Conference Agenda

The objective of this research was to analyze the relationship between IQ and meaningful learning in civil engineering students at a private university in Peru. A quantitative approach was adopted, with a non-experimental design, descriptive correlational scope, and cross-sectional nature. The sample consisted of 139 students, selected through intentional non-probabilistic sampling. The Wechsler Adult Intelligence Scale, fourth edition, was used to measure IQ, while meaningful learning was assessed using a Likert-type questionnaire validated by experts, considering the representational, conceptual, and propositional dimensions. Statistical analysis was performed using Spearman's Rho coefficient, revealing positive and statistically significant relationships between the variables studied. The results show a high correlation between overall IQ and meaningful learning, as well as relevant associations in the dimensions of verbal comprehension, perceptual reasoning, working memory, and processing speed. In conclusion, it is confirmed that cognitive abilities are linked to meaningful learning.

Foundational mathematics courses represent a critical point for student persistence and success in STEM programs. However, debate remains regarding which usage indicators in digital learning environments most accurately explain academic performance. The present study examined the differential impact of time on platform and adaptive practice volume on performance in an Algebra I course among engineering students. A dataset of 567 students from the ALEKS adaptive learning system was analyzed using Pearson correlations, multiple linear regression, and binomial logistic regression. Results showed that the number of adaptive exercises completed was the strongest predictor of academic performance, explaining, together with time on platform, 50.2% of the variance in achievement. In contrast, accumulated time on platform demonstrated a substantially smaller effect. Furthermore, each additional exercise reduced the probability of low academic performance by approximately 5%. These findings empirically distinguish between passive exposure and active engagement, providing relevant evidence for instructional design, learning analytics, and retention strategies in engineering education. Adaptive practice emerges as a strategic component for strengthening performance in foundational STEM mathematics courses.

This research study compares the psychometric properties of the traditional evaluation model (average of six dimensions) and an innovated model based on Transferable Credits (TC) (five weighted components) applied to Construction Engineering students at the University of Magallanes (UMAG), Chile. An instrumental study was conducted with 56 students in their professional internship, 28 evaluated with the traditional model (2011–2015 cohort) and 28 with the innovated TC model (2018–2022 cohort). Cohen’s d, correlation matrix, t test, coefficient of variation (CV), variance inflation factor (VIF), and an exploratory cluster analysis were computed. The comparison between cohorts showed a very large effect size (d = 1.80, p < 0.0001), and the innovated model exhibited greater discriminative capacity (CV = 8.3% vs 5.6%, equivalent to a 47.8% improvement). The Company component showed the highest correlation with the final grade (r = 0.68), followed by the Report assessment (r = 0.59) and Oral defense (r = 0.57), in line with ABET Student Outcomes 2, 6, and 3, respectively. The VIF analysis ruled out multicollinearity issues (mean VIF = 1.18), and the exploratory cluster analysis suggested six preliminary student profiles, although with low stability (ARI = 0.094) due to the small sample size. Consequently, the TC model shows a very large effect size and high discriminative capacity, providing robust evidence to support its implementation in Construction Engineering programs.

Project-based learning has proven to be an effective strategy for developing technical and analytical competencies in engineering education, particularly when students are exposed to real-world systems that integrate multiple disciplines. In this work, a hands-on educational project is presented in which undergraduate engineering students modified a low-cost Cartesian 3D printer to explore the fundamentals of Near-Field Electrospinning (NFES), an advanced manufacturing technique typically restricted to specialized research laboratories. The project was designed to promote active learning through system adaptation, experimental setup, and parameter exploration, allowing students to engage with concepts related to electrostatics, fluid behavior, motion control, and process integration. Rather than focusing on performance optimization, the activity emphasized understanding the relationships between processing conditions and physical outcomes, as well as the development of problem-solving and troubleshooting skills. As part of the learning experience, the adapted system was experimentally validated through qualitative fiber deposition tests using a syringe-based extrusion system and controlled motion paths. Optical microscopy and scanning electron microscopy (SEM) were used as instructional tools to visualize fiber formation and morphology, reinforcing theoretical concepts discussed during the course. The results indicate that adapting accessible fabrication platforms to demonstrate advanced manufacturing techniques can significantly enhance student engagement and conceptual understanding. This approach offers a replicable, low-cost framework for integrating complex engineering processes into educational environments, thereby bridging the gap between theory and practice.

Efficiency in higher education is a key indicator, especially for public funded universities to secure the resources they need. This study analyses higher education inefficiency with a sample of 100 institutions of four Latin American countries. A two stage Simar and Wilson procedure is used to first obtain scores for research and academic inefficiency and in the second stage to assess the impact of several variables such as province GDP, budget and university age on both inefficiency scores. The results show that both research and academic inefficiency are negatively associated with budget and university age. However, province GDP is negatively associated to research inefficiency but positively related to academic inefficiency. Public policy should prioritize the development of internal institutional capacity through multi-year funding frameworks that are connected to improved efficiency in both research and teaching.

Engineering programs in highly integrated domains such as Automotive and Mechanical Engineering require educational approaches that effectively bridge theoretical knowledge, technical competencies, and professional skills within authentic learning environments. This paper presents and analyzes the implementation of an Automotive Engineering Concentration designed under a challenge-based learning framework, in which students engaged in the design, manufacturing, and system integration of a functional electric vehicle aligned with international competition standards. The concentration was structured into two sequential curricular units and implemented during the August–December 2023 academic term, involving nineteen undergraduate engineering students from multiple campuses. Participants worked in multidisciplinary teams responsible for critical vehicle subsystems, fostering system-level thinking and interdisciplinary collaboration. A descriptive–analytical research approach was adopted, combining the analysis of curricular design, student academic performance, and technical evidence derived from the developed prototype. Results indicate consistently high academic performance, positive learning progression, and effective integration of knowledge across engineering domains. The successful participation of the developed vehicle in national competitions, where it achieved first place in 2 races and third place in the overall Electratón México competition, provides external validation of the technical and educational outcomes of the proposed model. Despite limitations related to sample size and the absence of a control group, the findings offer relevant evidence supporting the integration of authentic engineering challenges within curricular concentrations as a viable strategy to enhance engineering education and better align academic training with industry demands.