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American Association of Colleges and Universities. (2008). College learning for the new global century. Washington, DC: Author.

Barrows, H.S. (1996). Problem-based learning in medicine and beyond. In L. Wilkerson and W.H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New directions for teaching and learning, No. 68. (pp. 3-13). San Francisco: Jossey-Bass.

Beichner, R.J. (2008a, October). The SCALE-UP project: A student-centered active learning environment for undergraduate programs. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Beichner_CommissionedPaper.pdf.

Beichner, R.J. (2008b, October). SCALE-UP: Student-centered active learning environment for undergraduate programs. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Beichner_Presentation_Workshop2.pdf.

Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S., Dancy, M.H, and Risley, J.S. (2007). Student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. In E.F. Redish and P.J. Cooney (Eds.), Reviews in Physics Education Research (PER), volume 1: Research-based reform in university physics. College Park, MD: American Association of Physics Teachers.

Biggers, S., Benson, L., Moss, W., Ohland, M., Orr, M., and Schiff, S. (2007, June). Adapting and implementing the SCALE-UP approach in statics, dynamics, and multivariable calculus. Paper presented at ASEE Annual Conference and Exposition, Honolulu, Hawaii.

Cummings, K. (2008, October). The Rensselaer studio model for learning and teaching: What have we learned? Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Cummings_CommissionedPaper.pdf.



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References American Association of Colleges and Universities. (2008). College learning for the new global century. Washington, DC: Author. Barrows, H.S. (1996). Problem-based learning in medicine and beyond. In L. Wilkerson and W.H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New directions for teaching and learning, No. 68. (pp. 3-13). San Francisco: Jossey-Bass. Beichner, R.J. (2008a, October). The SCALE-UP project: A student-centered active learning environment for undergraduate programs. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergradu- ate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/ Beichner_CommissionedPaper.pdf. Beichner, R.J. (2008b, October). SCALE-UP: Student-centered active learning environment for undergraduate programs. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergradu- ate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/ Beichner_Presentation_Workshop2.pdf. Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S., Dancy, M.H, and Risley, J.S. (2007). Student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. In E.F. Redish and P.J. Cooney (Eds.), Reviews in Physics Education Research (PER), volume 1: Research-based reform in university physics. College Park, MD: American Association of Physics Teachers. Biggers, S., Benson, L., Moss, W., Ohland, M., Orr, M., and Schiff, S. (2007, June). Adapting and implementing the SCALE-UP approach in statics, dynamics, and multivariable cal- culus. Paper presented at ASEE Annual Conference and Exposition, Honolulu, Hawaii. Cummings, K. (2008, October). The Rensselaer studio model for learning and teaching: What have we learned? Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Cummings_CommissionedPaper. pdf. 69

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70 PROMISING PRACTICES IN UNDERGRADUATE STEM EDUCATION Dochy, F., Segers, M., Van den Bossche, P., and Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533-568. Ebert-May, D. (2000, August). Workshop #2: Assessment of student learning: Implement- ing the scholarship of teaching and research in ecology (biology) education. Workshop presented at the Annual Meeting of the Ecological Society of America, Snowbird, UT. Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, October, Washington, DC. Available at http://www7. nationalacademies.org/bose/Fairweather_CommissionedPaper.pdf. Finkelstein, N.D., and Pollock, S.J. (2005). Replicating and understanding successful innova-innova- tions: Implementing tutorials in introductory physics. Physical Review Special Topics— Physics Education Research, 1, 010101. Foster, T. (2008, October). Use of complex problems in teaching physics. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promis- ing Practices in STEM Undergraduate Education, Washington, DC. Available at http:// www7.nationalacademies.org/bose/Foster_Presentation_Workshop2.pdf. Francis, G.E., Adams, J.P., and Noonan, E.J. (1998). Do they stay fixed? The Physics Teacher, 36, 488-490. Froyd, J. (2008, June). White paper on promising practices in undergraduate STEM education. Paper presented at the National Research Council’s Workshop Linking Evidence to Prom- ising Practices in STEM Undergraduate Education, Washington, DC. Available at http:// www7.nationalacademies.org/bose/Froyd_Promising_Practices_CommissionedPaper.pdf. Gal, I., and Ginsburg, L. (1994). The role of beliefs and attitudes in learning statistics: Towards an assessment framework. Journal of Statistics Education, 2(2). Gijbels, D. (2008, October). Effectiveness of problem-based learning: Scored goals and how to play a better second half. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergradu- ate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/ Gijbels_Presentation_Workshop2.pdf. Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61. Gregerman, S.R. (2008, October). The role of undergraduate research in student reten- tion, academic engagement, and the pursuit of graduate education. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Prac- tices in STEM Undergraduate Education, Washington, DC. Available at http://www7. nationalacademies.org/bose/Gregerman_CommissionedPaper.pdf. Hake, R. (1998). Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. Henderson, C. (2008). Promoting instructional change in new faculty: An evaluation of the Physics and Astronomy New Faculty Workshop. American Journal of Physics, 76 (2), 179-187. Henderson, C., and Dancy, M. (2007). Barriers to the use of research-based instructional strat- egies: The influence of both individual and situational characteristics. Physical Review Special Topics: Physics Education Research, 3(2), 020102. Henderson, C., and Dancy, M. (2008a). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics (Physics Education Research Section), 76(1), 79-91.

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71 REFERENCES Henderson, C., and Dancy, M. (2008b, October). Barriers and promises in STEM reform part 2: The study and improvement of STEM change strategies. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promis- ing Practices in STEM Undergraduate Education, Washington, DC. Available at http:// www7.nationalacademies.org/bose/Dancy_Henderson_Presentation_Workshop2.pdf. Henderson, C., Beach, A., Finkelstein, N., and Larson, R.S. (2008, June). Preliminary catego- rization of literature on promoting change in undergraduate STEM. Paper presented at the Facilitating Change in Undergraduate STEM symposium, June, Augusta, MI. Avail- able at http://www.wmich.edu/science/facilitating-change/PreliminaryCategorization.pdf Henderson, C., Finkelstein, N., and Beach A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18-25. Heron, P.R.L., Shaffer, P.S., and McDermott, L.C. (2008, October). Identifying and addressing student conceptual difficulties: An example from introductory physics. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Prac- tices in STEM Undergraduate Education, Washington, DC. Available at http://www7. nationalacademies.org/bose/Heron_CommissionedPaper.pdf. Hestenes, D., Wells, M., and Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30, 159-166. Jackson, D.P., Laws, P.W., and Franklin, S.V. (2003). Explorations in physics: An activity- based approach to understanding the world. New York: John Wiley. Knight, J.K., and Wood, W.B. (2005). Teaching more by lecturing less. Cell Biology Educa- tion, 4(4), 298-310. Kramer, L., Brewe, E., and O’Brien, G. (2008). Improving physics education through a diverse research and learning community at Florida International University. American Physical Society Forum on Education Newsletter (Summer), 29-32. Krane, K. (2008, October). The workshop for new faculty in physics and astronomy. [Presen- tation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Krane_Presentation_Workshop2.pdf. Libarkin, J. (2008, October). Concept inventories in higher education science. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Prac- tices in STEM Undergraduate Education, Washington, DC. Available at http://www7. nationalacademies.org/bose/Libarkin_CommissionedPaper.pdf. Lorenzo, M., Crouch, C.H., and Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74, 118-122. Lundeberg, M.A. (2008, October). Case pedagogy in undergraduate STEM: Research we have; research we need. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Lundeberg_CommissionedPaper. pdf. Lux, K.W., D’Amato, M.J., Anderegg, B., Walz, K.A., and Kerby, H.W. (2007). Introducing new learning tools into a standard classroom: A multi-tool approach to integrating fuel-cell concepts into introductory college chemistry. Journal of Chemical Education, 84(2), 248. Macdonald, R.H., Manduca, C.A., Mogk, D.W., and Tewksbury, B.J. (2005). Teaching methods in undergraduate geoscience courses: Results of the 2004 On the Cutting Edge survey of U.S. faculty. Journal of Geoscience Education, 55(3), 237-252.

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72 PROMISING PRACTICES IN UNDERGRADUATE STEM EDUCATION Manduca, C. (2008a, October). Changing undergraduate STEM education: Addressing disci- plinary and institutional culture. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergradu- ate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/ Manduca_Presentation_Workshop2.pdf. Manduca, C.A. (2008b, October). Working with the discipline: Developing a support- ive environment for education. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Educa- tion, Washington, DC. Available at http://www7.nationalacademies.org/bose/Manduca_ CommissionedPaper.pdf. Mayberry, M. (1998). Reproductive and resistant pedagogies: The comparative roles of collab- orative learning and feminist pedagogy in science education reform. Journal of Research on Science Teaching, 35(4), 443-459. McConnell, D., (2008, October). Less talk, more action: Active learning in introductory geo- science courses. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/McConnell_CommissionedPaper. pdf. McConnell, D.A., Steer, D.N., Owens, K., and Knight, C. (2005). How students think: Impli- cations for learning in introductory geoscience courses. Journal of Geoscience Education, 53(4), 462-470. McDaniel, C., Lister, B., Hanna, M., and Roy, H. (2007). Increased learning observed in redesigned introductory biology course that employed web-enhanced, interactive peda- gogy. CBE Life Science Education, 6(3), 243-249. McDermott, L.C., and Redish, E.F. (1999). Resource letter on physics education research. American Journal of Physics, 67(9), 755. McDermott, L.C., Shaffer, P.S., and the Physics Education Group at the University of Wash- ington. (2002). Tutorials in introductory physics. Upper Saddle River, NJ: Prentice-Hall. McNeil, E., and Ogle, B. (2008, October). Active learning through teaching in an extracellular matrix engineering course for biomedical engineering graduate students. Paper presented at the ASEE North Midwest Sectional Conference, Platteville, Wisconsin. Mestre, J.P. (2005). Facts and myths about pedagogies of engagement in science learning. Peer Review, 7(2), 24-27. Middlecamp, C. (2008, June). Chemistry in Context: Goals, evidence, gaps. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/PP_Middlecamp_Presentation.pdf. Miller, J.D., Scott, E.C., and Okamoto, S. (2006). Science communication: Public acceptance of evolution. Science, 313, 765-766. Narum, J. (2008, June). Promising practices in undergraduate STEM education. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/PP_Narum_Presentation.pdf. National Research Council. (1996). From analysis to action: Undergraduate education in sci- ence, mathematics, engineering, and technology. Center for Science, Mathematics, and Engineering Education. Washington, DC: National Academy Press. National Research Council. (1999). Transforming undergraduate education in science, math- ematics, engineering, and technology. Committee on Undergraduate Science Education, Center for Science, Mathematics, and Engineering Education. Washington, DC: National Academy Press.

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73 REFERENCES National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research, R.J. Shavelson and L. Towne, Eds. Washington, DC: The National Academies Press. National Science Foundation. (1996). Shaping the future: New expectations for undergraduate education in science, mathematics, and technology. Advisory Committee to the National Science Foundation, Directorate of Education and Human Resources. Arlington, VA: Author. Osgood, M., Mitchell, S., and Anderson, A. (2008, October). Tracking student problem- solving strategies in online PBL case discussions: A method to target interventions to indi- viduals and groups most in need of help. [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Under- graduate Education, Washington, DC. Available at http://www7.nationalacademies.org/ bose/Osgood_Presentation_Workshop2.pdf. Piburn, M., Sawada, D., Falconer, K., Turley, J., Benford, R., and Bloom, I. (2000). Reformed teaching observation protocol (RTOP). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Redish, E.F. (2004). A theoretical framework for physics education research: Modeling student thinking. In E.F. Redish and M. Vicentini (Eds.), Proceedings of the International School of Physics “Enrico Fermi” course CLVI, (pp.1-64). Amsterdam: IOS Press. Available at http://www.physics.umd.edu/perg/papers/redish/Redish%20VarennaPre.pdf Redish, E.F. (2008, June). What is the state of evidence in DBER? [Presentation slides]. Presented at the National Research Council’s Workshop Linking Evidence to Promis- ing Practices in STEM Undergraduate Education, Washington, DC. Available at http:// www7.nationalacademies.org/bose/PP_Redish_Presentation.pdf. Reed-Rhoads, T., and Imbrie, P.K. (2008, October). Concept inventories in engineering educa- tion. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available at http://www7.nationalacademies.org/bose/Reed_Rhoads_CommissionedPaper.pdf. Roadrangka, V., Yeany, R.H., and Padilla, M.J. (1982). GALT, Group Assessment of Logical Thinking. Athens: University of Georgia. Roadrangka, V., Yeany, R.H., and Padilla, M.J. (1983, April). The construction and validation of Group Assessment of Logical Thinking (GALT). Paper presented at the annual meet- ing of the National Association for Research in Science Teaching, Dallas. Schwartz, D.L., Bransford, J.D., and Sears, D. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1-51). Greenwich, CT: Information Age. Silverthorn, D.U. (2006). Teaching and learning in the interactive classroom. Advances in Physiology Education, 30, 135-140. Wink, D.J., and Weaver, G.C. (2008, October). Evaluation of the Center for Authentic Sci- ence Practice in Education (CASPiE) model of undergraduate research. Paper presented at the National Research Council’s Workshop Linking Evidence to Promising Prac- tices in STEM Undergraduate Education, Washington, DC. Available at http://www7. nationalacademies.org/bose/Wink_Weaver_CommissionedPaper.pdf.

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