Active learning in first-year engineering courses at Universidad Católica de la Santísima Concepción, Chile

This paper describes our experiences using Active Learning in four first-year computer science and industrial engineering courses at the School of Engineering of the Universidad Catolica de la Santisima Concepcion, Chile. This work corresponds to the implementation stage of the curriculum reform using a CDIO-based approach currently underway at the School of Engineering. Before this reform, students had only one introductory course to their field of study, meeting one hour a week. After the reform, computer science students take an Introduction to Computer Science course and a Programming Laboratory. Similarly, the industrial engineering program now includes an Introduction to Industrial Engineering and an Engineering Communication course. These courses have been designed using CDIO standards 1, 4 and 8 as guidelines and have been formulated to include active learning in its many forms such as project-based learning, problem-based learning, case studies, small group discussions, oral presentations and reflective memos. The redesign impact was assessed via anonymous student surveys and reflective memos. Our results show improved student understanding of their professional endeavour and increased student motivation for their engineering programs. Student surveys registered high degrees of satisfaction with active learning techniques, working in teams, and receiving immediate feedback from instructors and peers. KEYWORDS: Active learning; CDIO-based curriculum reform; engineering education. REFERENCE: Munoz, M., Martinez, C., Cardenas, C. & Cepeda, M. 2013, "Active learning in first-year engineering courses at Universidad Catolica de la Santisima Concepcion, Chile", Australasian Journal of Engineering Education, Vol. 19, No. 1, pp. 27-38,