RESOURCES & EDITORIALS
YOU SHOULD CHECK OUT:
“For generations, classes in science, technology, engineering and mathematics (STEM) have been built around a steady diet of lecture-based learning. Soft skills, such as creative problem solving, critical thinking and collaboration, are often given short shrift.” — Read more!
“Bloodletting to keep the “humors” in balance was a leading medical treatment from ancient Greece to the late 19th century. That’s hard to believe now, in the age of robot-assisted surgery, but “doctors” trusted lancets and leeches for centuries. To Nobel laureate Carl Wieman, the college lecture is the educational equivalent of bloodletting, one long overdue for revision. — Read more!
“Think back to when you learned how to ride a bike. You probably didn’t master this skill by listening to a series of riveting lectures on bike riding. Instead, you tried it out for yourself, made mistakes, fell down a few times, picked yourself back up, and tried again. When mastering an activity, there’s no substitute for the interaction and feedback that comes from practice. What if classroom learning was a little more active?” — Read more!
From the President’s Council of Advisors on Science and Technology Special
“Economic projections point to a need for approximately 1 million more STEM professionals than the U.S. will produce at the current rate over the next decade if the country is to retain its historical preeminence in science and technology.” — Read more!
“Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.” — Read more!
“Active Learning Classrooms are spaces that are designed to support teaching and learning in an atmosphere conducive to engaging students actively in their own learning. McGill’s Teaching and Learning Spaces Working Group (TLSWG) has developed Principles for Designing Teaching and Learning Spaces that are based upon the benchmarks of good educational practice identified in the National Survey of Student Engagement.” — Read more!
“Scientific graduate programs all over the country do a wonderful job training their students to become critical thinkers able to design experiments, write fellowship grants, write peer reviewed papers, and grasp complex scientific systems. Nearly all programs, however, struggle to provide career training. Traditionally, skills such as mentoring, teaching, and leadership have been learned by observing others. This has generated many excellent scientists, mentors, teachers, and leaders, but how many more could we have developed had students received directed training? And how much better would our current scientific leaders be had they not had to reinvent the wheel for themselves?” – Read more!