Burbano, A., & Ledesma, A. J., & Ordoñez, D. A. (2021, July), Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37204

\bibitem{asee_peer_37204}
  Burbano, A., \& Ledesma, A. J., \& Ordoñez, D. A. (2021, July), \emph{Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37204

Angelica Burbano, Ana Judith Ledesma, and Dayana Alexandra Ordoñez.  "Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/37204 Internet.  08 Jun, 2024

\bibitem{asee_peer_37204}
  Angelica Burbano, Ana Judith Ledesma, and Dayana Alexandra Ordoñez.
  "Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/37204 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_37204
author = "Angelica Burbano, Ana Judith Ledesma, and Dayana Alexandra Ordoñez"
title = "Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/37204}
number = {10.18260/1-2--37204}
}

TY  - CPAPER
AB  - WIP Framework for the development of faculty competencies: the case of an engineering school in Latin America

This Work in Progress paper presents the initial step towards the development of a framework for the definition of engineering faculty competencies as a guide for future faculty development and evaluation plans. The school of engineering at XX University has been working for the last 8 years on the design of curricula with the goal of incorporating international standards based on the development of competencies and learning outcomes (ABET). The university’s undergraduate engineering programs were accredited in 2017, which subsequently led to the identification of the necessity of implementing faculty development. Do professors of engineering schools need to improve and update their knowledge, skills, and attitudes in order to demonstrate their ability to guarantee the learning process of students under the requirements of engineering education standards such as ABET?

To begin answering this question the initial step was to perform a literature review on the competencies and skills required by engineering faculty in order to identify the most frequently considered competences.  This will be followed by the characterization of the current state of the development of faculty competencies in the school of engineering. Next, an analysis of the findings will be performed in order to propose a framework for the definition of engineering faculty competencies (focusing on CDIO standards 9-10) that will serve as a guide for faculty development and evaluation plans at the school level. This project is part of a larger one that aims for the use all of the CDIO standards (1-12) for the continuous improvement of an academic program.  the findings can potentially be utilized guide continuous improvement efforts at engineering schools with similar characteristics in Latin America or around the world.
Lightning talk.


http://cdio.org/content/cdio-standard-21

AU  - Angelica Burbano
AU  - Ana Judith Ledesma
AU  - Dayana Alexandra Ordoñez
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Framework for Engineering Faculty Competencies: The Case of an Engineering School in Latin America
UR  - https://strategy.asee.org/37204
DO  - 10.18260/1-2--37204
ER  -