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University learning: Improve undergraduate science education

Nature volume 523, pages 282–284 (2015)Cite this article

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It is time to use evidence-based teaching practices at all levels by providing incentives and effective evaluations, urge Stephen E. Bradforth, Emily R. Miller and colleagues.

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Author information

Authors and Affiliations

  1. Stephen E. Bradforth is chair and professor in the Department of Chemistry, University of Southern California, Los Angeles, California, USA.,

    Stephen E. Bradforth

  2. Emily R. Miller is director of the AAU Undergraduate STEM Education Initiative at the Association of American Universities, Washington DC, USA.,

    Emily R. Miller

  3. William R. Dichtel is associate professor of chemistry and chemical biology, Cornell University, Ithaca, New York, USA.,

    William R. Dichtel

  4. Adam K. Leibovich is professor of physics and astronomy, University of Pittsburgh, Pennsylvania, USA.,

    Adam K. Leibovich

  5. Andrew L. Feig is professor of chemistry, Wayne State University, Detroit, Michigan, USA.,

    Andrew L. Feig

  6. James D. Martin is professor of chemistry, North Carolina State University, Raleigh, North Carolina, USA.,

    James D. Martin

  7. Karen S. Bjorkman is dean and distinguished university professor in the Department of Physics and Astronomy, University of Toledo, Ohio, USA.,

    Karen S. Bjorkman

  8. Zachary D. Schultz is associate professor of chemistry and biochemistry, University of Notre Dame, Indiana, USA.,

    Zachary D. Schultz

  9. Tobin L. Smith is vice-president for policy at the Association of American Universities, Washington DC, USA.,

    Tobin L. Smith

Authors
  1. Stephen E. Bradforth
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  2. Emily R. Miller
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  3. William R. Dichtel
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  4. Adam K. Leibovich
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  5. Andrew L. Feig
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  6. James D. Martin
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  7. Karen S. Bjorkman
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  8. Zachary D. Schultz
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  9. Tobin L. Smith
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Corresponding author

Correspondence to Emily R. Miller.

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Bradforth, S., Miller, E., Dichtel, W. et al. University learning: Improve undergraduate science education. Nature 523, 282–284 (2015). https://doi.org/10.1038/523282a

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