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 Report | James 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.
