Challenge-Based Learning in Aerospace Engineering Education: The ESA Concurrent Engineering Challenge at the Technical University of Madrid

Abstract This paper analyzes from several perspectives the impact of an educational experience that combines Challenge-Based Learning, as an active learning methodology, and Concurrent Engineering, as a design methodology. This empirical research focuses on motivational aspects, professor-student relationship and the complete teaching-learning process in the scope of tertiary learning, particularly, in Aerospace Engineering Education. The experience consisted in the participation of Master students from the Universidad Politecnica de Madrid in the 2018 ESA Concurrent Engineering Challenge, which proposed the preliminary sizing of a space mission following the Concurrent Engineering approach. The positive results of the experience, obtained from different instruments and surveys presented to both students and professors, have shown enhanced student motivation and improvements in the teacher-student relationship and the overall learning process.

[1]  Ana Laverón-Simavilla,et al.  Project Based Learning experiences in the space engineering education at Technical University of Madrid , 2015 .

[2]  Michael J. Prince,et al.  Does Active Learning Work? A Review of the Research , 2004 .

[3]  V. Vroom.  Work and motivation , 1964 .

[4]  Rogelio Bustamante-Bello,et al.  Challenge Based Learning: The Case of Sustainable Development Engineering at the Tecnologico de Monterrey, Mexico City Campus , 2017 .

[5]  David W. Johnson,et al.  Cooperative Learning Returns To College What Evidence Is There That It Works , 1998 .

[6]  Edmundo Tovar,et al.  Assessment and development of transversal competences based on student's autonomous learning , 2016, 2016 IEEE Global Engineering Education Conference (EDUCON).

[7]  F. Herzberg.  Work and the nature of man , 1967 .

[8]  Victoria Lapuerta,et al.  Socio-emotional competences at university: optimization of learning and professional competitiveness of engineering students , 2015 .

[9]  Mar Martínez,et al.  Work in progress: The innovation journey: A challenge-based learning methodology that introduces innovation and entrepreneurship in engineering through competition and real-life challenges , 2017, 2017 IEEE Global Engineering Education Conference (EDUCON).

[10]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[11]  Jeffrey Johnson,et al.  Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning , 2015, Int. J. Eng. Pedagog..

[12]  D. Mcgregor.  The Human Side of Enterprise , 1960 .

[13]  L. C. Félix-Herrán,et al.  Challenge-based learning: an I-semester for experiential learning in Mechatronics Engineering , 2019, International Journal on Interactive Design and Manufacturing (IJIDeM).

[14]  Laurence F. Johnson,et al.  Challenge-Based Learning: An Approach for Our Time , 2009 .

[15]  Jeff Porter,et al.  Motivational impact of active learning methods in aerospace engineering students , 2019 .

[16]  Mariana Maya,et al.  PLAY LAB: CREATING SOCIAL VALUE THROUGH COMPETENCY AND CHALLENGE-BASED LEARNING , 2017 .

[17]  Vera Mayorova,et al.  Integration of educational and scientific–technological areas during the process of education of aerospace engineers , 2011 .

[18]  R. Mitchell Spearrin,et al.  Design-build-launch: a hybrid project-based laboratory course for aerospace engineering education , 2019, Acta Astronautica.

[19]  Robert C. Davis,et al.  The Achieving Society , 1962 .

[20]  Edmundo Tovar,et al.  Motivation in engineering education a framework supported by evaluation instruments and enhancement resources , 2015, 2015 IEEE Global Engineering Education Conference (EDUCON).

[21]  Kyle Mitchell,et al.  Project-based introduction to aerospace engineering course: A model rocket , 2010 .

[22]  Edmundo Tovar,et al.  Motivation of Computer Science Students at Universities Organized around Small Groups , 2019, 2019 IEEE Global Engineering Education Conference (EDUCON).

[23]  David S. Cordray,et al.  A Research Synthesis of the Effectiveness, Replicability, and Generality of the VaNTH Challenge‐based Instructional Modules in Bioengineering , 2009 .

[24]  Son Kuswadi,et al.  Effective Intelligent Control teaching environment using Challenge Based Learning , 2016, 2016 International Symposium on Electronics and Smart Devices (ISESD).

[25]  Ricardo Ambrocio Ramírez-Mendoza,et al.  Towards a disruptive active learning engineering education , 2018, 2018 IEEE Global Engineering Education Conference (EDUCON).

[26]  Mitsuhito Komatsu,et al.  Evolution from education to practical use in University of Tokyo's nano-satellite activities , 2010 .

[27]  D. Bligh.  What's the Use of Lectures? , 1971 .

[28]  Fernando Ortega,et al.  Project based learning meets service learning on software development education , 2019 .