Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning.
The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines.
This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?"–"How do you find problems?"–"What do I need to know about managing groups?"–"How do you grade in a PBL course?"
The book opens by outlining how the PBL program was developed at the University of Delaware--covering such issues as faculty mentoring and institutional support--to offer a model for implementation for other institutions.
The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education
This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes.
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Preface viii PART ONE: INSTITUTIONAL ISSUES Why Problem-Based Learning? A Case Study of Institutional Change in Undergraduate Education 3(10) Barbara J. Duch Susan E. Groh Deborah E. Allen Faculty Mentoring Faculty: The Institute For Transforming Undergraduate Education 13(14) Appendix to
Chapter 2 23(4) George H. Watson Susan E. Groh Make It So: Administrative Support For Problem-Based Learning 27(12) John C. Cavanaugh PART TWO: PLANNING FOR EFFECTIVE PROBLEM-BASED INSTRUCTION Models for Problem-Based Instruction In Undergraduate Courses 39(8) Barbara J. Duch Writing Problems For Deeper Understanding 47(12) Appendix to
Chapter 5 55(4) Barbara J. Duch Strategies For Using Groups 59(10) Deborah E. Allen Barbara J. Duch Susan E. Groh Getting Started In Problem-Based Learning 69(10) Harold B. White, III Undergraduate Group Facilitators To Meet The Challenges Of Multiple Classroom Groups 79(16) Deborah E. Allen Harold B. White, III Assessment Strategies In A Problem-Based Learning Course 95(14) Appendix to
Chapter 9 107(2) Barbara J. Duch Susan E. Groh Problem-Based Learning And The Three Cs Of Technology 109(12) George H. Watson PART THREE: CASE STUDIES IN PBL FROM DIFFERENT DISCIPLINES The Evolution of Problem-Based Learning In A Biotechnology Course 121(10) Sherry L. Kitto Lesa G. Griffiths A PBL Course That Uses Research Articles As Problems 131(10) Harold B. White, III Integrating Active Learning And The Use Of Technology In Legal Studies Courses 141(8) Valerie P. Hans Problem-Based Learning In Large And Very Large Classes 149(16) Harry L. Shipman Barbara J. Duch Problem-Based Learning: Preparing Nurses For Practice 165(14) Christine A. Cannon Kathleen A. Schell The Large And The Small Of It: A Case Study Of Introductory Biology Courses 179(14) Appendix to
Chapter 16 191(2) Richard S. Donham Florence I. Schmieg Deborah E. Allen PBL, Politics, And Democracy 193(14) Kurt Burch Using Problem-Based Learning In General Chemistry 207(16) Appendix to
Chapter 18 219(4) Susan E. Groh A Skeptics Look At PBL 223(14) Elizabeth M. Lieux PBL In Preservice Teacher Education 237(14) Eugene Matusov John St. Julien James A. Whitson Introductory Physics: A Problem-Based Model 251(20) Appendix 1 to
Chapter 21 266(2) Appendix 2 to
Chapter 21 268(3) Barbara A. Williams Index 271
Barbara J. Duch is Associate Director of the Mathematics & Science Education Resource Centre at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.
Susan E. Groh is Assistant Professor in Chemistry and Biochemistry at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.
Deborah E. Allen is Associate Professor and Undergraduate Programs Director in the Department of Biological Sciences at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.
