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Project-Based LearningDesigning Powerful Learning Experiences
Rick Vaz
Director, Center for Project-Based LearningMS4SSA
May 24, 2017
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Worcester Polytechnic Institute2
Most Important College Learning
Outcomes, According to US Employers
1. Ability to communicate orally
2. Ability to work effectively with others
3. Ability to communicate in writing
4. Ethical judgment and decision-making
5. Critical thinking and analytical reasoning
6. Ability to apply knowledge and skills to real-world settings
91% of employers agree that these abilities are more important than the student’s major area of study to achieve success in their careers
Source: Hart Research Associates, 2015
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Worcester Polytechnic Institute3
Projects Ask Students to…
• Apply knowledge to address authentic problems
• Work productively with other people
• Learn about new topics independently
• Communicate effectively in written, oral, and visual forms
• Deliver meaningful results
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Worcester Polytechnic Institute4
“High Impact” Practices Shown to
Improve Student Learning (Kuh, AAC&U, et al.)
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning/Community-Based Learning
• Internships
• Capstone Courses and Projects
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Worcester Polytechnic Institute5
“High Impact” Practices Shown to
Improve Student Learning (Kuh, AAC&U, et al.)
First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning
Service Learning/Community-Based Learning
Internships
Capstone Courses and Projects
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Worcester Polytechnic Institute6
Essential Elements of Project-Based LearningBuck Institute of Education
• Key Knowledge, Understanding, and Skills – knowing what you want students to gain
• Challenging Problem or Question - at the appropriate level of challenge
• Sustained Inquiry - an extended process of asking questions, finding resources, and applying information
• Authenticity - real-world context, tasks and tools, quality standards, or impact
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Worcester Polytechnic Institute7
Essential Elements of Project-Based LearningBuck Institute of Education
• Student Voice & Choice - students make decisions, including how they work and what they create
• Reflection - students reflect on learning, the effectiveness and quality of their work, and obstacles
• Critique & Revision - students receive and use feedback to improve their process and products
• Public Product - students make their project work public by explaining, displaying and/or presenting it beyond the classroom
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Worcester Polytechnic Institute8
Changing Faculty and Student Roles
Faculty move away from
─ Dispensing information
─ Authority and expert
Students move away from
─ Listening/watching
─ Dependence
─ Gaining knowledge
and toward─ Monitoring inquiry
─ Coach and facilitator
and toward─ Creating/discovering
─ Independence
─ Making knowledge
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Worcester Polytechnic Institute
How Are Project Students Evaluated?
Quality of results
─ Careful research
─ Valid analysis
─ Persuasive arguments
─ Responsive solutions
─ Awareness of limitations
Quality of process
─ Steadiness of effort
─ Interactions with others
─ Written and verbal communication
─ Timeliness and professionalism
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Worcester Polytechnic Institute
Faculty Roles in Project Work
Identifying project topics
Designing the experience─ Interim assignments
─ Meetings with students
─ Feedback on assignments and revisions
─ Evaluating results and process
Less traditional roles─ Logistical arrangements
─ Coaching, mentoring
─ Managing relationships with organizations
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Worcester Polytechnic Institute
Institutional Impacts of PBL
• Student learning and attitudes─ transferrable skills and abilities
─ confidence, self-efficacy
• Faculty culture─ shift of focus toward learning
─ opportunities to collaborate
• Community and academic partners─ mutual benefits
─ sustainable relationships
• Opportunities for advancement, marketing
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Worcester Polytechnic Institute
Other Benefits
• Rich accreditation evidence─ Ability to apply knowledge
• Faculty professional development─ Powerful experiences,
attractive opportunities
• Multidisciplinary collaboration─ Team teaching leads to other
partnerships
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GENERALEDUCATIONMAJOR
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GENERALEDUCATIONMAJOR
GREATPROBLEMS
SEMINAR
YEAR
1
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GENERALEDUCATIONMAJOR
GREATPROBLEMS
SEMINAR
YEAR
1
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MAJOR
YEAR
1
YEAR
2
GREATPROBLEMS
SEMINAR
HUMANITIESAND ARTS
GENERALEDUCATION
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MAJOR
YEAR
1
YEAR
2
GREATPROBLEMS
SEMINAR
HUMANITIESAND ARTS
GENERALEDUCATION
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MAJOR
YEAR
1
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2
GREATPROBLEMS
SEMINAR
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GENERALEDUCATION
YEAR
3INTERACTIVEQUALIFYINGPROJECT
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MAJOR
YEAR
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GREATPROBLEMS
SEMINAR
HUMANITIESAND ARTS
GENERALEDUCATION
YEAR
3INTERACTIVEQUALIFYINGPROJECT
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MAJOR
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GREATPROBLEMS
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GENERALEDUCATION
YEAR
3INTERACTIVEQUALIFYINGPROJECT
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MAJOR
YEAR
1
YEAR
2
GREATPROBLEMS
SEMINAR
HUMANITIESAND ARTS
GENERALEDUCATION
YEAR
3INTERACTIVEQUALIFYINGPROJECT
YEAR
4MAJOR
QUALIFYINGPROJECT
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GREATPROBLEMS
SEMINAR
INTERACTIVEQUALIFYINGPROJECT
HUMANITIESAND ARTS
MAJORQUALIFYING
PROJECT
GENERALEDUCATIONMAJOR
YEAR
1
YEAR
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YEAR
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GREATPROBLEMS
SEMINAR
INTERACTIVEQUALIFYINGPROJECT
HUMANITIESAND ARTS
MAJORQUALIFYING
PROJECT
GENERALEDUCATIONMAJOR
YEAR
1
YEAR
3
YEAR
2
YEAR
4History
Math
Chemistry
Engineering
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Worcester Polytechnic Institute
Authentic (Situated) Projects
• Makes the problem/issue concrete
─ Illuminates causes/consequences
─ Work with real data
─ Draw on real experts
• Makes the problem/issue engaging
─ Real people impacted
─ Provides motivation
─ Opportunities for feedback
• Demands a practical answer
─ Reality-based
─ Acceptable to stakeholders
Center for Project-Based Learning26
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Worcester Polytechnic Institute
Examples of Authentic Projects
• Design of Community Gardens─ Working with a local non-profit, students designed community
gardens and developed a plan for their maintenance
• Boutique Marketing Plan─ Working with a local bridal consignment shop, students
conducted a market analysis and developed a marketing strategy and materials for the shop
• Promoting Sustainable Transportation─ Working with multiple campus groups, students developed a
successful proposal to implement a bike share on campus
• Franchising Plan for Mobile Tutoring Services─ Working with a Kenyan entrepreneur, students developed a
franchising model and business plan to address unmet educational needs in Africa
Center for Project-Based Learning27
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Worcester Polytechnic Institute
Projects in Courses: Biochemistry
• Pet Enzyme ProjectStudent teams produce reports on an assigned enzyme, paralleling course content─ Protein structure: online prediction and visualization
tools
─ Catalytic mechanisms/kinetics: ditto
─ Metabolic pathways: enzyme regulation and research rationalization
• Brings the theoretical into the practical
• Links what can appear to be disparate concepts
• Utilizes tools available to professionals
• Makes things memorable!
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Worcester Polytechnic Institute
Assessment Results
29
Area of Impact
Percentage Responding
Positively (N=86)
Literature searching and search strategies 87
What biochemists do 79
Why we study the material in Biochem I 64
Working in groups 66
Scientific writing 53
Nothing 1
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Worcester Polytechnic Institute30
Projects in Courses: Engineering Design
• Team-taught, sophomore level
• Faculty “managers” offer design challenges posed by external clients
• 8-10 design teams of 3 students address each challenge
• Design teams mentored by undergrad “senior engineers”
• Course covers design processand principles
• Student teams do technical design on their own
• Weekly design reviews and reports
• Working prototype expected
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Worcester Polytechnic Institute31
Sample Results
• 18 designs, all responsive to user needs
• 100% course retention rate
• 76% of students reported over 20 hpw on task
• 93% agree “solidified understanding”
• 96% agreed “learned to apply previous knowledge”
• 20% volunteered to continue the work after the course
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Worcester Polytechnic Institute
Projects in Courses: Materials Science
Recommend and justify a material for the rod rigging of a racing yacht, to reduce its weight
• Fictitious client, realistic scenario
• Open-ended with multiple solutions: some constraints given, students must investigate others
• Deliverable: technical memo
• Detailed rubric to communicate expectations
• Students assigned to teams that work together throughout course: self and peer evaluation
• Formative feedback before submission: check-ins during class
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Worcester Polytechnic Institute
Projects in Courses: Mathematics
• Differential Equations: Modeling dynamic systems (mechanical, electrical, hydraulic)
• Linear Algebra: Using population models to predict the sustainability of the New England fishing industry using publicly available data and different assumptions
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Worcester Polytechnic Institute34
Windhoek Project Center
• ~400 students on ~100 projects since 2003
• Collaboration with Polytechnic of Namibia
• NGO, municipal, and nonprofit sponsors
• Water management
• Community development
• Renewable energy
• Sustainable tourism
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Worcester Polytechnic Institute35
Examples of Windhoek Projects and
Sponsors
• Wildlife protection (Cheetah Conservation Foundation)
• Capacity building (Namibia Housing Action Group, Shack Dwellers Foundation)
Tourism development (City
of Windhoek Tourism)
Water resource
management (Desert
Research Foundation)
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Development of the Bushblok Industry in Namibia
Sponsor: Cheetah Conservation Fund
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Worcester Polytechnic Institute37
Project Objectives
• Identify Namibian markets for Bushblok
• Evaluate technological and social implications
• Focus on firewood markets in the residential sector and heating applications in the industrial sector
Make recommendations to CCF
Bush Pty. Ltd.
Present framework for a business
plan
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Worcester Polytechnic Institute38
Results
• Co-firing with coal may be feasible in the future
• Residential demand strong now
• Wood scarce, expensive in North Central Region
Otjiwarongo Financial Analysis
0
2000
4000
6000
8000
10000
12000
0 2 4 6 8 10 12
Tons of Bushblok Sold per Month
N$
Revenue
Expenses
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Worcester Polytechnic Institute39
Erosion and Flood Control in Otjomuise
Sponsors: Namibia Housing Action Group, Shack Dwellers
Federation
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Worcester Polytechnic Institute40
Project Objectives
• Work with community to identify flooding and erosion problems and solutions
• Facilitate implementation of demonstration solutions by community residents
Promote capacity for participatory problem solving
Achieve broader impact through dissemination of ideas and methods
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Worcester Polytechnic Institute41
Results
• Problems and solutions identified by community members
• Four flood/erosion control projects implemented with community
• Twelve additional projects implemented by community
Evidence of capacity building and knowledge sharing
English/Afrikaans/pictorial pamphlet developed for broader dissemination
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Worcester Polytechnic Institute42
Thank You
Thank You