1. University of Delaware PBL Workshops for Ohio University August 30, 2001 PBL and the Course Syllabus Institute for Transforming Undergraduate Education George Watson ghw@udel.edu (with thanks to Hal White for most of the slides)

2. Promoting Success for PBL in your Course Construct a syllabus that explains your objectives and the process. Address student concerns at the beginning and set up safety nets and support. Use your website to facilitate effective and efficient research.

3. Typical Contents of a Syllabus Course Information Instructor Information Text, Readings, Materials Course Description and Objectives Course Calendar / Schedule Course Policies Available Support Services

4. Decisions, Decisions, and more Decisions... What aspects of your syllabus might/should change when you incorporate problem- based learning?

5. Course Information Day and Time Class Meets Will longer meeting times be needed? Time to accommodate out-of-class research? “Custom” schedule vs. standard meeting times? Place Class Meets Fixed seating vs. moveable seats PBL or case study room option

6. Instructor Information Phone Numbers, E-mail Class and/or group phone numbers newsgroup, class mailing lists, chat rooms Educational Philosophy What you value and why

7. Text, Readings, Materials Textbook(s) Is one needed? Daily use? Reference? Choices? User-friendly for independent study? Does text address all learning issues? Supplementary Readings Electronic reserve Web sites Off-campus student accessibility to these

8. Course Calendar/Schedule Dates for Exams, Quizzes Group components? Time constraints: in-class, out-of-class, or take-home? (Out-of-class exams slots require advance planning for room scheduling, i.e., listing exams in course registration booklet)

9. Course Policies Attendance, Lateness Effect on group progress and dynamics Participation Clear expectations for individual, group Grading Balance in individual vs. group accountability Process skills: how much are they valued?

10. Available Support Services Library Research skills, available data bases Library tours Computers and Electronic Resources Using e-mail, Internet and access to same Using specialized software: spreadsheets, statistics Program/platform compatibility for sharing work

11. Motivating with the Course Syllabus from M. M. Harris, The National Teaching and Learning Forum Vol. 3, No. 1 1993 Convey enthusiasm for the subject Convey intellectual challenge of the course Provide personalization of content Convey respect for students’ abilities Course goals attainable, stated positively Grading that conveys possibility of success Instructor’s desire to help students learn

12. “Covering the Material” © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

13. A New Lesson Plan Is Needed © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

14. Active Learning? © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

15. Mission Accomplished © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

16. Lesson Learned: Stand and Deliver © John Garratt, University Chemistry Education 2(1), 29-33 (1998)

17. Chinese Proverb Tell me, I will forget Show me, I may remember Involve me, and I will understand Chinese Proverb as interpreted by Ei-Ichiro Ochiai, J. Chem. Educ. 70:44(1993)