Indicators for Monitoring Undergraduate STEM Education. Consensus Study Report

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Sonst. Personen	Rosenberg, Mark B. (Hrsg.); Hilton, Margaret L. (Hrsg.); Dibner, Kenne A. (Hrsg.)
Institution	National Academies, National Academy of Sciences; National Academies, National Academy of Engineering; National Academies, National Academy of Medicine
Titel	Indicators for Monitoring Undergraduate STEM Education. Consensus Study Report
Quelle	(2018), (244 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3094-6788-9
Schlagwörter	Educational Indicators; Progress Monitoring; Undergraduate Students; STEM Education; Educational Quality; Educational Improvement; Student Educational Objectives; Educational Practices; Evidence Based Practice; Accountability; Education Work Relationship; Employment Patterns; Outcomes of Education; Mastery Learning; Equal Education; Measurement; Educational Assessment; Student Diversity; Inclusion; Departments; Educational Attainment; Credentials; Program Evaluation; Longitudinal Studies; Postsecondary Education; College Faculty; Higher Education; National Surveys; Student Loan Programs; College Freshmen; College Seniors; Learner Engagement; Student Surveys; Academic Persistence; Institutional Characteristics; Career Readiness; School Holding Power; Data Collection; Beginning Postsecondary Students Longitudinal Study; National Survey of Postsecondary Faculty; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; STEM; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Verantwortung; Beschäftigungsstruktur; Lernleistung; Schulerfolg; Messverfahren; Education; assessment; Bewertungssystem; Inklusion; Department; Abteilung; Bildungsabschluss; Bildungsgut; Studienbuch; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Data capture; Datensammlung
Abstract	Science, technology, engineering and mathematics (STEM) professionals generate a stream of scientific discoveries and technological innovations that fuel job creation and national economic growth. Ensuring a robust supply of these professionals is critical for sustaining growth and creating jobs growth at a time of intense global competition. Undergraduate STEM education prepares the STEM professionals of today and those of tomorrow, while also helping all students develop knowledge and skills they can draw on in a variety of occupations and as individual citizens. However, many capable students intending to major in STEM later switch to another field or drop out of higher education altogether, partly because of documented weaknesses in STEM teaching, learning and student supports. Improving undergraduate STEM education to address these weaknesses is a national imperative. Many initiatives are now underway to improve the quality of undergraduate STEM teaching and learning. Some focus on the national level, others involve multi-institution collaborations, and others take place on individual campuses. At present, however, policymakers and the public do not know whether these various initiatives are accomplishing their goals and leading to nationwide improvement in undergraduate STEM education. "Indicators for Monitoring Undergraduate STEM Education" outlines a framework and a set of indicators that document the status and quality of undergraduate STEM education at the national level over multiple years. It also indicates areas where additional research is needed in order to develop appropriate measures. This publication will be valuable to government agencies that make investments in higher education, institutions of higher education, private funders of higher education programs, and industry stakeholders. It will also be of interest to researchers who study higher education. [Contributors include the Division of Behavioral and Social Sciences and Education, the Board on Science Education, and the Committee on Developing Indicators for Undergraduate STEM Education. References are listed after each chapter.] (As Provided).
Anmerkungen	National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01