This article in the Journal of Geoscience Education provides information about a study that was conducted at the University of Massachusetts. A 600-student oceanography class was transformed by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Assessments were redesigned as "two-stage" exams with a significant collaborative component. Results of the student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved.
