Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

Today's undergraduate studentsfuture leaders, policymakers, teachers, and citizens, as well as scientists and engineerswill need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty. Table of Contents Front Matter Executive Summary Introduction A Goal and an Agenda for Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology Visions for Undergraduate Education in Science, Mathematics, Engineering, and Technology Conclusion and Epilogue References Appendix A Appendix B Appendix C Appendix D