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|Item Type||Title||Subject||Author(s)||Issue Date||Access|
|Paper||The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class||life sciences; teaching methods; large class||William Wood; Kimberly Tanner||2012||Open|
|Paper||Teaching methods comparison in a large calculus class||large class; teaching methods||Warren Code; Costanza Piccolo; David Kohler; Mark MacLean||2014||Publisher|
|Paper||Improved learning in a large-enrollment physics class||general; large class; learning gains||Louis Deslauriers; Ellen Schelew; Carl Wieman||2011||Publisher|
|Paper||A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course||life sciences; learning goals; assessment; Bloom's Taxonomy; large class||Angie O'Neill; Gulnur Birol; Carol Pollock||2010||Open|
|Paper||Expanding the Use of Classroom Response Systems (CRS): CRS Integration with In-Class Group Activities in Large Classrooms||earth and ocean sciences; large class; in-class activities; clickers||Leilani Arthurs||2008||Publisher|
|Poster||Student Behavior, Attitudes, and Learning Using in-Class Questions with "Clickers" vs. a Show of Hands in a Large Introductory Geology Course||earth and ocean sciences; attitudes, beliefs, perceptions; clickers; large class||Andrea Bair; Jennifer Stempien; David Budd||2007||Open|
|Poster||Quantifying student behavioral engagement based on teaching practices in a large class||earth and ocean sciences; student engagement; teaching methods; classroom practices; large class||Erin Lane; Sara Harris||2009||Open|
|Poster||Engaging non-science students in large classes||earth and ocean sciences; non-majors; student engagement; large class||Sara Harris||2008||Open|
|Paper||A "flipped" approach to large-scale first-year labs||physics and astronomy; large class; laboratory||Georg Rieger; Michael Sitwell; James Carolan; Ido Roll||2014||Publisher|