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

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 3

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

5. Course Information Day and Time Class Meets Place 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 5

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

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 7

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) 8

9. Course Policies Attendance, Lateness Participation Grading
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? 9

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

11. Motivating with the Course Syllabus from M. M
Motivating with the Course Syllabus from M. M. Harris, The National Teaching and Learning Forum Vol. 3, No
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), (1998)

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

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

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

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

17. Involve me, and I will understand
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) 17