Materials Similar to Sustaining Change: Instructor Effects in Transformed Large Lecture Courses
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- 54%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics 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
- 35%: Using a parachute course to retain students in introductory physics courses
- 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
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