Description
Book SynopsisToo many universities remain wedded to outmoded ways of teaching. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be donethrough detailed, tested strategies.
Trade ReviewCarl Wieman has been leading a heroic crusade to increase rationality in our society by transforming how professors teach science in universities. In this highly informative, completely honest new book, he reveals the many lessons learned not only from his successes, but also from his failures. Should be required reading for every dean and faculty member concerned about America’s future. -- Bruce Alberts, President Emeritus, National Academy of Sciences
In an era of cacophonous rhetoric cluttered with nonsense about the failures of American education, Carl Weiman offers an evidence-informed, humble, generous, and optimistic antidote. Turning his rigorous standards of inquiry to the very hard science of improving instruction, Weiman has been a leader in applying the best research to the reform of science education, and this book is a must-read for teachers, students, and college leaders striving for improvement. -- Michael Feuer, President, National Academy of Education
Wieman's candid analysis of the Science Education Initiative offers a wonderful array of lessons and insights. His book will have a significant impact on university and faculty leaders in educational change. -- Howard Gobstein, Executive Vice President, Association of Public and Land-grant Universities
A useful read for anyone who is interested in considering some of the challenges of teaching undergraduates. -- John Warner * Inside Higher Ed *
Wieman’s new book…makes a strong, evidence-based case for pursuing broad changes in science instruction: out with lectures and in with active learning. It’s also an easily digested how-to guide for interested parties, including deans, department chairs and other faculty members. The project has major implications for administrators, too. Spoiler alert: if institutions want better science teaching, they have to value it alongside research. -- Colleen Flaherty * Inside Higher Ed *
