Loading Session...

Assessment and evaluation

Back to Schedule

Session Information

14:15 Presentation 1 - Challenge Based Learning as a multicomponent intervention for workplace and societal readiness in higher education, CBL101

14:35 Presentation 2 - On-line Challenge-Based learning for engineers students from developing countries reflection and evaluation of an international online project, CBL103

14:55 Presentation 3 - Assessment in Challenge Based Learning practices: a call for more student involvement, CBL27

Paper presentations
08 Apr 2025 14:15 - 15:15(Europe/Amsterdam)
Venue : Auditorium 4
20250408T1415 20250408T1515 Europe/Amsterdam Assessment and evaluation

14:15 Presentation 1 - Challenge Based Learning as a multicomponent intervention for workplace and societal readiness in higher education, CBL101

14:35 Presentation 2 - On-line Challenge-Based learning for engineers students from developing countries reflection and evaluation of an international online project, CBL103

14:55 Presentation 3 - Assessment in Challenge Based Learning practices: a call for more student involvement, CBL27

 Auditorium 4 CBL 2025 CBLconference@tue.nl
Add to my Schedule

Sub Sessions

View Abstract

CHALLENGE BASED LEARNING AS A MULTICOMPONENT INTERVENTION FOR WORKPLACE AND SOCIETAL READINESS IN HIGHER EDUCATION

Practice paper 02:15 PM - 02:35 PM (Europe/Amsterdam) 2025/04/08 12:15:00 UTC - 2025/04/08 12:35:00 UTC
This paper presents Designing Inclusive Education at Montclair, a recurring Challenge-Based Learning (CBL) course where undergraduate students collaboratively address an institutional challenge across multiple semesters. Using a "fade-in, fade-out" model, new cohorts build on previous work while adapting to evolving challenges, simulating real workplace dynamics. We outline a multicomponent intervention framework to assess how CBL’s core components—such as stakeholder engagement, interdisciplinary collaboration, and student agency—enhance workplace and societal readiness. By analyzing component interactions and student outcomes, this study offers a model for sustained CBL implementation and a methodology for evaluating its impact on post-graduation preparedness.
Presenters Koen DePryck
Professor & Director Challenge Based Impact Lab, Montclair State University Co-Authors
IW
 Ilse Wambacq
Associate Professor, Montclair State University
View Abstract

ON-LINE CHALLENGE-BASED LEARNING FOR ENGINEERING STUDENTS FROM DEVELOPING COUNTRIES – REFLECTION AND EVALUATION OF AN INTERNATIONAL ONLINE PROJECT (PRACTICE PAPER)

Practice paper 02:35 PM - 02:55 PM (Europe/Amsterdam) 2025/04/08 12:35:00 UTC - 2025/04/08 12:55:00 UTC
This paper explores Challenge-Based Learning (CBL) as a powerful pedagogical tool in South African engineering education, bridging the gap between theory and practice amidst socio-economic challenges. Focusing on the BRICS Future Skills Challenge, a remote competition, the study evaluates CBL's potential to engage students in real-world problems, providing access to advanced technology despite resource limitations. Through a qualitative approach, it highlights how CBL fosters critical skills in problem-solving, collaboration, and ethical awareness, aligning with the Engineering Council of South Africa’s Graduate Attributes. The research advocates for CBL as a scalable, cost-effective solution for enhancing engineering education in developing countries.
Presenters
AL
 ANN LOURENS
Head Of Department Industrial Engineering , NELSON MANDELA UNIVERSITY
DM
 Damian Mooney
RPAS CONSULTANT, NELSON MANDELA UNIVERSITY
View Abstract

Assessment in Challenge Based Learning practices: a call for more student involvement

Research paper 02:55 PM - 03:15 PM (Europe/Amsterdam) 2025/04/08 12:55:00 UTC - 2025/04/08 13:15:00 UTC
Challenge Based Learning (CBL) is seen as a promising educational framework to equip engineering students with the knowledge, skills and competences needed in a rapidly changing society. So far, only limited attention has been given to assessment in CBL. We therefore interviewed 17 teachers in a technical university how they assessed in their CBL course. What stood out was the limited role of students in assessment and that reflection was almost only done at the end of the course instead of continuously. In our presentation we will share our findings and give practical recommendations.
Presenters
FV
 Frank Van Den Berg
Senior Educational Consultant, University Of Twente Co-Authors Robin De Graaf
Associate Lecturer, University Of Twente
760 visits

Session Participants

User Online
Session speakers, moderators & attendees
ANN LOURENS
Head of Department Industrial Engineering
,
NELSON MANDELA UNIVERSITY
Damian Mooney
RPAS CONSULTANT
,
NELSON MANDELA UNIVERSITY
Frank Van Den Berg
Senior Educational Consultant
,
University Of Twente
Koen DePryck
Professor & Director Challenge Based impact Lab
,
Montclair State University
Isabelle Reymen
Scientific Director TU/e innovation Space
,
TU/e
Mark Van Den Brink
Student/Docent/onderwijsontwikkelaar
,
Talland College / Open Universiteit
32 attendees saved this session

Session Chat

Live Chat
Chat with participants attending this session

Slides

1743943901CBL2025-CBLasMuticomponentIntervention-DEPRYCK.pdf
Presentation Slide 1
 4 Submitted by Organizer

Need Help?

Technical Issues?

If you're experiencing playback problems, try adjusting the quality or refreshing the page.

Questions for Speakers?

Use the Q&A tab to submit questions that may be addressed in follow-up sessions.

Premium partners:


By using this website you allow us to place cookies on your computer. They are harmless and never personally identify you.