The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47…

This research examined the effects of a first-year seminar course redesign on promoting students' self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two-tailed independent…

This study analyzed individual peer-review assessment data to understand the contributions of individual team members to in-class permanent-team outcomes, social loafing and loss of social interdependence among team members, and the achievement of team-lecture hybrid (TLH) instructional strategy learning outcomes in a team learning environment. A…

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a…

This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as…