I guess the answer would depend on whom you teach. I usually use a mix of books and some papers. The class is a higher level undergrad course in Evolution and Human Behavior so we start of with some basics of evolutionary theory in general but using research papers or book chapters. I also encourage discussions in class by asking questions to students based on their reading, sometimes it can get as specific as what did X author mean on this page when s/he said Y. While doing this I always encourage student interpretation. I correct them when they are wrong about something basic but I don't do it dogmatically. Before coming in to class the students are required to write a response essay to the readings they do, this response essay is read by me before going to class so that I can pick on different students based on what they brought up. We also require our students to read each others response essays. This sort of already gets the discussion going even before you start it in class. 

I also enjoy throwing in a lot of pop culture references and memes etc. This usually works very well the students. One thing, among many others, that doesn't work is lectures longer than 40-50 minutes. 

I agree with Sudhindra that having students respond to readings and read other responses is a great way to build a community and to kick start discussions,

The best assignment I ever gave students in a second year evolutionary course was an "invitation" to write Evolutionary Gem #16. Fifteen evolutionary gems were published in Nature January 2009 (Darwin's year!) www.nature.com/evolutiongems.

I had more than 100 students. I received more than 100 different "gems".The students, not I, chose the topic and searched for two primary papers, or a research and review paper. They had 15 examples to follow in their summaries of the research and the application of an evolutionary principle. It got even better! I read every single report and I scooped up many of the sources the students uncovered. I also had the students peer review each other papers.  I got nothing but positive feedback from the students. Who could imagine that students would actually enjoy learning? It happens more often when the students themselves are in the driver's set.

I would be very interested in joining a forum on this site to discuss active learning. Please keep me updated.

We still lack, however, a systematic analysis of the evolutionary origins and functions of anxiety. Little research has demonstrated the advantages of anxiety, and almost no one has looked for disorders characterized by too little anxiety. There are several reasons for these gaps in our knowledge. Most writings on the functions of anxiety apologize about “speculatively” addressing such “teleological” issues, even though biologists have known for 30 years that questions about the evolutionary function of a trait are not teleological at all and that hypotheses about such functions can be tested just like any others. Complex traits can be shaped by natural selection only if they serve functions that increase fitness. Hypotheses about these functions are not matters for speculation but for clear formulation and rigorous testing. 

http://www-personal.umich.edu/~nesse/Articles/Marks-Nesse-FearAndFitness-EtholSoc-1994.PDF

I have not been involved in the teaching of evolution and human behavior, but have been involved with the teaching of evolution.  Using readings, especially where there is current controversy and unresolved debate is particularly useful.  Students can explore alternative views, debate in class or online and write a short structured report justifying what position they are taking in relation to the issue.  I experienced this as an undergraduate debating "punctuated equilibrium" vs "phyletic gradualism" among many others.

In designing similar active learning projects, I found another resource from "Nature" particularly useful as a starting point, it was a compilation of readings around current (at that time) issues in evolutionary science entitled "Shaking the Tree".

Here's a link to a review I wrote at the time that.  Hopefully it gives a sense of why it was so useful as a platform for designing learning experiences about evolution.

Article Shaking the Tree: Readings from Nature in the History of Lif...

I definitely  teach evaluation and I developed an evaluation model for educational programs.

I am attaching the paper which was publishes a few years ago. Hope it will help and give a different point of view.

Dear Lawrence,

If you mean evolution in the biological sense I have to admit I have not. But if you mean evolution in the sense of my teaching I will have to say yes. I would further claim most teachers teaching evolve over time and experience. 

Lessons I use in connection to evolutionary theory are,

The building of a nation in social studies and in government, namely students must from the ground up built a government to govern a country. from the philosophy guiding to citizenship issues, form a judicial system, ect. 

In ethics I use the issue of love and marriage, namely to confront heterosexism through the connection of two people in love and the right to marry. Examine the rights of legally married heterosexual couple compared to legal unions, partnerships offered to gay and lesbian couples.

In economics the differences between true socialism and Marxism, Leninism, and capitalism.

All of these have students active participation and hence active learning is a component in each but the dominant.

As to what works and what has not, teaching is in a state of constant flux. Meaning every class, every year, and every generation has a different engagement trigger. The issues that once worked no longer do and therefore my teaching must change as well. 

Hope this helps,

Douglas

I agree with Andrew Simpson. Getting students to look at real controversies is an excellent way to learn how to formulate good questions and refine their skepticism. I had a short assignment once asking student to read Woese and Mayr "battle it out" on the pages of PNAS about the three domain system. I simply asked the students to write a  short summary of each paper and a personal reflection (verdict and rationale).  We had excellent classroom discussions on the topic of systematics and evaluating theories

http://www.pnas.org/content/95/17/9720.full  Mayr

http://www.pnas.org/content/95/19/11043.full Woese

http://www.pnas.org/content/95/19/11043.full

http://www.pnas.org/content/95/17/9720.full

For molecular evolution and phylogenetic analysis, the Phyobabble group is very nice.  http://phylobabble.org/  It is well organized and has a lot of experts in phylogenetic analysis.  For data sets, and looking for interesting data and stories of evolution, the TreeBase is pretty interesting.  http://treebase.org/treebase-web/home.html

For looking at "the tree of life" I really like the OneZoom site. http://www.onezoom.org/  the tutorial there is really worth taking, for example to learn that you can switch between common names of the organisms and Latin names.

In GOOGLE+ (google plus) there are a lot of "communities" for sharing thoughts, ideas, resources for studying evolution.  https://plus.google.com/communities/108054924267127040453 for one example.

On YouTube, COncOrdance and AronRa have done some very nice videos:  https://www.youtube.com/user/C0nc0rdance   https://www.youtube.com/results?search_query=aronra+evolution

I have not used evolutionary analysis but would like to look at it.  However, thie field of genetic medicine may be of interest.  At the Geisinger Institude in Pennsylvania they have undertaken a major initiative in doing genetic testing on all patients coming for care to the Geisinger Institute.  This type of study might be of interest to you.

Also evolutionalry analysis has been completed in terms of follow up studies on holocaust survivors by Eva Kahana and her husband.  They have followed these individuals for well over 40 years in sociology.  Don't know if that helps Larry.

I think that when students study evolution, that improves their learning and cognitive skills, and evolutionary analysis can be used for each lesson through the use of daily tests ( quiz ) .