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Abstract
Problem-based learning can be effective in teaching entry-level students to interpret literature by presenting those students with an authentic and in-depth case study of one author so that they can explore that author from all the angles traditionally used in interpreting literature. The following article details the results of a two-semester trial using a problem-based case study focused on Thomas Hardy in four sections of a gateway course to the English major at a medium-sized urban university.
Introduction
I have been intrigued by the challenges of problem-based learning for years and have struggled over how to provide an authentic ...