Challenge-based learning at the TU/e Learning Spaces Tour
Last October, TU Eindhoven was visited as part of the 4TU.CEE Learning Spaces Tour. During the day attention was paid to the current student journey with challenge based learning (CBL) at TU/e, aligned with the educational vision of the university towards 2030.
Participants learned about the actual learning that takes place within the innovative learning spaces. In Eindhoven, CBL is embedded in basic courses for all TU/e bachelor students, via student teams, in electives, and in User Society and Enterprise learning lines, which focuses on design thinking for a connected society. Attention was also paid to an interdisciplinary bachelor end project with a real-life challenge, the so-called innovation Space and opportunities for an innovation Space project in the Master were discussed. The presentations were alternated by visits to student teams on the campus.
Student competencies
Particularly hearing the students’ point of view added value to the programme. The students described how CBL extended their learning gains beyond theory. They gave examples of the competences they learned and the introspection they achieved. Working in interdisciplinary teams with students from other studies at TU/e forced the students to a strict design process and close cooperation. It requires project management skills. This was further exemplified by the tours given by students through the innovation Space in the morning and by the student teams that were visited at the TU/e campus in the afternoon. During the process students learn about team dynamics, pitch ideas, explore business viability, human desirability and technical feasibility.
A former student, Tom Selten, enthusiastically told about his current employer Lightyear, a spin-off of the solar car student team at TU/e. It is a start-up company where several students from the 4TUs are currently working. The ambition of Lightyear is to transform the automotive business and Tom explained how the solar student teams contribute to the continuous improvement of the solar cars and provides input for the development of Lightyear. In the annual solar contests these improvements are tested in different categories.
Outcomes
The day concluded with a round table discussion. The presentations during the day as well as this discussion pointed out three recurring questions of this day:
- How to assess Challenge Based Learning courses?
This is an issue that concerns many participants, especially in relation to scaling up the CBL courses. Written exams may not suit these courses and cannot measure the development of competences. On the other hand, the inactive students can be filtered out. This requires students to document their work very well. - The importance of community creation
The visit to the innovation Space and presentations of the student teams stressed the importance of community creation. It enhances the efforts of the participants and attracts new participants. The innovation Space provides students the opportunity to develop personal as well as professional skills in a real-life setting on top of a theoretical base, such as ideation & visualisation; technical skills & prototypes; daring to fail. - The importance of Student Ownership
The real world challenges that are used often link to sustainability goals. This creates ownership and engagement with the students. Working together on sustainable development goals motivates students. They don’t have to wait until after graduation but they can already make a difference in society now.
The next Learning Spaces Tour will be held at the University of Twente on 4 February 2020. Sign up here!