A Model of Teaching Practices for Results-based Accreditation in Engineering Careers





Result-based accreditation, attributes of graduation, competencies of graduation, teaching strategies, engineering, professional profile, teaching practices


Objective. This work consists of a state of the question created to understand how teaching practices guide the development of the training process for the completion of the professional profile in engineering careers. Analysis. Writing this paper began with a bibliographic review of academic articles from the best-positioned journals in engineering education, considering publications from 2008 to 2018. Subsequently, in the selected publications, common lines of research are determined. In each of these, coincidences and differences in the theoretical and methodological approaches and the main findings are identified. Results. This article includes a discussion on the characterization of competencies or attributes in the engineering knowledge area and the identification of two important lines of research: the implementation of teaching practices for the development of specific competence and the understanding of the actors’ beliefs regarding the development of competencies or attributes. These lines are related since they can be considered as stages of a systematic improvement process for teaching practices based on the feedback obtained from the various perceptions of the actors. However, it is identified that they have not been addressed in an integrated manner from empirical research yet. Conclusions. Based on the findings and good practices identified through the analyzed empirical research, a model of teaching practices can be proposed for result-based accreditation, which includes a cycle of integration of the attributes comprising an improvement process where three pillars stand out: theoretical bases, teaching and learning, and the evaluative framework.

Author Biography

Melissa Pizarro-Aguilar, Universidad de Costa Rica

Licenciada en Ingeniería Industrial de la Universidad de Costa Rica (UCR), M.Sc. en Integrated Systems Engineering de The Ohio State University (beca Fulbright de la Embajada de EEUU). Estudiante del Doctorado en Educación, UCR. Desde el año 2008 ha sido profesora de la Escuela de Ingeniería Industrial (UCR), se ha desempeñado realizando proyectos de extensión social e investigación en la Escuela, ha impartido diversos cursos y apoya proyectos de graduación de Licenciatura y Maestría. 


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How to Cite

A Model of Teaching Practices for Results-based Accreditation in Engineering Careers (M. Pizarro-Aguilar , Trans.). (2022). Revista Electrónica Educare, 26(3), 1-20. https://doi.org/10.15359/ree.26-3.30



Journal Articles (Peer Reviewed Section)

How to Cite

A Model of Teaching Practices for Results-based Accreditation in Engineering Careers (M. Pizarro-Aguilar , Trans.). (2022). Revista Electrónica Educare, 26(3), 1-20. https://doi.org/10.15359/ree.26-3.30

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