Título:
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Competency maps: An effective model to integrate professional competencies across a STEM curriculum
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Autor/a:
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Sánchez Carracedo, Fermín; Soler Cervera, Antonia; Martín Escofet, Carme; López Álvarez, David; Ageno Pulido, Alicia; Cabré Garcia, José M.; García Almiñana, Jordi; Aranda López, Juan; Gibert, Karina
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Otros autores:
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Universitat Politècnica de Catalunya. Departament d'Arquitectura de Computadors; Universitat Politècnica de Catalunya. Departament de Teoria i Història de l'Arquitectura i Tècniques de Comunicació; Universitat Politècnica de Catalunya. Departament d'Enginyeria de Serveis i Sistemes d'Informació; Universitat Politècnica de Catalunya. Institut de Ciències de l'Educació; Universitat Politècnica de Catalunya. Departament de Ciències de la Computació; Universitat Politècnica de Catalunya. Departament d'Organització d'Empreses; Universitat Politècnica de Catalunya. Departament d'Enginyeria de Sistemes, Automàtica i Informàtica Industrial; Universitat Politècnica de Catalunya. Departament d'Estadística i Investigació Operativa; Universitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group; Universitat Politècnica de Catalunya. GPLN - Grup de Processament del Llenguatge Natural; Universitat Politècnica de Catalunya. CRAAX - Centre de Recerca d'Arquitectures Avançades de Xarxes; Universitat Politècnica de Catalunya. GRINS - Grup de Recerca en Robòtica Intel·ligent i Sistemes; Universitat Politècnica de Catalunya. KEMLG - Grup d'Enginyeria del Coneixement i Aprenentatge Automàtic |
Abstract:
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Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM degree program, and assesses the results of its implementation after four years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by their expected learning outcomes at three domain levels. This model allows careful analysis, revision and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional-competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: 1) students’ grades (classes graduated from 2013 to 2016, the first four years from the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); 2) students’ surveys (answered by students when they finished the degree); 3) the government employment survey, where former students evaluate the satisfaction of the received training in the light of their work experience; and 4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree. |
Abstract:
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Peer Reviewed |
Materia(s):
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-Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències -Engineering -- Study and teaching (Higher) -Competency-based education -Curriculum planning -STEM education -Engineering education -Professional competencies -Professional skills -Academic programs -Curriculum design -Competency maps -Competency units -Learning outcomes -Enginyeria -- Ensenyament Universitari -Disseny curricular -Competències professionals -- Ensenyament |
Derechos:
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Tipo de documento:
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Artículo - Versión presentada Artículo |
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