1. The Transformation of Undergraduate Education through Faculty Development and Course Design – Part 1 George Watson ghw@udel.edu (with acknowledgement to co-leaders of UD ITUE) University of Delaware Jack A. Austin Lecture Series Academic Technology at Tufts University November 6, 2003 www.udel.edu/pbl/tufts/

2. …the individuals learning the most in [teacher- centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: What I know best I have taught… Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and explaining it to others.

3. First, an exercise: 1.Individually, write down five words or short phrases that come to mind when you think of: Student-Centered Learning 2.In small groups, select three “most important”. 3.Finally, prepare to report out one choice.

4. Teacher-Centered Learner-Centered Knowledge is transmitted from professor to student. Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving. Comparison of Paradigms

5. Teacher-Centered Learner-Centered Students passively receive information. Students are actively involved. Comparison of Paradigms

6. Teacher-Centered Learner-Centered Emphasis is on acquisition of knowledge outside the context in which it will be used. Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. Comparison of Paradigms

7. Teacher-Centered Learner-Centered Instructor’s role is to be the primary information giver. Instructor’s role is to coach and facilitate. Comparison of Paradigms

8. Teacher-Centered Learner-Centered Emphasis is on right answers. Emphasis is on generating better questions and learning from errors. Comparison of Paradigms

9. Teacher-Centered Learner-Centered Focus is on a single discipline. Approach is compatible with interdisciplinary investigation. Comparison of Paradigms

10. Teacher-Centered Learner-Centered Culture is competitive and individualistic. Culture is cooperative, collaborative, and supportive. Comparison of Paradigms

11. Teacher-Centered Learner-Centered Only students are viewed as learners. Instructors and students learn together. Comparison of Paradigms

12. 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. Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO. 994 ) Wingspread Conference, ECS, Boulder, CO

13. Recommendations from the Boyer Commission Report 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. Boyer Commission on Educating Undergraduates in the Research University, 1998 “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. http://naples.cc.sunysb.edu/Pres/boyer.nsf/

14. What is Problem-Based Learning? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

15. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985) What is Problem-Based Learning? www.udel.edu/pbl

16. What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real- world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

17. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and do not know. Students assign responsibility for questions, discuss resources. Students reconvene, explore newly learned information, refine questions.

18. Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (as needed) Assessment (when desired) The Problem-Based Learning Cycle

19. A Typical Day in a PBL Course

20. Moving away from: Are students getting the right answer? Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 Outcomes?

21. Moving to: Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates? Outcomes?

22. Moving to: Can students gather and evaluate new information, think critically, reason effectively, and solve problems? Outcomes?

23. Moving to: Can students communicate clearly, drawing upon evidence to provide a basis for argumentation? Outcomes?

24. Moving to: Do students’ decisions and judgments reflect understanding of universal truths/concepts in the humanities, arts, sciences, etc.? Outcomes?

25. Moving to: Can students work respectfully and productively with others? Outcomes?

26. Moving to: Do students have self-regulating qualities like persistence and time management that will help them reach long-term goals? Outcomes?

27. The principal idea behind PBL is? A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Student-centered work in permanent groups.

28. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985) What is Problem-Based Learning?

29. A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Student-centered work in permanent groups. Think/ pair/ share The principal idea behind PBL is?