The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching. This special issue will feature articles describing the process of PBL and PBL assessment and evaluation. We invite manuscripts that address these issues. We know that people learn by establishing and reworking connections, patterns, and relationships. We also know that direct experience shapes individual understanding.
Students learn best with substantial interaction and personal support.
Problem-based learning, an approach to learning in which problems serve as the context and the stimulus for learning, has received increasing attention in higher education, in part, because it is derived from what we know about promoting learning. While PBL had its inception in medical schools in the 1960s, many professional and undergraduate institutions are beginning to adopt this method. During this history in higher education, the processes of PBL have evolved and different models have emerged. Papers describing the processes associated with PBL in various instructional settings will make up a section of this issue. Papers that illustrate the complexity of PBL and that describe its diversity in higher education are particularly welcome.