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Brainard, Jeffrey – Chronicle of Higher Education, 2007
For decades introductory science courses have relied largely on lectures and tests that reward memorization of facts and formulas, an approach that has driven away many talented students. While new teaching models have shown success in engaging and retaining undergraduates, they have yet to be widely adopted in academe. For one thing, the tenure…
Descriptors: Teaching Methods, Science Instruction, Resistance to Change, Change Strategies