IMPROVING LEARNING OUTCOMES IN INDUSTRIAL ENGINEERING STUDENTS WITH CHALLENGE BASED LEARNING

The research, development and application of innovative educational techniques have been an important part of the DNA of Tecnologico de Monterrey. Collaborative Learning (CA), Problem-Based Learning (PBL), Project-Oriented Learning (POL), Case Method and Research Chairs are part of the evolution of the Modelo Educativo Tec 21 (Educational Model Tec 21). Higher Education is currently characterized by the notorious tendency towards the Education Based on Competences that guarantee the adequate graduates performance for the employee market. To enhance the development of competences, Challenge-Based Learning (CBL) is based on experiential learning, Hands-On Learning, where students have the opportunity to apply what they learn in real situations, propose and test solutions and collaborate with other students and professionals in the industry. Many studies argue that experiential learning projects place students in an environment fraught with complexity requiring a wide range of knowledge and skills that can be develop and strengthen by creating connections between students, professors and real problems. However, there are very few studies showing quantitative data about the academic performance of students in a CBL model compared to a traditional learning model. This study describes development and implementation, but also quantitative and qualitative results for a CBL Project carried out at the Industrial and Systems Engineering (IIS) Department of the Tecnologico de Monterrey, State of Mexico-Mexico City Region-, in January-May 2017 at Mikels, a manufacturing and marketing company of several products for diverse sectors, mainly the automotive, industrial and electrical.