The Power of problem-based learning : a practical " how to " for teaching undergraduate cources in any discipline

Title:

Publication Information:

Virginia : Stylus Pubs, 2001

ISBN:

9781579220372

Subject Term:

Problem-based learning

Problem-solving -- Study and teaching (Higher)

Added Author:

Duch, Barbara J., 1944-

Groh, Susah E., 1952

Allen, Deborah E., 1952-

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010038910	LB1027.42 P69 2001	Open Access Book	Book	Searching... Unknown

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.

Author Notes

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.

Barbara J. Duch and Susan E. Groh and Deborah E. AllenGeorge H. Watson and Susan E. GrohJohn C. CavanaughBarbara J. DuchBarbara J. DuchDeborah E. Allen and Barbara J. Duch and Susan E. GrohHarold B. White, IIIDeborah E. Allen and Harold B. White, IIIBarbara J. Duch and Susan E. GrohGeorge H. WatsonSherry L. Kitto and Lesa G. GriffithsHarold B. White, IIIValerie P. HansHarry L. Shipman and Barbara J. DuchChristine A. Cannon and Kathleen A. SchellRichard S. Donham and Florence I. Schmieg and Deborah E. AllenKurt BurchSusan E. GrohElizabeth M. LieuxEugene Matusov and John St. Julien and James A. WhitsonBarbara A. Williams

Preface	p. viii
Part 1 Institutional Issues
1. Why Problem-Based Learning? A Case Study of Institutional Change in Undergraduate Education	p. 3
2. Faculty Mentoring Faculty: the Institute for Transforming Undergraduate Education	p. 13
Appendix to Chapter 2	p. 23
3. Make it so: Administrative Support for Problem-Based Learning	p. 27
Part 2 Planning for Effective Problem-Based Instruction
4. Models for Problem-Based Instruction in Undergraduate Courses	p. 39
5. Writing Problems for Deeper Understanding	p. 47
Appendix to Chapter 5	p. 55
6. Strategies for Using Groups	p. 59
7. Getting Started in Problem-Based Learning	p. 69
8. Undergraduate Group Facilitators to Meet the Challenges of Multiple Classroom Groups	p. 79
9. Assessment Strategies in a Problem-Based Learning Course	p. 95
Appendix to Chapter 9	p. 107
10. Problem-Based Learning and the Three Cs of Technology	p. 109
Part 3 Case Studies in Pbl from Different Disciplines
11. The Evolution of Problem-Based Learning in a Biotechnology Course	p. 121
12. A Pbl Course That Uses Research Articles as Problems	p. 131
13. Integrating Active Learning and the Use of Technology in Legal Studies Courses	p. 141
14. Problem-Based Learning in Large and Very Large Classes	p. 149
15. Problem-Based Learning: Preparing Nurses for Practice	p. 165
16. The Large and the Small of it: a Case Study of Introductory Biology Courses	p. 179
Appendix to Chapter 16	p. 191
17. Pbl, Politics, and Democracy	p. 193
18. Using Problem-Based Learning in General Chemistry	p. 207
Appendix to Chapter 18	p. 219
19. A Skeptic's Look at Pbl	p. 223
20. Pbl in Preservice Teacher Education	p. 237
21. Introductory Physics: A Problem-Based Model	p. 251
Appendix 1 to Chapter 21	p. 266
Appendix 2 to Chapter 21	p. 268
Index	p. 271

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Author Notes

Table of Contents