Integrating Generic Competences into Engineering Curricula

Pérez Martínez, Jorge Enrique; García Martín, Javier y Lías Quintero, Ana Isabel (2014). Integrating Generic Competences into Engineering Curricula. "International Journal of Engineering Education", v. 30 (n. 6 B); pp. 1636-1644. ISSN 0949-149X.

Descripción

Título: Integrating Generic Competences into Engineering Curricula
Autor/es:
  • Pérez Martínez, Jorge Enrique
  • García Martín, Javier
  • Lías Quintero, Ana Isabel
Tipo de Documento: Artículo
Título de Revista/Publicación: International Journal of Engineering Education
Fecha: Noviembre 2014
Volumen: 30
Materias:
Palabras Clave Informales: Generic competencies, Teaching and assessment, Curricula, Coordination
Escuela: E.T.S.I. de Sistemas Informáticos (UPM)
Departamento: Sistemas Informáticos
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

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Resumen

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

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Depositado por: Memoria Investigacion
Depositado el: 05 Feb 2015 12:14
Ultima Modificación: 05 Feb 2015 12:14
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