Educators and staff from the University of North Texas and other institutions gathered at UNT for a faculty-led symposium focused on how project-based learning and work-integrated learning can connect classroom instruction with community partners and workplaces.
The symposium, titled “Learning That Works: Transforming Teaching for Impact through Work-Integrated and Project-Based Learning”, was hosted by The Teaching Hub within the UNT Learning Ecosystem for Empowering Futures (LEEF) and led by faculty in the Department of Multidisciplinary Innovation.
Project-based learning emphasizes real-world problem-solving. Rather than relying on paper-based or teacher-led instruction, students work over an extended period on a complex question or issue and develop a response or solution.
Shari Childers, associate dean of multidisciplinary innovation, said the approach gives students “authentic and meaningful work” through active engagement.
“When students feel like a necessary part of a project, that is where real motivation comes from,” Childers said.
Symposium details
- Event: “Learning That Works: Transforming Teaching for Impact through Work-Integrated and Project-Based Learning”
- Location: University of North Texas
- Host: The Teaching Hub within the UNT Learning Ecosystem for Empowering Futures (LEEF)
- Led by: Faculty in the Department of Multidisciplinary Innovation
- Participants: Educators and staff from UNT and other institutions
Presenters discussed ways students can use what they learn beyond the classroom. Those experiences can include site visits, case studies with industry partners, and feedback from working professionals on final projects and syllabi.
Clinical associate professors of multidisciplinary innovation Sarvjeet Singh and Dev Mukherjee addressed industry engagement as an opportunity for experiential learning.
“They see themselves not only as students but also as professionals, even before graduation,” Singh said.
Kevin Sanders, director of co-curricular student services for project-based learning and career services, said educators should encourage semester-long projects tied to real job competencies.
“This kind of learning creates great humans that other great humans want to hire,” Sanders said.
The symposium centered on a practical goal: helping students build confidence in their skills and understand how those skills connect to career readiness.