William G. Gilroy | July 20, 2015
Immediate change is needed at all levels to improve the quality of science, technology, engineering and mathematics (STEM) education in research universities, according to a paper on undergraduate STEM learning and teaching co-authored by Zachary Schultz, associate professor of chemistry and biochemistry at the University of Notre Dame, that appears in a special July issue of the journal Nature.
The authors — representatives of the Association of American Universities and the Research Corporation for Science Advancement (RCSA) Cottrell Scholars — call for the implementation of rigorous pedagogical practices, programs and policies that support, evaluate and reward great teaching. If valuing teaching is to move from rhetoric to reality, “it will require a reallocation of funds — not just priorities,” they conclude.
Read more here.