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Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education
Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations ha...
Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education
Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations ha...
Talking about Leaving Revisited
Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of tea...
Discipline-Based Education Research
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathemati...
Uk Centre for Medical Research and Innovation (Ukcmri)
The Science and Technology Committee today agrees with, and commends, the scientific vision for the new UK Centre for Medical Research and Innovation, but expresses reservations about the project's location. It says the case for the centre's central London location near St Pancras station was not overwhelming and it could have been sited elsewhere. The advantages of co-location with universities and hospitals and access to good transport links, which the Committee accepts play a fundamental role in the centre's vision, come at a price: extra construction costs; a site incapable of expansion; and the concentration of medical sciences in the 'golden triangle' in the south of England. On the is...
Students and universities
Incorporating HC 370
House of Commons - Business, Innovation and Skills Committee: The Retail Sector: Volume II - HC 168-II
Additional written evidence is contained in volume 3, available on the Committee website at www.parliament.uk/bis
Community Colleges in the Evolving STEM Education Landscape
The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.
