Jonathan Golding, Catherine Rawn and Kathi Kern, San Diego, CA, Cognella, 2019, 268 pp., $54.95 (paperback), ISBN 978-1516519637

References

  • Ballen, C. J., Wieman, C., Salehi, S., Searle, J., & Zamudio, K. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE-Life Sciences Education, 16(4).
  • Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., Bonham, S. W., Dancy, M. H., & Risley, J. S. (2007). Student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. In E. Redish & P. Cooney (Eds.), Research-based reform of university physics (pp. 1–42). American Association of Physics Teachers.
  • Joordens, S. (2019). Werewolves of learning: Transforming a content-based course into a dynamic, fully online beast. In J. Golding, C. Rawn, & K. Kern (Eds.), Strategies for teaching large classes effectively in higher education (pp. 121–138). Cognella, Inc.
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

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