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Effectiveness of challenge-based learning in undergraduate engineering programs from competencies and gender perspectives
(MDPI, 2024-02-29) Huesca Juárez, Gilberto; Rodríguez Rosales, Adriana; Lara Prieto, Vianney; Ruiz Cantisani, Maria Ileana; Acevedo Mascarúa, Joaquín; School of Engineering and Sciences, Tecnologico de Monterrey; https://ror.org/03ayjn504; Gamage, Kelum
Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs.
Social entrepreneurship and complex thinking: validation of SEL4C methodology for scaling the perception of achieved competency
(MDPI, 2023-02-10) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Cruz Sandoval, Marco; Tecnologico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Albright, James
This article aims to show the validated results of implementing a self-created methodology for developing the perceived achievement of social entrepreneurship competency and how this methodology is equally valid in developing the perceived achievement of complex thinking competency. Presenting a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after implementing the SEL4C (Social Entrepreneurship Learning for Complexity) methodology (developed by the Interdisciplinary Research Group IRG Reasoning for Complexity R4C at the Institute for the Future of Education IFE of the Tecnologico de Monterrey). It corroborates that the proposed methodology impacts the perceived achievement of social entrepreneurship competency and its sub-competencies and also manages to develop the perception of achievement of the complex thinking competency. This article contributes to the studies associated with the formation of competencies and the social entrepreneurship approach as a valid pedagogical tool for developing transversal skills.

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