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Introductory Accounting: Changing the First Course.
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Pincus, Karen V. – New Directions for Teaching and Learning, 1995
A new approach to introductory accounting at the University of Southern California teaches students to view issues from varied perspectives, broadens exposure to unstructured problems with more than one solution approach, and places accounting in real-world context. It has increased enrollment and persistence and attracted new students to the…
Descriptors: Accounting, Active Learning, College Instruction, Course Descriptions
CORE Elements of Student Motivation in Problem-Based Learning.
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MacKinnon, Marjorie M. – New Directions for Teaching and Learning, 1999
Reports a study of motivation among 36 University of Hong Kong first-year students during their first exposure to problem-based learning, with data drawn from student journals, pre- and post-semester measures of learning-style preference, and course evaluations. Results indicate significant changes in learning-style preference, from…
Descriptors: Cognitive Style, College Freshmen, College Instruction, College Students
Time Expenditure, Workload, and Student Satisfaction in Problem-Based Learning.
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Kingsland, Arthur J. – New Directions for Teaching and Learning, 1996
At the University of Newcastle (Australia), architecture students' design projects, a central feature of the professional program, are based on design problems requiring integration of information from varied disciplines and therefore, rigorous planning and scheduling. The problem-based learning approach has helped improve student outcomes and has…
Descriptors: Architectural Education, Building Design, Classroom Techniques, College Instruction
Problem-Based Learning in Business Education: Curriculum Design and Implementation Issues.
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Stinson, John E.; Milter, Richard G. – New Directions for Teaching and Learning, 1996
Drawing on 11 years' experience with a problem-based learning master's in business education program, educators at Ohio University identify critical issues in implementation of the approach, including definition of goals, elements of the curriculum development process, problem design and method of extracting learning, the teacher's role, skills…
Descriptors: Business Administration Education, Classroom Techniques, College Faculty, College Instruction
Problem-Based Learning for Large Classes in Chemical Engineering.
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Woods, Donald R. – New Directions for Teaching and Learning, 1996
Two McMaster University (Canada) chemical engineering courses enrolling 30-50 students incorporate problem-based learning (PBL). Issues addressed in implementation included overcoming faculty and student resistance, integrating PBL methods within a predominantly conventional curriculum, developing PBL problems and objectives, and using tutorless…
Descriptors: Achievement Gains, Alumni, Chemical Engineering, Classroom Techniques