Problem-Based Learning in a Political Science Classroom: Perspectives of a Professor and anUndergraduate Student.

Problem-based learning allows students to learn disciplinary knowledge while strengthening critical-thinking, problem-solving, and research skills. In this paper, we describe two experiences with problem-based learning in an introduction to American public policy course, from both a professor?s and undergraduate student?s perspective. The professor?s perspective includes discussing the nature of the problem presented to students, learning objectives, methods of assessment, and student reactions to the projects. This paper also provides strategies for easing the transition of students into more self-directed learning, as well as overcoming resistance to group work. The undergraduate student?s perspective is based on her experience with problem-based learning as both a student and a researcher. Her insights into how students actually work together to develop learning issues and seek solutions to the problem adds a dimension that is often missing from articles on teaching and learning strategies. [ABSTRACT FROM AUTHOR]