04370nam 22006974a 450 991096568390332120251117114855.00-309-16795-71-280-17975-997866101797560-309-50968-8(CKB)111069351132932(OCoLC)53015037(CaPaEBR)ebrary10046838(SSID)ssj0000177515(PQKBManifestationID)11183036(PQKBTitleCode)TC0000177515(PQKBWorkID)10217945(PQKB)10662822(Au-PeEL)EBL3375798(CaPaEBR)ebr10046838(OCoLC)923258955(MiAaPQ)EBC3375798(BIP)53854454(BIP)8678177(EXLCZ)9911106935113293220030423d2003 uy 0engurcn|||||||||txtccrImproving 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, editors1st ed.Washington, DC National Academies Pressc20031 online resource (176 p.) Bibliographic Level Mode of Issuance: Monograph0-309-08929-8 Includes bibliographical references.Identifying desired student learning outcomes -- Evaluating effective instruction -- Promoting effective instruction at departmental and institutional levels -- General discussion.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.ScienceStudy and teaching (Higher)United StatesEvaluationCongressesTechnical educationUnited StatesEvaluationCongressesEngineeringStudy and teaching (Higher)United StatesEvaluationCongressesMathematicsStudy and teaching (Higher)United StatesEvaluationCongressesScienceStudy and teaching (Higher)EvaluationTechnical educationEvaluationEngineeringStudy and teaching (Higher)EvaluationMathematicsStudy and teaching (Higher)Evaluation507/.1/173McCray Richard1867369DeHaan Robert L(Robert Lawrence),1930-1867370Schuck Julie Anne1867371National Research Council (U.S.).Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction.MiAaPQMiAaPQMiAaPQBOOK9910965683903321Improving undergraduate instruction in science, technology, engineering, and mathematics4474898UNINA