Improving undergraduate instruction in science, technology, engineering, and mathematics: report of a workshop
(eBook)
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Published:
Washington, DC : National Academies Press, ©2003.
Format:
eBook
ISBN:
0309509688, 9780309509688, 0309167957, 9780309167956, 1280179759, 9781280179754, 9786610179756, 6610179751
Physical Desc:
1 online resource (xi, 164 pages) : illustrations
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Ebsco (CCU)
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Annotation.
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Ebsco (CCU)
Subjects
LC Subjects
Engineering -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses.
Mathematics -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses.
Science -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses.
Technical education -- United States -- Evaluation -- Congresses.
Mathematics -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses.
Science -- Study and teaching (Higher) -- United States -- Evaluation -- Congresses.
Technical education -- United States -- Evaluation -- Congresses.
Bisac Subjects
OCLC Fast Subjects
Citations
APA Citation (style guide)
McCray, R., DeHaan, R. L. 1., & Schuck, J. A. (2003). Improving undergraduate instruction in science, technology, engineering, and mathematics: report of a workshop. Washington, DC, National Academies Press.
Chicago / Turabian - Author Date Citation (style guide)McCray, Richard, Robert L. 1930- DeHaan and Julie Anne. Schuck. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC, National Academies Press.
Chicago / Turabian - Humanities Citation (style guide)McCray, Richard, Robert L. 1930- DeHaan and Julie Anne. Schuck, Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC, National Academies Press, 2003.
MLA Citation (style guide)McCray, Richard., et al. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC, National Academies Press, 2003.
Note! Citation formats are based on standards as of July 2022. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Language:
English
Notes
Bibliography
Includes bibliographical references.
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Use copy,Restrictions unspecified,star,MiAaHDL
Description
Annotation.,Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: - Effective science instruction identifies explicit, measurable learning objectives.- Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge.- Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes.- Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available.- Institutions need better assessment tools for evaluating course design and effective instruction.- Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education.- Much is still to be learned from research into how to improve instruction in ways that enhance student learning.
Reproduction
Electronic reproduction.,[Place of publication not identified] :,HathiTrust Digital Library,,2010.,MiAaHDL
System Details
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.,http://purl.oclc.org/DLF/benchrepro0212,MiAaHDL
Language
English.
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digitized,2010,HathiTrust Digital Library,committed to preserve,pda,MiAaHDL
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Grouped Work ID:
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Record Information
| Last File Modification Time | Apr 05, 2024 09:15:03 PM |
|---|---|
| Last Grouped Work Modification Time | Apr 05, 2024 09:12:39 PM |
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| 245 | 0 | 0 | |a Improving undergraduate instruction in science, technology, engineering, and mathematics :|b report of a workshop /|c Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction, Committee on Undergraduate Science Education, Center for Education, Division of Behavioral and Social Sciences and Education ; Richard A. McCray, Robert L. DeHaan, and Julie Anne Schuck, editors. |
| 260 | |a Washington, DC :|b National Academies Press,|c ©2003. | ||
| 300 | |a 1 online resource (xi, 164 pages) :|b illustrations | ||
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| 505 | 0 | 0 | |t Identifying desired student learning outcomes --|t Evaluating effective instruction --|t Promoting effective instruction at departmental and institutional levels --|t General discussion. |
| 588 | 0 | |a Print version record. | |
| 506 | |3 Use copy|f Restrictions unspecified|2 star|5 MiAaHDL | ||
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| 583 | 1 | |a digitized|c 2010|h HathiTrust Digital Library|l committed to preserve|2 pda|5 MiAaHDL | |
| 520 | 8 | |a Annotation.|b Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: - Effective science instruction identifies explicit, measurable learning objectives.- Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge.- Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes.- Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available.- Institutions need better assessment tools for evaluating course design and effective instruction.- Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education.- Much is still to be learned from research into how to improve instruction in ways that enhance student learning. | |
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| 650 | 0 | |a Technical education|z United States|x Evaluation|v Congresses. | |
| 650 | 0 | |a Engineering|x Study and teaching (Higher)|z United States|x Evaluation|v Congresses. | |
| 650 | 0 | |a Mathematics|x Study and teaching (Higher)|z United States|x Evaluation|v Congresses. | |
| 650 | 6 | |a Sciences|x Étude et enseignement (Supérieur)|z États-Unis|x Évaluation|v Congrès. | |
| 650 | 6 | |a Enseignement technique|z États-Unis|x Évaluation|v Congrès. | |
| 650 | 7 | |a SCIENCE|x Study & Teaching.|2 bisacsh | |
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| 650 | 7 | |a Mathematics|x Study and teaching (Higher)|x Evaluation|2 fast | |
| 650 | 7 | |a Science|x Study and teaching (Higher)|x Evaluation|2 fast | |
| 650 | 7 | |a Technical education|x Evaluation|2 fast | |
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| 700 | 1 | |a Schuck, Julie Anne. | |
| 710 | 2 | |a National Research Council (U.S.).|b Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction. | |
| 710 | 2 | |a National Research Council (U.S.).|b Committee on Undergraduate Science Education. | |
| 710 | 2 | |a National Research Council (U.S.).|b Center for Education. | |
| 710 | 2 | |a National Research Council (U.S.).|b Division of Behavioral and Social Sciences and Education. | |
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