@BOOK{NAP author = "National Research Council", editor = "Sarah Michaels and Andrew W. Shouse and Heidi A. Schweingruber", title = "Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms", isbn = "978-0-309-10614-6", abstract = "What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?\nReady, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.\nReady, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.\nThis book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone \u00ef\u00bf\u00bdincluding parents \u00ef\u00bf\u00bddirectly or indirectly involved in the teaching of science.", url = "https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Richard A. Duschl and Heidi A. Schweingruber and Andrew W. Shouse", title = "Taking Science to School: Learning and Teaching Science in Grades K-8", isbn = "978-0-309-10205-6", abstract = "What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as:\n\n When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects?\n What role does nonschool learning play in children's knowledge of science?\n How can science education capitalize on children's natural curiosity?\n What are the best tasks for books, lectures, and hands-on learning?\n How can teachers be taught to teach science?\n\nThe book also provides a detailed examination of how we know what we know about children's learning of science\u2014about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education\u2014teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.", url = "https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Susan R. Singer and Natalie R. Nielsen and Heidi A. Schweingruber", title = "Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering", isbn = "978-0-309-25411-3", abstract = "The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding.\nDiscipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER.\nDiscipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.", url = "https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Rajul Pandya and Kenne Ann Dibner", title = "Learning Through Citizen Science: Enhancing Opportunities by Design", isbn = "978-0-309-47916-5", abstract = "In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science.\n\nContemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science.\n\nLearning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education.", url = "https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and John D. Bransford", title = "How Students Learn: Science in the Classroom", isbn = "978-0-309-08950-0", abstract = "How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.\nOrganized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.\nThis book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.", url = "https://nap.nationalacademies.org/catalog/11102/how-students-learn-science-in-the-classroom", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Elsa Garmire and Greg Pearson", title = "Tech Tally: Approaches to Assessing Technological Literacy", isbn = "978-0-309-10183-7", abstract = "In a broad sense, technology is any modification of the natural world made to fulfill human needs or desires. Although people tend to focus on the most recent technological inventions, technology includes a myriad of devices and systems that profoundly affect everyone in modern society. Technology is pervasive; an informed citizenship needs to know what technology is, how it works, how it is created, how it shapes our society, and how society influences technological development. This understanding depends in large part on an individual level of technological literacy.\n\nTech Tally: Approaches to Assessing Technological Literacy determines the most viable approaches to assessing technological literacy for students, teachers, and out-of-school adults. The book examines opportunities and obstacles to developing scientifically valid and broadly applicable assessment instruments for technological literacy in the three target populations. The book offers findings and 12 related recommendations that address five critical areas: instrument development; research on learning; computer-based assessment methods, framework development, and public perceptions of technology.\n\nThis book will be of special interest to individuals and groups promoting technological literacy in the United States, education and government policy makers in federal and state agencies, as well as the education research community.", url = "https://nap.nationalacademies.org/catalog/11691/tech-tally-approaches-to-assessing-technological-literacy", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and James W. Pellegrino", title = "Learning and Instruction: A SERP Research Agenda", isbn = "978-0-309-09081-0", abstract = "The Strategic Education Research Partnership\n(SERP) is a bold, ambitious plan that proposes a\nrevolutionary program of education research and\ndevelopment. Its purpose is to construct a powerful\nknowledge base, derived from both research\nand practice, that will support the efforts of teachers,\nschool administrators, colleges of education,\nand policy officials\u2014with the ultimate goal of significantly\nimproving student learning. The proposals\nin this book have the potential to substantially\nimprove the knowledge base that supports teaching\nand learning by pursuing answers to questions\nat the core of teaching practices. It calls for the\nlinking of research and development, including\ninstructional programs, assessment tools, teacher\neducation programs, and materials. Best of all, the\nbook provides a solid framework for a program of\nresearch and development that will be genuinely\nuseful to classroom teachers.\n", url = "https://nap.nationalacademies.org/catalog/10858/learning-and-instruction-a-serp-research-agenda", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. S. Donovan and A. K. Wigdor and C. E. Snow", title = "Strategic Education Research Partnership", isbn = "978-0-309-08879-4", abstract = "Envision a cadre of leading scientists and practitioners working collaboratively on a highly focused program of education research that is tightly coupled with practice. Much of the research is carried out in school settings. Research influences educational practice, and the outcomes in practice inform further research efforts.\n \nThe Strategic Education Research Partnership (SERP) is designed to make this vision a reality. It proposes a large-scale, coherent program of research and development that would put the problems of educational practice at its center, and focus on all stages necessary to influence practice. These include theory testing, the development and evaluation of instructional programs, the study of practice in context, and attention to taking innovations to scale.\n\nThis book explains the features of SERP and the ways in which it would address the major challenges of linking research and practice. It is a call to mobilize the nation\u2019s resources and political will, the power of scientific research, and the expertise of our educators, to create a more effective research and development program for improving student learning.\n", url = "https://nap.nationalacademies.org/catalog/10670/strategic-education-research-partnership", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Science Teaching Reconsidered: A Handbook", isbn = "978-0-309-05498-0", abstract = "Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods\u2014and the wonder\u2014of science.\nWhat impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions.\nWritten by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.", url = "https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and John D. Bransford", title = "How Students Learn: Mathematics in the Classroom", isbn = "978-0-309-08949-4", abstract = "How Students Learn: Mathematics in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.\nThis book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.", url = "https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and John D. Bransford", title = "How Students Learn: History, Mathematics, and Science in the Classroom", isbn = "978-0-309-07433-9", abstract = "How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. \nHow Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. \nOrganized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. \nThe book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. \nHow Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.\n", url = "https://nap.nationalacademies.org/catalog/10126/how-students-learn-history-mathematics-and-science-in-the-classroom", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and John D. Bransford", title = "How Students Learn: History in the Classroom", isbn = "978-0-309-08948-7", abstract = "How Students Learn: History in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.\n\nThe book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It also features illustrated suggestion for classroom activities.", url = "https://nap.nationalacademies.org/catalog/11100/how-students-learn-history-in-the-classroom", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "How People Learn: Brain, Mind, Experience, and School: Expanded Edition", isbn = "978-0-309-07036-2", abstract = "First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.\nLike the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods\u2014to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.\nHow People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.\nTopics include:\n\n How learning actually changes the physical structure of the brain.\n How existing knowledge affects what people notice and how they learn.\n What the thought processes of experts tell us about how to teach.\n The amazing learning potential of infants.\n The relationship of classroom learning and everyday settings of community and workplace.\n Learning needs and opportunities for teachers.\n A realistic look at the role of technology in education.\n", url = "https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "How People Learn: Brain, Mind, Experience, and School", abstract = "When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do\u2014with curricula, classroom settings, and teaching methods\u2014to help children learn most effectively?\nThis book offers exciting new research about the mind and the brain that provides answers to these and other questions. New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.\nHow People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include:\n\n How learning actually changes the physical structure of the brain.\n How existing knowledge affects what people notice and how they learn.\n What the thought processes of experts tell us about how to teach.\n The amazing learning potential of infants.\n The relationship of classroom learning and everyday settings of community and workplace.\n Learning needs and opportunities for teachers.\n A realistic look at the role of technology in education.\n\nIf education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers.", url = "https://nap.nationalacademies.org/catalog/6160/how-people-learn-brain-mind-experience-and-school", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Margaret Hilton", title = "Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary", isbn = "978-0-309-14518-3", abstract = "An emerging body of research suggests that a set of broad \"21st century skills\"\u2014such as adaptability, complex communication skills, and the ability to solve non-routine problems\u2014are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge.\n\nTo explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes\u2014including talk and argument, modeling and representation, and learning from investigations\u2014builds science proficiency. At the same time, this engagement may develop 21st century skills. \n\nExploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.", url = "https://nap.nationalacademies.org/catalog/12771/exploring-the-intersection-of-science-education-and-21st-century-skills", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Nancy Kober", title = "Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering", isbn = "978-0-309-30043-8", abstract = "The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.\nReaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.\nThe research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.", url = "https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Student Learning: A Strategic Plan for Education Research and Its Utilization", isbn = "978-0-309-06489-7", abstract = "The state of America's schools is a major concern of policymakers, educators, and parents, and new programs and ideas are constantly proposed to improve it. Yet few of these programs and ideas are based on strong research about students and teachers\u2014about learning and teaching. Even when there is solid knowledge, the task of importing it into more than one million classrooms is daunting.\nImproving Student Learning responds by proposing an ambitious and extraordinary plan: a strategic education research program that would focus on four key questions:\n\n How can advances in research on learning be incorporated into educational practice?\n How can student motivation to achieve in school be increased?\n How can schools become organizations capable of continuous improvement?\n How can the use of research knowledge be increased in schools?\n\nThis book is the springboard for a year-long discussion among educators, researchers, policy makers, and the potential funders\u2014federal, state, and private\u2014of the proposed strategic education research program. The committee offers suggestions for designing, organizing, and managing an effective strategic education research program by building a structure of interrelated networks. The book highlights such issues as how teachers can help students overcome their conceptions about how the world works, the effect of expectations on school performance, and the particular challenges of teaching children from diverse and disadvantaged backgrounds.\nIn the midst of a cacophony of voices about America's schools, this book offers a serious, long-range proposal for meeting the challenges of educating the nation's children.", url = "https://nap.nationalacademies.org/catalog/6488/improving-student-learning-a-strategic-plan-for-education-research-and", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas", isbn = "978-0-309-21742-2", abstract = "Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.\n\nA Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.\n\nA Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.", url = "https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Research in the Life Sciences with Dual Use Potential: An International Faculty Development Project on Education About the Responsible Conduct of Science", isbn = "978-0-309-22117-7", abstract = "In many countries, colleges and universities are where the majority of innovative research is done; in all cases, they are where future scientists receive both their initial training and their initial introduction to the norms of scientific conduct regardless of their eventual career paths. Thus, institutions of higher education are particularly relevant to the tasks of education on research with dual use potential, whether for faculty, postdoctoral researchers, graduate and undergraduate students, or technical staff.\nResearch in the Life Sciences with Dual Use Potential describes the outcomes of the planning meeting for a two-year project to develop a network of faculty who will be able to teach the challenges of research in the life sciences with dual use potential. Faculty will be able to incorporate such concepts into their teaching and research through exposure to the tenets of responsible conduct of research in active learning teaching methods. This report is intended to provide guidelines for that effort and to be applicable to any country wishing to adopt this educational model that combines principles of active learning and training with attention to norms of responsible science. The potential audiences include a broad array of current and future scientists and the policymakers who develop laws and regulations around issues of dual use.", url = "https://nap.nationalacademies.org/catalog/13270/research-in-the-life-sciences-with-dual-use-potential-an", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Second Review of a New Data Management System for the Social Security Administration", url = "https://nap.nationalacademies.org/catalog/10442/second-review-of-a-new-data-management-system-for-the-social-security-administration", year = 1979, publisher = "The National Academies Press", address = "Washington, DC" }