Education and Teaching Resources

Presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference--many of which can be put into practice in a single class period. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines.

Describes the real and perceived barriers that underrepresented students—to include women, students of color, transfer students, and first-generation college students—encounter when considering enrollment, or participating, in science courses; considers the issues they face at the various transitions in their education, from entering college to declaring a major and moving on to a profession; and sets out the range of mentoring options available to program designers.

Encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.

With a solid grounding in the literature and drawing on many examples from the authors' rich experiences, this book enables researchers and educators to better understand teachers' roles in effective chemistry education and the importance of their professional development.

Shows how the engineering curriculum can be a site for rendering social justice visible in engineering, for exploring complex socio-technical interplays inherent in engineering practice, and for enhancing teaching and learning.

Presents a unique collection of strategies that have been used successfully in chemistry classrooms to create a learner-sensitive environment that enhances academic achievement and social competence of students.