000			04265cam a2200397 a 4500
001			u7460
003			SA-PMU
005			20210418124629.0
008			110920s2011 dcua b 100 0 eng c
010			_a 2011284201
040			_aUPM _beng _cUPM _dDLC _dUBY _dYDXCP _dCDX _dBTCTA _dVRC _dOCLCQ
020			_a9780309187237 (pbk.)
020			_a0309187230 (pbk.)
035			_a(OCoLC)721261901 _z(OCoLC)729343906
042			_apcc
050	0	0	_aQ181 _b.P7686 2011
082	0	0	_a507.1/173 _223
245	0	0	_aPromising practices in undergraduate science, technology, engineering, and mathematics education : _bsummary of two workshops / _cNatalie Nielsen, rapporteur ; Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies.
246	1	7	_aPromising practices in undergraduate STEM education
260			_aWashington, D.C. : _bNational Academies Press, _cc2011.
300			_ax, 85 p. : _bill. ; _c23 cm.
520			_aNumerous 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 have been implemented at scales that range from individual classrooms to entire departments or institutions. By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change.-- _cSource other than the Lib. of Congress.
504			_aIncludes bibliographical references (p. 69-73).
530			_aAlso available in Open Book format via the National Academies Press home page.
505	0		_aIntroduction -- Linking learning goals and evidence -- Surveying promising practices -- Scenario-, problem-, and case-based teaching and learning -- Assessment to guide teaching and learning -- Structuring the learning environment -- Faculty professional development -- Systemic change: barriers and opportunities.
650		0	_aScience _xStudy and teaching (Higher) _vCongresses.
650		0	_aTechnology _xStudy and teaching (Higher) _vCongresses.
650		0	_aEngineering _xStudy and teaching (Higher) _vCongresses.
650		0	_aMathematics _xStudy and teaching (Higher) _vCongresses.
700	1		_aNielsen, Natalie, _d1966-
710	2		_aNational Research Council (U.S.). _bPlanning Committee on Evidence on Selected Innovations in Undergraduate STEM Education.
710	2		_aNational Academies Press (U.S.)
856	4	1	_3National Academies Press _uhttp://www.nap.edu/catalog.php?record_id=13099
942			_cBOOK
994			_aZ0 _bSUPMU
999			_c8882 _d8882