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Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics - Report of a Workshop (Paperback, New)
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Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics - Report of a Workshop (Paperback, New)
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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. Table of Contents Front Matter 1
Introduction 2 Identifying Desired Student Learning Outcomes 3
Evaluating Effective Instruction 4 Promoting Effective Instruction
at Departmental and Institutional Levels 5 General Discussion 6
Epilogue References A Commissioned Papers B Reference Paper C
Workshop Agenda D Workshop Participants E Biographical Sketches of
Workshop Attendees
General
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