The new electronic engineering curriculum of the University of Buenos Aires

2007 ◽  
Author(s):  
Gabriel Venturino ◽  
Jorge Alberto ◽  
Carlos Godfrid
Keyword(s):  
Buenos Aires ◽  
Engineering Curriculum ◽  
Electronic Engineering ◽  
The University

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals "Mine is an Atypical Case": An Analysis of Life Stories about the Experience of Higher Education Drop-Out

2019 ◽  
Vol 8 (6) ◽  
pp. 144
Author(s):  
Andrés Santos Sharpe
Keyword(s):  
Higher Education ◽  
Young People ◽  
Life Stories ◽  
Buenos Aires ◽  
Doctoral Dissertation ◽  
Drop Out ◽  
High Rate ◽  
Computer Engineering ◽  
Atypical Case ◽  
The University

This paper is derived from a field study in the framework of my doctoral dissertation, in which we analyze life stories (Bertaux, 2005) of young people who have discontinued their studies at the University of Buenos Aires (UBA) in four courses with a high rate of dropout between the years 2005-2015: Computer Engineering, Anthropological Sciences, Chemical Sciences and Communication Sciences. With that goal in mind, seventy-five interviews were conducted with fifty-nine people: sixteen key informants and forty-three young people who discontinued their university studies between 2005 and 2015.In this paper we present one aspect of the analysis: the reconstruction of the symbolic framework of the discontinuation experience from the perspective of its protagonist, and how this outlines specific types of discontinuation. 

scholarly journals Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign

2018 ◽  
Author(s):  
Bryson Robertson ◽  
Margaret Gwyn ◽  
LillAnne Jackson ◽  
Peter Wild
Keyword(s):  
Project Management ◽  
Communication Skills ◽  
Technical Writing ◽  
Writing Development ◽  
Engineering Curriculum ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Life Long Learning ◽  
Writing Competency ◽  
The University

This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.

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