This article conducts a systematic review of the literature, which seeks to present opportunities and trends in fostering creativity in science and engineering. The literature review is based on four phases: to identify eligible articles, screen and classify the selected documents, analyse the content and the citations, and report the findings and scopes for future research. To facilitate the topic's comprehension, the authors also include a theoretical background that centres on creativity models and theories. Finally, the authors present a classification of contributions into two groups related to 1) the practices for promoting creativity in science and engineering and 2) research trends in fostering creativity in these areas. Results show that creativity is a crucial skill for science and engineering professionals and an essential ability in the design process, especially to achieve innovative and potential impacts for humanity's well-being. Likewise, the authors observe how teachers, researchers, students, and organisations of professionals agree on the need to foster creativity from education, reflecting on the growth of the contributions oriented to this goal. Mixing knowledge areas, using problems and projects, and promoting skills like group learning, problem-solving, project management, autonomy, and idea generation are some characteristics of new proposals.

Contribution: This research presents a project-based learning (PBL) approach for fostering creativity in first-year students with differential characteristics in the course execution. The first course considered remote teaching during a pandemic period; the second one used 50% of the weeks with remote teaching and the rest with face-to-face interaction. Background: Fostering creativity has become a significant challenge for engineering education. This work focuses on harmonizing a creativity framework and a PBL approach (PBL $+$ C) as an alternative to motivate creative thinking. Intended Outcomes: The PBL $+$ C approach can improve first-year engineering students’ creativity and innovation skills and learning outcomes. Application Design: In the intervention, the project execution considers the creative process and its phases. Likewise, it takes all elements of an aligned curriculum model, such as teaching and learning activities, types of problems, project progression, support resources, creative tools, learning environments, facilitation strategies, and student assessment and course evaluation. Regarding the last elements, researchers define an assessing protocol, which involves pre-and post-tests, participant observation, analysis of student portfolios for monitoring the work progress, and specific questionnaires on variables related to the curricular design. Findings: Evidence collected shows an increase in creativity factors, such as fluency and flexibility, which are critical aspects of the “Person” element of the creative process. Likewise, the modality of the course (remote or in-person) influences the conditions for its development. For example, in the mixed course, researchers found that students had more interaction with each other, which is reflected in better elaborated solutions than in the remote teaching course.

Este artículo presenta un análisis de la deserción estudiantil en Colombia, inicialmente en las áreas de programas que posee la Uptc Sogamoso y finalmente enfocándose en los programas de Ingeniería de la sede, donde se revisan los datos reportados por SPADIES, y se realiza una descripción de los resultados reportados y algunas variables que influyen en la deserción en la Uptc Sogamoso.

Contexto: La industria aeroespacial ha tenido bastante auge y así mismo el desarrollo y aplicación a los sistemas autónomos, propiciando desarrollos importantes en su implementación, y sistemas de control.Método: En este trabajo se presenta el desarrollo y la implementación de un vehículo aéreo no tripulado, tipo quadricóptero, se inicia con el análisis matemático de los sistemas de vehículos aéreos encontrando el modelo dinámico; el modelado del prototipo se basa en las ecuaciones Euler LaGrange. Posteriormente, se realiza el diseño de la estructura y el desarrollo de los sistemas de control basado en modos deslizantes; se aplica la ley de control basada en modos deslizantes en el sistema implementado que utiliza solamente información de pitch, roll y elevación.Resultados: Se implementó un prototipo de vehículo aéreo no tripulado tipo quadricóptero, y se implementó el sistema de control, donde se obtuvo un adecuado seguimiento de la referencia.Conclusiones: La adecuada selección de los elementos para la implementación del prototipo permite poder implementar diferentes estrategias de control, para este caso demostrando el adecuado trabajo de los modos deslizantes para la estabilización en dos ejes del quadricóptero.

The design of discrete-time variable structure control (VSC) with discrete sliding mode for switching converters is presented in this paper, discrete time quasi sliding mode control systems are considered, the reaching law satisfied conditions of the definition are proposed and applied to the design of appropriate control strategies which drive the state of the controlled system to a band around the sliding hyperplane. The reaching law used the equivalent form of Lyapunov-type of continuous reaching condition Vdot < 0 where V = S 2 /2, to get the discrete version. The paper gives a technique for the design of the switching function, this is done through the design of the desired ideal quasi-sliding mode, the reaching law is used to develop the control law for the discrete VSC system under the nominal condition, and too the analysis of the width of quasi-sliding mode band. The design technique is illustrated by a simulated switching buck and boost converter. The analysis of behavior is realized by modifying the control parameters, the parameter in the reaching law are modified for optimal control, and this results are comparing with the continuous sliding mode control. A sampled data model of switched mode converter applicable for the low frequency range is used; the assumption made is that the sampling rate is sufficiently high as dictated by the sampling theorem. The basic DC-DC switched converter is assumed to operate in continuous conduction mode with fixed switching rate and variable duty ratio.

This article presents how Problem- and Project-Based Learning (PBL) in engineering education can exploit the theoretical framework of the Space–Time (ST)-Continuum, according to which educational contexts can be classified in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. By crossing these two dimensions, four quadrants are obtained in the ST-Continuum: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. Different pedagogies are adaptive to different quadrants. We show how PBL can be mapped onto the ST-Continuum depending on the context characteristics or the chosen problem or project. Further, this article discusses how the intelligence and creativity constructs can be developed through diverse educational scenarios, giving examples of PBL interventions that can be located in different quadrants. Moreover, the analysis shows how through suitable planning, it is possible to have educational activities that consider all the quadrants of the ST-Continuum, even in traditional education curricula or teacher-centered approaches. Finally, the article discusses how teaching practices can promote intelligence and creativity in the curricula at different PBL organisational levels depending on their relationship with the ST-Continuum.