Improving undergraduate instruction in science, technology, engineering, and mathematics : report of a workshop / Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction, Committee on Undergraduate Science Education, Center for Education, Division of Behavioral and Social Sciences and Education ; Richard A. McCray, Robert L. DeHaan, and Julie Anne Schuck, editors.
Material type: TextPublication details: Washington, DC : National Academies Press, ©2003.Description: 1 online resource (xi, 164 pages) : illustrationsContent type:- text
- computer
- online resource
- 0309509688
- 9780309509688
- 0309167957
- 9780309167956
- 1280179759
- 9781280179754
- 9786610179756
- 6610179751
- Science -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses
- Technical education -- United States -- Evaluation -- Congresses
- Engineering -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses
- Mathematics -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses
- Sciences -- Étude et enseignement (Supérieur) -- États-Unis -- Évaluation -- Congrès
- Enseignement technique -- États-Unis -- Évaluation -- Congrès
- SCIENCE -- Study & Teaching
- Engineering -- Study and teaching (Higher) -- Evaluation
- Mathematics -- Study and teaching (Higher) -- Evaluation
- Science -- Study and teaching (Higher) -- Evaluation
- Technical education -- Evaluation
- United States
- 507/.1/173 21
- Q183.3.A1
- digitized 2010 HathiTrust Digital Library committed to preserve
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Includes bibliographical references.
Identifying desired student learning outcomes -- Evaluating effective instruction -- Promoting effective instruction at departmental and institutional levels -- General discussion.
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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.
English.
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