login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Making a Course (and Learning Gains) Portable: the day-by-day plan

• 55%: Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses
• 50%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
• 48%: Using a parachute course to retain students in introductory physics courses
• 44%: The "RIPL" Effect on Learning Gains in Lecture
• 44%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
• 43%: Problem-based Learning in Physics: Making Connections with the Real World
• 42%: Course, Curriculum, and Laboratory Improvement Grants (CCLI)
• 42%: Using reflections to explore student learning during the project component of an advanced laboratory course
• 40%: Curriculum Design for the Algebra-Based Course: Just Change the ‘D’s to Deltas?
• 38%: An Intensive Short Course on Atomic-Force Microscopy
• 37%: Sustaining Change: Instructor Effects in Transformed Large Lecture Courses
• 37%: Developing an Inquiry-Based Physical Science Course For Preservice Elementary Teachers
• 35%: Classical Mechanics/Math Methods I: Course Materials
• 35%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
• 35%: Using custom interactive video prelab activities in a large introductory lab course
• 34%: Investigative Science Learning Environment - A Science Process Approach to Learning Physics
• 34%: No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms
• 34%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
• 33%: Transforming the advanced lab: Part I - Learning goals