1. University of Delaware PBL2004, Cancun Problem-Based Learning in Peruvian Higher Education: Pontificia Universidad Católica del Perú Deborah Allen and George Watson Luis Bretel and Patricia Morales Quality Science and Math Education for Future Public School Teachers

2. www.udel.edu Delaware, USA

3. www.pucp.edu.pe Lima, Perú

4. Funding Opportunities ALO: Association Liaison Office for University Cooperation in Development USAID: United States Agency for International Development Promoting Higher Education Partnerships for Global Development

5. ALO/USAID The Institutional Partnership Program links the technical and human capacity-building strengths of higher ed institutions in the U.S. with counterparts abroad to address these goals: to encourage broad-based economic growth and agricultural development; to strengthen democracy and good government; to build human capacity through education and training; to stabilize world population and to protect human health; to protect the world’s environment for long-term sustainability; to reduce suffering associated with natural or man-made disasters and to re-establish conditions necessary for political and/or economic development.

6. Objectives of our Project Obtain greater achievement in math and science by Perúvian children. Develop pre-service teachers trained with best curricular materials and pedagogical methods available, in particular PBL. Train math and science educators at universities and pedagogical institutes to use these methods.

7. Overview of Project Activities

8. Barriers to Change to PBL Identified by UD Faculty Lack of formal education in teaching and learning Lack of PBL problems in the discipline Classroom configuration Time/Resources Support of traditional colleagues in their disciplines Lack of institutional/professional rewards for teaching

9. Institute for Transforming Undergraduate Education ITUE was created in 1997 to promote reform of undergraduate education through faculty development and course design and to infuse the institution with a successful model of instruction. Institute Fellows receive hands-on experience in employing active learning strategies and effective use of technology in their classrooms.

10. Features of ITUE Faculty mentoring faculty: Leaders mentoring new Fellows Experienced Fellows mentoring new Fellows Experienced Leaders mentoring new Leaders New Fellows working in groups Faculty-led training and interactions: Week-long experiential workshop Special follow-up sessions Review and sharing sessions Brown-bag lunches A safe and collegial environment for learning

11. Week-Long Sessions Education Reform and Active/Group Learning Use of Technology Experience It Yourself: Problem-Based Learning Getting Started: The Syllabus The Internet as a Learning Resource Getting Started with Groups Problems and Cases: Writing Material for Your Course Internet Resources for Your Course Assessment in a Student-Centered Classroom Building a Web Site for Your Course Models of PBL for Large Classes

12. Transfer of ITUE to PUCP – Project Activities

13. Timeline of the Project Preliminary activities: May 2001initial visit of PUCP to UD April 2002readiness assessment visit of UD to PUCP Oct 2002PBL training of six PUCP professors at UD

14. PUCP Faculty Visit UD to Plan Workshops

15. Timeline of the Project Activities accomplished in year 1: Nov 2002Design PBL workshop for PUCP Jan 2003Deliver PBL workshop at PUCP (80 professors) Feb-currentImplement redesigned courses Aug 2003Evaluate PUCP experiences

16. Location and Workshop Team for First Year

19. Workshop Delivery and Workshop Activities

26. Sharing, Reflection, and More Planning

29. Timeline of the Project Activities in year 2: Feb 2004External workshop for five pedagogical institutes and others (85 participants) Mar-Jul04Implement redesigned courses Aug 2004Evaluation of Project Sept 2004Publication Plan future steps?

30. Development of PBL at PUCP

31. PBL implementation in Science and Engineering courses Science courses: Math 1 Physics 1 Chemistry 1 and 2 Valence and Structure Chemical Technology Engineering courses: Drawing in Engineering Simulation of Systems Electronic Design 1 Foundations of Programming Information Systems 2 Industrial Maintenance Ethical Professional in Civil Eng. Some of the courses that implemented PBL are:

32. Some Examples...

33. The collapse of “The Scorpion” Course: Physics 1 General Science Studies Professors:P. Pereyra, J. Phan, C. Pizarro y J. Quiroz Topic covered: Hydrostatic

34. The collapse of “The Scorpion” In may 22, 1968 the Navy of the United States lost a nuclear submarine in the Atlantic Ocean. At the moment of its disappearance its position was ignored, but it was known that it was sailing from Azores islands towards its base in the United States. Three hypotheses were handled on the causes of the collapse: - it had been sunk by the Russians - there was a mechanical problem in the submarine -one of the submarine torpedo exploted The students must find out what happened, as well as to determine if the crew died drowned or squashed by the pressure of the water. Scenario abstract

35. Who killed Jane Wilson? Course: Chemistry 1 General Science Studies Professor:P. Morales Topic covered: Introduction to Organic And Biological Chemistry

36. Who killed Jane Wilson? Jane Wilson was a scientific worker in a pharmaceutical company. One night she was found death in her apartment. There were enough evidences to suspect that it was a murder. Students were presented to the crime scene, the proofs the police gathered and the testimony of the witnesses. The main suspects were the housekeeper, Jane’s boyfriend, a rival pharmaceutical company, or perhaps simply it was a suicide. The students must elaborate a hypothesis about the solution of the crime and indicate a possible murderer, if one was to be found. Scenario abstract

37. A Nuclear Power Plant in Mosokllacta Course: Chemistry 2 General Science Studies Professors:P. Morales, J. Sánez Topics covered: Chemical Energy Resources and Environmental Chemistry

38. A Nuclear Power Plant in Mosokllacta Mosokllacta was a calm and colorful town until the government decides to install a plant of nuclear energy in the zone. The authorities decide to make a referendum to know the population opinion. A group of civil associations decides to make an informative campaign about the advantages and disadvantages of the different chemical power plants. Soon, a forum will be made that will analyze the environmental problems involved with these power plants and finally the referendum will be carried out. In different stages, the students must assume the play of the informative campaign organizers, the participants of the forum and the population that participates in the referendum. Scenario abstract

39. The automatic door Course: Introduction to Electronic Engineering General Science Studies Professor:M. Cataño Topic covered: DC electrical circuits and basic circuits with electronic devices

40. The automatic door The Bolivar hall of the Local Museum of Barranca Province has had many problems of security lately. The Director of the museum has sent an invitation to the coordinator of the section Electricity and Electronics of the PUCP so that the students present proposals of an automatic door design. The door must open to the passage of the people and activate an alarm in case somebody tries to force it in schedule closed to the public. The costs of the design must be the lowest possible. The students must present a proposal at the end of the semester. The best design will be chosen. Scenario abstract

41. Unanticipated Results or Impacts Into PUCP In Peru Out of Peru

42. Within PUCP Translation into Spanish and publication of the “Power of Problem Based Learning” (A book about Delaware experiences). Over 100 non-science or non-engineering professors participated in six PBL workshops conducted for MAGISPUCP in the two last years. The current preparation of a new book that presents PUCP PBL experiences and researches in several departments (among science and engineering).

43. Within PUCP Success of international conference in Aug 2003 led to the decision to propose a conference site of PBL2006 in Lima. The continuous increase of number of professors who now are discussing and reflecting about teaching and learning. Two engineering departments (Electronic and Mechanical), are transforming their curriculum into a PBL format (like “hybrid curriculum” of Queen’s University of Canada), etc.

44. Outside PUCP, within Peru Many private and public institutions (schools and universities) are interested in our PBL experiences and want to participate in PBL training. Our trained professors have conducted workshops for high school teachers: Fe y Alegria, San Agustin, Trener, Inmaculada, Antonio Raymondi. And in higher education: Universidad Privada del Norte, Universidad Peruana de Ciencias Aplicadas, Universidad Nacional de Ingeniería, Universidad Agraria del Centro, Instituto Nuestra Señora del Rosario.

45. Outside Peru George Watson provided two-day PBL workshops in Guayaquil, Ecuador, (ESPOL, Oct 2003); and in Santa Cruz, Bolivia, (UTEPSA, March 2004). Professors from Mexico, Cuba, Chile and Colombia have participated in our past PBL workshops.

46. Outside Peru PUCP Professors provided PBL workshops in other countries: Chile (Universidad del Bio Bio and Universidad Católica del Norte (Chile)), México (Universidad de Colima) and Colombia (Corporación Universitaria Autónoma de Cali). Professors from Chile, Colombia and Mexico visited (in last 2 years) PUCP, to know directly our PBL experiences.

47. Future Steps? PUCP/UD satellite efforts in other cities of Peru with Lima as hub. Expanded in-service efforts in working with primary and secondary teachers. Network of PBL materials and other pedagogical developments translated into Spanish.