Rochester Institute of Technology

Using a Non-Traditional Pedagogy in STEM Disciplines: Implications for Faculty

For the past several years educational researchers and national panels have been urging colleges and universities to reform their STEM curricula to make them more relevant and engaging. One approach being used at the Rochester Institute of Technology involves employing an immersive year-long project-based class to introduce new freshmen to the interdisciplinary field of Imaging Science. With only three cohorts having experienced this pedagogy to date there is not yet sufficient evidence to rigorously assess its effectiveness. However the implications of this approach for the faculty who use it are becoming very clear, and are discussed in this paper.

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