Building on the BOSE Report of Indicators for STEM Educationpublished Mar 23, 2018 1:15pm
As everyone probably knows by now, the National Academies have released their Indicators for Monitoring Undergraduate STEM Education.There clearly is much overlap with the charge to the Working Group on Demonstrating Change. We would appreciate informal discussion around two questions:
- Is there anything left for us to do?
- Assuming the answer to #1 is "yes," how can we shape our work so as to build on this report?
Archie Holmes responds:
University of Virginia-Main Campus
Is there anything left for us to do?
This report identifies desired/ideal goals. If STEM educators were able to achieve the goals of this report (see below), there would not be anything left for us to do.
Goal 1: Increase students' mastery of STEM concepts and skills by engaging them in evidence-based STEM educational practices and programs.
Goal 2: Strive for equity, diversity, and inclusion of STEM students and instructors by providing equitable opportunities for access and success.
Goal 3: Ensure adequate numbers of STEM professionals by increasing completion of STEM credentials as needed in different disciplines.
Assuming the answer to #1 is "yes," how can we shape our work so as to build on this report?One possible response is that our work should help provide guidance on how folks could use the report to make meaningful change in their local environment. Examples of things we could provide (not an exhaustive list):
- What is the best way to monitor progress towards the broad goals listed above?
- How to assess which of the conceptual frameworks will lead toward the most progress towards these goals
- The readiness to pursue the objectives (or identify new ones)
- A common framework so that work on indicators can be compared across institutions/settings
I think that much of this probably already exists, but not in a form that can be easily used without some expertise in assessment. I think our work would then include identifying the best instruments, practices, etc. to use (along with a critical assessment of them) or identifying where gaps exist and additional development is needed. It might also include the creation of case studies to help institutions and other understand how addressing these can lead to long-term change.
Bressoud, D. & Holmes, A. (2018, March 22). Building on the BOSE Report of Indicators for STEM Education. Retrieved from https://ascnhighered.org/ASCN/posts/201818.html
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