Challenge-Based Learning in Practice: Redesign and Evaluation of an Interdisciplinary Minor

Challenge-Based Learning (CBL) is revolutionizing education by placing authentic challenges at the forefront of student learning, while enabling interdisciplinary education, as it allows students to define a challenge, based on their disciplinary competencies and interests. In this paper through the presentation of the redesign of the minor From Idea to Prototype, we aim to offer an example of the practical implementation of CBL within an existing interdisciplinary context, and help educators disentangle complex concepts related to the application of CBL. Key takeaways from this study are that CBL is a very good fit with interdisciplinary education, a low number of students is favourable for the initial application of CBL, and educators should pay close attention to managing the challenge providers to successfully apply CBL. Our findings suggest that CBL not only benefits students and educators but also creates value for challenge providers. Furthermore, it helps educators expand their professional networks and is in line with the concept of entrepreneurial education. However, it needs to be clear that the initial investment may need a significant effort before it starts paying off, and continuous evaluation and reflection is necessary. Future work will investigate the long-term value of CBL within the presented context.