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While excellent reviews of educational methods are available (e.g. Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Pashler et al., 2007; Rohrer & Pashler, 2010; Weinstein, McDermott, & Roediger, 2010), the contribution of the present paper is to distinguish between actions that can be taken by individual students or instructors (e.g. using flashcards) from those that require institutional action (e.g. reducing class size). In addition, we include both learning and completion effects where available. Our review of the literature found that small class sizes, repeated testing, and the use of full-time faculty are associated with improved outcomes.
INTRODUCTION
In response to public criticism of the quality of college education (e.g.Arum & Roksa, 2011; Bennett & Wilezol, 2013), the Association to Advance Collegiate Schools of Business - International (AACSB) and other accreditors have increased their emphasis on assessing student outcomes (Lynn Johnson, 2012; Koppel & Hollister, 2009; Kuh, Jankowski, Ikenberry, & Kinzie, 2014; Maki, 2012). Universities are expected to define what we are trying to teach, measure how well our students are learning these things, and "close the loop" by going back and adjusting curriculum to address any weaknesses. Presumably, measurable improvements in learning and student success will follow, completing a cycle in the continuous improvement model.
However, intuitively appealing educational interventions can be ineffective (Pashler, McDaniel, Rohrer, & Bjork, 2008) or even counterproductive (Forsyth, Lawrence, Burnette, & Baumeister, 2007), and if we are to make strides toward continuous improvement, we must first take care to consider the evidence in order to decide which measures are likely to bring about positive change.
Purpose-Do No Harm
Before committing resources to an intervention, it seems appropriate to examine the evidence in favor of that intervention. We borrow our working definition of evidence-based education from the literature on evidence-based management: The systematic use of the best available evidence to improve practice" (Reay, Berta, & Kohn, 2009, p. 5). "It seems reasonable to expect that those preparing students for society and the world of work would themselves take an evidence-based approach to their teaching." (Klimoski & Amos, 2012, p. 686). An ill-considered decision can cause real harm, either by wasting resources on an unproven and ineffective method, or worse, by reducing student learning or likelihood of completion.
Finding evidence...