P ac ice Pape
Recommended ci a ion: B agós, R., Aguasca, A., Aguila-Feijoo, L., F ei e, J.,
Jiménez-Se es, V., Mas-Casals, O., Ma qués, F., Rey, F., & Pagès-Zamo a, A.
(2025). Engagemen o 1s Yea Enginee ing S uden s Th ough he In e ac ion
wi h 4 h yea P oduc De elopmen P ojec s. In Kangaslampi, R., Langie, G.,
Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual Con e ence. Eu opean
Socie y o Enginee ing Educa ion (SEFI), Tampe e, Finland. DOI:
10.5281/zenodo.17631600.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
Engagemen o 1s yea enginee ing s uden s h ough he
in e ac ion wi h 4 h yea P oduc De elopmen P ojec s
R. B agósa,
1
, A. Aguascab, L. Aguila-Feijooc, J. F ei ed, V. Jiménez-Se ese,
O. Mas-Casals , F. Ma quésg, F. Reyh, A. Pagès-Zamo ai
a Telecos-BCN, Uni e si a Poli ècnica de Ca alunya (UPC), Ba celona, Spain,
ORCID 0000-0002-1373-1588
b Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0003-2079-4322
c Telecos-BCN, UPC, Ba celona, Spain
d Eu ika / IFE Eu ope, Tecnológico de Mon e ey, Mon e ey, México,
ORCID 0000-0003-4323-4918
e Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0001-5668-7049
Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0003-4069-8901
g Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0001-8311-1168
h Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0003-3615-7627
i Telecos-BCN, UPC, Ba celona, Spain, ORCID 0000-0002-7087-7014
Con e ence Key A eas: The a ac i eness o enginee ing, Dialogue be ween
enginee ing and socie y – e ec s on educa ion
Keywo ds: S uden s engagemen , P ojec and Challenge Based lea ning
ABSTRACT
This pape p esen s he i s in e en ion o he RESOLUT p ojec , launched a
ETSETB-TelecosBCN, he UPC School o Telecommunica ion Enginee ing o
enhance s uden mo i a ion and engagemen h ough socially o ien ed, p ojec and
challenge-based lea ning. The ini ia i e connec s i s -yea enginee ing s uden s wi h
ou h-yea s uden s engaged in challenges p oposed by companies and hi d-sec o
o ganiza ions. The in e en ion included a se ies o s uc u ed ac i i ies:
p esen a ions o he ini ial s a emen s o he p ojec s, collabo a i e design- hinking
wo kshops, and inal p ojec showcases. The app oach aimed o inspi e ea ly-yea
s uden s, os e leade ship among senio s, and s eng hen in e disciplina y lea ning.
Feedback om 68 ou o 180 pa icipan s was e y posi i e, wi h inc easing
sa is ac ion ac oss he ac i i ies. The pape discusses he ou comes o his pilo and
1
Co esponding Au ho
R. B agós
amon.b [email protected]
ou lines plans o in eg a e hese ac i i ies o mally in o he cu iculum. RESOLUT
se es as a eplicable amewo k o aligning enginee ing educa ion wi h socie al
needs and os e ing ea ly engagemen in meaning ul lea ning.
1 INTRODUCTION
On 2023, he Technical Uni e si y o Ca alonia (UPC) s a ed a p ocess o e hink
he lea ning expe ience a he Uni e si y wi h he aim o ans o m eaching a he
UPC (Ca ió e al., 2024) which is called Lea ning Galaxy. A e p omo ing s uc u ed
discussions on cu icula con en , eaching me hodologies and lea ning spaces on
e e y enginee ing school, pa icipan s iden i ied key elemen s o e hinking he
eaching model and p oposed speci ic ac ion plans in a call o p ojec s unded by
he Uni e si y. ETSETB-TelecosBCN, he UPC School o Telecommunica ion
Enginee ing, p esen ed he p ojec RESOLUT (Social Challenges and Leade ship o
Technological Uni e si ies), which was unded and is being implemen ed
(Sep embe 2024-July 2027). The aim o his p ojec is wo old. The i s objec i e is
ully aligned wi h UPC’s mission and ocusses on designing a new pa adigm o
p ojec -based cou ses, mo e closely in eg a ed wi h socie al needs. This ini ia i e
equi es se ice-o ien ed p ojec s p oposed by hi d-sec o agen s, os e ing s uden
engagemen wi h eal-wo ld socie al challenges. The second objec i e is o p omo e
in e ac ion be ween senio s and eshmen/ eshwomen h ough hese p ojec s o
enhance mo i a ion and leade ship skills, and seeks o inc ease in e disciplina y
p ojec s o in ol e a b oade s uden body. By le e aging challenge-based lea ning
me hodologies, RESOLUT s i es o boos s uden mo i a ion, imp o e lea ning
ou comes, and educe d opou a es, pa icula ly in ea ly academic yea s. The e a e
also speci ic ac ions on he eaching and lea ning me hods in he i s yea . The
p ojec 's ou comes a e expec ed o ha e a long- e m, wide- eaching impac ac oss
UPC, se ing as a model o o he ins i u ions and s eng hening he uni e si y's
social commi men . Wha is desc ibed in his pape is he design and esul s o a i s
pilo in ended o boos he engagemen o 1s yea s uden s h ough he in e ac ion
wi h 4 h yea P oduc De elopmen P ojec s uden s.
2 CONTEXT AND PRACTICAL WORK
2.1 S uden Mo i a ion and Engagemen in 1s yea Enginee ing cou ses
S uden mo i a ion and engagemen a e key o p e en d opou in 1s yea o
Enginee ing p og ams. Expe ien ial Lea ning me hodologies, Pee -Lea ning and
Pee -Men o ing ha e been iden i ied as ele an s a egies ha would p omo e his
mo i a ion and engagemen . Pan zos e al. (2022) explo ed enginee ing s uden
mo i a ion in challenge-d i en p ojec cou ses using Sel ‑De e mina ion Theo y.
They ound ha au onomy, compe ence, and ela edness a e c i ical o mo i a ion in
i s -yea s. Also Temb e illa in he ASEE sys ema ic e iew on expe ien ial lea ning
(2023) documen s he in eg a ion o hands-on, eal-wo ld p ojec s in o i s -yea
cu icula and no es posi i e e ec s on e en ion and iden i y o ma ion. This
Enginee ing Iden i y de elops ea ly and emains s able ac oss he i s yea s,
unde sco ing he impo ance o ea ly in e en ions, acco ding o Lockha &
Rambo‑He nandez (2023). Also Godwin e al. (2024) explo ed how enginee ing
iden i y and belonging p edic g i among i s -gene a ion s uden s, demons a ing
ha iden i y de elopmen suppo s pe sis ence.
Se e al s udies desc ibe empi ically-backed e idences ha pee lea ning and pee
men o ing signi ican ly con ibu e o educing i s -yea s uden abandonmen in
enginee ing p og ams. App oaches like pee -led eam lea ning (Mulle e al., 2017),
manda o y pee men o ing (Budny e al., 2010), (Ag awal e al., 2024) and pee -led
s udy g oups (Reisel e al., 2012) consis en ly imp o e e en ion by nu u ing
academic success, communi y inclusion and a sense o belonging.
The imp o emen o he Pee -Men o ing ac i i ies will also be included in he
RESOLUT p ojec , bu a e no desc ibed in his p ac ice pape . The ollowing
sec ions desc ibe he in e ac ion be ween i s and ou h yea s uden s a ound he
p ojec and challenge-based p ojec s as a way o implemen a so o pee -lea ning
and a i s con ac wi h he expe ien ial cou ses.
2.2 ETSETB P ojec and Challenge-Based cou ses i ine a y
The Bachelo ’s deg ee in Telecommunica ion Technologies and Se ices
Enginee ing a ETSETB-TelecosBCN, includes h ee p ojec -based cou ses in o de
o p o ide a amewo k o acili a e he lea ning o pe sonal, in e pe sonal and
p o essional skills. The CDIO model (C awley e al., 2024) was used in he design o
he p og am, which was comple ed 13 yea s ago. The h ee p ojec -based cou ses
a e “In oduc ion o Enginee ing” (2nd yea , 6 ECTS), “Basic Enginee ing P ojec ”
(3 d yea , 6 ECTS) and “Ad anced Enginee ing P ojec ” (AEP, 4 h yea , 12 ECTS).
In he i s wo subjec s, s uden s wo k in educed eams (3-5 s uden s) ollowing a
pa ially guided plan which also includes some disciplina y con en s lea ning and in
which he p ojec opic is p oposed by he supe iso s. Al hough he goal o he h ee
cou ses is o p o ide a con ex close o he p ac ice o enginee ing, he i s wo use
s anda d PBL me hodology (Du e al., 2009), p o iding bo h con ex and con en s
h ough a known and guided sequence o ac i i ies. Howe e , he AEP cou se
ollows he P oduc De elopmen P ojec (PDP) model, which can also be
assimila ed o he New P oduc De elopmen model (Cobb e al., 2016). In his
cou se, la ge wo king g oups (8-12 s uden s) ca y ou he design o a comple e
p oduc o se ice, including i s business model. The eams gene a e he
equi emen s and speci ica ions o he p oduc o se ice om he ini ial in e ac ion
wi h he s akeholde s, de ine he sys em block s uc u e and he wo k packages,
which a e assigned o subg oups o 2-3 s uden s. They mus design, implemen and
es he subsys ems, in eg a e hem, de ine a business model based on he p oduc
o se ice and pe o m he sus ainabili y and e hical analysis. In he i s yea s (2011-
2014) he challenges o he AEP p ojec s we e p oposed by he eaching s a . Since
hen, ex e nal agen s we e g adually in ol ed and cu en ly, 8-9 ou o 10 challenges
a e p oposed mos ly by companies bu also by hospi als, ounda ions o NGOs. This
subjec is compulso y and 1780 s uden s ha e passed h ough i and ha e wo ked in
177 di e en p ojec s. Some examples o p ojec challenges a e: image p ocessing
so wa e o ehabili a ion o acial pa alysis due o acial ne e inju y, blockchain-
based paymen dis ibu ion sys em in he music indus y, measu emen o he
con en le el o clo hes ecycling con aine s o a de ice o exp essing he pain sco e
o pa ien s eco e ing a home. The AEP cou se is scheduled wice pe academic
yea (Fall and Sp ing e ms). In he Fall e m, 10-15 s uden s ca y ou he AEP
cou se in a di e en way, ollowing a Challenge-Based Lea ning (CBL) model
(Malmq is e al., 2015) in mul idisciplina y eams. A s udy compa ing bo h
app oaches was published (Cha osky e al. 2021). In (B agós e al., 2022) a s udy
abou he pe o mance o he s uden s in he p ojec -based and s anda d cou ses
can be ound.
Se e al o he AEP challenges a e al eady se by hi d sec o ins i u ions, hospi als
o go e nmen depa men s wi h a socie al pu pose. Also, some companies p opose
challenges wi h socie al ocus, acco ding wi h hei co po a e social esponsibili y
p og ams o ocus on he sus ainabili y aspec s. In he amewo k o he RESOLUT
p ojec , we plan o inc ease he p opo ion o challenges coming om hese sec o s
and app oaches in AEP bu also o build a e ical i ine a y, ha ing socie ally
o ien ed challenges in he h ee p ojec -based cou ses (2nd, 3d and 4 h yea ) and a
i s ac i i y in he i s yea as a way o gi ing pu pose o he enginee ing s udies and
aising he mo i a ion and engagemen o he s uden s.
2.3 1s yea s uden s’ engagemen h ough exposu e o he 4 h yea p ojec s
While he amewo k o his e ical i ine a y is s ill unde cons uc ion, a pilo o
imp o e he engagemen o 1s yea s uden s h ough exposu e o he 4 h yea
p ojec s was conduc ed in he Fall e m o he cu en academic yea . I consis ed o
h ee s eps:
1s ac i i y, pe o med on Oc obe 9 h, 2024. The 4 h yea s uden s we e in he 4 h
week o hei AEP p ojec s, and he P elimina y Design Repo was comple ed
(S ensson & K ysande , 2004). They we e asked o pe o m a sho p esen a ion (10
min + Q&A) o he 1s yea s uden s abou he challenge s a emen , hei app oach o
he solu ion and he p ojec plan. This equi emen was se up om he beginning o
he cou se. Eigh di e en p ojec s we e p esen ed in wo pa allel sessions (4
p ojec s each one):
• Nanosa elli e mission o he Moon (i2Ca and NanoSa Lab)
• Poin clouds p ocessing o a building plans ace obo (Hewle Packa d)
• Pain scale sco e o emo e child en heal h moni o ing (San Joan de Déu
Hospi al)
• Remo e heal h check sys em o de eloping a eas (F ac us)
• Anomaly de ec ion in IT sys ems using Machine Lea ning (ITNow)
• En y Inspec ion Uni o an au oma ed wa ehouse (Mecalux)
• Low cos and obus de ice o isual heal h inspec ion (F ac us)
• Imp o emen o connec i i y be ween mo ing o e s in an au oma ed
wa ehouse (Mecalux)
A o al o 180 1s yea s uden s a ended he sessions, 100 o hem he i s 4 p ojec s
and 80 o hem he las 4 p ojec s. Be o e he s uden s’ p esen a ions, we in oduced
he RESOLUT p ojec and he challenge-based cou ses i ine a y o he bachelo ’s
deg ee and i s a ionale o he 1s yea s uden s.
2nd ac i i y, pe o med on No embe 13 h, 2024. The 1s yea s uden s pa icipa ed in
a Design-Thinking ac i i y (2-hou s) in which hey we e asked o ind answe s o a
design ques ion ollowing a s uc u ed-b ains o ming p ocess in eams.
A he end o he session, he eams p esen ed a pos e wi h hei p oposals. A week
be o e he ac i i y, hey we e asked abou hei p e e ences, exp essing a p io i ized
o de o h ee o he p ojec s. The esul was ha 4 ou o he 8 p ojec s we e
p esen in his phase: Nanosa elli e (33 s uden s); Plans ace obo (31 s uden s);
Pain Scale Sco e (19 s uden s) and Remo e Heal h (16 s uden s). A e he ac i i y,
he s uden s we e asked o ill an anonymous ques ionnai e p o iding insigh s abou
he p ojec s and eedback abou he ac i i y in e es .
3d ac i i y, pe o med on Janua y 20 h and 21s , 2025. The 1s yea s uden s who had
comple ed he i s wo ac i i ies we e in i ed o a end he inal p esen a ion o one
o he p ojec s, which we e pe o med by he 4 h yea s uden s in on o hei
supe iso s and ep esen a i es o he ex e nal ins i u ions. These p esen a ions,
gi en in English, we e an assessmen ac i i y o he 4 h yea s uden s. Because o
con iden iali y issues, i was no possible o a end he Plans T ace Robo
p esen a ion and he s uden s chosen among he o he h ee ones. The dis ibu ion
was: Nanosa elli e (43 s uden s); Pain Scale Sco e (15 s uden s) and Remo e Heal h
(24 s uden s). The s uden s we e also asked o ill an anonymous ques ionnai e
p o iding insigh s abou he p ojec s and eedback abou he ac i i y in e es .
Fig. 1. Pa ial iew o he oom whe e he Pain Scale Sco e de ice was p esen ed in on o
he Hospi al ep esen a i es and he p ojec supe iso s.
3 RESULTS AND INSIGHTS
Abou he a endance, om a o al o 240 s uden s en olled in he i s yea o he
ETSETB bachelo ’s deg ee, 180 a ended he i s ac i i y, 99 he second one and 82
he hi d one, being he d op-ou be ween he i s wo ac i i ies a lo bigge han he
one be ween he las wo ac i i ies. Ou unde s anding is ha he s uden s a ending
he i s wo ac i i ies we e he ones eally in e es ed on he expe ience and ha he
eason o no a ending he hi d one was p obably because i was ou o he classes
pe iod, jus a e he exams.
The ab idged esul s o he ques ions abou he ac i i ies (“Assessmen o he
ac i i y: G ade he ac i i y om 1 (no a all use ul) o 5 ( e y use ul)” can be seen in
he Table 1 and he his og ams o he h ee ac i i ies in he Figu e 2. Only he
sco es gi en by he s uden s which a ended he h ee ac i i ies a e displayed.
Table 1. G ades gi en by he s uden s o he h ee ac i i ies (mean sco e, scale 1 o 5)
Fig. 2. His og ams and mean alue ( ed line) o he g ades gi en o he h ee ac i i ies
The eedback is good, abo e 3,8 in all cases, which is abo e he a e age alue o
he esul s o he cou ses a UPC. The e a e e y ew s uden s ha ha e p o ided a
low o e y low ma k (3 in ac i i y 1, 5 in ac i i y 2, and 2 in ac i i y 3). The p opo ion
o g ades in he good and e y good columns inc eased as he ac i i ies p og essed
(68% in ac i i y 1, 69% in ac i i y 2 and 85% in ac i i y 3).
The ques ionnai e also included open ques ions abou di e en aspec s o he
ac i i ies. Some ep esen a i e answe s o he ques ion “Do you hink hese ac i i ies
may ha e helped you isualize he con en o he bachelo ?” a e: "Yes, i has made
me see he le el ha is eached upon inishing he deg ee". "Yes, i has helped me
ha e a clea e ision o he pu pose o he cou ses I am aking and hose I will ha e
o ake". "I has made me see ha ou deg ee can be applied o c ea e solu ions in
o he a eas ha a e use ul o socie y". "I mo i a es you o con inue, despi e he
di icul ies". "I has helped me lea n abou ields in which I ne e hough I could
wo k".
Al hough he s uden s pa icipa ing in he ac i i ies ela ed wi h heal h (Pain Scale
Sco e and Remo e Heal h) p o ided highe ma ks, he e we e mo e s uden s
in e es ed in he mo e echnological p ojec s. They had highe p e e ences o choose
hese p ojec s in all polls and, as he Plans T ace Robo was no a ailable o he
inal p esen a ion, mos o he a endan s o he i s and second ac i i y in his
p ojec mo ed o he nanosa elli e p ojec and no o he heal h- ela ed p ojec s.
4 CONCLUSIONS AND IMPLICATIONS
The o e all assessmen o his ini ia i e by i s p omo e s is posi i e. A signi ican
numbe o 1s yea s uden s has ollowed i and has gi en a good sco e, mainly o he
inal p esen a ions, which we e mo e complex han he p e ious ac i i ies. We hink
ha a ele an ac o has been he oppo uni y o wi nessing he eedback gi en by
he companies o hospi al ep esen a i es, which gi es a sense o ue eali y.
We also conside ha he pa icipa ion o he 4 h yea s uden s in he ac i i ies is
posi i e o hei lea ning ou comes. The ask o p esen ing he p ojec o an
audience wi h low echnological knowledge is de ini ely a good syn hesis exe cise,
and mos ly when he p ojec de ini ion is qui e p elimina y. Also, he p essu e o
ha ing his kind o public mixed wi h he ex e nal expe s in he inal p esen a ion is
good o he de elopmen o communica ion skills.
The ac i i ies desc ibed in his con e ence communica ion we e a pilo
implemen a ion o he kind o ac i i ies we a e planning o es ablish in he RESOLUT
p ojec amewo k in o de o enhance he mo i a ion and engagemen o he 1s yea
s uden s, wi h he ul ima e goal o educing he wi hd awal a e. We we e ini ially
hesi an abou hei accep ance bu he esul s a e encou aging. The e is s ill a ask
o do o engage he s uden s which only did he i s ac i i y and no he second and
hi d ones. Nex yea , his se o ac i i ies will be included in a o mal in oduc o y
subjec , wi h egula en ollmen and assessmen , and will also be pa o he o mal
equi emen s o he 4 h yea s uden s. We will also s udy he co ela ion be ween he
a endan s and hei academic esul s a he end o he academic yea .
This in e en ion can be eadily adap ed o o he ins i u ions and educa ional
con ex s. I s modula design, ela i ely low cos , and s ong alignmen wi h
ins i u ional p io i ies make i p ac ical o eplica ion. Expe ien ial cou ses in he la e
yea s o he cu iculum—including caps one p ojec s—can se e as showcases o
i s -yea s uden s, illus a ing he kinds o wo k hey will e en ually be able o
unde ake. Mo eo e , in i ing i s -yea s uden s o con ibu e ideas o po en ial
p ojec imp o emen s can enhance hei mo i a ion by p o iding a sense o ea ly
in ol emen and ele ance.
5 ACKNOWLEDGEMENTS
This wo k is being de eloped in he amewo k o he p og am Galàxia
Ap enen a ge-2024, unded by UPC. Gene a i e AI ools we e only u ilized o
language e inemen du ing he d a ing o his manusc ip .
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