Harold B. White, University of Delaware
Terry Platt, University of Rochester
National organizations such as AAAS, ACS, NAS, HHMI, PKAL, and others echo calls from educators in STEM disciplines for a change in undergraduate science education not only in what is taught but how it is taught. Emphasis has shifted from teaching to learning and from knowing to understanding. Too often students graduate from college having had little or no experience in solving complex real world problems; unable to identify, locate, and analyze needed information; and with attitudes that discourage cooperation on common tasks. Problem Based Learning (PBL), Peer-Led Team Learning (PLTL), and Process-Oriented Guided Inquiry Learning (POGIL), the PXnL pedagogies of engagement, are nontraditional active learning approaches to education. They address these issues, yet incorporate the more traditional emphasis on content without an emphasis on lecturing. This hands-on active-learning session will compare and contrast these student-centered approaches and introduce participants to the pedagogies with sample problems. The emphasis will be on chemical concepts applied to biochemistry. A variety of resources for getting started will be distributed; 3-hour session.
Intended Audience: UG
$25 fee; limit of 45 participants
Monday, July 30, 2:00 p.m. – 5:00 p.m., 258 Willard