Today's undergraduate students—future leaders, policymakers, teachers, and citizens, as well as scientists and engineers—will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society.
To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates.
The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.
- Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology
- Copyright
- REVIEWERS
- Table of Contents
- Foreword: A Call To Action
- Preface
- Executive Summary
- VISION 1
- VISION 2
- VISION 3
- VISION 4
- VISION 5
- VISION 6
- Introduction
- A Goal and an Agenda For Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology
- REACHING THE GOAL: AN AGENDA
- Visions For Undergraduate Education in Science, Mathematics, Engineering, and Technology
- VISION 1
- Background
- Strategies for Promoting and Implementing Vision 1
- VISION 2
- Background
- Strategies for Promoting and Implementing Vision 2
- VISION 3
- Background
- Strategies for Promoting and Implementing Vision 3
- VISION 4
- Background
- In-service Education
- Strategies for Promoting and Implementing Vision 4
- VISION 5
- Background
- Rewards and Recognition
- Resources, Tools, and Infrastructure
- Strategies for Promoting and Implementing Vision 5
- VISION 6
- Background
- Strategies for Promoting and Implementing Vision 6
- Conclusion and Epilogue
- References
- Appendix A Overview of the Committee on Undergraduate Science Education's Regional Symposia and Topical Forums
- REGIONAL SYMPOSIUM SERIES AND TOPICAL FORUMS: INTRODUCTION
- REGIONAL SYMPOSIUM SERIES: STRUCTURE AND DEMOGRAPHICS
- REGIONAL SYMPOSIA: GENERAL THEMES
- Theme I: Options for Action for Students
- Theme II: Options for Action for Faculty
- Theme III: Options for Action for Institutions
- REGIONAL SYMPOSIUM SERIES: CONCLUSION
- TOPICAL FORUMS: OVERVIEW
- TOPICAL FORUMS: STRUCTURE AND DEMOGRAPHICS
- TOPICAL FORUMS: SYNOPSES
- Forums Hosted by Professional Organizations and Associations
- Forums Hosted by Universities
- Forum Hosted by a State Educational Organization
- TOPICAL FORUMS: CONCLUSION
- Appendix B Institutions And Organizations Represented At The Regional Symposia And Topical Forums
- Appendix C Biographical Sketches of Members of the Committee on Undergraduate Science Education (CUSE)
- Appendix D Introducing the National Science Education Standards
- WHAT ARE THE NATIONAL SCIENCE EDUCATION STANDARDS?
- WHY DO WE NEED THE STANDARDS?
- WHO DEVELOPED THE STANDARDS?
- THE VISION OF THE STANDARDS
- HOW DO STUDENTS LEARN SCIENCE?
- WHAT SHOULD STUDENTS KNOW AND BE ABLE TO DO?
- HOW ARE THE NATIONAL SCIENCE EDUCATION STANDARDS DIFFERENT FROM THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE'S…
- WHAT IS INCLUDED IN CONTENT STANDARDS?
- WHAT DO TEACHERS OF SCIENCE DO?
- HOW IS SCIENCE LEARNING ASSESSED?
- WHAT DO TEACHERS NEED TO KNOW AND HOW WILL THEY LEARN IT?
- WHAT IS AN EFFECTIVE SCHOOL SCIENCE PROGRAM?
- HOW DOES THE SYSTEM SUPPORT SCIENCE LEARNING?
- THE ROAD AHEAD
- rpi.edu
- Physics Education - Rensselaer
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