Materials Similar to Sustaining Change: Instructor Effects in Transformed Large Lecture Courses

• 55%: Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses
• 45%: Reforming a large lecture modern physics course for engineering majors using a PER-based design
• 39%: Assessing ISLE Labs as an Enhancement to Traditional Large-Lecture Courses at the Ohio State University
• 38%: Curriculum Design for the Algebra-Based Course: Just Change the ‘D’s to Deltas?
• 36%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
• 35%: Longer term impacts of transformed courses on student conceptual understanding of E&M
• 31%: Sustaining educational reforms in introductory physics
• 30%: Promoting and Studying Deep-Level Discourse During Large-Lecture Introductory Physics
• 29%: Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
• 29%: The "RIPL" Effect on Learning Gains in Lecture
• 29%: Instructors' reasons for choosing problem features in a calculus-based introductory physics course
• 27%: The effects of a concept-construction lab course on FCI performance
• 27%: Developing an Inquiry-Based Physical Science Course For Preservice Elementary Teachers
• 27%: But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
• 27%: Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
• 27%: Preliminary Results of Gender Equity Variations in a Large Active-Learning Introductory Physics Course Due to Laboratory Activity Instructions
• 26%: Student-Centered Activities for Large Enrollment University Physics (SCALE-UP)
• 26%: Conceptual astronomy: A novel model for teaching postsecondary science courses