How to effectively design lectures, seminars, and projects. Is higher education didactics a vague research field without clear findings? Is the teaching method unimportant for academically competent instructors? Do universities need a completely new teaching culture? - None of this is true. Unbeknownst to most educators, a successful international research field has emerged in recent decades, examining questions of effective higher education teaching using the methods of empirical teaching and learning research. Through quantitative-empirical experiments, causal influences on student learning success are identified. It has been shown to be crucial how instructors design lectures, seminars, and projects in detail and what thought processes this triggers in the minds of students. Numerous design principles have been identified in meta-analyses of individual studies.