<p>This work presents the advances being made on a research project addressing curriculum processes for the development of competencies at the San Juan National University’s Faculty of Engineering (Argentina) in the framework of institutional policies that seek to make its programs of study appropriate for the second generation of accreditation standards. This is an exploratory, descriptive and interpretative study that is currently in the analytic phase, during which time we have carried out a characterization of the study plans currently in force for seven engineering programs in place at the university. In this sense, we describe both the institutional transformation related to the creation of accreditation standards and the perspectives of institutional actors as regards the curriculum design of the San Juan National University Faculty of Engineering’s programs, analyzing the institutional dynamic that emerges from said process.</p><div><p><strong>Received</strong>: 27 December 2019<br /><strong>Accepted</strong>: 04 March 2020<br /><strong>Published online</strong>: 19 May 2020</p><div> </div></div>
El trabajo describe la actividad de investigación desarrollada por el equipo del Centro Universitario Técnico Educativo (CUTE) de la Facultad de Ingeniería de la Universidad Nacional de San Juan con el objetivo de comprender la incidencia del sistema de evaluación de los aprendizajes con integración final en las trayectorias académicas de los estudiantes de ingeniería. Se han relacionado los datos emergentes de encuestas, entrevistas y análisis documental desarrollados con el propósito de caracterizar la citada modalidad de evaluación y determinar su relación con el rendimiento académico en trece carreras de ingeniería. Se presentan las principales conclusiones y se aportan propuestas tendientes a promover la implementación de la evaluación con integración final en asignaturas universitarias.
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