Browsing by Author "Melian, Constanza"

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    Offering an Entrepreneurship Course to All Engineering Students: Lessons Learned from ING2030 in Puc-Chile
    (American Society for Engineering Education, 2021) Hilliger Carrasco, Isabel; Fleet, Constance; Melian, Constanza; Baier Aranda, Jorge Andrés; Perez Sanagustin, Maria Del Mar
    All rights reserved.Entrepreneurial learning experiences have become one of the key aspects of the state of the art in engineering education. As such, technology-focused entrepreneurship courses have been incorporated to engineering curricula — both in developed and developing countries. Following this trend, the Engineering School at Pontificia Universidad Católica de Chile (PUC-Engineering) designed a third-year compulsory course on research, entrepreneurship, and innovation, whose objective is to provide students with entrepreneurial skills that transcend time. To continuously improve this course, the Engineering Education Unit at PUC-Engineering has been conducting pre- and post-surveys, assessing self-efficacy and learning benefits related to various course methods. This paper describes the main lessons learned as a result of using this data-centric approach throughout the last six academic periods. We found that the course is perceived as beneficial by most of its students, and that project feedback sessions and project presentations report the highest perceived learning benefits. Besides, we describe some of the improvements to the course that have been pushed by assessment data, showing the importance of using a data-driven approach for engineering entrepreneurship education.
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    What is care in engineering teaching?
    (2020) Baier, Jorge; Hilliger, Isabel; Hidalgo, Ximena; Melian, Constanza
    The concept of care in teaching has been associated with the development of supportive, personalized relationships between teachers and students, and with the development of an emotionally safe environment inside and outside the classroom. Care in teaching has been found to have an impact on the emotional health and on the intrinsic motivation of students. Thus, arguably it also has a positive impact on learning experience. Existing literature does not identify what attitudes and practices can be implemented in schools of engineering to promote effective care in teaching. This paper describes the progress of an ongoing research currently carried out at a large engineering school in Chile. The investigation has two main objectives. First, to understand what does it mean to care in teaching; second, to understand what is the influence that caring teaching has on the students' learning experience. © American Society for Engineering Education 2020