The measure was informed to higher education institutions on Friday, April 17, in a rule change derived from the COVID-19 budget decrease. In practice, the measure will affect students who have not enrolled as of April 24, 2020.

On Friday, April 17, at 9 am in the morning, the University of La Serena received via email - like all Chilean higher education institutions - the news of the revocation, since May 2020, of the retroactive payment of the BAES Scholarships , even though it was a benefit that had been promised.

The official communication from Junaeb indicates that “as of May 2020, no retroactive payment of the BAES Scholarship will be made to any new student as a renewal. Therefore, the retroactive payments made in March and April will be the only ones that will be generated throughout the year 2020.”

The Junaeb decision would have been due to budgetary reasons associated with the reduction measures associated with the Covid-19 plan and leaves the almost 5 thousand BAES beneficiaries of the University of La Serena in the tension of making their registration effective before April 24 13 p.m. To avoid monthly benefit suspensions.

The Junaeb decision was discussed by the university authorities in the Academic Council yesterday, April 20, and led to the decision to appeal institutionally to Junaeb for flexibility, understanding that for ULS renewal students, enrollment begins this April 21, with only 2 days and a half to make it effective in order to obtain the BAES benefit for the month of May.

With the understanding that the response may be late, the University, through its Student Welfare Department, urges renewing BAES students to enroll before April 24 at 13:2020 p.m., the only action that ensures the assignment for the month of May XNUMX.

The Program has accompanied five generations of students in the area of ​​secondary education and four in Higher Education, who have entered via PACE Quota to the University of La Serena

The Accompaniment and Access to Higher Education Program (PACE) of the Ministry of Education, implemented by the University of La Serena from 2015 to the present, has accompanied more than 1.600 students during their secondary education training and more than 400 students in their university training process, in addition to working with 12 educational establishments in the area.

This program seeks to allow access to Higher Education to outstanding students in secondary education who come from vulnerable contexts, which requires carrying out permanent preparation and support actions, which are assumed by the Secondary Education Accompaniment Component (PEM); team that currently works with 12 educational communities, distributed among the 3 provinces of the Coquimbo Region.

In relation to the work carried out in secondary education, the PEM Coordinator, Jovanna González Cortés, stated: “I believe that the program is a contribution to the great work carried out by the different educational establishments, since it allows students to get to know the university reality and, in addition, contributes to their vocational orientation, expanding their post-secondary expectations.”

Along with this, the PACE Program ensures additional places to the regular academic offer and accompanies qualified students, who enter through a PACE place or another route to enter the University. This work is assumed by the Higher Education Accompaniment Component (AES). In this regard, Mg. Claudia Toledo, AES Coordinator, specified that “we have already received four generations of students, the first had 83, the second with 99, the third with 116 and the last with 137; reaching a total of more than 400 students. As a team we are in charge of the design and implementation of support actions in tertiary education, in their first two years of training to facilitate their progress, permanence and qualification."

This year, the program had to modify its face-to-face actions and move to a remote work method, through the institutional platform Moodle, thus being able to carry out the diagnosis and characterization of the 2020 generation, which includes the areas of biology, chemistry, English and music.

The student of the Pedagogy in English degree, Cristian Rojas, expressed: “My experience with the PACE ULS Program has been very pleasant and very important within my educational development, not only at the University, but from the accompaniment of PEM, which that helped me resolve doubts, vocational crises and make decisions regarding what I wanted to do after leaving fourth grade. “I am very grateful for the accompaniment and support they constantly give us.”

In this same context, Berta Segovia, a student majoring in Auditing, commented: “I never thought that entering the University would be such a long and complex process, regarding the academic and emotional burden. Many times when I had problems, the PACE program team helped me through tutoring and everything they could. The program opens up a giant possibility of being able to learn, grow as a person and face the University with fewer complexes and more joy. If I could repeat my experience with Pace I would never doubt it, the entire team deserves a seven.”

Written by Daniel Aguayo, APRENDE Programs - PACE ULS

During this first fortnight of April, virtual workshops have been held on the use of the MOODLE ULS platform, Google Meet, Google Classroom, ZOOM, as well as workshops related to thinking and planning remote teaching.

Within the framework of the national contingency related to the COVID-19 pandemic, the University of La Serena has established a change in the modality of teaching activities during the First Semester of 2020, moving from in-person to remote. , as established in Official Communiqué No. 6 of the Rector's Office, Official Letter VRA 118/2020 and the general framework for the beginning of the ULS 2020 academic year.

In this context, the Teaching Improvement Unit (UMD) has planned a series of remote workshops during the month of April. These instances are complemented with capsules and infographics that allow - as a whole - to think, plan, implement and evaluate learning in the context of remote teaching.

During this first fortnight of April, virtual workshops have been held on the use of the MOODLE ULS platform, Google Meet, Google Classroom, ZOOM, as well as workshops related to thinking about and planning remote teaching. Likewise, for the second half of this month, workshops on active methodologies and evaluation for the virtual learning context will be added to the already scheduled instances.

To register for the instances offered by the UMD, teachers are required to send an email to This e-mail address is being protected from spambots. You need JavaScript enabled to view it., indicating the name, date and time of the workshop in which they wish to participate. Subsequently, the teacher will receive an email with the information necessary to enter the session.

It should be noted that the capsules and infographics are available to the university community on the website umd.userena.cl.

Source: DIDOC

Rector Nibaldo Avilés informs the ULS community that the remote work or teleworking modality, established by Exempt Decree No. 99, continues unaltered in the institution until otherwise decreed. 

The instructor taught techniques to combat anxiety and stress during the COVID19 preventive quarantine.

The University of La Serena held a mindfulness workshop which was free and open to the community via streaming, through the institutional YouTube channel “Userena Official”, and which was led by the holistic therapist from the Graduate Monitoring Office, Elba Andrea Soto as part of the communication campaign called #ULS desdecasa, where data, professional advice and relevant information regarding the health and social situation in the country are constantly shared.

The instructor, supported by scientific evidence, indicated “the practice of mindfulness or full attention has a multitude of demonstrated benefits such as, for example, reduction of stress and anxiety, emotional balance, deep and restful sleep, mental focus, hormonal balance, balance in blood pressure, happiness hormone production, develops emotional intelligence, develops creativity, improves working memory, increases neural connections, increases gray matter and many others, which the vast majority of people have heard or know , but there are also others that very few people know about, such as brain neuroplasticity, strengthening neuronal connections and creating new circuits, and neurogenesis.”

In addition, he emphasized that these workshops do not require prior knowledge because teaching begins from the most basic and anyone can do it without any age or health impediment. “The best thing about these practices is that everyone can do it, create a habit and discipline, there is no contraindication, just be aware of breathing, how the air enters the lungs in a relaxed way and exhaling the air from the lungs. "In the same way", he also added that "I personally recommend being able to practice at all times, even more so when you are going through a process of anguish, anger, sadness, connecting and being aware of your breathing."

Finally, the teacher delved into the benefit of this practice and announced that the workshops will continue to be transmitted in the same way. “This beautiful tool also gives us the little-known, but studied and very powerful benefit, which is the coherence of the work of the heart and the brain, so I invite you to continue the workshops that will be transmitted.”

This workshop is part of the offer made throughout the year by the Graduate Monitoring Office (OSE), within the framework of the line of Loyalty and integration with their alma mater to the community of graduate and graduate students, through recreational activities. and recreation, which have been carried out since 2017 to date and are requested by the same students and graduates at the OSE.

Written by Jenifer Araya, DIVEULS

The academic from the ULS Department of Education provides recommendations for the care of early childhood children during quarantine periods, where they are locked up for long periods of time.

As a result of the preventive quarantine due to Covid-19, boys and girls have been forced to stay at home, causing families to have to adapt to this situation, generating doubts in some parents, especially of early childhood children, in regarding the work they must do to promote their learning.

Due to this, the academic of the Department of Education and coordinator of the Pedagogy in Early Childhood Education career at the University of La Serena, Dr. Desireé López de Maturana, clarifies some of these doubts about the care that should be taken with boys and girls, especially at the preschool level, in addition to providing advice to get through this quarantine period in a good way.

For the academic, it is essential to provide peace of mind about the current pandemic situation to early childhood children, explaining what is happening in a simple way. “The first thing is that adults must have a calm attitude towards what is happening and transmit it to children. Furthermore, being able to make children part of a conversation where what is happening is explained to them, but calmly and responding to what they want to know. Also explain to them the care that must be taken, teach them how to wash their hands properly and why it is important to do so, in addition to why it is important to be at home. Boys and girls in general tend to be very diligent in this, they understand rules and instructions, as long as the adults in their charge are calm.”

Along with this, the professional provided recommendations so that children can better carry out activities within the home, without posing a risk to their integrity. “Confinement in a place adapted mainly for adults is complicated, so, in that sense, what must be done is to reorganize the spaces, so that boys and girls can move more easily around the house, which they cannot. They should be worried that they might take or break something. The advisable thing is to be able to give them space inside the house so that they can play, so that they can build, they can recreate the space and they can wander around peacefully.”

The Doctor in Pedagogical Mediation adds that by providing a friendly space within the home so that children can develop, learning can be promoted through various activities typical of a home. “Today there is a vision that, by not going to kindergarten, children are not learning; however, boys and girls at this age are learning as they interact with elements in their environment, so they need to be able to explore and discover. So, if we provide them with certain elements, they will learn about, for example, the weight of one object or another, they will be able to perceive distances, volumes, quantities, and they will learn this through daily activities."

At the same time, he emphasizes that “It is important that boys and girls can carry out their activities freely and, in that case, adults should not be pressuring children, seeking to teach them all the time in an invasive way, but rather they should be attentive to the doubts that children can have during their games and use these opportunities as a teaching method.”

Finally, the ULS academic maintained that although it is important to give them freedom when developing their learning through games, it is also important to generate certain routines for them. "It is important to give them spaces of tranquility, but also to generate certain routines, where we give them scheduled activity alternatives, for example, allocating a time to play, another time to watch their favorite television program, but always in a balanced way."

Written by Tomás Rodríguez, DirCom