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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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