Volume IV: What works, what matters, what lasts, 2004- present » Postings in 2004 » Pedagogical pioneers and pioneering pedagogies »
Volume IV: What works, what matters, what lasts
An overview of pioneering pedagogies
June 4, 2004
- Some Lessons Learned
- To understand where we are in the process of transforming undergraduate science, technology, engineering, and mathematics(STEM) education in the last years of the 20th century, it is important to think first about why reform was needed. It will help to explore what went wrong, how teaching and learning, research and education in the sciences and mathematics in the nation's undergraduate community came to have deep-seated problems.
- Using The Learning Knowledge Base: The Connection Between Problem Solving and Cooperative Group Techniques
- "There is no known 'best' way to teach. The most effective teaching method depends on the specific goals of a course, the strengths of the instructor, the needs of the students, and the constraints imposed by the situation. Determining a few achievable course goals is the first, and most important step in teaching."
- Creating a Supportive Environment for Major Curricular Changes
- "In higher education, change tends to be continuous but fairly marginal, often taking the form of piecemeal or isolated efforts at improvement. Most campuses do not currently offer conditions that can support major curricular changes that must be sustained over time. In this chapter, I will describe how Portland State University has approached the challenge of curricular reform meant to improve the delivery and quality of undergraduate science education, and draw some lessons from our experience that may be useful to others who have similar aspirations."