The sessions were carried out via streaming through the institutional YouTube channel “Userena oficial” as part of the #ULS desdecasa campaign.

In order to provide the tools so that the entire community can practice from the comfort of their home and contribute to the reduction of stress and anxiety levels, the holistic instructor, Elba Andrea Soto, professional from the Graduate Monitoring Office of the University of La Serena, held various online Mindfulness workshops.

These sessions were broadcast via streaming through the YouTube channel of the University of La Serena as part of its #ULSfromhome campaign, where different professionals and academics provide relevant information regarding the health and social situation in the country, supporting the voluntary preventive quarantine by # COVID19.

Regarding these sessions, the therapist highlighted the benefits of practicing this technique, “The practice of mindfulness, or full attention, has a multitude of proven benefits such as, for example, reduction of stress and anxiety. In addition, slow breathing helps activate cell regeneration and positively influences epigenetics, preventing and improving different diseases and ailments.”

This workshop is part of the offer of the Graduate Monitoring Office (OSE), within the framework of the line of Loyalty and integration with your alma mater with the community of graduates and graduates. If you are part of this community, you can additionally request the therapist's attention for individual or group sessions on the platform. https://phoenix.cic.userena.cl/ and past workshops can be reviewed on the channel Official Userena from YouTube.

Written by Jenifer Araya, DIVEULS.

The activity is part of the actions contemplated by the Comprehensive Support Plan, within the framework of Inclusion and Universal Accessibility (ULS Project 1799).

“Concept maps and practical exercises to manage stress” was the central theme addressed by the second online workshop aimed at students and volunteers who participate in the Comprehensive Support Plan of the University of La Serena. The purpose of the event was to provide tools that promote learning, especially in these times of contingency.

In this way, the differential educator, Alejandra Galleguillos, was in charge of explaining the use of concept maps as a study strategy, their main characteristics and program alternatives that allow them to be created online.

“Concept maps are learning tools, based on the graphic representation of a certain topic, through the schematization of the concepts that make up the topic that one is investigating. These concepts have a hierarchy, they are ordered from most important to least important, and they go within geometric figures such as ovals or rectangles, which are connected to each other," said the educator.

On the occasion, they reviewed in detail examples on the proper construction of a concept map and thus resolved the students' doubts remotely.

On the other hand, the psychologist Rosana Toro shared different relaxation techniques, with the purpose that students can practice them from their homes to control the stress that virtual classes could generate added to the situation that is being experienced nationwide.

“Stress symptoms can affect the body, thoughts and emotions. Therefore, they impact people's physical and mental health, interfering, in the case of students, in the learning process. If the person is stressed, it will be more difficult for them to learn,” said the psychologist.

For this reason, the professional advises maintaining a healthy diet, reducing tobacco and alcohol consumption, reducing the time spent on mobile screens, doing some physical activity inside the house, carrying out activities of interest during the day, sharing time - on average as possible - with family or friends, among other recommendations.

For the student of Pedagogy in Mathematics and Physics, Ricardo Pastén, relaxation techniques “contributed a lot to me since stress previously harmed me more emotionally, but when they showed me the breathing technique to relax in the situation we have in mind Today, it helped me a lot to reduce my anxiety and have much more peace and tranquility. Regarding the use of concept maps, they will allow me to improve my knowledge and be able to shorten and facilitate the information I want to have.”

On the other hand, the student of Pedagogy in Differential Education, Deborah Rojas, who participates as a volunteer within the Plan, considers that these types of instances “are important because they are a support for both the students of the program and the volunteers, since we know each other. "We create support and/or work networks, and most importantly, instances of learning with others are generated, which, according to Vygotsky, is tremendously enriching." 

Regarding the topics addressed, the student stated that “the study techniques workshop tried to teach us strategies to approach the contents when studying. In this sense, it was super useful because the creation of concept maps was addressed, which, in my particular case, is very useful to me, since my learning is more visual. Furthermore, creating a concept map involves synthesizing the information, analyzing it and ordering it in the best possible way, which is an important cognitive challenge. The other topic of relaxation is tremendously necessary and important both due to the pandemic conditions that we are experiencing, as well as due to the stress generated by the University and even more so now with the remote modality, so we agree that the breathing exercise that we learned can “It can be done between classes or while doing work and we feel stressed or exhausted.”

The Comprehensive Support Plan team accompanies students, as well as officials and teachers, so these types of activities will continue to be carried out throughout the academic year.

Written by Daniela Ledezma, Comprehensive Support Plan

The National Accreditation Commission (CNA) officially informed the University of La Serena that it has resolved to accredit the Pedagogy degree in History and Geography for a period of five years, from April 29, 2020 to April 29, 2025. .

The Pedagogy program in History and Geography has been in existence for 50 years, and it is within the context of its fiftieth anniversary that the process for the renewal of accreditation was carried out, which was finally granted for a period of five years.

This new accreditation exalts the values ​​and pedagogical efforts carried out by the University of La Serena and its commitment to the training of professionals of excellence. In this regard, the Rector of the university, Dr. Nibaldo Avilés Pizarro, valued the result of this accreditation process and thanked the joint effort of the entire community that makes up the degree. “Every accreditation process involves an enormous effort of organization, collaboration and willingness to join forces for the common goal. I am very proud of the work done and with great gratification for the recognition made by the National Accreditation Commission in visualizing all the growth and capturing it in these five years of certification, which is undoubtedly the result of an important advance that the institution has been demonstrating. ", he claimed.

It is worth remembering that the race began its activities in 1969, in the so-called University Center of the University of Chile, La Serena headquarters. It was in 1981, when the University of La Serena was created, that the Study Plan for the Bachelor's Degree in Education in History and Geography, belonging to the Faculty of Humanities, was approved. Then, in 1987, the title of "State Professor in History and Geography" and the degree of "Bachelor of Education, specialty History" were defined.

It was around the year 2000 that the program became part of the Faculty of Social, Business and Legal Sciences, with which the title of “State Professor in History and Geography” and the “Bachelor of Education” were established, currently current. This process had significant effects on the program, especially due to the creation of the School of Pedagogy in History and Geography, which implied a stage with greater independence and possibilities of strengthening the identity of the program. Added to this was a physical location specific to the program. School.

The Dean of the Faculty of Social, Business and Legal Sciences, Dr. Luperfina Rojas Escobar, valued the joint work to obtain this result. Likewise, he pointed out that "it has been immensely satisfying to receive this result since, in the midst of the complex situation that we are going through as a country, region and why not also say it as a university, news of the magnitude of this, fills us with joy, joy. and urges us to continue with new energies. This result is also an example of the work we have developed as a Faculty where planned work with specific objectives brings fruits that make us feel very proud of what we have achieved with everyone's support."

In addition, he recognized the hard work of each person involved in the process. “I deeply appreciate the effort, commitment and professionalism of the entire team that makes up the program, managers, academics, officials, students and especially those who led the work and those who joined along the way to carry out the task, the result achieved fully confirms once again the professional and human quality of all those who are part of this academic community,” he stated.

In accordance, the Director of the Department of Social Sciences, Mg. Hernán Cortés Olivares stressed that this accreditation is the result of organized and collaborative work. “The accreditation of the Pedagogy degree in History and Geography for five years supports the Leadership of our Dean Dr. Luperfina Rojas Escobar and the commitment of the higher authorities so that the Department of Social Sciences has a responsible academic and administrative body. and committed to personal and institutional improvement.”

Likewise, the Director of the Department of Social Sciences thanked the entities involved. “I would like to make a special mention to the Accreditation Office, who knew how to advise and guide our work and of course to all the students, graduates and employers who expressed their critical opinion of the performance and result of our Pedagogy Degree in History and Geography. I always had the faith and certainty that the joint work of the teachers, for five years, would be recognized by the peer evaluators. Happy to be part of a team with solvency, to ensure the consolidation of pedagogy, research, publications at the regional, national and international level,” he emphasized.

Likewise, the Director of the History and Geography Pedagogy program, Dr. Fabián Araya Palacios, recalled that this achievement is due to each of the administrations and coordinations that have supported the program. “I dedicate this achievement of accreditation to all the students, academics, authorities, graduates and employees who were deeply committed to the accreditation process developed in very complex circumstances due to the student stoppage, the social outbreak and the recent pandemic that, currently, It affects us. Despite all the adverse situations, we have been able to demonstrate that the degree has quality and that it can be transformed into a reference, as a pedagogical model, for the training of History and Geography teachers at the regional and national level,” he expressed.

The five-year accreditation of the History and Geography Pedagogy degree allows us to value the multiple efforts and constant commitment of each of the units and macro units that make up the University of La Serena. Each action allows us to accentuate the main commitment to quality education in favor of the training of professionals of excellence to face the challenges of today's world.

Written by Paula Godoy, ULS journalist

The committee has been working since 2008 to regulate the interrelationships between the generation of knowledge and the protection of people, animals and the environment.

The Drs. Karina Stucken and Amelia Herrera will assume the Presidency and Vice Presidency, respectively, of the Scientific Ethics Committee of the University of La Serena, which according to regulations are appointed by consensus among the members of the Committee, for their recognized academic and research career, on an annual basis.

The purpose of this Committee is to address the interrelationships between the generation of knowledge and the protection of people, animals and the environment, derived from research carried out under the protection or sponsorship of the institution.

The Vice-Rector for Research and Postgraduate Studies, Dr. Eduardo Notte, stated that “it is very important for the institution to have a Scientific Ethics Committee, to autonomously ensure that the research carried out by ULS academics meets the ethical commitments. -scientists assumed by the international scientific community. Just thank Dr. Karina Stucken and Amelia Herrera for their selfless participation in the Committee and now for assuming the positions of president and vice president respectively, who will undoubtedly do very well and will have all the support of VIPULS to carry out the leadership of the Committee.”

Likewise, the Vice-Rector for Research and Postgraduate Studies thanked the outgoing board of directors made up of Dr. José Novoa and Dr. Francisco Roco, “who have carried out the pioneering work at the head of the Committee, overcoming most of the administrative difficulties that have arisen.” “led to the formation of the ULS Ethical-Scientific Committee.”

The president and vice president are elected by the members of the Committee by simple majority and the criterion for their selection is based on research experience.

Dr. Karina Stucken, academic at the Department of Food Engineering at ULS, PhD in Natural Sciences at the University of Bremen, Postdocs at the University of Düsseldorf and University of Kiel, Germany, noted that “it is gratifying to feel the support of your colleagues and see that they have confidence that you can develop this function and represent them.”

Likewise, he stated that one of the most important challenges for this year is related to the Covid-19 Fund, promoted by the Government. "Many professionals from our University will apply with their projects, and understanding that the virus will be investigated especially in its effects on people, we will have a great challenge in protecting the privacy and identity of the patient."

The new president of the Scientific Ethics Committee explained that the implementation of the Covid-19 Diagnostic Laboratory at the ULS, “is also a challenge, since ethical safeguards of confidentiality in identity and data must be taken. This will require permanently involving the action of the committee.”

For his part, Dr. José Novoa, academic from the Department of Social Sciences of the ULS, at the end of his period in the Presidency of the representativeness, highlighted “the teamwork that helped the committee to establish itself. We were fortunate to put together an excellent group, which had all the will of its members, and which allowed me to lead a process that is fundamental for the ULS.”

In accordance with the social responsibility of the University of La Serena before the regional community, in 2008 the first Ethics and Bioethics Committee of the Corporation was established in response to the changes that have occurred in the process of updating the legislation that regulates the generation of knowledge.

Written by Sergio Muñoz, Office of Dissemination and Dissemination of Science and Technology

The first meeting consisted of listening to the voice of researchers from these areas in relation to the COVID-19 pandemic.

A participatory collaboration began the work of the Coquimbo Social Sciences and Humanities Roundtable, convened by the Seremi of Science, Technology, Knowledge and Innovation of the Central Macrozone, María José Escoba, and where academics, Dr. ©Francisco Donoso, were invited and Dr. Pablo Castro, both professionals from the Department of Psychology at the University of La Serena.

The first meeting was held via Zoom and was based on answering three questions to prepare a diagnosis of the current situation in the country. In this regard, the academic Dr. Pablo Castro highlighted the initiative of the Regional Ministerial Secretary: “It was of great interest, it allowed us to learn from others, leaving pending the challenge for the convening organization, to channel the contributions of the members of the table and give continuity to it.”

According to what was indicated by the academic, “in general terms, the researchers agree that the needs of the Coquimbo Region in relation to issues linked to COVID.19 are broad and diverse, and transversal to all aspects of life: health , food, education, employment, mental health. It emphasizes the fact that the region presents different cultural realities and specific needs that are not being addressed.”

For his part, Dr. Pablo Castro highlighted work that is already being carried out on the subject. “Within the contributions of my discipline, psychology, I can comment that two of the participants in this table, together with other researchers, are in fact working on a systematic review of studies on pandemics and their psychological impact,” he said.

Finally, the academic indicated that "the pandemic is seen as an opportunity to rethink ourselves as a society and develop solutions to complex social problems, such as food sovereignty, access to health and education."

Based on these and other conclusions, the Seremi of Science, Technology, Knowledge and Innovation will carry out actions that seek to contribute in the areas worked on and highlighted as priorities.

Written by Jenifer Araya, DIVEULS

100% of the students - new and in higher courses - started their classes today through virtual rooms on the Phoenix Platform.

The University of La Serena, as a result of the health contingency derived from the COVID-19 pandemic, made the institutional decision to temporarily replace face-to-face teaching activities with a remote online modality, thus beginning the 2020 Academic Year with a different modality than the usual one.

Students, both new and old, and their teachers, will access their classes through virtual rooms connected to Zoom, from the Phoenix Platform and with notification of the start of classes in their corporate emails.

The general framework for remote teaching approved by the University and communicated by the Academic Vice-Rector's Office, indicates that, during these first two weeks, teachers work with their students on aspects of diagnosis and leveling of learning, with special attention to becoming familiar, as a course and individually, in the appropriate use of technological tools for teaching.

For the correct use of the virtual rooms, the Information and Computing Center (CICULS) had tutorial videos and manuals for teachers and students; while the Academic Vice-Rector's Office, the General Directorate of Student Affairs and the Teaching Directorate provided guidance documents, such as the General Framework for the Start of the Academic Year, the guidelines for remote teaching for students and teachers. All available at the end of this press release and in corporate emails.

The Teaching Improvement Unit (UMD) has already been working on remote teaching training, within the framework of the closing conditions of the second half of 2019, so it is also possible to find related tutorials on its website. Even so , and understanding that the efforts to arrive with the messages and support material necessary to accompany this transition from in-person to remote modality, this week a special communication campaign will be launched, which will reach the email of each teacher and student, with guidelines and recommendations.

Recommended links

Video Tutorial Virtual room access Phoenix

Virtual Rooms / Manual for teachers

Virtual Rooms / Manual for students

General framework for the start of the academic year in the pandemic context

UMD Website