Some blog followers might be interested in a recent post “The NRC Finally Comes to Its Senses on Improving STEM Education.” The abstract reads:
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ABSTRACT: Kevin Kiley (2013) in his Inside Higher Ed review http://bit.ly/1bri3GP of Robert Zemsky’s (2013) Checklist for Change http://bit.ly/188VYrx reports that in an interview Zemsky said that (a) among the questions his book answers is “Why haven’t we changed?” and (b) a major impediment to change is “a disengaged faculty resistant to change.”
As I indicated in a previous comment [Hake (2013) http://bit.ly/1a189YT ] on Zemsky’s book, I’ve noticed Zemsky's derogation of faculty before. In “NRC’s CUSE: Stranded on Assessless Island?” [Hake (2003)] at http://bit.ly/184OVC4 ] I stated that Zemsky had “missed the boat with respect to the potential reform of undergraduate education through education research by disciplinary experts as monitored by rigorous pre/post testing [being] in the good company of CUSE (Committee on Undergraduate Education) [McCray, et al. (2003) at http://bit.ly/y6cFAG ], and its workshop participants.”
Fortunately, the NRC APPEARS TO HAVE FINALLY COME TO ITS SENSES ON IMPROVING STEM EDUCATION. On p. 35 of Adapting to a Changing World - Challenges and Opportunities in Undergraduate Physics Education [NRC (2013) at http://bit.ly/126os6j ] it's stated:
“Hake’s (1998a) seminal report http://bit.ly/9484DG on the effectiveness of interactive engagement methods remains an important contribution to undergraduate physics education. The article presents results from the Mechanics Diagnostic (MD) [Halloun & Hestenes (1985) at http://bit.ly/fDdJHm ] and the Force Concept Inventory (FCI) [Hestenes et al. (1992) at http://bit.ly/foWmEb], given before and after instruction on Newtonian mechanics in a variety of courses taught using different approaches. . . . . . . the conclusion, that more effective instructional approaches involve active learning, has been supported by many other studies using different methodology [Meltzer and Thornton (2012) at http://bit.ly/O35gtB] and Hoellwarth et al. (2005) at http://bit.ly/156hHhF.]. **************************************************
To access the complete 53 kB post please click on http://bit.ly/154M5yf .
Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.
“There is substantial evidence that scientific teaching in the sciences, i.e., teaching that employs instructional strategies that encourage undergraduates to become actively engaged in their own learning, can produce levels of understanding, retention and transfer of knowledge that are greater than those resulting from traditional lecture/lab classes. But widespread acceptance by university faculty of new pedagogies and curricular materials still lies in the future.” - Robert DeHaan (2005)
REFERENCES [URL shortened by http://bit.ly/ and accessed on 18 Sept. 2013.]
DeHaan, R.L. 2005. “The Impending Revolution in Undergraduate Science Education,” Journal of Science Education and Technology 14(2): 253-269; online as a 152 kB pdf at http://bit.ly/ncAuQa .
Hake, R.R. 2013. “The NRC Finally Comes to Its Senses on Improving STEM Education,” online on the OPEN! AERA-L archives at http://bit.ly/154M5yf. Post of 18 Sep 2013 20:19:57-0400 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.
Showing posts with label Checklist for Change. Show all posts
Showing posts with label Checklist for Change. Show all posts
Wednesday, September 18, 2013
Tuesday, September 17, 2013
Re: Zemsky’s ‘Making American Higher Education a Sustainable Enterprise’
Some blog followers might be interested in a recent post ] “Re: Zemsky's ‘Making American Higher Education a Sustainable Enterprise’ ” [Hake (2013)]. The abstract reads:
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ABSTRACT: Chris Parr (2013) in a report “Robert Zemsky's solution for US problems” at http://bit.ly/1eLyoZn wrote: In “Checklist for Change” [Zemsky at http://bit.ly/188VYrx ]. . . . . starts with the academics themselves . . . . “faculty just aren’t persuaded that they know what to do. They don’t want to make the mess worse, so they’re waiting.”
I’ve heard Zemsky's derogation of faculty before. In “NRC’s CUSE: Stranded on Assessless Island?” [Hake (2013a)] at http://bit.ly/184OVC4 I wrote: “[Zemsky] has missed the boat with respect to the potential reform of undergraduate education through education research by disciplinary experts as monitored by rigorous pre/post testing.. . .[He] is in the good company of CUSE and its workshop participants, who appear to be STRANDED ON ASSESSLESS ISLAND with no way to gauge the need for, or effect of, educational reform strategies.”
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To access the complete 8 kB post please click on http://bit.ly/1a189YT.
Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.
"And it ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain of success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new. This coolness arises partly from fear of the opponents, who have the laws on their side, and partly from the incredulity of men, who do not readily believe in new things until they have had a long experience with them. Thus it happens that whenever those who are hostile have the opportunity to attack they do it like partisans, whilst the others defend lukewarmly...."
- Machiavelli ("The Prince" 1513) http://bit.ly/19aw0CS
REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 Sept. 2013.]
Hake, R.R. 2013. Re: Zemsky's 'Making American Higher Education a Sustainable Enterprise' online on the OPEN! AERA-L archives at http://bit.ly/1a189YT. Post of 17 Sep 2013 14:02:46-0400 to AERA-L, NetGold. The abstract and link to the complete post are being transmitted to various discussion lists.
***************************************
ABSTRACT: Chris Parr (2013) in a report “Robert Zemsky's solution for US problems” at http://bit.ly/1eLyoZn wrote: In “Checklist for Change” [Zemsky at http://bit.ly/188VYrx ]. . . . . starts with the academics themselves . . . . “faculty just aren’t persuaded that they know what to do. They don’t want to make the mess worse, so they’re waiting.”
I’ve heard Zemsky's derogation of faculty before. In “NRC’s CUSE: Stranded on Assessless Island?” [Hake (2013a)] at http://bit.ly/184OVC4 I wrote: “[Zemsky] has missed the boat with respect to the potential reform of undergraduate education through education research by disciplinary experts as monitored by rigorous pre/post testing.. . .[He] is in the good company of CUSE and its workshop participants, who appear to be STRANDED ON ASSESSLESS ISLAND with no way to gauge the need for, or effect of, educational reform strategies.”
****************************************
To access the complete 8 kB post please click on http://bit.ly/1a189YT.
Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.
"And it ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain of success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new. This coolness arises partly from fear of the opponents, who have the laws on their side, and partly from the incredulity of men, who do not readily believe in new things until they have had a long experience with them. Thus it happens that whenever those who are hostile have the opportunity to attack they do it like partisans, whilst the others defend lukewarmly...."
- Machiavelli ("The Prince" 1513) http://bit.ly/19aw0CS
REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 Sept. 2013.]
Hake, R.R. 2013. Re: Zemsky's 'Making American Higher Education a Sustainable Enterprise' online on the OPEN! AERA-L archives at http://bit.ly/1a189YT. Post of 17 Sep 2013 14:02:46-0400 to AERA-L, NetGold. The abstract and link to the complete post are being transmitted to various discussion lists.
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