•   address a strategic gap in the research by studying new recognition and reward systems designed to encourage research-based improvements in teaching.

The types of studies that the committee recommends would involve different levels and structures of funding than are currently the norm for DBER. Time and money are required to develop and refine measurement instruments and to conduct longitudinal studies; studies that generate sufficient statistical power to make inferences about different student populations; studies of teaching and learning across multiple courses, institutions, or disciplines; and interdisciplinary studies. The committee is confident that with sufficient support, these and the other types of studies on this research agenda have the most potential to build on existing DBER and related research in cognitive science, K-12 science education, psychology, and organizational transformation to generate further insights that can lead to significant improvements in undergraduate science and engineering instruction for all students.

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