I wanted to put in a plug for what is certainly one of the best pedagogical developments in philosophy over the past decade: Ethics Bowl. I'm sure many of our readers are familiar with this competition and its value as a teaching tool. I'll only add my own observations here about the value of Ethics Bowl as a teaching tool and invite others to discuss their experiences with it. (I also have some tips for those interested in getting Ethics Bowl started on their campus, so please contact me if you're interested.)
As I see it, Ethics Bowl provides three things that are very hard to come by in traditional philosophy classroom settings:
Immediacy: One of the challenges of both teaching and studying philosophy is that its value is sometimes not immediately evident. From the student's point of view, it may not be obvious how studying philosophical questions changes you in terms of your skills and attitudes. From an instructor's point of view, it's often frustrating to think that whatever benefit studying philosophy has for students, that benefit may not be tangible until many years down the road, well after students have graduated (and you've lost all contact with them). Because it's a competitive public event, Ethics Bowl makes the benefit of studying philosophy evident fairly quickly, in a way that is gratifying to students and instructor alike.
Publicity: Ethics Bowl puts the value of philosophy (and other disciplines insofar as they concern themselves with ethical questions) in the public eye. For students, the chance to prove their mettle before experts who aren't their instructors can be a powerful motivator, and when successful, a powerful way of vindicating their efforts. And because Ethics Bowl is a team event, it counteracts the common picture of philosophy as a discipline that progresses thanks to the contributions of solitary geniuses.
Practicality: Ethics Bowl shows that the study of philosophy (and ethics, in particular) is relevant to life outside the classroom. The cases often involve problems in their communities, workplaces, etc. that students may have to confront directly later in life. In this regard, I think it instills a kind of ethical sensibility -- a kind of radar for ethical phenomena -- that is difficult to instill through traditional classroom teaching.
(And on a side note: My Cal Poly Pomona squad won the California Regional Ethics Bowl on Saturday. A hearty congratulations to them!)