Anatomy of STEM teaching in North American Universities

Authors

Paul J. Wendel, Otterbein UniversityFollow
Joan M. Esson, Otterbein UniversityFollow
Kathryn M. Plank, Otterbein UniversityFollow
Anna M. Young, Otterbein UniversityFollow

Document Type

Article

Publication Date

3-2018

Publication Title

Science

Publisher

AAAS

Keywords

Cognitive Engagement, Attitudinal Outcomes, Science Education, STEM

Abstract

A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses. Many educational and governmental bodies have called for and supported adoption of these student centered strategies throughout the undergraduate STEM curriculum.

First Page

1468

Last Page

1470

Volume

359

Issue

6383

Repository Citation

Wendel, Paul J.; Esson, Joan M.; Plank, Kathryn M.; and Young, Anna M., "Anatomy of STEM teaching in North American Universities" (2018). Education Faculty Scholarship & Creative Works. 4.
https://digitalcommons.otterbein.edu/edu_fac/4

Version

Publisher's Version

Peer Reviewed

1