Transforming Undergraduate Education In Science Mathematics Engineering And Technology

Author : Committee on Undergraduate Science Education,Board on Science Education,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher : National Academies Press
Page : 128 pages
File Size : 47,5 Mb
Release : 1999-04-08
Category : Education
ISBN : 9780309592581

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Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology by Committee on Undergraduate Science Education,Board on Science Education,Division of Behavioral and Social Sciences and Education,National Research Council Pdf

Today's undergraduate students--future leaders, policymakers, teachers, and citizens, as well as scientists and engineers--will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.

Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education
Publisher : National Academies Press
Page : 128 pages
File Size : 42,7 Mb
Release : 1999-04-25
Category : Education
ISBN : 9780309062947

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Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology by National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education Pdf

Today's undergraduate studentsâ€"future leaders, policymakers, teachers, and citizens, as well as scientists and engineersâ€"will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.

Author : National Science Foundation (U.S.). Division of Undergraduate Education
Publisher : Unknown
Page : 58 pages
File Size : 46,7 Mb
Release : 1996
Category : Engineering
ISBN : STANFORD:36105028789324

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Undergraduate Education by National Science Foundation (U.S.). Division of Undergraduate Education Pdf

Author : Anonim
Publisher : Unknown
Page : 108 pages
File Size : 50,9 Mb
Release : 1996
Category : Engineering
ISBN : STANFORD:36105020373689

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Shaping the Future by Anonim Pdf

Author : National Science Foundation (U.S.). Directorate for Education and Human Resources
Publisher : Unknown
Page : 18 pages
File Size : 42,5 Mb
Release : 1996
Category : Engineering
ISBN : STANFORD:36105029305435

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Shaping the Future by National Science Foundation (U.S.). Directorate for Education and Human Resources Pdf

Author : Anonim
Publisher : Unknown
Page : 414 pages
File Size : 49,8 Mb
Release : 1998
Category : Electronic government information
ISBN : IND:30000050372634

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Shaping the Future by Anonim Pdf

Author : Anonim
Publisher : Unknown
Page : 76 pages
File Size : 55,9 Mb
Release : 1996
Category : Engineering
ISBN : OCLC:1201851204

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Shaping the Future by Anonim Pdf

Author : Anonim
Publisher : Unknown
Page : 100 pages
File Size : 44,5 Mb
Release : 1996
Category : Engineering
ISBN : UIUC:30112104074759

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Shaping the Future by Anonim Pdf

Author : Anonim
Publisher : Unknown
Page : 416 pages
File Size : 49,5 Mb
Release : 1996
Category : Engineering
ISBN : UOM:39015042992316

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Shaping the Future: Perspectives on undergraduate education in science, mathematics, engineering, and technology by Anonim Pdf

Author : National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher : Unknown
Page : 80 pages
File Size : 47,7 Mb
Release : 1986
Category : Engineering
ISBN : UOM:39015051615642

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Undergraduate Science, Mathematics and Engineering Education by National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education Pdf

Author : National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education
Publisher : Unknown
Page : 216 pages
File Size : 51,5 Mb
Release : 1987
Category : Engineering
ISBN : UCR:31210019513660

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Undergraduate Science, Mathematics and Engineering Education: Source materials by National Science Board (U.S.). Task Committee on Undergraduate Science and Engineering Education Pdf

Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education
Publisher : National Academies Press
Page : 111 pages
File Size : 45,9 Mb
Release : 2002-02-09
Category : Education
ISBN : 9780309082785

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Enhancing Undergraduate Learning with Information Technology by National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education Pdf

Enhancing Undergraduate Learning with Information Technology reports on a meeting of scientists, policy makers, and researchers convened to discuss new approaches to undergraduate science, mathematics, and technology education. The goal of the workshop was to inform workshop participants and the public about issues surrounding the use of information technology in education. To reach this goal, the workshop participants paid particular attention to the following issues: What educational technologies currently exist and how they are being used to transform undergraduate science, engineering, mathematics, and technology education; What is known about the potential future impact of information technology on teaching and learning at the undergraduate level; How to evaluate the impact of information technology on teaching and learning; and What the future might hold.

Author : Anonim
Publisher : Unknown
Page : 400 pages
File Size : 40,8 Mb
Release : 1998
Category : Engineering
ISBN : OCLC:40277149

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Shaping the Future by Anonim Pdf

Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education
Publisher : National Academies Press
Page : 96 pages
File Size : 54,6 Mb
Release : 2011-04-19
Category : Education
ISBN : 9780309212946

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Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education by National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education Pdf

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.

Author : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Undergraduate Science Education,Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction
Publisher : National Academies Press
Page : 176 pages
File Size : 41,8 Mb
Release : 2003-05-28
Category : Education
ISBN : 9780309167956

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Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics by National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Undergraduate Science Education,Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction Pdf

Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning.