Application of Problem Based Learning and Case Based Reasoning to Undergraduate Education

Center for Teaching and Learning

Faculty Learning Community 2010-2011
Application of Problem Based Learning and Case Based Reasoning to Undergraduate Education

____________________________________________________________________________

Assistant Scientist, Associate Professor

Department of Chemistry Department of Clinical Science and

& Biochemistry Medical Education

Charles E. Schmidt College of Science. Charles E. Schmidt College of Biomedical Science.
Focus: Problem based learning (PBL) and case based reasoning (CBR) are similar active learning techniques that have been successfully applied across a variety of subject areas. While differing in complexity, both approaches require students to draw upon their previous knowledge, explore and research key issues, link concepts within a core concept framework, and take responsibility for their own learning. An interdisciplinary team of participants in this Faculty Learning Community (FLC) will: (1) study and discuss these cognitively-oriented methods; (2) develop appropriate curriculum-based problems and cases; (3) implement the methodology in a variety of undergraduate courses and; (4) research the impact of the methodology on student learning.
Outcomes: The goals and expected outcomes of this FLC include:

1. 
   the investigation of two specific research-based models of active learning, namely PBL and CBR, through the exploration of their applicability to different subject matter domains;
   
2. 
   the development, implementation and evaluation of CBR and PBL components incorporated into FAU undergraduate courses with the aim of enhancing student learning and performance;
   
3. 
   the establishment of permanent cross university/college faculty focus groups or collaborative networks that can continue to develop and assess CBR and PBL in classrooms and then disseminate findings; and
   
4. 
   the submission of grant proposals to external funding sources such as the US Department of Education/Institute of Educational Sciences, the National Science Foundation and private foundations.
   

Potential