No abstract

One of focuses of interest in engineering is that professionals remain active and update their different knowledge: knowing, doing and being, in this sense it is essential that young people in training acquire skills, abilities and competencies that allow them autonomy and the constant search for tailor-made solutions, considering the different forces in the environment, such as climate change and citizens. The inclusion of communities is relevant when solving problems, as in the case of this research, in wastewater. During two academic semesters of 2019, we worked with a vulnerable community, families living in camps or land grabs, in Viña del Mar, Chile. In the first place, the survey of drinking water needs and disposal of its gray and black waters was carried out, a limited, accessible and easily understood engineering proposal was developed, in the same way, government and/or private financing modalities were presented. Incorporating not only design and measurement activities, but also dialogues with the community, showing their pain and difficulties. More than 85% of families agreed with the solution, the same with the students who participated.

One of the key tools for the proper use of energy is energy efficiency. In the training process of Engineering students at the University of Playa Ancha, the transversal course of "Energy Efficiency" is offered every academic semester, this research analyzes the learning results obtained by students during three years (2018, 2019 and 2020), equivalent to 5 consecutive semesters, with a universe of 90 young people from 5 careers: Environmental Civil Engineering, Industrial Civil, Environmental, Computer Science and Statistics, linking Competencies achieved through the application of active teaching methodologies: Problem-Based Learning and Project- Based Learning, with analysis of practical cases and with the use of gamification tools, which promote collaborative work between them, instruments are applied (surveys and interviews) at the beginning of the semester, in the middle and at the end of it: the main results showed that: the 3 0% of the students at the beginning of the semester express their interest in this type of strategies, 60% consider that this way of teaching undergraduate courses should become more widespread, in the middle of each semester, 85% indicate that they have internalized the knowledge and is already using the skills and abilities acquired.