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$1.23 million grant for problem-based learning programs

BY SUSAN STOCK
Administrative News Editor

     Learning in the classroom may no longer be a spectator sport.

    The university received $615,000 from the Pew Charitable Trusts to expand problem-based learning. John C. Cavanaugh, vice provost for academic programming and planning, said a stipulation of the grant required the university to match it bringing the total to $1.23 million.

     “UD helped invent PBL as an instructional approach in the early to mid- 1990s,” Cavanaugh said. “The grant is in recognition of the national leadership and excellence UD has shown in this area.”

    PBL is a method of teaching, stressing more complex problem solving that is closer to life situations, he said.

    “PBL is an active, discovery-based approach to learning, in which students work together on cases and problems to learn content in the course,” he said.

    Cavanaugh said the university began talking with representatives from Pew Charitable Trusts about the grant last fall.

    “The proposal basically indicated that UD wanted to greatly expand and enhance our course offerings with PBL,” he said, “especially in the areas of social sciences and the humanities.”

    The Pew Charitable Trusts were founded in 1948 by the children of Joseph N. Pew, founder of Sun Oil Co, according to the organization’s web site.

     They wanted to “honor their parents memory by establishing a foundation that would contribute to the public health and welfare and strengthens the communities in which we live.”

    The new funds will be used for a variety of activities and programs.

    “The funds will support faculty development, technology, students [helping teach PBL], national conferences and workshops and evaluation,” he said.

    Biology professor Deborah Allen said she has been using PBL teaching methods since 1993.

    “It really forces people to think about their teaching differently,” Allen said.

    She said she became interested in PBL when she saw a workshop in which students were working out a PBL problem.

    “They weren’t all intimidated and were very excited,” she said.

    Allen said the enthusiasm of students and the many benefits to this method were her motivation to begin teaching using PBL.

    “Students have an opportunity to actually talk about biology and learn the words associated with biology,” she said.

    Allen said she is also able to spot areas where the class is confused early.

    “I didn’t have to wait until an exam to find out everyone didn’t understand something,” she said.

    It takes some people time to adjust to PBL, Allen said, but usually most of her students are comfortable with it by the end of a semester.

    “We work on each stage and make sure they’re comfortable with each step,” Allen said. “If you’re going to challenge people to move up intellectually, you have to support their efforts. ”

    Freshman Mike Davis said he has PBL in his general chemistry class and is currently undergoing a transition.

    “It’s just a new way of learning for me and not something I had in high school,” he said. “I’m not 100 percent adjusted yet — I’m in the process of adjusting but I like it so far. ”