Recently in Teaching Category

How much do students learn using the traditional lecture approach? Not much, as it turns out. Yet, why do we, STEM faculty, keep using lecture as the primary pedagogical tool? Here's an excellent article by Carl Wieman, a physics Nobel laureate, on the need for faculty to pay more attention to advances in learning research.

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.

About this Archive

This page is an archive of recent entries in the Teaching category.

Research is the previous category.

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