What Works: Lessons from Science
- 31 March 2006: Preparing Minority Scientists and Engineers
Michael F. Summers and Freeman A. Hrabowski III
Results of the undergraduate program at the University of Maryland Baltimore County that involves mentorship, summer and other workshops, and targeting high-achieving high school students that improves participation of underrepresented minorities in science.
- 26 May 2006: Planning Early for Careers in Science
Robert H. Tai, Christine Qi Liu, Adam V. Maltese, Xitao Fan
Report of research at the Curry School of Education, University of Virginia investigating whether science-related career expectations of early adolescent students predicted the concentrations of their baccalaureate degrees earned years later.
- 28 July 2006: Who is Responsible for Preparing Science Teachers?
Valerie Otero, Noah Finkelstein, Richard McCray, Steven Pollock
Results of a program at the University of Colorado at Boulder that involves students in the transformation of science courses, raising the visibility of science teaching as a career and produces K-12 teachers well-versed in science.
The significance of these three stories is on several levels. For one, they each illustrate how precisely and rigorously contemporary leaders in STEM reform are assessing and evaluating the impact of their policies, practices and programs, in the context of addressing pressing national needs. They anticipate and answer the persisting question, “how do you know it works?”
For another, they reinforce the sense of the new NSB Commission that the problem is a one of “systems:” whether the system recognizes the importance of the math experience in grades 7 & 8 to later career decisions; the importance of integrating efforts to improve undergraduate education with efforts to recruit and prepare future K-12 science teachers; and/or the importance of mentoring, at all levels, as an approach that increases persistence of minority students in the study of STEM fields.