Symposium I
PEPA in Integrative Courses of “SD PBL” in a Science and Engineering University
2022 Volume 44 Issue 1 Pages 30-34
Details
2022 Volume 44 Issue 1 Pages 30-34
Tokyo City University has established a series of PBL courses named “SD PBL” and is trying to connect them to graduation research so that students graduate with higher levels of achievement. It also aims to transform the organization toward a learning system paradigm, with these courses functioning as key courses in Pivotal Embedded Performance Assessment (PEPA).
This paper reported on the background of SD PBL and its implementation in each department.
In 2020 and 2021, we conducted a focus group interview survey and thematic analysis with faculty members in charge of SD PBL courses based on their respective disciplines. The results suggested that common characteristics, such as learning through reflection and collaboration among teachers, were beginning to emerge in departments with good practices during the first two years.
We hope to clarify the process of transformation of individuals and organizations while continuing our action research.
