Professional Profiles and Multidisciplinary Engineering Curriculum

Marla Constanza Barrera Botero; Oscar G. Duarte; Carolina Sarmiento; Rene Alexander Soto Perez; Angélica Rosmery Ghisays

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Multidisciplinary Programs and Curricula
Tagged Division: Multidisciplinary Engineering
Page Count: 15
Page Numbers: 24.1009.1 - 24.1009.15
DOI: 10.18260/1-2--22942
Permanent URL: https://peer.asee.org/22942
Download Count: 561

Paper Authors

biography

Marla Constanza Barrera Botero Universidad Nacional de Colombia

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Systems Engineer from Universidad Distrital "Francisco José de Caldas" and M.Sc. in System Engineering and Computer student from Universidad Nacional de Colombia.

Topics of interest: Semantic Web and Ontologies applied to representation and management of knowledge, Engineering Education and Innovation networks.

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biography

Oscar G. Duarte Universidad Nacional de Colombia

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Electrical Engineer by Universidad Nacional de Colombia in 1991.
M.Sc. in Industrial Automation by Universidad Nacional de Colombia in 1997
Ph.D. in Informatics by Universidad de Granada in 2000

Professor of the Department of Electrical and Electronic Engineering of the Universidad Nacional de Colombia since 1994.

Academic Vicedean of the Faculty of Engineering of the Universidad Nacional de Colombia since 2012.

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Abstract

Professional proﬁles and Multidisciplinary Engineering curriculumProfessional proﬁles are the set of skills and knowledge that a professional (i.e. an engineer)should have. For multidisciplinary engineering programs, the deﬁnition of such professionalproﬁles is difﬁcult, because of the inherent ﬂexibility of those programs. We need ﬂexibility in thecurricula, the question is how this ﬂexibility affects the professional proﬁle of the students.In this paper we propose a deﬁnition of "professional proﬁle" that allow us to do a quantitativeassessment of skills and knowledge associate to a curriculum.Based on this deﬁnition, twoconcepts have been raised: • Ideal proﬁle: It is the set of skills and knowledge that a student must achieve according to his/her expected future professional role. These expectations are deﬁnite by educational institutions, industry, organizations and the society and they are based on current requirements of each sector. • Individual proﬁle: It is the set of skills and knowledge acquired and/or developed by a student during the professional training process.Through a representation of curriculum by means of ontologies and the use of informationaggregation techniques taken from computational intelligence, we propose a quantitativeassessment of proﬁles (both, ideal and individual). Consequently, a student can compare his/herindividual proﬁle with each ideal proﬁle, and then visualize his/her compliance level regarding awanted proﬁle. This methodology can be used like a tool in self-learning decisions.Other potential uses of professional proﬁles are: • To serve as a support system to curriculum evaluation into educational institutions. • To serve as a baseline to generate an academic tutor that can recommend learning routes. • To aid to place the graduates in a speciﬁc work ﬁeld or area of pertinence in the industry.This methodology has been tested on the Electrical Engineering curriculum at the UniversidadNacional de Colombia. 1

Citation
Format

Barrera Botero, M. C., & Duarte, O. G., & Sarmiento, C., & Soto Perez, R. A., & Ghisays, A. R. (2014, June), Professional Profiles and Multidisciplinary Engineering Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22942

TY  - CPAPER
AB  -      Professional proﬁles and Multidisciplinary Engineering curriculumProfessional proﬁles are the set of skills and knowledge that a professional (i.e. an engineer)should have. For multidisciplinary engineering programs, the deﬁnition of such professionalproﬁles is difﬁcult, because of the inherent ﬂexibility of those programs. We need ﬂexibility in thecurricula, the question is how this ﬂexibility affects the professional proﬁle of the students.In this paper we propose a deﬁnition of &quot;professional proﬁle&quot; that allow us to do a quantitativeassessment of skills and knowledge associate to a curriculum.Based on this deﬁnition, twoconcepts have been raised:   • Ideal proﬁle: It is the set of skills and knowledge that a student must achieve according to     his/her expected future professional role. These expectations are deﬁnite by educational     institutions, industry, organizations and the society and they are based on current     requirements of each sector.   • Individual proﬁle: It is the set of skills and knowledge acquired and/or developed by a     student during the professional training process.Through a representation of curriculum by means of ontologies and the use of informationaggregation techniques taken from computational intelligence, we propose a quantitativeassessment of proﬁles (both, ideal and individual). Consequently, a student can compare his/herindividual proﬁle with each ideal proﬁle, and then visualize his/her compliance level regarding awanted proﬁle. This methodology can be used like a tool in self-learning decisions.Other potential uses of professional proﬁles are:   • To serve as a support system to curriculum evaluation into educational institutions.   • To serve as a baseline to generate an academic tutor that can recommend learning routes.   • To aid to place the graduates in a speciﬁc work ﬁeld or area of pertinence in the industry.This methodology has been tested on the Electrical Engineering curriculum at the UniversidadNacional de Colombia.                                                 1
AU  - Marla Constanza Barrera Botero
AU  - Oscar G. Duarte
AU  - Carolina Sarmiento
AU  - Rene Alexander Soto Perez
AU  - Angélica Rosmery Ghisays
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Professional Profiles and Multidisciplinary Engineering Curriculum
UR  - https://peer.asee.org/22942
DO  - 10.18260/1-2--22942
ER  -