Improving undergraduate instruction in science, technology, engineering, and mathematics : report of a workshop /

Saved in:
Bibliographic Details
Imprint:Washington, DC : National Academies Press, ©2003.
Description:1 online resource (xi, 164 pages) : illustrations
Language:English
Subject:
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11126790
Hidden Bibliographic Details
Other authors / contributors:McCray, Richard.
DeHaan, Robert L. (Robert Lawrence), 1930-
Schuck, Julie Anne.
National Research Council (U.S.). Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction.
National Research Council (U.S.). Committee on Undergraduate Science Education.
National Research Council (U.S.). Center for Education.
National Research Council (U.S.). Division of Behavioral and Social Sciences and Education.
ISBN:0309509688
9780309509688
0309089298
9780309089296
Digital file characteristics:data file
Notes:Includes bibliographical references.
Restrictions unspecified
Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212
digitized 2010 HathiTrust Digital Library committed to preserve
Print version record.
Summary: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.
Other form:Print version: Improving undergraduate instruction in science, technology, engineering, and mathematics. Washington, DC : National Academies Press, ©2003