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

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

Abstract

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. 

References

Adams, J., Kaczmarczyk, S., Picton, P. y Demian, P. (2010). Problem solving and creativity in engineering: Conclusions of a threeyear project involving reusable learning objects and robots. Engineering Education, 5(2), 4-17. https://doi.org/10.11120/ened.2010.05020004

Atkinson, H. y Pennington, M. (2012). Unemployment of engineering graduates: The key issues. Engineering Education, 7(2), 7-15. https://doi.org/10.11120/ened.2012.07020007

Campbell, A. (2010). Developing generic skills and attributes of international students: The (ir) relevance of the Australian university experience. Journal of Higher Education Policy and Management, 32(5), 487-497. https://doi.org/10.1080/1360080X.2010.511121

Coetzee, M. (2014). Measuring student graduateness: Reliability and construct validity of the graduate skills and attributes scale. Higher Education Research & Development, 33(5), 887-902. https://doi.org/10.1080/07294360.2014.890572

Creasey, R. (2013). Improving students’ employability. Engineering Education, 8(1), 16-30. https://doi.org/10.11120/ened.2013.00006

De la Harpe, B. y David, C. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development, 31(4), 493-510. https://doi.org/10.1080/07294360.2011.629361

Easa, S. M. (2013). Framework and guidelines for graduate attribute assessment in engineering education. Canadian Journal of Civil Engineering, 40(6), 547-556. https://doi.org/10.1139/cjce-2012-0485

European Higher Education Area (9 de diciembre de 2020). How does the Bologna process work? http://ehea.info/page-how-does-the-bologna-process-work

Fraser, K. y Thomas, T. (2013). Challenges of assuring the development of graduate attributes in a bachelor of arts. Higher Education Research & Development, 32(4), 545-560. https://doi.org/10.1080/07294360.2012.704594

Gibbings, P., Lidstone, J. y Bruce, C. (2010). How do student attributes influence the way students experience problem-based learning in virtual space? Australasian Journal of Engineering Education, 16(1), 69-80. https://doi.org/10.1080/22054952.2010.11464036

Govan, M. (2016). The application of peer teaching in digital forensics education. Higher Education Pedagogies, 1(1), 57-63. https://doi.org/10.1080/23752696.2015.1134198

International Engineering Alliance. (9 de diciembre de 2020). 25 years Washington accord. https://www.ieagreements.org/accords/washington/

Joyce, T., Evans, I., Pallan, W. y Hopkins, C. (2013). A hands-on project-based mechanical engineering design module focusing on sustainability. Engineering Education, 8(1), 65-80. https://doi.org/10.11120/ened.2013.00008

Letelier, M. F., Herrera, J. A., Canales, A. M., Carrasco, R. y López, L. L. (2003). Competencies evaluation in engineering programmes. European Journal of Engineering Education, 28(3), 275-286. https://doi.org/10.1080/0304379031000098247

Leung, M.-Y., Chen, D. y Chan, I. Y. S. (2011). Attributes of Hong Kong construction engineering student learning approaches: Investigation of Chinese and western personal values. Journal of Professional Issues in Engineering Education and Practice, 138(3), 224-233. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000103

Lunev, A., Petrova, I. y Zaripova, V. (2013). Competency-based models of learning for engineers: a comparison. European journal of engineering education, 38(5), 543-555. https://doi.org/10.1080/03043797.2013.824410

Mello, L. V., Tregilgas, L., Cowley, G., Gupta, A., Makki, F., Jhutty, A. y Shanmugasundram, A. (2017). ‘Students-as-partners’ scheme enhances postgraduate students’ employability skills while addressing gaps in bioinformatics education. Higher education pedagogies, 2(1), 43-57. https://doi.org/10.1080/23752696.2017.1339287

Platow, M. J. (2012). PhD experience and subsequent outcomes: A look at self-perceptions of acquired graduate attributes and supervisor support. Studies in Higher Education, 37(1), 103-118. https://doi.org/10.1080/03075079.2010.501104

Tshai, K. Y., Ho, J.-H., Yap, E. H. y Ng, H. K. (2014). Outcome-based education–The assessment of programme educational objectives for an engineering undergraduate degree. Engineering Education, 9(1), 74-85. https://doi.org/10.11120/ened.2014.00020

Published
2022-08-21
How to Cite
Pizarro-Aguilar, M. (2022). A Model of Teaching Practices for Results-based Accreditation in Engineering Careers. Revista Electrónica Educare, 26(3), 1-20. https://doi.org/10.15359/ree.26-3.30

Comentarios (ver términos de uso)