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pdf of PBL process | climate change PBL specifics

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(PBL process)

1) Introduction

In this course, all students will participate in a group project using basic Problem Based Learning (PBL) techniques. PBL is focused around a problem, issue or scenario which acts as the starting point for exploring a subject. From this starting point, learners then explore what tools and knowledge might be needed to understand the problem and proceed to design solutions and responses.

Students will be presented with specific problems related to the central global issues discussed in class and the relevance of these issues for the local community. Working in groups, students will be expected to complete the following learning components for each PBL assignment:

i) Discuss the problem. Students should deliberate on the nature of the problem, the various aspects of the problem, and identify the tools and physical and life science and social sciences and humanities knowledge needed to understand the problem and respond to it. Students should generate possible options for responding to the problem.

ii) Conceptualize and write a practical project proposal designed to respond to the problem. The proposal should include a one page introduction to the problem, a two page description of the project and what contribution it will make to addressing the problem, a one page statement of project requirements, a proposed budget, and a fundraising plan identifying possible donors and community partners. A template of required elements is provided below.

This assignment will develop teamwork skills, and writing, fundraising, event planning, and final report writing skills. The proposals should be presented in formal English prose. Limited use of point form (when making lists, etc.) is permitted.

You may want to meet as a group or in sub-groups outside of class time. We encourage you to do this, but please observe some basic rules: meetings should take place in public spaces and not at someone’s residence and students should not be excluded if they cannot make certain meeting times.

2) The Group PBL Project Report

Students will submit a Group PBL Report. Templates for this assignment are provided below. Groups should follow this template when organizing their report (although you do not have to use this style or this specific document to do so: feel free to hand in something that looks attractive and professional). Grades for the PBL assignment will be the product of an assessment of the Group Project Report (75%) and a group self-evaluation component (25%).

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Action Plan for the First Session (first half of Feb 10th)

1) Introduce yourselves! (10 min.)

2) Review the assignment requirements and the structure of the report (last page).

3) Discuss the problem you have been presented with. Begin by identifying the most important localized features or aspects of the problem you have signed up to address. (15 min.)

4) Discuss the physical and life science and social sciences and humanities knowledge needed to understand the problem and respond to it. (20 min.)

5) Discuss the questions that come with your topic. (20 min.)

6) Design a homework plan so your group can begin drafting the report and proposal in the next session. (15 min.)

Action Plan for the Second Session (second half of Feb 10th)

1) Begin a group discussion to establish the content of your report so you can begin a first draft of your document.

2) Design a homework plan so your group can finish the entire report by the due date.

Action Plan for the Following Week (Feb 24th)

1) Finish drafting your Policy Proposal project. Submit your completed report in class on the due date (March 3rd).

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Policy Proposal Project

For the PBL assignment, you are asked to design a specific project proposal, one that translates concept and theory into policy and practice. In essence, you are trying to design a practical plan to achieve some of the objectives and goals of your PBL assignment. Your project proposal should include the following:

1) Cover Page (see p3 of pdf, filled out and signed).

2) Project Title Page. Make it professional!

3) Executive Summary. Summarize your group project. Include a brief description of the problem and emphasize the conclusions and recommendations of your proposal. (200 words)

4) Your group identity. Summarize who you are as a group. Are you a not for profit citizen’s association or non-governmental organization? Are you a company with a service or product to sell? Are you a consultant company? (100 words)

5) Identify your target audiences or groups (Business groups? General public? Municipal leaders? Students? City Hall?) Why should these target audiences be interested in your proposal? (100 words)

6) Problem description. Identify the key issues or elements of the problem. Discuss the magnitude, impact, and consequences of these problems in the global and then local context. (500 words)

7) Knowledge requirements. Identify the physical and life sciences and social sciences and humanities knowledge needed to understand the problem and respond to it. What kinds of expertise and knowledge does your project require? (100 words)

8 ) Recommendations. Describe the key components of your recommendations and what contribution they will make to address the problems you have identified. (1000 words)

9) Project requirements. Describe what the staffing, facilities, and equipment requirements of your project will be. (150 words)

10) Community partners. Identify community individuals or organizations that might become partners in your project. (150 words)

11) Proposed budget. Provide a proposed budget (max. one page)

12) Fundraising plan: Identify possible donors and community partners (200 words)

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CLIMATE CHANGE PBL TABLE OF CONTENTS
These are the various PBL topics available for 2011. You must sign up for one of them by the Feb 10th class.

PBL #1: SUSTAINABLE BUILDINGS: (PBL specifics pdf)
Buildings are responsible for approximately 30 – 40 percent of the world’s energy consumption. How can local small and medium sized businesses improve the energy efficiency of their existing (and new) facilities?

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PBL #2: BIODIVERSITY IN BC: (PBL specifics pdf)
The biodiversity of British Columbia (and the entire Pacific Northwest) is under threat from changing temperature patterns due to climate change. How can the impacts of climate change on BC’s forests and ecosystems be mitigated?

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PBL #3: PROMOTING BIKING IN VANCOUVER: (PBL specifics pdf)
According to a Translink study published in February 2007, vehicles in the GVRD produce 5.3 million tons of CO2 each year. Considering the reduction in GHGs emission that can come about with an increase in bike traffic, what could the city of Vancouver do to facilitate biking?

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PBL #4: REDUCING AUTOMOBILE PEAK HOUR CONGESTION: (PBL specifics pdf)
In Vancouver, it is estimated that over 222 000 tons of Greenhouse Gasses (GHGs) are emitted by cars stuck in traffic. Focusing solely on the economic and environmental costs of peak hour congestion, what could Metro Vancouver (formerly GVRD) authorities do to mitigate congestion and reduce GHGs emitted by idle cars?

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PBL #5: WASTE MANAGEMENT AND CLIMATE CHANGE: (PBL specifics pdf)
Waste management in general and landfills in particular generate 3.5 percent of Canada’s greenhouse gases (mainly in the form of carbon dioxide and methane). The method employed to manage waste has a direct impact with how carbon is being released in the atmosphere. Devise an innovative waste management program for the Metro Vancouver area to reduce emissions and increase energy efficiency.

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PBL #6: ADAPTATION For SMALL-SCALE BC FARMERS: (PBL specifics pdf)
Historical data analysis and climate indicators show that there has been a change in the properties of BC’s climate including increased temperatures and precipitations, earlier ice and snow melting, increased sea-surface temperatures and rise in sea-levels. These changes directly affect the production of farms across BC. Focusing on the small-scale farms of either the Okanagan or the Fraser Valley (respectively the Southern Interior and the Coastal region in eco-province terms) determine what could be done to help the farmers adapt to climate change.

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PBL #7: FILM PRODUCTION AND ENERGY CONSUMPTION: (PBL specifics pdf)
According to a study published by the Institute of the Environment at UCLA, the greenhouse gas emissions associated with the film and television industry’s activity in California alone account for roughly 8 400 000 metric tons of carbon dioxide equivalents. Considering Vancouver’s standing as North America’s third largest film centre, how can carbon emissions from direct and indirect activities resulting from film production in the lower mainland be reduced?

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PBL#8: EMISSIONS TRADING: (PBL specifics pdf)
There is much debate over how Canada can effectively implement a national policy of Greenhouse Gas (GHG) emission reductions. One of the most popular proposed strategies is “emissions trading” (also know as a “cap and trade” system). What are the pros and cons of such a system? Could Canada successfully implement such a system, either by joining one that exists or creating one in Canada? Would doing so help the country achieve its emission reductions goals?