Phys.org  May 2, 2023 The scientific study of higher education has not yet matured to adequately model the complexity of the task of developing, and producing the next generation of scientists, artists, political leaders, and informed citizens. How universities structure their curriculums, and how students make progress through them, differ across fields of study, educational institutions, and nation-states. To this day, a “pipeline” metaphor shapes analyses and discourse of academic progress, especially in STEM, even though it is an inaccurate representation. A team of researchers in the US (Cornell University, University of Pennsylvania, University of Michigan, Texas A&M University, UC […]