National Academies Press: OpenBook
« Previous: C Workshop Agenda
Suggested Citation:"D Workshop Participants." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
×
Page 144
Suggested Citation:"D Workshop Participants." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
×
Page 145
Suggested Citation:"D Workshop Participants." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
×
Page 146
Suggested Citation:"D Workshop Participants." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
×
Page 147

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Appendix D Workshop Participants Alberts, Bruce Brunkhorst, Bonnie J. National Academies California State University, San NAS President and NRC Chair Bernardino Institute for Science Education Allen, Deborah University of Delaware Chamany, Katayoun Department of Biological Sciences Eugene Lang College, New School University Baumstark, Barbara Science, Technology, and Society Georgia State University Program Department of Biology DeHaan, Robert L. Boylan, Myles National Academies National Science Foundation Center for Education Division of Undergraduate Education Drawbridge, Julie Brakke, David F. Rider University James Madison University Department of Biology College of Science and Mathematics Elgin, Sarah C.R. Brenner, Kerry Washington University, St. Louis National Academies Department of Biology Board on Life Sciences 144

Gosser, David K., Jr. Lawson, Anton City College of New York Arizona State University Department of Chemistry Department of Biology Henry, Ronald J. Layman, John Georgia State University University of Maryland Office of the Provost Physics Education Heron, Paula R.L. Levitan, Herb University of Washington National Science Foundation Physics Education Group Division of Undergraduate Education Herreid, Clyde Lopez, Ramon E. State University of New York at Buffalo University of Texas at El Paso Department of Biological Sciences Department of Physics Jungck, John R. McCray, Richard A. Beloit College University of Colorado at Boulder Department of Biology Department of Astrophysical and Planetary Sciences Kay, Alan C. Viewpoints Research Institute, Inc. McDermott, Lillian C. University of Washington Khan, Ishrat M. Physics Education Group Clark Atlanta University Department of Chemistry Millar, Susan B. University of Wisconsin Lacampagne, Carol Wisconsin Center for Education National Academies Research Center for Education Morse, M. Patricia Laws, Priscilla University of Washington Dickinson College Department of Biology Department of Physics and Astronomy Narum, Jeanne L. Independent Colleges Office and Project Kaleidoscope APPENDIX D 145

Olin, Robert F. Singer, Susan R. University of Alabama Carleton College College of Arts and Sciences Department of Biology Ram, Preetha Sundberg, Marshall Emory University Emporia State University Department of Chemistry Department of Biological Sciences Reiser, Brian J. Tong, Lillian Northwestern University University of Wisconsin School of Education and Social Policy Center for Biology Education Rogers, Gloria M. Uno, Gordon Rose-Hulman Institute of Technology University of Oklahoma Institutional Research, Planning and Department of Botany and Assessment Microbiology Schneps, Matthew Weinburgh, Molly Harvard University Texas Christian University Science Education Department Institute of Math, Science and Technology Education Serum, James W. SciTek Ventures Wesemann, Jode American Chemical Society Seymour, Elaine University of Colorado at Boulder Wieman, Carl E. Center to Advance Research and University of Colorado at Boulder Teaching in the Social Sciences Department of Physics Sharples, Fran Williams, Calvin National Academies National Science Foundation Board on Life Sciences Division of Undergraduate Education Shuler, Sally Goetz Wilson, Jack National Science Resources Center UMassOnline 146 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

Woodin, Terry S. Zeilik, Michael National Science Foundation University of New Mexico Division of Graduate Education Department of Physics and Astronomy Yuan, Robert Zemsky, Robert M. National Academies University of Pennsylvania Board of Life Sciences Graduate School of Education APPENDIX D 147

Next: E Biographical Sketches of Workshop Attendees »
Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop Get This Book
×
Buy Paperback | $54.00 Buy Ebook | $43.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

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.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!