This full paper on innovative practice reports a COIL (Collaborative Online International Learning) educational experience, based on the UNESCO's Education for Sustainable Development (ESD), designed to teach about water resource management, strengthen attitudes and values towards sustainable development, and develop intercultural competences in undergraduate students from Colombia and Chile. 60 third-year engineering students from Chile and 40 students who attend basic science courses to enter a medical career from Colombia were involved in the practice. The didactics were based on the main COIL's elements (icebreaker, collaborative task, and reflection), and introductory activities for cultural exchange, collaborative content production, and reflection through a learning log were implemented. The experience was developed around the analysis of severe hydric stress of two regions: Coquimbo (Chile) and La Guajira (Colombia). Attitudes and skills for interculturality, and socio-affective development goals were assessed. The results showed that the students understood the global nature of the problems and the urgency to address them through an ESG (environmental, social and governance) approach. In the socio-affective dimension, the students progressed from feeling fearful, shy, and frustrated, to feel motivated and sensitized towards the problem analyzed, and towards the experience of intercultural exchange. Additionally, they showed interest in reflecting and modifying their water consumption habits and becoming active agents of change. The experience left learnings about the key factors for successful COIL implementation, such as curricular and operational logistics, sociocultural differences, the nature of the topics discussed, and the type of didactics that should be used for authentic student involvement.

This work-in-progress paper presents partial results from doctoral research whose main question is ¿How men and women have been ethically constituted in the engineering education culture, and how these subjectivities have contributed to the professional ethic profile configuration? The purpose of responding to this question is to critically reflect on the ethical subject-engineer that is formed in Latin American Engineering Faculties, and to find how this is constituted as positionings in the discursive practices of the actors in the culture, in the lattice of forces of tension, resistance, and transformation; analyzing how these subjectivities contribute to defining the engineering ethical profile with a gender perspective. The epistemological perspective that originates the methodological proposal is based on the Gadamerian hermeneutic circle, Heidegger's theory of the constitution of hermeneutic subjectivity, Bourdieu's notion of field, Harré's positioning theory, and Fore & Hess's proposal of ethical becoming theory. The research participated subjects from three Latin American faculties and two national and international engineering academic associations. As a partial result of the research project, this article characterizes the professional ethical identity positions expressed by the participants of one of the faculties, in terms of how they relate to society, to others, to their profession, and the planet; and their utopias about the duty-to-be, duty-to-know, and the duty-to-do of the engineering profession. These partial results permit to characterize the ethical subjectivities that have been constituted in engineering professionals, to later advance in identifying the sociocultural factors that contributed to the consolidation of this outcomes, in light of the positioning and the ethical becoming theories.

This study describes a systematic literature review of the research and experiential area of DEI in STEM in publications and events of Engineering Associations and Councils of LATAM and the Caribbean. The study's main questions are: 1) Which conceptual and methodological frameworks exist to evaluate and intervene in DEI conditions in educating STEM professionals? 2)What are the questions, reflections, and discussions regarding DEI that have been formulated in engineering professional education? The review was conducted in four main phases: corpus configuration phase with PRISMA methodology, corpus description with automatic techniques, processing and analysis phase using ChatPDF tool and comparative matrices, and interpretation phase. The results show that there is a predominance of studies and experiences addressing the gender gap either by diagnosing it or intervening in it. The most of experiences are about organizations promoting actions to reduce or counteract the gender gap and stereotypes and generating capacities. The theoretical and methodological used frameworks include physical and structural aspects related to inclusion, curricular concepts, standardized tests, STEM abilities, gender studies concepts and theories, rhizomatic model, and discourse analysis. Regarding the reflections and discussions, it has been found a diverse set of works showing institutional achievements in diagnosing, reducing, or counteracting academic and cultural gender gaps, and promoting equitable access to education for women. The academic community claims to strengthen institutional capacities for these challenges, specifically to deepen knowledge of how to approach the gender gap phenomenon.

This work is based upon the results of an evaluation process applied over data mining techniques, in order to find the most adequate ones to extract classification rules from first-year students' academic and demographic data in relation with their academic performance. As a result of this, the formulation of a predictive model for academic performance is presented; model whose construction was achieved by analyzing, selecting and defining the classification rules that properly predict the academic performance of Systems Engineering students, at Universidad El Bosque in Bogotá, Colombia. Classification rules that make up the model are analyzed from a contextualized academic point of view; consequently evaluating the pertinence of the relationships between attributes contained within these rules and their ability to predict poor academic performance (through academic risk). Also their applicability to datasets from other academic programs is contemplated, in order to generate useful strategies to prevent academic desertion, being poor academic performance one of the most influencing factors over this phenomenon.

It is highly recognized that difficulties involved in teaching programming in an introductory course, arise from the cognitive process complexity that is necessary for developing this ability. Previous studies on the best first programming language or the best first programming paradigm have been conducted. Even, the most appropriate integrated development environment (IDE) for novice programmers has been inquired, and the most appropriate problem solving strategy to teach to write computable solutions has been researched. From the investigation in a sample of Bogota universities, and from a holistic perspective, this paper presents an overview of the most common practices and difficulties in teaching these courses, providing important information to help diagnose possible weaknesses in the current process of teaching as well as providing some elements to consider in the design of new strategies, resources and planning criteria for these formative scenarios.