Cesar Vallejo University has updated the curricula of its degree-courses, aligning them with the current needs of society, and reinventing itself as an "innovating university that forms entrepreneurs". The Strategic Plan 2017-2021 has as a general objective the professional training of creative and innovative citizens with ethical principles, who research and lead ventures that contribute to the development of society. The curriculum considered the conceptualization of the educational model aligned with the strategic axis of the university, the Peruvian technical standards NTP-ISO 10004-2014 for Customer satisfaction, Guidelines for monitoring and measurement, NTP-833.924-2009 Guide for Curricular Design of Educational Programs, and ISO 9001-2015 Quality Management Systems. This curriculum establishes the profile of engineers, their philosophical and pedagogical foundations, the institutional purposes that guide teaching, research, university social responsibility, and internationalization; prioritizing formative research, training by competencies and the humanist approach in the training of engineers.
The curricular updates are an indispensable factor for the processes of accreditation of quality in the engineering programs, demanding the design of strategies that allow to guarantee the correct implementation of educational models. Since the year 2000, César Vallejo University has been implementing an educational model based on competencies in its professional careers, one of the crucial aspects to ensure the success of this implementation is having relevant instruments for the evaluation of competences. This article presents a methodological proposal to design and implement the Assessment process in the Faculty of Engineering of the César Vallejo University under the criteria of the ICACIT and SINEACE Model, responding to the evaluation of competences by levels and by study of promotion cohort. The Project of the Assessment Process for the thirty-nine careers of the Faculty of Engineering takes as reference the techniques of the Guide of the Fundamentals for Project Management-Project Management Institute (PMI)); the use of the SOLO (Structure of Observed Learning Outcomes) taxonomy of Biggs to identify the cognitive processes: uniestructural, multistructural, relational and extended abstract, as well as the evaluative deployment aligned with the results of students through a methodology based on a sequential linear model of development by phases incorporating a prototyping of requirements in the development evolution of the deliverables.
The training of engineering professionals is taking on new challenges in the global and regional context framed in a process of transformation and order in the Peruvian University System, where structural changes have been developed since the new University Law, the Institutional Licensing process of the Universities, the Institutional Accreditation, as well as Programs Accreditation, incorporating in all these Models the Research, Technological Development and Innovation. Processes and guidelines that are incorporated from the Office of the Vice chancellor for Research and articulated in the curricula of the programs. In this paper we present our experience in the design of a Research Management System Model and in the implementation of the Formative Research Model developed in the Engineering programs that were submitted to external evaluation for Accreditation purposes in the face of the National Evaluation System , Accreditation and Certification of Educational Quality-SINEACE, and in the visit to verify the basic quality conditions of the University carried out by the
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