The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging peer-reviewed articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms. ISSN 1541-5015.

Current Issue

Vol 13 No 2 (2019)

Published: 2019-10-10

Front Matter

Editor’s Introduction

Krista Glazewski
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Guest Editors' Introduction: Unpacking the Role of Assessment in Problem- and Project-Based Learning

Liz Bergeron, Drew Schrader, Kris Williams
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Articles

Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution

Michele I. Shuster, Jennifer Curtiss, Timothy F. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland
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Performance Assessment Practice as Professional Learning

Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger
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Recursive Reflective Reports: Embedded Assessment in PBL Courses for Second Language Teacher Education

Cynthia A. Caswell
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The Impact of PBL as a STEM School Reform Model

Michael R. L. Odell, Teresa J Kennedy, Eric Stocks
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Project-Based Learning (Pjbl) in Three Southeastern Public Schools: Academic, Behavioral, and Social-Emotional Outcomes

Brooke T. Culclasure, Kyle C. Longest, Troy M. Terry
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The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

Monaliza M. Chian, Susan M. Bridges, Edward C. M. Lo
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“We’re doing things that are meaningful”: Student Perspectives of Project-based Learning Across the Disciplines

Emily E. Virtue, Brandi N. Hinnant-Crawford
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Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners

Dina Mahmood, Hugo Jacobo
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Voices from the Field

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, Max C. Anderson
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Back Matter

Call for Manuscripts: “PBLing the unPBLable”: Exploring the Power of PBL Implementations for Organizational Learning

Krista Glazewski
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