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Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology

Abstract

This paper describes some features in the changing landscape of activities intended to improve both quality and access in science, mathematics, engineering, and technology (SMET) undergraduate education. Observations are offered from the viewpoint afforded by my work—broadly over the last 10 years—both as a researcher, and as an evaluator for projects related to the improvement of undergraduate SMET education. Over that period, I have watched the landscape change—some issues, at first prominent, have diminished in importance; some are emergent; and yet others lie on the horizon. I have also observed that actions in pursuit of various reform goals reflect a variety of theories about how change can be accomplished that are not necessarily complementary. This short history of shifts in the focus of our efforts, and in our beliefs about how they may be achieved, is offered as a framework for discussion of these nationwide endeavors and as an aid in considering next steps.

Reference Information

  • Author(s)

    E. Seymour

  • Journal

    Science Education

  • Pages

    79--105

  • Title

    Tracking the processes of change in {US} undergraduate education in science, mathematics, engineering, and technology

  • Volume

    86

  • Year

    2002