At M.I.T., Large Lectures Are Going the Way of the Blackboard

By SARA RIMER
The New York Times
January 13, 2009

CAMBRIDGE, Mass. - For as long as anyone can remember, introductory 
physics at the Massachusetts Institute of Technology was taught in a 
vast windowless amphitheater known by its number, 26-100.

Squeezed into the rows of hard, folding wooden seats, as many as 300 
freshmen anxiously took notes while the professor covered multiple 
blackboards with mathematical formulas and explained the principles 
of Newtonian mechanics and electromagnetism.

But now, with physicists across the country pushing for universities 
to do a better job of teaching science, M.I.T. has made a striking 
change.

The physics department has replaced the traditional large 
introductory lecture with smaller classes that emphasize hands-on, 
interactive, collaborative learning. Last fall, after years of 
experimentation and debate and resistance from students, who 
initially petitioned against it, the department made the change 
permanent. Already, attendance is up and the failure rate has dropped 
by more than 50 percent.

M.I.T. is not alone. Other universities are changing their ways, 
among them Rensselaer Polytechnic Institute, North Carolina State 
University, the University of Maryland, the University of Colorado at 
Boulder and Harvard. In these institutions, physicists have been 
pioneering teaching methods drawn from research showing that most 
students learn fundamental concepts more successfully, and are better 
able to apply them, through interactive, collaborative, 
student-centered learning.

The traditional 50-minute lecture was geared more toward physics 
majors, said Eric Mazur, a physicist at Harvard who is a pioneer of 
the new approach, and whose work has influenced the change at M.I.T.

...

http://www.nytimes.com/2009/01/13/us/13physics.html


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