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March 21, 2008, 11:44 AM ET
More Research Can't Always Be The Answer
The news last week should remind us of why it is all too easy to parody higher education. An august group, the National Mathematics Advisory Panel, announced that there was not enough consistent and validated research telling us how best to fix math education in the K-12 arena. It is the same old answer. We will be glad to help just as soon as we get enough research under our belt to know what to do. In the field of STEM (science, technology, engineering, and math) education it is also an answer that is wearing thin with those who believe dramatic improvement is actually possible — provided higher education faculty, in particular, take full advantage of what has been learned over the last decade about how students learn. The National Science Foundation, for one, is beginning to ask, Why won’t faculty use the research to change how they teach? Another question worth asking.
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