It’s no secret that science courses, particularly at the first- and second-year levels, can be dry. The classes are big, the content is wide but typically shallow, and professors often resort to lectures. There’s a lot of talk among science educators about how to make these courses more interesting, to attract students and retain them as majors, but much of the conversation thus far has focused on improving individual faculty members’ teaching. And that’s not a bad thing: one innovative teacher in a department is better than none.
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