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ERIC Number: EJ878805
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0009-1383
Transforming Science Education at Large Research Universities: A Case Study in Progress
Wieman, Carl; Perkins, Katherine; Gilbert, Sarah
Change: The Magazine of Higher Learning, v42 n2 p7-14 Mar-Apr 2010
There are countless reports stressing the economic and societal benefits to be gained from improved science, technology, engineering, and math (STEM) education for all students. Although there is extensive research on alternative teaching methods that increase student learning and are practical to implement, the combined efforts of federal agencies, private foundations, and many internal institutional programs have achieved little overall change in STEM teaching at the large research universities. This remains a major problem for improving science education at any level, since these universities largely set the norms for how to teach science and what it means to learn science. This article presents a case study in progress on the transformation of science education at large research universities in the United States. The authors see an emerging culture in which faculty are adopting effective evidence-based teaching methods, collecting data on the results, and coming to see teaching as a rewarding scholarly activity (the Science Education Initiatives (SEIs) have produced over a dozen research papers on science education). Here, the authors discuss the Science Education Initiatives change model and how it is being implemented, along with some lessons learned and their informal observations of factors that facilitate or inhibit educational innovation. (Contains 2 tables and 4 resources.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Colorado; United States