A
AACU (see Association of American Colleges & Universities)
AAU (see Association of American Universities)
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
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
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
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
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
in research-based courses, 123-126, 128
take-home exams, 134
two-stage exams, 131-133
writing assignments, 129-131
Association of American Universities, 201, 202, 203-204, 210
Astronomy examples, 46, 52, 65, 97, 170-171
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
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
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)
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
theories of learning and, 13
Dori, Yehudit Judy, 136
Duch, Barbara, 184
E
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
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
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
Group worksheets, 25-26
H
Haak, David, 24
Halloun, Ibrahim, 2
Hamilton College, 105, 106, 174
Helmsley Charitable Trust, 203
Hestenes, David, 2
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
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
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
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
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
Massachusetts Institute of Technology, 136, 149, 190
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
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
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
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
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
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
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
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
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)
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
Socratic dialogue, 19, 24, 112
Sokoloff, David, 31, 69-70, 103, 127, 145, 173
South Suburban College, 121
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
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
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
Tilley, Mackenzie, 113
Treisman, Uri, 18
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
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
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
Wirth, Karl, 54, 55-56, 60, 164
Wisconsin (see University of Wisconsin–Madison)
Withers, Michelle, 47
Wood, Bill, 47-48
Wright, Robin, 42, 43, 113, 118, 134, 151, 164, 165, 190
Y
Yale University, 16
Yeo, Natalie, 108
