This chapter provides a narrative account of my time as Chancellor of UC Berkeley, beginning with issues around the governance of public universities and the place of student protest. It covers issues of personal security, debates over tuition and funding, the crisis caused by major budget shortfalls, the struggle between Governor Jerry Brown and President (of the UC System) Janet Napolitano (former Secretary of Homeland Security and Governor of Arizona), football teams and academic performance, sexual assault among students, data science and the curriculum, the global strategy of the university, the plan for a Berkeley Global Campus, the legacy of the Free Speech Movement of 1964, controversy about the role of civility on college campus, budget cuts, institutional restructuring and change, resistance to change among faculty, sexual harassment, and ultimately the tension between administrative leadership and faculty life. It also covers controversies over the visits to campus of Milo Yiannopoulos, Ann Coulter, and Ben Shapiro and a fullscale riot on campus. It concludes with accounts of progress in data science, biomedical research, and recovery from budget woes.

This chapter examines the research associated with professional development settings for science and engineering practices and self-regulated learning. Since professional development tends to be developmental, the research reviews are separated into preservice preparation and inservice development. Each section of the chapter follows with a summary of recommendations derived from the research for preservice teacher instruction and for inservice teacher professional development experiences. Examples of elementary teacher professional development for teaching data practices in the topic of earth sciences and secondary teacher professional development for teaching argumentation in science using SRL are described.

This chapter focuses on constructing explanations and designing solutions. In each chapter, the practice is dissected into distinct and clear learning tasks that serve as process goals for learning the practice. These tasks are then examined within the context of a self-regulated learning cycle and coaching strategies for instruction and assessment are emphasized. The instruction and assessment strategies are contextualized for students in grades 6–8 and focus on conducting an investigation on the factors that influence the strength of an electromagnet. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students and how teachers can support students learning how to plan and carry out investigations.

This chapter explains research designs for potential research of student, preservice teacher, and inservice teacher teaching and learning of self-regulated learning processes while engaging in science and engineering practices. Sample research designs using Joseph Maxwell’s (2012) research design framework will be presented for studies involving case study design, comparative design, and mixed methods parallel design. This chapter assumes a basic understanding of how to design educational research and is intended to be instructive for putting these types of designs into the context of student self-regulated learning while engaging in science and engineering practices.

This chapter focuses on analyzing and interpreting data. In each chapter, the practice is dissected into distinct and clear learning tasks that serve as process goals for learning the practice. These tasks are then examined within the context of a self-regulated learning cycle and coaching strategies for instruction and assessment are emphasized. The instruction and assessment strategies are contextualized for students in grades 9–12 and focus on conducting an investigation on the factors that influence the height of tides. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students and how teachers can support students learning how to plan and carry out investigations.

This chapter sets up the distinctions and connections between the two major concepts of the book: science and engineering practices and self-regulated learning. Ideas about the makeup of the discipline of science and the discipline of engineering are explored and analyzed for their alignment with the practices. Conceptual, procedural, and epistemic knowledge are discussed to demonstrate how science and engineering practices are the lynchpin for learning disciplinary knowledge. The chapter also guides the reader on how to use the book to support research and teacher education.

The purpose of this chapter is to examine science and engineering practices in detail. The analysis of the practices makes connections with the practices’ disciplinary characteristics and decomposes the learning tasks that can be accomplished to master science and engineering practices. A better understanding of how science and engineering practices represent (or do not represent) disciplinary characteristics elevates the practices beyond the steps students follow to get an “answer” for their investigation. Similarly, this chapter will examine practices through the lens of process and outcomes goals so that teachers can use the decomposed learning tasks in each science and engineering practice to model disciplinary work to support students.