Abstract:

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 TEC21 (Educational Model TEC21). 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 the student has the opportunity to apply what he learns in real situations, propose and test solutions and collaborate with other students and professionals in the industry.

To implement CBL, the Educational Model TEC 21 presents the Semester i, an initiative with the aim to strengthen the engagement between students, teachers, and employee market, improving technical and social competences of students through the solution of challenges related to an external organization that also plays the role of Training Partner. Semester i is a one-semester project based on learning experiences oriented to resolve a real challenging professional situation allowing students to develop and improve their competences. Semester i integrates the learning outcomes and contents of six subjects of the curricula of the Industrial Engineer.

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, implementation and results for Semestre i 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.

The project was developed with eighteen students in their sixth and seventh semester of IIS. It was structured around six courses of their curricula; three of them with a more technical approach with the analysis and identification of solutions to the given challenges and, the other three with a strategic perspective to integrate the socio-technical and economic aspects in solutions viability.

Through standardized instruments, results of Semestre i students at Mikels, compared to those who studied the same courses in the traditional model, show a significant improvement in their academic performance. Additionally, nonacademic results, which are also important for this initiative, highlight the benefits that Mikels obtained with the improvements implemented by students achieving, in some processes, around 40% of increasing in productivity.

Keywords:

Challenge-Based Learning, Hands-on Learning, Semester i.