Instead of the using lectures (in which students are passive recipients of information), we make extensive use of newer and research-supported active teaching methods, including Problem Based Learning (PBL) and Process-Oriented Guided Inquiry Learning (POGIL) done in groups.
This pedagogy reflects modern theories of student learning. Our guided inquiry method uses team problem-solving to build an understanding of material. The approach teaches individuals to consider problems from a number of different perspectives and to collaborate effectively -- skills that are considered valuable in the workplace.
Here is a summary of why we chose these new pedagogies. The links below show the importance of moving away from the traditional lecture format method for teaching college courses.
- Twilight of the Lecture: The trend toward "Active Learning" may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. March - April, 2013. A must read for students and parents!
- The Khan Academy: CBS's 60 Minutes
- Don't lecture me: Rethinking the Way College Students Learn. American Radio Works, September, 2011
- Five reasons getting students to talk is worth the effort. The Teaching Professor Blog
- A guided inquiry classroom - YouTube
- Turning education upside down: New York Time, 10/9/13
- Why we are teaching science wrong, and how to make it right: Nature 523, 272-274 (16 July 2015) doi:10.1038/523272a
- Are College Lectures Unfair?: New York Time (9/13/15)
- Ths educator says it's time to ditch the college lecture - Minnesota Public Radio (4/14/16)
- Journal of Chemical Education - 2016, 93 (1), pp 13-23: There is a signifcant drop in Ds, Fs, or withdrawals in flipped Chemistry courses as compared with the control but no change on higher performing students.
Parents of first year students will also be interested in the pedagogy as well. We hope this letter helps!