Abstract
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.