Contribution to the mitigation of university dropout from the teaching practice of an introductory course
Keywords:
Preparatory course, drop-out, teaching practice, engineering and architecture coursesAbstract
Abstract
University retention has been a problem that universities have historically faced. Although the causes that lead to dropout are dissimilar, in the case of engineering and architecture courses the impact of prior knowledge of mathematics, physics and chemistry influences this issue. Based on previous experiences in a course in which introductory physics courses were taught with positive results, this work describes the experience developed in the 2024-25 course with an introductory course that sought to mitigate the knowledge gaps with which this student arrives. The design of this course, the results obtained and their assessment are described. This experience is part of the pedagogical practices that are introduced at Technological University of Havana José Antonio Echeverría (CUJAE) as part of a sectoral project of the Ministry of Higher Education (MES) that aims to promote retention and mitigate student dropout.
Keywords: Preparatory course, drop-out, teaching practice, engineering and architecture courses.
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