Using Problem Based Learning to Develop Class Projects in Upper Level Social Science Courses: A Case Study with Recommendations

Dani V. McMay, Kathleen Gradel, Christopher Scott

Department of Language, Learning & Leadership, College of Education, SUNY-Fredonia, Fredonia, USA.
Department of Psychology, SUNY-Fredonia, Fredonia, USA.

DOI: 10.4236/ce.2013.41009                

Abstract

Problem Based Learning is often used as the pedagogy for an entire course. However, instructors wanting to try PBL for the first time may find this intimidating. An alternative is to use this pedagogy for a class project and not the entire class. Students in an upper level psychology course used Problem Based Learning to create a transitional facility for ex-offenders in a rural county where currently none exists. Students gained insight into community services, the needs of the target population, and how to match clients’ need with services in the community. This project can be used as a model for instructors in the fields of psychology, sociology and social work.

Keywords

Problem Based Learning; Class Projects; PBL; Social Science Education; Group Projects; Grading Rubrics

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Academy of Criminal Justice Sciences (2005). Certification standards for college/university criminal justice baccalaureate degree programs. URL (last checked 10 October 2012). http://www.acjs.org/pubs/uploads/ACJSCertificationStandards-Baccalaureate.pdf
[2]	Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, 271-311.
[3]	Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palinscar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.
[4]	Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press.
[5]	Brown, A. L., Bransford, J. D., Ferrara, R., & Campione, J. (1983). Learning, remembering and understanding. In J. H. Flavell, & E. M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 77-166). New York: Wiley.
[6]	Burke, K. (2011). From standards to rubrics in six steps: Tools for student learning (3rd ed.). Thousand Oaks, CA: Corwin Press.
[7]	Crack, A. M. (2007). Undergraduate group projects: Student experiences of collaboration and self-assessment. International Journal of Learning, 14, 163-169.
[8]	Davidson, W. S., Petersen, J., Hankins, S., & Winslow, M. (2010). Engaged research in a university setting: Results and reflections on three decades of a partnership to improve juvenile justice. Journal of Higher Education Outreach and Engagement, 14, 47-67.
[9]	Falchikov, N. (2004). Involving students in assessment. Psychology Learning & Teaching, 3, 102-108. doi:10.2304/plat.2003.3.2.102
[10]	Gezie, A., Khaja, K., Chang, V., Adamek, M. E., & Johnsen, M. (2012). Rubrics as a tool for learning and assessment: What do baccalaureate students think? Journal of Teaching in Social Work, 32, 421-437. doi:10.1080/08841233.2012.705240
[11]	Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School Computer Technologies Journal, 5, 1-17.
[12]	Green, R., & Bowser, M. (2006). Observations from the Field: Sharing a Literature Review Rubric. Journal of Library Administration, 45, 185-202. doi:10.1300/J111v45n01_10
[13]	Harvey, L. K., & Mitchell, A. D. (2006). Beyond the criminal arena: The Justice Studies Program at Winston-Salem State University. Journal of Higher Education Outreach and Engagement, 11, 41-52.
[14]	Holmes, L. E., & Smith, L. J. (2003). Student Evaluations of Faculty Grading Methods. Journal of Education for Business, 78, 318-323. doi:10.1080/08832320309598620
[15]	Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. Washington DC: American Psychological Association. doi:10.1037/10266-000
[16]	Kenny, M. E., Simon, L. K., Kiley-Brabeck, K., & Lerner, R. M. (2002). Learning to serve: Promoting civil society through service learning. Boston, MA: Kluwer Academic Publishers.
[17]	Kezar, A., & Rhoads, R. (2001). The dynamic tensions of service learning in higher education: A philosophical perspective. The Journal of Higher Education, 72, 148-171. doi:10.2307/2649320
[18]	Khabiri, M., Sabbaghan, S., & Sabbaghan, S. (2011). The Relationship between peer assessment and the cognition hypothesis. English Language Teaching, 4, 214-223.
[19]	Kretchmar, M. D. (2001). Service learning in a general psychology class: Description, preliminary evaluation, and recommendations. Teaching of Psychology, 28, 5-10. doi:10.1207/S15328023TOP2801_02
[20]	Li, L. Y. (2001). Some refinements on peer assessment of group projects. Assessment & Evaluation in Higher Education, 26, 5-18. doi:10.1080/0260293002002255
[21]	Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science. The Elementary School Journal, 97, 341-358. doi:10.1086/461870
[22]	Murray, J., & Summerlee, A. (2007). The impact of problem-based learning in an interdisciplinary first-year program on student learning behaviour. Canadian Journal of Higher Education, 37, 87-107.
[23]	Myers, S. A. (2012). Students’ perceptions of classroom group work as a function of group member selection. Communication Teacher, 26, 50-64. doi:10.1080/17404622.2011.625368
[24]	Pepper, C. (2008). Implementing problem-based learning in a science faculty. Issues in Educational Research, 18, 60-72.
[25]	Papadopoulos, P. M., Lagkas, T. D., & Demetriadis, S. N. (2012). How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in computer networking course. Computers & Education, 59, 182-195. doi:10.1016/j.compedu.2012.01.005
[26]	Quinlan, A. M. (2011). A complete guide to rubrics: Assessment made easy for teachers of K-College (2nd ed.). Lanham, MD: Rowman & Littlefield Education.
[27]	Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35, 435- 448. doi:10.1080/02602930902862859
[28]	Reitmeier, C. A., Svendsen, L.K., & Vrchota, D. A. (2004). Improving oral communication skills of students in food science courses. Journal of Food Science Education, 3, 15-20. doi:10.1111/j.1541-4329.2004.tb00036.x
[29]	Saito, H., & Fujita, T. (2009). Peer-assessing peers’ contribution to EFL group presentations. RELC Journal: A Journal of Language Teaching and Research, 40, 149-171.
[30]	Scott, E., Van der Merwe, N., & Smith, D. (2005). Peer assessment: A complementary instrument to recognise individual contributions in IS student group projects. The Electronic Journal of Information Systems Evaluation, 8, 61-70.
[31]	Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
[32]	Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249-276. doi:10.2307/1170598
[33]	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20-27. doi:10.1080/00405840802577569
[34]	Woolfolk, A. (2010). Educational psychology (11th ed.). Upper Saddle River, NJ: Merrill.
[35]	Yining, C., & Hao, L. (2004). Students’ perceptions of peer evaluation: An expectancy perspective. Journal of Education for Business, 79, 275-282. doi:10.3200/JOEB.79.5.275-282