Using Problem-Based Learning to foster student development

At the University of Michigan, professors Marshall, Shtein, and Daubmann (2011)
have developed a “multidisciplinary hands-on think tank” (p. 1). Their SmartSurfaces course is offered to students majoring in engineering, art, and architecture as part of the university’s Multidisciplinary Learning Team Teaching Initiative (MLTT). The course provides insight into the efficacy of hands-on, Problem-Based Learning (PBL). A follow-up survey conducted by Bierwert, Olds, and Barber (2010) on behalf of the university’s Center for Research on Learning
and Teaching (CRLT) revealed high levels of student learning through this course. Students reported developing strong skills related to critical thinking, oral communication, and creative thinking. Their ratings of their learning far exceed the levels of learning reported by students in aggregate across the other MLTT-funded courses offered at the university. This presentation will discuss the SmartSurfaces course, report outcomes of the Bierwert, Olds, and Barber study, and report findings of additional research (currently underway) by Chance, Marshall, and Barber.