Promising practices in undergraduate science, technology, engineering, and mathematics education: summary of two workshops
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Washington, D.C.
National Academies Press
c2011
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| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Workshops held June 2008 and Oct. 2008 Paralleltitel: Promising practices in undergraduate STEM education Includes bibliographical references (p. 69-73) Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change Introduction -- - Linking learning goals and evidence -- - Surveying promising practices -- - Scenario-, problem-, and case-based teaching and learning -- - Assessment to guide teaching and learning -- - Structuring the learning environment -- - Faculty professional development -- - Systemic change: barriers and opportunities |
| Beschreibung: | 1 Online-Ressource (x, 85 p.) |
| ISBN: | 0309187230 0309187249 9780309187237 9780309187244 |
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| 500 | |a Workshops held June 2008 and Oct. 2008 | ||
| 500 | |a Paralleltitel: Promising practices in undergraduate STEM education | ||
| 500 | |a Includes bibliographical references (p. 69-73) | ||
| 500 | |a Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. | ||
| 500 | |a By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. | ||
| 500 | |a This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change | ||
| 500 | |a Introduction -- - Linking learning goals and evidence -- - Surveying promising practices -- - Scenario-, problem-, and case-based teaching and learning -- - Assessment to guide teaching and learning -- - Structuring the learning environment -- - Faculty professional development -- - Systemic change: barriers and opportunities | ||
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| spelling | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops Natalie Nielsen, rapporteur ; Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies Promising practices in undergraduate STEM education Washington, D.C. National Academies Press c2011 1 Online-Ressource (x, 85 p.) txt rdacontent c rdamedia cr rdacarrier Workshops held June 2008 and Oct. 2008 Paralleltitel: Promising practices in undergraduate STEM education Includes bibliographical references (p. 69-73) Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change Introduction -- - Linking learning goals and evidence -- - Surveying promising practices -- - Scenario-, problem-, and case-based teaching and learning -- - Assessment to guide teaching and learning -- - Structuring the learning environment -- - Faculty professional development -- - Systemic change: barriers and opportunities SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) Congresses Technology Study and teaching (Higher) Congresses Engineering Study and teaching (Higher) Congresses Mathematics Study and teaching (Higher) Congresses (DE-588)1071861417 Konferenzschrift gnd-content Nielsen, Natalie Sonstige oth National Research Council (U.S.) Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=364655 Aggregator Volltext |
| spellingShingle | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) Congresses Technology Study and teaching (Higher) Congresses Engineering Study and teaching (Higher) Congresses Mathematics Study and teaching (Higher) Congresses |
| subject_GND | (DE-588)1071861417 |
| title | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops |
| title_alt | Promising practices in undergraduate STEM education |
| title_auth | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops |
| title_exact_search | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops |
| title_full | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops Natalie Nielsen, rapporteur ; Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies |
| title_fullStr | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops Natalie Nielsen, rapporteur ; Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies |
| title_full_unstemmed | Promising practices in undergraduate science, technology, engineering, and mathematics education summary of two workshops Natalie Nielsen, rapporteur ; Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies |
| title_short | Promising practices in undergraduate science, technology, engineering, and mathematics education |
| title_sort | promising practices in undergraduate science technology engineering and mathematics education summary of two workshops |
| title_sub | summary of two workshops |
| topic | SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) Congresses Technology Study and teaching (Higher) Congresses Engineering Study and teaching (Higher) Congresses Mathematics Study and teaching (Higher) Congresses |
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