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Project-Based Learning in the College Composition Classroom: A Case Study

Burke, Zoe Litton
http://orcid.org/0000-0002-8586-7038
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486

Abstract Details

2020, Master of Arts (M.A.), University of Dayton, English.
Many college composition instructors are facing lower levels of student engagement in their classes, and it is not entirely clear why this disengagement is happening or what we can do to stop it. To test a potential solution to this problem, the author built and taught two sections of a second-year college composition course using the structure of Project-Based Learning (PBL), then performed a qualitative summative evaluation of each section using interviews with students and personal notes. This paper concludes that students prefer the PBL classes to traditional English classes for a variety of reasons, including the wider range of choice and control afforded to them by projects and the real-world impact of their creations, but that PBL can make it more challenging for instructors to meet all learning outcomes. While there are many limitations to PBL, it is worth considering as a possible model for composition instructors and an exciting new area of study for composition scholars.
Bryan Bardine, Ph.D. (Advisor)
Margaret Strain, Ph.D. (Committee Member)
Fatima Esseili, Ph.D. (Committee Member)
60 p.
Composition; Education; Higher Education; Pedagogy; Teaching
college teaching; project-based learning; composition; composition pedagogy

Recommended Citations

Citations

  • Burke, Z. L. (2020). Project-Based Learning in the College Composition Classroom: A Case Study [Master's thesis, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486

    APA Style (7th edition)

  • Burke, Zoe. Project-Based Learning in the College Composition Classroom: A Case Study. 2020. University of Dayton, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486.

    MLA Style (8th edition)

  • Burke, Zoe. "Project-Based Learning in the College Composition Classroom: A Case Study." Master's thesis, University of Dayton, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486

    Chicago Manual of Style (17th edition)

dayton1589879523305486
565
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This open access ETD is published by University of Dayton and OhioLINK.