CHALLENGE-BASED LEARNING: IDENTIFYING EXTRACURRICULAR STUDENT TEAMS' DISCIPLINARY LEARNING GAINS

The purpose of this study is to gain new insights into the disciplinary learning gains that students acquire after finishing their participation in engineering-oriented extracurricular student teams. Making these learning gains explicit has the capacity to nurture students’ professional identities and enhance their employment prospects in the job market. This study involved conducting group sessions with members of two student sub-teams, both part of one overarching team. Results indicate that students acquired learning gains associated with the hardware manufacturing process, disciplinary design, multidisciplinary design, and utilization of knowledge. Additionally, students reported that they developed learning gains by means of interacting with peers, participating in workshops, and consulting various experts.