Title 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

Published Washington, DC : National Academies Press, ©2003

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Description 1 online resource (xi, 164 pages) : illustrations Contents Identifying desired student learning outcomes -- Evaluating effective instruction -- Promoting effective instruction at departmental and institutional levels -- General discussion 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 Bibliography Includes bibliographical references Notes 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 MiAaHDL English Print version record digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL Subject 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 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 Genre/Form Conference papers and proceedings Form Electronic book Author 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 0309167957 9780309167956 1280179759 9781280179754 9786610179756 6610179751

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