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From page 232... ... Arizona State University, 46, 66, 67-68, 101, 114, 164 ABET, 90, 205-206 Assessments Abraham, Michael, 145 in activity-based classroom, 38, 39, 67-68, 102-103, Active learning 133, 134, 136 AAU framework for systemic change, 203 affective domain, 135 assessment of learning/exams, 38, 39, 67-68, alignment with content and instruction, 126-127, 135 102-103, 133, 134, 136 authentic, 134, 135 classroom spaces for, 42, 45, 112, 122, 132, 136, case studies, 132-133, 146-147 149, 150-151, 152 concept inventories, 2, 40, 66, 99, 102-103, 126, effectiveness, 58, 94, 163 128, 129 elements.general approaches, 95-96 ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, "flipped classroom" approach, 96 101-102, 103, 113, 121, 122, 126, 128, 129, 168, goal setting and, 161 180, 212 implementing, 22-25, 27, 42, 95-96, 102-103 of conceptual understanding, 128-129 JiTTIL approach, 102-103 and course evaluation, 123-137 laboratories, 69-70, 71 daily learning objectives, 133-134 Learning Physics curriculum, 139 formative, 14, 55, 95, 101-103, 123, 124-125, 126, POGIL, 45, 92, 108-109, 110, 123, 124-125, 209 128, 129-131, 135, 143, 194 professional development on, 47-48, 49, 51, 107, of group work, 123, 124-125, 126, 131-132, 133, 130, 169, 170, 189, 196, 207-208 139, 140, 143, 144 SCALE-UP model, 95, 112, 134, 149, 150-151, 152, of impact of instructional changes, 135-137 163, 190-191 learning-producing, 132-133 student perceptions of, 28, 94, 163 methods, 128, 133-135 TEAL project, 136, 190 in research-based courses, 123-126, 128 Affective domain, 8, 9, 34, 40, 135 summative, 123, 124, 126 Allen, Deborah, 29-30, 184-185, 187 take-home exams, 134 American Association for the Advancement of Science, 33 two-stage exams, 131-133 American Association of Community Colleges, 201 writing assignments, 129-131 American Association of Physics Teachers, 206, 207 Association of American Colleges & Universities, 201, 202 232 Read the entire page →
From page 233... ... Ball State University, 44, 197 Clickers and clicker questions, 21, 22-24, 27, 37, 38, 41, Bates, Rebecca, 31, 36, 119, 132, 205-206 52, 66, 98, 99, 100, 103, 110, 121, 122, 126, 128, Beichner, Robert, 113, 150-151, 173, 190-191 130, 138, 139-141, 142-144, 147, 149, 166, 190, Belcher, John, 136, 137, 190-191 194-195, 197 Biology examples, 21, 22-24, 27, 29, 33, 34-35, 46, Collaborative learning, 10, 15, 17, 19, 20, 25, 37, 47-49, 61, 63-64, 74, 82, 85, 86-87, 97, 109, 113, 41, 55, 62-63, 77, 89, 96-98, 103, 104-105, 118, 131, 133-134, 151, 161, 163-164, 165, 166- 108-115, 126, 131-132, 133, 147, 148, 150, 165, 167, 188, 190, 197, 213 184-185, 197 Blackboard® software, 68 Collingwood, Courtney, 148 Brame, Cynthia, 42, 154 Colorado (see University of Colorado Boulder) Brewe, Eric, 33-34, 43, 113-115, 126, 127, 148-149, Community College of Rhode Island, 28, 51, 108 156 Concept Warehouse system, 68, 102 Brownell, Sara, 31 ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, Bruff, Derek, 144, 158, 187, 188, 192-193 101-102, 103, 113, 121, 122, 126, 128, 129, 168, Burroughs Wellcome Fund, 203 180, 212 Conceptual understanding assessing, 23, 25-26, 27, 66, 128-129 C DBER studies, 63 deep time example, 65 Calibrated Peer Review, 141 fundamental concepts of disciplines, 63-72 California State Polytechnic University, Pomona, 46, instructional strategies, 69-72 142, 143-144, 153, 191 misconceptions and, 2, 23, 25-26, 27, 39, 52, 53, 57, California State University San Marcos, 122, 138, 64-66 139-140, 164 "muddiest points" reflection, 66, 67-68, 101-102, 129 Campa, Henry "Rique" III, 196, 197 Newton's laws example, 71 Carl Wieman Science Education Initiative, 16, 35, scaffolding, 70, 76, 95, 121 155, 158 Cooper, Melanie, 80-81 Carleton College, 30, 175, 205 Cooperative learning, 15, 49, 95-96, 104-105, 108-115, Carnegie Academy for the Scholarship of Teaching and 131, 132-133 Learning, 168-169 COPUS (see Classroom Observation Protocol for Castañeda, Stephanie, 115, 130 Undergraduate STEM) Read the entire page →
From page 234... ... time concept, 65 Elon University, 32, 197 Delta Program in Research, Teaching, and Learning, Engineering examples, 15, 16, 35, 41-42, 46, 60, 66, 158-159, 197-198 67-68, 75, 77, 79, 83, 84, 90, 100, 102, 113, 118, Derryberry, Elizabeth, 42, 200-201 119, 120, 132, 158, 160, 164, 205-207, 213 Designing instruction Engineering Criteria 2000 or EC2000, 205 "bookended" approach, 96 Engineers Without Borders, 120 case studies, 92-94, 100-101, 106-107, 109, 114-115, Evergreen State College, 47 119 External organizations "flipped classroom" approach, 96, 102 accreditation standard setting, 205-206 formative feedback, 101-103 funding reform, 208-209 group work, 108-115 promoting systemic reform, 202-204 interactive exercises, 103 sponsoring professional development, 206-208 jigsaw approach, 7, 52, 105-108 types of influential organizations, 201-202 learning goals, 90-91 lectures, 96-103 Peer Instruction and ConcepTests, 98-103 practice-based and authentic experiences, 117-120 F student-centered instruction, 91-96 Facebook groups, 148 student-to-student interaction, 104-117 Faculty development (see also Professional development) Think-Pair-Share activities, 24, 96-98 hiring expert instructors, 188 tutorials, 116-117 peer-evaluation process, 194 Dickinson College, 69, 148, 163, 187-188 promotion, tenure, and salaries, 191-195 Diffusion of innovation theory, 20 recognition of teaching excellence, 182, 183, 194, 195 Dirks, Clarissa, 47-49 training assistants, 189 Disciplinary societies, 44, 46, 172, 176, 201, 206, 207, Faculty Institutes for Reforming Science Teaching, 38, 209, 213 (see also specific organizations) Read the entire page →
From page 235... ... learning goals (curriculum and instruction) , 34-41, Gelder, John, 145 186-189 Geoscience Affective Research NETwork project, 9, mindset change about teaching, 30-32 40, 135 out-of-class activities, 40, 96, 161 Geoscience Concept Inventory, 40, 52, 126 peer influence and, 172-174 Geosciences examples, 4, 33, 38-40, 44, 51-52, 65, 72, phasing in reforms, 41-42 83, 84, 97, 99, 103, 105, 106-108, 117, 121, 126, professional development, 43-44, 45-51, 168-171 132, 148, 155, 164, 195, 207-208, 209 resources for, 44-45, 172 Gillian-Daniel, Don, 158-159, 198 scheduling classes, 190-191 Google Earth, 106, 148 teaching as research, 32-34 Gosser, David, 17, 18-19, 191 time allocation for, 157-159, 189-191 Group worksheets, 25-26 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 H Iron Range Engineering program, 118, 119, 205-206 Itasca Community College, 119 Haak, David, 24 Halloun, Ibrahim, 2 Hamilton College, 105, 106, 174 Handelsman, Jo, 16, 20, 33 J Harvard University, 2, 98 Jigsaw approach, 7, 52, 105-108 Helmsley Charitable Trust, 203 JiTT (see Just-in-Time Teaching) Read the entire page →
From page 236... ... 100, 143, 190 Modeling Instruction, 113-115 formative feedback for adjusting, 101-103 Momany, Michelle, 194 interactive activities with, 52, 69, 70, 71, 96-103, Moog, Rick, 45, 110, 112, 123, 124-125, 126 105, 124, 145, 147 MSU (see Michigan State University) learning goals and, 34, 36, 37 "Muddiest points reflection," 66, 67-68, 101-102, 129 "Let's Think" activities, 93 Peer Instruction approach, 3, 4, 16-17, 28, 98-103, 126, 212 PLTL approach, 17-20, 110, 191 N pre-recorded videos, 96 NASA Jet Propulsion Laboratory, 171 problem-based learning activities and, 112 National Academies Summer Institute, 4, 46, 47-49, 188, research-based approaches, 3, 4, 17-20, 41, 56, 160, 194, 208 194-195 236 Reaching Students Read the entire page →
From page 237... ... On the Cutting Edge, 8, 33, 44, 51, 52, 105, 135, in active learning, 47-48, 49, 51, 107, 130, 169, 170, 207-208 189, 196, 207-208 Oregon State University, 207 centers for teaching, 189 Otero, Valerie, 168-169, 189 discussion opportunities, 187 external organizations and associations, 206-208 FAST program, 44, 196-197, 199 P fellowships, 46, 172, 187, 188 grants, 172, 187-188 Pedagogy in Action Web portal, 89 in implementing reforms, 43-44, 45-51, 168-171 Peer Instruction, 3, 4, 16-17, 28, 98-103, 126, 212 institutional support for, 195-201 and ConcepTests, 98-103 On the Cutting Edge program, 8, 33, 44, 51, 52, 105, Peer-Led Team Learning, 17-20, 110, 191 135, 207-208 Perkins, Dexter, 55 prospective faculty, 12, 199 Perkins, Kathy, 34, 146, 147, 178, 179-180, 182 workshops, 4, 8, 10, 30, 33, 44, 46, 47-49, 51, 52, PhET (Physics Education Technology) simulations, 145, 105, 135, 188, 194, 207-208 146-147, 152 Project Kaleidoscope, 202 Physics examples, 2-3, 14, 35, 38, 45, 60, 64, 66, 69-70, Purdue University, 16 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, R 197, 213 Randomized calling, 24-25 Pilotte, Mary, 16 Reading reflections, 9, 55, 129 PKAL (see Project Kaleidoscope) Read the entire page →
From page 238... ... digital archive, 140, 141 Service learning engineering projects, 120 learning goals and, 138-142 Shaffer, Peter, 116 simulations, animations, interactive demonstrations, Silverthorn, Dee, 53, 165, 166-167 and related computer-based technologies, 144-147 Simon, Beth, 16-17, 28, 36, 100 Technology-Enabled Active Learning project, 136, 190 Situated apprenticeships model, 50 Tewksbury, Barbara, 105, 106-107, 174 Smay, Jessica, 52, 117, 121, 126 Think-Pair-Share activities, 24, 38, 52, 96-98, 126, 166, Smith, Bethany, 68 170-171, 197 Smith, Jacob, 143-144 Thornton, Ron, 69, 70, 145 Smith, Karl, 16, 96, 105 Tilley, Mackenzie, 113 Smith, Michelle, 34, 144 Treisman, Uri, 18 Socratic dialogue, 19, 24, 112 Tufts University, 42, 69, 120 Sokoloff, David, 31, 69-70, 103, 127, 145, 173 Tulane University, 42, 200 South Suburban College, 121 Tutorials, 52, 68, 116-117, 121 Steer, David, 38, 39 Streveler, Ruth, 16, 126 Student-Centered Active Learning Environment with Upside-down Pedagogies, 45, 95-96, 112-113, U 118, 134, 149, 150-151, 152, 163, 173, 190-191 UBC (see University of British Columbia) Student-centered instruction Ubiquitous Presenter software, 140-141 designing, 91-96 UGA (see University of Georgia) Read the entire page →
From page 239... ... V Vanderbilt University Center for Teaching, 42, 144, 154, 158, 187, 188 Index 239 Read the entire page →

From page 232...

... Arizona State University, 46, 66, 67-68, 101, 114, 164 ABET, 90, 205-206 Assessments Abraham, Michael, 145 in activity-based classroom, 38, 39, 67-68, 102-103, Active learning 133, 134, 136 AAU framework for systemic change, 203 affective domain, 135 assessment of learning/exams, 38, 39, 67-68, alignment with content and instruction, 126-127, 135 102-103, 133, 134, 136 authentic, 134, 135 classroom spaces for, 42, 45, 112, 122, 132, 136, case studies, 132-133, 146-147 149, 150-151, 152 concept inventories, 2, 40, 66, 99, 102-103, 126, effectiveness, 58, 94, 163 128, 129 elements.general approaches, 95-96 ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, "flipped classroom" approach, 96 101-102, 103, 113, 121, 122, 126, 128, 129, 168, goal setting and, 161 180, 212 implementing, 22-25, 27, 42, 95-96, 102-103 of conceptual understanding, 128-129 JiTTIL approach, 102-103 and course evaluation, 123-137 laboratories, 69-70, 71 daily learning objectives, 133-134 Learning Physics curriculum, 139 formative, 14, 55, 95, 101-103, 123, 124-125, 126, POGIL, 45, 92, 108-109, 110, 123, 124-125, 209 128, 129-131, 135, 143, 194 professional development on, 47-48, 49, 51, 107, of group work, 123, 124-125, 126, 131-132, 133, 130, 169, 170, 189, 196, 207-208 139, 140, 143, 144 SCALE-UP model, 95, 112, 134, 149, 150-151, 152, of impact of instructional changes, 135-137 163, 190-191 learning-producing, 132-133 student perceptions of, 28, 94, 163 methods, 128, 133-135 TEAL project, 136, 190 in research-based courses, 123-126, 128 Affective domain, 8, 9, 34, 40, 135 summative, 123, 124, 126 Allen, Deborah, 29-30, 184-185, 187 take-home exams, 134 American Association for the Advancement of Science, 33 two-stage exams, 131-133 American Association of Community Colleges, 201 writing assignments, 129-131 American Association of Physics Teachers, 206, 207 Association of American Colleges & Universities, 201, 202 232

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From page 233...

... Ball State University, 44, 197 Clickers and clicker questions, 21, 22-24, 27, 37, 38, 41, Bates, Rebecca, 31, 36, 119, 132, 205-206 52, 66, 98, 99, 100, 103, 110, 121, 122, 126, 128, Beichner, Robert, 113, 150-151, 173, 190-191 130, 138, 139-141, 142-144, 147, 149, 166, 190, Belcher, John, 136, 137, 190-191 194-195, 197 Biology examples, 21, 22-24, 27, 29, 33, 34-35, 46, Collaborative learning, 10, 15, 17, 19, 20, 25, 37, 47-49, 61, 63-64, 74, 82, 85, 86-87, 97, 109, 113, 41, 55, 62-63, 77, 89, 96-98, 103, 104-105, 118, 131, 133-134, 151, 161, 163-164, 165, 166- 108-115, 126, 131-132, 133, 147, 148, 150, 165, 167, 188, 190, 197, 213 184-185, 197 Blackboard® software, 68 Collingwood, Courtney, 148 Brame, Cynthia, 42, 154 Colorado (see University of Colorado Boulder) Brewe, Eric, 33-34, 43, 113-115, 126, 127, 148-149, Community College of Rhode Island, 28, 51, 108 156 Concept Warehouse system, 68, 102 Brownell, Sara, 31 ConcepTests, 3, 37, 38-39, 40, 41, 66, 98, 99-100, Bruff, Derek, 144, 158, 187, 188, 192-193 101-102, 103, 113, 121, 122, 126, 128, 129, 168, Burroughs Wellcome Fund, 203 180, 212 Conceptual understanding assessing, 23, 25-26, 27, 66, 128-129 C DBER studies, 63 deep time example, 65 Calibrated Peer Review, 141 fundamental concepts of disciplines, 63-72 California State Polytechnic University, Pomona, 46, instructional strategies, 69-72 142, 143-144, 153, 191 misconceptions and, 2, 23, 25-26, 27, 39, 52, 53, 57, California State University San Marcos, 122, 138, 64-66 139-140, 164 "muddiest points" reflection, 66, 67-68, 101-102, 129 Campa, Henry "Rique" III, 196, 197 Newton's laws example, 71 Carl Wieman Science Education Initiative, 16, 35, scaffolding, 70, 76, 95, 121 155, 158 Cooper, Melanie, 80-81 Carleton College, 30, 175, 205 Cooperative learning, 15, 49, 95-96, 104-105, 108-115, Carnegie Academy for the Scholarship of Teaching and 131, 132-133 Learning, 168-169 COPUS (see Classroom Observation Protocol for Castañeda, Stephanie, 115, 130 Undergraduate STEM)

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From page 234...

... time concept, 65 Elon University, 32, 197 Delta Program in Research, Teaching, and Learning, Engineering examples, 15, 16, 35, 41-42, 46, 60, 66, 158-159, 197-198 67-68, 75, 77, 79, 83, 84, 90, 100, 102, 113, 118, Derryberry, Elizabeth, 42, 200-201 119, 120, 132, 158, 160, 164, 205-207, 213 Designing instruction Engineering Criteria 2000 or EC2000, 205 "bookended" approach, 96 Engineers Without Borders, 120 case studies, 92-94, 100-101, 106-107, 109, 114-115, Evergreen State College, 47 119 External organizations "flipped classroom" approach, 96, 102 accreditation standard setting, 205-206 formative feedback, 101-103 funding reform, 208-209 group work, 108-115 promoting systemic reform, 202-204 interactive exercises, 103 sponsoring professional development, 206-208 jigsaw approach, 7, 52, 105-108 types of influential organizations, 201-202 learning goals, 90-91 lectures, 96-103 Peer Instruction and ConcepTests, 98-103 practice-based and authentic experiences, 117-120 F student-centered instruction, 91-96 Facebook groups, 148 student-to-student interaction, 104-117 Faculty development (see also Professional development) Think-Pair-Share activities, 24, 96-98 hiring expert instructors, 188 tutorials, 116-117 peer-evaluation process, 194 Dickinson College, 69, 148, 163, 187-188 promotion, tenure, and salaries, 191-195 Diffusion of innovation theory, 20 recognition of teaching excellence, 182, 183, 194, 195 Dirks, Clarissa, 47-49 training assistants, 189 Disciplinary societies, 44, 46, 172, 176, 201, 206, 207, Faculty Institutes for Reforming Science Teaching, 38, 209, 213 (see also specific organizations)

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From page 235...

... learning goals (curriculum and instruction) , 34-41, Gelder, John, 145 186-189 Geoscience Affective Research NETwork project, 9, mindset change about teaching, 30-32 40, 135 out-of-class activities, 40, 96, 161 Geoscience Concept Inventory, 40, 52, 126 peer influence and, 172-174 Geosciences examples, 4, 33, 38-40, 44, 51-52, 65, 72, phasing in reforms, 41-42 83, 84, 97, 99, 103, 105, 106-108, 117, 121, 126, professional development, 43-44, 45-51, 168-171 132, 148, 155, 164, 195, 207-208, 209 resources for, 44-45, 172 Gillian-Daniel, Don, 158-159, 198 scheduling classes, 190-191 Google Earth, 106, 148 teaching as research, 32-34 Gosser, David, 17, 18-19, 191 time allocation for, 157-159, 189-191 Group worksheets, 25-26 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 H Iron Range Engineering program, 118, 119, 205-206 Itasca Community College, 119 Haak, David, 24 Halloun, Ibrahim, 2 Hamilton College, 105, 106, 174 Handelsman, Jo, 16, 20, 33 J Harvard University, 2, 98 Jigsaw approach, 7, 52, 105-108 Helmsley Charitable Trust, 203 JiTT (see Just-in-Time Teaching)

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From page 236...

... 100, 143, 190 Modeling Instruction, 113-115 formative feedback for adjusting, 101-103 Momany, Michelle, 194 interactive activities with, 52, 69, 70, 71, 96-103, Moog, Rick, 45, 110, 112, 123, 124-125, 126 105, 124, 145, 147 MSU (see Michigan State University) learning goals and, 34, 36, 37 "Muddiest points reflection," 66, 67-68, 101-102, 129 "Let's Think" activities, 93 Peer Instruction approach, 3, 4, 16-17, 28, 98-103, 126, 212 PLTL approach, 17-20, 110, 191 N pre-recorded videos, 96 NASA Jet Propulsion Laboratory, 171 problem-based learning activities and, 112 National Academies Summer Institute, 4, 46, 47-49, 188, research-based approaches, 3, 4, 17-20, 41, 56, 160, 194, 208 194-195 236 Reaching Students

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From page 237...

... On the Cutting Edge, 8, 33, 44, 51, 52, 105, 135, in active learning, 47-48, 49, 51, 107, 130, 169, 170, 207-208 189, 196, 207-208 Oregon State University, 207 centers for teaching, 189 Otero, Valerie, 168-169, 189 discussion opportunities, 187 external organizations and associations, 206-208 FAST program, 44, 196-197, 199 P fellowships, 46, 172, 187, 188 grants, 172, 187-188 Pedagogy in Action Web portal, 89 in implementing reforms, 43-44, 45-51, 168-171 Peer Instruction, 3, 4, 16-17, 28, 98-103, 126, 212 institutional support for, 195-201 and ConcepTests, 98-103 On the Cutting Edge program, 8, 33, 44, 51, 52, 105, Peer-Led Team Learning, 17-20, 110, 191 135, 207-208 Perkins, Dexter, 55 prospective faculty, 12, 199 Perkins, Kathy, 34, 146, 147, 178, 179-180, 182 workshops, 4, 8, 10, 30, 33, 44, 46, 47-49, 51, 52, PhET (Physics Education Technology) simulations, 145, 105, 135, 188, 194, 207-208 146-147, 152 Project Kaleidoscope, 202 Physics examples, 2-3, 14, 35, 38, 45, 60, 64, 66, 69-70, Purdue University, 16 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, R 197, 213 Randomized calling, 24-25 Pilotte, Mary, 16 Reading reflections, 9, 55, 129 PKAL (see Project Kaleidoscope)

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From page 238...

... digital archive, 140, 141 Service learning engineering projects, 120 learning goals and, 138-142 Shaffer, Peter, 116 simulations, animations, interactive demonstrations, Silverthorn, Dee, 53, 165, 166-167 and related computer-based technologies, 144-147 Simon, Beth, 16-17, 28, 36, 100 Technology-Enabled Active Learning project, 136, 190 Situated apprenticeships model, 50 Tewksbury, Barbara, 105, 106-107, 174 Smay, Jessica, 52, 117, 121, 126 Think-Pair-Share activities, 24, 38, 52, 96-98, 126, 166, Smith, Bethany, 68 170-171, 197 Smith, Jacob, 143-144 Thornton, Ron, 69, 70, 145 Smith, Karl, 16, 96, 105 Tilley, Mackenzie, 113 Smith, Michelle, 34, 144 Treisman, Uri, 18 Socratic dialogue, 19, 24, 112 Tufts University, 42, 69, 120 Sokoloff, David, 31, 69-70, 103, 127, 145, 173 Tulane University, 42, 200 South Suburban College, 121 Tutorials, 52, 68, 116-117, 121 Steer, David, 38, 39 Streveler, Ruth, 16, 126 Student-Centered Active Learning Environment with Upside-down Pedagogies, 45, 95-96, 112-113, U 118, 134, 149, 150-151, 152, 163, 173, 190-191 UBC (see University of British Columbia) Student-centered instruction Ubiquitous Presenter software, 140-141 designing, 91-96 UGA (see University of Georgia)

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From page 239...

... V Vanderbilt University Center for Teaching, 42, 144, 154, 158, 187, 188 Index 239

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Index Pages 232-239

Index
Pages 232-239