Sharpening Engineering Skills with Dynamic Pitch Evaluations

An effective approach to blending technical and soft skills through real-world challenges.

Introduction

In our rapidly evolving world, engineers need more than just technical skills—they must also excel in communication, teamwork, and adaptability. At Lab e·nov | IFP School , the Innovation & Entrepreneurship course tackles this challenge head-on. It encourages students to approach problems creatively, work well with others, and clearly express complex ideas.

The course wraps up with an exciting, high-pressure evaluation inspired by the TV show “Shark Tank” or "Qui veut être mon associé?” in France. Students pitch startup projects focused on climate change adaptation to a diverse panel of experts. This event is live-streamed on YouTube, adding a layer of excitement and simulating real-world professional presentation pressures.

Over three weeks, students engage in a multi-phase process that highlights problem framing, teamwork, business model development, and storytelling. They receive coaching, iterative feedback, and participate in exercises designed to boost their public speaking and pitching confidence. This experience blends technical expertise with essential soft skills—key competencies for today's engineers. Research consistently supports that combining technical skills with soft skills like teamwork and communication enhances students' ability to solve complex real-world problems.(1)

This article delves into the journey behind this innovative evaluation approach, the challenges faced, and practical strategies educators can use to transform their own courses.

Why Redefine Evaluations?

Traditional assessments, like written exams and theoretical assignments, have been central to engineering education for a long time. While these methods effectively gauge technical knowledge, they often don't fully prepare students for the complex challenges of modern engineering careers. Today, engineers need not only technical expertise but also strong communication, teamwork, and adaptability skills. To bridge these gaps, educational methods are evolving to include both technical ("hard") and interpersonal ("soft") skills in evaluations.

A major limitation of traditional assessments is their focus on individual performance and technical accuracy, which often doesn't reflect real-world applications. Integrating skills like teamwork and communication into engineering curricula is crucial for better preparing students for industry demands and real-life problem-solving(2). This shift enables future engineers to collaborate across disciplines and communicate complex ideas to various stakeholders, from investors to policymakers.

The dynamic nature of modern engineering also requires adaptability and effective teamwork. Real-world challenges, like developing solutions for climate adaptation, demand creativity and the ability to thrive in transdisciplinary environments. Incorporating active learning strategies, such as real-world simulations and project-based evaluations, enhances student engagement and fosters these essential skills(3). Traditional tests rarely provide opportunities for students to practice these critical competencies.

Innovative evaluation formats, like the TV show-inspired pitch event, help bridge this gap by combining technical and professional skill development. Students are assessed not only on the feasibility of their technical solutions but also on their ability to present persuasive arguments, respond to challenging questions, and collaborate effectively. This approach aligns with the growing recognition in education that engineers must be as skilled in professional communication as they are in technical design.

Learning to articulate complex ideas is especially crucial in today’s professional landscape. Engineers often need to explain technical concepts to diverse audiences, simplifying details without losing depth. The pitch evaluation format replicates this pressure, preparing students to confidently present their ideas in ways that inspire trust and action. By combining technical rigor with communication excellence, such evaluations offer students a comprehensive learning experience that mirrors the realities of modern engineering careers.

From Ideation to Pitch: Step-by-Step Through the Course Experience

The Innovation & Entrepreneurship course at Lab e·nov | IFP School immerses students in a dynamic three-week journey that mirrors real-world entrepreneurial challenges. Tasked with creating startups focused on climate change adaptation, participants develop not only their technical expertise but also essential skills such as collaboration, communication, and adaptability.??

The course begins with ideation and team formation, where students brainstorm solutions and define the focus of their projects. This foundational stage sets the direction for their startup concepts. In the second week, the emphasis shifts to development and refinement as teams work on business models, prototypes, and digital marketing strategies. Feedback from industry professionals, faculty, and alumni helps students iteratively improve their ideas, aligning their work with real-world standards(2). The final week is dedicated to pitch preparation, culminating in a high-pressure, live-streamed event where students present their startups to a jury of experts in engineering and innovation.??

This hands-on learning experience prioritizes practical application over theoretical knowledge, reflecting the demands of entrepreneurship. Evaluations throughout the course focus on engagement, teamwork, and adaptability rather than solely on the final product. The live-streamed pitch adds an extra layer of motivation and provides students with an opportunity to showcase their work to a wider audience, including friends and family. By integrating technical problem-solving with persuasive communication, the course fosters a transdisciplinary approach that prepares students for the complexities of professional environments(4).??

Students frequently highlight the course's impact on their confidence and skills. As one participant shared,

"This course motivated me more than any regular class. Learning how to defend a project and present ideas clearly is a skill I know I'll use in my professional life."

Research supports the effectiveness of such experiential learning methods, which enhance critical thinking, problem-solving, and engagement, equipping students for real-world challenges(5).??

The success of this approach is evident in the innovative solutions students develop. For example, one group tackled the environmental impact of greenhouse gas emissions from cows and the lack of connection between farmers and the milk industry. They proposed a digital platform to bridge this gap, fostering collaboration and providing a win-win approach to reducing emissions. Another team addressed the problem of particulate matter emitted by car brakes. They designed a prototype for a collector device that can be installed in both old and new cars, significantly reducing harmful emissions and contributing to cleaner air.

These examples demonstrate how the course equips students to tackle complex, real-world challenges by combining technical innovation with practical problem-solving. By developing solutions that address greenhouse gas emissions in agriculture or particulate matter from vehicle brakes, students not only apply their technical expertise but also practice effective communication and collaboration to make their ideas viable. This integration of technical and soft skills builds the confidence and adaptability they need to thrive in their professional careers. In tackling pressing issues like climate change adaptation, such approaches emphasize the importance of innovative thinking and clear communication as critical tools for future engineers.

Actionable Strategies for Student Engagement

1. Assign Dedicated Coaches for Teams: Students often struggle to trust the process, especially in the early stages of a multi-phase project. Assigning a dedicated coach to each team ensures close guidance and personalized feedback. Coaches help students stay motivated, resolve doubts, and maintain focus on long-term goals. For best results, limit the number of participants to allow quality attention—for instance, five teams with five members each.
2. Use YouTube for Public Live-Streaming: For public-facing events, YouTube could be the ideal platform. It’s accessible, user-friendly, and offers a professional presentation format. While smaller setups can use a webcam and microphone, more ambitious events benefit from multi-camera setups, quality microphones, and a well-designed stage. Assign a dedicated person or team to manage the streaming for smooth execution.
3. Teach Storytelling as a Core Skill: A compelling story is the backbone of an effective pitch. Incorporate storytelling workshops into the curriculum to help students craft narratives that resonate with their audience. Strong storytelling not only clarifies the message but also makes technical concepts relatable and memorable.
4. Practice Public Speaking Through Repetition: Confidence comes with practice. Use exercises like podcast-style interviews, storytelling rehearsals, and 1-minute elevator pitches recorded on students’ phones. These incremental activities allow students to refine their delivery and become comfortable articulating their ideas in front of an audience.
5. Evaluate Engagement Over Outcomes During the Process: Throughout the course, focus evaluations on student involvement, collaboration, and adaptability rather than the final product. This approach encourages experimentation and creativity without the fear of failure. The final pitch is the only stage where the "product" is assessed, ensuring the process remains the central learning experience.

These five tips provide a practical starting point for educators aiming to implement dynamic, real-world evaluations. By emphasizing storytelling, public engagement, and process-oriented learning, teachers can create impactful experiences that prepare students for real-world challenges.

Overcoming Challenges

Implementing real-world-inspired evaluations, such as live-streamed pitches and multi-phase projects, brings unique challenges for educators. While these approaches are highly effective in bridging the gap between academic learning and professional readiness, they require careful planning to overcome common obstacles.??

One significant challenge is helping students trust the process. Early in the course, students may feel overwhelmed or doubt whether their efforts will lead to meaningful results. This is especially true for multi-phase experiences that emphasize collaboration and iteration over traditional memorization. To address this, assigning dedicated coaches to guide each team can make a transformative difference. Coaches play a crucial role in helping students navigate uncertainties, maintain their focus, and understand how their contributions build toward long-term goals.??

Managing the pressure of public presentations is another significant challenge. Live-streamed events, while engaging and motivating, can intimidate students who are not accustomed to performing under public scrutiny. To build their confidence, students need regular opportunities to practice. Incorporating project presentations throughout the course, alongside storytelling workshops and rehearsals, equips them with the skills to connect with their audience and present effectively under pressure.??

Balancing assessments between the process and the final product is another critical consideration. It can be tempting to focus solely on the outcome of a project, but innovative evaluations should prioritize teamwork, adaptability, and creative problem-solving throughout the course. Structuring assessments to reward engagement and progress encourages students to experiment and collaborate without fear of failure. The final pitch can then serve as the sole evaluation moment for the project itself, maintaining a balance between process and product.??

Technical difficulties can be particularly challenging, especially during live-streaming. Issues like connectivity problems or equipment failures can disrupt even the best-prepared events. For smaller-scale setups, a simple webcam and microphone are often sufficient. However, for more ambitious productions, it’s essential to have dedicated personnel managing the technical aspects and to prepare backup solutions to ensure a smooth event.??

Finally, providing personalized coaching can be difficult when resources are limited. Large class sizes and limited staff make it challenging to offer individual attention. To address this, keeping group sizes manageable and assigning one coach per team ensures that students receive the guidance they need. For larger cohorts, rotating between groups or incorporating peer mentoring can help scale personalized support effectively.??

When educators and trainers take the time to recognize and address these challenges, they can create real-world evaluations that truly engage and inspire students. With thoughtful planning and the right support, these approaches give students the skills and experiences they need to thrive in their professional lives.

Conclusion

Innovative evaluation methods, like those used in the Innovation & Entrepreneurship course, provide a robust framework for preparing students to navigate the complexities of professional life. By focusing on process-oriented learning experiences, collaborative teamwork, and storytelling, students gain skills that go far beyond technical expertise. They learn to communicate complex ideas effectively, adapt to feedback, and manage the pressures of presenting in high-stakes environments

A key strength of the course is its integration of hard and soft skills, which research consistently identifies as essential for engineers today. Combining technical proficiency with skills such as teamwork and adaptability significantly improves students' problem-solving abilities and their readiness to tackle multidisciplinary challenges(6). Experiential learning approaches further enhance critical thinking, engagement, and professional preparedness, making these methods a powerful tool in modern education. These combined skills not only equip students to address real-world problems but also help them distinguish themselves in their professional careers.

Educators seeking to transform their courses can draw inspiration from these approaches. By guiding students through a process-focused journey and incorporating real-world simulations like live-streamed events, these methods bridge the gap between academic learning and professional readiness. Supported by extensive research, such strategies empower educators to create meaningful learning experiences that equip students to succeed in a rapidly changing world.*

If you'd like to watch a video of this experience, click here

References:

1. Ming, X., van der Veen, J. and MacLeod, M., 2024. Competencies in interdisciplinary engineering education: constructing perspectives on interdisciplinarity in a Q-sort study. European Journal of Engineering Education, pp.1-22. https://www.tandfonline.com/doi/full/10.1080/03043797.2024.2397419?
2. Lavado-Anguera, S., Velasco-Quintana, P.J. and Terrón-López, M.J., 2024. Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature. Education Sciences, 14(6), p.617. https://www.mdpi.com/2227-7102/14/6/617 ?
3. Caeiro-Rodríguez, M., Manso-Vázquez, M., Mikic-Fonte, F.A., Llamas-Nistal, M., Fernández-Iglesias, M.J., Tsalapatas, H., Heidmann, O., De Carvalho, C.V., Jesmin, T., Terasmaa, J. and S?rensen, L.T., 2021. Teaching soft skills in engineering education: An European perspective. IEEE Access, 9, pp.29222-29242. https://ieeexplore.ieee.org/abstract/document/9354626?
4. Fedorinova, Z.V., Pozdeeva, S.I. and Solonenko, A.V., 2017, September. Collaborative learning in engineering education: reaching new quality and outcomes. In International Conference on Linguistic and Cultural Studies (pp. 10-18). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-67843-6_2?
5. Burch, G.F., Batchelor, J.H., Heller, N.A., Shaw, J., Kendall, W. and Turner, B., 2014, March. Experiential learning-What do we know? A meta-analysis of 40 years of research. In Developments in business simulation and experiential learning: Proceedings of the annual ABSEL conference (Vol. 41). https://absel-ojs-ttu.tdl.org/absel/article/view/2127?
6. Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), pp.8410-8415. https://www.pnas.org/doi/abs/10.1073/pnas.1319030111?

Acknowledgments

A heartfelt thank you to all the coaches, teachers, and jury members who contributed to making this experience a success Olivier Bernaert , Laurent FORTI , Maria Thirouard , Léa Martel , Fabrice Mauléon , Vincent Lassègue , Marie de la Villèsbrunne , Jérémy Demolliens , Magy Louise Avedissian , Pascal Longuemare , Jér?me Lacoste , Nick Bjorklund , Habiba Boulharts

*In the development of this article, AI tools such as ChatGPT, Perplexity, and Grammarly were utilized to brainstorm ideas and refine grammar. Nevertheless, the content remains true to the author’s original concepts. This effort is part of Lab e·nov’s ongoing commitment to exploring AI technologies to drive innovation in education.