It is common to document teaching-learning processes from the students' perspective, focusing on their experiences and the level of development achieved through the tools provided by the instructor. However, comparatively little attention is given to the instructor's experience and workload management, as well as to the tangible outcomes produced by the methodology applied to a course, such as publications in international conferences or improvements to course materials and projects. In this paper, we present the results of implementing a research-based learning methodology from the instructors' perspective within the Mechatronics program under the TEC21 educational model at Tecnológico de Monterrey. The proposal includes a discussion of the research-based learning approach, the use of the SCRUM methodology for managing research projects, and the involvement of external evaluators to provide feedback to students. The results include feedback from graduate students, conference publications derived from course projects, continuous updates to course materials used for course delivery, and an analysis of the differences between instructor and external evaluator assessments of student projects. This comparison not only provides students with fresh and diverse feedback but also offers instructors new perspectives on the quality and scope of the projects.
