The Transformation of Undergraduate Education through

Faculty Development andCourse Design – Part 1

George Watsonghw@udel.edu

(with acknowledgement toco-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/

…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, andexplaining it to others.

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.

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

Teacher-Centered

Learner-Centered

Students passively receive information.

Students are actively involved.

Comparison of Paradigms

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

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

Teacher-Centered

Learner-Centered

Emphasis is on right answers.

Emphasis is on generating better questions and learning from errors.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Focus is on a single discipline.

Approach is compatible with interdisciplinary investigation.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Culture is competitive and individualistic.

Culture is cooperative, collaborative, and supportive.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Only students are viewed as learners.

Instructors and students learn together.

Comparison of Paradigms

Characteristics Neededin 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

Recommendations from theBoyer 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/

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.

“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

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 initially given.Students identify, find, and use

appropriate resources.Students work in permanent groups.

PBL: The ProcessStudents 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.

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-BasedLearning Cycle

A Typical Day in a PBL Course

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?

Moving to:

Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

Outcomes?

Moving to:

Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

Outcomes?

Moving to:

Can students communicate clearly, drawing upon evidence to provide a basis for argumentation?

Outcomes?

Moving to:

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

Outcomes?

Moving to:

Can students work respectfully and productively with others?

Outcomes?

Moving to:

Do students have self-regulating qualities like persistence and time management that will help them reach long-term goals?

Outcomes?

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.

“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?

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?