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Centers and Institutes
Center for Education, National Academy of Sciences
Center for the Integration of Research, Teaching, and Learning, University of Wisconsin:
Center for Science and Mathematics Teaching, Tufts University
Charles A. Dana Center, College of Natural Sciences, University of Texas at Austin
Coalition for Science Literacy, University of South Florida
National Institute for Science Education, University of Wisconsin, Madison
Sigma Xi, The Scientific Research Society
2002 Forum: Changing the Face of Science and Engineering
Health and Humanities Curriculum at the University of Southern California:
The American Physiological Society, Undergraduate Summer Research Fellowships:
Coalition for Education in the Life Sciences (CELS), University of Wisconsin, Madison
Center for Biology Education (CBE), University of Wisconsin, Madison
The Journal of Undergraduate Neuroscience Education (JUNE)
A publication of Faculty for Undergraduate Neuroscience, this online journal provides peer-reviewed reports of innovations in undergraduate neuroscience education.
Stanford University, The Program in Human Biology: https://www.stanford.edu/dept/humbio/cgi-bin/
The Workshop Chemistry Project: Peer-Led Team Learning
Modules are also being developed in Biology, Mathematics and Physics.
Research Site for Educators in Chemistry at the University of Minnesota, Twin Cities
THE RSEC is a National Science Foundation-funded initiative designed to foster new and meaningful scientific interactions between a large, Ph.D. - granting chemistry department and the departments of 20 -25 primarily undergraduate institutions. RSEC activities are organized around four interdisciplinary clusters: Chemical Biology; Computational Chemistry; Environmental Chemistry; and Materials Chemistry.
Center for Engineering Learning and Teaching, University of Washington
Center for the Advancement of Engineering Education
Project NExT, "New Experiences in Teaching"
Workshops and national conferences on "learning-centered teaching" for new math Ph.Ds in their first or second year of college-level teaching, sponsored by the Mathematical Association of America and the Exxon Education Foundation. Contact: T. Christine Stevens, Dept. of Mathematics & Computer Science, Saint Louis University, 221 N. Grand Blvd., St. Louis MO 63103, email@example.com.
Workshops for New Physics and Astronomy Faculty, American Association of Physics Teachers
National teaching enhancement workshops and conference follow-up programs for recently hired physics and astronomy faculty, sponsored by the American Association of Physics Teachers, the American Physical Society, and the American Astronomical Society and supported by the National Science Foundation. Contact: Ken Krane, Department of Physics, Oregon State University, 301 Weniger Hall, Corvallis OR 97331, firstname.lastname@example.org.
ConcepTests, Project Galileo, Harvard University
Massachusetts Institute of Technology, The Edgerton Center
University of Colorado, Discovery Learning Initiative, College of Engineering:
University of Delaware, PBL: Problem-Based Learning
PBL at Delaware plus links to many other PBL sites
PBL Clearinghouse: peer-reviewed problems and articles
SUNY Buffalo, Case Studies in Science
University of North Carolina at Chapel Hill, Inquiry-Based Courses
Burch Field Research Seminars
University of Texas at Austin, Discovery Learning Project
Campus Discovery Learning Center
Eric Mazur and Active Learning at Harvard
Government Reports and Hearings
Report of the National Science Board, December 2002:
"Science and Engineering Infrastructure for the 21st Century: The Role of the National Science Foundation"
Of special note is Recommendation 3: Expand education and training opportunities at new and existing research facilities.
"Investment in S&E infrastructure is critical to developing a 21st century S&E workforce. Educating people to understand how S&E instruments and facilities work and how they uniquely contribute to knowledge in the targeted discipline is critical. Training and outreach activities should be a vital element of all major research facility programs. This outreach should span communities from existing researchers who may become new users, to undergraduate and graduate students who may design and use future instruments, to kindergarten through grade twelve (K-12) children, who may become motivated to become scientists and engineers. There are also opportunities to expand public access to National S&E facilities though high-speed networks and special outreach activities." (p. 34)
National Science Foundation Authorization Act of 2002
Hearing Proceedings, March 7, 2002:
U.S. House of Representatives, Committee on Science, "Meeting the Demands of the Knowledge Based Economy: Strengthening Undergraduate Science, Mathematics and Engineering Education"
Click on Research Subcommittee Hearings under Hearings for 107th Congress 2nd Session for the full hearing text.
The Science and Engineering Workforce, Realizing America's Potential; Executive Summary (Aug. 2003), National Science Board, National Science Foundation. http://www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369_5.pdf
The Twentieth Annual Report of the National Science Foundation, 1970. Science Education Support. (NSF 71-1). http://www.nsf.gov/pubs/1970/annualreports/ar_1970_sec3.pdf
Beyerlein, Holmes, and. Apple. Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance (Pacific Crest, Lisle, IL, 4th Ed, 2007).
Beyond Bio 101: The Transformation of Undergraduate Biology Education, A report from the Howard Hughes Medical Institute http://www.hhmi.org/BeyondBio101/
Black, H. (2003). "Needs improvement." The Scientist, August 19 4(1): 20030819-01. Website:
Center for the Advancement of Scholarship on Engineering Education, Reports prepared by the National Academies, NSF, ASEE, ABET and others.
Cialdini, R.B. (2000) Influence: Science and Practice, 4th Edition. New Jersey: Allyn & Bacon.
Denofrio, L.; Russell, B.; Lopatto, D.; Lu, Y. “Linking Student Interests to Science Curricula.” Science 2007, 318, 1872-1873.
Do we need more scientists? The Public Interest (2003), Fall, Issue 53, Michael S. Teitelbaum
Duch, B., Groh, S., and Allan, D.E. (Eds.), Stylus Publishing (2001). The Power of Problem-Based Learning: A Practical "How-to" for Teaching Undergraduate Courses in Any Discipline. (Reviewed in The Chronicle of Higher Education, April 3, 2001).
Duit, R., and Treagust, D.F. (2003) Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671-688.
Gollub, J.P., Bertenthal, M.W., Labov, J.B., and Curtis, P.C. (Eds.). (2002) Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: National Academy Press.
Halliday, D., Resnick, R., & Walker, J. (2007). Fundamentals of Physics (8th Ed.).Wiley
Hanson, D, A Cognitive Model for Learning Chemistry and Solving Problems, in Process-Oriented Guided-Inquiry Learning, edited by R.S. Moog and J.N. Spencer (American Chemical Society, Washington, DC, 2008) pp. 14 – 25.
Hanson, D, Instructor's Guide to Process-Oriented Guided-Inquiry Learning, (Pacific Crest, Lisle, IL, www.pcrest.com, 2006).
Hewson, P.W. (1996) Teaching for Conceptual Change. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.), Improving Teaching and Learning in Science and Mathematics (pp. 131-140). New York: Teachers College Press.
Hrabowski, F., Kenneth I Maton, and Geoffrey L. Greif. (1998). Beating the Odds: Raising Academically Successful African American Males. Oxford University Press, 1998.
Jacobs, D. (2000). "A Chemical Mixture of Methods." Opening Lines: Approaches to the Scholarship of Teaching and Learning. Ed. Pat Hutchings. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Jolly, E., Patricia B. Campbell, and Lesley Perlman. (2004). Engagement, Capacity and Continuity: A Trilogy for Student Success. GE Foundation.
Learning for the Future: Changing the Culture of Math and Scinece Education to Ensure a Competitive Workforce, Executive Summary (2003), Committee for Economic Development.
Maton, K.I., Freeman Hrabowski, Metin Ozlemir, and Harriette Wimms (2008). Enhancing Representation, Retention, and Achievement of Minority Students in Higher Education: A Social Transformation Theory of Change. Pgs. 115-132. In Toward Positive Youth Development: Transforming Schools and Community Programs. Edited by M. Shinn and H Yoshikawa. Oxford University Press. 387 pgs.
Mierson, S. and Parikh, A. A. (2000). "Stories From the Field: Problem-Based Learning from a Teacher's and a Student's Perspective." Change, January/February 2000, 21-27.
National Academy of Sciences. (2007). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. The National Academies Press, 2007.
National Research Council of National Academy of Sciences. (2007). Understanding Interventions that Encourage Minorities to Pursue Research Careers. The National Academies Press, 2007.
National Research Council. (2003). Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology, M.A. Fox and N. Hackerman, Editors. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Website: http://books.nap.edu/catalog/10024.html
"Penn State Course Teaches Engineering Success Based on Catastrophic Failure." (2001). The Chronicle of Higher Education (47: 41), June 22, 2001, A10. (Accessed online at http://chronicle.com/weekly/v47/i41/41a01002.htm.)
Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A. (1982) Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211-227.
Preparing for the 21st Century: The Education Imperative. National Research Council (1997), National Academy of Sciences, National Academy of Engineering, Institute of Medicine, National Research Council. http://www.nap.edu/books/NI111004/html/
Redish, E.F. (2003) Teaching Physics: With the Physics Suite. Hoboken, New Jersey: Wiley.
Redish, E.F., Saul, J.M., and Steinberg, R.N. (1998) Student Expectations in Introductory Physics. American Journal of Physics, 66, 212-224.
Reis, R.M. (1997). Tomorrow's Professor: Preparing for Academic Careers in Science and Engineering. Institute of Electrical and Electronics Engineers Press (NY). ISBN 0-7803-1136-1. Copyright Institute of Electrical and Electronics Engineers.
Splitt, F. (2003). "Systemic Engineering Education Reform: A Grand Challenge." The BENT, Tau Beta Pi, The Engineering Honor Society, 29-34. http://www.tbp.org/pages/publications/BENTFeatures/SplittSp03.pdf
Splitt, F. (2002). "Enginnering Education Reform: A Trilogy: Environmentally Smart Engineering Education: A Brief on a Paradigm in Progress; The Challenge to Change: On Realizing the New Paradigm for Engineering Education; Engineering Education Reform: A Path Forward." International Engineering Consortium, http://www.iec.org, http://www.ece.northwestern.edu/EXTERNAL/Splitt/.
Stearns, Tim. "In the natural sciences and engineering: Science education in the US: Training the next generation," Reinvention Center Conference (Nov. 2006): http://reinventioncenter.miami.edu/Conference/2006Conference/2006ConferenceSessions.html#E1
Supply without Demand, Donald Kennedy, Jim Austin, Kirstie Urquhart, Crispin Taylor. (2004) Science.303: 1105.
Technology Literacy: What and Why? (1999), George Bugliarello. NAE/CSMEE.
Tobias, S. (1991).They’re Not Dumb, They’re Different: Stalking the Second Tier, American Journal of Physics, Volume 59, pp. 1155-1157
U.S. Science Dominance is the Wrong Issue, Alan I. Leshner. (2004) Science. 306: 197.
Yezierski, E.J., C.F. Bauer, S.S. Hunnicutt, D.M. Hanson, K.E. Amaral, and J.P. Schneider. POGIL Implementation in Large Classes: Strategies for Planning, Teaching, and Management, in Process-Oriented Guided-Inquiry Learning, edited by R.S. Moog and J.N. Spencer (American Chemical Society, Washington, DC, 2008) pp. 60 – 71.
Yuan, R., Benson, S., Chang, S., & Gulick, D. (2007). The Global University: The Restructuring of Undergraduate Science and Engineering Courses and the Development of International Partnerships, Science Education and Civic Engagement: An International Journal, Volume I:2, pp. 41-49.
Web Sites and Survey Sources
CBEL course website (open access): http://atlas.scs.uiuc.edu/chem199L.
Dyann Schmidel’s interactive educational websites designs, develops, and hosts easily-updateable database-driven websites for K-12 school districts. http://schmidel.com/dyann.cfm
The MERLOT: A free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected here along with annotations such as peer reviews and assignments: http://www.merlot.org
The PACT Center, Carnegie Mellon University: This site provides information about the Center’s goals, research activities, and links to sites with detailed explanations of these projects. The site also provides an extensive list of publications on tutor development and pedagogy research, cognitive tutor evaluation and implication, and other relevant PACT publications. www.pact.cs.cmu.edu
The POGIL National Dissemination Project: http://new.pogil.org/info/introduction.php.
This site is through Clemson University and represents an undergraduate, multi-university research colloquium designed to support undergraduate research projects in the natural/life sciences. http://virtual.clemson.edu/groups/SCLife/HHMI%20UR/undergraduate.htm
A Standardized, Online Self-efficacy Assessment Tool. David Lopatto’s Classroom Undergraduate Research Evaluation (CURE): http://www.grinnell.edu/academic/psychology/faculty/dl/sure%26cure.
Stony Brook University Chemistry Department http://www.chem.stonybrook.edu/.
Supporting materials are available on Science online: www.sciencemag.org/cgi/content/full/318/5858/1872/DC1
Six-Star Science The American Physiological Society offers a community archive of "learning objects," or instructional materials, for teaching science to K-12 students and physiology to undergraduate, graduate, and professional students. The site also solicits contributions, which are reviewed by a committee before inclusion on the archive. http://www.the-aps.org/education/sixstarscience/index.htm
Marquee Course Listings in Science and Technology at the University of Maryland: http://www.Marqueecourses.umd.edu/
VOSTS (Views on Science-Technology-Society): www.usask.ca/education/people/aikenhead/vosts.pdf
Exemplary Programs and Practices
MESA (Mathematics, Engineering, Science, and Achievement) homepage. A California-based program that works with disadvantaged students to excel in and graduate with degrees in math and science: http://mesa.ucop.edu/home.html
The Pre-Grad program, Stanford University: Offers undergraduates the opportunity to learn more about and prepare for a research career. http://pregrad.stanford.edu
Course and Curricular Innovations
Developmental Biology Course, University of Colorado at Boulder: Web site provides a format for introducing reading and analysis of primary scientific literature into a large lecture course. http://www.colorado.edu/MCDB/MCDB4650_FA04
Origins of ORDER” (On Recent Discoveries by Emory Researchers): A Freshman Seminar at Emory University in which students learn about cutting edge scientific research going on in laboratories at the university: http://www.cse.emory.edu/sciencenet/coll_curr/order/index.html; http://www.news.emory.edu/Releases/lynn1069363205.html; http://www.news.emory.edu/Releases/davidlynn1090849234.html
William Wood’s reading and analysis course format http://www.colorado.edu/MCDB/MCDB4650_FA04/
Integrative Graduate Education and Research Traineeship (IGERT): An NSF-funded program that focuses on developing a generation of scientists and engineers to become experts at the integrative synthesis and analysis of biological interfaces. http://www.igert.rutgers.edu/researchsamples.php
The National Science Foundation-Research Experience for Undergraduates program (NSF-REU) provides opportunities for students interested in research projects and for faculty interested in obtaining support for undergraduate research students through either an REU Supplement or REU Site proposal. http://www.nsf.gov/home/crssprgm/reu/start.htm