1. Facilitating Problem-Based Learning and Collaborative Methods in the Classroom Ryan Hedstrom Ph.D. Jeff Beer ATC Manchester University

2. Objectives of Session O Discuss principles of Problem-Based Learning (PBL) O Discuss PBL application in procedures manual assignment O Discuss lessons learned with facilitating PBL O Brainstorm PBL strategies across disciplines

3. Problem-Based Learning

4. Principles of Problem-Based Learning O Student-Centered & Experiential O Inductive O Builds on/challenges earlier learning O Context Specific O Problems are complex/ambiguous O Collaborative & Interdependent Problem-Based Learning Faculty Institute

5. PBL In the Classroom O Engagement in real problem O Combination of problem-solving and professional practice O Is collaborative between students, faculty, and other stakeholders O Emulates real-world work structure

6. Procedures Manual Assignment Manchester University, ESS 410: Administration of Health & Physical Activity Programs

7. Scope of Procedures Manual Assignment: Beer O collaboration of ideas and create a template for a policies and procedures manual O a chance to research and determine P & P manual content O encourage communication between students and students with other institutions. O encourage leadership and direction within PBL

8. Scope of Procedures Manual Assignment: Hedstrom A key focus in this class is the development of a procedure manual. This assignment allows you to apply all the facets of administration discussed in class into a tangible product. You will be graded both individually and as a group for this assignment. This assignment will take: O Cooperative and collaborative work with a small group O Research of effective policies and procedures by organizations O Problem solving O Attention to detail

9. Assignment Logistics: Beer O 4 groups of 3 students: O initial meeting to collaborate on what they wanted to put into the manual O project divided any way they felt necessary but it had to be evenly (Outline to Professor) O Recreate forms O Contact other institutions for info or ideas O check in dates to show significant progress throughout so the manual.

10. Assignment Logistics: Beer O Content determined by the students’ research O copyright issues with the recreating of forms O Meant for University setting such as Manchester O Every form created by a student must contain their initials at the bottom with the page O Resource page: identifies school websites used, phone calls made and communication with others O Table of Contents: states where they obtained each form (10 different schools must be represented)

11. Assignment Logistics: Beer O Halfway: 4 became 2 groups O Initial groups at different stages when combined O How would they react with more individuals O Peer evaluations now on more individuals O 2 groups now work toward 1 manual O What do we keep, get rid of, change, or choose O Objective: Create 2 really good working P & P manuals

12. Assignment Logistics: Hedstrom O Drafting Process (Continual feedback) O 10/11: Overview of Organization, Mission Statement O 10/18: Human Resources, Staff Positions, Employment Policies, Evaluation Plan O 10/25: Facilities Policies & Concerns O 11/1: Examples of Marketing Efforts, Public Relations Policies O 11/8: Budget, Financial Policies O 11/20: Risk Management Plan & Policies O 11/29: Final Manual Due (includes all references)

13. Group Collaboration: Beer O Meet physically once a week for collaboration as well as some other form of social media at least twice a month O Updates of collaboration were to be reported no later than the last day of the month (Sept, Oct, and November) O Groups split and collaborate in both phases

14. Group Collaboration: Hedstrom O Stated in assignment handout, “All group members will be part of this project; everyone will participate!” O Group Member Evaluations after each draft were submitted O Some class time was used for group collaboration. I think this is important!

15. Assessment: Beer O Procedural Manual O Overall neatness and alignment a huge component O Flow of information and font O Whether all resources were utilized O Original work (double checked from resource page and table of contents) O Distribution of work O Peer Evaluations & Feedback O Whether regular updates were given to professor O Peer evaluations done at the end of each week on each group member (this procedure helps individualize grades)

16. Assessment: Hedstrom O One copy of the procedures manual submitted later in the semester but group was graded on drafts and a steady work schedule. Further, each group member was evaluated throughout the semester by group members. Grades were divided into: 1. Final Manual Submission (same for all members) 2. Drafts & Work Schedule (same for all members unless issues arise) 3. Periodic Member Grades (different for each member, the main difference in grades)

17. Lessons Learned & Future of Project O Peer Evaluations O Draft Rubrics O Category Specificity O Use of professional models O Group Collaboration Evidence O Student Feedback from Students Regarding PBL

18. Other PBL Techniques O Professional Scenarios O Technology use

19. Ways that you use PBL in your classroom?

20. Contact Us! O Ryan Hedstrom O rahedstrom@manchester.edu O Jeff Beer O jabeer@manchester.edu