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Summer 2011, Vol. 13, No. 3
Advancing What Works in STEM:
A View Through the PKAL Lens
This issue of Peer Review emerges from the new partnership between Project Kaleidoscope (PKAL) and the Association of American Colleges and Universities and provides a critical lens on current trends and emerging practices in STEM education. This issue highlights the progress that many campuses have been making in improving STEM learning. Articles also feature research findings on interactive STEM learning and STEM/non-STEM differences in student engagement.
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CONTENTS:
Summer 2011
From the Guest Editor
Susan Elrod, PKAL/AAC&U
Analysis
STEM Education: Time for Integration
Susan Rundell Singer, Carleton College
Practice
Transforming Science Education Through Peer-Led Team Learning
Thom D. Chesney, Brookhaven College
Creating Interdisciplinary Science Programs: Purposes, Progress, Potholes
Whitney M. Schlegel, Indiana University Bloomington
Twenty-First-Century Quantitative Education: Beyond Content
Shannon W. Dingman and Bernard L. Madison, both of the University of Arkansas
Interdisciplinary Problem-Solving to Advance STEM Success
for All Students
Reneta D. Lansiquot, Reginald A. Blake, Janet Liou-Mark, and A. E. Dreyfuss; all of New York City College of Technology, CUNY
Research
STEM/ Non-STEM Differences in Engagement at US Institutions
Thomas F. Nelson Laird, Indiana University, Bloomington: Daniel F. Sullivan, St. Lawrence University; Christine Zimmerman, St. Lawrence University; and Alexander C. McCormick, National Student Survey of Engagement and Indiana University, Bloomington
Using Research to Bring Interactive Learning Strategies into
General Education Mega-Courses
Edward Prather, University of Arizona; Alexander Rudolph, Cal Poly Pomona; and Gina Brissenden, University of Arizona
Reality Check
Reflections on the Potential Impacts of Reports on STEM Reform
Jeanne L. Narum, PKAL
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