University of North Texas 
How Do We Do Project-Based Learning?
The College of Applied and Collaborative Studies (ACS) offers project-based learning opportunities, allowing students to learn through hands-on applications in real-world settings. This includes industry-sponsored projects which expose students to an elevated level of professionalism and collaboration. These practical and authentic experiences encourage students to develop problem-solving skills and gain a deeper understanding of the challenges and opportunities within not just industry, but the larger contemporary world.
UNT’s cohort learning program is a great way to prepare students for their professional life since it not only allows them to learn but apply practical tools in a real business setting.
We see PBL in action when students collaborate with their peers to complete hands-on, industry partner projects with industry and/or non-profit partners in the DFW area and beyond. Required coursework is integrated meaningfully around each semester’s project by deeply invested faculty so that theoretical concepts are not memorized for the test, but instead, applied in a real-world context.
The program is well balanced and focuses on collaboration, practical business skills,and advanced studies to mold the leaders all businesses will need to gain a competitive edge.
TEAM-BASED ASSIGNMENT
Students experience project-based learning with team-based assignments with scaffolding for in-depth inquiry and step-wise feedback and progression (team contracts, peer reviews, reflections), which are central to the PBL approach used in all ACS degree programs
MULTI-MODAL ASSIGNMENT
Students have choices with multi-modal content (videos, text, ask the expert cameos, infographics) and multi-modal assignments that simulate work and life projects. For example, reports, virtual internships, ePortfolios, presentations, reflections, and team/individual projects are crafted to provide choice for students with how they learn and communicate that learning back to instructors.
