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PBL@VT: Project- and Problem-Based Learning

“The expert in anything was once a beginner.” – Helen Hayes

Designing Authentic, Inquiry-Driven Learning Experiences

Project- and problem-based learning (PBL) are learner-centered approaches that organize instruction around authentic, inquiry-driven challenges. In both approaches, students take an active role in investigating questions, applying disciplinary knowledge, evaluating evidence, collaborating with others, and reflecting on their learning.

Although the approaches share many instructional characteristics, they structure the learning experience differently. Project-based learning typically engages students in sustained inquiry that culminates in a meaningful product, performance, or other deliverable. Problem-based learning begins with a complex, often ill-structured problem that students analyze as they identify what they know, determine what they need to learn, investigate relevant information, and develop reasoned responses.

For faculty, PBL offers a powerful framework for designing learning experiences that integrate disciplinary content with professional competencies. These approaches help students learn how to learn -- building metacognition, resilience, and a sense of ownership over their academic growth. PBL also strengthens connections between coursework and future career pathways, enhancing the relevance of course material and supporting long-term retention.

PBL@VT connects faculty with resources, professional development, and individualized support for selecting, designing, facilitating, and assessing these approaches in ways that align with course context and student learning outcomes.

Student Learning Through PBL

When intentionally designed, aligned, and facilitated, project- and problem-based learning can create opportunities for students to:

  • Integrate disciplinary knowledge with authentic contexts and professional practice.
  • Analyze complex information and make evidence-informed decisions.
  • Generate, evaluate, and refine ideas in response to feedback.
  • Communicate effectively and collaborate across different perspectives.
  • Develop self-directed learning and metacognitive habits.
  • Reflect on their learning and transfer knowledge to new situations.

Develop Your PBL Teaching Skills

Faculty can engage with PBL@VT at the level that best fits their experience, course context, and instructional goals.

Build a Foundation

The PBL@VT Asynchronous Introductory Course introduces the defining characteristics of project- and problem-based learning and helps faculty consider how either approach might support their student learning outcomes. The self-paced course can serve as a stand-alone introduction and as preparation for more intensive PBL@VT programming.

By the end of this course, participants will be able to:

  • Understand the elements of problem- and project-based learning (PBL)
  • Identify the benefits of problem- and project-based learning
  • Distinguish between problem- and project-based learning approaches
  • Begin developing ideas on how learning objectives can be achieved through PBL

Registration coming soon

Design with Support

The PBL@VT Summit offers a multi-day intensive opportunity to develop or redesign a PBL experience with guidance from experienced mentors. Participants examine foundational course-design considerations and leave with a project or problem draft and a framework for continued development.

More information coming soon

Strengthen a Specific Area of Practice

The PBL@VT Workshop Series addresses both introductory and advanced elements of PBL design and implementation, including facilitation, student teamwork, assessment, reflection, class-time management, and course alignment.

Foundations and Facilitation

This workshop helps faculty develop the confidence and skill needed to guide student inquiry without taking over the learning process. Participants will explore questioning techniques, scaffolding approaches, and ways to balance support with autonomy. We will also discuss strategies for maintaining productive momentum when students encounter uncertainty or roadblocks.

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Effective teamwork doesn’t happen by accident—this session provides practical strategies for forming, developing, and sustaining high-functioning student groups. Faculty will learn approaches to establish expectations, assign roles, and support productive collaboration. We will also examine common teamwork challenges and explore tools for addressing conflict, accountability, and communication issues.

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Assessment in PBL requires capturing both the process and the product of student work. This workshop introduces frameworks for designing rubrics, planning formative checkpoints, and aligning assessment with learning outcomes. Participants will consider ways to provide feedback that motivates improvement and supports students’ developing skills over the arc of a project or problem.

Registration coming soon for full workshop. Instructional consultations available now.

Reflection is essential to helping students deepen understanding and recognize their own learning strategies. In this workshop, faculty will explore a range of reflection techniques—from quick prompts to structured journaling—that can be integrated into any PBL experience. We will also discuss how to guide students toward more purposeful, analytical reflection that strengthens metacognitive habits.

Registration coming soon for full workshop. Instructional consultations available now.

Managing time effectively is key to keeping PBL experiences on track and supporting student progress. This session offers strategies for planning class periods, pacing multi-day activities, and balancing group work with whole-class interactions. Participants will leave with practical tools for maintaining momentum and using class time to enhance engagement and accountability.

Registration coming soon for full workshop. Instructional consultations available now.

This workshop provides a step-by-step approach to designing or redesigning a course using PBL principles. Faculty will learn how to articulate clear learning outcomes, structure project/problem sequences, and align assessments with the skills and knowledge they want students to develop. By the end, participants will have a framework they can adapt to create cohesive, meaningful PBL learning experiences.

Registration coming soon for full workshop. Instructional consultations available now.

Partnerships, Contexts, and Expanding the PBL Experience

This workshop explores how to bring industry, community, and organizational partners into PBL experiences in meaningful and sustainable ways. Participants will learn strategies for identifying the right partners, framing mutually beneficial goals, and establishing clear expectations. We will also discuss communication practices and project-scoping techniques that support successful, long-term collaborations.

Community- and service-based learning enriches PBL by grounding student work in authentic, real-world needs. This session guides faculty through the process of designing projects that responsibly engage community organizations while supporting course outcomes. Participants will explore partnership models, ethical considerations, and approaches to preparing students for community-engaged work.

Online and hybrid environments offer powerful opportunities for PBL when designed with intention. In this workshop, faculty will examine tools and structures that support collaboration, communication, and inquiry in virtual spaces. We will explore strategies for maintaining engagement, facilitating remote teamwork, and aligning technology choices with learning goals.

This session focuses on designing PBL experiences that draw from multiple disciplines and promote meaningful collaboration across fields. Faculty will learn strategies for co-teaching, aligning outcomes across departments, and creating projects that leverage diverse expertise. We will also discuss approaches to assessing interdisciplinary work and managing team dynamics in multifaceted projects.

Global PBL engages students with international perspectives, complex global issues, and cross-cultural collaboration. This workshop introduces models for partnering with global institutions, incorporating international case studies, or connecting students with peers worldwide. Participants will explore tools for communication across time zones and cultures, as well as strategies for designing globally informed learning outcomes.

Global PBL engages students with international perspectives, complex global issues, and cross-cultural collaboration. This workshop introduces models for partnering with global institutions, incorporating international case studies, or connecting students with peers worldwide. Participants will explore tools for communication across time zones and cultures, as well as strategies for designing globally informed learning outcomes.

Project-Based Learning Award

The Project-Based Learning Award is given to one individual implementing project-based learning at the course level OR a faculty team implementing across courses. This award is given every three years.

Resources Supporting Project-Based Learning

There are various resources across campus to support faculty and student engagement in project-based learning.