Challenge-based Learning: The Case of Sustainable Development Engineering at the Tecnologico de Monterrey, Mexico City Campus

Authors

  • Jorge Membrillo-Hernández Monterrey Institute for Technology and Higher Education
  • Miguel de Jesús Ramírez-Cadena Monterrey Institute for Technology and Higher Education
  • Carlos Caballero-Valdés Monterrey Institute for Technology and Higher Education
  • Ricardo Ganem-Corvera Monterrey Institute for Technology and Higher Education
  • Rogelio Bustamante-Bello Monterrey Institute for Technology and Higher Education
  • José Antonio Benjamín-Ordoñez Monterrey Institute for Technology and Higher Education
  • Hugo Elizalde-Siller Monterrey Institute for Technology and Higher Education

DOI:

https://doi.org/10.3991/ijep.v8i3.8007

Keywords:

Challenge based education, CBL

Abstract


Recently, The Tecnologico de Monterrey (ITESM) in Mexico has launched the Tec21 Educational Model. It is a flexible model in its curriculum that promotes student participation in challenging and interactive learning experiences. At the undergraduate level, one of the central scopes of this model is addressing challenges by the student, to develop disciplinary and cross-disciplinary skills. Two institutional strategies have been implemented to reach the ultimate goal of the ITESM, to work in all careers under the Challenge Based Learning (CBL) system: the innovation week (i-week) and the innovation semester (i-semester). Here we report on the results of four i-week and one i-semester models implemented in 2016. The i-semester was carried out in conjunction with a training partner, the worldwide leader Pharmaceutical Company Boehringer Ingelheim. Thirteen Sustainable Development Engineering career students were immersed for a 14 week period into the strategies to solve real-life challenges in order to develop the contents of four different courses. Six teachers of the academic institution and four engineers from the Boehringer plant served as mentors. Continuous evaluations were carried out throughout the abilities examination and partial and final examinations were performed by both experts, from the company and from the University.

Author Biographies

Jorge Membrillo-Hernández, Monterrey Institute for Technology and Higher Education

Full Professor at School of Engineering and Sciences

Miguel de Jesús Ramírez-Cadena, Monterrey Institute for Technology and Higher Education

Head of the Mechatronics Department and Full Professor at School of Engineering and Sciences

Carlos Caballero-Valdés, Monterrey Institute for Technology and Higher Education

Full Professor at School of Engineering and Sciences

Ricardo Ganem-Corvera, Monterrey Institute for Technology and Higher Education

Full Professor at School of Engineering and Sciences

Rogelio Bustamante-Bello, Monterrey Institute for Technology and Higher Education

Full Professor at School of Engineering and Sciences

José Antonio Benjamín-Ordoñez, Monterrey Institute for Technology and Higher Education

Full Professor at School of Engineering and Sciences

Hugo Elizalde-Siller, Monterrey Institute for Technology and Higher Education

Head of the School of Engineering and Sciences

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Published

2018-05-28

How to Cite

Membrillo-Hernández, J., Ramírez-Cadena, M. de J., Caballero-Valdés, C., Ganem-Corvera, R., Bustamante-Bello, R., Benjamín-Ordoñez, J. A., & Elizalde-Siller, H. (2018). Challenge-based Learning: The Case of Sustainable Development Engineering at the Tecnologico de Monterrey, Mexico City Campus. International Journal of Engineering Pedagogy (iJEP), 8(3), pp. 137–144. https://doi.org/10.3991/ijep.v8i3.8007

Issue

Section

Short Papers