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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010183013 | LB1027.42 A42 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
This book is a guide for the development and implementation of problem-based learning (PBL) in college-level courses. It provides practical advice from real professors, includes examples of PBL in action through every stage from problem development to implementation, and integrates cross-disciplinary experiences into the practice of PBL in the college classroom.
Its nuts-and-bolts approach makes it valuable to faculty, graduate teaching assistants, and faculty development professionals interested in learning how to do PBL, as well as to those already using PBL who would like to learn more about what other practitioners do in their classrooms.
Readers will learn what really is and isn't PBL and why some choose to use it, what is its effect on the learning landscape, and how to overcome tricky issues such as class size, student resistance, controlling classroom chaos, conservative colleagues, assessment, and student evaluations. Extensive examples and resources for further study are included, making it a concise, yet comprehensive guide to launching a successful problem-based learning course on your own.
Author Notes
Jose A. Amador is professor of soil science and microbial ecology, at the University of Rhode Island
Libby Miles is associate professor in the College Writing Program, at the University of Rhode Island
C. B. Peters is professor of sociology, at the University of Rhode Island
Table of Contents
About the Authors | p. vii |
Foreword | p. ix |
Preface | p. xiii |
1 Why (We) Use PBL | p. 1 |
Why We Switched | p. 5 |
What Is PBL? | p. 10 |
Issues | p. 15 |
2 Changing the Landscape | p. 17 |
Changing Ourselves | p. 18 |
Changing Our Courses | p. 24 |
Changing Our Students | p. 37 |
3 No Problems? No Problem | p. 43 |
The Basics | p. 43 |
Sources for Problems | p. 46 |
Designing a Successful Problem | p. 50 |
4 Controlling Chaos in PBL: The Messy Middle | p. 73 |
Conducting Class | p. 74 |
Our Role | p. 78 |
Student Contribution | p. 90 |
5 What Now? Evaluation, Revision, and Reflection | p. 99 |
The Students | p. 99 |
What Worked-and What Didn't | p. 113 |
The Sustainability of PBL | p. 118 |
Epilogue | p. 129 |
Bibliography | p. 133 |
Index | p. 137 |