Choosing challenges in challenge-based courses
N.L. Bohm (TU Delft - Urban Development Management)
Renate Klaassen (TU Delft - Teaching & Learning Services)
Perry den Brok (Wageningen University & Research)
EM van Bueren (TU Delft - Urban Development Management)
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Abstract
Challenge-based learning (CBL) is increasingly on the higher education agenda. In many universities of technology in the Netherlands, CBL is being implemented in engineering education programmes to prepare students to work on authentic, complex, societal challenges, provided by partners from outside of the university. Making societal impact is an important driver the introduction of CBL, however, on a more pedagogical level, little is known about the motivational aspects of student learning in these challenge-based transdisciplinary courses.