Learning Outcomes for Engineering Education Programs
- Conference
- Location
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Tampa, Florida
- Publication Date
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June 15, 2019
- Start Date
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June 15, 2019
- End Date
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June 19, 2019
- Conference Session
- Tagged Division
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International
- Page Count
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8
- DOI
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10.18260/1-2--33054
- Permanent URL
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https://peer.asee.org/33054
- Download Count
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406
Paper Authors
Kseniya Zaitseva Tomsk Polytechnic University/ Association for Engineering Education of Russia
Associate professor at Tomsk Polytechnic University faculty member, Accreditation Center director in Association for Engineering Education of Russia. PhD in Pedagogical Sciences, graduate degree in “Mathematical Methods in Economics”. Also holds a Management degree. Her research focus is in Quality Assurance, active learning and international academic mobility. Has experience in coordinating several TEMPUS, Erasmus+ projects as well as organizing joint international partnerships in educational and research areas, including national and international projects, organizing conferences, seminars, workshops and training courses.
José Carlos Quadrado P.E.
Porto Polytechnic Institute
orcid.org/0000-0002-5560-347X
Jose Carlos Quadrado, is an international leader in engineering education.
He is a tenured full-professor at the Porto Polytechnic Institute (P.Porto), one of the leading and most prestigious engineering institutes in Portugal, where he is also currently the Pro-President for Internationalisation.
He holds a BSc in Energy and Power Systems, a diploma degree in Electrical Engineering, Automation and Industrial Electronics, a MSc and a Doctor degree in Electrical Engineering and Computers from Lisbon University. He also holds the Habilitation degree (Aggregation) in Electrical Engineering from Beira Interior University.
He is currently the past-President of the Latin American and Caribbean Consortium of Engineering Institutions (LACCEI). Holds the position of past-President of the International Federation of Engineering Education Societies (IFEES) and the position of past president of the Ibero-American Engineering Education Association (ASIBEI). He is also a past-Vice President of the European Society for Engineering Education (SEFI) and past-President of Instituto Superior de Engenharia de Lisboa (ISEL).
Innovative, good communicator and experienced in the field of Engineering he leads the Portuguese Observatory on European and Latin-American University management strategy best practices (TELESCOPI Portugal). Being a former member of the National Bologna Expert Group, he is the past-President of the Portuguese association of engineering deans (APDI2E).
As a current Vice President of the European Network for Accreditation of Engineering Education (ENAEE), he has been actively supporting the development of new accreditation agencies in Central Asia, Africa and Latin America. He is also a Kazakhstan Society of Engineering Education (KazSEE) accreditation board member. Being a member and senior member of several engineering societies and engineering education societies in several continents, he is also a visiting professor in many universities around the world and board member of several technological societies and technological companies.
He has been involved in more than 200 international publications, patents and has been the recipient of international technical awards and scholarships.
He is the Peter I 2017 medallist from the Russian Engineering Education Association. He has also occupied editorial positions in scientific journals. His academic work is mostly related to the fields of renewable energy, fuel cells, electric vehicles and intelligent control.
Abstract
Since the Bologna Declaration was signed in 1999, higher education institutions throughout Europe launched vast curriculum reform including transition to the concept of learning outcomes often determined as specific statements of what students should know and be able to do as a result of learning. Being a nice complement to different qualification frameworks, quality assurance and accreditation systems, the outcome- based approach has become increasingly popular at international level. Although specific features, different ways and levels of implementation appear depending on the country. This paper presents a summary of learning-outcomes development in Latin America, and particularly in Colombian technical universities, describes the state-of-art and gives recommendations on further steps of curriculum design and quality improvements.
Zaitseva, K., & Quadrado, J. C. (2019, June), Learning Outcomes for Engineering Education Programs Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33054
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