Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education Through Project-Based Learning

Abstract

This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementa- tion. Faculty participants took “a leap of faith” in their teaching practices to redefine what it means to teach and learn using PBL as an instructional methodology. The findings provide insight into how faculty conceptualization of PBL drives imple- mentation; how the PBL approach challenges college-level teachers; and how instructors’ perceptions of their own role in the PBL process impacts how they implement PBL