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The National Academies of Sciences, Engineering and Medicine
Board on Science Education
Division of Behavioral and Social Sciences and Education


Commissioned Papers

Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop 1 June 30, 2008


Susan Singer
Jeffrey Froyd
Bruce Grant
Jose M. Mestre

Chemistry in Context: Goals, Evidence, and Gaps (A White Paper)


Cathy Middlecamp


Jeanne L. Narum


Commissioned Papers

Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop 2 October 13-14, 2008


David Gijbels

Case Pedagogy in Undergraduate STEM: Research We Have; Research We Need


Mary Lundeberg
Tom Foster
Julie Libarkin

Concept Inventories in Engineering Education


Teri Reed-Rhoads
Paula Heron

The Rensselaer Studio Model for Learning and Teaching: What Have We Learned?


Karen Cummings
Robert Beichner
Marcy Osgood
Less Talk, More Action: Active Learning in Introductory Geoscience Courses

David McConnell


The Role of Undergraduate Research in Student Retention, Academic Engagement, and the Pursuit of Graduate Education


Sandy Gregerman

Evaluation of the Center for Authentic Science Practice in Education (CASPiE) Model of Undergraduate Research


Donald Wink and Gabriela Weaver

The Impact of Future Faculty Professional Development in Teaching on STEM Undergraduate Education: A Case Study about the Delta Program in Research, Teaching and Learning at the University of Wisconsin-Madison


Donald Gillian-Daniel
The Workshop for New Faculty in Physics and Astronomy

Kenneth Krane


Working with the Discipline – Developing a Supportive Environment for Education

Cathy Manduca


Barriers and Promises in STEM Reform

Melissa Dancy and Charles Henderson


Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education: A Status ReportJames Fairweather


These papers were commissioned for two workshops convened by the Board on Science Education, in Washington, D.C., on the evidence on promising practices in undergraduate STEM.    Both of the these workshops were funded by the National Science Foundation.  Opinions and statements included in the paper are solely those of the individual author, and are not necessarily adopted or endorsed or verified as accurate by the Board on Science Education or the National Academy of Sciences, including the National Academy of Engineering, Institute of Medicine, or National Research Council.

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