Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors

In this paper we present results relating undergraduate student retention in science, technology, engineering, and mathematics (STEM) majors to the use of Peer Instruction (PI) in an introductory physics course at a highly selective research institution. We compare the percentages of students who switch out of a STEM major after taking a physics course taught using traditional lectures only or one taught using PI, finding that nearly twice the percentage of students switch after the lecturebased course. By examining these results in light of the literature on STEM retention, we propose that providing opportunities for students to think, respond, and interact in class may have a substantial impact on the retention of students in STEM disciplines. Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors

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