In this Issue

Table of Contents

Problem-Based Learning in General Education at Samford University: A Case Study of Changing Faculty Culture Through Targeted Improvement Efforts

Claire Howell Major
pp. 235-256
DOI: https://doi.org/10.1353/jge.2003.0015
restricted access

Words That Make a Difference: Problem-Based Learning in Communication Arts Courses

David W. Chapman
pp. 257-271
DOI: https://doi.org/10.1353/jge.2003.0009
restricted access

Using Problem-Based and Active Learning in an Interdisciplinary Science Course for Non-Science Majors

George E. Keller
pp. 272-281
DOI: https://doi.org/10.1353/jge.2003.0013
restricted access

Problem-Based Learning in a General Psychology Course

A. Sandra Willis
pp. 282-292
DOI: https://doi.org/10.1353/jge.2003.0017
restricted access

World Regional Geography and Problem-Based Learning: Using Collaborative Learning Groups in an Introductory-Level World Geography Course

Eric J. Fournier
pp. 293-305
DOI: https://doi.org/10.1353/jge.2003.0011
restricted access

Revitalizing Precalculus with Problem-Based Learning

Sonya S. Stanley
pp. 306-315
DOI: https://doi.org/10.1353/jge.2003.0016
restricted access

Assessing Student Outcomes in General Education at Samford University

James C. Eck
pp. 316-325
DOI: https://doi.org/10.1353/jge.2003.0010
restricted access

Myths about Assessing the Impact of Problem-Based Learning on Students

Elizabeth A. Jones
pp. 326-334
DOI: https://doi.org/10.1353/jge.2003.0012
restricted access

Contributors

p. iv
DOI: https://doi.org/10.1353/jge.2003.0008
restricted access

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

Claire Howell Major
pp. v-xii
DOI: https://doi.org/10.1353/jge.2003.0014
restricted access