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Association: Name: The Midwest Political Science Association URL: http://www.indiana.edu/~mpsa/
Citation: URL: http://www.allacademic.com/meta/p83968_index.html Direct Link: HTML Code:

High-Pippert, Angela. and Lyttle, Lisa. "Problem-Based Learning in a Political Science Classroom: Perspectives of a Professor and anUndergraduate Student" Paper presented at the annual meeting of the The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois, Apr 15, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p83968_index.html>

High-Pippert, A. and Lyttle, L. , 2004-04-15 "Problem-Based Learning in a Political Science Classroom: Perspectives of a Professor and anUndergraduate Student" Paper presented at the annual meeting of the The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p83968_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Problem-based learning allows students to learn disciplinary knowledge while strengthening critical-thinking, problem-solving, and research skills. In this paper, we describe two experiences with problem-based learning in an introduction to American public policy course, from both a professor’s and undergraduate student’s perspective. The professor’s perspective includes discussing the nature of the problem presented to students, learning objectives, methods of assessment, and student reactions to the projects. This paper also provides strategies for easing the transition of students into more self-directed learning, as well as overcoming resistance to group work. The undergraduate student’s perspective is based on her experience with problem-based learning as both a student and a researcher. Her insights into how students actually work together to develop learning issues and seek solutions to the problem adds a dimension that is often missing from articles on teaching and learning strategies.

Faculty-Student Service Learning, Research Teams and Political Science Concepts: The Case of a Historic Green-Building Project on a College Campus

Use of Asynchronous Web-Based Discussion Board by Students to Supplement a Problem-Based Learning Patient-Case Assignment

To Learn or Not to Learn, That IS the Question: Teaching and Outcome Assessments in Political Science Using Problem Based Critical Incident Technique