About this paper

Appears in:
Pages: 7420-7429
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1986

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

IMPROVING LEARNING OUTCOMES IN INDUSTRIAL ENGINEERING STUDENTS WITH CHALLENGE BASED LEARNING

I. Abud Urbiola1, A. Sandoval Correa1, I. Arana Solares1, F. Sandoval Palafox1, J.C. Rodríguez Orozco1, G. Flores Quintero2

1Tecnologico de Monterrey, Escuela de Ingeniería y Ciencias (MEXICO)
2Tecnologico de Monterrey, Escuela de Humanidades y Educación (MEXICO)
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.
@InProceedings{ABUDURBIOLA2017IMP,
author = {Abud Urbiola, I. and Sandoval Correa, A. and Arana Solares, I. and Sandoval Palafox, F. and Rodr{\'{i}}guez Orozco, J.C. and Flores Quintero, G.},
title = {IMPROVING LEARNING OUTCOMES IN INDUSTRIAL ENGINEERING STUDENTS WITH CHALLENGE BASED LEARNING},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1986},
url = {http://dx.doi.org/10.21125/iceri.2017.1986},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7420-7429}}
TY - CONF
AU - I. Abud Urbiola AU - A. Sandoval Correa AU - I. Arana Solares AU - F. Sandoval Palafox AU - J.C. Rodríguez Orozco AU - G. Flores Quintero
TI - IMPROVING LEARNING OUTCOMES IN INDUSTRIAL ENGINEERING STUDENTS WITH CHALLENGE BASED LEARNING
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1986
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7420
EP - 7429
ER -
I. Abud Urbiola, A. Sandoval Correa, I. Arana Solares, F. Sandoval Palafox, J.C. Rodríguez Orozco, G. Flores Quintero (2017) IMPROVING LEARNING OUTCOMES IN INDUSTRIAL ENGINEERING STUDENTS WITH CHALLENGE BASED LEARNING, ICERI2017 Proceedings, pp. 7420-7429.
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