Project-Based Learning

Meaningful projects can turn course concepts into purposeful action.

Project-based learning organizes learning around a sustained, authentic question, challenge, or need. Rather than assigning a project only after instruction is complete, faculty use the project as a vehicle for students to develop and apply disciplinary knowledge. Students investigate, make decisions, create, receive feedback, revise, and share a product or performance with an audience.

A project may result in a research study, prototype, policy brief, performance, exhibit, data product, public communication, proposal, or another discipline-appropriate outcome. The format matters less than the thinking it requires: a strong project asks students to use course concepts, make consequential choices, and explain their work to an audience that gives the task purpose.

Research suggests that well-designed project-based learning can support academic achievement and a range of cognitive, affective, and behavioral outcomes. Results vary by context and design, making alignment, scaffolding, collaboration, feedback, and assessment especially important (Chen & Yang, 2019; Guo et al., 2020; Helle et al., 2006; Kokotsaki et al., 2016).

Characteristics of Project-Based Learning

A meaningful question, challenge, or need aligned with course learning outcomes
Sustained inquiry and application of disciplinary knowledge
Student voice and choice within clear parameters
Structured opportunities for collaboration, when collaboration supports the outcomes
Formative checkpoints, critique, feedback, and revision
A product or performance created for a relevant audience or purpose
Reflection on learning, decision-making, process, and teamwork

Start at a Scale That Fits

Project-based learning does not need to span an entire course. A focused project can anchor a unit, connect several weeks of instruction, or serve as a capstone experience. Begin with a scope that gives students enough time to inquire, create, receive feedback, and revise without displacing essential learning.

References

Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102. https://doi.org/10.1016/j.ijer.2020.101586

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education: Theory, practice and rubber sling shots. Higher Education, 51(2), 287-314. https://doi.org/10.1007/s10734-004-6386-5

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733