Problem-Based Learning in Peruvian Higher Education:

1. Problem-Based Learning inPeruvian Higher Education: Quality Science and Math Education for Future Public School Teachers Luis Bretel and Patricia Morales Pontificia Universidad Católica del Perú Deborah Allen and George Watson University of Delaware PBL2004, Cancun

2. Delaware, USA www.udel.edu

3. Lima, Perú www.pucp.edu.pe

4. Funding Opportunities ALO: Association Liaison Office for University Cooperation in Development USAID: United States Agency for International Development Promoting Higher Education Partnerships forGlobal Development

5. ALO/USAID The Institutional Partnership Program links the technical and human capacity-building strengths of higher ed institutions in the U.S. with counterparts abroad to address these goals: • to encourage broad-based economic growth and agricultural development; • to strengthen democracy and good government; • to build human capacity through education and training; • to stabilize world population and to protect human health; • to protect the world’s environment for long-term sustainability; • to reduce suffering associated with natural or man-made disasters and to re-establish conditions necessary for political and/or economic development.

6. Objectives of our Project Obtain greater achievement in math and science by Perúvian children. Develop pre-service teachers trained with best curricular materials and pedagogical methods available, in particular PBL. Train math and science educators at universities and pedagogical institutes to use these methods.

7. Overview of Project Activities

8. Barriers to Change to PBLIdentified by UD Faculty Lack of formal education in teaching and learning Lack of PBL problems in the discipline Classroom configuration Time/Resources Support of traditional colleagues in their disciplines Lack of institutional/professional rewards for teaching

9. Institute for TransformingUndergraduate Education ITUE was created in 1997 to promote reform of undergraduate education through faculty development and course design and to infuse the institution with a successful model of instruction. Institute Fellows receive hands-on experience in employing active learning strategies and effective use of technology in their classrooms.

10. Features of ITUE • Faculty mentoring faculty: • Leaders mentoring new Fellows • Experienced Fellows mentoring new Fellows • Experienced Leaders mentoring new Leaders • New Fellows working in groups • Faculty-led training and interactions: • Week-long experiential workshop • Special follow-up sessions • Review and sharing sessions • Brown-bag lunches A safe and collegial environment for learning

11. Week-Long Sessions • Education Reform and • Active/Group Learning • Use of Technology • Experience It Yourself: • Problem-Based Learning • Getting Started: • The Syllabus • The Internet as a Learning Resource • Getting Started with Groups • Problems and Cases: • Writing Material for Your Course • Internet Resources for Your Course • Assessment in a Student-Centered Classroom • Building a Web Site for Your Course • Models of PBL for Large Classes

12. Transfer of ITUE to PUCP – Project Activities

13. Timeline of the Project Preliminary activities:May 2001 initial visit of PUCP to UDApril 2002 readiness assessment visit of UD to PUCPOct 2002 PBL training of six PUCP professors at UD

14. PUCP Faculty Visit UD to Plan Workshops

15. Timeline of the Project Activities accomplished in year 1:Nov 2002 Design PBL workshop for PUCPJan 2003 Deliver PBL workshop at PUCP (80 professors) Feb-current Implement redesigned coursesAug 2003 Evaluate PUCP experiences

16. Location and Workshop Team for First Year

19. Workshop Delivery and Workshop Activities

26. Sharing, Reflection, and More Planning

29. Timeline of the Project Activities in year 2:Feb 2004 External workshop for five pedagogical institutes and others (85 participants)Mar-Jul 04 Implement redesigned coursesAug 2004 Evaluation of ProjectSept 2004 Publication Plan future steps?

30. Development of PBL at PUCP

31. PBL implementation in Science and Engineering courses Some of the courses that implemented PBL are: Science courses: Math 1 Physics 1 Chemistry 1 and 2 Valence and Structure Chemical Technology Engineering courses: Drawing in Engineering Simulation of Systems Electronic Design 1 Foundations of Programming Information Systems 2 Industrial Maintenance Ethical Professional in Civil Eng.

32. Some Examples...

33. The collapse of “The Scorpion” Course:Physics 1 General Science Studies Professors:P. Pereyra, J. Phan, C. Pizarro y J. Quiroz Topic covered:Hydrostatic

34. The collapse of “The Scorpion” Scenario abstract • In may 22, 1968 the Navy of the United States lost a nuclear submarine in the Atlantic Ocean. At the moment of its disappearance its position was ignored, but it was known that it was sailing from Azores islands towards its base in the United States. Three hypotheses were handled on the causes of the collapse: • - it had been sunk by the Russians • - there was a mechanical problem in the submarine • one of the submarine torpedo exploted • The students must find out what happened, as well as to determine if the crew died drowned or squashed by the pressure of the water.

35. Who killed Jane Wilson? Course:Chemistry 1 General Science Studies Professor:P. Morales Topic covered:Introduction to Organic And Biological Chemistry

36. Who killed Jane Wilson? Scenario abstract Jane Wilson was a scientific worker in a pharmaceutical company. One night she was found death in her apartment. There were enough evidences to suspect that it was a murder. Students were presented to the crime scene, the proofs the police gathered and the testimony of the witnesses. The main suspects were the housekeeper, Jane’s boyfriend, a rival pharmaceutical company, or perhaps simply it was a suicide. The studentsmust elaborate a hypothesis about the solution of the crime and indicate a possible murderer, if one was to be found.

37. A Nuclear Power Plant in Mosokllacta Course:Chemistry 2 General Science Studies Professors:P. Morales, J. Sánez Topics covered:Chemical Energy Resources and Environmental Chemistry

38. A Nuclear Power Plant in Mosokllacta Scenario abstract Mosokllacta was a calm and colorful town until the government decides to install a plant of nuclear energy in the zone. The authorities decide to make a referendum to know the population opinion. A group of civil associations decides to make an informative campaign about the advantages and disadvantages of the different chemical power plants. Soon, a forum will be made that will analyze the environmental problems involved with these power plants and finally the referendum will be carried out. In different stages, the students must assume the play of the informative campaign organizers, the participants of the forum and the population that participates in the referendum.

39. The automatic door Course:Introduction to Electronic Engineering General Science Studies Professor:M. Cataño Topic covered:DC electrical circuits and basic circuits with electronic devices

40. The automatic door Scenario abstract The Bolivar hall of the Local Museum of Barranca Province has had many problems of security lately. The Director of the museum has sent an invitation to the coordinator of the section Electricity and Electronics of the PUCP so that the students present proposals of an automatic door design. The door must open to the passage of the people and activate an alarm in case somebody tries to force it in schedule closed to the public. The costs of the design must be the lowest possible. The students must present a proposal at the end of the semester. The best design will be chosen.

41. Unanticipated Results or Impacts • Into PUCP • In Peru • Out of Peru

42. Within PUCP • Translation into Spanish and publication of the “Power of Problem Based Learning”(A book about Delaware experiences). • Over 100 non-science or non-engineering professors participated in six PBL workshops conducted for MAGISPUCP in the two last years. • The current preparation of a new book that presents PUCP PBL experiences and researches in several departments (among science and engineering).

43. Within PUCP • Success of international conference in Aug 2003 led to the decision to propose a conference site of PBL2006 in Lima. • The continuous increase of number of professors who now are discussing and reflecting about teaching and learning. • Two engineering departments (Electronic and Mechanical), are transforming their curriculum into a PBL format (like “hybrid curriculum” of Queen’s University of Canada), etc.

44. Outside PUCP, within Peru • Many private and public institutions (schools and universities) are interested in our PBL experiences and want to participate in PBL training. • Our trained professors have conducted workshops for high school teachers: Fe y Alegria, San Agustin, Trener, Inmaculada, Antonio Raymondi. • And in higher education: Universidad Privada del Norte, Universidad Peruana de Ciencias Aplicadas, Universidad Nacional de Ingeniería, Universidad Agraria del Centro, Instituto Nuestra Señora del Rosario.

45. Outside Peru • George Watson provided two-day PBL workshops in Guayaquil, Ecuador, (ESPOL, Oct 2003); and in Santa Cruz, Bolivia, (UTEPSA, March 2004). • Professors from Mexico, Cuba, Chile and Colombia have participated in our past PBL workshops.

46. Outside Peru • PUCP Professors provided PBL workshops in other countries: Chile (Universidad del Bio Bio and Universidad Católica del Norte (Chile)), México (Universidad de Colima) and Colombia (Corporación Universitaria Autónoma de Cali). • Professors from Chile, Colombia and Mexico visited (in last 2 years) PUCP, to know directly our PBL experiences.

47. Future Steps? • PUCP/UD satellite efforts in other cities of Peru with Lima as hub. • Expanded in-service efforts in working with primary and secondary teachers. • Network of PBL materials and other pedagogical developments translated into Spanish.