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Abstract
This case study explores how a problem-based learning (PBL), graduate education course could be organized in ways that utilize the current knowledge of how people learn within diverse, real world community settings. Students were asked to identify an educational enterprise and a social problem within a culturally diverse, high-need community. Throughout the course, they designed a service-learning experience, which was linked to the mission and vision of the enterprise while providing a meaningful, sustainable service to the community. At the end of the course, students viewed themselves as potential agents of social change through project presentations and reflections.
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution 4.0 (CC-BY)
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