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Suggested Citation:"About the Author." National Research Council. 2015. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/18687.
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About the Author

NANCY KOBER is an editorial consultant at the George Washington University, where she edits and writes reports, articles, and other publications for the Graduate School of Education and Human Resources and writes, edits, and conducts policy analysis and research for the Center on Education Policy. At the time she wrote this book, Kober was a freelance writer, editor, and consultant specializing in education, with extensive experience translating research findings into plain language. Her numerous publications include dozens of reports for the Center on Education Policy, a chapter in Narrowing the Achievement Gap published by the Harvard Education Press, a book on family literacy issued by the Center for the Book at the Library of Congress, and reports for the U.S. Department of Education. She assisted in editing and writing reports for the Board on Testing and Assessment of the National Research Council (NRC) and for several NRC committees, including the Committee on Developments in the Science of Learning. Kober has taught writing to federal executives, including senior researchers and leaders at federal science mission agencies. Previously she served as a legislative specialist for a U.S. House of Representatives subcommittee on education. She has a bachelor’s degree from Cornell University and a master’s degree in writing from the University of Virginia.

Suggested Citation:"About the Author." National Research Council. 2015. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. doi: 10.17226/18687.
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Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering Get This Book
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The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.

Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.

The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.

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