Learning and development in extracurricular student teams: Promoting learning in non-conventional learning environments

Introduction The engineering profession is undergoing rapid transformation, driven by advancements in artificial intelligence (AI), virtual environments, and other emerging technologies that are reshaping traditional practices and frameworks (Engineers Europe, 2024). These innovations are essential for addressing complex socio-technical challenges, such as enhancing climate resilience, creating sustainable food production systems, and expanding healthcare access. Successfully tackling these issues requires cross-disciplinary collaboration and the integration of diverse expertise to develop impactful solutions (Kolmos et al., 2023). Consequently, future engineers must possess a broad skill set to navigate every stage of the process, from technology development to solution design and implementation-an approach that demands competencies tailored to an increasingly interconnected, intercultural context (Boelt, Kolmos, & Holgaard, 2022; Gürdür Broo, Kaynak, & Sait, 2022; Richter & Kjellgren, 2023). To address these concerns, higher education institutions have introduced innovations in engineering education that include various forms of practice-based learning and adaptable curricula, supported by redesigned learning environments and new staffing models (Graham, 2018; Lindsey et al., 2023). At The University of Technology (TUT), pseudonym, extracurricular student teams have served as inspiration to the implementation of Challenge Based Learning, as a form or practice-based learning. The extracurricular Student Team program promoted by TUT, is breading ground for technology innovation but also an important environment to support student learning. What makes this environment special is learning is contextualized (i.e., students learn in the day to day activities in the team), and in a fully flexible, self-directed way. The program supports of around 550 students in ~30 extracurricular engineering teams tackling complex self-chosen real-world challenges like renovating the building stock for increased densification and sustainability, or poor material use and design practices of vehicle OEMs being detrimental to closed loop recycling of cars. These diverse teams, composed of students from different disciplines, choose part- or full-time commitments and concentrate their projects in long-term student-run foundations. Participation is voluntary, driven by intrinsic motivation without grades or credits. TUT provides essential resources, including housing, (part of the) funding, technical support, coaching, and guidance on financial and legal matters. Meanwhile, these student teams are able to acquire a combined of more than 6M. EUR annually from approx. 450 external stakeholders so as to enhance their innovative output and to uphold an explicit talent development environment for their members. Through Challenge-Based Learning (CBL), this program immerses students in high-level technical and innovative projects, requiring them to direct their own learning. Nevertheless, though research has shown the educational value of such a learning environment (Bravo et al., 2024), questions remain about how to support the learning of students (Chan, 2012; Doulougeri et al., 2024). In our particular context, this is attributed to the complexity of the learning environment. Student teams are quasi-autonomous groups, with their own organizations and structures, each with their particular challenge (i.e., knowledge focus) and set of stakeholders. These aspects, while contributing to the richness of the environment, influence on how learning can be supported. As a response to this challenge, TUT has set up an educational-design research project to explore how to support learning in this context. Over the course of two years, the project explored this educational problem, concretizing challenges. Key challenges include finding effective ways to facilitate learning without predefined outcomes, identifying methods to support the development of diverse competencies-ranging from theoretical knowledge to entrepreneurial and innovation skills-, supporting individual as well as team learning, uncertainty regarding what stakeholders influence student learning, and facilitating learning in a context that is fully flexible, independent and self-directed. This workshop brings participants along in the insights of this project, and fosters an open, yet structured discussion on the above challenges. Through collaborative dialogue, we will explore this question: How to best scaffold student learning within extracurricular student teams? Workshop design The workshop is designed to guide participants through an exploration of the challenges and ways to scaffold student learning within extracurricular student teams. It begins with a brief introduction (10 minutes) to the topic, followed by an overview of the activities. This includes outlining the challenges to be addressed, such as methods for scaffolding various types of knowledge, skills, and competencies without predefined learning outcomes, and approaches for monitoring learning acquisition in these settings. To this end, we will use a "world café" set-up (see e.g. Löhr, Weinhardt, & Sieber, 2020). Four rounds of discussion in sub-teams will be facilitated. In the first round (10 mins), each group will dive deeply into their table's topic, sharing ideas, experiences, and potential solutions. Next, participants rotate to a new table with a different topic, where they will review the previous group's insights recorded by a table facilitator on paper (10 mins). Building on the foundation laid by the previous group, participants will add new ideas and refine the discussion further. The rotations will continue until all the groups have provided their insights across all four tables (40 mins in total). Finally, the workshop will conclude with a group reflection and summary (10 mins) to consolidate key ideas and themes that emerged. Educational impact This workshop facilitates discussions on how higher education institutions can enhance the learning environment in student teams to be particularly conducive to practices associated with the future of engineering. It also raises awareness among attendees about the opportunities and challenges of scaffolding student learning in this context, offering insights into implementing these approaches across institutions. Additionally, the session outcomes will contribute to TUT innovation project and will be included in its deliverables. As a follow-up, participants may receive the processed session outcomes to gather further insights on CBL learning within extracurricular student teams. Participants The workshop is open to all participants of the CBL international conference, regardless of their role/background. The activity is apt for educators, researchers, learners, education collaborators, business, societal organizations, and support staff alike. No prior knowledge is required. For an optimal execution of the activity, up to 20 participants (4 groups of 5) can be accommodated.