Colleges and universities are increasingly seeking to create undergraduate STEM learning programs that are grounded in pedagogical practices emerging from STEM education research (NRC, 2015). Many traditional undergraduate science courses consist primarily of lectures, note taking, reading and problem sets, and student mastery is often assessed using standardized tests that emphasize memorization rather than analytical thinking. Compared to more modern pedagogical practices, these traditional teaching techniques are demonstrably less effective in motivating and retaining students, and in fostering skills required for careers in science and engineering (PCAST, 2012). As a result, there is burgeoning interest in curricula and tools that support more inquiry-based approaches, and better prepare students for the STEM workforce.
This session is aimed at eliciting examples of innovative new approaches to undergraduate instruction that can help expand the community’s collective expertise in preparing future earth and ocean science professionals and STEM literate graduates. Examples include but are not limited to teaching with data and data visualizations, innovative lab and field experiences, strategies for enhancing large lecture classes and introductory courses, and any other novel instructional practices that hold promise for success. Examples that include evaluation of the efficacy of the approaches are encouraged.
Primary Chair: Cheryl L Peach, Scripps Institution of Oceanography, UC San Diego, La Jolla, CA, United States
Co-chairs: Randall E Kochevar, Oceans of Data Institute, Education Development Center, Inc., Waltham, MA, United States and Jan Hodder, University of Oregon, Eugene, OR, United States