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Education Research Initiative : Higher Education Articles


Recommended Reading from Education Research Initiative

Calls for Improving Undergraduate Education

Chickering, A.W. and Gamson, Z.F., 1987. Seven principles for good practice in undergraduate education. AAHE bulletin, 3, p.7.

Biesta, G. (2007). Why “what works” won’t work: Evidence‐based practice and the democratic deficit in educational research. Educational theory, 57(1), 1-22.

Handelsman, Jo, et al. "Scientific Teaching." Science, vol. 304, no. 5670, 2004, pp. 521-2. ProQuest, or Book Version

Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209.

Evidence that Active Learning Improves Outcomes

Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.

Eddy, S.L. and Hogan, K.A., 2014. Getting under the hood: how and for whom does increasing course structure work?. CBE—Life Sciences Education, 13(3), pp.453-468.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Hake, R.R. 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. Jour. Phys. 66 (1): 64-74

Knight J.K., Wood W.B. 2005. Teaching more by lecturing less. CBE Life Sci Educ. 4 (4):298-310

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Techniques of Active Learning

Allen D, Tanner K. 2005. Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. CBE Life Sci Educ. 4:262-268.


Caldwell, J.E. 2007. Clickers in the large classroom: current research and best-practice tips. CBE Life Sci Educ. 6 (1): 9-20.



Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. doi:10.1126/science.1201783.



Major, C.H., Harris, M.S., and Zakrajsek, T. (2016). Teaching for Learning: 101 intentionally designed educational activities to put students on the path to success. Routledge: New York.



Smith, M.K. et al. 2011. Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE Life Sci Educ. 10 (1): 55-63.

Importance of Diversity

Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300.

Hill, C., Corbett, C., & St Rose, A. (2010). Why So Few? Women in science, technology, engineering, and mathematics. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. (pdf book)


Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students' transition to college. The Review of Higher Education, 31(3), 257-285.


Woolley, A. W., Chabris, C. F., Pentland, A., Hashmi, N., & Malone, T. W. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science, 330 (6004), 686-688.

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