Challenge-Based Learning Strategies Using Technological Innovations in Industrial, Mechanical and Mechatronics Engineering Programs

Abstract

Our university has implemented the Tec21 educational model, based on four fundamental pillars: Challenge-Based Learning (CBL), flexibility, inspiring trained faculty, and a memorable educational experience. The purpose of this study was to evaluate the results of CBL implementation experiences at the beginning of undergraduate engineering programs using technological innovations such as 3D printing, DC motors, and microcontrollers. Three challenges were designed: Rube Goldberg, Cable Car, and Mini Drag Race. The challenges were implemented during at least two years where over 1,000 engineering freshmen took part. The challenges were evaluated by quantitative and qualitative methods. Overall, students enjoyed the learning experiences, learnt new technologies, and developed disciplinary and transversal competencies. Students were also more engaged and motivated to pursue their engineering academic program. These strategies challenged the students with the basic characteristics of the new Tec21 educational model. Finally, faculty involved in the implementation of these challenges expressed they required to get out of their comfort zone, learn new technologies, and change their traditional role to become a coach.

Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

“…For example, Refs. [39,40] detected that CBL helps the development of soft skills like leadership, collaboration, creativity, problem-solving, or communication, among others. Additionally, other works have found that CBL improves grades contrasted to traditional learning or reduces its dispersion around the mean like explained in [41,42].…”

“…In the case of the Tec21 educational model, authors in [43][44][45] report implementations in engineering, sciences, humanities, and education finding advantages in the integration of flexible learning paths, and support for disciplinary and transversal competency development. Additionally, authors in [17,40,46] state that the CBL strategy used by Tecnologico de Monterrey results in better student grades when compared to those obtained by students enrolled in a course with a traditional teaching-learning strategy. Even if these works identify the success of the strategy, all of them have been applied to activities or to specific topics, or to complete courses at most.…”