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35 Biological Sciences 1 Biotechnology 11 Chemistry 9 Accounting 1 Aviation Science 1 Business Administration 3 Chemistry and Biochemistry 3 Composition and Rhetoric 3 Economics 7 Education 5 English 3 Environmental Science 4 Faculty Development 2 Finance 1 Food and Resource Economics 1 Foreign Languages 2 Geography 1 Mechanical Engineering 1 Medical Education 1 Multidisciplinary 5 Nutrition 4 Nutrition and Dietetics 10 Physics and Astronomy 1 Plant and Soil Sciences 3 Political Science 7 Psychology 1 Public Policy 1 Research Design 1 Science Education 1 Sociology 1 Statistics 2 Women’s Studies
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13 Advanced (majors) 1 Any 22 Intermediate (majors and non-majors) 20 Intermediate (majors) 5 Intermediate (non-majors) 53 Introductory 1 Introductory (high school or college) 17 Introductory (majors and non-majors) 11 Introductory (majors) 1 Introductory (middle grade, gifted) 16 Introductory (non-majors) 1 Introductory (professors and teachers) 1 Introductory (science majors) 1 Introductory (variety of audiences) 2 Introductory (workshop participants)
Simple Staged Problem for Introduction of PBL Process
Length: 1 Hour or Less
Discipline: Faculty Development
Level: Introductory (professors and teachers)
Author: Watson, George
“For faculty development sessions there is often a need for a simple, staged problem that does not require investigation using additional resources. Limited workshop time or limited immediate access to Internet resources constrains the complexity of the ‘Experience It Yourself’ problem that is the customary starting point for PBL training facilitated by the University of Delaware.
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.”