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Epilogue: On Changing Minds
Pages 211-213

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From page 211...
... A compelling body of evidence, drawn from research on how people learn science and engineering, shows that student centered methods of teaching and learning are more effective than a traditional, passive approach that depends mostly on the instructor delivering information through lectures. This book makes a case for instructors to hold themselves to the same expectations that they have for their students and to apply the same mindset that they use in their disciplinary research to their roles as teachers.
From page 212...
... • Establishing challenging goals for what students should learn will guide choices of instructional methods and assessments. Setting learning goals that emphasize the comprehension and application of important concepts is an important first step in identifying activities that will help students achieve these goals and the types of assessments that will best measure students' progress.
From page 213...
... • Departments, higher education institutions, and outside organizations can support instructors' efforts to change their teaching. Examples of such support include making grants to encourage departments to redesign courses, providing professional development, or revamping policies for faculty work schedules, instructor evaluations, and release time, among others.

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