Shaking-up Piggy Bank Minds

Robert Ubell is Vice Dean Emeritus of Online Learning for NYU Tandon School of Engineering.
A recent study in the Proceedings of the National Academy of Sciences found that undergraduate students in classes taught by traditional lectures are 1.5 times more likely to fail than students whose faculty deliver active learning instruction. The paper analyzed 225 studies in a meta-analysis of undergraduate STEM teaching methods, concluding that instruction that encouraged students to participate actively, rather than as passive knowledge banks, boosted exam scores and reduced failure rates markedly.

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