Improving undergraduate STEM education: The efficacy of discipline-based professional development-Reference-Cited by-同舟云学术

Improving undergraduate STEM education: The efficacy of discipline-based professional development

Published:2017-02-03 Issue:2 Volume:3 Page:
ISSN:2375-2548
Container-title:Science Advances
language:en
Short-container-title:Sci. Adv.

Author:

Manduca Cathryn A.¹,Iverson Ellen R.¹,Luxenberg Michael²^ORCID,Macdonald R. Heather³,McConnell David A.⁴^ORCID,Mogk David W.⁵^ORCID,Tewksbury Barbara J.⁶

Affiliation:

1. Science Education Resource Center, Carleton College, Northfield, MN 55057, USA.

2. Professional Data Analysts Inc., Minneapolis, MN 55414, USA.

3. Department of Geology, College of William and Mary, Williamsburg, VA 23187, USA.

4. Marine, Earth, and Atmospheric Sciences Department, North Carolina State University, Raleigh, NC 27695, USA.

5. Department of Earth Sciences, Montana State University, Bozeman, MT 59717, USA.

6. Department of Geosciences, Hamilton College, Clinton, NY 13323, USA.

Abstract

Effective teaching practices are more common in courses taught by faculty who spend time learning about teaching.

Publisher

American Association for the Advancement of Science (AAAS)

Subject

Multidisciplinary

Reference62 articles.

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2. National Science Foundation (NSF) “Shaping the future: New expectations for undergraduate education in science mathematics engineering and technology” (nsf96139 NSF 1996); http://nsf.gov/publications/pub_summ.jsp?ods_key=nsf96139.

3. Active learning increases student performance in science, engineering, and mathematics;Freeman S.;Proc. Natl. Acad. Sci. U.S.A.,2014

4. Discipline-based education research: Understanding and improving learning in undergraduate science and engineering;Singer S.;J. Eng. Educ.,2013

5. Getting under the hood: How and for whom does increasing course structure work?;Eddy S. L.;CBE Life Sci. Educ.,2014

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