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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. Table of Contents Front Matter 1 Thinking About
Learning and Teaching as a Researcher Would 2 Getting Started 3
Using Insights About Learning to Inform Teaching 4 Designing
Instruction 5 Assessing and Adapting 6 Overcoming Challenges 7
Creating Broader Contexts That Support Research-Based Teaching and
Learning Epilogue: On Changing Minds References List of
Interviewees Biographical Sketches of Consulting Experts About the
Author Index Photo and Illustration Credits
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