Mastering problem-based learning and case-based instruction techniques in a faculty learning community

Abstract

Problem-based learning (PBL) and case-based instruction (CBI) are instructional techniques that have been successfully implemented in a variety of disciplines. PBL and CBI promote students' skills in problem-solving, analysis, self-directed learning, and collaboration. It is, however, a creative and often time-consuming task to discover, design, and present a good problem or case that is attractive to students, appropriate for course content, and relevant to the subject. We have attempted to master PBL and CBI techniques through a faculty learning community (FLC), in which a group of six faculty members from diverse disciplines worked together to develop a joint, multi-faceted case study. As the FLC explored PBL and CBI techniques, the group discovered that the FLC provided a rich environment for sustained intellectual exchange. In this paper, we describe the experience of the group as a whole as well as the learning experiences of individual FLC members. Our experiences show that FLCs are an effective, engaging, and inexpensive way for faculty members to learn new teaching approaches such as PBL and CBI