The Power of Problem-based Learning: A Practical "how To" for Teaching Undergraduate Courses in Any Discipline

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Barbara J. Duch, Susan E. Groh, Deborah E. Allen
Stylus Pub., 2001 - Education - 274 pages
Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning.

The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines.

This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?"-"How do you find problems?"-"What do I need to know about managing groups?"-"How do you grade in a PBL course?"

The book opens by outlining how the PBL program was developed at the University of Delaware--covering such issues as faculty mentoring and institutional support--to offer a model for implementation for other institutions.

The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education

This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes.

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About the author (2001)

<strong>Barbara J. Duch</strong> is Associate Director of the Mathematics & Science Education Resource Centre at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. <br><br> <strong>Susan E. Groh</strong> is Assistant Professor in Chemistry and Biochemistry at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. <br><br> <strong>Deborah E. Allen</strong> is Associate Professor and Undergraduate Programs Director in the Department of Biological Sciences at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.

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