Lessons learnt from a CDIO-based curricular reform of the computer science program at the Universidad Católica de la Santísima Concepción, Chile

References

• Bean, J. P. 1980. “Dropouts and Turnover: The Synthesis and Test of a Causal Model of Student Attrition.” Research in Higher Education 12 (2): 155–187. doi: 10.1007/BF00976194
   Web of Science ®Google Scholar
• Beddoes, K., B. Jesiek, and M. Borrego. 2010. “Identifying Opportunities for Collaborations in International Engineering Education Research on Problem- and Project-Based Learning.” Interdisciplinary Journal of Problem-Based Learning 4 (2): 7–34. doi: 10.7771/1541-5015.1142
   Google Scholar
• Bennedsen, J., F. Georgsson, and J. Kontio. 2016. “Updated Rubric for Self-Evaluation (v2.1).” In Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16.
   Google Scholar
• Besterfield-Sacre, M., M. F. Cox, M. Borrego, K. Beddoes, and J. Zhu. 2014. “Changing Engineering Education: Views of U. S. Faculty, Chairs, and Deans.” Journal of Engineering Education 103 (2): 193–219. doi: 10.1002/jee.20043
   Web of Science ®Google Scholar
• Brodeur, D., and E. Crawley. 2005. “Program Evaluation Aligned with the CDIO Standards.” In Proceedings of the ASEE-2005, 10.1028.1–10.1028.18. Portland, OR: American Society for Engineering Education.
   Google Scholar
• Cárdenas, C., M. Muñoz, and C. Martínez. 2013. Bringing Active Learning into Engineering Curricula: Creating a Teaching Community. In Proceedings of the 9th International CDIO Conference. Cambridge, Massachusetts, June 9–13.
   Google Scholar
• CDIO. 2010. The CDIO Standards v2.0 (with customized rubrics). Accessed 07 Mar 2017. http://www.cdio.org/knowledge-library/documents/cdio-standards-v-20-customized-rubrics.
   Google Scholar
• Cea, P., M. Cepeda, M. Gutiérrez, and M. Muñoz. 2014. “Addressing Academic and Community Needs via a Service-learning Center”. In Proceedings of the 10th International CDIO Conference, Universitat Politècnica de Catalunya, Barcelona, Spain.
   Google Scholar
• Cea, P., M. Muñoz, and F. González. 2015. “Aprendizaje-Servicio en Ingeniería Civil de la UCSC: Experiencia del Curso de Topografía. [Service-Learning in UCSC Civil Engineering: The Topography Class Experience].” RIDAS, Revista Iberoamericana de Aprendizaje y Servicio 1: 132–137.
   Google Scholar
• CNA-Chile. 2009. Comisión Nacional de Acreditación. Accessed 07 Mar 2017. http://www.cnachile.cl/Paginas/Acreditacion-Pregrado.aspx.
   Google Scholar
• CNA-Chile. 2015. Criterios de Evaluación para la Acreditación de Carreras Profesionales, Carreras Profesionales con Licenciatura y Programas de Licenciatura. [Evaluation Criteria for the Accreditation of Professional Programs, Professional Programs with Bachelor Degrees, and Bachelor Programs]. Accessed 10 Mar 2017. https://www.cnachile.cl/CriteriosyProcedimientos/DJ20009-420Criterios.pdf.
   Google Scholar
• Crawley, E. 2001. The CDIO Syllabus: A Statement of Goals for Undergraduate Engineering Education. MIT CDIO Report #1. Accessed 07 Mar 2017. http://www.cdio.org/framework-benefits/cdio-syllabus-report.
   Google Scholar
• Crawley, E., J. Malmqvist, W. Lucas, and D. Brodeur. 2011. “The CDIO Syllabus v2.0. An Updated Statement of Goals for Engineering Education.” In Proceedings of the 7th International CDIO Conference, Copenhagen, Denmark, June 20-23.
   Google Scholar
• Crawley, E., J. Malmqvist, S. Ostlund, and D. Brodeur. 2007. Rethinking Engineering Education: The CDIO Approach. New York: Springer.
   Google Scholar
• Edström, K., and A. Kolmos. 2014. “PBL and CDIO: Complementary Models for Engineering Education Development.” European Journal of Engineering Education 39 (5): 539–555. doi: 10.1080/03043797.2014.895703
   Google Scholar
• Furco, A., and S. Billig, eds. 2002. Service-learning: The Essence of the Pedagogy, Vol. 1. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Graham, R. 2015. Does Teaching Advance Your Academic Career? Perspectives of Promotion Procedures in the UK Higher Education. London: Royal Academy of Engineering. Accessed 05 Mar 2017. http://www.raeng.org.uk/teachingpromotion.
   Google Scholar
• Henderson, C., A. Beach, and N. Finkelstein. 2011. “Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature.” Journal of Research in Science Teaching 48 (8): 952–984. doi: 10.1002/tea.20439
   Web of Science ®Google Scholar
• Henderson, C., and M. H. Dancy. 2007. “Barriers to the Use of Research-Based Instructional Strategies: The Influence of Both Individual and Situational Characteristics.” Physical Review Special Topics – Physics Education Research 5 (2): 020102-1–020102-14.
   Google Scholar
• Henderson, C., N. Finkelstein, and A. Beach. 2010. “Beyond Dissemination in College Science Teaching: An Introduction to Four Core Change Strategies.” Journal of College Science Teaching 39 (5): 18–25.
   Google Scholar
• Huang, P. M., and S. G. Brainard. 2001. “Identifying Determinants of Academic Self-confidence among Science, Math, Engineering, and Technology Students.” Journal of Women and Minorities in Science and Engineering 7 (4): 315–337. doi: 10.1615/JWomenMinorScienEng.v7.i4.40
   Google Scholar
• Kolmos, A., and E. de Graaff. 2013. “Problem-based and Project-based Learning in Engineering Education – Merging Models.” In Cambridge Handbook of Engineering Education Research (CHEER), edited by A. Johri and B. M. Olds, 141–160. New York: Cambridge University Press.
   Google Scholar
• Loyer, S., M. Muñoz, C. Cárdenas, C. Martínez, M. Cepeda, and V. Faúndez. 2011. “A CDIO Approach to Curriculum Design of Five Engineering Programs at UCSC.” In Proceedings of the 7th International CDIO Conference, Copenhagen, Denmark, June 20-23.
   Google Scholar
• Lunev, A., I. Petrova, and V. Zaripova. 2013. “Competency-based Models of Learning for Engineers: A Comparison.” European Journal of Engineering Education 38 (5): 543–555. doi: 10.1080/03043797.2013.824410
   Google Scholar
• Malmqvist, J., R. Hugo, and M. Kjellberg. 2015. “A Survey of CDIO Implementation Globally – Effects on Educational Quality.” In Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology, Chengdu, Sichuan, P. R. China, June 8-11.
   Google Scholar
• Martínez, C., M. Muñoz, M. Basso, and C. Oyarzo. 2017a. “ADPT++: A Combined Strategy Based on Technology for Problem Solving”. In Proceedings of the 9th International Conference on Mobile, Hybrid and Online Learning, Nice, France, Mar 19-23.
   Google Scholar
• Martínez, C., M. Muñoz, M. Basso, and C. Oyarzo. 2017b. “Peer Instruction+Flipped Classroom: Computer Science Case Study”. International Conference RIAICES 2017, UBB, Chillán, Chile.
   Google Scholar
• Martínez, C., M. Muñoz, and C. Cárdenas. 2015. “A Tool for CDIO Standards Compliance Levels Monitoring.” In Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology, Chengdu, Sichuan, P. R. China, June 8-11.
   Google Scholar
• Martínez, C., M. Muñoz, C. Cárdenas, and M. Cepeda. 2013. “Adopción de la Iniciativa CDIO en los planes de estudio de las carreras de la Facultad de Ingeniería de la UCSC.” [Adoption of the CDIO Initiative in the study plans of the UCSC School of Engineering programs] In Proceedings of the 11th Latin American and Caribbean Conference for Engineering and Technology, Cancún, México.
   Google Scholar
• Muñoz, M., C. Martínez, and C. Cárdenas. 2017. “CDIO Standards Compliance: Monitoring Perception of Students’ Proficiency Levels.” In Proceedings of the 13th International CDIO Conference, Calgary, Canada.
   Google Scholar
• Muñoz, M., C. Martínez, C. Cárdenas, and M. Cepeda. 2013. “Active Learning in First-year Engineering Courses at the Universidad Católica de la Santísima Concepción.” Australasian Journal of Engineering Education 19 (1): 27–38. doi: 10.7158/D12-017.2013.19.1
   Google Scholar
• Music, J. 2002. Estudio sobre la Oferta de Carreras de Ingeniería en Chile [Study of the Engineering Programs Offered in Chile], Technical Report to the Chilean National Undergraduate Accreditation Commission (CNAP), Antofagasta, Nov.
   Google Scholar
• Ohland, M. W., S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton. 2008. “Persistence, Engagement, and Migration in Engineering Programs.” Journal of Engineering Education 97 (3): 259–278. doi: 10.1002/j.2168-9830.2008.tb00978.x
   Web of Science ®Google Scholar
• Saldaña, M. 2009. “Perfil del Alumno Desertor en la Universidad Católica de la Santísima Concepción, Chile. Un Caso de Estudio” [Dropout Student Profile at the Universidad Católica de la Santísima Concepción, Chile. A Case Study]. In Proceedings of the XXVII Congreso de la Asociación Latinoamericana de Sociología. Buenos Aires, Argentina.
   Google Scholar
• Tinto, V. 1993. Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago: University of Chicago Press.
   Google Scholar
• Universidad Católica de la Santísima Concepción. 2009. Modelo formativo basado en resultados de aprendizaje y competencias de la universidad [University Pedagogical Model based on Learning Outcomes and Competences], Decreto de rectoría [President’s Decree] No. 88/2009.
   Google Scholar
• Woods, D., A. Hrymak, R. Marshall, P. Wood, C. Crowe, T. Hoffman, J. Wright, P. Taylor, K. Woodhouse, and C. G. Bouchard. 1997. “Developing Problem Solving Skills: The McMaster Problem Solving Program.” Journal of Engineering Education 86 (2): 5–91. doi: 10.1002/j.2168-9830.1997.tb00270.x
   Google Scholar