Problem-based Learning Teaching Community

The Center for the Advancement of Teaching invites proposals from interdisciplinary groups of faculty and students to establish a problem-based learning teaching community.

Problem-based learning (PBL) has been defined as "... an instructional method that challenges students to develop the ability to think critically, analyze problems, and find and use appropriate learning resources. In fact, PBL is a pathway to better learning, helping students to learn how to learn." [University of Delaware, (2002). PBL 2002: A Pathway to Better Learning: Newark, DE.]

The problem-based learning teaching community (PBLTC) is a two-year project funded under the Center's Communities initiative with support from a grant from The Bush and William and Flora Hewlett foundations.

Ideally, a community comprises at least two faculty members and at least two students. If your community does not match the "ideal community" described above, please contact Gayna Credle (see below).

Activities

During the two-year period, PBLTC will participate in the following activities:

Two faculty members and at least one student (preferably two) involved in the PBLTC will attend this summer's international conference on PBL in higher education. The conference will be held June 16-20, 2002, in Baltimore, Maryland. The conference theme is "PBL: A Pathway to Better Learning." Additional conference information is on-line at http://www.udel.edu/ce/pbl2002/.
Also during summer 2002 and while the ideas presented at the conference are still fresh, the PBLTC will draft a general plan for its activities during the 2002-2003 academic year.

Design

During fall 2002, the PBLTC will develop a detailed plan for using and assessing PBL in each faculty member's spring 2003 course(s)

Implementation

During spring 2003, the plan will be implemented

Dissemination

During the 2002-2003 academic year, the PBLTC will lead two half-day or one full-day PBL workshop for Xavier faculty members

Design

In early summer 2003, the results of the year's activities will be presented in a written report. The report will also include an improved plan for using and assessing PBL in each faculty member's course(s) during the 2003-2004 academic year.

Implementation

During the 2003-2004 academic year, the improved plan will be implemented

Dissemination

During the 2003-2004 academic year, the PBLTC will once again lead two half-day or one fullday PBL workshop for Xavier faculty members

A final report will be prepared in early summer 2004.

Support

The PBLTC will receive the following support:

Travel expenses for two faculty members and two students to attend the PBL conference in Baltimore
Summer 2002 and 2003 stipends [$500 (faculty) and $250 (student)]
Academic year support (faculty 25% release time in spring 2003 or $600 stipends per semester; student stipends of $250 per semester)
Assistance in planning and organizing the PBL workshops

Proposal Guidelines

Interested communities of faculty and students submit a one-page letter of interest to the Center. Please send a copy to your department chair as well. The letter should list the names of the faculty and students involved in the community and provide a sense of the communities vision for the impact a PBLTC could have on teaching and learning, and institutional culture. An excerpt from the letter may be used to announce awardees and to describe their projects.

If release time is requested, you must include a written statement of support from your department chairperson.

Members of the University Faculty Development Committee will review applications on a competitive basis. The review is not a blind review.

Deadline: May 15, 2002
Applicants will receive notification of the results by May 31, 2002.
A part of the April 2002 Multipack.