F21 Member Statements Relating to the Assemblies

Motivating Students to Pursue Careers in STEM Fields
Oberlin College, Ohio

  • Nancy G. Solomon, Miami University
    As a scientist and educator, I find it natural to use research to motivate undergraduates to consider pursuing careers in science. I use two methods to attain this goal: presenting interesting research findings and getting students actively involved in research.

  • Kathryn M. Jacobson, Grinnell College
    Of principal concern to many experts is the quality of science and math secondary education, and a significant element of this problem is the dearth of science and math teachers staffing our public schools.

Taking Advantage of New Opportunities for Environmental Sciences
University of Portland, Oregon

  • Douglas M. Thompson, Connecticut College
    Three National Science Foundation initiatives, Biocomplexity in the Environment, Water and Energy: Atmospheric, Vegetative and Earth Interactions (WEAVE), and Environmental Geochemistry and Biogeochemistry (EGB), all stress the importance of complex interactions that exist among various factors in the physical world.

  • Stanley Rice, Southeastern Oklahoma State University
    I believe that major environmental challenges which we already face - global warming, energy availability, water resources, extinction of species, loss of forest land, and many others - will become much greater challenges during the next decade.

Ensuring the Success of Under-represented Groups in STEM Learning Environments
Rowan University, New Jersey

  • Toni D. Sauncy, Angelo State University
    Over the next decade, our societal investment in the education of all students in the fields of Science, Math, Engineering and Technology (STEM) will become increasingly critical, perhaps even more than in the past.
  • Susan C. Eriksson, Virginia Polytechnic Institute
    The changing nature of the student population will provide many challenges to STEM undergraduate faculty during the next decade. We cannot even begin to imagine what our students will be like in ten years but a few changes are already at hand.

Considering Pedagogies That Serve to Strengthen Student Learning
University of St. Thomas, Minnesota

  • Virginia Card, Metropolitan State University
    It became clear that student learning could be increased, in both math and science classes, by better communication between the faculty of the two departments and by co-operative curriculum development.

  • Barbara A. Balko, Lewis and Clark College
    I think that it is now clear to the majority of undergraduate STEM educators that the traditional nointeractive lecture style of teaching that is accompanied by "cook-book" labs does not attract students into the STEM fields or train students to problem-solve and think critically.

Linking Insights About How People Learn to Curricular Reform
University of Richmond, Virginia

  • Luz P. Mangurian, Towson University
    Based on environmental cues, learners use their genes to make memories. From animal studies we know that learning, the essence of what we hope to cause when we teach, changes the structure of the brain: new synapses are created when bits of information are placed in long-term memory.

  • David M. Tanenbaum, Pomona College
    One key area where students can see complex problems first hand is in undergraduate research experiences. Students who have a semester, a year, or a summer of research experience see first hand that most real problems are not the kind that get solved in an hour or even an afternoon.

Shaping General Education Programs Focused on Scientific and Quantitative Literacy
New York University

  • Brian Waters, McMurry University
    It is a challenge to motivate these [non-major] students, and to convince them that biology is an important topic for their everyday lives. I use news articles to help them see the relevance of biology, and to place the class material into a real world context.

  • Charles R. Bomar, University of Wisconsin - Stout
    With science, especially the biological sciences, advancing at an exponential rate it is critical that we remember that we need to educate EVERYONE about science, what science is and why it is a valuable component of the college experience.

Infusing a Global Dimension into Undergraduate STEM Programs
National Academy of Sciences (Irvine) & University of California, Irvine

  • Michael J. Scott, University of Florida
    As the problems in science become more complex and modes of communication improve, students will often find themselves working in multinational as well as multidisciplinary environments upon graduation.

Making Creative Use of Emerging Technologies to Enhance Student Learning
University of Colorado at Boulder

  • Laura A. Guertin, Penn State - Delaware County
    Knowing that my courses are filled with nonscience majors, I have designed my courses with an overarching program goal of developing the technological skills of students. No matter what a student's chosen major, technological skills are becoming more common and required in careers.

  • Gary Mines, Oakton Community College
    Another more concrete challenge that I feel that STEM educators will face in the coming decade is in becoming sufficiently proficient (practically speaking) with new technologies to utilize them for improving student learning.