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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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PROMISING PRACTICES IN UNDERGRADUATE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS EDUCATION

SUMMARY OF TWO WORKSHOPS

Natalie 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

THE NATIONAL ACADEMIES PRESS

Washington D.C.
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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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THE NATIONAL ACADEMIES PRESS
500 Fifth Street, N.W.
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NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.

This study was supported by Grant No. DUE-0745112 between the National Academy of Sciences and the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project.

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Suggested citation: National Research Council. (2011). Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Natalie 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. Washington, DC: The National Academies Press.

Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
×

THE NATIONAL ACADEMIES

Advisers to the Nation on Science, Engineering, and Medicine


The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences.


The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering.


The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine.


The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council.


www.national-academies.org

Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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PLANNING COMMITTEE ON EVIDENCE ON SELECTED INNOVATIONS IN UNDERGRADUATE STEM EDUCATION

SUSAN SINGER (Chair),

Department of Biology, Carleton College

MELVIN GEORGE, President Emeritus and Professor of Mathematics Emeritus,

University of Missouri

KENNETH HELLER,

School of Physics and Astronomy, University of Minnesota

DAVID MOGK,

Department of Earth Sciences, Montana State University

WILLIAM B. WOOD,

Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder

HEIDI SCHWEINGRUBER, Study Director

JAY LABOV, Senior Advisor for Education and Communications

MARGARET HILTON, Senior Program Officer

NATALIE NIELSEN, Rapporteur

REBECCA KRONE, Program Associate

Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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BOARD ON SCIENCE EDUCATION

HELEN R. QUINN (Chair),

Stanford Linear Accelerator Center, Stanford University

PHILIP BELL,

Learning Sciences, University of Washington, Seattle

GEORGE BOGGS,

American Association of Community Colleges (retired), Washington, DC

WILLIAM B. BONVILLIAN,

Washington, DC, Office, Massachusetts Institute of Technology

JOSEPH S. FRANCISCO,

Department of Chemistry, Purdue University

ADAM GAMORAN,

Center for Education Research, University of Wisconsin, Madison

JERRY P. GOLLUB,

Natural Sciences and Physics Departments, Haverford College

MARGARET A. HONEY,

New York Hall of Science, New York

JANET HUSTLER,

Partnership for Student Success in Science (PS3), Synopsys, Inc., Mountain View, California

SUSAN KIEFFER,

Department of Geology, University of Illinois, Urbana

BRETT D. MOULDING,

Utah Partnership for Effective Science Teaching and Learning, Ogden

CARLO PARRAVANO,

Merck Institute for Science Education, Rahway, New Jersey

SUSAN R. SINGER,

Department of Biology, Carleton College

WILLIAM B. WOOD,

Department of Cellular and Developmental Biology, University of Colorado, Boulder

MARTIN STORKSDIECK, Director

HEIDI A. SCHWEINGRUBER, Deputy Director

MARGRET HILTON, Senior Program Officer

THOMAS E. KELLER, Senior Program Officer

NATALIE NIELSEN, Senior Program Officer

SHERRIE FORREST, Research Associate

REBECCA KRONE, Program Associate

Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
×

Acknowledgments

This workshop summary is based on discussions at two workshops convened by the Board on Science Education of the National Research Council (NRC) on June 30 and October 13-14, 2008. We thank our colleagues who served on the planning committee, each of whom brought deep and varied expertise to the process of planning the workshop. The planning committee members identified presenters, organized the agenda, selected paper authors, and facilitated the discussion, although they did not participate in the writing of this report. This summary reflects their diligent efforts, the excellent papers and presentations by other experts at the workshop, and the insightful comments of the many workshop participants. The workshop would not have become a reality without the generous support of the National Science Foundation.

This summary has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the NRC’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published summary as sound as possible and to ensure that the summary meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We wish to thank the following individuals for their review of this summary: George M. Bodner, Arthur Kelly Professor of Chemistry, Engineering and Education, Department of Chemistry, Purdue University; Paula Heron, Department of Physics, University of Washington; Julie Libarkin, Department of Geological Sciences, Division of Science and Mathemat-

Page viii Cite
Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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ics Education, Cognitive Science Program, Center for Research on College Science Teaching and Learning, Michigan State University; and William B. Wood, Distinguished Professor, Emeritus, Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder.

Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the report, nor did they see the final draft of the report before its release. The review of this report was overseen by Kendall Starkweather, executive director of the International Technology Education Association. Appointed by the NRC, he was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the author and the institution.

We are grateful for the leadership and support of Robert Hauser, executive director of the NRC Division of Behavioral and Social Sciences and Education, and Martin Storksdieck, director of the Board on Science Education. We also thank Margaret Hilton, senior program officer, for her valuable contributions to the design and implementation of the workshop agenda, her collaborations with the commissioned paper authors, and her considerable work on this summary; Natalie Nielsen for serving as rapporteur for the two workshops; and Rebecca Krone for her flawless logistical support throughout the project.


Susan Singer, Chair

Heidi Schweingruber, Study Director

Planning Committee on Evidence on Selected Innovations in Undergraduate STEM Education

Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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Suggested Citation:"Front Matter." National Research Council. 2011. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press. doi: 10.17226/13099.
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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 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.

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