Browsing by Author "Cortázar Valdés, Catalina"

Now showing 1 - 5 of 5
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    Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates
    (2024) Cortázar Valdés, Catalina; Goñi Jérez, Julián Victor Iñaki; Ortiz Yáñez, Andrea Lorena; Nussbaum Voehl, Miguel
    Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education
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    Development of transversal competencies in project-based remote teaching (PBL)
    (2022) Cortázar Valdés, Catalina; Nussbaum Voehl, Miguel; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    La integración de las competencias transversales en la enseñanza de Ingeniería es un tema relevante. La industria requiere que los ingenieros tengan competencias técnicas y que además sean capaces de pensar críticamente, trabajar en equipo, aprender durante toda la vida, ser creativos, entre otros. A pesar que las agencias acreditadores han puesto énfasis en el desarrollo de estas competencias, la industria todavía percibe una brecha entre lo que ellos esperan y las competencias que tienen los egresados. Esta investigación contribuye a la Educación en Ingeniería y a la promoción de competencias transversales. Se realizó un diagnóstico para entender qué competencias perciben los egresados como relevantes para su éxito laboral. Si consideran que poseen o no dichas competencias y en qué momento de su vida fueron desarrolladas (creencias de aprendizaje). Luego, se diseñó una intervención utilizando metodología de aprendizaje basado en proyecto con un andamiaje basado en la regulación socialmente compartida con el objetivo de promover el desarrollo de competencias transversales en una escuela de ingeniería. Por último, se implementó esta metodología y probó, empíricamente, su contribución al desarrollo del pensamiento crítico y el trabajo en equipo. Debido a COVID-19, su implementación fue de manera remota, lo que permite extender los resultados de esta experiencia al trabajo en línea. Las contribuciones de esta tesis son: 1- Reconoce una brecha entre la percepción de la industria y egresados en relación a la posesión de competencias transversales. 2- Destaca la importancia de posicionar estas competencias como aprendibles en el aula. 3- Demuestra que las metodologías basadas en proyecto, en línea, potencian el trabajo en equipo y el pensamiento crítico. 4- Determina que la entrega de retroalimentación, por parte del cuerpo docente, relacionados al pensamiento crítico influye en su desarrollo. 5- Revela que el andamiaje basado en la regulación socialmente compartida: a. Contribuye al desarrollo del pensamiento crítico. b. Promueve un clima de trabajo positivo y una contribución simétrica de cada integrante al trabajo. c. Permite que el equipo colabore y coopere fuera del aula obteniendo mejores resultados.
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    El Acompañante Silencioso, Mapa colaborativo de las animitas de Chile
    Cortázar Valdés, Catalina; Mora Rivera, Gerardo Antonio
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    Redesigning a Cornerstone Course, Lessons Learned from a Pandemic
    (American Society for Engineering Education, 2023) Cortázar Valdés, Catalina; Hilliger Carrasco, Isabel; Astudillo Laroze, Gabriel Alejandro
    This evidence-based paper describes the process of implementing and evaluating a flipped classroom approach, in conjunction with a project-based learning methodology, in a remote Cornerstone Engineering course and how it was kept in the face-to-face return. In the first year, cornerstone engineering courses are taught mainly using project-based learning. This methodology allows students to develop teamwork and communication skills and promotes critical thinking allowing students to solve real-world problems. Traditionally, project-based learning courses are taught face-to-face. Due to COVID-19, educational institutions were forced to move from face-to-face teaching to remote teaching and learning. In this new setting, enhancing online teamwork became a challenge. In order to promote teamwork, a flipped classroom methodology with project-based learning was introduced into a Cornerstone Course during the lockdown in 2020. The flipped classroom is a teaching methodology where students learn the concepts before class meetings. In the classroom, the students apply the concepts learned asynchronously. This methodology allows students to take responsibility for their learning and to interact with their peers during classroom hours. It also allows professors to have a more productive time with students. In 2022, educational institutions returned to face-to-face teaching; this course was no exception. The teaching team maintained the flipped classroom methodology with project-based learning face-to-face. A survey was conducted to understand the students' perceptions concerning this methodology. The survey took place at the middle and end of the semester in conjunction with a small discussion group once the semester finished. The student body values the activities in class, where collaboration and teamwork are encouraged. However, they perceive an additional burden by having to watch videos before class. This article contributes to Engineering Education by providing guidelines for implementing a flipped classroom in a Cornerstone project-based learning (PBL) course.
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    WIP: Using a peer evaluation tool to explores minority bias at a freshman-level engineering cornerstone course
    (American Society for Engineering Education, 2019) Cortázar Valdés, Catalina; Hilliger Carrasco, Isabel
    This Work in Progress (WIP) paper explores the use of a peer evaluation tool to analyze if minority biases exist when students evaluate their peers at a Freshman-level Engineering Cornerstone course. In 2002, this course was created partly in response to the particular emphasis in the use of methodologies that favor collaborative learning in engineering courses. Organizations such as the Accreditation Board for Engineering and Technology (ABET) have encouraged team projects to develop skills such as leadership, effective communication, and conflict resolution. Therefore, these learning instances are essential to prepare the future engineers to face the world of real work.