1. Deborah E. Allen, Associate Professor of Biological Sciences George H. Watson, Sr. Associate Dean of Arts and Sciences Hal White, Professor of Chemistry and Biochemistry University of Delaware Problem-Based Learning: A Student-Centered Approach for Engagement Learning So Everyone Teaches Lilly East Conference on College and University Teaching April 6-8, 2006 Newark, DE

2. 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.

3. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13. What Is PBL?

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

5. Deflating Grady – Part 1 Read over the e-mail exchange and discuss the ideas it raises about grade inflation As a group, compose a definition of grade inflation and be prepared to present it. Be prepared to “report out” in 10 minutes

6. Deflating Grady – Part II Read over the information presented, and be prepared to report out on your answers to the questions. Be prepared to “report out” in 15 minutes

7. Deflating Grady – Part III Take a look at the graph from gradeinflation.com: –According to your group’s definition, is this evidence for grade inflation?

8. Good PBL Problems… Relate to real world, motivate students Require decision-making or judgments Are multi-page, multi-stage Are designed for group-solving Pose open-ended initial questions that encourage discussion Incorporate course content objectives, higher order thinking, other skills

9. Presentation of Problem Organize ideas and prior knowledge (What do we know?) Pose questions (What do we need to know?) Assign responsibility for questions; discuss resources Research questions; summarize; analyze findings Reconvene, report on research; Integrate new Information; Refine questions Resolution of Problem; (How did we do?) PBL: The Process Next stage of the problem

10. Medical School Model A good choice for: Highly motivated, experienced learners Small, upper-level seminar classes Dedicated faculty tutor Groups of 8-10 Very student-centered environment Group discussion is primary class activity

11. Typical Medical School PBL Problem: High Degree of Authenticity Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z What questions should you ask? What tests should you order? Physician interviews patient, receives results of tests Differential diagnosis Preferred therapy

12. A Typical Day in an Undergraduate PBL Course

13. Question for Groups Reflect on this afternoon’s experience: What do instructors do to guide students working on a PBL problem? Be prepared to report out in 5-10 min.

14. What Might Be Different in an Undergraduate Context Class size Intellectual maturity of students Student motivation Course learning objectives Other instructors’ or departmental preferences Other courses to teach Varied student career objectives Basic (versus applied) context

15. 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 Facilitator Model Small to large class, one instructor and several peer facilitators Large Class Models Floating facilitator and hybrid PBL/other activities

16. “Hybrid” PBL Non-exclusive use of problem-driven learning in a class May include separate lecture segments or other active- learning components Floating or peer facilitator models common Often used as entry point into PBL in course transformation process

17. Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (as needed) Assessment (when desired) The Problem-Based Learning Cycle

18. Strategies Used to Teach This Problem 1)“Mini” lecture to introduce problem 2)Instructor provided input at regular intervals 3)Mechanism for groups to compare notes 4)Instructor circulated amongst the groups 5)Instructor provided some resources 6)Problem constructed to allow for 1-5 7)Problem constructed to provide learner prompts for PBL novices

19. UD PBL Online PBL at UD - www.udel.edu/pbl Sample PBL materials, including syllabuses; links to other sites PBL Clearinghouse - www.udel.edu/pblc Database of peer-reviewed PBL problems ITUE – www.udel.edu/inst Workshops on PBL and integration of technology, communication skills