Abstract:

This initiative, presented at the 15th call for teaching innovation projects (Teaching Innovation Project, TIP) at the University of Deusto under the name Teaching Exchange, aims to enrich the teaching experience through mutual observation among colleagues, allowing them to learn from each other's practices and receive constructive feedback. It also serves to strengthen ties and foster relationships between teachers, both those who share subjects, methodologies and approaches, and those who differ in these areas, thus seeking to create a collaborative environment.

The methodology followed consists of an information session, a training session on how to give good feedback, an intermediate session, the exchange sessions themselves held throughout the course, and a final meeting to exchange experiences. From the 2023 to 2025 academic years, there have been almost 40 participants, with 26 peer sessions.

A highly enriching dimension of this project was the exchange between faculty teaching "Classical Calculus" across various Engineering degrees and those implementing Inquiry-Based Learning (IBL) within the Biomedical Engineering curriculum. While the former focuses on a structured, sequential mastery of mathematical theory and formal derivation, the IBL approach in Biomedical Engineering begins with a complex, real-world clinical or biological challenge, requiring students to "pull" the necessary calculus tools to solve the problem. This setup allowed teachers to see two different ways of thinking in action: the step-by-step logic and rigor of classical mathematics versus the 'problem-first' motivation seen in Biomedical Engineering.

The exchange proved mutually transformative. Teachers of classical Calculus discovered new ways to contextualize abstract concepts, such as mathematical dynamics of drugs in blood, thus increasing student motivation. Conversely, PBL instructors gained insights into how to reinforce the formal mathematical framework that students sometimes overlook when focused solely on the "end goal" of a project. This synergy has led to a more balanced instructional design, where the "why" of the biomedical application and the "how" of mathematical precision are no longer seen as competing interests, but as complementary pillars of engineering excellence.

Through this exchange, synergies and common methods have been discovered that benefit teaching performance and improve the quality of our teaching.

Keywords:

Peer Observation, Calculus Education, Pedagogical Synergy.