Abstract
The continuing campus, public, and even state legislature conversations about the big (massive!) enrollments in the first waves of MOOCs, coupled with a course inventory that includes lots of higher end (upper‐division and graduate‐level) STEM courses, has served as a catalyst for great aspirations and broad discussion about using MOOCs to transform the delivery and the learner experience in STEM courses. Yet a careful examination of several key issues, including content development, instructional infrastructure, and assessment/certification, suggests that any effort “to MOOC” core STEM courses will require the significant investment of time, money, and other resources on the part of professors, instructional support personnel, and academic programs. Moreover, credit remains the coin of the realm in academe: awarding credit and certifying competency pose real challenges for those who wish to leverage MOOCs to advance and enhance STEM education.BIO: Kenneth C. Green is the founding director of The Campus Computing Project, the largest continuing study of eLearnng and information technology in American higher education. From 1983‐89 Green was the associate director of UCLA's Higher Education Research Institute where he was involved in research on STEM pipeline issues.
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