NEBHE’s PBL Projects have produced a clearinghouse of teachers’ resources to be used in the implementation and assessment of the PBL Challenges. The resulting teachers’ resources have been developed and revised based on field-testing findings from the STEM PBL and PHOTON PBL projects.
What is the PBL Education Process?
Watch the ‘How-To’ Video to Learn More!
The PBL Projects approach to assessing student learning includes three separate measures: content knowledge, conceptual knowledge and problem-solving ability. This model, developed and field-tested during NEBHE’s previous STEM PBL and PHOTON PBL projects, is illustrated below.
Content knowledge is assessed by content quizzes specific to each PBL Challenge, concept mapping assesses conceptual knowledge, and problem-solving ability is assessed by a final Challenge report. A guide to team assessment can be found here. For further information on assessment strategies for PBL, please read the guide to “Assessing Student Learning in PBL” by Advanced Manufacturing PBL Co-Principal Investigator Nicholas Massa, Professor, Laser and Fiber Optic Technology, Springfield Technical Community College (STCC).
Additional Teachers’ Resources Include:
Challenge Partners & Collaborators
The STEM PBL project has developed a series of six multimedia industry-based Challenges designed to stimulate problem-based learning in the classroom. With a focus on sustainable technologies, the Challenge topics include solar and wind power, green chemistry sustainable agriculture, and energy efficient lighting. STEM PBL Challenge partners and project collaborators can be found below.
Beyond Benign, Green Chemistry Education, Wilmington, MA
Cape Cod Cranberry Growers’ Association, Sustainable Agriculture, Carver, MA
FloDesign, Wind Power, Waltham, MA
Johnson & Johnson, Green Chemistry in Personal Care Products, Skillman, NJ
RSL Fiber Systems, Energy Efficient Lighting Systems, East Hartford, CT
SPG Solar, Solar Power, Novato, CA/Tucson, AZ
Sustainability Collaborative, Professional Alliance for Universal Sustainability, International
The Tookany/Takony Frankford Watershed Partnership, Watershed Management, Philadelphia, PA
PBL Pedagogy Courses Developed at Central Connecticut State University (CCSU)
During NEBHE’s STEM PBL project funded by NSF-ATE, Co-Principal Investigators (Co-PI’s) at Central Connecticut State University (CCSU) adapted pre- and in-service technology and engineering education courses to include pedagogical lessons in PBL.
Students enrolled in the Teaching Technology and Engineering Education (TE-399) pre-service undergraduate course and the STEM PBL Applications for Science and Technology Teachers (TE-506) in-service graduate course experience PBL as a student in a STEM classroom. Pre- and in-service instructors are formed into teams to solve selected STEM PBL and PHOTON PBL Challenges (multimedia case studies) are offered at varying levels of instruction in order to receive a hands-on education in how to implement PBL into their own classrooms: structured (entirely instructor-led, least student autonomy), guided (instructor guided, increased student autonomy) and open-ended (instructor as facilitator, most student autonomy).
Through participation in the CSSU courses, pre- and in-service technology and engineering education instructors:
For more information on the CCSU PBL pedagogy courses, please contact James DeLaura, chair, Technology and Engineering Education Department, CCSU at email@example.com.
Video Resources for STEM PBL
STEM PBL Co-PI Dr. Nicholas Massa and professor of laser electro-optics technology at Springfield Technical Community College, was interviewed on the Regional Educational Technology Network (RETN) in Burlington, Vt. on July 6, 2011. Massa presented effective instructional alternatives in STEM education that engage students by introducing the STEM PBL FloDesign Challenge as an example of a problem based learning activity in practice. Doug Webster, State Coordinator of Career & Technical Education for the Vermont Department of Education, President of the National Association for Workforce Improvement (NAWI), and a STEM PBL Advisory Committee Member, interviewed Massa.