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- Mentoring in educational innovation:systematization in the experience of teachers’ educational experimentation and research(2023-05-04) Portuguez Castro, May Iliana; https://ror.org/03ayjn504; García Peñalvo, FranciscoThis paper aims to analyze the mentoring process carried out during the development of 70 educational innovation projects from Tecnológico de Monterrey, Mexico, financed by the Novus fund. This fund grants financial resources to professors of the institution to perform educational innovation and research projects. The projects analyzed included 243 collaborators impacting 247 courses and 5824 students. For this analysis, the author systematized the experience using instruments to record and follow up on the activities, identifying the primary needs of the participants in the process and the essential elements of mentoring. The results showed that the main requirements for mentees were the definition of the experimental procedure, review of experimentation progress, the presentation of evidence, and scientific writing at the end of the project. The essential elements for mentees were agreeing on times with the mentor and having someone knowledgeable in educational research and their accompaniment. The participants considered the mentoring process positive because they received support on methodologies, writing, and research in educational innovation and had follow-up and good communication. The results of this study can be helpful for universities, innovation managers, and teachers, where a mentor can accompany professors to become more involved in educational innovation and research.
- Capítulo 42 Building a transition to the engineering fieldwork through project-based learning(2020) Ching-Chiang, Lay-Wah Carolina; Carrera Moreno, Diego Fernando; Instituto Tecnológico y de Estudios Superiores de Monterrey; Hinojosa, Francisco; Sadio, Fernando; Juan, López; Romero, JoséHigher education faces a challenging moment that presses to search for educational models to prepare students for the social and professional demands of the 21st century. The dynamic job market and the constant need for competitive knowledge personnel bring the need for universities to tie the learning process to the true business world. These changes require universities to rethink the way students are prepared for the changing and emerging job market. Traditional teaching methods are less effective in motivating students to learn (Freire, 2006). This represents an imperative call for a 180º change in the traditional learning and teaching dynamics in which the main actors, content, methodologies, activities and technology operate (Silva Quiroz & Maturana Castillo, 2017). Not only are core knowledge areas important in the professional world, but problem structuring, critical and strategic thinking, and understanding of the political and institutional contexts seem critical (Van Horen et ál., 2004). For these reasons, it makes sense that universities implement internships as a way to prepare students for professional work. However, the original purposes of internships have been replaced by a market in which the commonality is unpaid positions leading to fewer job offer positions after graduation and a fierce competition of well-qualified applicants willing to compete for free (Howe, 2014). It seems that companies are less concerned with the development of the interns and more about what they can get from them, deviating from the original purposes of internships.