The activity was organized by the Research and Development Directorate together with the Integrated Management of Pedagogies Unit (UGIP) -PMI FIP ULS1501- within the framework of the policy to encourage the publication of scientific articles.

The workshop titled “Scientific Writing and Publication in Indexed Journals: Key Tools for Success” was held with the purpose of promoting scientific publication at the University of La Serena in the area of ​​education. The event was directed by expert Ian Scott Kinney, scientific editor and creator of the Journal Revisions support space for researchers.

“It is not enough to write a good paper, because writing is a small percentage and is not the key to success, but rather how I can publish it by recognizing that this is a cyclical process (…). The idea is to be able to leave the participants with installed capabilities so they can be successful again with their publications,” said the expert.

On occasion, he explained that the elements that make up the “virtuous cycle” are related to the visibility of the article, the citations, the impact and the relevance that it obtains.

“The citation patterns show me the impact that the information produced at the moment is having. In simple terms, this means that receiving numerous citations of information that is invisible does not give me even a fraction of the size, unlike if I am cited by large sources of information. Secondly, it is important to recognize coherence, if I want to be cited by the greats, I must also cite sources that have visibility in the medium and thus mine will be much greater. Receiving a citation from a good journal means that, in the search results, my article has as much visibility as that journal,” said Ian.

He also emphasized that, in the analysis they carry out on the works to obtain greater possibilities of publication, they take into account the title, the keywords and the combination that these have in the article.

“The title is the set of keywords of the article, these will be the guide for how I design my text (…). Keywords with greater or lesser appearances in search engines will help us predict the possible impact of what I want to write, and if we can identify those trends or moments of emergencies, we will be able to better focus the lines of research to publish. This way we will avoid writing about topics that are already saturated,” said the speaker.

Academics from ULS pedagogy courses who are starting out in this field and who are interested in publishing their research work in scientific publications participated in the activity. For this reason, the professional announced that the University of La Serena, through the Research and Development Directorate, currently has an agreement with Journal Revisions, which allows advising the institution's researchers on the publication of their scientific articles. .

“We have consultancy quotas as part of this alliance, therefore, you can send us your work and we will review it at no cost. We identify weak points, do impact analysis and see feasibility of publication in scientific journals; Corrections are sent and then work is done on the final product,” the expert explained.

Finally, the professional presented some suggestions to consider when writing a research paper, among which are starting with global relevance, reducing everything to a group of keywords, choosing the sample size and methodology according to the current literature, demonstrate a concise, orderly and relevant theoretical base, clearly state what contribution the study seeks to make, make small innovations within the niche, identify which is the best journal to publish, among others.

It should be remembered that the workshop is part of the actions focused on the Institutional Improvement Plan for Pedagogies, which through the “Applied Pedagogical Research” subunit, seeks to enhance and increase scientific production in the area of ​​education. within the academic body of the institution.

Source: Unit for the Integrated Management of Pedagogies (UGIP) | PMI FIP ULS1501 – CM ULS 1755

The students and teachers of the undergraduate program organized their traditional exhibition of theoretical and didactic works.

With the aim of providing a vision regarding the creative, reflective and practical processes that account for their professional training, students of all levels and teachers of the Pedagogy in Early Childhood Education career at the ULS organized the Learning Sample of the I Semester 2018.

The activity carried out on the Isabel Bongard Campus and aimed at the educational community, included presentations of personal development guides, a book of cognitive functions, bachelor's seminar theses, precursors of Early Childhood Education, learning resources for boys and girls from 0 to 3, childhood photographs, integrated portfolio, diptychs of sociocultural personal development, and triptychs and infographics of the biological growth and development of the child.

The academic from the Department of Education, Dr. Rossana Godoy, pointed out that the purpose of this initiative is “to deepen the spaces for reflection and appreciation of what childhood is. The work, studies, didactics and resources that are shared (in the sample) aim to raise awareness in the community regarding our role, our commitment and how we are advancing in raising awareness as citizens in this commitment to the value of children's rights, with the value of the relationships we forge at this stage of their lives, with the value of looking at ourselves with an understanding of how we are doing and how we are addressing these relations".  

The opening of the exhibition was attended by directors, academics, students, children from the “Los Papayitos” Kindergarten and the community in general, who were able to approach the various stands and receive explanations from the students regarding their theoretical and didactic.

The activity also included a musical presentation by the student Pía Cabezas and the academic, Dr. Edgardo Carabantes.

See photo gallery

Teachers, active students and special guests participated in the event organized by the Directorate of the School of Pedagogy in the Humanities.

Complying with the tradition that the ULS English Pedagogy program carries out every year, the graduation ceremony was held in honor of the students who completed their undergraduate studies.

At the ceremony, which was attended by the Dean(s) of the Faculty of Humanities, Mg. Sandra Santander, academics and students of different levels, a distinction was given to the best graduate and/or to the one who obtained the best performance in their class, as well as to the graduate who, in the opinion of their classmates, best represents the spirit of the degree. , demonstrating honesty, perseverance, camaraderie, spirit of service and professionalism.

This year, the recognition for the best graduate was obtained by Fernando Castro, who pointed out that “receiving this recognition is very significant and demonstrates the effort I put into the years of my degree.” In turn, the distinction for the spirit of the race remained in the hands of Macarena Carvajal.

The final speech for the graduates was given by Dr. Nidia Slomp Órdenes, which was full of emotion and did not leave the new professionals indifferent. In his speech, in addition to congratulating those who complete this stage of teaching, he urged them to continue learning, keeping the hope that they can always expect more from life, giving themselves completely to what they like to do, which is teaching in the classroom. to students eager for knowledge.

The meeting ended with a toast of honor and a cocktail of camaraderie, where students and teachers interacted, at which time they were also able to receive a present from the Graduate Monitoring Office, which invited the already professionals to continue being part of his Alma Mater and informed about the work of the unit and how contact networks can be activated for his early job placement.

Source: DEIP Press

The “Conference on diagnostic evaluations of Initial Teacher Training” was organized by the Integrated Management Unit of Pedagogies (UGIP) within the framework of the Institutional Improvement Plan for Pedagogies (PMI FIP ULS1501) and took place during the month of September in the Covarrubias Hall of the University of La Serena.

Publicizing the main results of the diagnostic evaluations of Beginning and Initial Teacher Training (END) was the main purpose of the day in which authorities, representatives of the eleven pedagogies taught by the school, and teams associated with the accreditation participated. of the careers and professionals of the Center for Pedagogical Improvement, Experimentation and Research (CPEIP) of the Ministry of Education.

The evaluations are given in accordance with the provisions of Law 20.903, which creates the Teaching Professional Development System, and whose applications are part of a mandatory requirement for the respective accreditation of the courses. In the first instance, the institution is responsible for carrying out an initial evaluation of every student in the first year of any pedagogy career, with the aim of obtaining a diagnosis regarding aspects of reading comprehension, mathematical problem solving and study skills. and thus develop remedial strategies at different levels of study; and on the other hand, the CPEIP applies a second evaluation - mandatory to obtain the university degree - in the twelve months preceding the last year of the degree.

“The role that the UGIP has will be fundamental in the task of implementing the necessary improvements in the pedagogy courses of the University through the respective remedial plans, since it is the institutional unit that works so that the pedagogies are integrated and work in an coordinated,” explained on the occasion the alternate executive director of the PMI, Dr. Fabián Araya.

Initial Evaluation Results 2018

In this sense, the analysis of the results corresponding to the Initial Evaluation was presented by the UGIP team, led by Mg. Rodrigo Vega and supported by professionals Isabel Cavada and Lucille Dubó, who make up the “FIP Curricular Redesign Evaluation” subunit, in charge of generating evaluation and leveling instances for ULS pedagogy students.

Firstly, the professionals presented the socio-demographic characterization of the 359 students who responded to the survey, in which it was determined that 80% entered to study a career in pedagogy due to a “personal vocation”; 60,7% plan to work during their academic period; 8,8% declared having some level of disability (64,5% visual, 10,3% metaphorical language, 6,8% auditory and 6.4% motor) and 47% stated they had some command of the English languages ​​(98,8 .7,1%), German (2,9%), Italian (2,9%), Portuguese (2,4%) and French (XNUMX%).

Later, Mg. Rodrigo Vega explained the instruments applied and their respective objectives, and the main results obtained from them. Regarding the Reading Comprehension evaluation, the eleven pedagogies obtained a total average of 69%, placing themselves at a medium-high level, with the highest skill being “extraction of implicit information” with 79,6% and the lowest being of “interpretation of what was read (inferring)” with 45,1%; In the Mathematical Problem Solving evaluation they obtained a total average of 44%, representing a low level, where the skill that presented the highest percentage was “information processing” with 50,6% and the lowest one was “ use of disciplinary language” with 38,3%.

“We can say that students, according to their knowledge and identification of information, handle it very well, that is, they can know information and identify it effectively. The weakness is in the inference, in the interpretation of the information and that is where we have to start making decisions, reviewing whether our programs respond to the development of higher skills, that is, if they are focused on differential elements (...); and the second is that starting in 2016 the Quality Agency is stipulating work with the channels of informative and progressive evaluation, and that represents a fundamental change in perception from an evaluation of learning to an evaluation for learning, and “That represents a greater challenge for us,” said the Mg. Rodrigo Vega.

In this context, attendees participated in the workshop "Collaborative work between entities involved in the initial training of teachers", which aimed to generate substantial inputs for the development of a pilot leveling plan, which aims to contribute to the strengthening of skills. of the students, based on their performance in the initial diagnostic evaluation, and which will be applied in the careers of Pedagogy in Biology and Natural Sciences, in Ped. in History and Geography, and Ped. in Basic General Ed.

“The idea is that the improvement instances for first-year students can be strengthened with the different areas that the University has and thus we can work collaboratively,” emphasized the head of the subunit.

CPEIP: Results of the FID National Diagnostic Evaluation

During the afternoon, the second stage of the evaluation day began, in which professionals Evelyn López and Marco Yupanqui, who are part of the initial teacher training area of ​​the CPEIP, presented the results of the national evaluation at the institutional level.
The results represent the evaluations applied during 2017 to ULS pedagogy students, which measured pedagogical, disciplinary and didactic knowledge, and pedagogical reflection.

According to the data provided by professionals, at the national level there were 20.215 students who registered for their exam, of which 17.971 attended, equivalent to 88.9%. For its part, at the institutional level there were 240 registered, of which 221 took the exam, representing 92,10% of the total.

See Report by university

Source: Unit for the Integrated Management of Pedagogies (UGIP) | PMI FIP ULS1501 – CM ULS 1755

The traditional meeting of directors and counselors aims to support the important work carried out by these professionals in the various establishments in the Coquimbo Region.

Representatives of high schools and schools from different parts of the Coquimbo Region and the Vallenar commune participated in the 2018 Meeting of Directors and Counselors of the University of La Serena.

This meeting, framed in the dissemination of the 2019 Admission process, aims to support the important work carried out by these professionals in the various establishments in the Coquimbo Region.

In his welcoming words, the Rector(s) of the ULS, Dr. Jorge Catalán, thanked the representatives of the educational establishments for their presence and pointed out that “this instance is developed as a contribution to those who have the task of accompanying the young people is their previous step to Higher Education.”

This new version of the meeting included presentations by the head of the ULS Admission and Registration Office, Eduardo Rojo, who referred to the 2019 Admission Process (see presentation); of the social workers of the Student Welfare Department, Marisol Avilés and Nicole Pérez, who provided details about the free and internal benefits of the state campus and the Mineduc (see presentation); and the professionals of the PACE ULS Program, María Isabel Amenabar and Héctor Encina, who spoke about the institution's Support Programs (see presentation).

The counselor of the Domingo Santa María de La Serena School, Patricio Díaz, valued the holding of this meeting, indicating that the virtue of this activity is that "the University prepares global issues, the changes that the PSU is undergoing, the importance of being attentive to the information and dates, then it involves us in the entire process, more than simply giving us information from the ULS.”

While the counselor of the Providencia School, Doris Rojas, highlighted that the University of La Serena organizes these meetings year after year for the establishments in the region “to be able to update ourselves regarding certain topics, such as the benefits and opportunities that the institution offers to Young".

During the day, the exhibitors responded to the questions of the attendees, who also received promotional material and gifts from the institution.

The Vice-Rector for Economic and Administrative Affairs, Dr. Alejandra Torrejón, the Dean(s) of the Faculty of Sciences, Dr. Héctor Fabián Reyes, and representatives of the educational establishments were present at the activity.

The activity will take place on Sunday, October 07, from 10:00 a.m. until 14:00 p.m., at the state campus of the Coquimbo Region, and includes talks and visits to laboratories.

The State Universities of Chile have decided to commemorate together, through the Research Network made up of the Vice-Chancellors and Research Directors of the different houses of higher education, the First Anniversary of the National Day of Sciences, Technology, Knowledge and Innovation, which the country will celebrate next Sunday, October 7, 2018.

To materialize this initiative, in each region of our country, state universities will hold an event according to a common program, but highlighting the specificities and potential of the different places in the country where they are located, carrying out activities according to their objectives. connection with the environment.

The University of La Serena will be present in such an important initiative, opening the doors to the entire regional community in areas such as: Food Engineering, Physics and Astronomy, Biology, Mechanical Engineering, Mathematics and Dentistry.

These will be the areas that will participate in the activity in 2018; However, and as a challenge of the Vice-Rector for Research and Postgraduate Studies, it is expected that by 2019, and in relation to the experience of this activity, more areas will participate during the next year.

The challenge is also to break a centralizing culture in education and move towards regional development, aligned with territorial demands. This implies valuing the diversity and heterogeneity of the public-state, strengthening the association between our peers.

Science, technology, knowledge and innovation is an engine of development. On average in OECD countries, 2,38% of GDP is invested in research. In Chile this figure corresponds to barely 0,37%, according to the latest National Survey on Expenditure and Personnel in R&D (2016). The difference is abysmal, almost one to ten in investment and also in the same proportion of scientists. If we do not close the gap, we will be condemned, as a country, to being mere spectators of development and having to pay others for the added value that science provides.

The Vice-Rector for Research and Postgraduate Studies of the ULS, Dr. Eduardo Notte, provided details of this day of celebration of Sciences.

Talk and visits to laboratories

The activity will take place on Sunday, October 07, 2018, from 10:00 a.m. until 14:00 p.m., with the following program:

10:00-11:30 hrs.: Andrés Bello Campus, Pentagon Room, Inauguration of the National Day of Science, Technology, Knowledge and Innovation:

• Speech by the regional authority.
• Speech by the university authority
• Didactic and educational talk about science, technology, knowledge and innovation.

11:30-14:00 hrs.: Community approach to the different units of the ULS, Food Engineering, Physics and Astronomy, Biology, Mechanical Engineering, Mathematics and Dentistry.