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Conclusion and Epilogue
Pages 60-64

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From page 60...
... In addition to the findings and recommendations in this report, other recent reports from highly respected panels have emphasized the need for change in undergraduate SME&T education (e.g., National Research Council, 1996a; National Science Foundation, 1996b; Boyer Commission on Educating Undergraduates in the Research University, 1998; and "A Teachable Moment," a report from a Pew Science Program in Undergraduate Education roundtable discussion on the virtues of hands-on, inquiry-based approaches to science curricula and pedagogy [Institute for Research on Higher Education, 199834. The recommendations in these reports about how to improve undergraduate education are quite similar.
From page 61...
... The American Association for Higher Education's "Teaching Initiative," including the "Peer Review of Teaching Project,"32 in which major universities have examined ways to incorporate peer review of teaching, especially formative review, into the evaluation of faculty performance. · The National Research Council's newly initiated study of how the evaluation of SME&T teaching can be improved, which will consider the special circumstances involved with teaching in SME&T disciplines (e.g., teaching laboratories, field studies, and mentoring of undergraduate student researchers)
From page 62...
... . The presidents of postsecondary institutions affiliated with the Association of American Universities, who recently commissioned a "Task Force on K-16 Education" to explore how to define entrance requirements in light of K-12 reform standards, how to articulate introductory undergraduate course objectives, and how to prepare future teachers and provide continuing professional development to practicing teachers.
From page 63...
... While these efforts are noteworthy and important, CUSE members believe that individual faculty, their departments, individual institutions of higher education, and umbrella organizations, such as professional disciplinary societies and higher education organizations, need to act together toward common goals. As suggested throughout this report, the undergraduate SME&T education enterprise involves too many players, objectives, and levels of engagement for change in any one component to have a significant, longlasting impact by itself.
From page 64...
... Perhaps it will be our willingness to capitalize on this better preparation to provide undergraduate students with greater depth of understanding and appreciation of these subjects. Or to use information technology resources now available at previously unimaginable levels.

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