Introduction
Problem-Based Learning (PBL) is an approach to instruction that attempts to help students learn both the basics of a field and how to solve problems within it (McKeachie, 2002). It originated in medical education but now extends from at least high school through graduate and professional school across a variety of subjects. PBL rests on several important foundations including the importance of solving real-world problems and group collaboration as a learning strategy. The PBL contained here can be applied in steps (i.e., over several weeks) or selected problems or tasks can be highlighted. The PBL can be completed by individual students or students placed on learning teams.

McKeachie (2002) describes a process for making the most of PBL as a student. Among the key elements are:

Do not expect to solve the problem instantly. Good problems are structured to require research among students (p. 189).
Discuss the problem with your group and focus on the key issues (p. 189).
Challenge one another. It’s better to discover your misunderstandings or mistakes here and now than later from the instructor (p. 189).

Objectives of the Application Activity

Completing the PBL will enhance students’ knowledge and skills related to:

Key issues involved in planning a college-level course
Research approaches to resolving issues involved in planning a college-level course
Developing an effective syllabus for a college-level course
Selecting appropriate course policies

Problem Scenario

Introduction to the Problem Scenario
Congratulations! You successfully defended your doctoral dissertation last month, and today received a telephone call from a nearby college. The chair of the department has offered you a tenure-track position in your field. Although you told the chair that you would consider the offer carefully, you have little doubt that you will take the position once the details are worked out. After all, you will not even have to move!

The department chair mentioned that during your first semester you would be teaching two courses. One course is a general introductory course required of all undergraduate majors in your field. The second is an advanced graduate level seminar on current issues and trends related to your field. Since you are confident that you will accept the position, you immediately start thinking about how you will teach these courses. No harm in getting started early, so you grab a pad of paper and a pen (or sit down at your laptop) and begin brainstorming. As you reflect upon the task at hand, a number of questions arise…...

Task One: Address the following questions –

· What are the major decisions you have to make about each course in terms of designing a syllabus?

· Will those decisions differ for the introductory course versus the more advanced course/seminar?

· What additional information do you need as you begin to develop course syllabi?

· Where can you get the information you need?

· What should you consider regarding the subject matter, the students, the learning environment, and yourself as you develop course syllabi?

The Saga Continues

Your Department Chair has just e-mailed you with the following information for the classes you will be expected to teach in two weeks. NOTE to instructor: You will have to provide two basic data sheets for students to review and a brief profile of students enrolled in each class (e.g., average age, work experience, reason for taking the course).

The basic data sheets outlining the content that should be covered and the competencies students should meet as a result of their participation in the course. She mentioned that while the textbook for the graduate seminar is optional, you should consider using the assigned text listed on the basic data sheet for the undergraduate course.
That you have been assigned to a large lecture hall across campus for the undergraduate course and the Read Room for the graduate seminar.
That the undergraduate course meets from 8:00 am until 9:00 am Mondays, Wednesdays, and Fridays. The graduate seminar is from 7:10 pm until 9:40 on Tuesday nights.
Profiles of students who normally register for the undergraduate course. She was unsure who would be registering for the graduate seminar at this time.

Task Two: Complete the following steps -

1. Review student profile information

2. Review basic datasheets

3. Brainstorm and then prioritize two goals/objectives for each course that will be listed on the course syllabi

4. Because the basic data sheets (for the most part) do not provide you with much to go on, generate a list of 3 or 5 things you would do to help you prepare for the classes

5. Create a statement for both course syllabi stating your student participation policy

Slight change of plans

During your correspondence with the Chair, she asked you to post drafts of the syllabi you have been developing. She wants to get a sense of how well the syllabi aligned with college policies and is interested in seeing how you addressed issues of student participation. She then e-mailed you with an update regarding your graduate level seminar.

(E-mail message from the chair of your department). NOTE to instructor: You may have to modify the scenario to better reflect your discipline.

Thank you for agreeing to post a draft of the course syllabi you have created. It will help me to ensure you have addressed the college's policies and procedures. Also, I have an update regarding your graduate seminar. In order for the class to make, we need three more students. Fortunately, we have a cohort of teachers interested in taking the class. The teachers, however, live 3 hours away, and it is impossible for them to make the commute. They do, however, have access to ILINC (high speed/high resolution synchronous video conferencing). Therefore, we are asking that you offer the seminar using ILINC. Please let us know what you need in terms of resources and training.

Task Three: Answer the following questions-

1. What do you need to know about working successfully in an on-line environment?

2. What is ILINC and how can you gain more information about it?

3. How will teaching face-to-face and online affect the development of your syllabus?

Success?!?!

Word has gotten out to your colleagues that you are an effective teacher. Many of your students have commented to others that you make learning fun and really know your stuff. In particular, they have commented on how helpful the syllabus was in guiding their learning throughout the course. A colleague from your department sends you the following e-mail.

E-mail message from colleague

Hey – I saw a copy of one of a course syllabus you created. I could not believe how long it was, mine are normally about one page. Why did you put so much information in your syllabus? Doesn’t that confuse your students? Also, I’d like to hear more about why you have a course policy on participation and how you plan to evaluate/grade student participation. Could you find time this week to meet with me and give me some pointers on improving my syllabus and establishing better course policies? Thanks!

Task Six: Complete the following steps -

1. Consider how you might help your colleague, for example, what type of information would you share

2. Decide to meet with your colleague and complete the following:

· Share 2 top resources regarding syllabi development

· Share rationale to support/defend what you have placed on your syllabi

· Share 2 top resources related to course policies and in evaluating participation in particular

Resources related to Problem-Based Learning (PBL)

McKeachie, W. J. (2002). Teaching tips: Strategies, research, and theory for college and university teachers (11^th Ed). Lexington, MA: D. C. Health and Company.

Websites related to Problem-Based Learning:

PBL Cycle of Learning
ftp://www.ntlf.com/ntlf/82pblcycle.rtf

A Problem Solving Approach http://cleo.eng.monash.edu.au/teaching/subjects/learning/strategy/strategy.html

Common features of PBL
ftp://www.ntlf.com/ntlf/82features.rtf

References on PBL
http://www.ntlf.com/html/lib/suppmat/81pblbib.htm

Issue of the Journal on Excellence in College Teaching devoted to PBL
http://ject.lib.muohio.edu/contents/contents.php?vol=11&num=2