Bringing Active Learning into Engineering Curricula: Creating a Teaching Community

C. Cárdenas, C. Martínez, M. Muñoz (2013). Bringing Active Learning into Engineering Curricula: Creating a Teaching Community. 10.

2013 9th International CDIO Conference, MIT, USA

W5C1_Cardenas_073.pdf

This paper presents the active learning teaching community created to assist the implementation stage of the CDIO-based curriculum reform currently underway at the School of Engineering of the Universidad Católica de la Santísima Concepción. The community is open to all engineering faculty, and at the moment includes members of the Computer Science, Industrial, Logistics and Civil Engineering programs. This teaching community promotes the use of active learning and information technologies in the classroom and provides instructors with a peer framework to support them while conceiving, designing, implementing and assessing innovations in teaching. It follows a peer-based model to aid the transfer of successful experiences across sequences of courses in a program and also across engineering programs. Among its main achievements, it has helped improve communication and strengthen collaboration among instructors of different areas, assisted in monitoring and evaluating the implementation of the curricular reform, inspired research in engineering education among its members, and contributed to the faculty development plan being implemented by the newly-created UCSC Teaching and Learning Center.

Proceedings of the 9th International CDIO Conference, Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013.

Authors (New):

Cristian Cárdenas

Claudia Martínez

Marcia Muñoz

Pages:

Affiliations:

Universidad Católica de la Santísima Concepción, Chile

Keywords:

Active learning

teaching community

CDIO-based curriculum reform

Engineering education

faculty teaching enhancement

Year:

2013

Reference:

Universidad Católica de la Santísima Concepción, “Modelo formativo basado en resultados de aprendizaje y competencias de la universidad”, Decreto de rectoría 88, 2009. :

Crawley, E., et al., “Rethinking Engineering Education: The CDIO Approach”. Springer Sciences + Business Media LLC, New York, 2007. :

Comisión Nacional de Acreditación Chile, “Criterios de evaluación para carreras de Ingeniería”, available at http://www.cnachile.cl/wp-content/uploads/2010/07/ingenieria.pdf, 2007. :

Loyer S., et al., “A CDIO approach to curriculum design of five engineering programs at UCSC”, Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen, June 20-23, 2011. :

Muñoz M., et al., “Active Learning in first-year engineering courses at Universidad Católica de la Santísima Concepción, Chile”, Proceedings of the 8th International CDIO Conference, Queensland University of Technology, Brisbane, July 1-4, 2012.:

Hall, S., et al., “Adoption of Active Learning in a Lecture-Based Engineering Class”, Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference, Boston, MA, 6-9 November 2002. :

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Universidad Católica de la Santísima Concepción, “Creación e instalación del Centro de Innovación y Desarrollo Docente en la Universidad Católica de la Santísima Concepción”, Memoria 2010-2012. :

Cárdenas, C. et al., “Modelo de evaluación de actividades curriculares de un plan de estudios basado en resultados de aprendizaje y competencias”, XXV Congress of the Chilean Engineering Education Society (SOCHEDI), Antofagasta, October 10-12, 2012. :

Kozanitis, A et al., “Exploring Different Faculty Development Models that support CDIO Implementation”, Proceedings of the 5th International CDIO Conference, Singapore Polytechnic, Singapore, June 7-10, 2009. :

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on March 18, 2014 - 10:13 kjellberg

Bringing Active Learning into Engineering Curricula: Creating a Teaching Community

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