Resumen de Integrating generic competencies into engineering curricula

Jorge Pérez Martínez, Javier García Martín, Ana Isabel Lías Quintero

• The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the genericcompetencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At UniversidadPolite ́cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate inSoftware Engineering. Such model incorporates the training, development and assessment of generic competencies planned in thesecurricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components.The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of genericcompetencies. The second component aims to coordinate actions that implement the competencies across courses (in space andtime). The third component consists of a series of activities to perform quality control. The implementation of generic competencieswas carried out in first year courses (first and second semesters), together with the planning for second year courses (third andfourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiatedsuggest a high percentage in the second year as well.