made at the expense of sponsored research.

These centers would focus on higher education issues in STEM, and especially on research on how college-level students learn these subjects most effectively. Teaching and learning centers also might be supported in their efforts to disseminate resources beyond their campuses, particularly through electronic means.4

(4.2) Funding agencies and research sponsors should undertake self-examination by convening expert panels to examine whether agency policies might inadvertently compromise a faculty member’s commitment to quality undergraduate teaching.

(4.3) Accreditation agencies and boards should revise policies to emphasize quality undergraduate learning as a primary criterion for program accreditation.

(4.4) Professional societies should offer opportunities to discuss undergraduate education issues during annual and regional meetings. These events might include sessions on teaching techniques and suggestions for overcoming disciplinary and institutional barriers to improved teaching.

(4.5) Professional societies should encourage publication of peer-reviewed articles in their general or specialized journals on evolving educational issues in STEM.

4  

The National Science Foundation recently initiated a program that addresses this recommendation. Its Centers for Learning and Teaching program is designed to “…provide a rich environment that melds research, teacher professional development, and education practice.” Additional information about this initiative is available at <http://www.nsf.gov/cgi-bin/getpub?nsf00148>.



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