1. University of Delaware PBL Faculty Institute, University of Cincinnati November 1, 2001 Transforming Undergraduate Education Institute for Transforming Undergraduate Education George Watson ghw@udel.edu

2. PBL Faculty Institute, University of Cincinnati “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities,” published by the Boyer Commission on Educating Undergraduates in the Research University in 1998. Why are we here? “Seven Principles for Good Practice in Undergraduate Education,” published by the American Association for Higher Education in 1987.

3. Good Practice: 1. Encourages student-faculty contact. 2. Encourages cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning. Seven Principles for Good Practice in Undergraduate Education (AAHE, 1987) PBL Faculty Institute, University of Cincinnati

4. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) PBL Faculty Institute, University of Cincinnati

5. Undergraduate education in research universities requires renewed emphasis on a point strongly made by John Dewey almost a century ago: learning is based on discovery guided by mentoring rather than on transmission of information. Inherent in inquiry-based learning is an element of reciprocity: faculty can learn from students as students are learning from faculty. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) I. Make Research-Based Learning the Standard PBL Faculty Institute, University of Cincinnati

6. SIGNS OF CHANGE:University Case Study Problem-based LearningUniversity of Delaware Problem-based learning was adopted in all basic science classes at the University of Delaware to promote active learning and connect concepts to applications. Students are not given all the information they need to solve the open-ended “real-world” problems, but are responsible for finding and using appropriate sources. They work in teams with access to an instructor; trained graduate or undergraduate students help lead some groups. I. Make Research-Based Learning the Standard PBL Faculty Institute, University of Cincinnati

7. The first year of a university experience needs to provide new stimulation for intellectual growth and a firm grounding in inquiry-based learning and communication of information and ideas. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) II. Construct an Inquiry-Based Freshman Year PBL Faculty Institute, University of Cincinnati

8. The freshman experience must be consolidated by extending its principles into the following years. Inquiry-based learning, collaborative experience, writing and speaking expectations need to characterize the whole of a research university education. Those students who enter the research university later that the freshman year need to be integrated smoothly into this special atmosphere. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) III. Build on the Freshman Foundation PBL Faculty Institute, University of Cincinnati

9. Undergraduate education must enable students to acquire strong communication skills, and thereby create graduates who are proficient in both written and oral communication. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) V. Link Communication Skill and Course Work PBL Faculty Institute, University of Cincinnati

10. Because research universities create technological innovations, their students should have the best opportunities to learn state-of-the-art practices -- and learn to ask questions that stretch the uses of technology. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) VI. Use Information Technology Creatively PBL Faculty Institute, University of Cincinnati

11. Research universities should foster a community of learners. Large universities must find ways to create a sense of place and to help students develop small communities within the larger whole. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) X. Cultivate a Sense of Community PBL Faculty Institute, University of Cincinnati

12. Research universities must commit themselves to the highest standards in teaching as well as research and create faculty reward structures that validate that commitment. Ten Ways to Change Undergraduate Education (Boyer Commission, 1998) IX. Change Faculty Reward Systems PBL Faculty Institute, University of Cincinnati

13. So, why are we here? PBL Faculty Institute, University of Cincinnati

14. Your Own Observations? From your own experience: What challenges from the Boyer report are already being addressed in your program? or What challenges will you be addressing for future use in your program? PBL Faculty Institute, University of Cincinnati