Student-led teaching methods significantly improve the student learning experience in advanced-level courses. However, there is a hesitancy to adopt a student activity-based teaching method for two reasons: 1) The amount of time it will take for an instructor to conceptualize, design, and prepare student activity-based coursework. 2) The amount of time it will take to get through all the student activity per topic during the class duration, resulting in incomplete course coverage. These challenges can be addressed by a student presentation-based effective teaching (SPET) approach. Students are given reading assignments in the SPET approach and then asked to prepare and practice ~ 15–25-minute presentations. These assignments are based on topical concepts, chapter modules, or chapter exercises. As a result, the assignments and presentations cover more course material than conventional instruction approaches because the students engage more with the course material. A well-developed SPET approach is also advantageous for new instructors with no prior teaching experience. The SPET method helps ease the way to teaching for new instructors by heavily relying on their sufficient knowledge of the disciplinary content rather than their understanding of teaching methods and theories. For these reasons, the SPET method has been a highly effective teaching method that is easily adaptable to remote learning during the COVID-19 pandemic.

Keywords: SPET, Active Teaching, Active Learning, Student Presentation.