Want to increase the number of students in STEM? Try grade inflation

There’s been a lot of talk these days about how to get more students to study STEM (science/technology/engineering/math) in college. Of course, one of the problems is that the math/science education provided in many high schools is inadequate. But there are also lots of students with exceptional educational backgrounds who decide they just can’t hack it in STEM. See the article “Why Science Majors Change Their Minds (It’s Just So Darn Hard),” by Christopher Drew in The New York Times, from November 4, 2011.

Here’s my half-serious suggestion: use grade inflation. Elite students are used to getting straight-As and stellar SAT scores. Throw them into an environment where they’re suddenly getting Bs and Cs, and of course they’re going to freak out. The humanities have endured grade inflation and survived. Many teachers now use A+s to signal extraordinary achievement. Honestly, I don’t care if you raise grades in STEM or lower grades in the humanities, but there should be some kind of standardization. Why should STEM courses have completely different grading criteria? Teachers can do whatever they want; there’s almost no regulation. If an engineering student is struggling just to get a C and sees his roommate earning an easy A in anthropology, he’s not going to be happy.

Top universities also need to offer more practical STEM courses, not just theoretical. Students who can’t or don’t want to join academia are given short shrift. I had to take a continuing education web design course at NYU one summer because there was nothing like that offered at Columbia. The requirements for STEM majors should also be less restrictive. As a Computer Science major at Columbia, I couldn’t take a lot of CS courses that interested me because they didn’t fulfill the requirements for my concentration, and I didn’t have the time or money to pursue them. Instead I had to take a bunch of required theory courses that I detested and never got any use out of.

As a side note, Sesame Street is also getting in on the math/science craze. I’ll be interested to check back in 15 years and see if it made a difference.

I selected this post to be featured on www.educationblogs.net. Please visit the site and vote for my blog!

Give yourself the gift of great grades.  Order your copy of The Secrets of Top Students today!

Re: Not all college majors are created equal

I just posted this on The Washington Post‘s website, in response to the article “Not all college majors are created equal,” by Michelle Singletary. The original article is here.

Sometimes, getting a good education and pursuing what you love are worth more than the immediate economic benefits of an in-demand major. Should you really go into engineering and hate what you do for the rest of your life? Yes, more people should consider going to state schools so they can take on less debt, but you know what, this recession isn’t going to last forever. There will be a time when there will be more jobs out there and English majors and maybe even architects will be able to support themselves. The author wants students to know what they want to do after they graduate. That seems like wishful thinking to me. Can most people really carve their career paths in stone when they’re 18 years old? I can’t even do it now, when I’m… well, never mind. If you do what the author wants, you’ll just have more people starting out in STEM (science/ technology/ engineering/ math) majors, finding out they don’t like it, and switching majors – perhaps even delaying their graduation and costing them more money – or sticking with it and quitting their unfulfilling STEM-related jobs in a couple of years. (See stats here)


Give yourself the gift of great grades.  Order your copy of The Secrets of Top Students today!