“Anyone not aware that this is a time of profound change in... education is asleep at the wheel….. Our challenge is to ensure that we control our destiny by shaping new solutions to unprecedented challenges.” (Brand 1993)

Characteristics Needed in College Graduates §High level of communication skills §Ability to define problems, gather and evaluate information, develop solutions §Team skills -- ability to work with others §Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

Recommendations from the Carnegie Foundation §Make research-based learning the standard. §Build inquiry-based learning throughout the four years. §Link communication skills and course work. §Use information technology effectively. §Cultivate a sense of community.

Cooperative Learning: What the research shows §Academic Success higher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level. §Attitude Effects persistence towards goals, intrinsic motivation, applying learning in other situations, greater time on task Johnson, Johnson, and Smith (1998 )

Methods of Active/Group Learning STUDENT INVOLVEMENT temporary groupspermanent groups “THINK/PAIR/SHARE”PBL

What is Problem-Based Learning? Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

What are the Common Features of PBL? §Learning is initiated by a problem. §Problems are based on complex, real-world situations. §Information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. §Students work in permanent groups. §Learning is active, integrated, cumulative, and connected.

PBL: The Process §Students presented with problem. They organize ideas and previous knowledge. §Students pose questions, defining what they know and don’t know. §Assign responsibility for questions, discuss resources. §Reconvene, explore newly learned information, refine questions.

Characteristics of Good PBL Problems §Relate to real-world, motivate students §Require decision-making or judgements §Multi-page, multi-stage §Designed for group-solving §Initial questions open-ended, encourages discussion §Incorporates course content objectives §Challenges to higher-order thinking

Traditional end-of-chapter problem A 1500-kg car traveling east with a speed of 25 m/s collides at an intersection with a 2500-kg van traveling north at a speed of 20 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together). Serway and Faughn. 3rd ed. College Physics, Saunders, 1992.

A Day in the Life of John Henry, Traffic Cop First page What questions? Measurements? Data? Physics principles? If cars collide at right angles, what direction?

More John Henry page two... Some data given Sketch of accident scene Who was killed in accident? Explain your reasoning.

More John Henry Third page Given: Coefficient of friction Find: Velocities of cars before impact Which car delivers greater force of impact? How can John Henry find speeds of cars before impact?

John Henry, continued…. Given: length of skidmark Find: velocities prior to braking Whom should John Henry cite? Justify your reasoning.

What the students decided …. §Vehicle 1 Approximate speed prior to impact: mph Vehicle 2 Did not stop at stop sign. Cite driver of vehicle 2!

PBL Models for Undergraduate Courses §Medical School Model Small class, one instructor to 8-10 students §Floating Facilitator Model Small to medium class, one instructor, up to 75 students §Peer Tutor Model S mall to large class, one instructor and several peer tutors §Large Class Models