Recently, there has been an increase in businesses and schools that are using some form of problem-based learning daily. By educating undergraduate and graduate students using this service delivery model, they will be better prepared to enter the workforce and increase their marketability. Further study is required to ensure students and faculty utilize this model to its full potential. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation provides college and university faculty with ways to establish, use, and evaluate a successful problem-based undergraduate or graduate program. Covering key topics such as peer tutors, evaluation, technology, and project-based learning, this reference work is ideal for higher education faculty, teachers, instructional designers, curriculum developers, school administrators, university leaders, researchers, practitioners, and students.
Recently, there has been an increase in businesses and schools that are using some form of problem-based learning daily. By educating undergraduate and graduate students using this service delivery model, they will be better prepared to enter the workforce and increase their marketability. Further study is required to ensure students and faculty utilize this model to its full potential. Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation provides college and university faculty with ways to establish, use, and evaluate a successful problem-based undergraduate or graduate program. Covering key topics such as peer tutors, evaluation, technology, and project-based learning, this reference work is ideal for higher education faculty, teachers, instructional designers, curriculum developers, school administrators, university leaders, researchers, practitioners, and students.
Pam Epler, Ph.D., has a master's degree in special education and a doctorate degree in curriculum and instruction. Her doctoral research focused on the Response to Intervention (RTI) service delivery model in the secondary educational environment. She has taught and been an administrator in both the public and private sectors, from the elementary through collegiate levels. She currently teaches undergraduate and graduate-level courses and serves as a doctoral chairperson. Her research interests include RTI strategies, special education teachers' roles in RTI, special education service delivery models, and preservice teachers' perceptions of special education students, teacherpreneurships, and differentiational teaching strategies. Jodee Jacobs , Ed.D., has her doctorate degree in Organizational Leadership, with a Special Education Emphasis, and a master's degree in Education Technology and Leadership. She has an extensive background in teaching in special education. She has experience as director for faculty training and development in higher education with a primary focus on pedagogy. She currently teaches undergraduate, and graduate-level courses and serves as a chairperson for Grand Canyon University. Her research interests include special education, gifted and talented, academia in higher education, doctoral research, as well as online learning in university courses.
|
Ask a Question About this Product More... |
|
