A.NOW, Across the United States, high school students are making important decisions about where to apply to college and what type of learning experience they want. For many families, this is a stressful but exciting time, filled with campus visits, application writing, and different options for the future. As parents and guardians, we entrust colleges and universities with the education of our young adults, often at the cost of a significant financial and emotional investment. We are led to believe that they will receive a world-class education, guided by expert educators who prepare them for a prosperous future in a technology-driven world that increasingly relies on STEM – science, technology , engineering and mathematics. But there’s a surprising truth that many families don’t realize: Most professors, including those who teach essential STEM courses, have minimal, if any, formal training in teaching, and universities know it when they introduce them. are hiring.
Most universities select their professors primarily for their expertise and research potential, not necessarily for their teaching abilities. And most professors receive little or no training on how to teach during graduate school. Even when teaching assistant training does exist, it is usually minimal and run by experienced professors who also lack formal teaching training. As a result, teaching ability is too often neither tested nor supported. Once hired, teachers’ teaching performance is rarely reviewed or rewarded. According to a 2023 article in The Chronicle of Higher Education, titled “Americans value a good education. Colleges?“Only 26 percent of institutions have teaching centers, leaving many teachers without educational support. This means that most new teachers begin their teaching careers learning on the job – a concern highlighted in a 2018 Chronicle article titled “Who teaches teachers?” which emphasizes that effective teaching requires deliberate practice and mentoring, which are often absent from doctoral programs. As a result, new faculty are often ill-prepared to take on teaching roles, particularly in demanding STEM fields where complex concepts require clear and effective teaching methods.
There are different approaches to teaching, and they are very important in terms of student learning and retention. Traditional courses involve the delivery of information in a one-way format, while active learning engages students through activities such as discussions, problem solving, and interactive questions. A 2014 study in the Proceedings of the National Academy of Sciences, active learning was found to significantly improve test scores in STEM courses, increasing grades by about half a letter grade on average. Failure rates with traditional courses were 55% higher than with active learning methods – an alarming statistic when foundational knowledge is crucial for advanced science and engineering learning. In a 2020 study As a result of this work, the researchers found that the intensity of active learning also mattered; only classes spending a lot of time on interactive techniques reduced achievement gaps. Unfortunately, without training, many professors default to the course format they followed during their studies, missing opportunities to engage students more effectively and inspire future scientists and engineers.
New faculty are often underprepared for teaching roles, especially in demanding STEM fields where complex concepts require clear and effective teaching methods.
Lack of educational training can also exacerbate educational difficulties. inequalities. Research indicates that traditional courses disproportionately disadvantage underrepresented students. The 2020 study showed that inclusive teaching practices in STEM courses significantly reduce achievement gaps between underrepresented minority students and their peers. Without training, faculty may be unaware of these disparities and know how to address them, inadvertently hindering efforts to diversify STEM professions.
Educational challenges have become more evident during the Covid-19 pandemic. The shift to online learning has exposed the inability of many professors to adapt their teaching methods and engage students effectively. Although some rose to the occasion, in our experience many struggled and students suffered. This has sparked discussions about the need for better teacher preparation in higher education, particularly in STEM fields, where hands-on experience and interactive learning are crucial.
With the impending transition in the federal government, higher education faces significant threats, including possible funding cuts and reduced research support. These changes risk worsening the systemic lack of educational preparation, particularly in STEM fields, leaving students less equipped for a technology-driven workforce.
When visiting campuses or speaking with admissions officers, ask targeted questions about the institution’s commitment to educational quality, particularly in STEM departments.
What can we do? We can hope that universities will prioritize teaching by supporting new faculty and recognizing teaching excellence in tenure decisions. However, institutional change can be slow, often favoring research over teaching. As parents, there are steps we can take now. When visiting campuses or speaking with admissions officers, ask targeted questions about the institution’s commitment to educational quality, particularly in STEM departments. For example: Does the university offer formal teacher training to professors, and what percentage participate? If there is no formal training, how do teachers acquire teaching skills? Are teachers evaluated on their teaching by qualified educators or simply by colleagues who may also lack teaching expertise? By asking these questions, you can assess whether the quality of teaching is valued and help push universities towards change.
The high cost of tuition makes it more important than ever to ensure students receive a high-quality education. In STEM fields, where the United States aims to maintain a competitive advantage, effective teaching is essential. Knowledge without effective teaching is like treasure locked without a key. It’s time for universities to unlock this treasure by equipping professors with the tools to teach effectively. Our young people – and the future of science and technology – deserve nothing less.
Chad M. Topaz is a faculty member at Williams College and co-founder of the Institute for the Quantitative Study of Inclusion, Diversity, and Equity. He is finishing a book on social justice and data science, forthcoming from Princeton University Press. It can be found online at Blue sky.
Nathanial Brown is a faculty member at Penn State University and a speaker on equity in science education at venues including TEDx and the Howard Hughes Medical Institute.