The Advanced Manufacturing PBL Project

Student Learning

Problem Based Learning (PBL) is an educational method that engages students in inquiry-based real world problem-solving. Used extensively in medical education since the 1970s, PBL is an instructional approach that teaches students “how to learn” by collaboratively solving authentic industry problems. While already adopted in fields including business and law, it is only beginning to emerge in science, technology, engineering and mathematics (STEM) education.

PBL is an exciting and challenging alternative to traditional lecture-based instruction that provides students with learning experiences that engage them directly in the types of problems and situations they will encounter in the 21^st century workplace. Students of PBL become active participants in their own learning as they encounter new and unfamiliar learning situations where problem parameters are ill-defined and ambiguous — just like in the real world.

When utilizing the PBL approach, learning occurs collaboratively in small groups, problems are presented before any formal preparation has occurred — the problem itself drives the learning — and new information is acquired via self-directed learning.

Research shows that compared with traditional lecture-based instruction, PBL improves:

• Student understanding and retention of ideas.
• Critical thinking and problem-solving skills.
• Motivation and learning engagement.
• The ability to work in teams.
• The ability to transfer skills and knowledge to new situations.

The PBL Challenge model is designed to scaffold student learning by acclimating students to PBL through their own learned experience. Instructors have the option to choose an implementation approach to PBL that range from the structured (entirely instructor-led, least student autonomy), to guided (instructor-guided, increased student autonomy) and open-ended (instructor as facilitator, most student autonomy) levels based on students’ experience with PBL.

To access the PBL Challenges, please visit www.pblprojects.org.

What are students saying about PBL?

"PBL teaches you what to do when you don't know what to do. First, by process of elimination, you learn what you do know and then it gives you clear steps on how to go about researching the parts that you don't know. The 'Whiteboards' helped me with time management, taught me what to do, when to do it, and helped me not to be afraid of a problem, to tackle a problem that I had never seen before and to come up with an answer that was at least close to the mark. That was very valuable."

- Springfield Technical Community College, Mass.

Photo: Three Rivers Community College

"What I liked most was presenting our solution. It let me get a feel for what professionals do every day."

- South River High School, Md.

Photo: Central Methodist University & Columbia Area Career Center, Mo.

"I lost some of my fear of science through this Challenge. I feel like I can understand something I was too scared to try on my own."

- Oak Ridge High School, Mich.

Photo: LeTourneau University & Longview High School, Tex.

"PBL was a very rewarding experience for me. It was way different from normal learning. I felt like an actual scientist instead of just a student in high school. If PBL was an every day or weekly activity it would help kids a lot, because when you are just sitting at a desk and teachers are giving you information it’s really boring, but when I have to find the information on my own it sticks with me."

- Taft Union High School, Calif.

 Photo: LeTourneau University & Longview High School, Tex.

"PBL gave us practice communicating and working together as a small group, and an outline on how to tackle problems."

– Stonehill College, Mass.

Photo: Stonehill College, Mass.

"Initially, I was overwhelmed by all the technical aspects considering I am not from any sort of science/math/tech background, and didn't really feel I had any solutions to contribute. But the combined effort and brainpower of the whole group was really helpful and I think I learned a lot."

- Three Rivers Community College, Conn.

 Photo: The English High School, Mass.

"I felt like the criticism we received while we were doing our presentations was one of the most valuable aspects of the whole experience. While I felt like I was really prepared, maybe I wasn’t. You can take that constructive criticism that you got and grow yourself and actually hone your craft."

- Springfield Technical Community College, Mass.

Photo: Taft Union High School, Calif.

"It was hard not working with friends, but I feel more confident about working with other people to solve problems."

- The English High School, Mass.

Photo: Three Rivers Community College

"I liked the opportunity to work with college students and to investigate possible solutions on our own. It let me get a taste of college and independent research."

- Longview High School & LeTourneau University, Tex.

Photo: Central Methodist University & Columbia Area Career Center, Mo.

"I would totally recommend this program to another student. I would warn them that at times it can seem a little intimidating but that they should push through because, in the end, you will have much more confidence in yourself and in your own learning ability."

- Taft Union High School, Calif.

Photo: Three Rivers Community College