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Anatomy of STEM teaching in North American universities
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Lecture is prominent, but practices vary
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“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“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
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“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]
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Metadata
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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