Weitere Artikel dieser Ausgabe durch Wischen aufrufen
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 (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 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 a set of 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 4 years of 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 their 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.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
ABET. (2017). Accreditation criteria. Accreditation Board for Engineering and Technology, Inc. Retrieved from http://www.abet.org/accreditation/accreditation-criteria/. Last accessed March 2018.
ACM. (2008). Computer science curriculum 2008: an interim revision of CS 2001. Report from the Interim Review Task Force. Association for Computing Machinery. IEEE Computer Society. Retrieved from https://www.acm.org/binaries/content/assets/education/curricula-recommendations/computerscience2008.pdf. Last accessed March 2018.
Akcay, H., & Yager, R. E. (2010). The impact of a science/technology/society teaching approach on student learning in five domains. Journal of Science Education and Technology, 19(6), 602–611. CrossRef
Aliakbarian, H., Soh, P. J., Farsi, S., Hantao, X., Van Lil, E. H. E. M. J., Nauwelaers, B. K. J. C., Vandenbosch, G. A. E., & Schreurs, D. M. M.-P. (2014). Implementation of a project-based telecommunications engineering design course. IEEE Transactions on Education, 57(1), 25–33. CrossRef
Appleton, J., Lawrenz, F., Craft, E., Cudmore, W., Hall, J., & Waintraub, J. (2007). Models for curricular materials development: combining applied development processes with theory. Journal of Science Education and Technology, 16(6), 491–499. CrossRef
AQU. (2014). Ocupabilitat i competències dels graduats recents: l’opinió d’empreses i institucions. Retrieved from http://www.aqu.cat/doc/doc_69192241_1.pdf. Last accessed March 2018.
Arbelaitz, O., Martin, J. I., & Muguerza, J. (2015). Analysis of introducing active learning methodologies in a basic computer architecture course. IEEE Transactions on Education, 58(2), 110–116. CrossRef
Bassellier, G., Benbasat, I., & Reich, B. H. (2003). The influence of business managers’ IT competence on championing IT. Information Systems Research, 14(4), 317–336. CrossRef
Bayer Corporation. (2014). The Bayer facts of science education XVI: US STEM workforce shortage—myth or reality? Fortune 1000 talent recruiters on the debate. Journal of Science Education and Technology, 23(5), 617–623. CrossRef
Beneitona, P, Esquetini, C., González, J., Maletá, M. M., Siufi, G., & Wagenaar, R. (2007). Reflections on and outlook for higher education in Latina America. Final report—Tuning Latina America Project. University of Deusto and University of Groningen, 2007. Retrieved from http://www.unideusto.org/tuningeu/images/stories/Publications/Tuning_A_Latina_INGL_PR2.pdf. Last accessed March 2018.
Ben-Zvi-Assaraf, O., & Ayal, N. (2010). Harnessing the environmental professional expertise of engineering students—The course: “Environmental Management Systems in the Industry”. Journal of Science Education and Technology, 19(6), 532–545. CrossRef
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: handbook I. The cognitive domain. New York: David McKay.
Cajander, A., Daniels, M. & von Konsky, B. R. (2011). Development of professional competencies in engineering education. 41st ASEE/IEEE Frontiers in Education Conference (FIE). Rapid City, SD.
Cano, E. (2012). El impacto de la evaluación educativa en el desarrollo de competencias en la universidad. La perspectiva de las primeras promociones de graduados. Internacionalización de la I+D. Plan Nacional de I+D+I (2012-2015). Dirección General de investigación y gestión del plan nacional de I+D+i. EDU2012-32766.
Clancy, E., Quinn, P., & Miller, J. E. (2001). Using case studies to increase awareness of, and improve resolution strategies for, ethical issues in engineering. 31st ASEE/IEEE Frontiers in Education Conference (FIE), Reno, NV.
Crawley, E. F., Brodeur, D. R., & Soderholm, D. H. (2008). The education of future aeronautical engineers: conceiving, designing, implementing and operating. Journal of Science Education and Technology, 17(2), 138–151. CrossRef
Crawley, E. F., Malmqvist, J., Östlund, S., Brodeur, D. R., & Edström, K. (2014). Rethinking engineering education. The CDIO approach (2nd ed.). Springer International.
European Parliament, European Council. (2008). The European Qualifications Framework (EQF) for livelong learning. Retrieved from https://ec.europa.eu/ploteus/sites/eac-eqf/files/leaflet_en.pdf. Last accessed March 2018.
Evans, R., & Gabriel, J. (2007). Performing engineering: how the performance metaphor for engineering can transform communications learning and teaching. 37th ASEE/IEEE Frontiers in Education Conference (FIE). Milwaukee, WI.
Gardelliano, S. (2002). UNIDO competencies. Strengthening organizational core values and managerial capabilities. Technical report, United Nations Industrial Development Organization UNIDO.
Hernando, M., Galan, R., Navarro, I., & Rodriguez-Losada, D. (2011). Ten years of Cybertech: the educational benefits of bullfighting robotics. IEEE Transactions on Education, 54(4), 569–575. CrossRef
Hodson, D. (1992). Assessment of practical work. Some considerations in philosophy of science. Science & Education, 1(2), 115–144. CrossRef
Hu, S. C. (2003). A wholesome ECE education. IEEE Transactions on Education, 46(4), 444–451. CrossRef
Hu, Q., Li, F., & Chen, C. (2015). A Smart Home Test Bed for undergraduate education to bridge the curriculum gap from traditional power systems to modernized Smart Grids. IEEE Transactions on Education, 58(1), 32–38. CrossRef
Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Technology, 25(2), 284–301. CrossRef
Leuven University. (2005). Guided independent learning: a brochure for instructors DUO/ICTO (Central Educational Support), University of Leuven. Retrieved from https://blog.associatie.kuleuven.be/petrsu/files/2013/11/brochuregil.pdf. Last accessed March 2018.
Mahan, J. E., Jayasumana, A., Lile, D., & Palmquist, M. (2000). Bringing an emphasis on technical writing to a freshman course in electrical engineering. IEEE Transactions on Education, 43(1), 36–42. CrossRef
Mohan, A., Merle, D., Jackson, C., & Lannin, J. (2010). Professional skills in the engineering curriculum. IEEE Transactions on Education, 53(4), 562–571. CrossRef
Newrock, R., & Tovar, E. Eds. (2005). Competencies of engineers in Proc. Plenary Sessions of Int. COnf. Engineering Computer education 2005 (IECEC05).
Norton, R. E. (1997). DACUM handbook, 2nd ed. Leadership Training Series, 67. The Ohio State University, Center on Education and Training for Employment. Retrieved from https://files.eric.ed.gov/fulltext/ED401483.pdf. Last accessed March 2018.
O’Connell, R. M. (2015). Adapting team-based learning for application in the basic electric circuit theory sequence. IEEE Transactions on Education, 58(2), 90–97. CrossRef
Passow, H. J. (2012). Which ABET competencies do engineering graduates find most important in their work? Journal of Engineering Education, 101(1), 95–118. CrossRef
Pimmely, R. L. (2003). A practical approach for converting group assignments into team projects. IEEE Transactions on Education, 46(2), 273–282. CrossRef
Quinn, P. (2005). Assessment of a case study laboratory to increase awareness of ethical issues in engineering. IEEE Transactions on Education, 48(2), 313–316. CrossRef
Rayney, V. P. (2002). Beyond technology-renaissance engineers. IEEE Transactions on Education, 45(1).
Riemer, M. J. (2007). Communication skills for the 21st century engineer. Journal of Engineering Education, 11(1), 89–100.
Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET professional skills—can they be taught? Can they be assessed? Journal of Engineering Education, 94(1), 41–56. CrossRef
Taraman, K., & Tovar, E. Ed (2005). Enhancing the competencies of manufacturing engineers through society of manufacturing engineers- academia-industry partnerships. In Proc. Plenary Sessions of Int. COnf. Engineering Computer education 2005 (IECEC05).
Taylor, E. (2016). Investigating the perception of stakeholders on soft skills development of students: evidence from South Africa. Interdisciplinary Journal of e-Skills and Life Long Learning, 12, 1–18. CrossRef
Tribus, M. (2005). Some remarks on the improvement of engineering education. Journal of Science Education and Technology, 14(1), 1–28. CrossRef
Villa, A., & Poblete, M. (2008). Competence-based learning. A proposal for the assessment of generic competences. Bilbao: University of Deusto.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria: Association for Supervision and Curriculum Development.
- Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum
Fermín Sánchez Carracedo
- Springer Netherlands
in-adhesives, MKVS, Neuer Inhalt/© Zühlke, Neuer Inhalt/© momius | stock.adobe.com