Abstract
The Escola Tecnica Superior d’Enginyeria Quimica has a long tradition in the deployment of social competencies in engineering curricula through Integrated Projects (IP) carried out in structured teams. Social competencies are taught and practiced during the development of the IPs. We conceptually introduce a methodology for a 360o assessment of the students’ social competencies, as a tool to foster the improvement of their competency levels. In this article we analyze the results of the pilot test where the aforementioned methodology has been implemented in the Bachelor studies of Chemical Engineering. The results indicate that it is possible to objectively obtain the student’s competency level discriminating among different social competencies, as well as among different students in the same team. The application of this tool fosters the development of specific educative actions to help the students with low competency profile, to reach acceptable levels for a successful insertion in the labor market
Highlights
The new challenges of the global society demand from higher educaton graduates capable of leading and fostering the progress of the world
The educatonal model of the Escola Tècnica Superior d’Enginyeria Química (ETSEQ) is based on Integrated Projects (IP) in which the students work in structured teams on open design projects related to Chemical Engineering and Food Engineering (Wit, Alabart, Giralt, Herrero, Vernís & Medir, 2006)
We established a correspondence between the items evaluated in the internship and our social competencies, in order to extract a projecton as an estmate of the competency level with regards to the dictonary given in Table 1 (Suñé, 2015)
Summary
The new challenges of the global society demand from higher educaton graduates capable of leading and fostering the progress of the world. The educatonal model of the Escola Tècnica Superior d’Enginyeria Química (ETSEQ) is based on Integrated Projects (IP) in which the students work in structured teams on open design projects related to Chemical Engineering and Food Engineering (Wit, Alabart, Giralt, Herrero, Vernís & Medir, 2006). In this context, students receive specifc training about social competencies and interact in an adequate environment to practce them. The intrinsic difculty of assessing social competencies lies in the need of an objectve and reliable procedure based on direct observatons of the behaviors In this artcle we discuss the procedure implemented in the ETSEQ to observe and assess these social competencies among the students. We discuss the results of the pilot test carried out in the ETSEQ during the second semester of the academic year 2012-2013 of the Bachelor studies of Chemical Engineering (GEQ) and Food Engineering (GEA), which show that an objectve assessment of social competencies is possible
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