Board 119: Pre-engineering Programs and the Instillment of Empowering Abilities for Minorities: the Case of the SaviaLab Program

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dc.contributor.authorMiranda Mendoza, Constanza
dc.contributor.authorGoñi, Julian
dc.contributor.authorFuenzalida Quilodrán, Hellen Massiel
dc.date.accessioned2021-10-26T14:01:38Z
dc.date.available2021-10-26T14:01:38Z
dc.date.issued2019
dc.description.abstractThis is a Work in Progress. In this article, we will seek to present one of the few exemplars in Chile that can be considered a pre-engineering program. The national program of Savialab. Savialab just recently won the GEDC Diversity Award granted by Airbus and the Engineering Deans Council. We’ll briefly present Savialab’s methodology and describe its participants. Finally, we’ll describe our ongoing research methodology proposed to evaluate the programs impact as a genuine pre-engineering program. STEM study programs have become increasingly relevant in modern societies as they’re considered vehicles for economic and social development. Nonetheless, one of the major concerns in STEM education is the lack of adequate representation of minorities groups in these programs. Examples of this are women, low-income, rural or first-generation students, and ethnic minorities and other social identities typically underrepresented in STEM. To overcome these challenges, many public and private initiatives have been deployed. Among these, engineering schools in the US have developed educational programs to instill engineering abilities in pre-college students. These programs have been called pre-engineering programs. Although there are a significant number of articles showing the positive impact of pre-engineering, there is still concern about the lack of standards in instructional designs. In spite of the fact that ‘pre-engineering’ as a concept is becoming more broadly employed in the US, it hasn’t really reached popularity in Latin America, nor in Chile in particular
dc.format.extent8 páginas
dc.fuente.origenSRIA
dc.identifier.doi10.18260/1-2--32206
dc.identifier.urihttps://peer.asee.org/32206
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/62874
dc.information.autorucEscuela de ingeniería ; Miranda Mendoza, Constanza ; 0000-0002-9110-2832 ; 17168
dc.information.autorucEscuela de ingeniería ; Goñi, Julián ; 0000-0002-0170-3416 ; 221552
dc.information.autorucEscuela de ingeniería ; Fuenzalida Quilodrán, Hellen Massiel ; S/I ; 236292
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final8
dc.pagina.inicio1
dc.provenancedaolea 2021-10-26 11:01:38
dc.relation.isformatofSEE Annual Conference & Exposition (126a. : 2019 : Tampa, Florida).
dc.rightsacceso restringido
dc.subject.ddc620
dc.subject.deweyIngenieríaes_ES
dc.subject.otherIngeniería -- Enseñanza
dc.titleBoard 119: Pre-engineering Programs and the Instillment of Empowering Abilities for Minorities: the Case of the SaviaLab Programes_ES
dc.typecomunicación de congreso
sipa.codpersvinculados17168
sipa.codpersvinculados221552
sipa.codpersvinculados236292
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