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Several pedagogic strategies designed America, v. 111, https://doi.org/10.1073/
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for the undergraduate classroom support ACKNOWLEDGMENTS Gilbert, L.A., Stempien, J., McConnell, D.A.,
the use of productive discourse, including Members of the National Geoscience Faculty Budd, D.A., van der Hoeven Kraft, K.J.,
lecture tutorials (Kortz et al., 2008), peer Survey research team provided valuable feedback Bykerk-Kauffman, A., Jones, M.H., Knight,
interactions and reflection (Mason and and support at several stages of this work, C.C., Matheney, R.K., Perkins, D., and Wirth,
Singh, 2010), and two-stage (or collabora- particularly Kim Kastens, Heather Macdonald, K.R., 2012, Not just “rocks for jocks”: Who
tive) exams (Gilley and Clarkston, 2014), Rory McFadden, Karen Viskupic, Becky Lien, and are introductory geology students and why are
they here?: Journal of Geoscience Education,
Karen McNeal. This work was funded by several
among many others. Providing students grants from the National Science Foundation to v. 60, no. 4, p. 360–371, https://doi.org/
the opportunity to think and process new On the Cutting Edge, InTeGrate, and SAGE 2YC. 10.5408/12-287.1.
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