Dirección de Educación
en Ingeniería

Escuela de Ingeniería UC
Trabajamos para la docencia en Ingeniería.

Trabajamos para apoyar, mejorar y fortalecer la docencia dentro de la Escuela de Ingeniería UC, mediante la realización de asesorías docentes, gestión de ayudantes, creación y utilización de instrumentos de medición para informar y gestionar la docencia (Encuesta de Carga Académica, análisis de encuestas docentes, creación de diversas encuestas relacionadas). Además de promover innovaciones en la docencia, tales como los ayudantes de bienestar, quienes se encargan de apoyar a estudiantes que enfrentan dificultades para desempeñarse académicamente. 

0
Ayudantes

.

0
Ayudantes de Bienestar

.

0
Publicaciones Científicas

.

0
Cursos con ECA 2023

.

Acceso rápido

Si eres profesor, ayudante o estudiante de la Escuela de Ingeniería UC, aquí tenemos recursos que te pueden ser de utilidad.

Profesores

RESULTADOS EVALUACIÓN DOCENTE
Resultados Encuesta de Carga Académica
Información de gestión de ayudantes
Asesorías Docentes
Profesores Destacados

Ayudantes

Plataforma Ayudantes de Bienestar
Encuesta de medición de carga de ayudantes
Página de Ayudantes
Ayudantes Destacados

Estudiantes

Encuesta Docente
Evaluación Temprana de Cursos
Encuesta de Carga Académica
Contactar Ayudante de Bienestar

¡Conoce nuestras principales actividades!

Todas trabajan en conjunto para otorgarles a estudiantes, ayudantes y docentes una mejor experiencia.

Medición y Evaluación

La retroalimentación de nuestro trabajo y la búsqueda activa de dificultades, nos impulsan a innovar y crear herramientas, cargos y áreas nuevas para suplir esas necesidades.

Desarrollo Docente

Nuestro enfoque principal es la docencia y nos preocupa que nuestros ayudantes y profesores entreguen un trabajo de calidad y reciban el apoyo y herramientas necesarias para lograrlo.

Mejora Continua

Para que nuestros estándares educacionales sean de calidad, estamos en constante actualización de requisitos y formas de evaluación, para estar siempre a la vanguardia.

Herramientas Informáticas

Nuestra área de desarrollo web, crea herramientas informáticas para facilitar el cumplimiento de nuestros objetivos dirigidas tanto a docentes como ayudantes y estudiantes.

Nuestro Equipo

Jorge Baier

Director de Educación en Ingeniería

Isabel Hilliger

Subdirectora de Medición, Evaluación y Calidad

Gabriel Astudillo

Coordinador de Medición, Evaluación y Calidad

Carolina López

Coordinadora de Mejora Continua

Luis Vargas

Coordinador de Desarrollo Docente

Marjorie Oliveros

Coordinadora de Ayudantes

Erick Svec

Jefe de Proyecto de Herramientas Informáticas

Publicaciones

LIFELONG LEARNING: ESTRATEGIAS DE EVALUACIÓN DIRECTAS E INDIRECTAS EN ESTUDIANTES DE INGENIERÍA
SOCHEDI (2018)
Isabel Hilliger, Ximena Hidalgo, Jorge Baier
VER ABSTRACT
ver paper
Work-In-Progress: Caring for Student's Academic and Personal Challenges via The Wellbeing Teaching Assistant
TRANSFORMING ENGINEERING EDUCATION (2023)
Jorge Baier, Isabel Hilliger, Matías Piña, Ximena Hidalgo, Gabriel Astudillo, Loreto Valenzuela
VER ABSTRACT
ver paper
CAMBIOS EN LOS TÓPICOS SOBRE PERCEPCIONES DE LA DOCENCIA POR PARTE DEL ESTUDIANTADO: ANÁLISIS DE COMENTARIOS DE LAS ENCUESTAS DOCENTES
SOCHEDI (2022)
Gabriel Astudillo, Isabel Hilliger, Jorge Baier
VER ABSTRACT
ver paper
Work in progress: Engaging engineering teaching staff in continuous improvement process
ASEE Annual Conference & Exposition (2019)
Isabel Hilliger, Sergio Celis, Mar Pérez-Sanagustín, Jorge Baier
VER ABSTRACT
ver paper
For learners, with learners: Identifying indicators for an academic advising dashboard for students
15th European Conference on Technology Enhanced Learning (2020) Isabel Hilliger, Tinne De Laet, Valeria Henríquez, Julio Guerra, Margarita Ortiz-Rojas, Miguel Ángel Zuñiga, Jorge Baier, Mar Pérez-Sanagustín
VER ABSTRACT
ver paper
Work in progress: What makes courses demanding in engineering education? A Combination of mixed methods and grounded theory research
ASEE Virtual Annual Conference Content Access (2020)
Isabel Hilliger, Constanza Melian, Javiera Meza, Gonzalo Cortés, Jorge A Baier
VER ABSTRACT
ver paper
What is care in Engineering teaching?
ASEE Virtual Annual Conference Content Access (2020)
Jorge A Baier, Isabel Hilliger, Ximena Hidalgo, Constanza Melian
VER ABSTRACT
ver paper
Offering an entrepreneurship course to all engineering students: Self-efficacy gains and learning benefits
IEEE Frontiers in Education Conference (FIE) (2020)
Isabel Hilliger, Constance Fleet, Constanza Melian, Jorge Baier, Mar Pérez-Sanagustín
VER ABSTRACT
ver paper
FAIS: A System for Effectively Learning Students Names and Faces in Massive Courses
39th International Conference of the Chilean Computer Science Society (SCCC) (2020)
Jorge Munoz-Gama, Raul Alvarez-Esteban, José Montalva-Carmona, Jorge Baier
VER ABSTRACT
ver paper
Offering an Entrepreneurship Course to All Engineering Students: Lessons Learned from ING2030 in Puc-Chile.
Advances in Engineering Education (2021)
Isabel Hilliger, Constance Fleet, Constanza Melian, Jorge Baier, Mar Pérez-Sanagustín
VER ABSTRACT
ver paper
Engaged Versus Disengaged Teaching Staff: A Case Study of Continuous Curriculum Improvement in Higher Education
Higher Education Policy (2020)
Isabel Hilliger, Sergio Celis, Mar Pérez-Sanagustín
VER ABSTRACT
ver paper
A MOOC-based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement
Computer Applications in Engineering Education (2020)
Mar Pérez-Sanagustín, Diego Sapunar-Opazo, Ronald Pérez-Álvarez, Isabel Hilliger, Anis Bey, Jorge Maldonado-Mahauad, Jorge Baier
VER ABSTRACT
ver paper
Engaged Versus Disengaged Teaching Staff: A Case Study of Continuous Curriculum Improvement in Higher Education
Higher Education Policy (2020)

Over the past two decades, external influences over continuous curriculum improvement have increased, so universities have implemented centralized approaches to respond to external accountability demands, such as national and international accreditations. These approaches have diminished teaching staff engagement with continuous curriculum improvement, without necessarily improving student outcome attainment. To illustrate mechanisms that engage and disengage teaching staff, we present a case study of a 3-year continuous improvement process implemented in a selective university in Chile. Throughout the process, 61 teaching staff members were involved in outcome assessment tasks and curriculum discussions. By triangulating three sources of evidence (97 assessment plans, 27 meeting minutes and 11 interviews), we identified engagement mechanisms that were related to staff members’ motivation to improve student outcomes, and disengagement mechanisms that were related to their reticence towards misaligned and externally imposed policies. Teaching staff’s perspectives on continuous improvement were discussed for further generalization of these mechanisms.

Powered by
A MOOC-based flipped experience: Scaffolding SRL strategies improves learners’ time management and engagement
Computer Applications in Engineering Education (2020)

Higher education institutions are increasingly considering the use of a form of blended learning, commonly named as flipped classroom (FC), in which students watch video lectures drawn from a massive online open course (MOOC) before a face-to-face lecture. This methodology is attractive, as it allows institutions to reuse high-quality material developed for MOOCs, while increasing learning flexibility and the students’ autonomy. However, the adoption of this methodology is low in general, especially in Engineering courses, as its implementation faces a number of challenges for students. The most salient challenge is the lack of student self-regulatory skills, which may result in frustration and low performance. In this paper, we study how a self-regulatory learning technological scaffold, which provides students with feedback about their activity in the MOOC, affects the engagement and performance of students in an Engineering course following a MOOC-based FC approach. To this end, we design an observational study with the participation of 242 students: 133 students in the experimental group (EG) who used a technological scaffold and 109 in the control group (CG) who did not. We did not find a statistically significant difference between the academic achievements of both groups. However, the EG exhibited a statistically significant greater engagement with the course and a more accurate strategic planning than the CG. The main implications for scaffolding self-regulated learning in FC derived from these results are discussed.

Powered by