Multi-Challenge-Based Learning in Engineering: A new model in Experiential Education

Experiential Education requires that students be exposed to real and multidisciplinary problem situations, where students, by solving the challenge, develop both disciplinary and transversal competencies. The benefits and advantages of using Challenge Based Learning (CBL) in higher education, as well as the obstacles that still arise in the adoption of a new model, have already been reported in several previous manuscripts. In this report we analyze an experience where different training partners were used for the course and several challenges were proposed. Here we demonstrate that competencies can be developed in different challenges, at the same time, in the same group, and with several training partners. Attention was paid to the course competencies to be developed, and to the knowledge to be disseminated, and., on the other hand, the experimental planning was carried out by mentors and expert staff from the training partners. In the end, the evaluation was carried out with a strict competency development rubric. Thus, here we report a scheme that establishes a new model in CBL, where a course is not only governed by a particular challenge but through the resolution of more than one challenge within the group, the discussion was enriched, and all the issues were strengthened and the designated competencies, developed.