Enhancing Student Success Through Challenge-Based Learning at Dublin City University (DCU)

About this initiative

Project Background

The DCU Challenge-Based Learning Project was conducted as part of SATLE funding provided by the National Forum. The strategic focus of the funding was Transforming Teaching and Learning for Student Success.

The project focused on enhancing student success through the integration of Challenge-Based Learning (CBL) into university programmes.

Challenge-Based Learning was identified as a central element of DCU’s teaching and learning strategy, supported by the university’s success in securing substantial funding for DCU Futures through Pillar Three of the Human Capital Initiative and its participation in the European Universities Initiative as a partner in ECIU University.

DCU Futures committed the university to developing new programmes and pathways within existing programmes, with Challenge-Based Learning and online learning as core elements.

The project was therefore directly aligned with DCU’s strategic plans for teaching and learning.

Project Objectives

The overarching goal of the project was to provide continuing professional development (CPD) activities to support staff wishing to integrate Challenge-Based Learning into their programmes.

The project consisted of four main approaches:

1. Collating and creating resources to support Challenge-Based Learning.
2. Providing CPD activities for university staff.
3. Enhancing learning spaces to facilitate Challenge-Based Learning.
4. Implementing a Students as Partners approach within the curriculum.

Together, these approaches were intended to support the development and integration of Challenge-Based Learning across DCU’s teaching and learning activities.

Implementation

Developing Challenge-Based Learning Resources

The project involved collating a literature review on Challenge-Based Learning and creating a suite of supporting resources for staff.

These resources were made available through DCU’s Virtual Learning Environment (VLE) and the university’s main website.

The resources were developed to support staff in understanding and integrating Challenge-Based Learning into their teaching practices.

Providing Continuing Professional Development

A series of CPD workshops was organised to support staff in implementing Challenge-Based Learning.

The workshops covered pedagogical approaches underpinning CBL, including group work and peer assessment. Learning design workshops were also provided to help staff develop new programmes and redesign existing programmes.

The project delivered more than 600 person-hours of CPD.

A study visit was also conducted to an ECIU partner institution specialising in Challenge-Based Learning.

A flagship CPD event was a day-long assessment redesign hackathon involving more than 50 staff members from multiple disciplines across the university.

The event brought together teaching and learning experts from the Irish and UK higher education sectors, who acted as mentors. Student ambassadors also participated, providing feedback and support on the assessment solutions proposed by staff.

The hackathon provided an opportunity for staff to engage in assessment redesign with support from experts and students.

Implementing Students as Partners in Assessment

A major component of the project focused on implementing a Students as Partners approach within university programmes, particularly in assessment.

A literature review was commissioned to examine existing partnership practices and identify practical approaches that lecturers could implement with their students.

These approaches were organised into three categories:

1. Self and peer assessment.
2. Assessment tasks and criteria.
3. Collaborative grading.

The approaches were presented along a continuum ranging from simple to more complex forms of student participation.

Eight lecturers were recruited to pilot assessment partnership approaches across 11 modules.

The approaches included self and peer assessment, providing students with choices in assessment, co-creating assessment tasks and developing assessment rubrics collaboratively.

Self and peer assessment was the most commonly adopted approach during the pilots.

Staff and students generally reported positive experiences, with staff indicating that they wished to continue using these methods.

Enhancing Learning Spaces

The project also contributed to the enhancement of learning spaces designed to support Challenge-Based Learning.

Findings from the literature review and staff focus groups informed separate university projects focused on learning space design.

Two learning spaces were upgraded with support from the project.

The enhanced learning spaces were intended to serve as templates for future developments that would facilitate Challenge-Based Learning.

Results and Impact

Increased Student Engagement

The Students as Partners assessment pilots were evaluated through staff and student feedback.

The findings showed that:

• 77% of student respondents agreed or strongly agreed that they felt involved or engaged in their module because of the assessment partnership.
• 64% of student respondents felt that they performed well in their module because of their involvement in the assessment partnership.
• 87% of staff respondents felt that the Students as Partners approach enabled better student performance in assessment.

Staff also reported that the approach supported greater student engagement and indicated their intention to continue incorporating student partnerships into their teaching practices.

The project reported a significant increase in student engagement associated with the Students as Partners approach, with further research underway to examine its impact.

Expanded Staff Development

The project provided more than 600 person-hours of CPD and created numerous resources for staff and students.

These activities supported staff engagement with Challenge-Based Learning and provided opportunities to explore changes to teaching, learning and assessment practices.

The assessment redesign hackathon brought together more than 50 staff members from across the university, supported by mentors and student ambassadors.

Strengthened Collaboration

The project contributed to collaboration at university, national and international levels.

Multidisciplinary Challenge-Based Learning networks were established within DCU.

Numerous institutions from across Ireland visited the learning spaces developed through the project.

The assessment redesign hackathon brought together mentors from 11 higher education institutions, leading to several follow-on collaborations.

These collaborations were expected to contribute to future teaching and learning initiatives and inform CPD activities for staff and students.

Improvements to Learning Environments

The project contributed to the upgrading of two learning spaces designed to facilitate Challenge-Based Learning.

The enhanced spaces were intended to provide examples for future learning space developments across the university.

Changes in Teaching Practices

A key reported outcome of the project was a change in staff mindsets towards teaching and assessment.

Through participation in project activities, staff were able to experience the benefits of involving students as partners and integrating Challenge-Based Learning into their modules.

The project also contributed to an increase in examples of Students as Partners practices across the university.

Sustainability

The project established resources, professional development activities and collaborative networks intended to support the continued integration of Challenge-Based Learning within DCU.

The resources created through the project remained available through the university’s VLE and website.

The Students as Partners pilots provided a foundation for continued support to lecturers seeking to embed partnership approaches into their teaching and assessment practices.

The enhanced learning spaces were intended to inform future developments, while the collaborations established through the project were expected to contribute to further teaching and learning initiatives.

Changes in staff mindsets and teaching practices were identified as an important long-term outcome, with the potential to continue beyond the project’s funding period.

Conclusion

The DCU Challenge-Based Learning Project supported the integration of Challenge-Based Learning into university teaching and assessment through staff development, resource creation, student partnerships and learning space enhancements.

The project delivered more than 600 person-hours of CPD, supported assessment redesign activities involving staff from multiple disciplines, piloted Students as Partners approaches across 11 modules and contributed to the upgrading of two learning spaces.

Evaluation of the Students as Partners pilots reported positive outcomes in student engagement and perceived academic performance, with 77% of student respondents reporting greater involvement or engagement and 87% of staff respondents identifying benefits for student assessment performance.

The project also strengthened collaboration within DCU and across the wider higher education sector, while supporting changes in staff approaches to teaching and assessment.

Through its resources, partnerships and continued staff engagement, the project established a foundation for the ongoing integration of Challenge-Based Learning within DCU’s teaching and learning practices.