%0 Book %A National Academy of Engineering %T Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved %@ 978-0-309-13782-9 %D 2009 %U https://nap.nationalacademies.org/catalog/12636/developing-metrics-for-assessing-engineering-instruction-what-gets-measured-is %> https://nap.nationalacademies.org/catalog/12636/developing-metrics-for-assessing-engineering-instruction-what-gets-measured-is %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 52 %X Faculty in all disciplines must continually prioritize their time to reflect the many demands of their faculty obligations, but they must also prioritize their efforts in ways that will improve the prospects of career advancement. The current perception is that research contributions are the most important measure with respect to faculty promotion and tenure decisions, and that teaching effectiveness is less valued--regardless of the stated weighting of research, teaching and service. In addition, methods for assessing research accomplishments are well established, even though imperfect, whereas metrics for assessing teaching, learning, and instructional effectiveness are not as well defined or well established. Developing Metrics for Assessing Engineering Instruction provides a concise description of a process to develop and institute a valid and acceptable means of measuring teaching effectiveness in order to foster greater acceptance and rewards for faculty efforts to improve their performance of the teaching role that makes up a part of their faculty responsibility. Although the focus of this book is in the area of engineering, the concepts and approaches are applicable to all fields in higher education. %0 Book %A National Research Council %E McCray, Richard A. %E DeHaan, Robert L. %E Schuck, Julie Anne %T Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop %@ 978-0-309-08929-6 %D 2003 %U https://nap.nationalacademies.org/catalog/10711/improving-undergraduate-instruction-in-science-technology-engineering-and-mathematics-report %> https://nap.nationalacademies.org/catalog/10711/improving-undergraduate-instruction-in-science-technology-engineering-and-mathematics-report %I The National Academies Press %C Washington, DC %G English %K Education %P 176 %X Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Kober, Nancy %E Carlone, Heidi %E Davis, Elizabeth A. %E Dominguez, Ximena %E Manz, Eve %E Zembal-Saul, Carla %E Stephens, Amy %E Schweingruber, Heidi %T Rise and Thrive with Science: Teaching PK-5 Science and Engineering %@ 978-0-309-69821-4 %D 2023 %U https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %> https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting. Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience. Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students. %0 Book %A National Research Council %E Singer, Susan R. %E Nielsen, Natalie R. %E Schweingruber, Heidi A. %T Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering %@ 978-0-309-25411-3 %D 2012 %U https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %> https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 282 %X The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups. %0 Book %A National Research Council %T Standards for K-12 Engineering Education? %@ 978-0-309-16015-5 %D 2010 %U https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %> https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 160 %X The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %T Building Capacity for Teaching Engineering in K-12 Education %@ 978-0-309-49942-2 %D 2020 %U https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education %> https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education %I The National Academies Press %C Washington, DC %G English %K Education %P 260 %X Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Self, Jennifer %T Teaching K-12 Science and Engineering During a Crisis %@ 978-0-309-68194-0 %D 2020 %U https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis %> https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis %I The National Academies Press %C Washington, DC %G English %K Education %P 134 %X The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts. Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T A Guide for Reducing Work Zone Collisions %D 2005 %U https://nap.nationalacademies.org/catalog/13889/a-guide-for-reducing-work-zone-collisions %> https://nap.nationalacademies.org/catalog/13889/a-guide-for-reducing-work-zone-collisions %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 165 %X TRB's National Cooperative Highway Research Program (NCHRP) Report 500, Vol. 17, Guidance for Implementation of the AASHTO Strategic Highway Safety Plan: A Guide for Reducing Work Zone Collisions provides strategies that can be employed to reduce work zone crashes.In 1998, the American Association of State Highway and Transportation Officials (AASHTO) approved its Strategic Highway Safety Plan, which was developed by the AASHTO Standing Committee for Highway Traffic Safety with the assistance of the Federal Highway Administration, the National Highway Traffic Safety Administration, and the Transportation Research Board Committee on Transportation Safety Management. The plan includes strategies in 22 key emphasis areas that affect highway safety. The plan's goal is to reduce the annual number of highway deaths by 5,000 to 7,000. Each of the 22 emphasis areas includes strategies and an outline of what is needed to implement each strategy.Over the next few years the National Cooperative Highway Research Program (NCHRP) will be developing a series of guides, several of which are already available, to assist state and local agencies in reducing injuries and fatalities in targeted areas. The guides correspond to the emphasis areas outlined in the AASHTO Strategic Highway Safety Plan. Each guide includes a brief introduction, a general description of the problem, the strategies/countermeasures to address the problem, and a model implementation process. %0 Book %A National Academy of Engineering %E Anderson, Carl %T Overcoming Challenges to Infusing Ethics into the Development of Engineers: Proceedings of a Workshop %@ 978-0-309-46215-0 %D 2017 %U https://nap.nationalacademies.org/catalog/24821/overcoming-challenges-to-infusing-ethics-into-the-development-of-engineers %> https://nap.nationalacademies.org/catalog/24821/overcoming-challenges-to-infusing-ethics-into-the-development-of-engineers %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 50 %X On January 11–12, 2017, the National Academy of Engineering’s Center for Engineering Ethics and Society (CEES) held a workshop designed to help the engineering community identify institutional and cultural challenges to instilling ethics in engineering programs and to develop approaches, programs, strategies, and collaborations to overcome those challenges. The workshop was a follow-on activity to the 2016 CEES report Infusing Ethics into the Development of Engineers: Exemplary Education Activities and Programs. This publication summarizes the presentations and discussions from the workshop. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %E Boeckmann, Andrew %E Loehr, J. Erik %T Practices for Local Calibration of LRFD Geotechnical Resistance Factors %D 2023 %U https://nap.nationalacademies.org/catalog/27022/practices-for-local-calibration-of-lrfd-geotechnical-resistance-factors %> https://nap.nationalacademies.org/catalog/27022/practices-for-local-calibration-of-lrfd-geotechnical-resistance-factors %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 108 %X More than 15 years have passed since the U.S. transportation industry started its transition from allowable stress design (ASD) to load and resistance factor design (LRFD). For geotechnical design, the AASHTO LRFD Bridge Design Specifications includes provisions that allow state departments of transportation (DOTs) to develop their own design methods and resistance factors.The TRB National Cooperative Highway Research Program's NCHRP Synthesis 601: Practices for Local Calibration of LRFD Geotechnical Resistance Factors documents the extent to which state DOTs have developed agency-specific geotechnical design methods and resistance factors and also details the challenges of the development and benefits resulting from implementation of the methods. %0 Book %A National Academy of Engineering %E Olson, Steve %T Engineering Societies and Undergraduate Engineering Education: Proceedings of a Workshop %@ 978-0-309-46466-6 %D 2017 %U https://nap.nationalacademies.org/catalog/24878/engineering-societies-and-undergraduate-engineering-education-proceedings-of-a-workshop %> https://nap.nationalacademies.org/catalog/24878/engineering-societies-and-undergraduate-engineering-education-proceedings-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 98 %X Engineering professional societies in the United States are engaged in a wide range of activities involving undergraduate education. However, these activities generally are not coordinated and have not been assessed in such a way that information about their procedures and outcomes can be shared. Nor have they been assessed to determine whether they are optimally configured to mesh with corresponding initiatives undertaken by industry and academia. Engineering societies work largely independently on undergraduate education, leaving open the question of how much more effective their efforts could be if they worked more collaboratively—with each other as well as with academia and industry. To explore the potential for enhancing societies’ role at the undergraduate level, the National Academy of Engineering held a workshop on the engagement of engineering societies in undergraduate engineering education. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Research Council %E Kober, Nancy %T Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering %@ 978-0-309-30043-8 %D 2015 %U https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate %> https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions. Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way. The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students. %0 Book %T Preparing for the 21st Century: The Education Imperative %D 1997 %U https://nap.nationalacademies.org/catalog/9537/preparing-for-the-21st-century-the-education-imperative %> https://nap.nationalacademies.org/catalog/9537/preparing-for-the-21st-century-the-education-imperative %I The National Academies Press %C Washington, DC %G English %K %P 12 %0 Book %A National Research Council %T Guide to Implementing the Next Generation Science Standards %@ 978-0-309-30512-9 %D 2015 %U https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards %> https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 114 %X A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century. %0 Book %A National Research Council %T Engineering Undergraduate Education %@ 978-0-309-03642-9 %D 1986 %U https://nap.nationalacademies.org/catalog/589/engineering-undergraduate-education %> https://nap.nationalacademies.org/catalog/589/engineering-undergraduate-education %I The National Academies Press %C Washington, DC %G English %K Education %P 104 %0 Book %A National Academy of Engineering %E Hollander, Rachelle %E Kahl, Nathan %T Engineering, Social Justice, and Sustainable Community Development: Summary of a Workshop %@ 978-0-309-15258-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12887/engineering-social-justice-and-sustainable-community-development-summary-of-a %> https://nap.nationalacademies.org/catalog/12887/engineering-social-justice-and-sustainable-community-development-summary-of-a %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Environment and Environmental Studies %P 78 %X Engineering, Social Justice, and Sustainable Community Development is the first in a series of biennial workshops on the theme of engineering ethics and engineering leadership. This workshop addresses conflicting positive goals for engineering projects in impoverished areas and areas in crisis. These conflicts arise domestically as well as in international arenas. The goals of project sponsors and participants, which are often implicit, include protecting human welfare, ensuring social justice, and striving for environmental sustainability alongside the more often explicit goal of economic development or progress. The workshop, summarized in this volume, discussed how to achieve the following: Improve research in engineering ethics. Improve engineering practice in situations of crisis and conflict. Improve engineering education in ethics and social issues. Involve professional societies in these efforts. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %E Cook, Ronald A. %E Douglas, Elliot P. %E Davis, Todd M. %E Liu, Changhua %T Long-Term Performance of Epoxy Adhesive Anchor Systems %D 2013 %U https://nap.nationalacademies.org/catalog/22470/long-term-performance-of-epoxy-adhesive-anchor-systems %> https://nap.nationalacademies.org/catalog/22470/long-term-performance-of-epoxy-adhesive-anchor-systems %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 268 %X TRB’s National Cooperative Highway Research Program (NCHRP) Report 757: Long-Term Performance of Epoxy Adhesive Anchor Systems describes standard test methods and specifications, design guidelines and specifications, and quality assurance guidelines and construction specifications for the use of adhesive anchor systems in transportation structures. %0 Book %A National Research Council %T Support Organizations for the Engineering Community %@ 978-0-309-03629-0 %D 1985 %U https://nap.nationalacademies.org/catalog/590/support-organizations-for-the-engineering-community %> https://nap.nationalacademies.org/catalog/590/support-organizations-for-the-engineering-community %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 80 %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Honey, Margaret %E Schweingruber, Heidi %E Brenner, Kerry %E Gonring, Phil %T Call to Action for Science Education: Building Opportunity for the Future %@ 978-0-309-47701-7 %D 2021 %U https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %> https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education. Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education.