for improving teaching and learning. To the extent possible, these investments should not be made at the expense of sponsored research.

(4.2) Funding agencies and research sponsors should undertake a 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.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement