This document presents instructional strategies for college faculty on how to stimulate active learning with groups of more than 50 students. Contents include: (1) "How Do College Students Best Learn Science: An Assessment of Popular Teaching Styles and Their Effectiveness" (William H. Leonard); (2) "Are We Cultivating 'Couch Potatoes' in Our College Science Lectures?" (Thomas R. Lord); (3) "Getting There from Here: Making the Transition from Traditional Teaching Practices to Those That Are Student Centered" (M. W. Caprio and Lynda B. Micikas); (4) "Constructing Knowledge in the Lecture Hall" (Daniel J. Klionsky); (5) "Active Learning in the Lecture Hall" (Elaine J. Anderson); (6) "The Lecture Facilitator: Sorcerer's Apprentice" (Donald P. French and Connie P. Russell; (7)"Facilitating the Reading/Discussion Connection in the Interactive Classroom" (Beverly C. Pestel); (8) "A Peer-Reviewed Research Assignment for Large Classes" (LaRhee Henderson and Charisse Buising); (9) "An Interactive Lecture Notebook: Twelve Ways To Improve Students' Grades" (John E. Stencel); (10) "Using E-mail To Improve Communication in the Introductory Science Classroom" (Kathryn Hedges and Barbara Mania-Farnell); (11) "Using Internet Class Notes and PowerPoint in the Physical Geology Lecture" (Erwin J. Mantei); (12) "Creating Direct Channels of Communication: Fostering Interaction with E-Mail and In-Class Notes" (Gili Marbach-Ad and Phillip G. Sokolove); (13) "Using Action Research To Bring the Large Class Down to Size" (Jeffrey P. Adams and Timothy F. Slater); and (14) "Gauging Students' Learning in the Classroom: An Assessment Tool To Help Refine Instructors' Teaching Techniques" (Judith E. Heady). (YDS)