Date: January 8
Time: 1:00 – 2:15 p.m.
Location: Rodney Room, Perkins Student Center
Description: In this general session, participants will use concept mapping (or mind mapping) to create a model of their current understanding of PBL and its components. Concept mapping will be discussed as a way to reflect on learning, to assess current and prior understanding, and as a means of outcomes assessment in both group and individual contexts.
Hal White
Hal White, Chemistry & Biochemistry
Hal White joined the University of Delaware Department of Chemistry and Biochemistry in 1971. Between 1994 and 1998, he served as Principal Investigator on the first NSF/DUE grant on Problem-Based Learning (PBL) to the University of Delaware and was involved with subsequent NSF, FIPSE, and Pew Charitable Trusts grants for PBL. Currently he is an associate editor for Biochemistry and Molecular Biology Education where he writes commentaries on PBL. Hal has received numerous teaching awards including the 2011 Howard Barrows award for exceptional teaching from McMaster University, the 2013 CASE-Carnegie Foundation Delaware Professor of the Year, and the 2014 American Society for Biochemistry and Molecular Biology’s Award for Exemplary Contributions to Education.
Jacqueline Fajardo
Jackie Fajardo, Chemistry & Biochemistry
My work centers on the CHEM103/104 General Chemistry series. The traditional version of these courses comprise of science and engineering students who do not have a major emphasis in chemistry or chemical engineering, yet require a strong foundation in chemistry on which to build upon. I strive to foster a continuous learning environment so that, through their experiences in lecture, laboratory, workshop, and unscheduled time in between, our students are immersed in the study of chemistry. This immersion requires careful implementation and utilization of numerous instructional and technological resources available here at UDel. To access my students’ unscheduled time, all of my course lectures, both in-class and supplemental, are posted directly to our course site. Supplemental recorded lectures give me the freedom to spend our precious lecture time engaging in dialogue with the students, developing ideas, queries, and furthering our collective insights. Methods of simple problem solving, such as techniques associated with dimensional analysis, are addressed through supplemental lectures that may be viewed by the students at their own convenience, and applied during lecture.