When students are disengaged from their coursework, how does it impact how they show up in the workforce? Often, they’re unmotivated, detached, and unable to remember relevant course content even a few weeks after it ends.
That’s the kind of experience Kristin Wobbe, Director of the Center for Project-Based Learning at Worcester Polytechnic Institute (WPI), has spent years working to change.
Project-based learning is a method of education that helps students put knowledge to work by developing open-ended solutions to authentic problems. In comparison to standard instruction that often looks like a professor presenting information to a classroom, project-based learning gives students hands-on practice that helps them grasp concepts long-term and apply them in future situations.
“Project-based learning helps people understand the why — why you're getting the degree or why it's important that we're studying what we're studying. Sometimes students just go to class and do the assignments because that's what’s given to them, but the ‘what's it for' feels elusive. Why do I need to know this?”
WPI's Center for Project-Based Learning leads instructor development for theWorkforce Futures Accelerator’s 14 participating colleges. This summer, Kristin led the workshop series that helped instructors rework their course content and embed project-based learning. Like many community college instructors, the group was passionate about making a difference in their students’ lives. Now, more students can gain the positive benefits of project-based learning, and take documented work experience with them to future employers.
“When students successfully accomplish a project, particularly one that they're doing in the Workforce Futures Accelerator program where they're working for an employer, it builds confidence. And it takes confidence to apply for jobs and try something new, so giving students the motivation to go forward and try new hard things is a great thing to give them.”
Project-based learning has been part of WPI’s curriculum for more than 50 years, and every student completes a major qualifying project, similar to a senior thesis. Kristin had her first experience with it as an assistant professor of biochemistry, when seniors completed these projects in her lab.
“Initially, I recognized my students didn’t know much about research literature. At the time, you had to go to the library — it wasn’t accessible on your computer. So I thought, what can I do in my class that will familiarize students with research literature, so that when they start doing their senior projects they're not going, ‘What do you mean, go find an article?’”
Kristin spent one summer developing a project that encompassed the entirety of the course, required students to rationalize their answers, and most importantly, allowed them to leave the course with full understanding of the subject.
“The students' grades went up on the exams, they knew where to find the research literature and what to do with it, they had a better understanding of what biochemistry was for, and retained knowledge better. It just seemed like it was a win on all counts. So, I became a real fan at that point of project-based learning.”
Soon after, WPI decided it was time to make first-year courses more engaging. Kristin volunteered to be an instructor in a new interdisciplinary, problem-solving course — a role she fell in love with, eventually leading the program for more than 10 years and later becoming director of the Center for Project-Based Learning. Now, rather than creating projects for students, she helps faculty do it.
When it comes to what an employer should expect from a partnership, Kristin recommends excellent communication and a clear agreement on expectations. “Students are highly motivated but need experience. If their work is not up to standard, tell them so, but include why, where, and what would be the standard.”
For instructors interested in implementing project-based learning in their own classrooms, she highly recommends being willing to try something new. “Try it! It’s fun, it’s a little scary. It’s hard moving from your position of being the expert to being one who is guiding, rather than telling. But you will be grateful when you see what your students can do.”
Lastly, “Find a friend. It's always easier when you're not the only person doing it. So bring a buddy along on the journey and it'll be a lot more fun. There are lots of resources out there to help you — WPI has a lot of information about project-based learning, such as results from studies of its alumni on how project-based learning has helped them personally and professionally,” she shares.
“Or reach out to me — I can point you to some other resources.”
The Workforce Futures Accelerator project is a three-year, national initiative that embeds virtual, employer-sponsored projects directly into the curriculum of short-term workforce programs. The project is designed to give students meaningful opportunities to apply their skills, build professional experience, connect with employers, and graduate with evidence of what they can do.
