The paper by Michael J. Prince and Richard M. Felder reviews inductive teaching methods, which are contrasted with traditional deductive methods in engineering education. Inductive methods, such as inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching, start with specific observations, problems, or cases and help students discover theories or principles needed to solve them. These methods are learner-centered, promote active learning, and are supported by research showing that students learn better when new information is connected to their existing knowledge. The paper defines each method, highlights commonalities and differences, and reviews research on their effectiveness. While the strength of evidence varies, inductive methods are generally found to be at least as effective as traditional methods, often more so, in achieving a broad range of learning outcomes. The authors also address common misconceptions about inductive methods, emphasizing that they do not eliminate the need for instructor guidance but rather prioritize student discovery and application of knowledge.The paper by Michael J. Prince and Richard M. Felder reviews inductive teaching methods, which are contrasted with traditional deductive methods in engineering education. Inductive methods, such as inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching, start with specific observations, problems, or cases and help students discover theories or principles needed to solve them. These methods are learner-centered, promote active learning, and are supported by research showing that students learn better when new information is connected to their existing knowledge. The paper defines each method, highlights commonalities and differences, and reviews research on their effectiveness. While the strength of evidence varies, inductive methods are generally found to be at least as effective as traditional methods, often more so, in achieving a broad range of learning outcomes. The authors also address common misconceptions about inductive methods, emphasizing that they do not eliminate the need for instructor guidance but rather prioritize student discovery and application of knowledge.