1. 1 September 21, 2015 Getting Students to Think: Problem-Based Learning as an Instructional Method John C. Cavanaugh Barbara J. S. Duch Deborah E. Allen University of Delaware

2. 2 September 21, 2015 Workshop Overview General Introduction Overview of Learning Goals What Is Problem-Based Learning (PBL)? How Do You Transform a Course? How Is Institutional Adoption Achieved? Concluding Comments/Discussion Wrap-Up

3. 3 September 21, 2015 John Dewey……. “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

4. 4 September 21, 2015 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.

5. 5 September 21, 2015 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.

6. 6 September 21, 2015 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.

7. 7 September 21, 2015 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.

8. 8 September 21, 2015 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.

9. 9 September 21, 2015 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 –Small to large class, one instructor and several peer tutors Large Class Models

10. 10 September 21, 2015 Learning Cycle Mini-lecture Group discussionWhole class discussion ResearchOverview Assignments, projects, problems

11. 11 September 21, 2015 Crime and Punishment: Case Negotiation in the Criminal Justice System By Professor Valerie Hans University of Delaware

12. 12 September 21, 2015 Content Objectives To understand the central importance of the plea negotiation process in criminal law, including: The roles of the defense and prosecution teams The rights of the victim The charging and sentencing processes

13. 13 September 21, 2015 Questions for Group Discussion What legal issues will be involved in this case? What evidence will be important? What more do you need to know to negotiate a resolution to this case? Report out in 15 minutes

14. 14 September 21, 2015 Defendant, Defense attorney (defense team) Victim, Prosecutor (prosecution team) Assignment of Roles Assemble in separate defense and prosecution teams 5 teams/pairs per table

15. 15 September 21, 2015 What are your interests and priorities in the upcoming negotiations? What do you need to learn to be an effective negotiator for this case? Report out in 10 minutes Questions for Team Discussion

16. 16 September 21, 2015 What Happens in the Actual Class? Full groups (mix of defense and prosecution teams) assemble and begin negotiation process Identify and communicate interests of each team Explore alternatives that would satisfy interests Report out on progress and final results To what extent did the final results meet the interests and priorities of group members?

17. 17 September 21, 2015 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

18. 18 September 21, 2015 Questions for Groups What issues need to be considered in planning a PBL course? Report out your top 3 in 10 minutes.

19. 19 September 21, 2015 How and when to introduce the idea to students Organization of groups Monitoring of groups Timing and scheduling - within course and for each class period Some Organizational Decisions for Using PBL

20. 20 September 21, 2015 Some Organizational Decisions for Using PBL Grading - how can individual contributions be identified and evaluated? How will the content objectives be met? Classroom configuration Support for the risks

21. 21 September 21, 2015 Administrative Issues Faculty Roles and Rewards Cost/Benefit Implications of PBL –Individual, Unit, College, Institution Role of Senior Administration Sustainability Institutional Outcomes

22. 22 September 21, 2015 Faculty Roles and Rewards Role Play Exercise Task: –What are the key issues? –Are they reflected on your campus? –How are they barriers/opportunities? –What would you do? Report out in 10 minutes

23. 23 September 21, 2015 Cost/Benefit Implications of PBL Four levels of analysis: –Individual –Unit –College –Institution Discussion: What are they at each level?

24. 24 September 21, 2015 Role of Senior Administration Top-down vs. Bottom-up: The Thin Line Top-down –Trustees, President, Provost, Dean initiative to improve (undergraduate) teaching –Trustees, President, Provost, Dean mandate Bottom-up –Faculty-driven initiative to rethink and improve teaching

25. 25 September 21, 2015 Role of Senior Administration Best situation is a lot of faculty initiative, with the right amount of top-down encouragement How should senior administration help? –Get the rhetoric right –Get the barriers to innovation removed –Show them the money (and help get it) So how do you get sustainability?

26. 26 September 21, 2015 Sustainability What’s the secret? Peer-to-peer mentoring: Each one teach one The right incentives: Salary isn’t everything Excited students: Creating the demand Publicity: Recognize excellence

27. 27 September 21, 2015 Institutional Outcomes Faculty development –Over 25% of faculty participated in workshops –Incentive systems implemented Students –Over 3000 students in PBL courses since 1993 –Learning has improved

28. 28 September 21, 2015 How to Find Us Presentation Slides http://www.udel.edu/vpapp/ffrr99/index.ht m E-Mail –John C. Cavanaugh (jcc@udel.edu) –Barbara J. S. Duch (bduch@udel.edu) –Deborah E. Allen (deallen@udel.edu)