University of Delaware

PBL2004, Cancun

Problem-Based Learning inPeruvian Higher Education:

Pontificia Universidad Católica del Perú

Deborah Allen and George Watson

Luis Bretel and Patricia Morales

Quality Science and Math Education for Future Public School Teachers

www.udel.edu

Delaware, USA

www.pucp.edu.pe

Lima, Perú

Funding Opportunities

ALO: Association Liaison Office for University Cooperation in Development

USAID: United States Agency for International Development

Promoting Higher Education Partnerships for

Global Development

ALO/USAID

The Institutional Partnership Program links the technical and human capacity-building strengths of higher ed institutions in the U.S. with counterparts abroad to address these goals:

• to encourage broad-based economic growth and agricultural development;

• to strengthen democracy and good government; • to build human capacity through education and

training; • to stabilize world population and to protect human health; • to protect the world’s environment for long-term

sustainability; • to reduce suffering associated with natural or man-made

disasters and to re-establish conditions necessary for political and/or economic development.

Objectives of our Project

Obtain greater achievement in math and science by Perúvian children.

Develop pre-service teachers trained with best curricular materials and pedagogical methods available, in particular PBL.

Train math and science educators at universities and pedagogical institutes to use these methods.

Overview of Project Activities

Barriers to Change to PBLIdentified by UD Faculty

Lack of formal education in teaching and learning

Lack of PBL problems in the disciplineClassroom configurationTime/ResourcesSupport of traditional colleagues in their

disciplinesLack of institutional/professional rewards

for teaching

Institute for TransformingUndergraduate Education

ITUE was created in 1997 to promote reform of undergraduate education through faculty development and course design and to infuse the institution with a successful model of instruction.

Institute Fellows receive hands-on experience in employing active learning strategies and effective use of technology in their classrooms.

Features of ITUE

Faculty mentoring faculty:Leaders mentoring new FellowsExperienced Fellows mentoring new FellowsExperienced Leaders mentoring new LeadersNew Fellows working in groups

Faculty-led training and interactions:Week-long experiential workshopSpecial follow-up sessionsReview and sharing sessionsBrown-bag lunches

A safe and collegial environment for learning

Week-Long Sessions

Education Reform andActive/Group LearningUse of Technology

Experience It Yourself:Problem-Based Learning

Getting Started:The Syllabus

The Internet as a Learning Resource

Getting Started with Groups

Problems and Cases:Writing Material for Your Course

Internet Resources for Your Course

Assessment in a Student-Centered Classroom

Building a Web Site for Your Course

Models of PBL for Large Classes

Transfer of ITUE to PUCP – Project Activities

Timeline of the Project

Preliminary activities:

May 2001initial visit of PUCP to UD

April 2002readiness assessment visit

of UD to PUCP

Oct 2002 PBL training of six PUCP

professors at UD

PUCP Faculty Visit UD to Plan Workshops

Timeline of the Project

Activities accomplished in year 1:

Nov 2002 Design PBL workshop for PUCP

Jan 2003 Deliver PBL workshop at PUCP

(80 professors)

Feb-current Implement redesigned courses

Aug 2003 Evaluate PUCP experiences

Location

and

Workshop Team for First Year

Workshop Delivery

and

Workshop Activities

Sharing,

Reflection,

and

More Planning

Timeline of the Project

Activities in year 2:Feb 2004 External workshop for five

pedagogical institutesand others (85 participants)

Mar-Jul 04 Implement redesigned coursesAug 2004 Evaluation of ProjectSept 2004 Publication

Plan future steps?

Development of PBL at PUCP

PBL implementation in Science and Engineering courses

Science courses:

Math 1Physics 1Chemistry 1 and 2Valence and StructureChemical Technology

Engineering courses:

Drawing in EngineeringSimulation of SystemsElectronic Design 1Foundations of ProgrammingInformation Systems 2 Industrial Maintenance Ethical Professional in Civil Eng.

Some of the courses that implemented PBL are:

Some Examples...

The collapse of “The Scorpion”

Course: Physics 1 General Science Studies

Professors:P. Pereyra, J. Phan, C. Pizarro y J. Quiroz

Topic covered: Hydrostatic

The collapse of “The Scorpion”

In may 22, 1968 the Navy of the United States lost a nuclear submarine in the Atlantic Ocean. At the moment of its disappearance its position was ignored, but it was known that it was sailing from Azores islands towards its base in the United States. Three hypotheses were handled on the causes of the collapse: - it had been sunk by the Russians - there was a mechanical problem in the submarine -one of the submarine torpedo exploted

The students must find out what happened, as well as to determine if the crew died drowned or squashed by the pressure of the water.

Scenario abstract

Who killed Jane Wilson?

Course: Chemistry 1 General Science Studies

Professor:P. Morales

Topic covered: Introduction to Organic And Biological Chemistry

Who killed Jane Wilson?

Jane Wilson was a scientific worker in a pharmaceutical company. One night she was found death in her apartment. There were enough evidences to suspect that it was a murder. Students were presented to the crime scene, the proofs the police gathered and the testimony of the witnesses. The main suspects were the housekeeper, Jane’s boyfriend, a rival pharmaceutical company, or perhaps simply it was a suicide.

The students must elaborate a hypothesis about the solution of the crime and indicate a possible murderer, if one was to be found.

Scenario abstract

A Nuclear Power Plant in Mosokllacta

Course: Chemistry 2 General Science Studies

Professors:P. Morales, J. SánezTopics covered: Chemical Energy Resources and Environmental Chemistry

A Nuclear Power Plant in Mosokllacta

Mosokllacta was a calm and colorful town until the government decides to install a plant of nuclear energy in the zone. The authorities decide to make a referendum to know the population opinion. A group of civil associations decides to make an informative campaign about the advantages and disadvantages of the different chemical power plants. Soon, a forum will be made that will analyze the environmental problems involved with these power plants and finally the referendum will be carried out.

In different stages, the students must assume the play of the informative campaign organizers, the participants of the forum and the population that participates in the referendum.

Scenario abstract

The automatic door

Course: Introduction to Electronic Engineering General Science Studies

Professor:M. Cataño

Topic covered: DC electrical circuits and basic circuits with electronic devices

The automatic door

The Bolivar hall of the Local Museum of Barranca Province has had many problems of security lately. The Director of the museum has sent an invitation to the coordinator of the section Electricity and Electronics of the PUCP so that the students present proposals of an automatic door design. The door must open to the passage of the people and activate an alarm in case somebody tries to force it in schedule closed to the public. The costs of the design must be the lowest possible.

The students must present a proposal at the end of the semester. The best design will be chosen.

Scenario abstract

Unanticipated Results or Impacts

• Into PUCP

• In Peru

• Out of Peru

Within PUCP

• Translation into Spanish and publication of the “Power of Problem Based Learning”(A book about Delaware experiences).

• Over 100 non-science or non-engineering professors participated in six PBL workshops conducted for MAGISPUCP in the two last years.

• The current preparation of a new book that presents PUCP PBL experiences and researches in several departments (among science and engineering).

Within PUCP• Success of international conference in Aug

2003 led to the decision to propose a conference site of PBL2006 in Lima.

• The continuous increase of number of professors who now are discussing and reflecting about teaching and learning.

• Two engineering departments (Electronic and Mechanical), are transforming their curriculum into a PBL format (like “hybrid curriculum” of Queen’s University of Canada), etc.

Outside PUCP, within Peru• Many private and public institutions (schools

and universities) are interested in our PBL experiences and want to participate in PBL training.

• Our trained professors have conducted workshops for high school teachers:Fe y Alegria, San Agustin, Trener, Inmaculada,

Antonio Raymondi.

• And in higher education:Universidad Privada del Norte, Universidad

Peruana de Ciencias Aplicadas, Universidad Nacional de Ingeniería, Universidad Agraria del Centro, Instituto Nuestra Señora del Rosario.

Outside Peru

• George Watson provided two-day PBL workshops in Guayaquil, Ecuador, (ESPOL, Oct 2003); and in Santa Cruz, Bolivia, (UTEPSA, March 2004).

• Professors from Mexico, Cuba, Chile and Colombia have participated in our past PBL workshops.

Outside Peru

• PUCP Professors provided PBL workshops in other countries:Chile (Universidad del Bio Bio and Universidad

Católica del Norte (Chile)), México (Universidad de Colima) and Colombia (Corporación Universitaria Autónoma de Cali).

• Professors from Chile, Colombia and Mexico visited (in last 2 years) PUCP, to know directly our PBL experiences.

Future Steps?

• PUCP/UD satellite efforts in other cities of Peru with Lima as hub.

• Expanded in-service efforts in working with primary and secondary teachers.

• Network of PBL materials and other pedagogical developments translated into Spanish.