Abstract
An implementation of the research-based learning (RBL) model and methodologies for undergraduate Computational Engineering students at Tecnologico de Monterrey, Mexico City Campus was undertaken to highlight the importance of involving undergraduate students in professional research activities early in their career (curriculum). We present here the results of this study. Four phases of the project are described: (1) a diagnosis of initial RBL competencies of students; (2) the presentation of an introductory workshop on research methodology by the teacher; (3) the design of a monograph by the students; and (4) the preparation of a research project by the students, including a sketch of a research paper and a written and oral presentation to a jury of staff research professors. The objective of the project was the design and evaluation of algorithms of Data Science, Big Data and Deep Learning to perform a data processing analysis related to the problem of metabolic syndrome and its surrogates in Mexico. The results indicate that the initial research competencies of undergraduate students are insufficient, although about 50% of the students think the contrary. The students were able to work in teams during the semester, and most teams, guided by the instructor, were capable of developing appropriate monographs and high-quality sketches for their proposed research papers. In most cases, students showed great improvements in their RBL skills in doing extensive literature reviews and in performing appropriate statistical analyses of databases. This work supports the contention that it is particularly important to start developing RBL competencies early in undergraduate engineering careers in order to prepare undergraduate students for future graduate studies as well as for their professional lives.
Highlights
Research-based learning (RBL) aims to promote and develop student competencies related to research practice and to benefit students through activities linked to research [1]
As mentioned in the Sect. 4.1.1 an important problem that was faced for the design of the research activity was the heterogeneity of the participants in the course, because the selected course is a topic for the career of Systems Engineers
Despite that more than 50% of the students responded that they have the basic research competencies (Total Agreement and Agreement), when given a review of basic concepts of the research process, it was identified that most students lacked those competencies
Summary
Research-based learning (RBL) aims to promote and develop student competencies related to research practice and to benefit students through activities linked to research [1]. The current trend for engineering education invites to establish interactive and active activities for a deeper, more comprehensive and far-reaching learning by students In this sense, various methodologies have been proposed for active learning based on the search for information (inquiry-based learning) such as problem-based learning (PBL), projectbased learning (POL), challenge-based learning, and active collaborative learning, among others. The scenario or challenge should address a situation or problem as real as possible in order to better motivate students In this sense, research-based learning can be implemented seeking to have that active participation of students with their peers and teachers, discussing and analyzing scientific advances or proposing on their own contributions to the state of the art of specific disciplines.
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