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Suggested Citation:"Index." 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.
×

Index

A

AACU (see Association of American Colleges & Universities)

AAU (see Association of American Universities)

ABET, 90, 205-206

Abraham, Michael, 145

Active learning

AAU framework for systemic change, 203

assessment of learning/exams, 38, 39, 67-68, 102-103, 133, 134, 136

classroom spaces for, 42, 45, 112, 122, 132, 136, 149, 150-151, 152

effectiveness, 58, 94, 163

elements.general approaches, 95-96

“flipped classroom” approach, 96

goal setting and, 161

implementing, 22-25, 27, 42, 95-96, 102-103

JiTTIL approach, 102-103

laboratories, 69-70, 71

Learning Physics curriculum, 139

POGIL, 45, 92, 108-109, 110, 123, 124-125, 209

professional development on, 47-48, 49, 51, 107, 130, 169, 170, 189, 196, 207-208

SCALE-UP model, 95, 112, 134, 149, 150-151, 152, 163, 190-191

student perceptions of, 28, 94, 163

TEAL project, 136, 190

Affective domain, 8, 9, 34, 40, 135

Allen, Deborah, 29-30, 184-185, 187

American Association for the Advancement of Science, 33

American Association of Community Colleges, 201

American Association of Physics Teachers, 206, 207

American Astronomical Society, 207

American Physical Society, 207

American Society for Engineering Education, 206

Angelo, Thomas, 66

Arizona State University, 46, 66, 67-68, 101, 114, 164

Assessments

in activity-based classroom, 38, 39, 67-68, 102-103, 133, 134, 136

affective domain, 135

alignment with content and instruction, 126-127, 135

authentic, 134, 135

case studies, 132-133, 146-147

concept inventories, 2, 40, 66, 99, 102-103, 126, 128, 129

ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, 101-102, 103, 113, 121, 122, 126, 128, 129, 168, 180, 212

of conceptual understanding, 128-129

and course evaluation, 123-137

daily learning objectives, 133-134

formative, 14, 55, 95, 101-103, 123, 124-125, 126, 128, 129-131, 135, 143, 194

of group work, 123, 124-125, 126, 131-132, 133, 139, 140, 143, 144

of impact of instructional changes, 135-137

learning-producing, 132-133

methods, 128, 133-135

in research-based courses, 123-126, 128

summative, 123, 124, 126

take-home exams, 134

two-stage exams, 131-133

writing assignments, 129-131

Association of American Colleges & Universities, 201, 202

Suggested Citation:"Index." 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.
×

Association of American Universities, 201, 202, 203-204, 210

Astronomy examples, 46, 52, 65, 97, 170-171

Austin, Ann, 177, 182

B

Backward design, 33

Bak, Hyunsoo, 25

Ball State University, 44, 197

Bates, Rebecca, 31, 36, 119, 132, 205-206

Beichner, Robert, 113, 150-151, 173, 190-191

Belcher, John, 136, 137, 190-191

Biology examples, 21, 22-24, 27, 29, 33, 34-35, 46, 47-49, 61, 63-64, 74, 82, 85, 86-87, 97, 109, 113, 118, 131, 133-134, 151, 161, 163-164, 165, 166-167, 188, 190, 197, 213

Blackboard® software, 68

Brame, Cynthia, 42, 154

Brewe, Eric, 33-34, 43, 113-115, 126, 127, 148-149, 156

Brownell, Sara, 31

Bruff, Derek, 144, 158, 187, 188, 192-193

Burroughs Wellcome Fund, 203

C

Calibrated Peer Review, 141

California State Polytechnic University, Pomona, 46, 142, 143-144, 153, 191

California State University San Marcos, 122, 138, 139-140, 164

Campa, Henry “Rique” III, 196, 197

Carl Wieman Science Education Initiative, 16, 35, 155, 158

Carleton College, 30, 175, 205

Carnegie Academy for the Scholarship of Teaching and Learning, 168-169

Castañeda, Stephanie, 115, 130

CCNY (see City College of New York)

Center for Astronomy Education, 46, 121, 169

Center for Peer-Led Team Learning, 18-19, 128

Center for the Integration of Research, Teaching, and Learning network, 31, 32, 52, 136, 195, 198, 199

Chemistry examples, 14, 18-19, 60, 61, 64, 65-66, 76, 79, 80-81, 82, 83, 84, 85, 91, 92-94, 110, 111, 124-125, 131, 134-135, 145, 148, 184, 191

CIRTL (see Center for the Integration of Research, Teaching, and Learning)

City College of New York, 18-19, 118, 191

Cladograms, 82

Classroom Observation Protocol for Undergraduate STEM, 195

Classrooms (see Learning spaces)

Clickers and clicker questions, 21, 22-24, 27, 37, 38, 41, 52, 66, 98, 99, 100, 103, 110, 121, 122, 126, 128, 130, 138, 139-141, 142-144, 147, 149, 166, 190, 194-195, 197

Collaborative learning, 10, 15, 17, 19, 20, 25, 37, 41, 55, 62-63, 77, 89, 96-98, 103, 104-105, 108-115, 126, 131-132, 133, 147, 148, 150, 165, 184-185, 197

Collingwood, Courtney, 148

Colorado (see University of Colorado Boulder)

Community College of Rhode Island, 28, 51, 108

Concept Warehouse system, 68, 102

ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, 101-102, 103, 113, 121, 122, 126, 128, 129, 168, 180, 212

Conceptual understanding

assessing, 23, 25-26, 27, 66, 128-129

DBER studies, 63

deep time example, 65

fundamental concepts of disciplines, 63-72

instructional strategies, 69-72

misconceptions and, 2, 23, 25-26, 27, 39, 52, 53, 57, 64-66

“muddiest points” reflection, 66, 67-68, 101-102, 129

Newton’s laws example, 71

scaffolding, 70, 76, 95, 121

Cooper, Melanie, 80-81

Cooperative learning, 15, 49, 95-96, 104-105, 108-115, 131, 132-133

COPUS (see Classroom Observation Protocol for Undergraduate STEM)

CPR (see Calibrated Peer Review)

Cross, Patricia, 66

Crouch, Catherine, 58-59

CSUSM (see California State University San Marcos)

Suggested Citation:"Index." 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.
×

D

DBER (see Discipline-based education research)

Deep (geologic) time concept, 65

Delta Program in Research, Teaching, and Learning, 158-159, 197-198

Derryberry, Elizabeth, 42, 200-201

Designing instruction

“bookended” approach, 96

case studies, 92-94, 100-101, 106-107, 109, 114-115, 119

“flipped classroom” approach, 96, 102

formative feedback, 101-103

group work, 108-115

interactive exercises, 103

jigsaw approach, 7, 52, 105-108

learning goals, 90-91

lectures, 96-103

Peer Instruction and ConcepTests, 98-103

practice-based and authentic experiences, 117-120

student-centered instruction, 91-96

student-to-student interaction, 104-117

Think-Pair-Share activities, 24, 96-98

tutorials, 116-117

Dickinson College, 69, 148, 163, 187-188

Diffusion of innovation theory, 20

Dirks, Clarissa, 47-49

Disciplinary societies, 44, 46, 172, 176, 201, 206, 207, 209, 213 (see also specific organizations)

Discipline-based education research

assessment of students’ conceptual understanding as, 33-34

on faculty decisions about teaching practices, 20-27

faculty expertise in, 188

how DBER can help, 12-17

and importance of improving instruction, 10-12

on learning, 57, 61, 63, 64, 69-72, 73, 77, 79, 85, 95

on lecturing, 17-20

measuring effectiveness of student-centered instruction, 13-15, 48-49, 64

scientific or engineering mindset for applying DBER, 16-17

teaching impacts of, 2-10, 51

theories of learning and, 13

Dolan, Erin, 131, 188

Dori, Yehudit Judy, 136

Duch, Barbara, 184

E

Ebert-May, Diane, 86, 87, 133

Elon University, 32, 197

Engineering examples, 15, 16, 35, 41-42, 46, 60, 66, 67-68, 75, 77, 79, 83, 84, 90, 100, 102, 113, 118, 119, 120, 132, 158, 160, 164, 205-207, 213

Engineering Criteria 2000 or EC2000, 205

Engineers Without Borders, 120

Evergreen State College, 47

External organizations

accreditation standard setting, 205-206

funding reform, 208-209

promoting systemic reform, 202-204

sponsoring professional development, 206-208

types of influential organizations, 201-202

F

Facebook groups, 148

Faculty development (see also Professional development)

hiring expert instructors, 188

peer-evaluation process, 194

promotion, tenure, and salaries, 191-195

recognition of teaching excellence, 182, 183, 194, 195

training assistants, 189

Faculty Institutes for Reforming Science Teaching, 38, 49, 200

Fairweather, James, 29, 177

FAST (see Future Academic Scholars in Teaching)

FCI (see Force Concept Inventory)

Finkelstein, Noah, 30, 31, 45, 180, 190, 208

FIPSE (see Fund for the Improvement of Postsecondary Education)

FIRST (see Faculty Institutes for Reforming Science Teaching)

FIU (see Florida International University)

Flickr, 140-141

Florida International University, 34, 43, 113, 114-115, 126, 127, 148-149, 156

Force and Motion Conceptual Evaluation, 70

Force Concept Inventory, 2, 99, 129

Formative assessment, 14, 55, 95, 101-103, 123, 124-125, 126, 128, 129-131, 135, 143, 194

Franklin & Marshall College, 45, 110, 112, 123

Freeman, Scott, 21, 22-27, 149

Suggested Citation:"Index." 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.
×

Fund for the Improvement of Postsecondary Education program, 150

Future Academic Scholars in Teaching fellows program, 44, 196-197, 199

G

GARNET (see Geoscience Affective Research NETwork)

GCI (see Geoscience Concept Inventory)

Gelder, John, 145

Geoscience Affective Research NETwork project, 9, 40, 135

Geoscience Concept Inventory, 40, 52, 126

Geosciences examples, 4, 33, 38-40, 44, 51-52, 65, 72, 83, 84, 97, 99, 103, 105, 106-108, 117, 121, 126, 132, 148, 155, 164, 195, 207-208, 209

Gillian-Daniel, Don, 158-159, 198

Google Earth, 106, 148

Gosser, David, 17, 18-19, 191

Group worksheets, 25-26

H

Haak, David, 24

Halloun, Ibrahim, 2

Hamilton College, 105, 106, 174

Handelsman, Jo, 16, 20, 33

Harvard University, 2, 98

Helmsley Charitable Trust, 203

Heron, Paula, 16, 117, 191

Hestenes, David, 2

Hilborn, Robert, 206, 207

Howard Hughes Medical Institute, 46, 47, 208

I

ILDs (see Interactive Lecture Demonstrations)

Implementing instructional reform

acclimating students, 162-167

assessments and evidence of effectiveness, 33-34

challenges, 20-27, 154-157

changing practices and influencing others, 48

collaboration with colleagues, 10, 17, 21, 30, 39, 41, 42-43, 168, 179, 184, 187, 195, 196, 197

content coverage, 160-162

departmental context, 172-174, 177, 178-182

evaluations of impacts, 48-49

faculty development, 187-189

first steps, 29-30

funding/fellowships, 172, 187-188

institutional context, 177, 182-186

learning goals (curriculum and instruction), 34-41, 186-189

mindset change about teaching, 30-32

out-of-class activities, 40, 96, 161

peer influence and, 172-174

phasing in reforms, 41-42

professional development, 43-44, 45-51, 168-171

resources for, 44-45, 172

scheduling classes, 190-191

teaching as research, 32-34

time allocation for, 157-159, 189-191

workshops on, 4, 8, 10, 30, 33, 44, 46, 47-49, 51, 52, 105, 135, 188, 194, 207-208

Interactive Lecture Demonstrations, 69, 70, 71, 103, 145

Iron Range Engineering program, 118, 119, 205-206

Itasca Community College, 119

J

Jigsaw approach, 7, 52, 105-108

JiTT (see Just-in-Time Teaching)

JiTTIL (see Just-in-Time Teaching with Interactive Learning)

Just-in-Time Teaching, 101-103

Just-in-Time Teaching with Interactive Learning, 68, 101-103

K

Kortz, Karen, 28, 51-52, 108, 117, 121

Kraft, Kaatje van der Hoeven, 5, 6-10, 135, 193

Krane, Ken, 207

Krause, Stephen, 46, 66, 67-68, 101-103, 164

Suggested Citation:"Index." 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.
×

L

Laws, Priscilla, 69, 148, 163, 187-188

Learning (see also Active learning; Conceptual understanding; Problem solving)

collaborative activities and, 10, 15, 17, 19, 20, 25-26, 37, 41, 55, 62-63, 77, 89, 96-98, 103, 104-105, 108-115, 126, 131-132, 133, 147, 148, 150, 165, 184-185, 197

communities, 43-44, 62-63, 104, 115, 120, 168, 175, 184, 195, 199

constructing knowledge, 57-58, 104

DBER studies on aspects, 57, 58, 63, 64, 69-72, 73, 77, 79, 85

experts versus novices, 13, 58-59, 73, 74, 75, 77, 79, 110, 123, 140-141, 212

insights from research that can inform teaching, 54-63

intentional, 55

metacognition and, 10, 55, 57, 59-60, 62, 95, 128, 129, 134-135, 144

prior knowledge and, 9, 13, 57, 88, 101, 102-103

reflective, 6-9, 200

transferring knowledge, 57, 60-61, 75, 102-103

Learning assistants, 140-141, 159, 165, 180, 189, 191

Learning spaces

SCALE-UP approach, 45, 95-96, 112-113, 118, 134, 149, 150-151, 152, 163, 173, 190-191

Studio Physics, 149

TEAL project, 136-137

Workshop Physics approach, 148, 149

Leckie, Mark, 4-5, 103, 132-133, 161

Lecturing

clicker questions injected into, 24, 27, 37, 41, 99, 100, 143, 190

formative feedback for adjusting, 101-103

interactive activities with, 52, 69, 70, 71, 96-103, 105, 124, 145, 147

learning goals and, 34, 36, 37

“Let’s Think” activities, 93

Peer Instruction approach, 3, 4, 16-17, 28, 98-103, 126, 212

PLTL approach, 17-20, 110, 191

pre-recorded videos, 96

problem-based learning activities and, 112

research-based approaches, 3, 4, 17-20, 41, 56, 160, 194-195

SCALE-UP approach, 45, 95-96, 112-113, 118, 134, 149, 150-151, 152, 163, 173, 190-191

and student-centered instruction, 15, 17-20, 27, 95, 96-103, 158

Think-Pair-Share activities with, 24, 38, 52, 96-98, 126, 166, 170-171, 197

tutorials, 52, 68, 116-117, 121

Lestak, Kaitlyn, 26

“Let’s Think” activities, 93

Lewis structures, 80-81

Lilly Teaching Fellows program, 187, 196, 199

Long, Tammy, 86

M

Macalester College, 54, 55, 164

Maio, Roland, 19

Manduca, Cathy, 30, 175

Massachusetts Institute of Technology, 136, 149, 190

Mazur, Eric, 16, 98-99, 100

McConnell, David, 36, 37-40, 41, 99

McDermott, Lillian, 66, 116, 192

Mechanics Baseline Tests, 99

Mesa Community College, 6, 8, 135, 193

Mestre, Jose, 160

Metacognition, 10, 55, 57, 59-60, 62, 95, 128, 129, 134-135, 144

Metacognitive Activities Inventory, 134-135

Michigan State University, 29, 32, 38, 44, 85, 86-87, 133, 134, 177, 187, 195, 196, 199

Miller, Emily, 203-204

Minnesota State University, Mankato, 31, 36, 119, 132, 206

MIT (see Massachusetts Institute of Technology)

Modeling Instruction, 113-115

Momany, Michelle, 194

Moog, Rick, 45, 110, 112, 123, 124-125, 126

MSU (see Michigan State University)

“Muddiest points reflection,” 66, 67-68, 101-102, 129

N

NASA Jet Propulsion Laboratory, 171

National Academies Summer Institute, 4, 46, 47-49, 188, 194, 208

Suggested Citation:"Index." 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.
×

National Association of Geoscience Teachers, 8, 51, 207

National Effective Teaching Institute, 206-207

National Science Foundation, 4, 16, 19, 24, 32, 46, 49, 92, 135, 150, 171, 172, 185, 195, 196, 200, 201, 204, 208

NC State (see North Carolina State University)

New Faculty Workshops, 207

North Carolina State University, 36, 37, 99, 113, 149, 150, 151, 163, 173, 190-191

Notebooks, 6, 7, 9

NSF (see National Science Foundation)

O

Old Dominion University, 149

On the Cutting Edge, 8, 33, 44, 51, 52, 105, 135, 207-208

Oregon State University, 207

Otero, Valerie, 168-169, 189

P

Pedagogy in Action Web portal, 89

Peer Instruction, 3, 4, 16-17, 28, 98-103, 126, 212 and ConcepTests, 98-103

Peer-Led Team Learning, 17-20, 110, 191

Perkins, Dexter, 55

Perkins, Kathy, 34, 146, 147, 178, 179-180, 182

PhET (Physics Education Technology) simulations, 145, 146-147, 152

Physics examples, 2-3, 14, 35, 38, 45, 60, 64, 66, 69-70, 74, 75-76, 79, 85, 95-96, 98, 101-103, 112-115, 116, 117, 118, 121-122, 126, 127, 128, 129, 134, 136, 139-141, 143-144, 145, 146-147, 148, 149, 150-151, 152, 160, 163, 173, 180, 190-191, 197, 213

Pilotte, Mary, 16

PKAL (see Project Kaleidoscope)

PLTL (see Peer-Led Team Learning)

Pollard, John, 91, 92-94, 95, 148, 189

Pollock, Steven, 128, 168, 169

Practice-based instruction, 86-87, 117-120

Prather, Ed, 130, 153, 169, 170-171

President’s Council of Advisors on Science and Technology, 11

Price, Edward, 121-122, 138, 139-141, 142, 164, 165

Problem solving

cooperative, 20, 77, 99, 103, 110-111

expert versus novice, 58-59, 72-73, 79

focus on principles, 73-75

instruction strategies, 3, 60, 76-77, 84, 92, 93, 96, 103, 110, 212

metacognitive strategies and, 60, 134-135

representations and, 78

working forward, 75-76

Problem-based learning, 112

Process Oriented Guided Inquiry Learning (POGIL) Project, 45, 92, 108-109, 110, 123, 124-125, 209

Professional development (see also Faculty development)

in active learning, 47-48, 49, 51, 107, 130, 169, 170, 189, 196, 207-208

centers for teaching, 189

discussion opportunities, 187

external organizations and associations, 206-208

FAST program, 44, 196-197, 199

fellowships, 46, 172, 187, 188

grants, 172, 187-188

in implementing reforms, 43-44, 45-51, 168-171

institutional support for, 195-201

On the Cutting Edge program, 8, 33, 44, 51, 52, 105, 135, 207-208

prospective faculty, 12, 199

workshops, 4, 8, 10, 30, 33, 44, 46, 47-49, 51, 52, 105, 135, 188, 194, 207-208

Project Kaleidoscope, 202

Purdue University, 16

R

Randomized calling, 24-25

Reading reflections, 9, 55, 129

Real Time Physics, 69

Reflective learning, 6-9, 200

Relevant learning, 51, 59, 61, 74, 76, 118

Rensselaer Polytechnic Institute, 149

Representations, visual and mathematical

animations and simulations, 84-85, 145, 146-147, 152

assessing use of, 127

Suggested Citation:"Index." 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.
×

cladograms, 82

instruction implications, 85-88, 110, 114

interpreting and constructing, 79-82

Lewis structures, 80-81

spatial ability, 83-84

translating alternatives, 82

Revised Teaching Observation Protocol, 195

Richardson, Chris, 32, 197

Rober, Allison, 44, 197

Rudolph, Alex, 46, 142, 143-144

S

San Jose City College, 52, 121

Scaffolding, 70, 76, 95, 121, 203

SCALE-UP (see Student-Centered Active Learning Environment with Upside-down Pedagogies)

Schnoebelen, Carly, 94, 189

Science Education Initiative, 16, 32, 34, 35, 36, 143, 155, 158, 159, 178, 179-180, 181, 182, 187, 194

Science Education Resource Center, 30, 44-45, 52, 56, 89, 164, 175, 209

SEI (see Science Education Initiative)

SERC (see Science Education Resource Center)

Service learning engineering projects, 120

Shaffer, Peter, 116

Silverthorn, Dee, 53, 165, 166-167

Simon, Beth, 16-17, 28, 36, 100

Situated apprenticeships model, 50

Smay, Jessica, 52, 117, 121, 126

Smith, Bethany, 68

Smith, Jacob, 143-144

Smith, Karl, 16, 96, 105

Smith, Michelle, 34, 144

Socratic dialogue, 19, 24, 112

Sokoloff, David, 31, 69-70, 103, 127, 145, 173

South Suburban College, 121

Steer, David, 38, 39

Streveler, Ruth, 16, 126

Student-Centered Active Learning Environment with Upside-down Pedagogies, 45, 95-96, 112-113, 118, 134, 149, 150-151, 152, 163, 173, 190-191

Student-centered instruction

designing, 91-96

lecturing and, 15, 17-20, 27, 95, 96-103, 158

measuring effectiveness of, 13-15, 48-49, 64

Summer Institute for Undergraduate Education in Biology, 46, 47-49

Swan, Christopher, 41-42, 120

T

Tablet computers, 139, 140-141

Talanquer, Vicente, 91-95, 148, 161

Tanner, Kimberly, 31

Taraborelli, Valerie, 53

Teacher associations, 201

“Teaching as research” model, 32, 195, 196, 198

Teaching by telling, 58

Teaching Practices Inventory, 194-195

TEAL (see Technology-Enabled Active Learning)

Team teaching, 43, 159, 180, 190

Technion–Israel Institute of Technology, 136

Technologies for learning

case studies of effective use, 22-24, 139-141, 146-147

clickers, 21, 22-24, 27, 37, 38, 41, 52, 66, 98, 99, 100, 103, 110, 121, 122, 126, 128, 130, 138, 139-141, 142-144, 147, 149, 166, 190, 194-195, 197

computers and Web-based technologies, 148-149

digital archive, 140, 141

learning goals and, 138-142

simulations, animations, interactive demonstrations, and related computer-based technologies, 144-147

Technology-Enabled Active Learning project, 136, 190

Tewksbury, Barbara, 105, 106-107, 174

Think-Pair-Share activities, 24, 38, 52, 96-98, 126, 166, 170-171, 197

Thornton, Ron, 69, 70, 145

Tilley, Mackenzie, 113

Treisman, Uri, 18

Tufts University, 42, 69, 120

Tulane University, 42, 200

Tutorials, 52, 68, 116-117, 121

U

UBC (see University of British Columbia)

Ubiquitous Presenter software, 140-141

UGA (see University of Georgia)

UMass (see University of Massachusetts)

University of Akron, 38

Suggested Citation:"Index." 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.
×

University of British Columbia, 16, 32, 143, 155, 158, 159, 178, 179, 180, 182, 187, 194

University of California, Berkeley, 18

University of California, Los Angeles, 141

University of California, San Diego, 16, 28, 100

Center for Teaching Development, 17

University of Colorado Boulder, 30, 31, 32, 34, 36, 45, 47, 128, 143, 145, 146-147, 152, 158, 159, 162-163, 168, 178, 179-180, 181, 182, 189, 190, 208, 210

University of Delaware, 29, 183, 184-185, 186, 187, 210

University of Georgia, 131, 188, 194

University of Maine, 34

University of Massachusetts Amherst, 3, 4, 103, 132

University of Minnesota, 42, 43, 113, 118, 149, 151, 164

University of North Dakota, 55

University of Oklahoma, 145

University of Oregon, 31, 69, 127

University of San Diego, 16

University of Texas, 53, 165, 166

University of Washington, 16, 21, 22, 24, 66, 116, 117, 191, 192

University of Wisconsin–Madison, 47, 158, 195, 197, 198, 199

U.S. Department of Education, 150, 208

U.S. Geological Survey, 7

UT (see University of Texas)

V

Vanderbilt University Center for Teaching, 42, 144, 154, 158, 187, 188

W

Waters, Cindy, 172-173, 174

Wenderoth, Mary Pat, 24

West, Ashea, 19

West Virginia University, 47

Whatcom Community College, 6, 135

Whiteboards, 6, 7, 115, 126, 139-141, 142, 150, 185

Wieman, Carl, 179, 180, 193

Wikis, 148-149, 159

Wirth, Karl, 54, 55-56, 60, 164

Wisconsin (see University of Wisconsin–Madison)

Withers, Michelle, 47

Wood, Bill, 47-48

Workshop Physics, 148, 149

Wright, Robin, 42, 43, 113, 118, 134, 151, 164, 165, 190

Y

Yale University, 16

Yeo, Natalie, 108

YouTube tutorials, 67, 68, 148

Yuretich, Richard, 3-5, 103, 132-133, 161

Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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Suggested Citation:"Index." 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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