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What is Project-Based Learning?


Use of the Experi-ED Project Based Learning (PBL) model has offered an opportunity for participating instructors to augment their current teaching and course room methods with any or all of the following:

  • Use of the Meyers Briggs Indicator by the instructor to assist in student team selection.
  • A short introduction to Project Management, presented by a certified project management profession(s) (PMP). An example of a topic previously presented was “The Ten Critical Things to Know about Project Management,” a one-hour presentation given by David Williamson, PMP, MBA and PhD candidate, who is a published author, and past president of the Southwestern Virginia Chapter of PMI located in Roanoke, Virginia (www.pmi-swva.org).
  • An introduction to Intellectual Property considerations to protection of both the company, the individual and the academic institution.  This 45 minute program is offered by Russell Schundler, Intellectual Property Attorney at Woods Rogers PLC, in Roanoke VA.  Legal releases are used in our PBL model between the Business-Partner, the Student Teams and the participating academic institution.  We also make students aware of the property rights associated with logos, graphics, pictures, art work, copy, etc.
  • Integration of the Business-Partner in developing student engagement, as well as providing commendations, and recognition of effort for use in portfolios and resumes.  This interaction continues throughout the program, offering the Business-Partner the opportunity to evaluate participating students as potential future employees of their local companies. 
  • Pre-structured solutions to projects which try to tailor the project to the course work and level of knowledge of the student participants.  Team-building exercises which channel the team members into roles that capitalize on their specific areas of interest and strengths- Team leader, scribe, technical specialist, graphics and layout, etc.  Program milestone charts as well as evaluation rubrics that offer an up-front detail of Student Team expectations outcomes and deliverables agreed upon by the instructor, Business-Partner and consultants are utilized.
  • There is integration with other courses of learning- i.e. the melding of a Marketing Course and Student Team with an IT Course and Student Team.  Both course Student Teams are working on the same Business Partner project, which reinforces synthesis and broadens the student and instructional learning experience.
  • Pre-and post student, instructor and Business-Partner surveys of: expectations, experiences and lessons learned from participating in the PBL program.