Internal Workshops

Learn more through hands-on experience

ITUE hosts an annual workshop on problem-based learning and related pedagogies on the campus of the University of Delaware. For information about our upcoming workshops please check this page.

PBL 2024 Summer

June 2024 University of Delaware

For more information, please see the conference website.

Past Internal Workshops

PBL 2024

January 9-12, 2024 University of Delaware

PBL 2023 Summer

June 5-9, 2023 (virtual and synchronous)

PBL 2023

January 4-6, 2023 University of Delaware

PBL 2022 Summer

June 27-July 1, 2022 (virtual and synchronous)

PBL 2022

January 3rd, 5th, 7th 2022 (virtual and synchronous)

PBL 2021

January 4th ,6th, and 8th 2021 (virtual and synchronous)

PBL 2020

January 8-10, 2020 University of Delaware

Our annual three-day intensive workshop, for more information click on the link in the title. 

PBL 2019

January 9-11, 2019 University of Delaware

Our annual three-day intensive workshop, for more information click on the link in the title. 

PBL Classic and New

January 6-8, 2016 University of Delaware

Our program is designed for both new and experienced practitioners of PBL from college, secondary, and primary levels of education.  You can find details at: PBL Classic and New.

The workshop will engage multiple faculty-leaders from various disciplines at UD, all united in their commitment to active, engaged forms of teaching and learning. We will feature sites of engaged learning on the UD campus: team rooms, science labs, design studios, faculty commons. 

We will have two tracks, one for those who want a grounding in PBL methods and who want to work in a team environment to experience PBL and collaborate on developing a problem for classroom use.

The second track will feature presentations and workshops that extend PBL practices in specialized contexts. Participants will be able to choose to attend sessions of highest interest to their teaching.

February 2015 Experiencing Engaging Education

This 3-day workshop focuses on extensions of problem-based learning into three contexts:

Project-Based Learning: Team-based, problem-solving activity that delivers a significant, clearly-communicated, and useful product for a real or hypothetical client.

Design-Based Learning: Team-based, problem-solving activity that relies on the principles of design thinking, including rapid prototyping and iterative modeling.

Studio-Based Learning: Open-space, individualized, iterative instruction in the form of modeling, critique, guidance, and support.

The workshop will engage multiple faculty-leaders from various disciplines at UD, all united in their commitment to active, engaged forms of teaching and learning. We will feature sites of engaged learning on the UD campus: team rooms, science labs, design studios, faculty commons, venture development center. Topical presentations will alternate with curricular development activities by teams of allied faculty. The concluding session of Friday will feature lightening-round presentations by faculty teams.

January 2013: An Introduction to Problem Based Learning

This is our core training workshop for those new to PBL or for those who want a refresher. We have offered this workshop many times since the early 1990s. The workshop demonstrated problem-based learning (PBL), and model ways that PBL can be used effectively in all disciplines. The main focus of this program was to learn how to write effective problem-based materials, and to experience first hand what this instructional technique entails.

June 2011 Workshop on STEM

Developing engaging and creative investigative activities for use in undergraduate science, engineering and mathematics labs and classrooms was the underlying theme of this three-day workshop. This workshop  featured such guest speakers as Rick Moog and Terry Platt.

What’s Your Problem?

It all starts with the problem. In problem-based instruction, student learning begins by facing a query, puzzle, or problem that the learner is motivated to solve. In the problem-based approach, complex, real world problems or cases are used to motivate students to identify and research concepts and principles they need to know in order to progress through the problems. Students work in small learning teams, bringing together collective skill at acquiring, communicating, and integrating information in a process that resembles that of inquiry.

Transforming Student Learning through Collaboration

Faculty members, teaching staff, and graduate teaching assistants from any discipline or department were invited to participate in this PBL workshop series. The first half of this series session involved brief presentations of key elements of problem-based learning, with an emphasis on active learning and plenty of time for discussion. Participants experienced PBL themselves as they worked through sample problems and exercises. During the second half, participants worked on plans and materials for integrating PBL and other active learning strategies into their own classrooms.

From Ideas to Solutions through Communication

This three-day workshop demonstrated PBL and model ways that PBL can be used effectively in all disciplines, in upper and lower division courses, and in all size classes. One focus of this program was writing effective problem-based materials; participants left the session with new or revised problems for use in their courses. Another focus was engaging students in research and communication as part of the process of PBL.