Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop pdf.
Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop.
Contents:
1 Introduction
2 Identifying Desired Student Learning Outcomes
3 Evaluating Effective Instruction
4 Promoting Effective Instruction at Departmental and Institutional Levels
5 General Discussion
6 Epilogue
References
Appendixes
A Commissioned Papers
B Reference Paper
C Workshop Agenda
D Workshop Participants
E Biographical Sketches of Workshop Attendees
Participants in this workshop were asked to explore 3 connected questions: (1) a way to produce measures of collegian learning in STEM courses; (2) however such measures can be organized into a framework of criteria and benchmarks to assess instruction; and (3) however such a framework can be used at the institutional level to assess STEM courses and curricula to push current enhancements. the subsequent problems were highlighted:
Effective science instruction identifies specific, measurable learning objectives.
Effective teaching assists students in adaptative their incomplete or inaccurate preconceptions with new information.
Instruction that’s restricted to passive delivery of knowledge requiring memorisation of lecture and text contents is probably going to be unsuccessful in eliciting desired learning outcomes.
Models of effective instruction that promote abstract understanding in students and therefore the ability of the learner to use information in new things ar out there.
Institutions want higher assessment tools for evaluating course style and effective instruction.
Deans and department chairs usually fail to acknowledge measures they need at their disposal to reinforce incentives for up education.
Much remains to be learned from analysis into a way to improve instruction in ways in which enhance student learning.
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