Challenge-Based Learning, or CBL, is a form of education that involves students working on practice-based challenges in multidisciplinary teams. These challenges are often taken from industry or society and push students to come up with innovative solutions. In the process, students not only gain subject-specific knowledge, but also develop soft skills such as problem-solving, presenting and collaborating.

Although CBL bridges the gap between theory and practice and offers many advantages, this educational method also presents challenges. How do you find suitable partners? How do you create assignments that both educate and inspire? And how do you ensure strong team dynamics?

The lunch lecture gave lecturers the opportunity to discuss these challenges, but also to share good practices and tips. The participants, from both within and outside the country, were primarily EuroTeQ lecturers. This European collaboration project between technical universities, companies and other partners is aimed at renewing technical education and promoting interdisciplinary learning, with a focus on sustainability, innovation and societal challenges.

Expectation management

Isabel de Haan (Business Collaboration & Partnership Manager) and Gert Guri (Education & Entrepreneurial Learning Coordinator) from TU/e innovation Space lead the session. De Haan’s role involves recruiting industrial partners on a daily basis. She explains how the selection process works. “We consider the students’ interests as well as their learning objectives. That’s how we look for a good match,” she says.

“Some companies are looking for inspiration and creative ideas, some want to recruit young talent and some hope that participating in challenges will bring them more visibility,” she explains. According to her, there are no right and wrong motivations; however, it is essential to get a clear picture of those motivations and manage expectations.”

One question raised during the session concerns costs. Should companies pay students? De Haan responds: We don’t usually ask companies for financial contributions. They do often cover material costs and contribute to events we organize together.” Guri adds: “The experience is invaluable for students. Not only do students gain an insight into the world of industry during the course, they also receive the necessary support and guidance.”

Interdisciplinary teams

Students work in small teams during the challenges. One important challenge is to assemble these teams in an optimal way. After the kick-off where the industrial partners – also called “challenge owners” – present their projects, a speed dating session follows to provide further information and answer questions. “The students ultimately choose the challenge they want to work on,” says Guri.

Interdisciplinarity is key when it comes to forming teams. “In a team of five, there is a maximum of two students from the same department.” A good gender balance is also an important factor. “In addition, we make sure that students from different cultural backgrounds are evenly distributed among the teams,” Guri adds. He acknowledges that cultural differences can lead to friction. “The Dutch communication style can come across as direct and very assertive. By contrast, we see that other students tend to be more quiet and only share their ideas when they’re certain their contribution is valuable.” To improve communication, teams present pitches and give each other five pointers and highlights.

Team spirit is essential, Guri stresses. “We always call them ‘teams’, not ‘groups’.” To strengthen cohesion, there’s also room for social activities, such as eating pizza together after a busy day and enjoying special high breakfasts after morning presentations. Outdoor activities, such as sports, are also encouraged to relax together.

From conceptual thinkers to problem solvers

Guri acknowledges that working on practical assignments can take a lot of getting used to for students. “Students are often conceptual thinkers, focused on abstract ideas, theories and the bigger picture.” As such, they might dive too deeply into literature reviews, which does not always help solve the problem, he believes. “There’s a big difference between theory and practice. To solve real-world problems in the here and now, they need to learn to look at problems from a different angle.”

Identifying the problem is crucial, he says. He cites a famous quote by Einstein: “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions.” Students are generally very creative, but they also need to learn to let go of ideas when they do not work, he believes. “We always tell them: ‘Don’t fall in love with your baby.’ Sometimes you have to let go of quite a few ideas before you arrive at the ideal solution.”

To find that solution, Guri argues it’s often necessary to step outside your academic bubble and talk to people from outside the university. However, students often wonder where they can find the right people. You don’t need a large network, Guri emphasizes. He illustrates this with a playful example: “Who here knows someone who knows someone who keeps snakes? There’s always a raised hand. It shows that you can always find the right people if you actively search within your network.”

Although many tips and experiences are shared during the session, Guri emphasizes that there are no ready-made solutions. “We don’t have all the answers. Think of us as mirrors; the more input you give us, the more we can give back,” he concludes.