Proceedings from research as a new learning outcome in undergrad engineering programs

We present the new results on the methodology applied at the Universidad de Ingeniería y Tecnología (UTEC), Lima, Peru, to train undergrad engineering students to participate in advanced research projects starting at the freshman year. Using this methodology, started in 2013, undergrad students at UTEC start taking mandatory engineering semester projects not related to any specific course but addressed to solve real world problems. At the end of each semester, the best students in both performance and research skills are invited to participate in advanced research projects, the best students developing products are invited to develop advanced engineering solutions or to create a business plan to start up technology enterprises. In this manuscript, we present the current performance of the first students trained using this methodology, and the case of a new group of students who were joined a year later. All of them are the authors in the proceedings of international conferences after oral presentations of their research. Also, the youngest students took a third place in the international IEEE student paper contest in Latin America.

I. Introduction

The best way to become an engineer is by doing engineering projects in contrast to the traditional methodology, where science courses are taught deductively. In the traditional way, the instructor first grounds students thoroughly in relevant theory and mathematical models, then moves on to textbook exercises and eventually, gets to real-world applications. Often the only motivation that students have to learn the material, beyond grades, is the vague promise that it will be important later in the curriculum or in their careers [1]. The project-based learning (PBL) method implemented at the Universidad de Ingeniería y Tecnología (UTEC) tries to transmit mastery of work-related skills (or competences) rather than command of a particular academic discipline. It is developed with the objective of forming designers and innovative engineers rather than engineers champions in mathematics as it is the major descriptor of the traditional university systems.