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Deja de pasar la culpa por la ciencia de la introducción.

H Holden Thorp1

  • 1H. Holden Thorp Editor-in-Chief, Science journals.

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Resumen

La Universidad de Nueva York despidió al profesor de química orgánica Maitland Jones Jr. después de quejas de estudiantes. Esto pone de relieve los desafíos en la educación científica introductoria en instituciones selectivas, que potencialmente alienan a los futuros científicos.

Área de la Ciencia:

  • Educación superior
  • Educación Científica
  • Química orgánica

Sus antecedentes:

  • El despido del profesor Maitland Jones Jr. de la Universidad de Nueva York (NYU) ha provocado un debate.
  • Jones, un renombrado profesor de química orgánica, fue profesor contratado en la Universidad de Nueva York después de retirarse de la Universidad de Princeton.
  • Las quejas de los estudiantes sobre las calificaciones y la dificultad del curso llevaron a la Universidad de Nueva York a no renovar su contrato.

Objetivo del estudio:

  • Para analizar las implicaciones del despido del profesor Jones.
  • Examinar las cuestiones más amplias dentro de los cursos introductorios de ciencias en colegios selectivos.
  • Para entender el impacto en la percepción de los estudiantes de la ciencia.

Principales métodos:

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  • El estudio de caso del despido de Maitland Jones Jr. en la NYU.
  • Discusión de las respuestas institucionales a los comentarios de los estudiantes en los cursos introductorios de ciencias.
  • Exploración de los desafíos para mantener estándares académicos rigurosos y al mismo tiempo fomentar la participación de los estudiantes.

    • Principales resultados:

    • El caso ilustra una tendencia de las universidades a evitar conversaciones difíciles en torno a los cursos introductorios de ciencias.
    • La insatisfacción de los estudiantes con el material desafiante puede conducir a percepciones negativas de la ciencia.
    • La decisión de la Universidad de Nueva York de no renovar el contrato de Jones, a pesar de que ningún estudiante solicitó su despido, ejemplifica esta evasión.

    Conclusiones:

    • Las instituciones selectivas se enfrentan a un dilema al equilibrar el rigor académico con las expectativas de los estudiantes en la ciencia introductoria.
    • El manejo de tales casos puede disuadir a los estudiantes de seguir la ciencia, en un momento crítico para el compromiso científico.
    • Las universidades necesitan estrategias proactivas para abordar estos problemas en lugar de desvincularse de ellos.