Chapter 07: Change from Within: The Science Education Initiative
Mark A. McDaniel, Regina F. Frey, Susan M. Fitzpatrick, & Henry L. Roediger III
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The Science Education Initiative (SEI) is a university-funded project to with a goal to achieve highly effective, evidence based education for students by applying the latest advances in pedagogical and organizational excellence. To achieve these goals, the SEI supports work at the departmental level to establish what students should learn, determine what students are actually learning, and improve student learning. The outcomes of SEI work are diverse and include the transformation of a specific course, addressing department and institution cultural issues, researching the impact of pedagogical techniques on learning, and dissemination of course and related materials. In the chapter an example of an SEI course transformation in physics is discussed in detail.
978-1-941823-00-2 (MOBI), 978-1-941823-01-9 (ePub), 978-1-941823-02-6 (PDF)
Washington University Libraries
Cognitive Neuroscience | Cognitive Psychology | Educational Psychology | Engineering Education | Higher Education | Higher Education and Teaching | Science and Mathematics Education | Teacher Education and Professional Development
Chasteen, S.V. & Perkins, K.K. (2014). Change from within: The science education initiative. In M. McDaniel, R. Frey, S. Fitzpatrick, & H.L. Roediger (Eds), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version] (pp. xxx-xxx). doi: http://dx.doi.org/10.7936/K7KW5CX1
Chapter 7, Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Chapter DOI: http://dx.doi.org/10.7936/K7KW5CX1. Link to complete book available at: http://openscholarship.wustl.edu/books/9/ Chapter includes two supplemental mp4 files. Complete book available for purchase through Amazon and Apple. For information about alternative versions, please contact email@example.com. Arranged for publication, sale, and distribution in electronic and print form by Washington University Libraries. All articles Copyright © 2014 by the individual authors.