Jeanne L. Narum To understand where we are in the process of transforming undergraduate science, technology, engineering, and mathematics(STEM) education in the last years of the 20th century, it is important to think first about why reform was needed. It will help to explore what went wrong, how teaching and learning, research and education in the sciences and mathematics in the nation's undergraduate community came to have deep-seated problems.
Jeanne L. Narum Are new approaches to transforming undergraduate learning in science, technology, engineering, and mathematics (STEM) making a difference? If so, how? How do we know? And what next? Now that that “coming decade” is here, it is timely to ask how accurate those predictions were and to offer some new recommendations for the next decade.
Kathie L. Olsen This essay is based on remarks by Dr. Olsen at a PKAL Leadership Seminar in October, 2005. She addresses American competitiveness and the need to interest students in the sciences, as well as the leadership required of colleges, universities, and other stakeholders to achieve this vision.
Report on Reports I, 2002 Recommendations for Action in support of Undergraduate Science, Technology, Engineering, and Mathematics
An analysis of and recommendations from a selection of influential reports since the mid-1980’s that have set the stage for and shaped efforts to transform undergraduate STEM.