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First Steps Toward Engaging in Discipline-Based Education Research

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Part three of the CESE Spring Lecture Series, “Reforming Science Education; Promoting Deep Learning in a Superficial Society.” Presented by Timothy Slater, University of Wyoming Excellence in Higher Education Endowed Chair of Science Education and Senior Fellow at the CAPER Center for Astronomy & Physics Education Research.
22 April 2014 from 12:00 PM to 1:00 PM
114 McAllister Building
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Abstract:  Previous speakers in this series, including Nobel Laureate Carl Weiman and NSF Division Director Susan Singer, have presented compelling evidence that a scientific approach to improving undergraduate STEM education has numerous benefits.  One wonders just how this systematic STEM education research on how people learn is actually conducted?   This third talk, the content of which does not require attendance at the first two talks, provides a first-steps introduction to the mechanics of how discipline-based education research (DBER) is conducted and explains how faculty can add a publishable DBER-component to their own scholarly approach to teaching.

Tim Slater is an internationally recognized scholar focused on improving undergraduate STEM through discipline-based education research.  Slater was the first faculty member to earn tenure in a large, traditionally research-based astronomy department by conducing systematic science education research in the discipline.

A highly sought after speaker, he has published more than 100 scholarly papers and 10 books in science education, including co-authoring the book, Discipline-Based Education Research: A Scientist’s Guide (WH Freeman Publishing, 2011).

Sponsored by the Center for Excellence in Science Education.

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