Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 935 de 957
Design of Competences-based Educational Programs for engineering education
understanding curriculum as a process
Guillermo Palacios
guillermo.palacios@unizar.es
Universidad de Zaragoza
Spain
Raquel Lacuesta
lacuesta@unizar.es
Universidad de Zaragoza
Spain
Pedro Ramos
pramos@unizar.es
Universidad de Zaragoza
Spain
Abstract: The research has focused on the design of the curriculum of an
engineering degree, taking into account the development and assessment of
generic competences. To accomplish that, we have conceived the curriculum as a
process approach, which facilitates the identification of elements, their
interactions and their expected performances. The goal we expected to reach
deals with the creation of a system perfectly tuned having inputs, outputs and
feedbacks which let us improve student performance in competences acquisition,
optimizing at the same time efforts in every element of the global process of
teaching and learning.
Introduction
This paper deals with the design of a degree in computer engineering from the point of
view of the European Space for Higher Education (in the sequel, ESHE). The process of
adaptation to the ESHE brings with itself a new understanding of both teaching and
learning procedures. The vertiginous technological advance of our society entails
continuous learning and this is generating a necessity of using educational models that
allow the students to "learn to learn". It entails continuous learning and this is generating
a necessity of using new educational models based on a constructivist approach conveying
an important change from traditional methods to education based on cognitive theory.
In this sense, the Spanish Organic Law of Universities (2001) in its first article establishes
"The creation, development, transmission and criticism of Science, Technology and
Culture" as the first function of a University. Consequently, students must develop
intellectual, technical, artistic, social and personal abilities. These abilities or competences
will encourage creativity, problem solving and autonomous learning through all their life.
Competences represent a dynamic combination of knowledge, understanding, skills and
abilities.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011