Carl Wieman's Principles for STEM Education

Carl Wieman, Nobel Prize winner in physics; STEM Education reformer

“Teaching should be approached with the same rigor as scientific research, using evidence and experimentation to determine what works best for student learning.” — Carl Wieman

Teaching Should Be Evidence-Based

STEM instruction should be guided by research on how people learn — not tradition, intuition, or how the professor was taught.

• Use findings from cognitive science.

• Test instructional approaches.

• Measure learning outcomes.

Core idea: Teaching should be treated like science — hypothesis, evidence, refinement.

Active Learning Is Essential

Students learn science by doing and thinking, not by passively listening.

• Peer instruction

• Clicker questions

• Problem-based learning

• Frequent formative assessment

Principle: Deep understanding requires cognitive engagement.

Focus on Conceptual Understanding

Coverage of content is less important than mastery of fundamental concepts and scientific thinking.

• Emphasize core principles.

• Reduce superficial breadth.

• Develop expert-like thinking patterns.

Shift: From memorization → to conceptual reasoning.

Define Clear, Measurable Learning Goals

Courses should specify what students should be able to do, not just what topics are covered.

• Use learning objectives.

• Align assessments with goals.

• Measure performance meaningfully.

Principle: If you can’t measure it, you can’t improve it.

Align Assessment with Learning

Exams should test conceptual understanding and problem-solving, not rote recall.

• Use research-validated instruments.

• Design assessments that reveal misconceptions.

• Evaluate higher-order thinking.
  
  

Institutional Change Requires Structure

Reform cannot rely on individual “hero instructors.”

• Departments must redesign courses collaboratively.

• Provide support through science education specialists.

• Make reform systemic, not optional.

This was the foundation of the Science Education Initiative (SEI).

Good Teaching Can Be Learned

Teaching is a skill that improves through training, feedback, and practice.

• Faculty development matters.

• Teaching should be professionalized.

• Prestige should not substitute for pedagogy.