Defining Intended Learning Outcomes (ILO's) of inter-program CBL towards achieving constructive alignment in the context of ISBEP

We present a framework that connects identified competence areas with Indented Learning Outcomes (ILO’s). Such a framework is likely to be useful for the design of inter-program Challenge-Based Learning (CBL) in engineering education. The framework was developed out of a need to increase the constructive alignment (CA) of ILO's, learning/teaching activities, and assessment of the Innovation Space Bachelor End Project (ISBEP); an inter-program CBL initiative at Eindhoven University of Technology (TU/e). The framework was developed based on a co-creation session, and set up around the definition of ILO’s as departing point to reach
CA. We contribute a comprehensive framework listing the ILO’s associated with inter-program CBL at the third-year, bachelor level, and identify three categories related to design and research processes, professional skills, and professional identity and self-directed learning. Furthermore, we illustrate our findings with practices from ISBEP, highlighting the influence of ILO’s on our efforts to reach alignment. Finally, we discuss the implications for CBL design, propose future work, and draw attention to possible limitations in the use of the framework.