The Power of Problem-Based Learning: A Practical How to for Teaching Undergraduate Courses in Any Discipline

Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning. The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines. This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?"-"How do you find problems?"-"What do I need to know about managing groups?"-"How do you grade in a PBL course?" The book opens by outlining how the PBL program was developed at the University of Delaware--covering such issues as faculty mentoring and institutional support--to offer a model for implementation for other institutions. The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes.

About the Author :
Barbara J. Duch is Associate Director of the Mathematics & Science Education Resource Center at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. Susan E. Groh is Assistant Professor in Chemistry and Biochemistry at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. Deborah E. Allen is Associate Professor and Undergraduate Programs Director in the Department of Biological Sciences at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.

Review :
" I have followed the superb activities of these authors and colleagues at the University of Delaware to bring PBL to undergraduate education. In this book, they share their experience. This three part book does not disappoint."-- "PBL Insight" "If you have ever wanted to know about PBL, here's the book for you! It's a splendid description of the secrets and strategies for any undergraduate classroom, from anthropology to zoology and everything in between. It tells of big classes and small, of writing problems and solving them, all written by a bevy of experts. It's a practical guide for both faculty and administrators dedicated to using one of the great active learning methods--the one that is absolutely tops in my judgment in training students to be independent learners."--Clyde Freeman Herreid, Director of the National Center for Case Study Teaching in Science "Think of this book as an enjoyable, readable 'owner's manual' for problem-based learning across a variety of disciplines; and celebrate it's arrival because it makes the difficult task of turning classrooms into settings for active learning a whole lot easier."--Russ Edgerton