ABSTRACT
This chapter argues that Problem-Based Learning (PBL) offers one method for opening the classrooms and the teaching. It also argues that PBL aligns with Randall Allsup's philosophy of open classrooms. It focuses on the particular challenges adjunct instructors face when implementing the approach. Overall, adjunct instructors should be aware that their PBL work will involve a considerable investment of time especially during the first iteration. Another issue facing adjunct instructors involves the time and funding available for frequent assessment, an issue that is complicated by PBL's open-ended nature. During PBL, instructors function as tutors guiding the learning process and encouraging self-reflection and metacognition. Despite its positive impact on student learning, PBL poses challenges that are exacerbated by the limitations confronted by contingent faculty. In their role as tutors, faculty "support the process" and "expect learners to make their thinking clear," without providing "information related to the problem," a research task that remains the learners' responsibility.
