George H. Watson, Associate Dean of Arts and Sciences &

Deborah E. Allen,

Associate Professor of Biological Sciences University of Delaware

Student Engagement through Problem-Based Learning

Pedagogies of Engagement: Deepening Learning In and Across the DisciplinesAAC&U Network for Academic Renewal Conference

April 15, 2005Bethesda, MD

www.udel.edu/pbl/AACU-Apr2005

Characteristics Neededin College Graduates

High level of communication skillsAbility to define problems, gather and

evaluate information, develop solutionsTeam skills -- ability to work with othersAbility 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.

“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, D. (1985) PBL in perspective. In “PBL in Education

for the Professions,” D. J. Boud (ed); p. 13.

What Is PBL?

What are the CommonFeatures of PBL?

Learning is initiated by a problem.Problems are based on complex, real-world

situations.All information needed to solve problem is not

given initially.Students identify, find, and use appropriate

resources.Students work in permanent groups.Learning is active, integrated, cumulative, and

connected.

Good PBL Problems…

Relate to real world, motivate studentsRequire decision-making or judgmentsAre multi-page, multi-stageAre designed for group-solvingPose open-ended initial questions that

encourage discussionIncorporate course content objectives, higher

order thinking, other skills

Deflating Grady – Part 1

Read over the e-mail exchange and discuss the ideas it raises about grade inflation

As a group, compose a definition of grade inflation and be prepared to present it.

Be prepared to “report out” in 10 minutes

Deflating Grady – Part II

Read over the information presented, and be prepared to report out on your answers to questions 1 & 2:

Be prepared to “report out” in 10 minutes

Deflating Grady – Part III

Take a look at the graph from gradeinflation.com:

– According to your group’s definition, is this evidence for grade inflation?

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

PBL: The Process

Next stage of the problem

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

Medical School Model

A good choice for:

Highly motivated, experienced learnersSmall, upper-level seminar classes

Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class activity

Typical Medical School PBL Problem: High Degree of Authenticity

Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z

What questions should you ask?What tests should you order?

Physician interviews patient, receives results of tests

Differential diagnosisPreferred therapy

A Typical Day in an Undergraduate PBL Course

Question for Groups

Reflect on this morning’s experience:

What do instructors do to guide studentsworking on a PBL problem?

Be prepared to report out in 5-10 min.

What Might Be Different in an Undergraduate Context

Class sizeIntellectual maturity of studentsStudent motivationCourse learning objectivesOther instructors’ or departmental preferencesOther courses to teachVaried student career objectivesBasic (versus applied) context

PBL Models for Undergraduate Courses

Medical School ModelSmall class, one instructor to 8-10 students

Floating Facilitator ModelSmall to medium class, one instructor, up to ~75 students

Peer Facilitator ModelSmall to large class, one instructor and several peer

facilitators

Large Class ModelsFloating facilitator and hybrid PBL/other activities

“Hybrid” PBL

Non-exclusive use of problem-driven learning in a class

May include separate lecture segments or other active-learning components

Floating or peer facilitator models common

Often used as entry point into PBL in course transformation process

Strategies Used to Teach This Problem

1) “Mini” lecture to introduce problem

2) Instructor provided input at regular intervals

3) Mechanism for groups to compare notes

4) Instructor circulated amongst the groups

5) Instructor provided some resources

6) Problem constructed to allow for 1-5

7) Problem constructed to provide learner prompts for

PBL novices

UD PBL Online

PBL at UD - www.udel.edu/pblSample PBL materials, including syllabuses; links to other sites

PBL Clearinghouse - www.udel.edu/pblcDatabase of peer-reviewed PBL problems

The Present -http://www.udel.edu/present/profiles/hamilton/index.htmlAn example of a media-based PBL problem, “Jill”

ITUE – www.udel.edu/instWorkshops on PBL and integration of technology, communication skills

Institute for TransformingUndergraduate Education

June 15-17, 2005Problem-Based Learning: From Ideas to Solutions through Communication.University of Delaware

July 2006PBL2006, an international conferenceLima, Perú

Reflections and Questions

Effectiveness of PBL: Research

Ample evidence for the value of active and cooperative learning (Johnson, Johnson and Smith, 1991)

Strict comparisons of PBL and traditional approaches difficult to design (Prideaux, 2000):Randomization, blinding difficult

Many uncontrollable variables: variants in PBL, resources, motivation

Appropriate outcome measures: content knowledge vs. process skills

Most research studies from medical education

General Trends from Research

Content knowledge comparable to that found in traditional courses (Newman, 2003)

PBL leads to:Improvement in student attitude and clinical

performance (Vernon and Blake, 1993)

Deeper approach to learning (Newble and Clarke, 1986)

Better interpersonal skills and attitudes towards patients (Nandi et al., 2000)