Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology (1999) / Chapter Skim
Currently Skimming:
Visions for Undergraduate Education in Science, Mathematics, Engineering, and Technology
Visions for Undergraduate Education in Science, Mathematics, Engineering, and Technology
Pages 21-59
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 21... ...
These students include those who have not performed well academically in high school but who have potential to succeed at college-level studies and those who did not receive the kind of education articulated in this report and who, as adults, are now seeking additional education. Background K-12 science and mathematics standards are being implemented across the country (National Council of Teachers of Mathematics, 1989; American Association for the Advancement of Science, 1993; National Research Council, 1996b)
|
From page 22... ...
Students who do arrive at college with what traditionally has been considered good 5The Third International Mathematics and Science Study (TIMSS) represents the most extensive investigation of mathematics and science education ever conducted.
|
From page 23... ...
Individual faculty and academic departments can implement Vision 1 by 1. Responding to both the current educational experiences and accomplishments of today's students and the changing expectations about what pre-college students should know and should be able to do in SME&T as a result of the increased use of national and statewide standards-based curricula and assessment tools.
|
From page 24... ...
In the near future, students who have had a standards-based education at the pre-college level, where they engaged in inquirybased, collaborative learning experiences, will expect to receive more of the same in their undergraduate science and mathematics courses. Postsecondary institutions that take the lead in offering undergraduate SME&T curricula of high value to all of their students not only will have highly successful graduates but also will attract the highest quality incoming students.
|
From page 25... ...
VISION 2 SME&T would become an integral part of the curriculum for all undergraduate students through required introductory courses that engage all students in SME&T and their connections to society and the human condition. Science is an integral part of our daily lives.
|
From page 26... ...
Background Traditionally, the education of science majors has been hierarchical for several reasons. First, it has been thought that students in science must acquire a solid background in mathematics before approaching traditional introductory courses in physics and chemistry.
|
From page 27... ...
Although there have been numerous attempts to restructure undergraduate science education within disciplines (e.g., in the chemical sciences: American Chemical Society, 1990; in the earth sciences: Ireton et al., 1996; in engineering: National Research Council, 1995a; in the life sciences: Coalition for Education in the Life Sciences, 1992, and Biological Sciences Curriculum Study, 1993; in the mathematical sciences: National Research Council, 1991; in the physical sciences: Arons, 1990, Wilson, 1996, and Redish and Rigden, 1997) , there have been few systemic efforts to restructure introductory courses for science majors, pre-service teachers, and students who will go on to other academic pursuits.
|
From page 28... ...
If individual faculty or departments see little reason to expend the effort and resources to make innovative, relevant courses available, students who are not science majors can hardly be expected to be enthusiastic about the more traditional courses that are available to them. Non-science majors who exhibit a lack of interest in courses designed primarily for science majors may reinforce faculty or departmental resistance to making the effort to change and to offer more innovative introductory courses.
|
From page 29... ...
16.13/ katlinks/wash cntr/home.html>.) The following are examples of interdisciplinary courses for students, although it should be noted that few course offerings of this type have been evaluated fully for efficacy: "Science and Society," offered at the University of California, Davis ( |
From page 30... ...
3. Encouraging individual faculty to learn to develop new and innovative courses and make existing courses more effective by promoting an institutional culture that rewards this participation and that provides technical support.
|
From page 31... ...
4. Providing incentives for individual faculty and departments in SME&T, the humanities, and the social sciences to work together to develop introductory interdisciplinary courses that are meaningful for all students, including both those who are and who are not likely to major in the faculty members' disciplines.
|
From page 32... ...
Individual faculty or single departments may develop innovative courses and programs, but such initiatives most likely will be sustained if a critical mass of faculty members and departments is involved. When other faculty not involved in the original innovation are able to reap the benefits of such change, innovation can be sustained.
|
From page 33... ...
Individual faculty and academic departments can implement Vision 2 by 1. Working with colleagues who teach introductory interdisciplinary courses to delineate carefully fundamental concepts about the natural and human-constructed world to which students should be exposed.
|
From page 34... ...
2. Devising a plan for involving all undergraduates in at least one laboratory experience, including for all interested SME&T majors an experience in supervised original research, onor off-campus, for at least one academic term.
|
From page 35... ...
. This is true even for some of the nation's research-intensive universities (Boyer Commission on Educating Undergraduates in the Research University, 19984.
|
From page 36... ...
Also, facilities and instrumentation may be needed for such courses that lie outside of an individual faculty member's purview or control. Discussion among all of the stakeholders for the intended course is necessary, therefore.
|
From page 37... ...
Evaluations would include measurements of learning at several levels: in the courses themselves, in subsequent SME&T courses, and, ultimately, in career and life. The results of such evaluations would be used continually to produce improvements in courses for students both inside and outside of the major, to assist in the professional development of individual faculty, and to allow departments continually to assess and improve their curricular offerings.
|
From page 38... ...
commissioned a task force to examine current practices among member institutions and to offer recommendations for improving undergraduate education at these institutions with regard to admissions policies, introductory courses, and teacher preparation.
|
From page 39... ...
. Individual faculty and academic departments can implement Vision 3 by 1.
|
From page 40... ...
, authored by the Committee on Undergraduate Science Education, provides many suggestions for improving the teaching of science for undergraduates who are and are not majoring in science. It draws on the results of education research and the experiences of successful science faculty members.
|
From page 41... ...
be informed by the National Science Education Standards (National Research Council, 1996b) , the Cumculum and Evaluation Standards for School Mathematics and the Professional Development Standards for Teaching Mathematics (National Council of Teachers of Mathematics, 1989, 1991)
|
From page 42... ...
. For example, the National Science Education Standards emphasize the responsibilities of postsecondary institutions in preparing all future teachers (those who are and are not science specialists)
|
From page 43... ...
. Future teachers cannot be expected to guide student learning in ways outlined in the National Science Education Standards, the National Council of Teachers of Mathematics K-12 standards, or V I S I O N S ~3
|
From page 44... ...
They must be exposed to such techniques and must be asked to think deeply about appropriate content across disciplines as outlined in Vision 2, Strategy 1 for faculty and academic departments (see pas.
|
From page 45... ...
Formal course work offered to practicing teachers in SME&T should be rich in both content and pedagogy as outlined in the mathematics standards published by the National Council of Teachers of Mathematics and the National Science Education Standards. Faculty in postsecondary institutions also could establish more collegial relations with their K-12 colleagues.
|
From page 46... ...
5. Providing incentives for faculty from schools of education and SME&T departments to work together to develop both certification options for science majors and continuing education courses for teachers that specifically examine the NCTM's Professional Standards for Teaching Mathematics and Curriculum and Evaluation Standards for School Mathematics, the National Science Education Standards, Benchmarks for Science Literacy, Resources for Science Literacy, Standards for Technology Education (in preparation)
|
From page 47... ...
Alternatively, SME&T departments and schools of education might jointly offer graduate-level credit to master teachers seeking advanced degrees. Individual faculty and academic departments can implement Vision 4 by 1.
|
From page 48... ...
VISION 5 All postsecondary institutions would provide the rewards and recognition, resources, tools, and infrastructure nec essary to promote innovative and effective undergraduate SM EAT teaching and learning. The central importance of offering highquality introductory SME&T courses must be visibly recognized through appropriate recognition of and rewards to individual faculty and staff and, collectively, to departmental and other program units.
|
From page 49... ...
(2) Faculty development of innovative courses for all students requires the interest and support of departments as well as the time and effort of the individual faculty members.
|
From page 50... ...
. Executive and academic officers of postsecondary institutions can implement Vision 5 by 1.
|
From page 51... ...
Providing incentives, including recognition, to individual faculty to upgrade their teaching skills and knowledge of educational issues by participating in programs at their institution's Teaching and Learning Center and in departmental or cross-disciplinary seminars and workshops. Individual faculty members typically teach in isolated classrooms and have little or no discussion with their colleagues concerning issues of teaching and learning.
|
From page 52... ...
Once the community has embraced the plan, campus leaders can approach potential donors for the needed funds. Individual faculty and academic departments can implement Vision 5 by 1.
|
From page 53... ...
For example, the Council for Education in the Life Sciences now has a website that links users to the home pages of many professional societies in the biological sciences where information about biology teaching and learning can be easily accessed.25 Also see Appendix A for additional information about and strategies for implementation of Vision S as discussed during the Committee on Undergraduate Science Education's "Year of Dialogue" regional symposia and topical forums. VISION 6 Postsecondary institutions would provide quality experiences that encourage graduate and postdoctoral students, and especially those who aspire to careers as postsecondary faculty in SM EAT disciplines, to become skilled teachers and current postsecondary faculty to acquire additional knowledge about how teaching methods affect student learning.
|
From page 54... ...
Yet graduate education severely neglects the professional goal of the majority of students who will become college professors, that is to say, teaching." Boyer Commission on Educating Undergraduates in the Research University, 1998, pgs. viii- 1 lion with their higher education colleagues in order to help them enhance their professional skills and expertise as teacher-scholars throughout their academic careers.
|
From page 55... ...
4 bit| Jew ~ 1~{~1r ;d~11~ [~1~[7~_ _ Executive and academic officers of postsecondary institutions can implement Vision 6 by 1. Working with graduate faculties to establish programs that integrate discussion of important current issues in teaching and learning while both faculty and graduate teaching assistants acquire new teaching skills.
|
From page 56... ...
This initiative encourages new approaches to graduate education for students in research institutions who are planning careers in academe by providing opportunities to practice teaching and to learn about the roles and responsibilities of faculty members at institutions that primarily serve undergraduates.28 2. Establishing arrangements with community colleges, other undergraduate institutions, and K12 schools that allow graduate and postdoctoral students to experience teaching at these types of schools.
|
From page 57... ...
Individual faculty and academic departments can implement Vision 6 by 1. Encouraging departments to offer graduate and postdoctoral students opportunities to improve their teaching skills in laboratories, classrooms, V I S I O N S 57
|
From page 58... ...
Faculty can model effective teaching practices to graduate and postdoctoral students in many ways. In addition to providing these students with opportunities to observe and engage in teaching, faculty can convey the importance of the teaching enterprise by becoming intellectually engaged themselves in issues of teaching and pedagogy and by utilizing campus resources to improve their individual teaching skills.
|
From page 59... ...
Expecting faculty candidates to present either a lecture to undergraduates on some aspect of the discipline or a seminar to faculty and graduate students in which the candidates discuss some aspect of teaching can send a powerful message to graduate students and prospective faculty members about the importance the department places on teaching. See Appendix A for additional information about and strategies for implementation of Vision 6 as discussed during the Committee on Undergraduate Science Education's "Year of Dialogue" regional symposia and topical forums.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.