While stressing robust content mastery, instructors ask students to "move beyond basic comprehension and algorithmic procedures and engage in skills that lie at the top of traditional learning taxonomies—analysis, synthesis, and creation," according to Harvard education scholars Jal Mehta and Sarah Fine.[12] "Students are treated as active meaning makers with the capacity to do interesting and valuable work now ... the purpose of school is not so much to prepare students for a hypothetical future as to support them in engaging with the complex challenges that professional work at its best entails." In its 2012 report Education for Life and Work, the National Research Council identified the following research-based methods for developing deeper learning:[2]