Pricing and Availability
Introduction
"Problems are learning opportunities in disguise."
--Pam Kuhns
Since the publication of our first book on problem-based learning (PBL) three years ago, we have continued to use and refine our understanding of this instructional approach. This second book builds on our experiences in using PBL in a variety of settings and explores in greater depth a range of issues that we touched upon in Problem-Based Learning for Administrators (1992).
During the past three years, we have used PBL to teach professors, undergraduates, graduate students, practicing administrators, and those aspiring to be school administrators. Moreover, we have used PBL in a wide array of contexts-week-long institutes, two- and three-day staff development workshops, semester courses that meet on weekends, and quarter-long courses for full-time students. Each of the settings and role groups has presented us with a new set of challenges. By transforming these challenges into learning opportunities, we have increased our understanding of an array of issues inherent in implementing PBL.
Through repeated use of PBL in various contexts and settings, we have sharpened and extended our own thinking about this approach. In chapter 1, we discuss the major components of our most current version of PBL, illustrate how these components operate in the classroom, and contrast PBL with the case method. We also discuss what we have learned about a question that often arises when we work with those who are unfamiliar with this method: How does this instructional strategy impact the content of instruction, the learner, the teacher, and the classroom climate?
As we and others have implemented this approach in the classroom, we appreciate more than ever the importance of the PBL instructional materials and the time involved in developing them. To assist those who desire to experiment with PBL, we discuss in chapter 2 how to reduce the time involved in preparing materials. We also describe and illustrate the template that we have used to develop our own instructional materials, as well as the process that we have generally followed when using this template.
Once instructors have selected or developed their instructional materials, their attention naturally turns to another issue-their role as an instructor. In chapter 3 we examine the role of the instructor by discussing the attitudes, the thinking, and the behavior that characterize successful implementation of PBL. Since evaluation of student performance in a PBL classroom is an especially critical and problematic facet of the instructor's role, we devote all of chapter 4 to this important topic. Our discussion centers on our philosophy of evaluation and the various techniques that we have used to assess student performance.
During the past three years we have begun to explore how PBL can serve to forge meaningful connections among research, theory, and practice in settings other than the classroom. In chapter 5 we discuss and illustrate several options for incorporating problem-based learning into professionally oriented doctoral research projects. The benefits that have accrued to us and our students have exceeded our expectations and have transformed the dissertation into a satisfying and productive experience for students and faculty alike.
As we have moved beyond our own classrooms and tried to introduce PBL to other instructors, we have learned more about the challenges inherent in the change process. We identify these challenges in chapter 6 and the various strategies that we have used for dealing with these challenges.
Throughout this book we have tried to put a face on PBL by conveying salient examples and perspectives in the voices of our students. Therefore, it is fitting that we conclude the book with an essay from one of our students who elegantly discusses "why PBL works."
To those who may be stimulated to experiment with problem-based learning, we wish you the same joy and renewed passion for teaching that we have experienced.
