Transforming Insitutions: 21st Century Undergraduate STEM Education

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Gabriela C. Weaver, Wilella D. Burgess, Amy L. Childress, Linda Slakey
Purdue University Press, 2016 - Education - 513 pages
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Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines. However, the existing and ingrained structures of higher education, particularly in the STEM fields, are not set up to provide students with extensive skill development in communication, teamwork, and divergent thinking, which is needed for success in the knowledge economy.In 2011 and again in 2014, an international conference was convened to bring together university leaders, educational policymakers and researchers, and funding agency representatives to discuss the issue of institutional transformation in higher education, particularly in the STEM disciplines. Central to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system.Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors' viewpoints, leading to suggested next steps in the path toward transformation.
 

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Contents

Why Now is the Time for Institutionlevel Thinking in STEM
3
Responding
11
A Theories and Models of Institutional Transformation
19
Insights from Change
35
An Overview for a New Guide
67
B Case StudiesProjects at the Institutional Level
75
Developing Faculty Cultures for EvidenceBased Teaching Practices
90
Towards a Model of Systemic Change in University STEM Education
115
Key Elements to Create and Sustain Educational Innovation at
199
Changing Practice Towards InquiryOriented Learning
208
Case StudiesProjects at the Course and Departmental Level
221
How iFoundry Reimagines STEM
235
Transforming the Chattanooga State
271
Creating
280
Faculty Development
295
A Professional Development Model
312

An Experiment in Scaling
125
Planning Transformation of STEM Education in a Research University
140
Reflections of the Central Indiana
153
Applying the CACAO Change Model to Promote Systemic
176
Review of the Undergraduate Science Curriculum at the University
189
STEM Faculty Perceptions of Concept Map Assessments
325
STEM
338
The
353
Barriers Reported by Faculty
370
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About the author (2016)

Gabriela C. Weaver serves as vice provost for faculty development, director of the Center for Teaching and Faculty Development, and professor of chemistry at the University of Massachusetts Amherst.

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