TY  - BOOK
AU  - McCray,Richard
AU  - DeHaan,Robert L.
AU  - Schuck,Julie Anne
ED  - National Research Council (U.S.).
ED  - National Research Council (U.S.).
ED  - National Research Council (U.S.).
ED  - National Research Council (U.S.).
TI  - Improving undergraduate instruction in science, technology, engineering, and mathematics: report of a workshop 
SN  - 0309509688
AV  - Q183.3.A1 
U1  - 507/.1/173 21
PY  - 2003///
CY  - Washington, DC
PB  - National Academies Press
KW  - Science
KW  - Study and teaching (Higher)
KW  - United States
KW  - Evaluation
KW  - Congresses
KW  - Technical education
KW  - Engineering
KW  - Mathematics
KW  - Sciences
KW  - Étude et enseignement (Supérieur)
KW  - États-Unis
KW  - Évaluation
KW  - Congrès
KW  - Enseignement technique
KW  - SCIENCE
KW  - Study & Teaching
KW  - bisacsh
KW  - fast
KW  - Electronic books
KW  - Conference papers and proceedings
N1  - Includes bibliographical references; Identifying desired student learning outcomes --; Evaluating effective instruction --; Promoting effective instruction at departmental and institutional levels --; General discussion; Electronic reproduction; [Place of publication not identified]; HathiTrust Digital Library; 2010
N2  - Annotation; 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
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=101950
ER  -