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* Peer Instruction Collaborative learning in large lectures.

* Gender and physics What factors contribute to gender differences in introductory physics courses?

* Classroom demonstrations Do demonstrations really help students learn, or do they just entertain?

* Technology and education Innovative use of technology can enable new modes of learning

* Stratagrams for Analysis of FCI Performance How can we better interpret students' performance when we are comparing just a few classes?

* Understanding Confusion What do students' expressions of confusion tell us about their learning and engagement?

* “Design” in the Introductory Laboratory Is one approach to inquiry in the instructional lab better than another?

Some of these resources are on separate sites (also maintained by us).

* Peer Instruction: A User's Manual A book on Peer Instruction complete with resource material.

* The Interactive Learning Toolkit A course management website developed by the Mazur Group. Designed for instructors using Just in Time Teaching and Peer Instruction.

* Teaching Physics, Conservation Laws First Proceedings of an NSF Faculty Enhancement Conference.

Class time is a precious commodity, but how often do we stop to think about how it's being used? Should class activities merely transmit information that is already printed in the students' textbook? Do our students actually learn during class, or do they simply feverishly scribble down everything we say, hoping somehow to understand the material later?

Large lectures: thought-provoking, sleep-inducing, or both?

We are investigating ways that instructors can enhance student understanding, by promoting active learning in the classroom and pursuing strategies that meet the needs of diverse students.

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