BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Project-Based Learning in the First Year

Beyond All Expectations

Paperback
January 2019
9781620366899
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  • Publisher
    Stylus Publishing
  • Published
    17th January
  • ISBN 9781620366899
  • Language English
  • Pages 348 pp.
  • Size 6" x 9"
$37.50
Hardback
January 2019
9781620366882
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  • Publisher
    Stylus Publishing
  • Published
    23rd January
  • ISBN 9781620366882
  • Language English
  • Pages 348 pp.
  • Size 6" x 9"
$125.00
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January 2019
9781620366905
More details
  • Publisher
    Stylus Publishing
  • Published
    25th January
  • ISBN 9781620366905
  • Language English
  • Pages 348 pp.
  • Size 6" x 9"
$125.00
E-Book
January 2019
9781620366912
More details
  • Publisher
    Stylus Publishing
  • Published
    25th January
  • ISBN 9781620366912
  • Language English
  • Pages 348 pp.
  • Size 6" x 9"
$29.99

Published in association with 

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.

“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

Foreword: Do Project-Based Learning—Save the World—Randy Bass
Acknowledgements
Introduction: A Little Bit of History: The Worcester Polytechnic Institute Plan and the Great Problems Seminars—Arthur Heinricher

Part One: Making the Case for Project-Based Learning in the First Year
1) An Introduction to Project-Based Learning in the First Year—Kristin Boudreau and Kristin Wobbe
2) The Value of a Transdisciplinary Approach—Kristin Boudreau and Derren Rosbach
3) Institutional Support—Jill Rulfs and Kristin Wobbe

Part Two: Preparing for Project-Based Learning
4) Reenvisioning the Role of Faculty—Geoff Pfeifer and David Spanagel
5) Team Teaching: Dialogic Duets—Svetlana Nikitina and Diran Apelian
6) Assessment of Project-Based Learning in the First Year—Rob Traver and Rebecca Ziino Plotke
7) Supporting Project-Based Learning with Librarians and Information Literacy—Marja Bakermans and Rebecca Ziino Plotke
8) Sponsored Projects: Learning With a Sense of Urgency and Agency—Svetlana Nikitina and Diran Apelian

Part Three: Making Project-Based Learning Work in the Classroom
9) Setting First Year Students Up for Success in a Project—Elisabeth A. Stoddard and David Spanagel
10) Teaching Course Content through Skill Building—Elisabeth A. Stoddard and Jill Rulfs
11) Equitable and Effective Student Teams: Creating and Managing Team Dynamics for Equitable Learning Outcomes—Geoff Pfeifer and Elisabeth A. Stoddard
12) Managing Student Dynamics and Team Conflict on Student Project Teams—Charlie Morse

References
Contributors
Index

Kristin K. Wobbe

Kristin Wobbe is the associate dean of undergraduate studies and an associate professor of chemistry and biochemistry at Worcester Polytechnic Institute.

Elisabeth A. Stoddard

Elisabeth A. Stoddard is an assistant teaching professor of environmnetal and sustainability studies at Worcester Polytechnic Institute.