After completing midterm evaluations, students expressed a desire to have less lecture and more activities. Therefore, I designed and implemented a CATS to assess different approaches to learning in my COM 100 courses (5 sections) over a two-week experimental period. I compared a traditional lecture based approach (control group – 1 section), balanced lecture and interactive learning approach (experimental group 2 sections), and completely interactive learning approach with no lecture (experimental group 2 sections). Based on course quiz scores pre and post interventions, the balanced lecture and interactive learning approach had the highest averages, affirming the need for lecture coupled with activities. See data, evaluation, and assignments below.