Project-Based Learning in the First Year

Beyond All Expectations

By: Kristin K. Wobbe (Editor), Elisabeth A. Stoddard (Editor)

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Paperback | 17 January 2019 | Edition Number 1

At a Glance

Paperback
342 Pages

Dimensions(cm)
22.86 x 15.24 x 1.8

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This book has two goals: First, to show the value of significant project-based work for first-year undergraduate students; and Second, to share how to introduce this work into first year programs. The authors spend the bulk of the book sharing what they have learned about this practice, including details about the administrative support and logistics required. They have also included sample syllabi, assignments and assessments, and classroom activities.

The projects are applicable in a liberal arts education, in engineering programs, in two and four year colleges, in public and private universities--any institution with first year undergraduate students that wants to actively engage them in understanding and solving real-world problems through project work. Evidence shows that project-based learning, with real world, team-based educational experiences, increases the engagement and retention rate of underserved students. Introducing project-based learning in the first year can set the stage for incorporating the culture and practice of inclusive excellence as foundation for learning on college and university campuses.

Industry Reviews

"This book offers a powerful rationale and supportive evidence for using project-based learning in the first year rather than in the traditional place as a capstone project, where students demonstrate their mastery of knowledge and skills developed earlier. Projects in the first year can offer a richer early college experience and the development of important professional skills like communication, persistence, and emotional intelligence. They also can lead to early opportunities for internships and more professional-level summer work, motivation for subsequent coursework, and the building of confidence and academic community through deep relationships with faculty and peers. I really like that each chapter ends with "Try this!" prompts, which guides readers to the next steps needed for the adoption of particular tools and approaches in their own classroom, program, or university."

Ken Bain, President

Best Teachers Institute

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