Findings in Professional Training: Computer Engineering Science Program, UCTEMUCO

Findings in Professional Training: Computer Engineering Science Program, UCTEMUCO

M. Lévano, A. Albornoz (2016).  Findings in Professional Training: Computer Engineering Science Program, UCTEMUCO. 10.

This paper aims to show the process and experience in training professionals in the computer engineering curriculum designed to develop the following skills of knowledge: being, doing and knowing of the person in the context of Universidad Católica de Temuco (UCT) in Chile. The paper shows how to demonstrate cognitive and metacognitive processes towards the achievement of the skills developed by the student.

Advancements have shown progress in curricular development in the transition of the students, since their admission to their graduation. Significant improvements in teaching and learning engineering that occur as a consequence of the educational model created and applied by UCT were observed by measurements of the processes of vertical and horizontal integration. The educational model in which the formation of the students of computer engineering is founded, is based in five key axes: the skills-based training, meaningful learning, continuing education courses, Christian and humanistic formation, and information and communication technologies. These axes are interrelated in the curriculum based on four specific skills: software development, management of information technologies, application of engineering science, and modeling and applications of computer science.

The questions that we try to resolve in this paper are: Is it possible to improve the abilities of students (from Valparaíso region, Chile) that are inserted into a cultural-economic-social system, through teaching and learning based in an educational system that allows them to discover, expand and exploit the improvements of training of professional human with capital skills? The process of validating skills respond to conceive, design, implement and operate (CDIO) being adapted and adopted. The way in which this process occurs, during the transition of skills levels of the students, is reached at different times that take place in different subjects concerning teaching and learning activities.

The implementation of the skills validation process is produced in different contexts that articulate the following stages: conceive, design, implement and operate. The instruments designed to validate the stages are developed in laboratories, interaction with the environment, casework, simulations and comprehensive workshops. The same experience to safeguard the quality of teaching according to the rules of education in Chile, is based on mechanisms of control developed by the entity called Comisión Nacional de Acreditación (CNA); so that professional training can be regulated.

The computer engineering program is inserted in the macro southern part of Chile, in the region of La Araucanía. The educational model based on skills training adopted by UCT aims to meet the own needs of the region, for training upright people, and people committed to their sociocultural environment. This paper shows the achievements in the process and the internal strategies that permitted to achieve accreditation to accomplish continuous improvement of CDIO.

Key words: Skills, CDIO, mechanisms, educational model, teaching learning.

Proceedings of the 12th International CDIO Conference, Turku, Finland, June 12-16 2016

Authors (New): 
Marcos Lévano
Andrea Albornoz
Universidad Católica de Temuco, Chile
educational model
ACM/IEEE. (2008). Computer Science Curriculum. [en línea]. ACM, [ref. july 2015] web 
Brodeur, D., Crawley, E, Ingemarsson, I, Malmqvist J., and S. Ostlund, (2002). International Collaboration in the Reform of Engineering Education, Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition, Montreal, Canada, June 16-19.: 
Bloom, B. S., Englehatt, M. D., Furst, E. J., Hill, W. H., and KRATHWOHL, D. R. (1956). Taxonomy of Educational Objectives: Handbook I - Cognitive Domain. New York: McKay.: 
CNIC. (2010). Agenda de Innovación y Competitividad 2010-2020. CNIC: Consejo Nacional de InnovatioÌ n para la Competitividad, 2010, Chile.: 
COMP. (2008). Competencias Genéricas UC Temuco: para la formación integral de ciudadanos socialmente responsables, Dirección General de Docencia, UCT.: 
CE2004. (2004). IEEE ACM Joint Task Force on Computing Curricula.Computer Engineering 2004. Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering. IEEE Computer Society Press and ACM Press.: 
Crawley, E., Malmqvist, J., Östlund, S., Brodeur, D. (2007). Rethinking engineering education: The CDIO approach. Vol. 14, 286 p: 
Flavell, John H. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist. 34(10), 906-911 (1979).: 
IT2006. (2006). The ACM SIGITE Task Force on IT Curriculum. Information Technology 2006, Curriculum Guidelines for Undergraduate Degree Programs in Information Technology.: 
ICI. (2009). Perfil de la carrera ingeniería civil informática, Temuco: ICI, Universidad Católica de Temuco: DGD.: 
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.: 
Kolb D. A. and Fry R. (1975). Toward an applied theory of experiential learning. in C. Cooper (ed.), Theories of Group Process, London: John Wiley, UK.: 
Kri Amar Fernanda et. al., (2013). Manual para la implementación del Sistema de Créditos Académicos Transferibles SCT-Chile. Consejo de Rectores de las Universidades Chilenas.: 
Levano, M. and Herrera, O. (2012). Validation Strategies of Competences in a Computer Science Curriculum. 31st International Conference of the Chilean Computer Science Society, pp.9-11.: 
MEUCT. (2008). Universidad Católica de Temuco. Modelo educativo UCTEMUCO: principios y lineamientos, [en línea]. Ed. 1, Temuco: UCT, [ref. julio 2015] web: 
MEUCTO. (2005). Modelo Educativo UC TEMUCO: Principios y Lineamientos, Dirección General de Docencia”, Universidad Católica de Temuco: 
OCDE. (2009). Educación Superior en Chile, Estudio OCDE y Banco Mundial.: 
Poblete, P., et al. (2007). Curriculum renewal at two universities in Chile using CDIO syllabus, Proceedings of the 3rd. Intl. CDIO Conference, Cambridge, MA, USA, June 11-14.: 
Tobón, S. (2005). Formación basada en competencias. Pensamiento complejo diseño curricular y didáctica. Bogotá: ECOE, Colombia.: 
Go to top