Effective Chemistry Communication in Informal Environments
This report looks at how chemistry is communicated to the public outside of the classroom, and outlines a framework for the design of chemistry communication activities and identifies key areas for future research. Using this framework, the committee developed a guide for chemists to use in the design, implementation, and evaluation of their public communication efforts.
Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts
This report provides guidance for schools and districts on how best to support teachers’ learning and how to implement successful programs for professional development. The report makes actionable recommendations for science teachers’ learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach.
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|Barriers and Opportunities for 2-Year and 4-Year STEM Degrees|
This report reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students’ decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students’ general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.
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June 6, 2016
NAS Building, Lecture Room
2101 Constitution Ave, NW
Briefing will include discussions from the committee chair, Shirley Malcom (AAAS) and other panelists.
Registration for this event coming soon.
Read the Pre-Publication Report
|NPR Science Friday|
TAC member Mike Town on NPR's Science Friday on the topic of the gap in teacher knowledge an climate science content. Listen
Videos of February 22 Workshop
View the archived webcast