115 results found.
| Title | Excerpt | Author | Discipline | Length | Level |
|---|---|---|---|---|---|
| “A Poem has a Life before it Gets into my Anthology?” | Where does the poem you read in an anthology originate? Is the copy in your anthology a good copy of that original? | McKenna, Bernard | English | 1-3 Hours | Intermediate (majors) |
| A Bad Day for Sandy Dayton | Designed to help non-science majors understand forces, motion, and mechanical energy while reconstructing a rear-end auto accident that occurs outside their classroom building. | Duch, Barbara | Physics and Astronomy | 6+ Hours | Intermediate (majors) |
| A Case for Classics | The problem evokes an exploration of texts, which requires students to explore and discuss the texts within a collaborative framework in an effort to uncover how they are a product of setting and society at a certain point in history yet represent elements which make them valuable in contemporary times. | Rita Kumar | English | 6+ Hours | intermediate (non-majors) |
| A Day in the Life of a World-Wide Intern | There is a major crisis in the Force, and your students have now been called into active duty to serve as interns in the World-Wide Legislation. | Nicole Vadino | Sociology | 3-6 hours | Introductory |
| A Day in the Life of John Henry, Traffic Cop | This problem introduces students to conservation of momentum while working through a two-dimensional automobile accident. | Barbara Duch | Physics and Astronomy | 6+ Hours | Introductory (majors and non-majors) |
| A Letter from Dalton | In this problem students must analyze mass data to test a hypothesis proposed by Dalton as a consequence of his postulates concerning the atomic nature of matter. | Susan Groh | Chemistry | 1 Hour or Less | Introductory (majors and non-majors) |
| A Missed Diagnosis | Students are asked to explain why the family physician made an incorrect initial diagnosis, as well as present a theory regarding a correct diagnosis. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| A Pain in the Belly | This problem aids students in the development of their three-dimensional understanding of abdominal anatomy, with particular emphasis paid to the peritoneum and G.I. vascular supply. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Alleviating the AIDS Crisis in South Africa | This problem examines some of the implications of the AIDS epidemic in South Africa and the possible approaches to alleviating it. | Gretchen Bauer | Political Science | 1-3 Hours | Intermediate (majors and non-majors) |
| An Electric Idea | In this problem, students learn to describe the processes occurring in a classic metal displacement type redox reaction, differentiate between spontaneous and nonspontaneous redox processes, differentiate between voltaic and electrolytic cells, and predict voltages for electrochemical cells. | Ruth Lawrie | Chemistry and Biochemistry | 1-3 Hours | Introductory (high school or college) |
| An Experiment in Using Plants to Get the Lead out | In this two-part problem students are given a brief case study to read about how phytoremediation had been successfully used to remove lead from soil at a former manufacturing site. | Michelle Homan | Environmental Science, Research Design | 3-6 hours | Intermediate (majors) |
| An Unwanted Souvenir | Students are asked to develop a hypothesis as to a diagnosis of Ralph’s condition as well as answer anatomically-related and microbiology-related questions. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Are You Sure I’ve Seen You Before? | Students are asked to correctly diagnose the patient and answer several related questions about the patient. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| Athletics Problem | Students are asked to look at demographic data, height, and weight to determine if any relationship exists between the event athletes do and their demographic data | Scott Chamberlin | Statistics | 1-3 Hours | Introductory (middle grade, gifted students) |
| Blankley Corporation: Pension Accounting | learn how to amortize prior service costs, how to calculate the minimum liability, and when to amortize unexpected gains and losses in the later phases. | Philip Cottell | Accounting | 3-6 hours | Intermediate (majors) |
| Carbohydrate Mythology | Students will examine the role of carbohydrates in the diet, micronutrients associated with carbohydrate food sources, and issues surrounding weight loss. | Lindsay Benoit | Nutrition and Dietetics | 3-6 hours | Intermediate (majors) |
| Cebu and Woodard Leases – A PBL Unfolding Problem | Students will be able to understand and perform the technical aspects of accounting for leases. | Philip Cottell | Accounting | 3-6 hours | Intermediate (majors) |
| Challenges to Sustainability in the Developing World | This problem examines the challenges of achieving sustainable development in a world of unintended consequences… | Joshua Duke | Environmental Science | 1-3 Hours | Introductory (non-majors) |
| Cholera and the Science of Medicine | Students explore the essential nature of science processes of evidence, explanation, prediction, experimentation, and communication and how they are used by scientists. | Richard Donham | Science Education | 3-6 hours | Introductory (non-majors) |
| Choosing a Teaching Text: James Joyce’s Ulysses | A major challenge for an instructor involves choosing the best available critical edition of a text for a class. | Bernard McKenna | English | 6+ Hours | Advanced (majors) |
| Choosing Books to Support Elementary Girls’ Science Learning | Students prepare a grant proposal to obtain trade books for elementary science curricula that will support girls’ science learning. | Danielle Ford | Education | 3-6 hours | Intermediate (majors) |
| Cognitive Neuroscience Case Creation | This “build a case” problem provides students with the opportunity to create their own case study from the ground up. | Antoinette Miller | Psychology | 6+ Hours | Advanced (majors) |
| Collaborating to Determine and Meet Student Needs | This provides teacher candidates the opportunity to collaborate as they analyze and evaluate data and information. | Carol Hoyle | Education | 6+ Hours | Intermediate (majors and non-majors) |
| Crossed Circuits | Two roommates argue about each other’s use of energy. Which roommate should pay a utility premium? How much extra? | George Watson | Physics and Astronomy | 1 Hour or Less | Introductory (non-majors) |
| Daddy, Help! I Can’t Get out of the Pool! | Students are walked through a two-part PBL exercise that investigates problems that may occur during bone development in an overweight, but normally active pre-pubescent girl. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Dawn Treader Industries: Long-Term Construction Contracts | Students will be required to make choices when they encounter a cancelled contract in Phase 6 of the problem. | Philip Cottell | Accounting | 1-3 Hours | Intermediate (majors) |
| Dawn’s Eight O’clock | This short text case with accompanying video vignette illustrates the importance of regular, on-time attendance in PBL courses… | Harold White | Problem-based Learning | 1 Hour or Less | Introductory (workshop participants) |
| Deflating Grady | This six-stage problem for a faculty development workshop, introduces faculty to PBL and employs a variety of pedagogical strategies. | Harold White | Faculty Development | 3-6 hours | Introductory (workshop participants) |
| DNA for Dinner | The use of bioengineered food in quick service restaurants is controversial. | Elizabeth Lieux | Biological Sciences, Biotechnology, Faculty Development, Multidisciplinary, Nutrition | 3-6 hours | Introductory (variety of audiences) |
| Doc, is it my heart? | Student is asked to make a diagnosis of the patient’s condition… | Robert Tallitsch | Biological Sciences | 1-3 Hours | Intermediate (majors and non-majors) |
| Does Anyone Know What’s Wrong with Me? | The students are walked through a two-part problem that investigates the anatomy of the knee joint and the results of an injury to one or more structures within that joint. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Emotion and Memory: Bright Lights through Thick Fog | The problem specifically asks students to participate in data gathering and analysis… | Ruth Benander | Psychology | 3-6 hours | Introductory (non-majors) |
| Examining & Practicing Genre & Rhetoric: Problem One | Students research similar documents as sources for their own and reference these sources in written arguments. | Claudia Skutar | Composition and Rhetoric | 6+ Hours | intermediate (non-majors) |
| Examining & Practicing Genre & Rhetoric: Problem Three -Economic | Problem 3 encourages students to think about how they can use the content of their major to solve global problems. | Brenda Refaei | Composition and Rhetoric | 6+ Hours | intermediate (non-majors) |
| Examining & Practicing Genre & Rhetoric: Problem Two | The problem encourages students to find sources, evaluate and analyze them as they construct their arguments in defense of a right. | Rita Kumar | Composition and Rhetoric | 6+ Hours | intermediate (non-majors) |
| Externalities and Managing a Common Property Resource | This problem uses externalities produced by four firms in a common property setting to demonstrate the suboptimal result with simple numbers… | Joshua Duke | Food and Resource Economics | 1 Hour or Less | Intermediate (majors and non-majors) |
| Failed Scones | Students must explore bakeshop principles, recognize ingredients and their uses, understand the function(s) of chemical leavening agents, familiarize themselves with mixing methods and the baking process, and distinguish between quick bread mixing techniques. | Sandra Gross | Nutrition and Dietetics | 1-3 Hours | Introductory (majors and non-majors) |
| Female Circumcision: The Flight of Kasinga | This problem explores the types of female circumcision, reasons why it is done, and if/how it should be stopped. | Karen Webber | Psychology, Women’s Studies | 1-3 Hours | Intermediate (majors and non-majors) |
| Fifty Miles for My Fiftieth Birthday | This PBL problem introduces students to exercise- induced skeletal muscle pathophysiology and the resulting disturbances in homeostasis. | Robert Tallitsch | Biological Sciences | 1-3 Hours | Intermediate (majors) |
| Fire Chicken | Students then follow Mr. Choi through a subsequent clinical visit and are asked to theorize as to the patient’s diagnosis and answer several anatomically related questions. | Robert Tallitsch | Biological Sciences | 1-3 Hours | Intermediate (majors and non-majors) |
| Friend, Can You Spare a Kidney for Our Son Levon? | The issue of the shortage of transplantable kidneys is of growing significance and concern worldwide. | Bieker, Richard | Economics | 6+ Hours | Introductory (majors) |
| Gearding Construction Company: Accounting for Derivatives | …how to account for interest rate swaps under both hedge accounting and no-hedge accounting conditions. | Philip Cottell | Accounting | 1-3 Hours | Intermediate (majors) |
| Granny’s Hip | The students are walked through a 2-part problem that investigates the anatomy of the hip joint complex, the vasculature of the femur, and possible surgical interventions for repair of a fractured or dislocated hip. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Green’s Invasive Plant Dilemma | Student learning objectives include gaining an awareness of the problem of invasive plants | Susan Barton | Plant and Soil Sciences | 3-6 hours | Introductory (non-majors) |
| Guide Map | How do you make a map useful to a blind person? | Allen Price | Geography | 1-3 Hours | Introductory (non-majors) |
| Harry Potter and the Walkabout | This staged-assignment problem is designed make students familiar with some of the academic, cultural, and extracurricular activities and events on their campus. | Dorry Ross | English | 6+ Hours | Introductory (non-majors) |
| Harvest Time Danger | The students are walked through a two-part problem that investigates the anatomy and kinesiology of the upper appendage, as well as the anatomy of the brachial plexus and the sensory innervation of the upper appendage. | Robert Tallitsch | Biological Sciences | 6+ Hours | Advanced (majors) |
| Homecoming Surprise | This problem enables students to examine the results of soft-tissue injuries stemming from hyperflexion of the vertebral column as a result of an improper football tackle. | Robert Tallitsch | Biological Sciences | 1-3 Hours | Intermediate (majors and non-majors) |
| Hosting an Exchange Student | Students will imagine that an exchange student from a Spanish-speaking country is coming to stay with the student’s family for a few weeks as part of a cultural exchange program. | Joseph Fees | Foreign Languages | 3-6 hours | Any |
| How Will I Know if My Students Learned What They’re Supposed to? | In this problem designed for teacher education majors, students evaluate science curricula… | McKenna, Bernard | Education | 6+ Hours | Intermediate (majors) |
| I Gotta Get These Cross Countries Done! | The purpose of this Problem Based Learning exercise is to deepen the participants’ understanding of the weather and aeronautical decision-making. | Saul Robinson | Aviation Science | 1-3 Hours | Intermediate (majors and non-majors) |
| Internet-Certified Genius | In this problem, this widespread interest in IQ scores is used to engage students in learning and communicating about the properties of the normal distribution. | Christie Karpiak | Psychology | 1-3 Hours | Introductory (majors) |
| Is My Pitching Career Over? | The students are asked to (a) diagnose Tom’s problem and (b) address how the problem will affect the kinesiology of Tom’s shoulder joint. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| Is This Normal for Someone My Age? | Students are expected to arrive at a diagnosis as well as develop a three-dimensional understanding of the anatomy and relationships of the uterus, vagina, sigmoid colon, bladder, urethra and rectum. | Robert Tallitsch | Biological Sciences | 3-6 hours | Intermediate (majors) |
| It Must Be a Bad Year for My Allergies | The students follow Bob through a second clinical visit and are asked to develop hypotheses about his clinical condition as well as answer several anatomically related questions. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Jenna’s Wish for Breast Implants | …discussing the advantages and disadvantages of breast implants… | Karen Webber | Psychology, Women’s Studies | 1-3 Hours | Intermediate (majors) |
| Job, Jobs, Jobs and Tax Cuts | Assessment of the student’s learning requires the student submit a paper supporting his/her decision on the effectiveness of the policies and his/her concurrence with the forecast. | Terry Long | Economics | 1-3 Hours | Introductory (non-majors) |
| Kids, Chemicals, and Cancer | …students learn about the biology of cancer and its connection to DNA structure and function… | Deborah Allen | Environmental Science | 3-6 hours | Introductory (non-majors) |
| Mixing Carefully: “Scientific” Jello Preparation | …to involve students with diverse interests in exploring the scientific method in a ‘practical’ laboratory setting… | Marco Fornari | Physics and Astronomy | 6+ Hours | Introductory (non-majors) |
| My Aching Back | The problem then follows Frank as the pain reappears, and he is evaluated by his family physician and an orthopedic surgeon. | Robert Tallitsch | Biological Sciences | 3-6 hours | Intermediate (majors and non-majors) |
| National Film Preservation Problem | This real-world problem puts students in the position of making their own judgments about film and connecting those judgments to a visible purpose. | Bryan Johnson | English | 3-6 hours | Advanced (majors) |
| Ohio Energy Company: Accounting for Joint Ventures | …students will understand how to account for and reconcile differences in outside basis and inside basis. | Philip Cottell | Accounting | 1-3 Hours | Intermediate (majors) |
| Organic Mystery | In this problem, students learn to identify functional groups in organic molecules, learn to represent organic molecules using condensed and bond-line structures, learn to distinguish between types of organic reactions, learn to relate physical and chemical properties to structure. | Ruth Lawrie | Chemistry and Biochemistry | 1-3 Hours | Introductory (majors) |
| Out of Control | The population of Lesser Snow Geese is growing exponentially in the US and Canada. | Linda Dion | Biological Sciences | 1 Hour or Less | Introductory (majors) |
| Painting the Blues | The synthesis and composition of several blue pigments provide a context for exploring key ideas in stoichiometric calculations. | Susan Groh | Chemistry | 1 Hour or Less | Introductory (majors and non-majors) |
| Partnership Formation: Urban Decay | …students to submit a paper based upon their research to support their conclusions and through peer evaluations. | Susanne Ninassi | Business Administration | 1-3 Hours | Introductory (non-majors) |
| Pass the Buffer-in | A student needing to prepare a pH 7.5 buffer must decide whether an unlabeled recipe will do the job. | Susan Groh | Chemistry | 1-3 Hours | Introductory (majors and non-majors) |
| Please Don’t Tell My Parents | The problem asks students to make a diagnosis, while learning three-dimensional anatomical relationships. | Robert Tallitsch | Biological Sciences | 3-6 hours | Intermediate (majors and non-majors) |
| Protecting/Stealing the Trillion-Dollar Bill | This problem encourages students to investigate sensor integration as part of a mechatronics course in mechanical engineering. | James Mynderse | Mechanical Engineering | 6+ Hours | Advanced (majors) |
| Responding to Economic Crisis in Africa | This problem deals with the economic crisis currently plaguing many countries in Africa. | Gretchen Bauer | Political Science | 6+ Hours | Introductory (majors and non-majors) |
| Rice-a-Roni: A San Franciso Treat | Students design the electric wiring portion of a home remodeling project. | George Watson | Physics and Astronomy | 1-3 Hours | Introductory (non-majors) |
| Riverside’s Dilemma | …students encounter concepts in acid-base chemistry – e.g., weak and strong acids and bases, neutralization reactions, and related equilibrium calculations. | Susan Groh | Chemistry | 1-3 Hours | Introductory (majors and non-majors) |
| Roots: Exploring our Distant Ancestry | This problem/activity challenges students to provide structured arguments and evidence for their belief-based conclusions on either side of the creation-evolution issue. | Harold White | Biological Sciences | 1-3 Hours | Introductory (majors) |
| Saving for a Rainy Day | …students must deal with concepts of heat and energy transfer, heat capacities, phase transitions and related enthalpy changes. | Susan Groh | Chemistry | 1 Hour or Less | Introductory (majors and non-majors) |
| Share and Share Alike | The problem employs written, oral and visual communication and requires the faculty to conduct individual research and work effectively as a team member. | Susan Groh | Faculty Development | 3-6 hours | Introductory |
| Simple Staged Problem for Introduction of PBL Process | This problem begins with a conversation between two individuals regarding international travel, staged to guide the participants to consider concerns associated with solo travel to another country. | George Watson | Faculty Development | 1 Hour or Less | Introductory (professors and teachers) |
| Solving Economic Underdevelopment in the Third World | You have been elected to office because you promised to solve once and for all the problem of underdevelopment in your country. Now is time to show the plan. | Julio Carrion | Political Science | 6+ Hours | Intermediate (majors and non-majors) |
| Something Is Horribly Wrong, Doc, – Embarrassed to Talk About It | The student is asked to diagnose Brian and to answer a series of questions related to Brian’s problems and associated structures of the central nervous system. | Robert Tallitsch | Biological Sciences | 3-6 hours | Introductory (majors and non-majors) |
| Spring Break: A Lesson in Circuits | This case, taught in a problem-based learning format, introduces students to the topics of electricity and circuits within the context of house wiring. | Barbara Duch | Physics and Astronomy | 6+ Hours | Introductory (majors and non-majors) |
| Stormy Weather | Where will it rain? Where will it clear up? And what will the weather be like where you are? | Allen Price | Geography | 1-3 Hours | Introductory (non-majors) |
| Street Fight | Students are asked to diagnose Rick’s medical condition. | Robert Tallitsch | Biological Sciences | 3-6 hours | Intermediate (majors and non-majors) |
| Student Affairs Identity Crisis | Through a full semester examination of multiple problems and issues facing the student affairs profession, students will work in teams to develop their own vision and strategic plan for the entire profession. | James Tweedy | Education | 3-6 hours | Advanced (majors) |
| Taste Sensations | Students become part of a business that prepares and sells flavored vinegars, infused oils, flavored pestos, and other natural and healthful food items. | Sandra Gross | Nutrition and Dietetics | 1-3 Hours | Introductory (majors and non-majors) |
| Teaching Exceptional Adolescents | Students in this course worked through a series of problem-based learning exercises… | Laura Eisenman | Education | 6+ Hours | Introductory (majors) |
| Teetering on the Brink of Extinction? (Or Is It Too Late?) | …students are introduced to molecular genetics as a tool for making decisions relevant to a population… | Richard Donham | Biological Sciences | 3-6 hours | Introductory (non-majors) |
| Terror in the Toilet Bowl | …provides students with an opportunity (1) to learn how to derive the rate law of a mechanism from initial rate and concentration data, and (2) to learn what sort of information might be obtained from plotting concentration vs. time data from a kinetic experiment. | Susan Groh | Chemistry | 1-3 Hours | Introductory (majors and non-majors) |
| The Brominator | In this problem, students: learn to predict formulas for the products of “metal + nonmetal” reactions… | Susan Groh | Chemistry | 1-3 Hours | Introductory (science majors) |
| The Carlsons’ Dilemma | …students will be able to learn about capital budgeting concepts in a typical first course in Financial Management. | Canchepuram Narayanaswamy | Finance | 1-3 Hours | Introductory (majors) |
| The Complaining Husband | As the students progress through the problem they will be confronted with issues dealing with the pyramidal and extrapyramidal motor systems, as well as the long ascending sensory spinal tracts. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| The Complaining Postal Carrier | The problem is designed to aid the students in the development of a three-dimensional understanding of the vasculature of the upper appendage. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| The Disgruntled Baseball Fan | This problem provides an engaging introduction to descriptive statistics for students in the social and behavioral sciences… | Christie Karpiak | Psychology | 3-6 hours | Introductory (majors) |
| The Fastest Man in the World | This problem introduces students to speed and acceleration. | Barbara Duch | Physics and Astronomy | 3-6 hours | Introductory (non-majors) |
| The First Thanksgiving | …students explore food laws and standards relating to the purchase of high quality poultry… | Carolyn Manning | Nutrition and Dietetics | 1-3 Hours | Introductory (majors) |
| The Good Life | This two- to four-week problem asks students to consider the hypothesis that “money makes people happy.” | Beth Morling | Psychology | 3-6 hours | Intermediate (majors) |
| The Restless Baby | …student develop a three-dimensional understanding of the anatomy of the pleural cavities by investigating the signs and symptoms of an eight-month-old infant with pleurisy. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| The Road to Rockingham | …helps students understand the anatomy of the neck by investigating possible injuries that could result from a high-speed automobile accident. | Robert Tallitsch | Biological Sciences | 6+ Hours | Intermediate (majors and non-majors) |
| The Sweet Spot | Students use two-dimensional kinematics to estimate reaction times for pitchers, distance ranges, and trajectories of baseballs. | Edmund Nowak | Physics and Astronomy | 3-6 hours | Introductory (majors and non-majors) |
| The Woozy Smoker | Students are given the results of a series of physical examinations and laboratory tests and are asked to diagnose the patient… | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Advanced (majors) |
| To Lease or to Buy? | The problem focuses on whether leasing or buying an asset is less expensive. | Canchepuram Narayanaswamy | Finance | 1-3 Hours | Intermediate (majors) |
| To Resuscitate or Not to Resuscitate? | Several rules and documents have been put into place to help ensure the patient’s wishes are carried out. This case is an example of how the different wishes of the patient and healthcare practitioner can come into conflict. | Polich, Susan | Medical Education | 1-3 Hours | Introductory (majors) |
| Tracy Lynn’s “Yellow Banana” | Students learn about conservation of momentum in working through this problem. | Barbara Duch | Physics and Astronomy | 3-6 hours | Introductory (majors and non-majors) |
| Ubbes Company: Earnings Per Share | …students will have learned the complexities of computing and reporting the earnings per share ratio. | Philip Cottell | Accounting | 1-3 Hours | Intermediate (majors) |
| Uff Da–Why Does This Hurt, Doc? | Students are asked to develop a diagnosis… | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| Vance Corporation: Cash Flow Statement | …students will be able to prepare a comprehensive cash flow statement using both the direct and indirect methods. | Philip Cottell | Accounting | 3-6 hours | Intermediate (majors) |
| Vehicle Fatalities in Delaware | …group-based activity explores policy-relevant information on vehicle fatalities in the state of Delaware. | Andrea Sarzynski | Public Policy | 1-3 Hours | Intermediate (majors) |
| Watson Enterprises: Accounting for Marketable Equity Securities | …problem designed to engage the students with the topic of accounting for a portfolio of equity securities under FASB 115. | Philip Cottell | Accounting | 1-3 Hours | Intermediate (majors) |
| What a Drag! | Students explore the effects of air resistance on the path of a baseball. | Edmund Nowak | Physics and Astronomy | 1-3 Hours | Introductory (majors) |
| What Did You Say, Doc? | As the students progress through this two-part problem, they will be confronted with issues dealing with cranial nerve function, brain stem function, and the determination of the location of the possible lesion. | Robert Tallitsch | Biological Sciences | 6+ Hours | Intermediate (majors and non-majors) |
| What Is the Cause of This Swelling and Why Am I Short of Breath? | This two-step problem asks students to develop a diagnosis for the patient, as well as answer several anatomically-related questions. | Robert Tallitsch | Biological Sciences | 1 Hour or Less | Intermediate (majors and non-majors) |
| What Is Wrong with My Child, Doc? | Students are asked to provide a diagnosis for the patient. | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| Where is That Long-Term Debt Program for Big Moo? | …students will identify the types of evidence that they need and where they can get them (knowledge) to form an opinion about LTD. | James Hansen | Accounting | 1-3 Hours | Intermediate (majors) |
| Who Owns the Geritol Solution? | The Geritol solution is based on the premise that iron availability limits primary productivity in the high-nutrient, low-productivity zones of certain ocean waters. | Deborah Allen | Biological Sciences | 6+ Hours | Introductory (majors and non-majors) |
| Why Am I Getting More Clumsy, Doc? | The students are presented with symptoms and test results in a two-part problem and are asked to develop a diagnosis… | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| Will I Ever Be Able to Run Again, Doc? | Students are asked, through this two-part problem, to arrive at a diagnosis for the patient… | Robert Tallitsch | Biological Sciences | 3-6 hours | Advanced (majors) |
| Winter Woes | A series of events on a cold winter’s day are used to introduce various concepts associated with solutions, including driving forces behind solution formation and colligative properties. | Susan Groh | Chemistry | 1-3 Hours | Introductory (majors and non-majors) |