The PKAL Pedagogic Collection: As part of the Pedagogies of Engagement initiative, PKAL has partnered with the Science Education Resource Center (SERC) incorporating the pedagogic services of SERC into the initiative. The initiative is leveraging SERC's existing collection of pedagogic modules and exemplary activities as well as taking advantage of SERC's model for documenting pedagogies and faculty activities online. PKAL and SERC are using these tools to engage the formal system/consortia/network of colleges and universities that are collaborating partners in the Pedagogies of Engagement initiative.

In addition to the PKAL Pedagogical Collection, the PKAL website features many additional resources about pedagogies including essays, reports and interviews. These can be found below and on the sidebar.

Related Pages

What Works Statements

What Works: Considering Pedagogies that Serve to Strengthen Student Learning


Evidence for the Efficacy of Student-Active Learning Pedagogies
Jeffrey E. Froyd
Perspectives on 21st Century Pedagogies
Reports from the Community
Resources for strengthening the undergraduate STEM learning environment include ideas and insights from those involved with some of the transformative 21st century pedagogies. A campus-wide survey of faculty innovators (within and beyond STEM fields) could be an important step in determining which of these pedagogies are being used (how they have been adapted, developed, assessed), as well as how faculty are part of the larger national community of pedagogical innovators. Interviewing participating faculty and students is helpful to understand if and how such initiatives set the stage for broader reform efforts (program and space).


Designing spaces that accommodate the technologies that are transforming the learning environment
Gary A. Gabriele, Richard M. Heinz
Gabriele and Heinz explain the issues, process, and benefits of creating studio classrooms at RPI. Eliminating long lectures and focusing on student discovery, studio classrooms provide the opportunity for hands-on activities, multi-media learning, and interaction between students and faculty, and ultitmately, increase the excitement for learning for the student and instructor.
Translating “How People Learn” into a Roadmap for Institutional Transformation: Framing Some of the Issues
Jose P. Mestre
In this presentation, Jose Mestre, Professor of Physics and Educational Psychology University of Illinois at Urbana/Champaign, "highlights several important conclusions from STEM learning research that have a bearing on the instructional mission of universities." He proposes "some issues and questions for us to consider in thinking about a roadmap for transforming the modern university that is aligned with our best understanding of learning."


Transforming Undergraduate Programs in STEM: Looking Back and Looking Ahead
AAC&U Liberal Education, Vol. 94, No. 2
Jeanne L. Narum
Are new approaches to transforming undergraduate learning in science, technology, engineering, and mathematics (STEM) making a difference? If so, how? How do we know? And what next? Now that that “coming decade” is here, it is timely to ask how accurate those predictions were and to offer some new recommendations for the next decade.

Other Resources

A Kaleidoscope of Thoughts on the Future— 2025
Exceprts from PKAL Volume III, these five visions of the future of education explore issues of technology, interdisciplinarity, communication, curriculum, and the liberal arts.
Hot pedagogy and cold buildings
David Lopatto
David Lopatto, Professor of Psychology at Grinnell College, explores the influences of motivation and emotion on decision-making and on thinking– what psychologists occasionally call “hot cognition.”
Organizational Reform is Not Enough
H. Bradley Sagen