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by Design: April 16-18, 2008
Beth Morling is an associate professor of psychology at the University of Delaware. She is a graduate of Carleton College, and earned her Ph.D. in Personality and Social Psychology from the University of Massachusetts at Amherst. She has held teaching-centered positions at Union College, Muhlenberg College, and at the University of Delaware. Beth teaches courses in Research Methods, Cultural Psychology, and the Self-Concept, and also serves as the Director of Undergraduate Advisement in the Psychology Department at UD. Her research interests include the measurement of cultural differences, and cultural differences in social support and coping. Since 2007, she has been a team member for the Institute for Transforming Undergraduate Education (ITUE). Problem-Based Learning: Preparing Millennials to Solve Real World Problems This two-part session is being co-presented with Mark Serva. Session 1 The fundamental tenet of problem-based instruction (PBL) is that learning is initiated by a posed problem that the student wants to solve. In the PBL approach, complex, real-world problems motivate students to identify and research concepts and principles they need to understand to progress from ideas to solutions. Students work in small groups to acquire, communicate, and integrate information in a process that resembles that of inquiry. We will demonstrate PBL and model ways that it can be used to guide students' acquisition of skills that will help them to continue to learn effectively after graduation. Session 2 In problem-based
learning (PBL), complex, real-world problems are used to motivate
students to identify and research concepts and principles they need
to understand to resolve the problem. Adoption of PBL strategies
is not a change undertaken lightly– its use entails a re-conceptualization
and re-structuring of a course or curriculum. The presenters will
highlight these issues by discussing various models for adapting
PBL strategies to undergraduate courses. They will provide examples
of the instructional choices made to design a variety of large and
small-enrollment courses that incorporate varying degrees of emphasis
on use of PBL. This session is recommended for participants who
attended Session 1 above, or who have prior familiarity with PBL
as a formal teaching and learning strategy. |
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