Project-Based Learning in the Development of a Job-Matching Website for Women in STEM

Contribution: Previous studies on learning strategies suggest that Project-Based Learning (PBL) represents a promising approach to enhancing academic performance in undergraduate environments. This research contributes to advancing active learning’s state-of-the-art by presenting a case study of a higher education institution that fully embraces Project-Based Learning. Additionally, it underscores the significance of gender-related investigations, particularly in addressing the impact of different learning styles on female students in science, technology, engineering, and mathematics (STEM). Background: As the demand for improving the ways of learning rooted in traditional models has risen, universities worldwide have begun implementing PBL, characterized by its student-centered trait that prioritizes knowledge acquisition through engagement in real-world projects. Research Question: Is PBL an effective methodology for undergraduate technology students, especially concerning its impact on female undergraduates? Methodology: To accomplish this purpose, a case study was conducted at a higher education institution, where first-year students were tasked with developing a job-matching website for women pursuing STEM careers over ten weeks, with the aim of acquiring web development skills while addressing the issue of female under-representation in technology fields. Findings: The analysis of the project’s development process experienced by the thirty-four-student class, along with their outcomes, and provided feedback on the learning experience, revealed promising findings regarding the worth of PBL adoption in computing courses, particularly concerning the development of important technical and behavioral skills. Furthermore, it was possible to establish a parallel between the subject matter of the studied project and an academic environment where gender issues are also prevalent.