Study on the implementation of active learning methodologies and assessment strategies in engineering degrees

Abstract

Engineering programs in Argentina are undergoing a paradigm shift in teaching and learning processes as part of the implementation of second-generation engineering education standards and ARCUSUR standards. This transition requires the academic community to move from a traditional model to a student-centered approach.

In this context, the relationship between a course’s curricular program—also known as the pedagogical contract—and the development of classroom experiences is dynamic and adaptive. The program serves as a reference framework, defining the course content, competencies, and learning outcomes while functioning as a flexible starting point that allows adjustments based on classroom context. Meanwhile, classroom experiences encompass the strategies, methodologies, and activities designed to facilitate student learning, prioritizing active participation and experiential learning while aligning with the program’s learning outcomes.

This study is based on a documentary analysis of the Applied Technologies course block within the engineering programs offered by the Faculty of Engineering and Agricultural Sciences at the National University of San Luis, Argentina. Its objective is to identify which student-centered learning methodologies are selected and implemented by instructors in their courses and to analyze the coherence between these methodologies and the assessment strategies employed. The selection of the Applied Technologies block is justified by its inclusion of courses that contribute to students' graduate profiles.

Among the various findings, a trend toward the incorporation of student-centered teaching methodologies in course programs is observed. However, in some cases, there remains a lack of alignment between these methodologies and assessment strategies. This discrepancy creates an inconsistency that could limit the effectiveness of the new pedagogical strategies.