Peer Review, Summer 2011
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Summer2011Vol.13No.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.

Table of Contents

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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