scholarly journals Proceedings for the NSEC 2017 National Conference

2021 ◽  
Author(s):  
Kacy Redd ◽  
NOAH FINKELSTEIN
Keyword(s):  
Teacher Preparation ◽  
Stem Education ◽  
Teaching And Learning ◽  
Center Staff ◽  
National Conference ◽  
Broader Impacts ◽  
Undergraduate Stem Education

Abstracts and presentations from the NSEC 2017 National Conference. The conference is for representatives from campus STEM Education Centers or Centers for Teaching and Learning that have a STEM agenda, or those who work closely with these centers. The focus is specifically on centers engaged in improving undergraduate STEM education, including teacher preparation and broader impacts in STEM. It is opportunity for center staff to learn from one another.

scholarly journals Proceedings NSEC 2016 National Conference

2021 ◽  
Author(s):  
Kacy Redd ◽  
NOAH FINKELSTEIN
Keyword(s):  
Human Resources ◽  
Stem Education ◽  
American Association ◽  
Keynote Speaker ◽  
Committee Chair ◽  
National Conference ◽  
Undergraduate Stem Education ◽  
Barriers And Opportunities

Abstracts and presentations from the 2016 SMTI/NSEC National Conference held on June 8-9, 2016. The theme was Center Roles in Improving Undergraduate STEM Education. The Keynote Speaker was Shirley Malcom, Head of Education and Human Resources Programs (EHR), American Association for the Advancement of Science (AAAS), and committee chair of the National Academies' Barriers and Opportunities for 2-Year and 4-Year STEM Degrees.

scholarly journals Framework for Systemic Change in Undergraduate STEM Teaching and Learning

2021 ◽  
Author(s):  
Emily R. Miller ◽  
Tobin L. Smith ◽  
Linda Slakey ◽  
James Fairweather
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Systemic Change ◽  
External Environment ◽  
Change Model ◽  
Educational Innovations ◽  
Sustained Improvement ◽  
Undergraduate Stem Education ◽  
The University ◽  
Stem Teaching

The Framework for Systemic Change in Undergraduate STEM Teaching and Learning provides a change model for improving the quality and effectiveness of STEM teaching and learning at research universities. The Framework recognizes the wider setting in which educational innovations take place — the department, the college, the university and the external environment — and addresses key institutional elements necessary for sustained improvement to undergraduate STEM education.

scholarly journals Catalysts for Achieving Sustained Improvement in the Quality of Undergraduate STEM Education

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 29-46 ◽  
Author(s):  
Mary Sue Coleman ◽  
Tobin L. Smith ◽  
Emily R. Miller
Keyword(s):  
Stem Education ◽  
Undergraduate Education ◽  
Research Universities ◽  
Teaching And Learning ◽  
Department Chair ◽  
Undergraduate Stem Education ◽  
Challenges And Opportunities ◽  
History Of ◽  
And Mathematics

Promoting excellence in undergraduate STEM (science, technology, engineering, and mathematics) education at major research universities is necessary to ensure that we have the STEM-literate workforce and general population required to propel the nation forward into the twenty-first century and beyond. This essay provides a brief contextual history of the Association of American Universities' (AAU) effort to improve the effectiveness of undergraduate STEM education at member campuses and delineates the specific goals of this initiative. The essay then illuminates the essential role of the academic department and department chair in achieving long-lasting change and improving the quality of undergraduate education. It also discusses critical strategies and approaches for promoting the most effective methods for undergraduate STEM teaching and learning, with numerous examples from AAU member universities. The essay concludes with an acknowledgment of key challenges and opportunities that continue to face undergraduate education at research universities.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Teacher Professional Dispositions: Much Assemblage Required

2019 ◽  
Vol 121 (11) ◽  
pp. 1-28
Author(s):  
Kathryn Strom ◽  
Jason Margolis ◽  
Nihat Polat
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Teacher Preparation Programs ◽  
Teacher Dispositions ◽  
Complex Nature ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
State Education ◽  
Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

scholarly journals A logical approach to supporting professional learning communities

2011 ◽  
pp. 599-620
Keyword(s):  
Student Performance ◽  
Stem Education ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Content Management ◽  
Added Value ◽  
Collaborative Tools ◽  
Integration Strategies

Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

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