Problem-Based Learning and Mayville State University

First, use school traditions. Mayville State has a strong tradition of faculty development. Teaching remains the primary criterion (70%) for promotion and tenure, and faculty are generally interested in effective teaching strategies. Previous faculty development projects in cooperative learning (1992-95) and critical thinking (1999-2002) attracted 80% faculty participation. When polled, 75% of faculty voted for PBL as the direction they would like to see faculty development take.

Second, locate funding. Regrettably, Mayville State is a school with a very minimal faculty development budget, so the Governance Committee must also serve as a grant writing committee. The Bush Foundation of St. Paul has funded all three of the major faculty development programs. The present PBL grant is funded in the amount of $150,000 for three years.

Third, train a core group. In June, 2002 Mayville State sent nine faculty leaders representing all academic divisions, to the University of Delaware’s PBL workshop in Baltimore. These faculty then constituted a core group, trained in PBL fundamentals, who could be advocates for PBL and serve as mentors and guides for colleagues.

Fourth, build a base. Mayville State was awarded the PBL grant in November of 2002, too late in the academic year to sponsor an introductory PBL workshop for all faculty. Since the core group—and others—were starting to develop rudimentary problems in classes they taught, these faculty used CTAAC News, our faculty development newsletter, to share these problems with the entire faculty. Some problems were from general education courses in composition, economics, and chemistry; others were from advanced courses in library science, physical education, business administration, sociology, and early childhood. Some problems were as short as a week in duration; others were semester-length projects. Some were used as a means of mastering content; others were used primarily as assessment tools.

Fifth, bring a nationally known presenter to campus. The success of earlier faculty development grants was largely the result of the quality of presenters we were able to attract. Neil Davidson, Karl Smith, Barbara Millis, Phil Cottell and Susan Prescott came to Mayville to do workshops in Cooperative Learning. Gerry Nosich and Richard Paul came for Critical Thinking, Toby Fulweiler for Journals, and Tony Gregorc for Learning Styles. In August of 2003 we were able to bring Claire Major from the University of Alabama to Mayville. 34 of our 42 faculty attended the two-day workshop and came away with a great deal of enthusiasm for the possibilities of PBL.

Sixth, provide stipend for faculty who develop and implement PBL activities in classes. One session of Dr. Major’s workshop provided time for faculty to germinate ideas for problems in their classes. Following the workshop, all faculty were provided stipends for each problem implemented in their classes. To receive the $100 stipend, faculty provided a description of the assignment and filled out an assessment sheet telling what happened during implementation and how well the problem worked. To date, thirteen faculty have submitted twenty problems actually taught in class.

Finally, develop problems for all majors and minors. One goal of the grant was that every graduate of Mayville State would have at least one major problem-based learning experience in his/her major and minor. In February 2004 Carol Dean from Samford University came to campus to work with the Teacher Education faculty to develop problems in Early Childhood Education, in Elementary Education and in Psychology. Those problems were team drafted and will be implemented in the appropriate classes in the 2004-2005 academic year. In April, 2004 Eric Fournier, also from Samford University, came to campus to work with English and Social Sciences faculty. In the 2004-2005 academic year faculty responsible for Young Adult Literature, for Drug Awareness and for Argumentation and Debate will begin to implement problems. Similar workshops are scheduled for the Business Division, for the Physical Education division, and for the Science/Math division in the coming year. Funding is budgeted not only for writing and implementing problems, but also for developing an assessment plan for measuring the project.

One of the disadvantages of being a small campus is that all campus activities affect every faculty member. For example, a visit from a national accrediting body such as NCATE or NCA involves nearly everyone and cuts into the energy of the campus. But as a result of the above strategies, most Mayville State faculty are becoming aware of PBL; many are taking advantage of grant activities; and some are trying problems in their classes.