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 Inside Higher Ed. Show all posts
Showing posts with label Inside Higher Ed. Show all posts
Wednesday, September 18, 2013
Saturday, April 14, 2012
Re: Foundations’ Newfound Advocacy
Some blog followers might be interested in a recent discussion list post “Re: Foundations’ Newfound Advocacy” [Hake (2012)]. The abstract reads:
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ABSTRACT: Norman Stahl of the LRNASST list has called attention to Doug Lederman’s (2012) Inside Higher Ed report “Foundations’ Newfound Advocacy” at http://bit.ly/HG3wc2. Lederman, in turn, points to a paper
“ ‘Advocacy Philanthropy’ and the Public Policy Agenda: The Role of Modern Foundations in American Higher Education” [Hall & Thomas (2012) at http://bit.ly/HHNcIw].
Lederman wrote: “Hall and Thomas channel fears that the consensus that Gates and Lumina have built through their common agenda-setting (in league with federal and state officials) and their comparatively massive, widely distributed dollars (to a cottage industry of ‘intermediaries’) has given them ‘outsized influence’ and squelched alternative points of view.”
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To access the complete 7 kB post please click on http://bit.ly/HyCGik.
Richard Hake, Emeritus Professor of Physics, Indiana University
rrhake@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake
“The academic area is one of the most difficult areas to change in our society. We continue to use the same methods of instruction, particularly lectures, that have been used for hundreds of years. Little scientific research is done to test new approaches, and little systematic attention is given to the development of new methods. Universities that study many aspects of the world ignore the educational function in which they are engaging and from which a large part of their revenues are earned.”
Richard M. Cyert, former president of
Carnegie Mellon University as quoted in Tuma & Reif (1980)
REFERENCES [All URL’s shortened by http://bit.ly/ and accessed on 14 April 2012.]
Hake, R.R. 2012. “Re: Foundations' Newfound Advocacy,”online on the OPEN! AERA-L archives at http://bit.ly/HyCGik. Post of 14 Apr 2012 08:23:38-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.
Tuma, D.T. & F. Reif, eds. 1980. Problem Solving and Education: Issues in Teaching and Research, Lawrence Erlbaum. Amazon.com information at http://amzn.to/jcAK2d.
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ABSTRACT: Norman Stahl of the LRNASST list has called attention to Doug Lederman’s (2012) Inside Higher Ed report “Foundations’ Newfound Advocacy” at http://bit.ly/HG3wc2. Lederman, in turn, points to a paper
“ ‘Advocacy Philanthropy’ and the Public Policy Agenda: The Role of Modern Foundations in American Higher Education” [Hall & Thomas (2012) at http://bit.ly/HHNcIw].
Lederman wrote: “Hall and Thomas channel fears that the consensus that Gates and Lumina have built through their common agenda-setting (in league with federal and state officials) and their comparatively massive, widely distributed dollars (to a cottage industry of ‘intermediaries’) has given them ‘outsized influence’ and squelched alternative points of view.”
********************************************
To access the complete 7 kB post please click on http://bit.ly/HyCGik.
Richard Hake, Emeritus Professor of Physics, Indiana University
rrhake@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake
“The academic area is one of the most difficult areas to change in our society. We continue to use the same methods of instruction, particularly lectures, that have been used for hundreds of years. Little scientific research is done to test new approaches, and little systematic attention is given to the development of new methods. Universities that study many aspects of the world ignore the educational function in which they are engaging and from which a large part of their revenues are earned.”
Richard M. Cyert, former president of
Carnegie Mellon University as quoted in Tuma & Reif (1980)
REFERENCES [All URL’s shortened by http://bit.ly/ and accessed on 14 April 2012.]
Hake, R.R. 2012. “Re: Foundations' Newfound Advocacy,”online on the OPEN! AERA-L archives at http://bit.ly/HyCGik. Post of 14 Apr 2012 08:23:38-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.
Tuma, D.T. & F. Reif, eds. 1980. Problem Solving and Education: Issues in Teaching and Research, Lawrence Erlbaum. Amazon.com information at http://amzn.to/jcAK2d.
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