internacionalizaciÓn en la

INTERNACIONALIZACIÓN en la FACULTAD DE INGENIERÍA

Jornada de Reflexión Intersemestral 06 de Julio de 2011

1. Actividades de Internacionalización

2. Plan de Internacionalización 2011-2015

3. Acreditación internacional

FACULTAD DE INGENIERÍA

Convenios Activos


Politécnico de Turín

Periodo CarreraNro de

estudiantes

Estudiantes graduados pregrado

Estudiantes graduados

Maestría Turin2006 Ingeniería de Sistemas 2 2 2

Ingeniería de Sistemas 1 Cand 2011 1Ingeniería Electrónica 6 6 6Ingeniería Industrial 2 2 2

Ingeniería Electrónica 5 1 1Ingeniería Industrial 3 1 1

Ingeniería Electrónica 2Ingeniería Industrial 3

Ingeniería Civil 1Ingeniería Electrónica 5Ingeniería Industrial 3

33 12 13Total

2007

2008

2009

2010

Beneficiados 33 estudiantes, 13 ya han obtenido su título de Maestría

Convenios Activos


Curso ME310 Stanford University

En 4 años de operación 28 estudiantes han participado en 9 proyectos

Periodo Carrera Estudiantes Proyecto

2007-2008 Ingeniería Civil 12007-2008 Ingeniería Electrónica 12007-2008 Ingeniería Industrial 22007-2008 Ingeniería de Sistemas 22008-2009 Ingeniería Civil 12008-2009 Ingeniería Electrónica 12008-2009 Ingeniería Industrial 22008-2009 Ingeniería de Sistemas 22009-2010 Ingeniería Civil2009-2010 Ingeniería Electrónica 22009-2010 Ingeniería Industrial 22009-2010 Ingeniería de Sistemas 22010-2011 Ingeniería Civil 22010-2011 Ingeniería Electrónica 22010-2011 Ingeniería Industrial 6

28 9 ProyectosTotal

Autodesk - InnovaKodak-Everyone in

Telefónica Panasonic - Panafriend

LuidiaGeneral Metálica

BelcorpPanasonic

Tupperware

Convenios Activos


Siete convenios activos con proyectos de investigación conjunta en las áreas de computación.

Con las Instituciones:

IRCAM - Instituto de Investigación en Acústica y Música de París.Laboratorio LIX de Paris.Ecole Polytechnique de París.INRIA - Instituto Nacional de Investigación en Informática y Automática de Francia.Laboratorio LABRI de la Universidad de Bordeaux Francia.Université Catholique de Louvain de BélgicaLaboratoire de Informatique Fondamentale de Lille de FranciaSwedish Institute of Computer Science de SueciaGöteborgs University de SueciaUniversity of Saarlandes de Alemania Universidad de Madeira de PortugalDickinson Collage de Estados Unidos

Movilidad de Estudiantes


En el periodo 2007-2010 un total de 106 estudiantes han realizado actividades académicas en el exterior.

Politécnico de Turín 33 ME310 - Stanford 28Practica estudiantil en el exterior 18 Intercambio estudiantil 17 Intercambio cultural 4Curso libre 3Cursos de Idiomas 2 Convenio Queen Mary Lodon 1

Total estudiantes 106

En el periodo 2007-2010 hemos tenido 7 estudiantes visitantes.

Movilidad de Profesores


La Facultad presenta 34 actividades de movilidad entre los años 2009 y 2010. Estas actividades corresponden a pasantías académico-investigativas y a la presentación de ponencias en eventos internacionales

Por su parte el número de profesores visitantes del exterior asciende a 21 en los últimos tres años.

Profesores en formación doctoral en el exteriorA la fecha, 9 profesores de la Facultad se encuentran adelantando estudios de doctorado en el exterior con ayuda parcial de la Universidad.

Cursos binacionales


La Facultad cuenta con una oferta activa anual de cursos binacionales (9 cursos durante el periodo 2008-2011), con participación de profesores de universidades Europeas y Norteamericanas, entre ellas:

Ecole Polytechnique, París Universidad de Madeira, Portugal Cork Computation Centre, Irlanda Universidad de McGill, Canadá Universidad de California en Irvine, Estados Unidos; Universidad de Delft, Holanda Gonzaga University, Estados Unidos Universidad de Laval, Canadá.

Participación en redes


Contamos con seis redes activas en las áreas de Computación y Biología

Red de Coalición para la restauración del capital natural. Investigadores de Colombia, Ecuador, México, Chile, España y Francia Red de Recursos Genéticos de Vainilla. Universidad de Puerto Rico y University of Galway, Irlanda. Red Patrones de Especiación en el frijol, Phaseolus spp. University of Galway, Irlanda Red “Association Française d’Informatique Musicale”. Grupo “Contraintes, Musiqueet Interaction” Red de desarrollo y mantenimiento del lenguaje de programación Mozart – Mozart Governance Borrad. Université Catholique de Louvain, Bélgica; Laboratoired Informatique Fondamentale de Lille, Francia. Vínculos activos con el Ecole Polytechnique (Francia), la Universidad de Bordeaux (Francia), la Universidad de Siena (Italia), la Universidad de Madeira (Portugal), la Universidad Federal de Minas Gerais (Brasil), el Cork Constraint Computation Centre (Irlanda), la Universidad Católica de Louvain (Bélgica) y la Universidad de Valencia (España).

Proyectos de investigación y producción intelectual


18 Proyectos de investigación con socios internacionales (2007-2010)

57 artículos con participación de homólogos internacionales (2007-2010)

3 Proyectos de investigación actuales con financiación de entidades del exterior (2011)

Formación en segundo idioma


Participación de 7 profesores en los cursos de inmersión en segundo idioma periodo 2007-2010

5 Profesores en Convenio con el Instituto Berlitz

2. Plan de Internacionalización 2011-2015


Plan de Internacionalización 2011- 2015


Acreditación ABET – 2014

Construcción de nuevas redes con universidades jesuitas, esp. en la región Pacífica

Participación en el consorcio CDIO

Fortalecimiento de las redes actuales

Plan de Internacionalización 2011- 2015


• Establecimiento de futuros vínculos con las regiones de la India, Filipinas y el Lejano Oriente.

• Oferta de cursos intersemestrales en temas de Biología Tropical, Recursos Hídricos y Computación.

• Oferta académica virtual – Consorcio Interuniversitario de Educación Superior Jesuita en las Américas ACU-AUSJAL.

• Participación en el programa Ingenieros sin Fronteras

FACULTAD DE INGENIERIAFACULTAD DE INGENIERIA

What is Accreditation?

Accreditation is assurance that a college or

university program meets the quality standards

established by the profession for which it prepares

its students.

Accreditation is not a ranking system, it is simply

assurance that a program meets established

quality standards and is what it claims to be.

www.abet.org


What is ABET?ABET (Accreditation Board for Engineering and Technology) was established in 1932

as the Engineer’s Council for Professional Development. Its members are:American Academy of Environmental Engineers Institute of Industrial Engineers

American Congress on Surveying and Mapping International Council on Systems Engineering

American Institute of Aeronautics and Astronautics International Society of Automation

American Institute of Chemical Engineers International Society for Optics and Photonics

American Industrial Hygiene Association Materials Research Society

American Nuclear Society National Council of Examiners for Engineering and Surveying.

American Society of Agricultural and Biological Engineers National Institute of Ceramic Engineers

American Society of Civil Engineers National Society of Professional Engineers

American Society of Engineering Education Society of Automotive Engineers

American Society of Heating, Refrigerating and Air-Conditioning Engineers Society of Fire Protection Engineers

American Society of Mechanical Engineers Society of Manufacturing Engineers

Biomedical Engineering Society Society for Mining, Metallurgy and Exploration

Computer Science Accreditation Board Society of Naval Architects and Marine Engineers

Health Physics Society Society of Petroleum Engineers

Institute of Electrical and Electronic Engineers The Minerals, Metals and Materials Society


Why is ABET accreditation important? Accreditation helps students and their parents choose quality

college programs.

Accreditation enables employers to recruit graduates they know are

well-prepared.

Accreditation is used by registration, licensure, and certification

boards to screen applicants.

Accreditation gives colleges and universities a structured

mechanism to assess, evaluate and improve the quality of their

programs.

It renders immediate international recognition and prestige.www.abet.org


What will it do for us?

Distinguish the School of Engineering amongst its peers.

Provide a structured protocol for the assessment, evaluation and

improvement of our programs.

Attract and retain more and better students and faculty.

Invite stakeholders to deal with the School of Engineering in more

mutually beneficial ways.

Communicate a sense of pride in what we are and do.

Inspire other schools at Javeriana to engage in analogous challenges.


Principles

Accreditation is a process based on transparency

supported by evidence and is aimed at fostering

confidence, it is nothing but public accountability,

thence :

Say what you do…

Do what you say…

And prove it.

… and, then, improve it.


The Basis for Accreditation

Emphasis on:

Continuous improvement

-Process focused.

-Assessment and improvements linked to objectives.

Knowledge and skills required for entry to the

engineering profession.

Student, faculty, curriculum, facilities and

institutional support linked to program objectives.


Criteria for Accreditation

Two kinds of criteria are to be met:

General criteria: Apply to all programs surveyed by

ABET.

Program criteria: Apply only to a specific type of

program. These are the criteria defined by the

profession itself.

For Non-US programs: They must be accredited by

the national accreditation body prior to requesting

ABET accreditation.


Accreditation criteria Criterion 1: Students.

Criterion 2: Program educational objectives.

Criterion 3: Program outcomes.

Criterion 4: Continuous improvement.

Criterion 5: Curriculum.

Criterion 6: Faculty.

Criterion 7: Facilities.

Criterion 8: Institutional Support.

Criterion 9: Program-specific criteria.

www.abet.org


Definitions

Program Educational Objectives:

These are broad statements that describe what graduates are expected to

attain within a few years of graduation. Program educational objectives are

based on the needs of the program’s constituencies.

Program Outcomes:

Program outcomes describe what students are expected to know and be

able to do by the time of graduation. These relate to the skills, knowledge

and behaviours that students acquire as they progress through the program.


Program educational objectives (example)

Within a few years of graduation, graduates from the programme shall:

Be able to solve challenging engineering problems by applying sound scientific and engineering knowledge.

Use their engineering ability and ingenuity to identify, analyse, design and implement technological solutions to solve real-life problems.

Be performing with excellence in promising positions in industry, academia or public service from which to contribute to the welfare of their communities.

Be distinguished by their sense of responsible citizenship, professionalism, breadth of knowledge, leadership and teamwork skills and effective communication.

Be committed to life-long education by pursuing either professional development or graduate studies at the highest possible levels.


Program outcomes

A. An ability to apply knowledge of mathematics, science and engineering.

B. An ability to design and conduct experiments as well as to analyse and interpret data.

C. An ability to design a system, component or process to meet desired needs with realistic constraints.

D. An ability to function on multidisciplinary teams.

E. An ability to identify, formulate and solve engineering problems.

F. An understanding of professional and ethical responsibility.

G. An ability to communicate effectively.

H. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context.

I. A recognition of the need for, and the ability to engage in life-long learning.

J. A knowledge of contemporary issues.

K. An ability to use the techniques, skills and modern engineering tools necessary for engineering practice. www.abet.org


Comparison between CNA and ABET

CNA process ABET process

Oblivious to the professions. Stems from the professions.

Emphasis on information. Emphasis on processes.

Plagued with indicators. No indicators are prescribed. If there were the need, the fewer the better.

Accreditation action is guided by a multi-level weighted average of accreditation criteria grades.

Accreditation action is critically dependent on compliance of each accreditation criterion.

Faculty are passive spectators. Faculty are active participants.

It does not depend on assessment of courses and curricular integration.

It critically depends on assessment of courses and curricular integration.

There is no prescribed schedule. There is a precise schedule from January year 1 to August year 2.

Low budget implications. Important budget implications.


Hypothetical PEOs – POs matrix

Student Outcomes PEO1 PEO2 PEO3 PEO4 PEO5

A: Technical knowledge H M L

B: Experimental skills H L M

C: Engineering design M L H

D: Teamwork skills L M H

E: Problem-solving skills H M H L

F: Ethical responsibility L H H

G: Effective communication M L H

H: Breadth of knowledge H L M

I: Life-long learning M M L

J: Contemporary issues L L M

K: Use of modern engineering tools H H M

L: Low; M: Medium; H: High


Hypothetical POs – Course matrix

Courses A B C D E F G H I J K

Course 1 L M H H

Course 2 M M L H M

Course 3 L L M H H

Course 4 H L M M H

Course 5 M L L H L



Hypothetical POs – COs matrix

Course objectives A B C D E F G H I J K

Course objective 1 M H H

Course objective 2 H L M

Course objective 3 L M H

Course objective 4 H L H

Course objective 5 L M H H



A very long chain…

Institution mission

Educational unit mission

Program mission

Program educational objectives

Program outcomes

Course

Course objectives


Jornada de Reflexión Intersemestral 06 de Julio de 2011

internacionalizaciÓn en la

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