Volume IV: What works, what matters, what lasts

June 11: Catalogue of pedagogies

Expanding on the June 2004 theme of pedagogical pioneers and pioneering pedagogies, this week's posting for PKAL Volume IV describes some of the pedagogies changing the undergraduate STEM learning environment.

Even a quick survey of these various approaches reveals several prominent themes:

  • the community of learners, in which students are enmeshed in a healthy social interaction that creates a sturdy sense of identity
  • the personal character of learning, calling for students to absorb ideas and learn to apply them in his or her own way
  • the connectedness of knowledge, providing a frame of reference in which ideas can be examined, tested, and put to work.

These qualities meet the test of diffusibility; thus, these pedagogies can be incorporated into the work of colleagues on campuses of all sizes and circumstances.

Brief descriptions of the following pedagogies are included in this posting, and we thank many leading agents of change for their contribution. We include undergraduate research as a transforming pedagogy even though there is a long tradition of undergraduate research as a critical dimension of strong undergraduate STEM programs.

Calibrated Peer Review (CPR)
Case-based Learning (BioQuest)
Just-in-time Teaching
Modules as a Tool
Peer-led Team Learning
Physics by Inquiry
Process Oriented Guided Inquiry Learning (POGIL)
Problem-Based Learning
Undergraduate Research
Web-based Materials
Workshop Biology
Workshop Physics

Next week's posting captures the experiences of some early adapters of these 21st century pedagogies, including efforts to assess the impact of these approaches on student learning.

PKAL will continue to build these pedagogical portfolios, and invites further contributions from individuals, departments, and campuses that are adapting and assessing 21st century pedagogies. BY September 1, 2004.