further by suggesting that faculty should be encouraged to develop leadership groups on campuses with members representing different departments. The goal of these faculty groups would be to share educational experiences and take steps to expand effective instruction throughout their campuses and other institutions. Jungck asserted that in addition to formulating new research questions appropriate for the improvement of science education, faculty leadership groups would also have the opportunity to examine current science education research in ways that recognize the connections between disciplines.


The following is a summary of the major ideas voiced by workshop participants during this final wrap-up session. For the most part, they mirror and underscore what was expressed in the earlier sessions.

Workshop participants identified qualities that institutions or departments could use to measure the effectiveness of courses and educational programs. Administrators and faculty members share a common vision that focuses their efforts on students’ learning and helping students take greater responsibility for their own learning. Institutional systems reward faculty for their efforts to improve teaching and encourage collaboration. The value of education research that adheres to accepted principles of scientific investigation is respected and acknowledged. Interdepartmental education leadership groups are formed to share teaching experiences and resources with colleagues and become familiar with the literature of education research. Faculty continually seek feedback from students and colleagues about their teaching and use that information to reevaluate and improve their performance. Faculty and administrators promote change in STEM education beyond their own institutions through their professional societies and other regional and national organizations. They may contribute nationally by applying strategies of effective programs at their own institutions, disseminating information about their own courses, both successes and failures, and working with colleagues to formulate research questions dealing with teaching and learning.

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