Implementing project-based learning in undergraduate STEM

Outcomes and effectiveness

Authors

DOI:

https://doi.org/10.32674/64dv0v92

Keywords:

project based learning, PBL, STEM education, critical thinking, problem solving, teamwork, experimental learning, hispanic-serving institutions, HSIs

Abstract

This study examined the use of Project-Based Learning (PBL) in undergraduate STEM courses at a Hispanic-Serving Institution, focusing on the development of problem-solving, critical thinking, and teamwork skills. The sample included a high proportion of Hispanic students. Across four semesters, students (n = 332) completed self-report retrospective pretest and posttest surveys; results indicated significant gains in all three skill areas, with effect sizes in the small to moderate range (Cohen’s d = 0.23–0.30). Findings indicate that participation in PBL was associated with measurable, though incremental, improvements in skills central to STEM learning. Future work should incorporate longitudinal designs, cross-institutional comparisons, and performance-based assessments.

Author Biographies

  • Devdutta Deb, Mercy University

    DEVDUTTA DEB, PhD, is an Assistant Professor and Program Director, Biology in the Department of Natural Sciences, Mercy University, New York, USA. Dr. Deb obtained her Ph.D. in plant molecular biology from Virginia Tech in 2013. Her research involves understanding plant-pathogen interactions and she studies how pathogens called oomycetes molecularly manipulate the defenses of agronomically important crops such as soybean and tomato. Dr. Deb is also deeply committed to inclusive, equity-focused teaching, incorporating high-impact practices such as Project-Based Learning to effectively support diverse learners in STEM. Email: ddeb@mercy.edu

  • N. A. Tharushi Perera, Mercy University

    N. A. THARUSHI PERERA, PhD, is an Assistant Professor in the School of Health and Natural Sciences at Mercy University, Dobbs Ferry, NY. She holds a Ph.D. in Organometallic Chemistry from the University of Missouri–Columbia. Her research spans both experimental synthesis and computational approaches to solar energy storage, with a focus on small molecule activation and splitting using Density Functional Theory (DFT) to investigate reaction mechanisms and catalytic systems. She is also actively engaged in inclusive and equity-centered pedagogy, integrating high-impact teaching practices such as Project-Based Learning and metacognition strategies to support diverse student populations in STEM. Email: nperera@mercy.edu

  • Rebecca M. Eddy, Cobblestone Applied Research & Evaluation Inc.

    REBECCA M. EDDY, PhD, is the founder and current President of Cobblestone Applied Research & Evaluation, Inc. She received her doctorate in Applied Cognitive Psychology and has conducted more than 120 applied research and evaluation studies and taught courses at the graduate and undergraduate levels in her 30-year career. Email: rebecca.eddy@cobblestoneeval.com

  • Raylene E. Luna, Cobblestone Applied Research & Evaluation Inc.

    RAYLENE E. LUNA is a Research Associate at Cobblestone Applied Research & Evaluation, Inc., where she manages evaluation projects for clients in higher education. She holds a B.A. in Psychology and an M.A. in Community-Engaged Education and Social Change. Email: raylene.luna@cobblestoneeval.com

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Additional Files

Published

2026-10-09

Issue

Vol. 23 (2026): American Journal of STEM Education

Section

STEM Education (regular)

License

Copyright (c) 2026 Devdutta Deb, N. A. Tharushi Perera, Rebecca M. Eddy, Raylene E. Luna

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Deb, D., Perera, N. A. T. ., Eddy, R. M. ., & Luna, R. E. . (2026). Implementing project-based learning in undergraduate STEM: Outcomes and effectiveness. American Journal of STEM Education, 23, 110-130. https://doi.org/10.32674/64dv0v92