counter create hit REPORT TO THE PRESIDENT ENGAGE TO EXCEL: PRODUCING ONE MILLION ADDITIONAL COLLEGE GRADUATES WITH DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS -- Executive Report - Download Free eBook
Ads Banner
Hot Best Seller

REPORT TO THE PRESIDENT ENGAGE TO EXCEL: PRODUCING ONE MILLION ADDITIONAL COLLEGE GRADUATES WITH DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS -- Executive Report

Availability: Ready to download


Compare
Ads Banner

1 review for REPORT TO THE PRESIDENT ENGAGE TO EXCEL: PRODUCING ONE MILLION ADDITIONAL COLLEGE GRADUATES WITH DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS -- Executive Report

  1. 4 out of 5

    Jim Robles

    p. 7 of 130. PCAST found that economic forecasts point to a need for producing, over the next decade, approximately 1 million more college graduates in STEM fields than expected under current assumptions. . . . . PCAST identified five overarching recommendations that it believes can achieve this goal: (1) catalyze widespread adoption of empirically validated teaching practices; (2) advocate and provide support for replacing standard laboratory courses with discovery-based research courses; (3) la p. 7 of 130. PCAST found that economic forecasts point to a need for producing, over the next decade, approximately 1 million more college graduates in STEM fields than expected under current assumptions. . . . . PCAST identified five overarching recommendations that it believes can achieve this goal: (1) catalyze widespread adoption of empirically validated teaching practices; (2) advocate and provide support for replacing standard laboratory courses with discovery-based research courses; (3) launch a national experiment in postsecondary mathematics education to address the mathematics-preparation gap; (4) encourage partnerships among stakeholders to diversify pathways to STEM careers; and (5) create a Presidential Council on STEM Education with leadership from the academic and business communities to provide strategic leadership for transformative and sustainable change in STEM undergraduate education. p. iii. Ongoing change toward the goal described here requires the ability to measure progress. p. iv. Based on data from existing teaching training programs, it is reasonable to expect trained faculty to influence the teaching of 10 colleagues, making it possible to reach a substantial proportion of the STEM faculty through programs targeted at a subset of faculty. p. vi. Also, introductory mathematics courses often leave students with the impression that all STEM fields are dull and unimaginative, which has particularly harmful effects for students who later become K-12 teachers. . . . . In particular, it calls for the Federal Government to establish the objective of recruiting, preparing, and providing induction support for at least 100,000 new STEM middle and high school teachers who have majors in STEM fields and strong content-specific pedagogical preparation. p. vii. To take advantage of the breadth of available talent, non-traditional students should receive special attention. p. viii. The leadership of higher education and STEM-enabled businesses needs to be inspired to generate sweeping changes in higher education to produce the workforce America needs. The 41st "book" I have finished this year.

Add a review

Your email address will not be published. Required fields are marked *

Loading...
We use cookies to give you the best online experience. By using our website you agree to our use of cookies in accordance with our cookie policy.