@article {Watkins:685,
	title = {Retaining students in science, technology, engineering, and mathematics (STEM) majors},
	journal = {J. Coll. Sci. Teach.},
	volume = {42},
	year = {2013},
	pages = {36{\textendash}41},
	abstract = {In this paper we present results relating undergraduate student retention in STEM majors to the use of Peer Instruction in an introductory physics course at a highly- selective research institution. We compare the percentages of students who switch out of a STEM major after taking a physics course taught using traditional lectures only or one using Peer Instruction, finding that nearly twice the percentage of students switch after the lecture-based course. By examining these results in light of the literature on STEM retention, we propose that providing opportunities for students to think, respond, and interact in class may have a substantial impact on the retention of students in STEM disciplines.},
	url = {/files/mazur/files/rep_685.pdf},
	author = {J. Watkins and Mazur, E.}
}
