A new paper, led by Cissy Ballen (former active learning post-doc and now Assistant Professor at Auburn), just published in Bioscience! Data from a large number of classes across multiple institutions show that large classes reduce equity in classroom participation, especially by women. Active learning can make up some of that classroom deficit by making big classrooms feel smaller.
How can instructors promote equitable participation in science classrooms? Smaller classes and diverse teaching strategies play big roles.
Cornell Chronicle wrote an article about our paper.