The systemic approach in the teaching of the undergraduate projects of mechatronic engineering

Abstract

For its holistic and integrative characteristics, the systemic approach has provided a different vision or approach to analyze and transform the phenomena of the environment. This in contrast to the analytic and reductionist approaches used in the past. This approach has contributed positively to studies about systems with a complex structure or entropic behavior. In the case of engineering education, significant achievements have been obtained technologically focused to respond to the needs of the industry. However, here comes a couple of questions from Gómez-Mejía (2013) that have a direct impact in the terminal efficiency of the engineering education: What is the relationship between the programs of study, basic sciences, engineering sciences and applied engineering? And most importantly, how do Professor and specially Students understand and realize about this interrelationship? (p.20). The lack of answers to these questions is cause of various problems in students, such as, frustration, demotivation, and lack of full integration to the selected engineering career, among others. This problem is exacerbated when students start the development of technological solutions and they do not have the necessary academic and methodological support to carry out. Therefore, coming up next the method develop academic projects of mechatronic engineering based on systemic approach, by virtue of technological solutions that the industry are requiring today are related to the complex and multi-cause problems. Hence, the importance of students learn, during their educational process, systemic tools that provide them elements to understand, model, design and instrument complexity.