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The impact of applied project-based learning on undergraduate student development

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Abstract

A growing body of research suggests that “high-impact practices” such as project-based and experiential learning make important contributions to undergraduate student development and outcomes. However, most attempts to evaluate such programs are based on qualitative or self-reported data generated from small samples. This study examines the impact on student development of a large university program that incorporates project-based learning into applied, vertically integrated, interdisciplinary research teams. We deploy a range of evidence, including self-reported assessments with a comparison group, a matched-pairs analysis of educational outcomes, participant surveys, and an alumni survey. By including a counterfactual comparison, our study demonstrates that applied projects can foster intellectual growth and positive academic outcomes among undergraduate students by: (1) contributing to skill development in relation to research, teamwork, and critical thinking; (2) developing closer relationships among students, faculty, and others within the university; (3) increasing the likelihood that a student graduates with distinction; and (4) contributing to career discernment that shapes students’ post-graduate trajectories, often predisposing students toward careers in public service. We comment on the most important factors for faculty and universities seeking to replicate this model: an emphasis on team organization and operations; the opportunity for students to develop close relationships aided by layered mentoring; and applied research. We also lay out the case for developing a general structure of evaluation for such programs to facilitate comparisons across educational contexts.

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Notes

  1. Teams often run for multiple years, with a rotating set of student participants.

  2. https://bassconnections.duke.edu/impact/outputs

  3. Resources for teams can be accessed at: https://bassconnections.duke.edu/fac-team-resources/tools-for-success

  4. Additional undergraduate student participants joined teams throughout the year but did not receive the pre-participation survey based on the timing.

  5. 103 of 858; data based on email records on file, an unknown proportion of which are likely inactive.

  6. On a 10-point scale, where 10 = strongly agree, the average response for undergraduates was 7.1, indicating an overall favorable reflection of the program.

  7. Threshold for statistical significance is p < .05.

  8. Average response rate across all years for all seniors is 58%.

  9. Threshold for statistical significance is p < .05.

  10. Senior survey response rate was 63% for all students (n = 1077) and 63% for Bass Connections participants (n = 216).

  11. The Family Educational Rights and Privacy Act (FERPA) precludes us from reporting similar results comparing Bass Connections students to their matched pairs.

  12. Fifty-six percent of undergraduate alumni are currently in graduate school.

  13. Among teams that do have an external partner, individuals on teams that have established very close links with their partner and work hand-in-hand with them have higher satisfaction levels than individuals on teams with weaker relationships.

  14. Among teams undertaking fieldwork, individuals working abroad express greater satisfaction than those conducting research domestically.

  15. p < .001.

  16. On a four-point scale where 3 is a moderate improvement and 4 is a great improvement, the average response is 3.23 (n = 452, st. dev = 0.9).

  17. Faculty reported that Bass Connections teams played an important role in securing 40 grants totalling $19.8 M, a 521% return on investment on the funding provided to responding teams.

  18. Half of the 97 faculty survey respondents reported at least one publication resulting from their team, with many noting multiple publications.

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Authors and Affiliations

  1. Interdisciplinary Studies, History, Public Policy, Duke University, Durham, NC, USA

    Edward J. Balleisen

  2. Interdisciplinary Studies, Duke University, Durham, NC, USA

    Laura Howes

  3. Political Science, DevLab@Penn, University of Pennsylvania, Philadelphia, PA, USA

    Erik Wibbels

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  1. Edward J. Balleisen
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  2. Laura Howes
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  3. Erik Wibbels
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Correspondence to Laura Howes.

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Balleisen, E.J., Howes, L. & Wibbels, E. The impact of applied project-based learning on undergraduate student development. High Educ 87, 1141–1156 (2024). https://doi.org/10.1007/s10734-023-01057-1

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