Upload new images. The image library for this site will open in a new window.
Upload new documents. The document library for this site will open in a new window.
Show web part zones on the page. Web parts can be added to display dynamic content such as calendars or photo galleries.
Choose between different arrangements of page sections. Page layouts can be changed even after content has been added.
Move this whole section down, swapping places with the section below it.
Check for and fix problems in the body text. Text pasted in from other sources may contain malformed HTML which the code cleaner will remove.
Accordion feature turned off, click to turn on.
Accordion featurd turned on, click to turn off.
Change the way the image is cropped for this page layout.
Cycle through size options for this image or video.
Align the media panel to the right/left in this section.
Open the image pane in this body section. Click in the image pane to select an image from the image library.
Open the video pane in this body section. Click in the video pane to embed a video. Click ? for step-by-step instructions.
Remove the image from the media panel. This does not delete the image from the library.
Remove the video from the media panel.
George Watson (center), dean of the College of Arts and Sciences, works with other participants in a "Power of PBL" workshop during Alumni Weekend.
Kathy Schreiber wanted to learn more
about the instructional methods used in problem-based learning (PBL) to
incorporate some of those ideas into her teaching at Millersville
University in Pennsylvania, where she is a professor of geography.
Craig Lewis had toured the University of Delawares Patrick T. Harker
Interdisciplinary Science and Engineering Laboratory when it was still
under construction two years ago, and he wanted to come back and see it
in action, he said.
Both got their chance on Saturday, June 6, when they attended a
special Alumni Weekend demonstration called The Power of PBL.
Schreiber earned bachelors degrees in sociology and geography in 1983
and a doctorate in climatology in 1996, all at UD, and Lewis earned
bachelors degrees in math in 1974 and computer science in 1975, as well
as a masters degree in computer science in 1977, also all at UD.
They joined fellow alumni in becoming students again if only for
two hours in a demonstration class held in Harker Laboratory and led
by George Watson, dean of the College of Arts and Sciences and an expert
The learning cycle starts with a problem, a real-world complex
problem, Watson, who earned his doctorate in physics at UD in 1985,
told the group gathered in one of the buildings small classrooms with
adjoining instructional labs. By challenging students to analyze that
problem and to connect information from multiple subjects to address it,
the PBL approach engages student and leads them to make incredible
leaps in learning, Watson said.
The demonstration class showcased many of the hallmarks of PBL. A
team of faculty members and preceptors worked to present the problems
and help students find solutions. And the students themselves worked in
small groups, with the members selected randomly, because interesting
things happen when you work in groups, and in real life, you dont
always get to choose who you work with, said Adebanjo Oriade, a Harker
Laboratory preceptor in physics.
Move this whole section up, swapping places with the section above it.
Kathy Schreiber stands over a sink to see if a card will stick to an upside-down cup full of water as her PBL teammate and fellow alumnus Craig Lewis observes.
The alumni students divided into groups, moved from the classroom into the labs and began working on their assigned problems.
In the physics group, for example, one team gathered data on how fast
coffee filters fell when dropped, some while open and others after
being crumpled. Another group filled different types of glasses with
water, covered them with different types and sizes of cards, and
investigated which ones could be turned upside down or sideways without
losing their covers and spilling their contents.
Guided by Oriade and preceptor Christina Wesolek, the students used
iPads and other technological tools to record, graph, create photos and
videos and analyze their results. They gathered again and explained
their findings to one another.
When doing a similar exercise with undergraduates, Wesolek said, she
might point out the comparison of the coffee filter experiment to the
real experience of skydiving. When an object has more surface area a
wide-open coffee filter or a skydiver with her arms spread wide it
falls more slowly than when it is compact.
Other alumni groups took part in similar problem-solving involving
biology, and the entire group concluded the session with an exercise
combining biology and chemistry that resulted in a batch of homemade ice
cream shared among the students.
For one group of participants, the session was a three-generation
family affair. Goodwin Cobb IV, a member of the Class of 1999, and his
wife, Maria Cobb, a member of the Class of 1999 who received a masters
degree in 2002, attended with their three children and Goodwin Cobbs
mother, Paula Cobb.
We thought it would be a good educational experience for our
children [ages 13, 9 and 3], and we wanted to expose them to what the
University has to offer, Maria Cobb said. We hope that all three of
them will be alumni someday.