CBL in the Bachelor College
To develop the engineers mindset, all students have to learn how to deal with uncertainty. This mindset cannot be developed in one course alone; it requires a systematic effort at a curriculum level to teach students how to deal with open-ended problems by crossing the boundaries of their own discipline in multidisciplinary teams. This is achieved through the concept of Challenge-Based Learning (CBL).
Set-up of the Bachelor College
As a common thread throughout their educational program, all students actively participate in a CBL curriculum line with at least one CBL-based course per semester in the first and second years. There is also room to develop their engineering profile by participating in CBL-based courses in the elective space.
Characteristics of the CBL Curriculum Lines
- All students participate in a CBL curriculum line that increases in complexity throughout the curriculum.
- A common multidisciplinary course is planned at the end of the second year. Students have a choice of many challenges that are offered by combinations of different departments. The learning outcomes of this CBL course are defined by the bachelor’s program directors. Challenges are offered in a joint organization structure with an interdepartmental coordinating team and an overarching theme.
- Professional and personal development (P&PD) learning outcomes related to collaboration, communication, acting responsibly, and planning and organizing are integrated into the challenges with a common entry level for all students. The P&PD learning outcomes in the first and second years must therefore lead to the fulfilment of these entry requirements. Programs can choose to continue the CBL curriculum line with engineering and/or research projects in the third year; these may be monodisciplinary (e.g., BEP).
- Students can choose to continue their CBL curriculum line in their elective space by participating in interdisciplinary CBL projects in their third year.