A curricula model for supporting a design-centric computing engineering education

• Autores: Jorge Villalobos, Óscar González
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 28, no. Extra 4, 2012, págs. 880-891
• Idioma: inglés
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• Resumen

  • The constant evolution present in the information and communication technologies (ICT) as a result of the changing environmentis a big challenge for computing engineering (CE) professionals that face a demand for solving increasingly new and complextechnological problems. This technological evolution imposes, among others, a process evolution within the organizations, theinformation multiplication to be integrated and processed, an increase in competitions to respond faster to global needs, and anincreasing demand for systems integration. As a result, CE programs have an undeniable and constant necessity to evolve theircurricula to keep up to date. We have defined, put into production, and validated a curricula design model based on competencesto facilitate the design and implementation of CE programs. The frame for competence definition is stable, allowing a fastadaptation to the continuous change. The curricula design model turns around a set of competences defined in terms of the lifecycle of problem resolutions, which is structured around projects. We illustrate how to design project-based CE programs that aimstudents to incrementally develop competences for understanding complex problems and for designing solutions around them.