Recent quotes:

Lesson learned? Massive study finds lectures still dominate STEM education -- ScienceDaily

The University of Nebraska-Lincoln's Marilyne Stains and her colleagues found that 55 percent of STEM classroom interactions consisted mostly of conventional lecturing, a style that prior research has identified as among the least effective at teaching and engaging students. Another 27 percent featured interactive lectures that had students participating in some group activities or answering multiple-choice questions with handheld clickers. Just 18 percent emphasized a student-centered style heavy on group work and discussions.

Higher-ranked colleges don't necessarily provide a better educational experience: Ranking schemes not related to overall student engagement -- ScienceDaily

"Our results demonstrate that, contrary to conventional wisdom, higher-ranked institutions do not necessarily provide a superior educational experience." wrote the researchers. "In fact, educational quality, as indicated by engagement, seems to have little to do with institutional rank." "Beyond a few isolated cases, ranking schemes are not related to overall student engagement, behaviors related to learning, collaboration and support," said Zilvinskis. In fact, a modest but consistent finding across ranking schemes and class level was a negative relationship with student-faculty interaction, indicating that students at higher-ranked institutions reported fewer interactions with faculty.

You're not alone in feeling alone: Believing you have fewer friends than your peers can contribute to unhappiness -- ScienceDaily

The researchers found a greater proportion of students (48 per cent) believed other students had made more close friends than they did. Thirty-one per cent believed the opposite. A second survey tracking 389 students across their first year found students who believed their peers had more friends at the beginning of the year reported lower levels of wellbeing. However, several months later, the same students who thought their peers had moderately more friends than they did at the beginning of the year reported making more friends compared to students who thought their peers had many more friends. "We think students are motivated to make more friends if they think their peers only have one or two more friends than they do," said Whillans. "But if they feel like the gap is too big, it's almost as if they give up and feel it isn't even worth trying."