Eric Chiang (Economics) published an article on active learning in large-enrollment economics courses in the Spring 2026 issue of EconEdNews, the newsletter of the American Economic Association's Committee on Economic Education (pages 4–5). Drawing on the challenges of auditorium-style classrooms, such as fixed seating, noise, and limited student–instructor interaction, Chiang shows how polling tools, from prediction questions to anonymous student feedback, can increase engagement and improve learning outcomes. Polling, as he writes, "creates classroom engagement in large classes," offering a practical, low-cost way to bring active learning into high-capacity courses.