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ERIC Number: ED422773
Record Type: RIE
Publication Date: 1998-Jun
Pages: 14
Abstractor: N/A
A Teachable Moment.
Zemsky, Robert, Ed.
Policy Perspectives, v8 n1 Jun 1998
This essay, based on a national roundtable composed of science faculty, administrative leaders, foundation officers, and program directors examines the gap between advocacy and understanding that increasingly describes the status of science, mathematics, and technical education in the United States. The essay focuses on the capacity of the nation's colleges and universities to meet the demand for citizen-workers who possess a basic understanding of science, mathematics, engineering, and technology. It describes the current status of postsecondary science education, highlighting the limitations of the current system and defining the goals and context of change. The six-point agenda for change includes the following elements: (1) building a research base that documents effective ways to make undergraduate science more accessible; (2) reinstating the mission of science departments to stress the importance of providing students with a real grasp of science; (3) developing strategies for creating partnerships that link two- and four-year institutions; (4) fostering an effective culture of teaching within science departments; (5) making the quality K-12 science instruction an explicit priority of undergraduate science education; and (6) developing learning communities that extend beyond departmental and campus boundaries. Finally, the essay describes the obligations of science education instructors. A list of roundtable participants is included. (MAB)
Institute for Research on Higher Education, 4200 Pine Street, 5A, Philadelphia, PA 19104-4090; phone: 1-800-437-9799; e-mail:; web address:
Publication Type: Collected Works - Serials; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Pew Higher Education Roundtable, Philadelphia, PA; Knight Collaborative, Akron, OH.; Pennsylvania Univ., Philadelphia. Inst. for Research on Higher Education.
Grant or Contract Numbers: N/A