The 21st Century Skills Map – Project Management for Learning provides a cross walk between project management skills, 21st century skills and career pathways. The Skills Map not only shows which of the 21st Century Skills are learned through the four stages of a learning project, it also provides tips, guidance, and example projects that incorporate methods to make managing and leading learning projects more straightforward, more productive, and a deeper and more exciting learning experience for both teachers and students.

This flyer includes instructions on how to access free resources and templates for bringing project management into the classroom.

Students engage in hands-on, true-to-life research experiences on air quality topics chosen for personal interest through a unit composed of one lesson and five associated activities. Using a project-based learning approach suitable for secondary science classrooms and low-cost air quality monitors, students gain the background and skills needed to conduct their own air quality research projects. The curriculum provides: 1) an introduction to air quality science, 2) data collection practice, 3) data analysis practice, 4) help planning and conducting a research project and 5) guidance in interpreting data and presenting research in professional poster format. The comprehensive curriculum requires no pre-requisite knowledge of air quality science or engineering. This curriculum takes advantage of low-cost, next-generation, open-source air quality monitors called Pods. These monitors were developed in a mechanical engineering lab at the University of Colorado Boulder and are used for academic research as well as education and outreach. The monitors are made available for use with this curriculum through AQ-IQ Kits that may be rented from the university by teachers. Alternatively, nearly the entire unit, including the student-directed projects, could also be completed without an air quality monitor. For example, students can design research projects that utilize existing air quality data instead of collecting their own, which is highly feasible since much data is publically available. In addition, other low-cost monitors could be used instead of the Pods. Also, the curriculum is intentionally flexible, so that the lesson and its activities can be used individually. See the Other section for details about the Pods and ideas for alternative equipment, usage without air quality monitors, and adjustments to individually teach the lesson and activities.

The purpose of this study is to investigate factors relevant to business success in a small, rural Northwestern Wisconsin community and determine what influences are behind their ability to succeed. The study looks to provide a basis for a Project Based Learning format that could be used at the high school or technical college level, allowing students to investigate their own community and explore career options. In addition, as a young person researches and understands their own community, the impetus would be a greater appreciation for their immediate surroundings along with the entrepreneurial energy needed to sustain a successful business lacking urban resources. The success of such businesses is imperative to the survival of such municipalities and supports the wellbeing of its residents. The study goes further to provide general feedback to the Chambers of Commerce that participate in such a study about the specific and unique aspects that create success in a defined geographical area through simple survey techniques.

The purpose of this study is to investigate factors relevant to business success in a small, rural Northwestern Wisconsin community and determine what influences are behind their ability to succeed. The study looks to provide a basis for a Project Based Learning format that could be used at the high school or technical college level, allowing students to investigate their own community and explore career options. In addition, as a young person researches and understands their own community, the impetus would be a greater appreciation for their immediate surroundings along with the entrepreneurial energy needed to sustain a successful business lacking urban resources. The success of such businesses is imperative to the survival of such municipalities and supports the wellbeing of its residents. The study goes further to provide general feedback to the Chambers of Commerce that participate in such a study about the specific and unique aspects that create success in a defined geographical area through simple survey techniques.

The City X Project is an international educational workshop for 8-12 year-old students that teaches creative problem solving using 3D printing technologies and the design process. This 6-10 hour workshop is designed for 3rd-6th grade classrooms but can be adapted to fit a variety of environments. Read a full overview of the experience here: http://www.cityxproject.com/workshop/

In a fifth grade classroom based around projects, everything has its place. This classroom profile shows you the design and purpose of Debra Harwell-Braun's fifth-grade classroom.

In a multi-grade class of fourth, fifth, and sixth graders, students learn to work and communicate in teams. Through projects and a class structure that supports differentiation, Ms. Ehrke is able to keep students challenged and engaged. Her strategies for differentiation and communication can be used in any classroom.

King Middle School in Portland Maine provides a glimpse into the inner-workings and experiences of an expeditionary learning approach. A look at three expeditions for 6th, 7th, and 8th grades, gives great insight as to what an in-depth expedition looks like and how several weeks of activities lead up to the culminating event for the project.Expeditionary learning is a relatively new approach to education aimed at transforming school culture, how teaching and learning occur, and greatly enhancing student engagement and achievement.

This lesson teaches students about identifying resources for a project. First, use the Discussion Guide (found in Task 1) to teach students about this concept. Then, use the case study (found in Task 2) to assess their understanding and provoke class discussion. This activity gives students the chance to develop their project management skills. A full lesson module related to this concept can be found on the MBA Learning Center. Visit mba.instructure.com and search for "OP:003" in the Commons.

Students will explore vacation destinations around the world to develop an understanding of global trade, comparative advantage, exchange rates, and the value of the dollar in other countries. Each team will conduct thorough research of multiple vacation destinations and then select one that team members believe would be an unusual, educational, and highly economical destination for student groups. The team will then develop a website, digital poster, or other deliverable that creatively explains its recommended vacation destination, the exchange rate, two examples of comparative advantage that the destination country enjoys, and expenses incurred during the week-long vacation.  The attached project document (found in the Resource Library) includes step-by-step instructions, templates, briefings, resources, and rubrics to help in executing this project. A PowerPoint to help introduce the project is also available in the Resource Library.  Driving Question: What would be the most economical, unique, and educational travel destination for students? Timeframe: 2 weeks

In this lesson, 6th grade teacher Lawrence Perretto blends STEM and Project Based Learning by having his students construct model homes to explore how thermal energy moves. Students use iPads and thermometers to gather data about their model homes and determine how to make their homes more energy efficient. Lawrence gives his students a variety of materials to construct insulation with. After insulating their model homes, students conduct more thermal testing. Lawrence concludes the lesson by asking students reflection questions about what they learned through this project.

This resource contains a series of activities, lessons and ideas for introducing Elementary students to the design thinking process. The author includes connections to Empathy and the implications of designing things with others in mind.

Tina Maples' eighth-grade language arts students are serious about their work they do. When students work on projects they care about -- what Maples calls "brain food" -- they manage the classroom themselves.

Hands-on, project based learning for Grades 4 to 8. Students use design thinking processes to solve engineering challenges. These space engineering themed lessons will engage students as they apply creative problem-solving skills. Resource includes a full downloadable guidebook. The guidebook includes a description of the design process, 5 design challenges, student handouts, and rubrics. It also includes links to other valuable resources and connection to standards (i.e. Next Generation Science, National Standards).

Links to two documents that will assist students in creating goals for their learning. These documents walk students through setting up their learning outcomes, the tools they will use and how they will show evidence of their learning.

From Site:
NASA and DESIGN SQUAD developed this online workshop for educators and afterschool leaders who want to build their skills and confidence in guiding kids through engineering activities.

Whether you're experienced or new at this, you'll come away with insights and strategies for strengthening your kids' critical-thinking abilities and getting them excited about using the design process, the series of steps engineers use to arrive at solutions.

In this self-guided workshop, you'll:

Experience the design process in action. Learn and reflect on ways you can use the design process to tap into your kids' problem-solving skills and creativity.

Watch an engineering activity. See how easy it is to integrate the design process into the hands-on activities you do with your kids.

Get resources. Discover a variety of engineering activities from NASA and DESIGN SQUAD for kids in grades K–12.

Project Description: In this project, students will examine the economic benefits of several different energy industries, including petroleum, natural gas, electricity, coal, nuclear power, solar power, etc. Each team will conduct thorough research on these forms of energy and then create a website, digital poster, or other deliverable that details the economic advantages and disadvantages of each energy type. Individually, each student will write a short position paper explaining which energy industry s/he believes would be the best fit economically for their state—generating benefits such as plentiful jobs, considerable capital investment, and significant government revenue. Finally, team members will share their arguments with each other, select the energy industry that the team agrees is the best fit and provides the greatest benefits economically for the state, and present the team’s recommendation. The attached project document (found in the Resource Library) includes step-by-step instructions, templates, briefings, resources, and rubrics to help in executing this project. Driving Question Which energy industry would be the best fit economically for your state, providing plentiful jobs, considerable capital investment, and significant government revenue? Timeframe 2.5-3 weeks

2021-22 Career Pathway Showcase Series webinar recording and slide deck on Project-Based Learning and Simulated Worksites.

Everything starts with a project - a short-term undertaking that creates a unique good or service. Projects help businesses maintain flexibility so that they can take advantage of new opportunities quickly and effectively. Teach your students more about projects, why they’re important, and how businesses manage them effectively. LAP modules are comprehensive instructional packages that include all elements of a performance-oriented lesson plan. This LAP includes a student narrative that includes information about project management, a (So What?) discussion of why it's important to learn, and a short (Gray Zone) case addressing ethical issues. The instructor section features a comprehensive discussion guide, complete learning guide (short answer) and post-tests (multiple-choice) with descriptive keys, student activities, and more.