Guest Editor's Note: Implementing Problem-Based Learning in Undergraduate Education: A Message from the Guest Editor

Guest Editor's Note: Implementing Problem-Based Learning in Undergraduate Education: A Message... GUEST EDITOR'S NOTE GUEST EDITOR'S NOTE IMPLEMENTING PROBLEM-BASED LEARNING IN UNDERGRADUATE EDUCATION: A MESSAGE FROM THE GUEST EDITOR Claire H. Major Educators and employers often agree on the skills college graduates should possess, and many recent reports outline these skills. For example, The Boyer Commission on Educating Undergraduates in the Research University (1998) suggests that the research university should create education to produce an individual "equipped with a spirit of inquiry and a zest for problem solving; one possessed of the skill in communication that is the hallmark of clear thinking. . . ." (p. 13). The National Education Goals Panel (1992), in like fashion, suggests that undergraduate education should be linked to producing definite outcomes, such as critical thinking, problem solving, effective communication, and responsible citizenship. Similarly, the Wingspread Report (1994) suggests that students should be able to think in complex ways, to analyze information, to solve problems, and to communicate. The Business-Higher Education Forum (1995) stated that corporate leaders agree that college graduates should possess a number of skills, including "leadership and communication skills; quantification skills, interpersonal relations, and the ability to work in teams; the understanding needed to work with a diverse workforce at home http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of General Education Penn State University Press

Guest Editor's Note: Implementing Problem-Based Learning in Undergraduate Education: A Message from the Guest Editor

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Publisher
Penn State University Press
Copyright
Copyright © 2002 The Pennsylvania State University.
ISSN
1527-2060
Publisher site
See Article on Publisher Site

Abstract

GUEST EDITOR'S NOTE GUEST EDITOR'S NOTE IMPLEMENTING PROBLEM-BASED LEARNING IN UNDERGRADUATE EDUCATION: A MESSAGE FROM THE GUEST EDITOR Claire H. Major Educators and employers often agree on the skills college graduates should possess, and many recent reports outline these skills. For example, The Boyer Commission on Educating Undergraduates in the Research University (1998) suggests that the research university should create education to produce an individual "equipped with a spirit of inquiry and a zest for problem solving; one possessed of the skill in communication that is the hallmark of clear thinking. . . ." (p. 13). The National Education Goals Panel (1992), in like fashion, suggests that undergraduate education should be linked to producing definite outcomes, such as critical thinking, problem solving, effective communication, and responsible citizenship. Similarly, the Wingspread Report (1994) suggests that students should be able to think in complex ways, to analyze information, to solve problems, and to communicate. The Business-Higher Education Forum (1995) stated that corporate leaders agree that college graduates should possess a number of skills, including "leadership and communication skills; quantification skills, interpersonal relations, and the ability to work in teams; the understanding needed to work with a diverse workforce at home

Journal

The Journal of General EducationPenn State University Press

Published: Apr 1, 2002

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