Session T3F 0-7803-9077-6/05/$20.00 © 2005 IEEE October 19 – 22, 2005, Indianapolis, IN 35 th ASEE/IEEE Frontiers in Education Conference T3F-9 Mastering Problem-Based Learning and Case-Based Instruction Techniques in a Faculty Learning Community Martha Kline 1 , Chang Liu 2 , Jane Johnsen 3 , Christine Wolfe 4 , and Patrick Drumm 5 1 Martha Kline, Chemistry, Ohio University, Lancaster, klinem2@ohio.edu 2 Chang Liu, Electrical Engineering and Computer Science, Ohio University, Athens, liuc@ohio.edu 3 Jane Johnsen, Education, Ohio University, Lancaster, Johnsen@ohio.edu 4 Christine Wolfe, Computer Science Technology, Ohio University, Lancaster, wolfec@ohio.edu 5 Patrick Drumm, Psychology, Ohio University, Lancaster, drumm@ohio.edu Abstract – Problem-based learning (PBL) and case-based instruction (CBI) are instructional techniques that have been successfully implemented in a variety of disciplines. PBL and CBI promote students’ skills in problem-solving, analysis, self-directed learning, and collaboration. It is, however, a creative and often time-consuming task to discover, design, and present a good problem or case that is attractive to students, appropriate for course content, and relevant to the subject. We have attempted to master PBL and CBI techniques through a Faculty Learning Community (FLC), in which a group of six faculty members from diverse disciplines worked together to develop a joint, multi-faceted case study. As the FLC explored PBL and CBI techniques, the group discovered that the FLC provided a rich environment for sustained intellectual exchange. In this paper, we describe the experience of the group as a whole as well as the learning experiences of individual FLC members. Our experiences show that FLCs are an effective, engaging, and inexpensive way for faculty members to learn new teaching approaches such as PBL and CBI. Index Terms – Case-based instruction, Faculty development, Faculty learning community, Problem-based learning. INTRODUCTION In many institutions, funds for faculty development are allocated primarily for conferences, workshops, seminars, external and internal training sessions, and other formal, focused faculty education events led by experts. In contrast, until recently, very little attention has been given to informal faculty development activities through faculty peer groups. Our one-and-a-half-year experience of six faculty members in a faculty peer group learning a new instructional approach together shows that such informal peer groups can be an effective, engaging, and inexpensive way for faculty development. In the rest of the section, subsection I describes the focus of our informal faculty peer group; subsection II introduces the organization of the group; subsection III provides the details of this group. I. Problem-Based Learning and Case-Based Instruction Problem-based learning (PBL) is a type of learning that is initiated by a posed problem, query, or puzzle that the learner wants to solve [2, 6]. Case-based instruction (CBI) is a teaching technique that employs real-world problems or scripted scenarios to encourage students’ skills in problem- solving, analysis, self-directed learning, and collaboration [16]. CBI has been successfully implemented in a variety of disciplines, including medicine [19] and business [5]. It is, however, a time-consuming task to create a well-designed case that is relevant to the learning goals of the course and captures student interest. II. Faculty Learning Communities Faculty learning communities (FLC) are small cross- disciplinary groups of faculty members who meet regularly during an academic year to establish a supportive environment for the exchange of ideas and engage in a series of activities focused on teaching, learning, and scholarship [3, 4]. Blending task and process, faculty participants engage in collaborative projects, attend seminars, retreats, and social events to foster professional development and build community. Miami University, a pioneer of the FLC approach, has used faculty learning communities extensively as a faculty development tool. (See: http://www.units.muohio.edu/flc/.) Learning communities can be cohort-based or issues- based. Cohort-based communities consist of a group of faculty with a common interest; for example, faculty who teach introductory science courses may examine scientific literacy for non-science majors. Issues-based communities consist of faculty exploring special university-wide issues such as critical thinking. Faculty learning communities can act as powerful change agents that significantly impact the teaching culture of an institution. In addition, they promote collegiality, support innovation in the classroom, and improve student learning. III. Ohio University PBL/CBI FLC In 2003, Ohio University launched nine faculty learning communities through a collaborative effort titled SCOPE Ohio