Comparing Competency Assessment in Electronics Engineering Education with and without Industry Training Partner by Challenge-Based Learning Oriented to Sustainable Development Goals

Graciano Dieck-Assad, Alfonso Ávila-Ortega and Omar Israel González Peña
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Graciano Dieck-Assad: Tecnologico de Monterrey, School of Engineering and Sciences, Monterrey 64849, Mexico
Alfonso Ávila-Ortega: Tecnologico de Monterrey, School of Engineering and Sciences, Monterrey 64849, Mexico
Omar Israel González Peña: Tecnologico de Monterrey, School of Engineering and Sciences, Monterrey 64849, Mexico

Sustainability, 2021, vol. 13, issue 19, 1-28

Abstract: This study assessed the “creation of technological solutions for electronic devices” competencies evaluation when faculty–industry liaison is available. This experience at Tecnológico de Monterrey (TEC) was developed with challenge-based learning provided by the automotive electronics industry addressing subjects oriented toward some objectives of the Sustainable Development Goals (SDGs). The Electronics Engineering faculty and project engineers from automotive electronics and instrumentation companies promote design competencies in college students. This study analyzed the competency performance and outcome results of students who took applied electronics courses for the undergraduate level under the “i-Semester with industrial partner” for one semester and compared results with students that took the course under the traditional program. The competence evaluation was classified into three preliminary domain levels: 1 or low-level, 2 or medium-level, and 3 or high-level. Students were exposed to the conceptual, procedural, and attitudinal contents applied to solve the challenge assigned by the industrial partner. Students with an industrial partner showed a higher engagement, and they were more motivated in learning the subject, compared to students having classes in the traditional way. This study showed that in developing the competency “create technological solutions for electronic devices”, 55 students with an industrial partner obtained higher domain levels than 61 students with the traditional course.

Keywords: STEM education; competency-based learning; competence evaluation; experiential learning; industry 4.0; project-based learning; higher education; educational innovation; open science; complex thinking (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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