URL study guide
https://tue.osiris-student.nl/onderwijscatalogus/extern/cursus?cursuscode=4CBLW00&collegejaar=2025&taal=enDescription
All programs within the Bachelor College offer at least one Challenge-Based Learning (CBL) project per semester during the first two years. This course is a part of that sequence, providing students with the opportunity to collaborate and communicate in multidisciplinary teams while working across disciplinary borders.
Students can choose from a variety of projects on different topics, organized by different combinations of departments. Each project addresses an open challenge in either Engineering Design or Scientific Inquiry. These challenges are intentionally designed to be complex and extensive, requiring more than what can be accomplished by an experienced team within an extended timeframe. Therefore, the initial step for students in a project is to define a research question or design goal that they can reasonably address within the course's timeframe.
The projects follow a structured format and adhere to the timeline of a linear design process, such as the Classical Engineering model, the CBL framework "Engage – Investigate – Act," the Double Diamond model, or the Design Thinking model. These models share characteristics of subsequent diverging and converging phases, along with iterative processes.
The projects are open to all eligible TU/e students, allowing students the freedom of choice. However, certain projects may require specific knowledge. Information about projects can be found in the TU/e Education Guide to match individual profiles and preferences. After enrollment in Osiris, students are requested to provide a list of preferred projects. The course organization considers preferences, profiles, and student caps when enrolling students in projects. Note that there is no guarantee that students will be assigned to one of their preferred projects.
Timeslot preferences (until January 4, 2026, via [email protected]) will only be considered to prevent conflicts with retakes of first-year courses. Requests related to work, tutoring or travel will not be accommodated.
Students can choose from a variety of projects on different topics, organized by different combinations of departments. Each project addresses an open challenge in either Engineering Design or Scientific Inquiry. These challenges are intentionally designed to be complex and extensive, requiring more than what can be accomplished by an experienced team within an extended timeframe. Therefore, the initial step for students in a project is to define a research question or design goal that they can reasonably address within the course's timeframe.
The projects follow a structured format and adhere to the timeline of a linear design process, such as the Classical Engineering model, the CBL framework "Engage – Investigate – Act," the Double Diamond model, or the Design Thinking model. These models share characteristics of subsequent diverging and converging phases, along with iterative processes.
The projects are open to all eligible TU/e students, allowing students the freedom of choice. However, certain projects may require specific knowledge. Information about projects can be found in the TU/e Education Guide to match individual profiles and preferences. After enrollment in Osiris, students are requested to provide a list of preferred projects. The course organization considers preferences, profiles, and student caps when enrolling students in projects. Note that there is no guarantee that students will be assigned to one of their preferred projects.
Timeslot preferences (until January 4, 2026, via [email protected]) will only be considered to prevent conflicts with retakes of first-year courses. Requests related to work, tutoring or travel will not be accommodated.
Objectives
Personal & professional development:- understand, evaluate, and execute an open design process or an open scientific inquiry,
- acquire, apply, and integrate (new) disciplinary knowledge and skills (self-directed, student-controlled),
- collaborate effectively in a multidisciplinary team,
- provide and receive constructive feedback through peer- and self-assessment,
- act responsibly in every stage of the project, considering societal and environmental impact
- understand and apply project-specific disciplinary knowledge and skills.