Webinar recap “Building a project-based culture on campus.”

On September 18, 2025, Riipen hosted a webinar exploring how institutions can embed project-based learning into their culture to support student success and align learning with workforce and societal needs. The session featured Dr. Mara Woody, Riipen’s Director, Strategic Partnerships, Dr. Kristin Wobbe, Associate Professor at Worcester Polytechnic Institute, and Josh Mitchell, Riipen’s Vice President of Academic Partnerships. Together, they provided insights into how project-based learning can move from one-off experiences to a defining feature of the academic journey.

Watch the full webinar recording: 

The evolving landscape for students.

Dr. Woody opened the conversation by framing the changing reality of today’s higher education students. She emphasized that students are increasingly diverse in terms of background and life responsibilities, career goals, and motivations for pursuing education. For many, the decision to attend college extends beyond earning a credential. Students seek stability, the ability to support their families, and the opportunity to contribute meaningfully to their communities.

This creates new expectations for institutions. While academic theory remains foundational, students also need opportunities to apply knowledge in authentic contexts. They require structured practice in solving complex, real-world problems that build confidence and competence. Dr. Woody explained that institutions must intentionally integrate these opportunities into curricula so that graduates leave prepared to apply their learning in professional and civic contexts. Without this intentionality, degrees alone may not fully equip students for the challenges that follow graduation.

Key takeaway: Today’s students expect higher education to result in meaningful readiness for life and work, and institutions can meet this expectation by embedding authentic practice into the learning journey.

Building the foundations of project-based learning.

Transitioning to the “how,” Dr. Woody and Dr. Wobbe explored the institutional role in embedding project-based learning (PBL) into curricula. They emphasized that PBL should not be considered an add-on or optional enrichment but rather a pedagogical approach integrated into the design of academic programs. By embedding projects across courses, institutions can create equitable access so that all students, not only those in specialized programs, participate in applied learning.

Dr. Wobbe highlighted the importance of faculty support. While many instructors see the value of experiential pedagogies, the additional demands of designing and facilitating projects can present challenges. To address this, institutions should provide professional development, resources, and structures that make integration feasible. She also underscored the role of departmental and institutional coordination. When initiatives align across campus, project-based learning can scale beyond isolated pilots and become embedded in the institution’s mission.

Key takeaway: Project-based learning must be intentionally designed into coursework, supported by faculty development, and coordinated at the institutional level to scale effectively.

How Riipen supports scalable models.

Josh described how Riipen enables institutions to implement project-based learning flexibly that matches their instructional and programmatic goals. He noted that traditional approaches to connecting students with industry partners often place a heavy administrative burden on faculty, requiring them to source opportunities, set expectations, and manage logistics. Riipen reduces these barriers by centralizing the process on a single platform where employers can post projects and educators can embed them directly into courses with clear structures and support.

Josh highlighted that Riipen’s strength lies in its adaptability. Institutions can integrate projects at the course level, align them with program outcomes, or design them as co-curricular opportunities that supplement classroom instruction. Some faculty choose short, focused projects that emphasize discrete skills, while others embed longer-term collaborations that mirror professional practice. Across these models, the platform provides consistency in how projects are framed, managed, and assessed.

This approach ensures that students engage with authentic, real-world challenges while faculty receive the scaffolding to incorporate projects without disproportionate time demands. Industry partners contribute meaningfully to student learning while gaining insights from emerging talent. By lowering barriers for all stakeholders, Riipen supports the development of scalable and sustainable project-based learning models that extend beyond one-off experiments to become embedded within institutional practice.

Key takeaway: Riipen enables multiple project-based learning models, from short course-based projects to program-level integration, providing a sustainable way for institutions to scale authentic experiences across disciplines.

Practical advice for institutions.

To conclude, panelists shared practical guidance for institutions seeking to foster a project-based learning culture. Their strongest recommendation was to begin with pilots. Implementing PBL in one course or department creates a manageable starting point. Collecting data on student engagement, learning outcomes, and partner feedback from these pilots builds a strong evidence base for expanding to additional courses and programs.

The speakers also emphasized the importance of storytelling. Sharing student narratives, particularly those that illustrate transformative academic and professional trajectories, can complement quantitative evidence and resonate with faculty and administrators. Over time, this combination of pilots, data, and narratives can build momentum for institutional adoption, shifting PBL from isolated initiatives to an embedded feature of the academic experience.

Key takeaway: Begin with pilots, use evidence of impact to support scaling, and share student narratives as qualitative evidence to strengthen institutional buy-in.

Wrap-up & resources.

The webinar concluded with a reminder that project-based learning is not simply an instructional method but a cultural shift. Embedding projects across curricula ensures students graduate with applied competencies, confidence, and adaptability. These qualities support lifelong learning and meaningful participation in a rapidly changing world.

Want to explore how Riipen can help your institution build a project-based culture? Book a chat with our team.

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