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This article describes the experience in the evaluation of students of the Digital Signal Processing course, using synchronous and non-synchronous modalities as a case study. This experience has been manifested in the academic semesters 2020–1 and 2020–2, of the Electronic Engineering career at the Ricardo Palma University, as a consequence of the abrupt change in the mode of delivery of classes due to the national confinement. Likewise, the Moodle and Blackboard Collaborate Ultra platforms were used as virtual classrooms. As for the evaluation, questionnaires, forums, simulation works, graded practices and oral interventions were used, all of them developed through a continuous evaluation for each academic unit, and without saturating the student with constant tasks and evaluations. And, as a result, the final averages were 12.26 and 12.69 for semesters 2020–1 and 2020–2, respectively; with a positive trend of 0.2353 with respect to previous years.

Within the framework of public policies that promote the incorporation of programming and robotics in the compulsory educational system in Argentina, at the Universidad Nacional del Nordeste, training actions are carried out to prepare teachers of pre-university educational levels with the technological and pedagogical competencies necessary to address the challenge of teaching programming in schools. In this work the preliminary results of the implementation of the Diploma in Programming and Educational Robotics are shown. The interest that this training arouses is highlighted by the participation of teachers from locations far from the headquarters of the dictating academic unit, from different areas of knowledge and with a motivation in line with the objectives of this educational proposal. Likewise, it is also verified that teachers have incorporated the knowledge and techniques of programming and have consolidated competencies for digital culture, such as collaboration, communication and creativity, necessary to achieve a more effective and motivating learning in students.

This work considers the possibility of using the absolute depressions “Bajo del Gualicho” (- 72 m) and “Bajo de San Julian” (-107m), Rio Negro and Santa Cruz Provinces respectively, for tidal electrical generation by means of a connection with the Atlantic Sea in Argentinean Patagonia Region [1]. This would allow the formation of large lakes that would create an "artificial albufera" which will cover an area of about 1234 km2 in Gualicho and 650km2 in San Julian. These lakes will be exposed to tidal by means of an array with combination of a channels and four tunnels/chan. Gualicho and Only Tunnels in San Julian, which will be located between the sea and the lake. Taking the reference of Puerto San Antonio Este for Gualicho, the average tidal range reaches 6.73m [2], lasting 6 hs. 20 min. . In the case of San Julian, the tidal reaches 7,45m and lasting 6hours and 45minutes. This project is made by means of a multidisciplinary research group of UNCo, with advice of Hydraulic Laboratory of University of La Plata and Renewable Energy Group of Academic Unit of Caleta Olivia [3], UNPA.

This paper describes XCourEva, a new Web-based course evaluation system. XCourEva is intended to assist administrative staff in defining a default questionnaire for each academic unit as well as additional customized questionnaires for individual instructors. The advantages include easy development and maintenance of the default and additional questionnaires, automatic generation of Web pages for filling out a questionnaire using XML, and bi-directional communication between the instructor and anonymous students. Analysis of course evaluation results from various points of view is aided by automatically generated summaries, and a Microsoft Excel spreadsheet is generated that presents a consolidate view of students’ feedback on the courseware. Instructors can harness the vast data presentation capabilities of the Microsoft Excel 2003 package to replace the bar chart with any convenient type of graph and to compare their evaluation results with those of previous academic years.

The graduate teaching academy at Texas A&M University has provided a graduate student learning community across all academic disciplines focused on preparing students for future faculty positions. PhD candidates in Science, Technology, Engineering, and Mathematics constitute the majority of program participants. Participation statistics and surveys during the 2005, 2006, and 2007 academic years indicate that program participation has doubled and student retention has improved based on the establishment of learning community groups led by experienced graduate students in the early stages of each program cycle. Senior graduate students in the second level learning community plan, implement, and assess the overall program as an academic unit and participate in center for teaching excellence programs, courses offered through the center for the integration of research, teaching, and learning network, and teaching as research projects with faculty mentors.

Within most academic settings design courses are taught in isolation. Typically each separate academic unit or department teaches its own version of design that is for the most part very narrow in scope and presentation. Such approaches overlook the interdisciplinary character of the design process and are not representative of the type of design experiences students will encounter in industry. In the latter setting, a team will generally consist of individuals with very diverse backgrounds and experiences. The purpose of such an arrangement is to make the design process as inclusive as possible. In this paper, we describe the development of an interdisciplinary-based design approach that addresses the above concern.