Project Based Learning

While preparing a presentation on Project Based Learning (PBL) for pre-service college teachers, I came across two interesting resources. The first was an article reviewing research done on Project Based Learning (Thomas, 2000), and the second a PBL handbook for teachers (Buck Institute for Education, 2003). As the academic leader for the development and delivery of a fully project-based 4-year electronics degree in applied technology, I was interested in comparing the characteristics of “true” project based learning to our program.

Thomas indicates that the five criteria that a project needs in order to be considered project based learning are centrality, a driving question, constructive investigations, autonomy, and realism. The PBL handbook adds a few more including the use of essential tools and skills, ongoing standards-focused assessment, and collaboration.

As we’re about to graduate our first class, our internal review process has begun. Based on the above-stated criteria, we achieved what we set out to do … design and deliver a program that integrates all required subject areas into a series of authentic and achievable projects. Over the next few postings I’ll take a look at each of the criteria and provide some insight into successes and struggles that we encountered as we rolled out our program.

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