Anatomy of STEM teaching in North American universities
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Lecture is prominent, but practices vary
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Passive lectures are among the least effective modes of instruction.
“Although passive lectures are among the least effective modes of instruction, they remain in wide use in science, technology, engineering, and mathematics (STEM) courses6–8.”
From AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting (2025) · cites this paper as [7]
The paper’s concluding discussion (page unavailable) describes lecturing and other teacher-centered practices as having limited impact. That supports the claim’s general point, but the paper does not rank passive lectures among the least effective modes of instruction. (LLM, conf=0.84)
Experimental — accuracy not yet measuredIn public university contexts with large-enrollment courses, it is difficult to provide first-year students with intimate experiences that inculcate traits leading to improved retention.
“However, given the public university context, which often includes noninteractive, large-enrollment courses, it is difficult to provide first-year students with intimate experiences that inculcate student experiences and traits that lead to improved retention (Stains et al., 2018).”
From Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program (2021) · cites this paper as Stains et al., 2018
The classroom-observation findings (section labeled Abstract; page not provided) report that large STEM courses were more often didactic and less often student-centered than expected by chance. They do not establish that public universities have difficulty providing first-year students with intimate experiences, or that such experiences improve retention. (LLM, conf=0.86)
Experimental — accuracy not yet measuredNational studies suggest STEM instructors continue to teach using undisrupted lecture rather than use evidence-based active learning strategies.
“Rather, broad patterns of observations of teaching suggest STEM instructors continue to teach using undisrupted lecture rather than use evidence-based active learning strategies [57].”
From "It let me merge my love of teaching with research": A qualitative investigation of the career pathways of biology education researchers. (2024) · cites this paper as [57]
The instructional-profile passage (indexed under Abstract; no page given) reports that 55% of observed classes were didactic, with lecturing occupying at least 80% of class time. This supports the prevalence of lecture, but not uniformly undisrupted lecture: some didactic classes used clicker questions and group work, and other classes used interactive or student-centered strategies. (LLM, conf=0.86)
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Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course
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- Authors
- Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., Eagan, M. K., Esson, J. M., Knight, J. K., Laski, F. A., Levis-Fitzgerald, M., Lee, C. J., Lo, S. M., McDonnell, L. M., McKay, T. A., Michelotti, N., Musgrove, A., Palmer, M. S., Plank, K. M., Rodela, T. M., Sanders, E. R., Schimpf, N. G., Schulte, P. M., Smith, M. K., Stetzer, M., Van Valkenburgh, B., Vinson, E., Weir, L. K., Wendel, P. J., Wheeler, L. B., & Young, A. M.
- Affiliations
- The list of author affiliations is provided in the supplementary materials.
- Corresponding author
- Stains, M.
- ORCID
- Venue
- Science
- Published
- 2018-03-30
- Volume
- 359
- Issue
- 6383
- Pages
- 1468-1470
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- PMC
- PMC6310123
- OpenAlex
- W2794769810
- Cited by
- 772
- References
- 20
- Citations by year
- 2026: 59 · 2025: 78 · 2024: 115 · 2023: 63 · 2022: 106 · 2021: 122 · 2020: 123 · 2019: 80 · 2018: 26
- FWCI
- 285.14
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Digital Commons - Otterbein (Otterbein University) (submittedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Funders
- Howard Hughes Medical Institute
- National Institute of General Medical Sciences (R25GM114822)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- STEM education, university teaching, lecture method, teaching practice, North American universities
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