Transforming Curriculum: A Process for Implementing Problem-Based Learning in a College-Level Course
Abstract
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Transforming curriculum by implementing Problem-Based Learning (PBL) in the college-level classroom helps students internalize the concepts of a course, improve their critical and reflective thinking skills, learn to problem-solve using questioning, and ultimately construct a better understanding of course concepts in a personally relevant way. This article introduces a process for implementing PBL in a college-level course. Each of the four main ideas in PBL, motivation, collaboration, reflection, and facilitation, are addressed with a particular focus on the role of the educator in designing and implementing PBL in the classroom. An example of how the process works in a specific college-level course is provided with explanations of the thinking that went into each of the steps in the process and the outcomes of the implementation, including examples of student assignments and the challenges and benefits of the implementation.
DOI
https://doi.org/10.26077/3031-9f6d
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Robertson, Morgan and Robertson, Marla K.
(2022)
"Transforming Curriculum: A Process for Implementing Problem-Based Learning in a College-Level Course,"
Journal on Empowering Teaching Excellence: Vol. 6:
Iss.
1, Article 6.
DOI: [https://doi.org/]https://doi.org/10.26077/3031-9f6d
Available at:
https://digitalcommons.usu.edu/jete/vol6/iss1/6
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, Higher Education and Teaching Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
