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      The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

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      CBE Life Sciences Education
      American Society for Cell Biology

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          Abstract

          The teaching practices inventory characterizes the teaching methods used in university science and mathematics courses, including the extent of use of research-based teaching practices. Data from many courses across five departments are presented.

          Abstract

          We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices.

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          Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

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            A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

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              Teaching more by lecturing less.

              We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.
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                Author and article information

                Contributors
                Role: Monitoring Editor
                Journal
                CBE Life Sci Educ
                CBE-LSE
                CBE-LSE
                CBE-LSE
                CBE Life Sciences Education
                American Society for Cell Biology
                1931-7913
                1931-7913
                Fall 2014
                : 13
                : 3
                : 552-569
                Affiliations
                [1]*Department of Physics and Graduate School of Education, Stanford University, Stanford, CA 94305
                [2] Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
                Author notes
                Address correspondence to: Carl Wieman ( cwieman@ 123456stanford.edu ).
                Article
                CBE-14-02-0023
                10.1187/cbe.14-02-0023
                4152215
                25185237
                76b37317-b142-4af8-9029-edae6d4e3732
                © 2014 C. Wieman and S. Gilbert. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( http://creativecommons.org/licenses/by-nc-sa/3.0).

                “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.

                History
                : 8 February 2014
                : 7 June 2014
                : 7 June 2014
                Categories
                General Articles
                Custom metadata
                September 2, 2014

                Education
                Education

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