Pedagogy, experimenting with experiential in STEM

From my once anonymous blog 🙂


There is a lot of interest in experiential   learning now-a-days, especially in STEM and engineering. There is a big debate for and against this pedagogy which is far from settled. The proponents of the method are up-beat about how this pedagogy solidifies knowledge, makes students independent thinkers, good learners and team-worker, who are aware of multifaceted real aspects of the world. The opponents talk about the methods being too focused in small areas of knowledge, students missing out on the variety of analytical methods and rigor and probably the most importantly, the methods not being scalable. The last point is especially important for India where there are usually hundreds of students in a classroom.

I have been experimenting with using a small component of projects in the courses that I teach at the School of Engineering and Applied Sciences at the Ahmedabad University. In this post I would like to…

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PhD in Nonlinear Dynamics and Chaos. Teaching Physics and Mathematics to engineers for more than 11 years. I have a huge interest in teaching and learning and an incurably optimistic attitude to the limit of sounding insane. Unless specified I always interpret words as per average public perception where I take the average over my known universe, the context unfortunately is only limited to my universe, but I hope neuroscience will change it sooner or later.

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