STEMming the rot (so to speak)

| No Comments

It's no secret that dropout rates in STEM courses are high. A recent article in the New York Times highlights this problem and explores the question of why there are so few science majors. While there are many reasons, a big part of the problem is that introductory science classes are large and often involve traditional lecturing as the primary pedagogical tool. Project-based and student-centered approaches to learning are relatively rare. As someone who teaches organic chemistry, I once thought that student-centered pedagogy would be difficult to implement in class. Having used this approach since fall 2009 in a freshman organic chemistry course, I now wonder what took me so long to give up on lecturing.

Leave a comment

About this Entry

This page contains a single entry by Rajeev Muthyala published on November 21, 2011 8:46 PM.

Why Organic First? was the previous entry in this blog.

Measuring the Cognitive Abilities of Students in an Organic First Curriculum is the next entry in this blog.

Find recent content on the main index or look in the archives to find all content.