Engendering the Scholarship of Problem-based Learning

Authors

Betsy Palmer, Montana State UniversityFollow
Claire Major, The University of AlabamaFollow

Abstract

In this case-based research article, we describe how the implementation an instructional method, problem-based learning, across disciplines at a single institution stimulated scholarship on teaching among the faculty involved in the project. We conducted interviews with 30 participating faculty and administrators and triangulated these data with a document analysis of project documents, course portfolios, meeting minutes, and the project Web site. Our institutional-level analysis focuses on the campus environment and how it supported and/or constricted the scholarship of teaching across campus. At the faculty-level, we describe faculty perceptions about and experiences with producing scholarship on their own teaching.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Palmer, Betsy and Major, Claire (2007) "Engendering the Scholarship of Problem-based Learning," International Journal for the Scholarship of Teaching and Learning: Vol. 1: No. 2, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2007.010205