1April 19, 2023

Getting Students to Think:Problem-Based Learning

as an Instructional Method

John C. CavanaughBarbara J. S. DuchDeborah E. AllenUniversity of Delaware

2April 19, 2023

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

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John Dewey…….

“True learning is based on discovery guided by mentoring rather than

the transmission of knowledge.”

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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.

5April 19, 2023

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.

6April 19, 2023

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.

7April 19, 2023

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.

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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.

9April 19, 2023

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

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Learning Cycle

Mini-lecture

Group discussionWhole class

discussion

Research Overview

Assignments, projects, problems

11April 19, 2023

Crime and Punishment: Case Negotiation in the Criminal Justice System

By Professor Valerie HansUniversity of Delaware

12April 19, 2023

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

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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

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• Defendant, Defense attorney (defense team)

• Victim, Prosecutor (prosecution team)

Assignment of Roles

Assemble in separate defense and prosecution teams

• 5 teams/pairs per table

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• 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

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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?

17April 19, 2023

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

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Questions for Groups

• What issues need to be considered in planning a PBL course?

Report out your top 3 in 10 minutes.

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• 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

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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

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Administrative Issues

• Faculty Roles and Rewards• Cost/Benefit Implications of PBL

– Individual, Unit, College, Institution

• Role of Senior Administration• Sustainability• Institutional Outcomes

22April 19, 2023

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

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Cost/Benefit Implications of PBL• Four levels of analysis:

– Individual– Unit– College– Institution

• Discussion: What are they at each level?

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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

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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?

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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

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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

28April 19, 2023

How to Find Us

• Presentation Slideshttp://www.udel.edu/vpapp/ffrr99/

index.htm

• E-Mail– John C. Cavanaugh (jcc@udel.edu)– Barbara J. S. Duch (bduch@udel.edu)– Deborah E. Allen (deallen@udel.edu)