Professors Can Learn to Be More Effective Instructors

By Colleen Flaherty Feb 10, 2016

Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes. Intuitively, it makes…Practically speaking, though, the challenges of (and the variables involved in) tracing the effects of professional development on student learning are myriad…Read more

The Trends Report: 10 Key Shifts in Higher Education.

From Chronicle of Higher Education: The Trends Report: 10 Key Shifts in Higher Education

In a year of turmoil − marked by campus protests, free-speech controversies, scandals involving academic research, questions about the value of a degree, and more − higher education continues to be on the defensive. Public scrutiny and the social-media… Read More

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (2012)

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Authors

Susan R. Singer, Natalie R. Nielsen, and Heidi A. Schweingruber, Editors; Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Research Council

Description

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding.

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Publication Info

282 pages | 6 x 9
Paperback
ISBN: 978-0-309-25411-3
DOI: 10.17226/13362

Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop (2015)

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Authors

Ana Ferreras, Cathy Kessel, and Myong-Hi Kim, Rapporteurs; U.S. National Commission on Mathematics Instruction; Board on International Scientific Organizations; Policy and Global Affairs; National Academies of Sciences, Engineering, and Medicine

Description

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.

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Publication Info

102 pages | 8.5 x 11
Paperback
ISBN: 978-0-309-37436-1
DOI: 10.17226/21753

Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)

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Authors

Nancy Kober; Board on Science Education; Division on Behavioral and Social Sciences and Education; National Research Council

Description

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.

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Publication Info

256 pages | 8.25 x 10
ISBNs:

  • Paperback: 978-0-309-30043-8
  • Ebook: 978-0-309-30046-9

DOI: 10.17226/18687

Integrating Discovery-Based Research into the Undergraduate Curriculum:

 

Authors

Committee for Convocation on Integrating Discovery-Based Research into the Undergraduate Curriculum; Division on Earth and Life Studies; Division of Behavioral and Social Sciences and Education; National Academies of Sciences, Engineering, and Medicine

Description

Students who participate in scientific research as undergraduates report gaining many benefits from the experience. However, undergraduate research done independently under a faculty member’s guidance or as part of an internship, regardless of its individual benefits, is inherently limited in its overall impact. Faculty members and sponsoring companies have limited time and funding to support undergraduate researchers, and most institutions have available (or have allocated) only enough human and financial resources to involve a small fraction of their undergraduates in such experiences.

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Publication Info

152 pages | 7 x 10
Paperback
ISBN: 978-0-309-38089-8
DOI: 10.17226/21851

 

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National Education Technology Plan

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The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible.

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