What do we need to consider when designing and researching student learning in Challenge-Based Learning?

Challenge-Based Learning has become specifically popular in higher engineering education. CBL addresses the key characteristics of future engineering programs by embracing authentic, active learning, offering choice in problem-solving and learning practices as well as enabling training in interdisciplinary teamwork and decision-making. This responds to the desire of many students for a sense of meaning in their education. Just as with many other educational innovations, we see a large variety of many different initiatives under the CBL label which is why much research is being conducted on the characteristics of CBL implementation. But the goal for researching different characteristics of CBL experiments is to, in the long run, understand whether CBL influences student learning, and in which way, since prior research suggests positive effects of such active learning approaches. In this short paper we present a framework for capturing the prerequisites, context, process and outcomes of student learning in Challenge-Based Learning. We take a close look at CBL as an educational concept in contrast to the prior ways in which student learning has been described. We put forward a heuristic analytical framework that will allow researchers and educators to capture the different aspects of the CBL process and context that could guide further education innovation and research to foster student learning gain in CBL

Large-scale blast loading of a composite tube array for protection of civil engineering structures

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Entrepreneurs’ mental health and well-being:A review and research agenda

Interest in entrepreneurs’ mental health and well-being (MWB) is growing in recognition of the role of MWB in entrepreneurs’ decision making, motivation, and action. Yet relevant knowledge is dispersed across disciplines, which makes what we currently understand about entrepreneurs’ MWB unclear. In this systematic review I integrate insights from 144 empirical studies. These studies show that research is focused on three research questions: (1) Do different types of entrepreneurs differ in their MWB? What are the (2) antecedents and (3) consequences of entrepreneurs’ MWB? The review systematizes evidence on known antecedents and consequences of entrepreneurs’ MWB but also reveals overlooked and undertheorized sources and outcomes of entrepreneurs’ MWB. The review provides a mapping and framework that advance research on entrepreneurs’ MWB and help to position entrepreneurs’ MWB more centrally in management and entrepreneurship research. It calls for researchers to go beyond applying models developed for employees to understand entrepreneurs. Instead, the findings point the way to developing a dedicated theory of entrepreneurial work and MWB that is dynamic, socialized, and open to considering context and acknowledges variability and fluidity across entrepreneurs’ life domains, as well as the centrality of work for entrepreneurs’ identity

High-dose hyperfractionated accelerated radiotherapy in non-small cell lung cancer

The observation that improved local tumour control also results in increased survival rates, even in a disease such as non-small cell lung cancer (NSCLC), has fuelled the interest in strategies aimed at local tumour eradication. It has been demonstrated that a clear dose-response relationship exists for radiotherapy, i.e. higher doses of radiation lead to increased local tumour control. However, prolongation of the overall treatment time beyond 4-5 weeks renders radiotherapy less effective because of increased proliferation of tumour cells. It is therefore of interest to deliver as high doses as possible in short overall treatment times. An extreme example of this strategy is stereotactic body radiotherapy (SBRT), where a few large radiation doses, equalling very high biological doses, delivered in a short overall treatment time has resulted in at least 90% tumour control in stage I NSCLC. However, when large volumes or critical normal structures such as the main bronchi are in the high-dose radiation volumes, more extensive fractionation schedules have been used, such as 70 Gy in 35 daily fractions of 2 Gy. As the overall treatment time than exceeds 4-5 weeks, hyperfractionated radiotherapy schedules have been introduced, which all delivered 2-3 relatively small fractions per day to total doses that are similar to the so-called standard regimen. Several randomized phase III trials and a meta-analysis based on individual patient data have demonstrated a superior 5-year survival with this strategy, without increased side effects. Our group has also shown that individualised hyperfractionated accelerated radiotherapy (INDAR) makes treatment with curative intent even in patients with large tumour volumes possible with few important side effects. Early results of INDAR with concurrent chemotherapy or with cetuximab are promising

Capacities for the new world: Changing roles and responsibilities of educators and learners

Innovations in education need to be accelerated to address the grand challenges in our society more adequately. We indicate the need for more collaboration with external stakeholders and for self-reflection. We refer to Challenge-Based Learning, an educational concept developed in engineering education, as a step in transforming education in response to societal changes, where students develop new capacities and are empowered to gain more ownership of their own learning. We highlight the role of design and designers in developing the capacities needed by students and teachers, and detail the necessary changes in the role and responsibilities of learners and teachers

Re-designing to CBL – An example of ongoing research in practice

Challenge based learning involves authentic, active, and interdisciplinary learning that requires students’ self-direction and collaborative decision-making and prior research was able to show positive learning outcomes of students studying under the CBL approach. Nevertheless, research comparing student learning patterns and learning gains in CBL compared to more traditional pedagogies is scarce.This poster presents the approach of an on-going research project aiming to understand whether CBL indeed has advantages for student learning. The research accompanies the re-design of a learning line consisting of three consecutive courses to CBL, collecting data from students at several timepoints before, during, and after the courses. This poster presentation will show the set-up for this research and allow for discussions on how student learning in CBL can best be captured.<br/