This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies—including qualitative, quantitative, and mixed methods—Doing Research to Improve Teaching and Learning provides examples across disciplines of how to use one's research skills to improve teaching.

This teaching resource is an informative, insightful guide to science teaching. The handbook places special emphasis on general biology, compiling materials collected and developed by Dr. Uno during his 17 years of teaching experience. Graduate teaching assistants, undergraduate science instructors, as well as experienced faculty members looking for new classroom ideas will find this guide an invaluable source of information.

This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment.

In the first chapters of this book, the authors encourage college and university professors to reconsider their traditional teacher-centered paradigm of teaching and to adopt a learning-centered approach to classroom interaction. They devote the rest of their book to describing practical techniques instructors can use to make learning more focused on the needs of students. The reader will find many specific and useful examples of how to make their teaching more learning-centered.