As engineering students finish up their first round of midterm exams, the flaws of their introductory lecture classes are becoming painfully evident. Students in their first two years at the School of Engineering and Applied Science often flounder in large math and science lectures that encourage little interaction with professors. If SEAS wants to succeed in producing well-rounded engineers, it should convert these lectures into small seminars that will better instruct students on basic concepts of math and science.
The technical course requirements for first- and second-year SEAS students introduce them to engineering, mathematics, physics, chemistry, and computer science and help them decide on a major, which they must choose during the first semester of sophomore year. These lectures are delivered by leading faculty in each respective department, thereby limiting the number of potential instructors. Whereas Columbia College Core Curriculum seminars contain 20 to 30 students, an introductory SEAS class often holds more than 150. Generally, such courses offer at least one recitation section, but these sessions are short and frequently provide little more than last-second help on homework and preparation for quizzes. While office hours allow direct contact with faculty, they are limited to specific hours and not widely publicized. Moreover, the topics covered in class do little to prepare students for homework, quizzes, and exams because the focus in class is on theory instead of the application of that theory. Despite attending recitation and lectures, some SEAS students still find themselves struggling with concepts.
SEAS should adopt smaller, Columbia College-style seminars in place of its large lectures to make introductory courses informative and worthwhile. Young engineers should study both the theory and application of the basic science and math concepts, but large lectures make this difficult. Smaller classes would make it easier for students to ask questions about material and use the concepts they are being taught. Although it is inspiring for students to learn from renowned scientists, every graduate student understands the material presented in technical classes. When s are capable of teaching these courses, it is unreasonable to increase class sizes by limiting the number of sections offered. Finally, these smaller sections should be longer classes that incorporate both theory and application and eliminate the need for extra recitations.
For decades, Columbia College has utilized discussion as the most effective way to expose students to the humanities. By now, SEAS should also understand the value of small classes for its technical curriculum. Students would benefit from a system that engages them in learning about the natural world, instead of leaving them fumbling for the right equations to use on their problem sets.
