Part I: Knowing About Learning
Institutions serving student learning:
have goals for student learning that shape policies, practices and programs campus-wide
recognize that students persist and succeed with they are engaged in ‘doing science’ within a community and thus provide adequate resources for such a community
establish formal opportunities for continuing dialogue on ‘knowing about learning’
recognize and reward those responsible for student successes in the study of STEM
take findings from cognitive science and from the work of leading agents of change into account as new approaches are considered, implemented and assessed.
Departments and programs serving student learning have a collective understanding of:
institutional goals for student learning
the current nature of their discipline/field and of what their students should learn
how to teach the essential concepts of the discipline/field
a variety of pedagogical approaches and of means to assess their impact on student learning
the backgrounds and academic preparation, learning styles and career aspirations of potential and current students, and understand how the scope and sequence of departmental offerings serves their students.
Faculty serving student learning:
share their passion for doing science
take personal responsibility for the quality of learning of students in their classroom and lab.
Connections that serve student learning:
bring outstanding elementary and secondary teachers systematically into on-campus discussions
link colleagues within and beyond the campus with expertise and interest in knowing about learning
build an understanding about the impact of science and technology on society.
Spaces that serve student learning:
reflect institutional goals for student learning
facilitate a wide range of student learning styles and pedagogical approaches
foster learning communities>
make the doing of science a visibly human activity.