Carl Wieman is Professor of Physics and of Education at Stanford University. He was the founding chair of the National Academy of Sciences’ Board on Science Education from 2004 to 2009, and in 2001 won the Nobel Prize in Physics. He was named U.S. University Professor of the Year in 2004 by the Carnegie Foundation.
Carl 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.
*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.
*Inside Higher Ed*
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