ANEXO I.

Fichas Bibliogrficas
Educacin en Ingeniera

Ficha Textual

Crawley, Edward F.; Malmqvist, Johan; Ostlund, Soren; Brodeur, Doris R. (2007).
Rethinking Engineering Education: The CDIO Approach.
Springer. USA
p.6
Citado 14 de febrero 2013, de <http://lib.myilibrary.com?ID=104365>
The objective of engineering education is to educate students who
are ready to engineer, that is, broadly prepared with the preprofessional skills of engineering, and deeply knowledgeable of the
technical fundamentals. It is the task of engineering educators to
continuously improve the quality and nature of undergraduate
engineering education in order to meet this objective. Over the past
25 years, many in industry, government, and university programs
have addressed the need for reform of engineering education, often
by stating the desired outcomes in terms of attributes of engineering
graduates. By examining these views, we identified an underlying
need: to educate students to understand how to Conceive-DesignImplement-Operate complex value-added engineering products,
processes and systems in a modern, team-based environment.
El libro trata sobre la necesidad de repensar lo que los profesores de ingeniera estn
haciendo en las aulas y se proponen algunas metodologas para reformar la educacin
en ingeniera.

Educacin en Ingeniera

Ficha Textual

Iskander, Magued. (2008).

Innovative Techniques in Instruction Technology, E-learning, E-assessment and
Education.
Springer. USA
Citado 15 de febrero 2013, de <http://lib.myilibrary.com?ID=175666>
Innovative Techniques in Instruction Technology, E-Learning, E-Assessment and
Education is a collection of world-class paper articles addressing the following topics:
Engineering and Technical Education including cap stone and case study course design;
virtual laboratories; bioinformatics; robotics; metallurgy; building information
modeling; statistical mechanics; thermodynamics; information technology; occupational
stress and stress prevention; web enhanced courses; and promoting engineering careers.
Pedagogy including benchmarking; group-learning; active learning; teaching of
multiple subjects together; ontology; and knowledge representation.
En este libro podemos encontrar varios artculos sobre educacin en ingeniera y la

aplicacin de tcnicas innovadoras de instruccin.

Educacin en Ingeniera

Ficha Textual

Yusof, Khairiyah;Azli, Naziha. (2012).

Outcome-Based Science, Technology, Engineering, and Mathematics Education.
IGI Global. USA
p. xv
Citado 23 febrero 2013, de <http://lib.myilibrary.com?ID=392129>
As the engineering education shifts away from traditional methods and towards the
outcomes-based mastery of science, technology, engineering and math topics,
curriculum design must also shift to reflect this new priority. Outcome-Based Science,
Technology, Engineering, and Mathematics Education: Innovative Practices provides
insights into initiatives that enhance student learning and contribute to improving the
quality of undergraduate STEM education. These findings and experiences will promote
excellence in undergraduate STEM education and inspire new thinking about STEM
curriculum design.
El libro hace nfasis en la educacin basada en resultados (Outcome-Based Education)
y en el aprendizaje centrado en el estudiante (student-centered learning) como un
enorme avance en la educacin en ingeniera.

Estrategias de Aprendizaje

Ficha Textual

Hart, Norman, III (2008)

The Impact of Differentiated Instructional Strategies on Student Achievement in
Science.
Applied Dissertation (8197), Nova Southeastern University, Fischler School of
Education and Human Services.
This study compared the perceptions of science teachers who used
DI strategies with the perceptions of science teachers who did not use
DI strategies to teach science. This study used a mixed-methods
research design of quantitative and qualitative analyses.
En esta tesis de grado se tratan aspectos relacionados con la instruccin diferenciada
(DI), el aprendizaje activo, el aprendizaje basado en la investigacin, las actividades de
aprendizaje y la participacin del estudiante.

Estrategias de Aprendizaje

Ficha Textual

Weindorf, Justin M. (2008)

Instructional Strategies for Teachers Using Project-Based Learning and Technology in
the 21st Century.
Applied Dissertation (8083), Nova Southeastern University, Fischler School of
Education and Human Services.
Teachers were not receiving the training necessary to provide the educational
requirements to students to prepare them for the 21st century. Teachers have had
random training from the professional staff development meetings in prior years;
however, the training that was being offered was needs specific to educators and was
demonstrated through a one-on-one training.
En esta tesis de grado se pone de manifiesto la importancia del uso de la tecnologa en
la enseanza, el desarrollo de proyectos docentes en equipo, la capacitacin y
entrenamiento de los profesores y el aprendizaje basado en proyectos.

Estrategias de Aprendizaje

Ficha Textual

Carnegie, Claudius Augustus (2008)

Strategies for Reducing Mathematics-Driven Attrition in Declared Engineering Major
Applied Dissertation (8141), Nova Southeastern University, Fischler School of
Education and Human Services.
Mathematics-driven attrition in declared engineering majors in institutions of higher
education is rapidly becoming a U.S. national dilemma. Based on the literature review
for this subject, it appears that there is an abundance of research data on general attrition
in these institutions. However, there appears to be very little relevant research data
available on the extent, root causes, and effective intervention and remediation
strategies to address this national dilemma of mathematics-driven attrition in the
declared engineering majors
Esta tesis de doctorado trata el tema de la educacin en ingeniera, las matemticas en el
currculo, la desercin de estudiantes, los alcances de las matemticas y la ansiedad que
producen en los estudiantes.

Resultados del Aprendizaje

Ficha Textual

Prince, M. J., & Felder, R. M. (2006).

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research
Bases
Journal Of Engineering Education, (U.S.A). 95(2), 123-138 Ap 2006
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Traditional engineering instruction is deductive, beginning with theories and
progressing to the applications of those theories. Alternative teaching approaches are
more inductive. Topics are introduced by presenting specific observations, case studies
or problems, and theories are taught or the students are helped to discover them only
after the need to know them has been established. This study reviews several of the
most commonly used inductive teaching methods, including inquiry learning, problembased learning, project-based learning, case-based teaching, discovery learning, and
just-in-time teaching. The paper defines each method, highlights commonalities and
specific differences, and reviews research on the effectiveness of the methods. While
the strength of the evidence varies from one method to another, inductive methods are
consistently found to be at least equal to, and in general more effective than, traditional
deductive methods for achieving a broad range of learning outcomes.
Este artculo hace referencia a la instruccin en ingeniera usando un mtodo inductivo
de enseanza para obtener resultados del aprendizaje en los estudiantes.

Estrategias de Aprendizaje

Ficha Textual

Walther, J., Kellam, N., Sochacka, N., & Radcliffe, D. (2011).

Engineering Competence? An Interpretive Investigation of Engineering Students'
Professional Formation.
Journal Of Engineering Education, (U.S.A) 100(4), 703-740.
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Engineering education is a complex system where a range of influences outside the
realm of explicit instruction contribute to the development of students as professional
engineers. This study provides an evidence-based framework to consider this
complexity in reflective teaching practice and innovative curriculum design.
En este documento se presentan algunos aspectos relevantes para los estudiantes de
ingeniera desde el punto de vista psicolgico, as como su inters vocacional y la
importancia de contar con una gua vocacional.

Resultados de Aprendizaje

Ficha Textual

Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011).

Problem-based Learning: Influence on Students Learning in an Electrical Engineering
Course.
Journal Of Engineering Education, (U.S.A) 100(2), 253-280.
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Recently, there has been a shift from using lecture-based teaching methods in
undergraduate engineering courses to using more learner-centered teaching approaches,
such as problem-based learning. However, research on the impact of these approaches
has mainly involved student perceptions of the teaching method and anecdotal and
opinion pieces by faculty on their use of the teaching method, rather than empirically
collected data on students' learning outcomes. This paper describes an investigation of
the impact of problem-based learning (PBL) on undergraduate electrical engineering
students' conceptual understanding and their perceptions of learning using PBL as
compared to lecture.
ste artculo trata sobre aprendizaje basado en problemas en estudiantes de ingeniera
elctrica.

Resultados de Aprendizaje

Ficha Textual

Magana, A., Brophy, S., & Bodner, G. (2012).

Instructors' Intended Learning Outcomes for Using Computational Simulations as
Learning Tools.
Journal Of Engineering Education, (U.S.A.) 101(2), 220-243.
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To identify how computational simulations can be effectively used in teaching
and learning environments, this study examined instructors' rationale for using these
simulations as learning tools. The study was based on the following research question:
What were the intended learning outcomes that guided the instructors' use of
computational simulations as learning tools?
En este artculo se presenta un estudio del uso de herramientas computacionales por
parte de los profesores para obtener resultados del aprendizaje en los estudiantes.

Estrategias de Aprendizaje

Ficha Textual

Lamancusa, J. S., Zayas, J. L., Soyster, A. L., Morell, L., & Jorgensen, J. (2008).
The Learning Factory: Industry-Partnered Active Learning.
Journal Of Engineering Education, (U.S.A.) 97(1), 5-11
On February 21, 2006, the National Academy of Engineering recognized the
achievements of the Learning Factory with the Bernard M. Gordon Prize for Innovation
in Engineering and Technology Education. The co-founders were commended for
creating the Learning Factory, where multidisciplinary student teams develop
engineering leadership skills by working with industry to solve real-world problems.
This paper describes the origins, motivation, philosophy, and implementation of the
Learning Factory.
En este artculo se presenta el proyecto de la fbrica del aprendizaje como una estrategia
para la educacin en ingeniera.

Estrategias de Aprendizaje

Ficha Textual

Rodrguez-Sandoval, E., Luna-Corts, J., & Vargas-Solano, . (2010).

Evaluacin de la estrategia "aprendizaje basado en proyectos".
Educacin Y Educadores, (Colombia) 13(1), 13-25.
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El proyecto de aula se fundamenta en el aprendizaje adquirido durante el curso, el cual
se lleva a la prctica mediante la elaboracin de un proyecto. Los estudiantes realizan el
proyecto, que es el desarrollo o mejoramiento de un producto o proceso, durante un
semestre. Se aplic una encuesta para verificar la percepcin de los estudiantes sobre
esta estrategia pedaggica.
En este artculo se presentan aspectos de pedagoga universitaria como el aprendizaje
basado en proyectos.

Sistemas Elctricos de Potencia

Ficha Textual

Omer, M., & Idowu, P. B. (2011).

A platform-independent learning tool for power system analysis concepts.
International Journal Of Electrical Engineering Education, (U.K.) 48(4), 423-433.

A software visualization tool is developed to help in teaching core power systems

analysis problems in introductory undergraduate courses. The power system
analysis concepts visualization tool consists of simulation applications that focus on
three problems: load flow, economic dispatch, and unit commitment. It incorporates
user-friendly effective graphical interfaces that aid students in acquiring deeper
understanding of the power system problems and developing the analytical skills needed
in industry..
En este artculo se presenta una herramienta de aprendizaje para el anlisis de sistemas
elctricos de potencia.

Sistemas Elctricos de Potencia

Ficha Textual

Vanfretti, L. L., & Milano, F. F. (2010).

Experience with PSAT (Power System Analysis Toolbox) as free and open-source
software for power system education and research.
International Journal Of Electrical Engineering Education,(U.K.) 47(1), 47-62
This paper describes the assessment of a free and open-source software tool for power
system analysis and modeling, namely Power System Analysis Toolbox (PSAT).
PSAT is currently used in several universities for undergraduate and graduate courses
and research. Several applications of PSAT as an educational and research tool are
discussed here. The paper also describes the PSAT Web forum, which provides support
to students and researchers all around the world. Finally, the paper presents and
discusses the results of a survey on PSAT filled out by the members of the PSAT forum
and PSAT users
En este artculo se presenta una herramienta de software para la modelacin y anlisis
de sistemas elctricos de potencia.