Robert J. Beichner, a professor of physics and director of the STEM Education Initiative at North Carolina State University, discusses ways to improve the teaching of science and engineering to undergraduates in the Chronicle of Higher Education’s online Colloquy on August 1, 2007 at 1 p.m., U.S. Eastern time. [The session is archived if you miss the live version.] Introductory science courses have long relied largely on lectures and tests that reward memorization. But studies have shown that students learn more, and are more excited by, new methods that emphasize continual interaction with professors and teamwork to solve problems. Even so, not all instructors embrace those new strategies. How can professors be encouraged to try new methods? What are the drawbacks of or limitations to those methods? Hear what Beichner has to say and view the comments from others participating in the Beyond Facts and Formula session. See also the Chronicle’s related article The Tough Road to Better Science Teaching.

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