1. University of Delaware Introduction to Writing PBL Problems Institute for Transforming Undergraduate Education Workshop at Marymount University April 21, 2003

2. 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

3. Bloom’s Cognitive Levels Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to a new situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions

4. What Factors Influence Decisions About Problems Who is the problem writer? - discipline - control issues - level of investment What is the course? - students (number and level) - sequencing of course/problems - time/structure of class

5. Sources and Strategies for Writing Problems Newspaper articles, news events Popular press in the discipline Make up a story – based on content objectives Adapt a case to a problem Research papers Other?

6. Using Newspaper Articles and News Events Each table will be given one of the following news events to develop into a problem. 1. SARS outbreak 2. Electronic Information and IP Issues on College Campuses 3. Terrorism Threat Levels 4. Airline Pilots and Firearms 5. Global Warming 6. ‘No Child Left Behind’ and School Choice 7. Universities and Affirmative Action 8. Privacy, Terrorism, and College Campuses 9. Human Cloning 10. MBAs and Weak Job Market 11. Accounting Reform 12. Dietary Supplements

7. Step One Identify the course You can think of the subject, level of students, size of class, how you would use it. List the learning objectives that would be met by this problem (related to your chosen news article.)

8. Step Two Think of a scenario, based on the news article. Sketch out the first page. Need more information? Consult our “lending library”.

9. Step Three What comes next? Write a brief synopsis of the problem, emphasizing the possible staging of the problem. Be prepared to report out.

10. Feedback To Presenters What did you like most about the problem? Does it challenge students to think and do research? Is the problem appropriate for the proposed course?

11. Step Four How would you assess to see if students met your original learning objectives?