Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology (1999) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-12
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It embraces and builds upon the educational imperatives stated in the National Research Council report entitled From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering, and Technology (1996a) , the National Science Foundation Advisory Committee's report entitled Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (1996b)
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These strategies for imple mentation indicate what chief academic officers, faculty members, and academic departments can do individually and collectively to improve undergraduate science education, and by so doing, ensure that many more citizens can become full participants in our nation's scientific and technological future. VISION ~ All postsecondary institutions would require all entering students to undertake college-level studies in SME&T.
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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 to 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.
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If this vision were to be realized, faculty would design and offer introductory science courses that met the needs of students with diverse educational backgrounds, experiences, interests, aspirations, and learning styles. These courses would be high-quality, laboratory-rich experiences that are meaningful and appropriate for all undergraduate students regardless of their intended majors.
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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 worlds to which students should be exposed.
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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. Executive and academic officers of postsecondary institutions can implement Vision 3 by 1 .
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A critical component of new teacher preparation programs would be the adoption of teaching approaches that enhance pre-service teachers' desire to continue both their professional development and their own personal learning. SME&T faculty need to become involved in this effort by providing motivating pre-service and in-service opportunities Executive and academic officers of postsecondary institutions can implement Vision 4 by 1.
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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, Standards for Technology Education (in preparation)
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`' I,,, A, , - ~';, ~ id, Executive and academic officers of postsecondary institutions can implement Vision 5 by 1. Creating both general and discipline-based Teaching and Learning Centers that · provide advice and technical support so that innovations can be implemented successfully; provide students with internships, assistantships, or fellowships to encourage input into the development of courses; and offer small grants to provide faculty with released time or other resources for particularly innovative SME&T course development that exceeds substantially the normal course preparation commitment.
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In adopting Vision 6, universities also would provide all faculty with resources and opportunities for continuing professional development, informal education, and professional interaction with their higher education colleagues to help faculty enhance their professional skills and expertise as teacher-scholars throughout their academic careers. The committee recognizes that not all of the recommendations and strategies for implementation provided above and in the main body of the report will be equally useful or applicable to all postsecondary institutions.
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From page 11... ...
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, and in the field, even when such activities might compete with time dedicated to individual research.
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