Current Research

My biochemical research career at the University of Delaware has dealt mostly with the structure, function, and evolution of proteins that bind the vitamins biotin and riboflavin in eggs. However, in recent years, my laboratory research program has wound down and the focus of my scholarship has shifted to pedagogy and the instructional methods that facilitate student learning. While lectures provide an efficient way to present information, that information rarely gets transmitted to students intact. Learning, and more specifically understanding, requires active engagement with the subject matter and demonstration of understanding through communication with others.

Problem-based learning (PBL) provides content in context through complex, real world problems that small groups of students work on together in class and individually outside of class. In contrast to traditional pedagogy where theory precedes typical end-of-chapter problems, the problem comes first in PBL. Students first must relate the problem to what they already know, define what they need to know to resolve the problem, and then learn that material. The PBL problem provides the need to know and thereby couples concepts to their application. Students test their understanding in discussion with other group members and the instructor. Ultimately, PBL provides a structured setting that encourages students to become independent thinkers and learners.

PBL requires a transformation in the way one thinks about the connections between the act of "teaching" and the process of "learning." That shift in perspective influences every aspect of the classroom environment and reveals that teaching need not be synonymous with lecturing. The nature of worthwhile problems changes as end-of-chapter problems seem contrived and designed for solution by pattern matching. Examinations can involve group components and involve significant amounts of new material. Both content and process goals become important in problem-based learning.

The PBL classroom is a kind of laboratory where students explore and refine their understanding, develop critical thinking skills, and apply concepts to new situations. The instructor defines the course content through the problems assigned and the depth of understanding expected.

Problem-based learning originated in medical schools about 30 years ago. Because medical education involves a limited curriculum, a small number of students most of whom are highly motivated students, and considerable resources, adapting PBL to undergraduate education has required modification. One must deal with larger classes, a diverse curriculum, and a broader spectrum of students many of whom are not dedicated learners. My recent scholarship has been in this arena where I have been developing appropriate PBL problems, varying classroom structure, assessing the outcomes, and helping other faculty adopt PBL as a method of instruction.

Although I no longer accept graduate students into my biochemical research program, I am happy to consult with and work with graduate student teaching assistants and with students who plan to pursue careers in research and education.