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Integral and transformative engineering coursework in formative research for undergraduate curricula

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dc.contributor.author Mugruza Vassallo, Carlos
dc.coverage.temporal 12 October 2016 through 15 October 2016
dc.date.accessioned 2019-08-18T22:31:25Z
dc.date.available 2019-08-18T22:31:25Z
dc.date.issued 2016-10
dc.identifier.citation Mugruza Vassallo, C. (Octubre, 2016). Integral and transformative engineering coursework in formative research for undergraduate curricula. En Frontiers in Education Conference (FIE), USA. en_PE
dc.identifier.uri http://repositorio.uch.edu.pe/handle/uch/341
dc.identifier.uri https://ieeexplore.ieee.org/document/7757633
dc.identifier.uri http://dx.doi.org/10.1109/FIE.2016.7757633
dc.description.abstract At several private Peruvian universities, formative research was not included in the curricula design. Here the problem to solve was the small number of undergraduate dissertations in Engineering. First, the coursework design and tutoring were reviewed and reformulated. The former proposal was based on the triangle of Peñaloza Ramella [1], in this study, this view was extended to a double triangle. The proposed extension uses an inverted triangle in order to compensate for the insufficient preparation in high school. Second, problems were identified comparing current outcomes against the desired undergraduate dissertations. The design used a mix of the transformative research ideas at US education institutions [2] and the triangle's formulation of Peñaloza-Ramella [1], where the first triangle is to assure student preparation for different ways of formative research and the second one is to adapt the coursework to the original triangle to get more specific results each semester. Furthermore, several aspects in the use of resources were promoted (e.g. use of IEEE Xplore databases). In the first year, results have shown (1) acceptance by former students (before academic semester 2014-2) of these changes, generating 12 dissertations, (2) a change in few courses in formative research clearly enhanced at semesters II, III and VII, (3) an increase in the number of undergraduate dissertations during coursework, (4) first works accepted and presented in a Peruvian Student Competition Congress (5) all alumni with professional degrees have completed their undergraduate dissertation. Finally, in the next four years, a new generation of students is going to emerge with a significant improvement of their quality and their reasoning skills. en
dc.description.sponsorship American Society for Engineering Education (ASEE) - Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;Institute of Electrical and Electronics Engineers (IEEE)
dc.language.iso eng
dc.publisher Institute of Electrical and Electronics Egineers Inc. en_PE
dc.relation info:eu-repo/semantics/article en_PE
dc.relation.isPartOf 46th Annual Frontiers in Education Conference, FIE 2016
dc.rights info:eu-repo/semantics/embargoedAccess en_PE
dc.source Repositorio Institucional - UCH en_PE
dc.source Universidad de Ciencias y Humanidades en_PE
dc.subject Curricula en
dc.subject Education en
dc.subject Teaching en
dc.subject Dissertation en
dc.subject Education institutions en
dc.subject Engineering coursework en
dc.subject Integral formation en
dc.subject Plagiarism en
dc.subject Professional degree en
dc.subject Student competitions en
dc.subject Undergraduate curricula en
dc.subject Students en
dc.title Integral and transformative engineering coursework in formative research for undergraduate curricula en_PE
dc.type info:eu-repo/semantics/conferenceObject en_PE
dc.identifier.doi 10.1109/FIE.2016.7757633 en_PE
dc.identifier.journal Annual Frontiers in Education Conference, FIE en_PE
dc.identifier.scopus 2-s2.0-85006826248


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