reference framework in the international context · presentaciÓn: engargolado . 2...

CACEI’s 2018

Reference

Framework in the

International

Context

P- CACEI-DAC-03-DI03 Version 2, Revision 2

Valid as of January 8, 2020

CERTIFICADO POR EL REGISTRO PÚBLICO DEL DERECHO DE AUTOR

NO. REGISTRO: 03-2018-070911015800-01 TÍTULO: MARCO DE REFERENCIA 2018 DEL CACEI EN EL

CONTEXTO INTERNACIONAL (INGENIERÍAS)

TIPO TRÁMITE: REGISTRO DE OBRA PRESENTACIÓN: ENGARGOLADO

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Version: 2 Revision: 2 Valid as of January 8, 2020

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CONSEJO DE ACREDITACIÓN DE LA ENSEÑANZA DE LA

INGENIERÍA A.C.

CACEI’s 2018 Reference

Framework in the

International Context

Reproduction in full or in part of this

document is prohibited without the

authorization of CACI, its

and may be

used as support material in HEI..

Mexico City, 2017.

P-CACEI-DAC-03-DI03


CHART OF MODIFICATIONS Y REVISIONS OF REFERENCE FRAMEWORK 2018 FOR ENGINEERING

VERSION REVISION SECTION Said Say Reason for change

1 0

(20-10-2017)

1

1 (19-12-2017)

Vision, Mission Politics, Objectives y Values of

Quality. (Updated redaction) (Updated redaction) Revision for management.

Annexed. Delete rubrics Delete rubrics Rubrics are independence as

document, for comfortable manage.

Indicator 1.3 / Questions and evidences.

The questions were contained 1.3.8 and 1.3.9

The questions are deleted 1.3.8 and 1.3.9

Those questions were repeated or were redundant with other

indicators.

2 (06-12-2018)


Quality. (Updated redaction) (Updated redaction) Revision for management.

Indicator 1.3 / Questions and evidences.

Add an integral analysis of the points 1.3.1 to 1.3.9 to

justify the answer.

Add an integral analysis of the points 1.3.1 to 1.3.7 to

justify the answer.

The questions were deleted, the mention is not necessary.

Annex 1: Minimum Contents for Engineering Programs.

The name of the EP Agronomic Engineering is

modified.

It is modified for the name Agroindustrial.

The described Minimum Contents are for programs of

Agroindustrial Engineering not for Agronomic.

Annex 1: Minimum Contents for Engineering Programs.

The Minimum Contents for Mechanics Engineering are

added. (N/A)

The contents of MR-2014 were added because there is no new

definition by Technical Commission to provide an

orientation for EPs.

P-CACEI-DAC-03-DI03


VERSION REVISION SECTION Said Say Reason for

change

2 0

(15-02-2019)

Annex 2: Infrastructure, equipment and facilities

which should be available for the implementation of subjects from study plan.

The Minimum Contents for Chemistry

Engineering are added.

(N/A) Request for

General Management

Politics and guidelines for accreditation process of programs for degree in

engineering.

(N/A)

It adds: "Additionally, all the institution has the right to

request a revision of the delivered opinion for the evaluated program, this will be developed through the appeal process established by CACEI. For that,

the HEI should present and defend before the Accreditation Committee, with supported evidences, the achievement of standards were observed for the unachieved indicators. Accreditation Committee is

the responsible to give the final decision in each case."

Updating and improvement to

the procedures of CACEI for

suggestion of Washington Accord

Methodology and procedures for evaluation

(N/A)

It adds to the procedure the following points and it description: -Give the Pre-opinion. -Send the complement of information. -Check the complement of information.




Methodology and procedures for evaluation -

Figure 1 (N/A)

It is incorporated the process for clarification about the evaluation of the Committee, to the figure of

accreditation process.





Quality.

(Updated redaction)

(Updated redaction) Revision of

Management

Beginning of the document (N/A) It adds CHART OF MODIFICATIONS Y REVISIONS

OF REFERENCE FRAMEWORK 2018 FOR ENGINEERING

Suggestion of Washington Accord

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CONTROL OF MODIFICATIONS AND REVISIONS OF THE REFERENCE FRAMEWORK 2018 FOR ENGINEERING

VERSION REVISION SECTION Before Now Reason for change

2 1

(08-08-19)

Annex 1: Minimal Contents for Engineering Programs

Update of Annex 1

New sections are added for: Description of the Curriculum, criteria for curriculum organization, and

Graduate Attributes for engineering programs.

Update and better wording in the

documents

Annex 2: Infrastructure, equipment and facilities that

should be available for the delivery of the courses of the

curriculum.

Update of Annex 2

Infrastructure and equipment requirements are added for Electronica and Biomedics Engineering.


documents

M. CRITERIA TO CHANGE ACCREDITATION OF A

PROGRAM, FROM 3 TO 5 YEARS.

Update wording and

figures Update wording and figures.


documents

P-CACEI-DAC-03-DI03


ONTROL OF MODIFICATIONS AND REVISIONS OF THE REFERENCE FRAMEWORK 2018 FOR ENGINEERING

VERSION REVISION SECTION Before Now Reason for change

2 2

(08-01-20)

M. CRITERIA TO CHANGE ACCREDITATION OF A

PROGRAM, FROM 3 TO 5 YEARS.

Information about the

proces

A better explanation on the process and improvement of the figures


documents

N. MID TERM REPORT Information

about the proces

A better explanation on the process and improvement of the figures


documents

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TABLE OF CONTENTS

CONTENIDO

TABLE OF CONTENTS ........................................................................................................................... 8

ACKNOWLEDGEMENTS. ............................................................................................................. 11

A. INT RODUCT ION. ...................................................................................................................... 12

B. MISSION, VISION AND OBJECTIVES OF C A C E I ................................................................. 14

C. QUALITY P O L I C Y A N D V A L U E S . .......................................................................................... 16

D. GOVERNING AND ACADEMIC BODIES ................................................................................ 17

E. CONCEPTUAL FRAMEWORK. ......................................................................................................... 22

F. INTERNATIONAL ORGANIZATIONS WHICH CACEI HAS RELATIONSHIPS. .......................................... 25

G. POLICIES AND GUIDELINES FOR THE ACCREDITATION OF UNDERGRADUATE ENGINEERING PROGRAMS ............................................................................................ 28

H. METHODOLOGY AND EVALUATION PROCEDURES. ........................................................................ 30

General methodology ........................................................................................................................................................ 30

Description of the procedure ............................................................................................................................................. 30

I. TECHNICAL TEMPLATE. .................................................................................................................. 34

J. SELF-EVALUATION: CRITERIA, INDICATORS AND STANDARDS. ........................................................ 35

K. SUMMARY OF THE EVALUATION OF INDICATORS, AND MATRIX OF STRENGTHS AND WEAKNESSES. ............................................................................................................... 37

L. CRITERIA FOR ACCREDITATION OF A PROGRAM. ............................................................................ 38

M. CRITERIA TO CHANGE THE ACCREDITATION OF A PROGRAM, FROM 3 UP TO 5 YEARS. ................. 39

N. MID TERM REPORT. ...................................................................................................................... 40

O. METHODOLOGY FOR THE FOLLOW-UP OF RECOMMENDATIONS FOR SUBSEQUENT ACCREDITATIONS. ........................................................................................................ 43

P. Recommendations to institutions to generate favorable conditions for accreditation. ................... 44

GUIDE TO PREPARE THE SELF-EVALUATION REPORT, 2018 (ENGINEERING) ........................................ 46

1 Faculty. .......................................................................................................................................... 47

1.1 Faculty profile ………………………………………………………………………………………………………………………………48

Questions and evidence ..................................................................................................................................................... 49

1.2 Sufficient faculty .......................................................................................................................................................... 51

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1.3 Balance of fundamental activities ................................................................................................................................ 53


1.4 Evaluation and development of faculty ....................................................................................................................... 55


1.5 Responsibility of faculty with the curriculum .............................................................................................................. 58


1.6 Selection, permanency, and retention of faculty ......................................................................................................... 60


2. Students. 62

3. CURRICULUM. .......................................................................................................................... 72

4. ASSESSMENT AND CONTINUAL IMPROVEMENT. .............................................................. 87

5. INFRASTRUCTURE AND EQUIPMENT. ................................................................................. 96

6. INSTITUTIONAL SUPPORT. .................................................................................................. 112

ANNEX 1: MINIMUM CONTENTS FOR ENGINEERING PROGRAMS..................................................... 131

B. ENTRY ATTRIBUTES OF ENGINEERING EDUCATIONAL PROGRAMS ......................................................... 135

1. AERONAUTICAL, Aerospace, or SIMILAR ENGINEERING .............................................................................................. 138

2. BIOMEDICAL OR SIMILAR ENGINEERING. .................................................................................................................... 139

3. ENGINEERING IN BIOTECHNOLOGY OR SIMILAR ......................................................................................................... 140

4. CHEMICAL OR SIMILAR ENGINEERING ......................................................................................................................... 142

5. CIVIL ENGINEERING, ENGINEERING IN CONSTRUCTION OR SIMILAR. ......................................................................... 143

6. ENGINEERING IN COMPUTATIONAL SCIENCES, COMPUTER ENGINEERING OR SIMILAR ............................................ 144

7. ELECTRICAL ENGINEERING, ELECTRONIC ENGINEERING, TELECOMMUNICATIONS OR SIMILAR ENGINEERING .................................................................................................................................... 148

8. ENVIRONMENTAL OR SIMILAR ENGINEERING ............................................................................................................. 150

9. INDUSTRIAL ENGINEERING, PRODUCTION OR SIMILAR ENGINEERING ....................................................................... 152

10. ENGINEERING IN MANUFACTURE OR SIMILAR .......................................................................................................... 154

11. METALLURGICAL ENGINEERING, MATERIAL OR SIMILAR ENGINEERING................................................................... 155

12. ENGINEERING IN MINES OR SIMILAR. ........................................................................................................................ 156

13. GEOLOGICAL ENGINEERING OR SIMILAR NAMES ...................................................................................................... 157

14. MECHANICAL ENGINEERING AND SIMILAR PROGRAMS. ........................................................................................... 158

15. NAVAL ENGINEERING, ENGINEERING IN NAVAL ARCHITECTURE, MARINE ENGINEERING OR SIMILAR ................... 160

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16. AGRICULTURAL, FOREST ENGINEERING OR SIMILAR TERMS ..................................................................................... 160

17. NUCLEAR, RADIOLOGICAL AND SIMILAR ENGINEERING ............................................................................................ 161

18. BIOLOGICAL ENGINEERING, BIOLOGICAL SYSTEMS, FOOD OR SIMILAR NAMES ....................................................... 161

19. ENGINEERING IN CYBER SECURITY, COMPUTATION SECURITY, CYBER OPERATIONS, OR SIMILAR NAMES ............................................................................................................................................... 163

20. PHYSICAL ENGINEERING OR SCIENCES OF ENGINEERING OR RELATED ..................................................................... 163

21. PHOTOMETRY ENGINEERING, AND IN OPTICS OR RELATED ...................................................................................... 164

23. ENGINEERING IN TOPOGRAPHY AND GEOMATICS .................................................................................................... 165

24. ENGINEERING IN BUSINESS MANAGEMENT AND RELATED ...................................................................................... 165

25. OCEAN ENGINEERING ................................................................................................................................................ 166

ANNEX 2: INFRASTRUCTURE, EQUIPMENT AND FACILITIES THAT MUST BE AVAILABLE FOR THE IMPLEMENTATION OF THE COURSES OF THE CURRICULUM. ......................................................................................................................................... 167

Annex 3: Glossary ...................................................................................................................... 176

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ACKNOWLEDGEMENTS.

The evolution of society and its institutions is a constant in humankind. As part of

these, education is now advancing towards internationalization inevitably. With this

in mind, the Consejo de Acreditación de la Enseñanza de la Ingeniería, A. C., (CACEI,

Accreditation Council for Engineering Education, A.C.) focused its efforts to update its

Framework for evaluation for accreditation purposes of engineering programs

(Accreditation criteria, namely MR-2018), and will begin to apply these standards

from 2018.

This ambitious project, which we are confident will impact positively the way in which

engineers are prepared for a future that is already here, involves the effort of a concert

of intelligence. It is the product of the intense work of engineering professionals who

have contributed to the design and writing of this framework with their talent and

experience in a disinterested and generous way. It is the result of days to which, in

addition to the daily workloads, it was necessary to postpone work and personal

projects, skipping hours of sleep and rest, in order to have enough time to generate

the results that we share today with the academic community.

Sometimes, saying "thank you" is not enough to recognize the effort behind the hard

work delivered to achieve a significant goal, such as the MR-2018. However, due to

their dedication and creativity, we acknowledge the members of the Academic

Committee of the Marco de Referencia 2018 (MR-2018) for their participation in this

project, which they made possible:

Mara Grassiel Acosta González Juan Antonio Anaya Sandoval María Elena Barrera Bustillos

Hernán de la Garza Gutiérrez Francisco Martín del Campo Gómez

Mario Enríquez Domínguez

José Arnoldo González Ortiz Rafael Guadarrama Padilla José Humberto Loría Arcila

Pedro María Salcedo Indalecio Medina Hernández Jesús Montemayor Villela

Ricardo Armando Olvera Dander Jesús Rito Pinedo Ramos Teófilo Jaime Ramos González

Clemente Reza García Gerardo Rivera Muñoz Miguel Ángel Romero Ogawa

Arturo Torres Bugdud

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A. INTRODUCTION.

The Consejo de Acreditación de la Enseñanza de la Ingeniería, Asociación Civil (CACEI -

Accreditation Council for Engineering Education) was formally constituted on July 6, 1994,

as a civil association whose governing body is constituted by its Assembly of Associates. The

associates represent institutions of higher education; professionals from engineering

chapters; the federal government, represented by the General Directorate of Professions;

and the productive sector, through the corresponding chambers and international

organizations of engineering professionals.

CACEI is the first accrediting body that was established in Mexico and plays a significant

role, as it contributes to the improvement of the quality of engineering education and

provides timely, pertinent and objective information, which is of great value to educational

institutions, students, faculty, graduates, employers, and parents.

CACEI’s objective is to help Mexican society in the promotion of social development, based

on the education of engineers graduated from programs recognized by their quality. Its

importance lies in the fact that the future of the nations is associated with its insertion in

the global knowledge society and that graduates must compete for positions in a local,

national and international context.

The accreditation is a process created to guarantee the quality and relevance of educational

programs, oriented to meet the minimum international standards recognized for high-

quality engineering programs, and also to promote in higher education institutions (HEI)

the culture of continuous improvement of their educational programs incorporating global

trends.

The accreditation process in Mexico is voluntary and considers both the criteria and

standards internationally accepted by accrediting bodies similar to those belonging to the

Washington Accord and those established by the Consejo para la Acreditación de la

Educación Superior (COPAES - Council for the Accreditation of Higher Education).

The accreditation is carried out with the active participation of more than 2,000 evaluators

from the academic, private and public sectors around the country, all of them trained in

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CACEI's evaluation methodology and their performance is evaluated on an ongoing basis.

Collegiate bodies take decisions upon the quality of the educational programs evaluated,

and it is sought, with the information that is provided to the institutions, to contribute to

their decision-making associated with their improvement. Therefore, this gives them

objective and pertinent elements leading to establish a development plan containing

objectives, goals, responsible, strategies and a schedule guiding the fulfillment of the

recommendations provided by the Accreditation Board and, therefore, the continuous

improvement of the educational program.

This version 2018 of the reference framework was designed as a collaborative effort, with

the participation of the collegiate bodies involved in CACEI's decision-making. This

responsibility was given to the Academic Committee, integrated with members of the

Accreditation Committee, the Technical Commissions, as well as the Assembly of

Associates, seeking representativeness from all engineering institutions in Mexico. The

purpose of the Academic Committee was to design a Framework that would incorporate

international trends and standards established by the Washington Accord as well as the

requirements established in the General Framework for Accreditation Processes of Higher

Education, 2016, by COPAES. This framework, as well as the methodological process

followed by CACEI, were in turn evaluated by two internationally recognized engineering

accreditation bodies: ABET (United States) and CEAB (Canada).

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B. MISSION, VISION AND OBJECTIVES OF CACEI

MISSION

To contribute to the improvement of the quality of engineering education through the training

of professionals who carry out the evaluation and the accreditation processes, with

international recognition, of undergraduate engineering programs offered by public and private

institutions both in Mexico and abroad, with quality, transparency, confidentiality,

professionalism, and honesty.

VISION

CACEI by the year 2021:

Will be an accrediting body internationally recognized for the quality of the services

it offers, the transparency of its processes and reliability of results, as well as the

professionalism of its evaluators;

Will be characterized by offering to the Institutions of Higher Education a quality

service, through the advice and training of faculty;

Will have certified processes according to international quality standards; and

Will be linked to the industry and academic sectors, as well as to international

accreditation bodies of engineering.

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OBJECTIVES

CACEI’s objectives as established and defined in its Bylaws are as follows:

1. To be internationally recognized, for agencies and institutions as an accrediting body of

education programs of engineering and university superior technician, that achieve the quality

international standards in its reference framework.

2. Provide permanent quality services for the Higher Education of undergraduate on engineering

through the training of academic groups who carry out evaluation processes with

international recognition with efficient, pertinent and transparent processes with the

professional recognition of its evaluators in a paradigm of continuous improvement.

3. Become certified with the international standard ISO 9001: 2015.

4. To increase the linkage of CACEI with society through the committed participation, generating

and promoting projects and actions through strategic alliances with the different social actors

for their benefit, mainly focusing on the proposal of public policies associated with the

improvement of the quality of education for engineers and university superior technicians.

5. Provide relevant information to the different stakeholders (students, HEIs, parents,

employers, and subsystems of higher education), and spread the results of the accreditation

to support that contribute to the optimal decision-making.

6. Improve management of resources (human, material, financial) and services, with an

emphasis on transparency, to allow ethical and quality management, decision-making based

on the current normative framework and contribute to a favorable organizational climate.

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C. QUALITY POLICY AND VALUES.

QUALITY P O L I C Y

All CACEI members are committed to provide services as part of an accrediting body,

recognized nationally and internationally for its quality when conducting evaluation

processes, towards the accreditation of undergraduate engineering programs. Also, for the

training of academic staff who meet the requirements, and the needs and exceed the

expectations of Public and Private Higher Education Institutions. Verifying the standards

established for quality programs; through the implementation of a Quality Management

System that guarantees the continuous improvement of its services and processes with

transparency, professionalism, and ethics.

VALUES

Respect for the law

Integrity

Decorum

Honesty

Respect

Fairness and equality

Gender equity

Transparency

Accountability

Respect for the environment

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D. GOVERNING AND ACADEMIC BODIES

The Association (CACEI) has several governing bodies for its operation:

a. The General Assembly of Associates;

b. The Executive Council;

c. The Accreditation Committee;

d. The Technical Commissions of Specialty;

e. The Academic Commissions;

f. The Evaluation Committees;

g. The General Director; and

h. Others determined by the General Assembly of Associates.

The General Assembly of Associates is the supreme organ of the Association and has the

responsibility for:

Discuss and, if necessary, approve the report of activities submitted by the General

Director, after issuing the report of the Commissioner.

Resolve upon the matters submitted to the General Director.

Appoint and revoke the members of the Board of Directors and the General Director in

the terms of its Bylaws.

Discuss, modify and, if necessary, approve the annual work plan and the financial budget

that the General Director presents.

Oversee compliance with the Statute, the regulations, as well as the agreements and

decisions taken by the General Assembly of Associates.

Grant, revoke and replace powers; and

All those activities that are considered in the Statute.

Also, it is granted the power to:

Dissolve the Association.

Change the purpose of the Association.

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Transform the Association or merge it with another or other associations or societies.

Appoint and also revoke the members of the Executive Council and the General Director

regarding this Statute.

Take all decisions that modify the Statute.

The General Assembly of Associates is composed of: the National Association of Schools of

Engineering, A.C.; The National Chamber of Consulting Companies; The National Assessment

Center for Higher Education, A.C.; The Chapter of Civil Engineers of Ensenada, A.C.; The Chapter

of Civil Engineers of the State of Jalisco, A.C.; The Chapter of Civil Engineers of the Municipalities

of Cozumel and Solidaridad, A.C.; The Chapter of Civil Engineers of Mexicali, A.C.; The Chapter

of Civil Engineers of Sinaloa, A.C.; The Chapter of Civil Engineers of Yucatan, A.C.; The Chapter

of Civil Engineers of Zacatecas, A.C.; The Chapter of Engineers in Mining, Metallurgy, and

Geology of Mexico, A.C.; The Chapter of Engineers in Communications and Electronics, A.C.;

The Chapter of Geology Engineers of México, A.C.; The Chapter of Mechanical and Electrical

Engineers, A.C.; The Chapter of Petro Chemical Engineers, A.C.; The National Chapter of

Chemical and Chemical Engineers, A.C.; The Chapter of Industrial Engineers; The Institute of

Electrical and Electronic Engineers (IEEE), and the General Directorate of Professions of the

Ministry of Public Education (Secretaría de Educación Pública – SEP).

The Executive Council has the following responsibilities and duties:

Provide guidelines for the formulation of CACEI's work and budget programs and

present them to the General Assembly of Associates for analysis and approval.

Approve the members of the Technical Commissions and the Technical Secretaries who

will coordinate the commissions of specialty, at the proposal of the General Director.

Review the report on the status of the CACEI administration presented by the General

Director, which includes the corresponding opinion prepared by the Commissioner and, if

applicable, to turn to the General Assembly of Associates the observations that it considers

pertinent.

Monitor the progress of CACEI, according to its scheduled programs.

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The Board of Directors is composed of:

The president, who is the same person who chairs the General Assembly of Associates.

Four members, one for each the following sectors: the chapters of associate engineering

professionals, the national association of schools of engineering, the federal government

sector, and the productive or social sector.

In addition, there is the Accreditation Committee, which, according to the Statute, has the

function of reviewing the programs’ accreditation process, the self-evaluation report, the

reports of the Evaluation Committees and the corresponding Technical Commission. This

Committee is solely responsible for issuing the final opinion on whether or not accreditation of

a program is granted; and will be made up of the Technical Secretaries of The Technical

Commissions of Specialty and the General Director.

Currently, there are 10 Technical Commissions of Specialty and their functions are:

Propose to the Executive Council, through the General Director, those persons who,

having met the requirements established by CACEI, comply with the profile to be evaluators

and become part of CACEI’s certified evaluators.

Propose to the General Director the evaluators that will integrate the Evaluation

Committees (Visit Teams).

Prepare proposals addressed to the Executive Council regarding changes or

improvements in the criteria, parameters, and standards established in the Reference

Framework for accreditation and, in general, suggestions for improvement of the processes

considering the current regulations of Copaes.

Each Technical Commission has a Technical Secretary, appointed by the Executive Council,

whose function is to coordinate it. The Technical Commissions are composed of academics from

the institutions of higher education, members of the productive sector and professional

colleges. The representativeness of the enrollment of the different engineering programs is

taken care of in its integration, whose programs are the Commission's field of action. By policies

established by CACEI, all commissions are integrated of representatives of public, federal or

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state universities, the technological system, and private institutions.

The Evaluation Committees are the bodies responsible for carrying out the evaluation processes

for accreditation purposes. These are composed by an evaluator, preferably a member of the

Technical Commissions of Specialty, with coordination functions, with extensive academic,

professional and evaluation experience and, depending on the size of the program, with two or

more evaluators that meet the defined profile and incorporated into CACEI’s Evaluators

Register.

CACEI’s evaluators have one or more degrees in an engineering field, are experienced, whether,

in teaching, research, technological development or in the industry and are members of CACEI’s

Evaluators Register. Likewise, evaluators receive training by CACEI, on methods, procedures,

and standards that must be met while conducting the evaluations of engineering programs.

When evaluators go to the HEIs to which they are assigned, they scrupulously follow the

procedures and protocols established by CACEI and COPAES and also comply with the code of

ethics and the norms set by CACEI.

Evaluators’ functions are:

Conduct the evaluation of educational programs considering the methodology and

procedures established by CACEI, with technical rigor, honesty, and ethics.

Carefully review the self-evaluation report of each educational program that is assigned

to it and, if necessary, issue recommendations based on it and the visit made to the institution.

Arrive on time to the evaluation visits and strictly adhering to the work itinerary

established by CACEI.

Prepare evaluation reports for each educational program, following the agreed

procedures.

Work collaboratively with the other members of the Evaluation Committee.

In sum, CACEI’s evaluators are key players in the accreditation process and contribute in a

fundamental way to the development, progress, and improvement of HEI and Mexico’s

engineering programs.

Academics or professionals who belong to or would like to join CACEI’s Evaluators Register must

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meet the following requirements:

Hold a degree higher than the bachelor's level in engineering or related areas, and have

at least ten years of experience of academic or administrative academic work, in one or more

HEI. Or hold a bachelor's degree in engineering and a cumulative experience of 15 years of

academic work. In either case, must have recognition or prestige in the academic environment

of his/her community and in those institutions in which has participated; or

Hold, at least, a bachelor's degree in engineering with a relevant professional

development and more than ten years of experience in the area of his/her specialty and also

be active in this field.

They must possess characteristics inherent to those involved in the evaluation and

accreditation processes, such as:

Analysis and synthesis capability.

Ability to manage personal relationships.

Ability to observe and communicate.

Objectivity in the issuance of judgments.

Attitude towards continuous updating on issues related to evaluation and accreditation.

Commitment to fulfill the responsibilities acquired with CACEI, in a timely manner.

Recognized honesty.

Moreover, the evaluator must meet the following requirements:

Have authorization and support of the institution or company in which it provides its

services.

Availability to travel to the institutions that are assigned to them for evaluation visits.

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E. CONCEPTUAL FRAMEWORK.

This section’s objective is to provide the responsible group within an institution with the basic

terminology used in the evaluation and accreditation processes. Careful consideration was

taken in the selection of terms to include the proposed language in the Marco General para los

Procesos de Acreditación de Programas Académicos del Nivel Superior 2016 del COPAES

(General Framework for the Accreditation Processes of Academic Programs of Higher

Education, 2016). The objective of this proposal is to seek the homogeneity of the nomenclature

in the different accrediting organisms recognized by COPAES.

In other words, to carry out the evaluation processes for accreditation, it is necessary to analyze

a series of aspects related to academic programs. Therefore there is a need to have an essential

guide that allows establishing the technical-methodological guidelines for such purpose.

In this sense, several definitions are presented that are used in the process of self-evaluation

and accreditation that are fundamental for the completion of the report in a comprehensive

way.

a. External evaluation: this is the evaluation for the diagnosis of an educational program by

external academic peers.

b. Accreditation: defined as a process to ensure the quality of an educational program. The

process is carried out by a body external to the institutions of higher education, recognized for

this function. Accreditation recognizes the quality of educational programs by considering

standards defined for a good quality program. It assumes the evaluation through standards

and quality criteria established and previously disseminated by an accrediting body. The

procedure includes a self-evaluation of the program, as well as an evaluation by a team of

external experts or academic peers. The accreditation may be granted for three or five years.

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c. Study object of CACEI: The engineering programs and university superior technician (TSU)

programs susceptible for accreditation.

d. Criteria: are those that share common characteristics which will be evaluated by the

evaluator’s committees defined by the Technical Commissions of Specialty, made up of

academics or professionals incorporated in CACEI’s Evaluators Register.

e. Indicators or referents: statements that describe the quantitative elements (indicators)

or qualitative (referential), or both, which are analyzed according to the previously established

criteria that seek to find the quality of specific aspects of the engineering program.

For an external evaluation, all the indicators are important and must be met.

f. Specific guides for evaluation: they are the point of view from which each criterion,

indicator or question will be evaluated. They are the referents defined a priori, based on which

will be issued value judgments. The most commonly used in CACEI’s reference framework are:

i. Existence: it implies to verify if the element to be evaluated: exists, is valid, is officially

authorized, is known, and is used and put into practice by the institution for the program. For

example, for the existence of the curriculum, it is verified if the document exists, if it is known

by faculty and students, authorized by the governing bodies, registered in the Ministry of

Education, and disseminated in the educational community.

ii. Sufficiency: refers to the resources (human, financial, laboratories, shops, scientific and

technological equipment, digital collections, computer equipment, software, and facilities) that

are indispensable for the development of the educational program. It is assumed that these

resources must be relevant, appropriate and up-to-date. Moreover, considering the size of the

program, these resources should be sufficient in quantity, and meet certain characteristics of

operation, availability, and accessibility for the users. For example, computer equipment

sufficiency is evaluated considering the number of students per computer, if it is updated, with

internet connectivity, and software required for the program.

iii. Relevance: it is evaluated whether the curriculum, course program, learning unit, process

or element to be evaluated satisfies the needs that it gave rise to. That is, it is useful, adequate,

congruent or relevant according to its purpose and function. For example: for the curriculum

relevance is evaluated whether the creation of the plan was based on a study of social,

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economic, professional and academic necessities with the opinion of graduates and employers;

an analysis of the labor field with active participation of the stakeholders, as well as of the

professional trends and of the disciplinary and technological advance associated to the

profession or discipline.

iv. Efficacy: evaluates if the process, program or element meets the objectives established

for it.

v. Effectiveness: evaluates if the process, program or element meets the established

objectives optimizing the necessary resources.

g. Evaluation standard: describes the level of achievement to be reached in each indicator,

or the benchmark that each criterion should meet. They are ideal or desirable values of an

indicator, previously established, that will be compared with the values reached by the

program.

h. Self-evaluation: is the analysis that the institution does for the program considering the

criteria, indicators, and standards defined by CACEI in its framework.

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F. INTERNATIONAL ORGANIZATIONS WHICH CACEI HAS

RELATIONSHIPS.

CACEI has relationships with several international organizations being the most important:

Western Hemisphere Initiative (WHI), integrated by the Accreditation Board for

Engineering and Technology (ABET -USA), the Canadian Engineering Accreditation Board (CEAB

-Canada), the Institute for Quality and Accreditation of Computer, Engineering and Technology

Programs (ICACIT - Peru). WHI aims to promote cooperation among agencies involved in

accreditation issues.

La Red Iberoamericana para la Acreditación de la Calidad de la Educación Superior

(RIACES - Ibero-American Network for Accreditation of Quality in Higher Education), which is an

association of agencies, and organizations for the evaluation and accreditation of the quality of

higher education, whose members must have competencies recognized by their respective

governments in this matter. The main purposes of RIACES is to promote cooperation and

exchange among Latin American countries in the evaluation and accreditation of the quality of

higher education, to facilitate the transfer of knowledge and information for the development

of activities in each country that seek the strengthening and qualification of the processes of

evaluation and accreditation of degrees or academic programs and HEI, as well as of the

governmental entities involved in the conduction of these processes and to stimulate the

reflection on future scenarios of the higher education in Latin America from the perspective of

the evaluation and accreditation, as an instrument of permanent improvement of the quality

of the institutions and the programs that they impart.

The Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA - National

Agency for the Evaluation of Quality and Accreditation) and CACEI signed an agreement to

promote the culture of quality evaluation in higher education, as well as to exchange common

experiences that lead to the establishment of mechanisms, methodologies and common

evaluation criteria. It is important to note that ANECA is authorized by the European Network

Accreditation of Engineering (ENAEE), to grant the EUR-ACE® seal for bachelor's or master's

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degrees in engineering. As a result of this agreement, six Mexican engineering programs, from

three public HEI, obtained the EUR-ACE® seal.

The Lima Accord is a multilateral agreement between agencies of Latin American and

Caribbean Countries responsible for the accreditation of engineering programs at the

undergraduate level within their jurisdiction. The signatories of this agreement are committed

to the development and recognition of good practices in engineering education and work

together so that once the programs are accredited, the substantial equivalence of such

programs is recognized among the signatory bodies. This Accord facilitates the mobility of

engineering professionals.

The Accreditation Board for Engineering and Technology (ABET) is the accrediting

organization of the United States of America for engineering, technology and applied science

education programs and it is the organization with which CACEI has had the longest and lasting

working interaction. Since the creation of CACEI, ABET has shared its experiences and good

practices in accreditation processes, helping CACEI achieve its entry as a provisional member of

the Washington Accord. Given the prestige that ABET has at international level, 53 Mexican

engineering programs have applied for and obtained accreditation granted by this organization.

However, ABET has been respectful and established as a requirement to be accredited by CACEI

first. This is undoubtedly a recognition of the quality and rigor of CACEI accreditation processes.

The Washington Accord, founded in 1989, is an international agreement between

agencies responsible for accrediting engineering programs from different countries. It

recognizes the substantial equivalence of programs accredited by these agencies and

recommends that graduates of programs accredited by any of the member organizations of this

agreement be recognized by all other bodies that are signatories to the agreement.

The signatories to the Accord are:

Australia - Represented by Engineers Australia (EA) (1989)

Canada - Represented by Engineers Canada (EC) (1989)

China - Represented by China Association for Science and Technology (CAST) (2016)

Chinese Taipei - Represented by Institute of Engineering Education Taiwan (IEET) (2007)

http://www.engineersaustralia.org.au/

http://www.engineerscanada.ca/

http://english.cast.org.cn/

http://www.ieet.org.tw/en/

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Hong Kong China - Represented by Hong Kong Institution of Engineers (HKIE) (1995)

India - Represented by National Board of Accreditation (NBA) (2014)

Ireland - Represented by Engineers Ireland (EI) (1989)

Japan - Represented by Japan Accreditation Board for Engineering Education (JABEE)

(2005)

Korea - Represented by Accreditation Board for Engineering Education of Korea (ABEEK)

(2007)

Malaysia - Represented by Board of Engineers Malaysia (BEM) (2009)

New Zealand - Represented by Institution of Professional Engineers New Zealand (IPENZ)

(1989)

Pakistan - Represented by Pakistan Engineering Council (PEC) (2017).

Russia - Represented by Association for Engineering Education Russia (AEER) (2012)

Singapore - Represented by Institution of Engineers Singapore (IES) (2006)

South Africa - Represented by Engineering Council South Africa (ECSA) (1999)

Sri Lanka - Represented by Institution of Engineers Sri Lanka (IESL) (2014)

Turkey - Represented by Association for Evaluation and Accreditation of Engineering

Programs (MÜDEK) (2011)

United States - Represented by Accreditation Board for Engineering and Technology

(ABET) (1989)

United Kingdom - Represented by Engineering Council United Kingdom (ECUK) (1989)

CACEI, Mexico; the Institute of Quality and Accreditation of Computer Programs, Engineering

and Technology (ICACIT), Peru; and the Federated College of Engineers and Architects (CFIA),

Costa Rica, are the Latin American organisms accepted by the Accord, currently with the

provisional status and are expected to become signatories shortly.

http://www.hkie.org.hk/eng/homepage.asp

http://www.nbaind.org/

http://www.iei.ie/

http://www.jabee.org/

http://www.jabee.org/

http://www.abeek.or.kr/

http://www.abeek.or.kr/

http://www.bem.org.my/

http://www.ipenz.nz/

http://www.ipenz.nz/

http://www.pec.org.pk/

http://www.ac-raee.ru/

http://www.ies.org.sg/

http://www.ecsa.co.za/

http://www.iesl.lk/

http://www.mudek.org.tr/en/hak/kisaca.shtm

http://www.mudek.org.tr/en/hak/kisaca.shtm

http://www.abet.org/

http://www.abet.org/

http://www.engc.org.uk/

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G. POLICIES AND GUIDELINES FOR THE ACCREDITATION OF

UNDERGRADUATE ENGINEERING PROGRAMS

The evaluation process for accreditation will be conducted under the following guidelines,

according to the characteristics of the program and considering the subsystem to which it

belongs, its normativity, modality and educational model.

The evaluation procedure should:

To be oriented, mainly, to the continuous improvement of the program and the fulfillment of

the established standards.

Provide reliable information about the status of the educational program, analyzing the

strengths and weaknesses encountered as well as its improvement plan.

Include a wide range of activities: interviews and surveys of stakeholders, observations upon

physical spaces, laboratories and shops, analysis of the results of students and faculty, and

review of evidence provided in the self-evaluation report and follow up on the agenda

previously defined.

Rely on the criteria, indicators, and standards defined in the Framework, which ensure that the

accreditation report complies with the standards of good quality set for educational programs.

Ensure compliance with what is established in the Reference Framework, MR-2018, for the

evaluation of engineering programs, which requires a documentary review of the self-

evaluation, on the one hand; and on the other, the evaluation visit by the Evaluation Committee

designated by the Technical Commission of Specialty.

Ensure that the decision issued by the Accreditation Committee, which is the highest level body

regarding accreditation in the process, considers the proposals of the Evaluation Committees

and the recommendations of the Technical Commissions of Specialty.

Is responsibility of the evaluators to collect and analyze in depth all the evidence that the

institution presents before the visit, without any judgment upon it. If necessary, evaluators

should incorporate into the evaluation report evidence collected during the visit.

The institution that requests the accreditation of a program must take into account that, the

program being evaluated, it must necessarily have at least one cohort of graduates and the

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second cohort next to graduate.

The institution has the right to request a review of the decision issued for the program

evaluated; it will be done through the process established by CACI. The HEI must present and

defend before the Appeals Committee, with sustained evidence, compliance with the observed

standards for unmet indicators. The Accreditation Committee is responsible for issuing the final

decision in each case.

The guides included in this reference framework, such as formats, tables, among others, for no

reason should induce evaluators to understand that their role is reduced to collate documents;

even less; copy verbatim what the institution expressed in the self-evaluation report.

The visits of the evaluators will be conducted only during regular school periods, excluding

examination and vacation periods due to the absence of conditions for meetings with students

and faculty, interviews with academic administrative staff, or visits to facilities.

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H. METHODOLOGY AND EVALUATION PROCEDURES.

GENERAL METHODOLOGY

The general methodology of the evaluation process for accreditation includes several stages,

procedures, and bodies that participate following the functions that have been defined in the

Bylaws of CACEI.

The accreditation process defined by CACEI incorporates the good practices of international

and national accreditation organizations and is based on a methodological framework that

follows international and national organizations, and the standards established by COPAES.

The methodology used by CACEI is based on the characteristics described in the reference

framework. It is also based on the identification, validation, and compliance of criteria,

indicators, and standards, which support the achievement of the graduate attributes, the

educational objectives and the commitments and obligations described in the program for an

objective, valid and reliable decision-making by the different decision-making bodies of CACEI.

It is recognized that the evaluation process for accreditation is pragmatic, so it is sought to have

as firm an understanding of the subjective and interpretative aspects. It is intended that value

judgments upon educational programs be objective and unequivocal so that the accreditation

decisions issued by CACI are based on standard bases and are as homogeneous as possible.

Accreditation processes are organized in such a way that there are various instances, means,

instruments and procedures to have a reliable and valid support for the information that

guarantees valid and reliable decision-making. It seeks to ensure the reliability, transparency,

and relevance of the analysis carried out by the various bodies involved in the process.

DESCRIPTION OF THE PROCEDURE

This section describes the procedure for the accreditation of a program, including all stages and

instances involved in the process.

The stages are:

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a. The formal request from the institution for the accreditation of the program addressed

to the general director of CACEI, as well as the online completion of the Zero Sheet with the

general information of the educational program and the institution (it is suggested to revise the

Manual for The Register of the Accreditation Application, available on CACEI web page).

b. The formalization through a professional services agreement after payment of the

corresponding fee.

c. Request of the password to access online the self-evaluation questionnaire.

d. Elaboration and delivery of the self-evaluation report by the requesting institution. It is

recommended that, prior to the completion of the self-evaluation report, the team involved in

the process be trained for this task. During this stage, the self-evaluation will be delivered only

through the Sistema Integral para la Gestión de la Acreditación (SIGA - System for the

Management of Accreditation). It is suggested to review the Manual for the Completion of the

Self-evaluation available in CACEI’s web page.

e. Review of self-evaluation report by the Evaluation Committee designated by the Technical

Commission of Specialty. This stage requires a minimum of 30 days to be carried out,

considering the time after the self-evaluation report has been delivered to the evaluators.

f. Organization of the logistics of the evaluation visit between the institution and CACEI.

g. Evaluation visit by the Evaluation Committee defined by the Technical Commission of

Specialty and notice to the institution. In order to carry out this stage the HEI must be operating

under normal conditions, in regular classes. This stage lasts three days.

h. Issuance of the decision* after 24 hours of the evaluation visit, evaluators should have

finished the pre-opinion and the HEI can access in to know the recommendations by the

Evaluation Committee. The pre-opinion will be conformed by: Indicators summary, Extended

report of recommendations and strengthens and weaknesses matrix.

i. Sending complement of information*, the HEI has to seven natural days from the

liberation of access to its resolution, to present complementary documentation or the

clarifications which consider pertinent about recommendations which appear in the pre-

opinion. To realize queries about the pre-opinion, evaluated EP can contact with the Academic

Department or directly with the Coordinator of Evaluator Team.

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j. Revision of complement of information*, the evaluator Committee receive and review the

complement of information which is sent by the HEI to attend recommendations of pre-

opinion. It is generated a proposal of change or ratification in indicators evaluation, the same

one should be sent during the following seven days after its reception.

k. Evaluation by the Technical Commissions of Specialty. The recommendations issued by the

Evaluation Committee is analyzed, in dates previously defined by CACEI, by the Technical

Committee Specialty of the area, who, based on the report submitted and the self-evaluation

of the program, analysis and proposes a recommendation to the Accreditation Committee.

This stage lasts between one and two days.

l. Evaluation and decision by the Accreditation Committee, based on the report of the

Evaluation Committee and the Technical Commission of Specialty of the area, the reports on

compliance with the standards are analyzed, seeking consistency, reliability, and pertinence

in the recommendations and issuing the final decision for the program evaluated. This stage

lasts between one and two days.

m. Send the decision and accreditation report of the educational program to the requesting HEI.

This stage is carried out 48 hours after concluding the meeting of the Accreditation

Committee.

* Valid Process from May 8th, 2019

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FIGURE 1. PROCESS TO FOLLOW FOR ACCREDITATION Formalization

Application for accreditation Formalization of the process

Guidance during the Self-Evaluation Training and qualification of

evaluation teams Guidance during the

self-evaluation Feedback upon the report considering the criteria of sufficiency and suitability

Visit of evaluators Integration of team, from the discipline

to be evaluated

Detailed logistics in coordination with the

program

On line reports with the endorsement of the

three evaluators

Report, within six weeks after the visit

Clarification about the evaluation of the Committee The release of the pre-opinion by

the Evaluator Committee, it is done 24 hours after the visit.

After the decision, the HEI will have seven days to present

complementary information to attend the recommendations of

the pre-opinion.

The Evaluator Committee receive and review the complementary

information from the HEI to attend the recommendations of the pre-opinion. It is generated a proposal of change or ratification

in the indicators assessment.

Decision Evaluation of the three bodies and

issuance of the final report, indicating strengths, weaknesses

and recommendations for the improvement of the educational

program.

In case of NO accreditation, there is the appeal procedure that the EP can request. This is done after

the report is delivered within a maximum period of 4 weeks.

Follow-up through reports at two and a half years based on

what was committed in the improvement plan and the

recommendations proposed in the opinion.

It is important to consider that, to be ready for the accreditation of a program, it is necessary

to comply with two points:

1. sending the information, and every one of the aspects included in the self-evaluation,

including all evidence requested and the procedures described in the previous figure; and

2. to have at least one cohort of graduates.

The necessary information must be recorded in CACEI’s SIGA system. CACEI will assign the

corresponding password.

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In the case of accreditations after the first, the institution must submit together with the self-

evaluation report another report of showing that the recommendations issued in the previous

process have been met, supported with evidence of their attention and compliance.

As a follow up on the recommendations made to a program accredited for five years, the

institution must submit a half-term report to CACEI, two and a half years after receiving the

accreditation decision, describing the actions and strategies carried out to meet the

recommendations of the Accreditation Committee.

I. TECHNICAL TEMPLATE.

The template that should be completed is established in the Reference Frame of COPAES

(https://www.copaes.org/assets/normateca/Marco_de_Referencia_V_3.0_0.pdf) it is important

consider general data of the institution, faculty, school and program, also school enrolment,

type of process (accreditation or reaccreditation), EP enrolment, type of plan, responsible and

authorities, program objectives, graduate profile, field of graduates and official register

documents. All the information is provided by the institution through an electronic formulary

and this carry out to evaluator previous the evaluation visit with the self-evaluation document

and evidences.

https://www.copaes.org/assets/normateca/Marco_de_Referencia_V_3.0_0.pdf

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J. SELF-EVALUATION: CRITERIA, INDICATORS AND STANDARDS.

During the self-evaluation process, the program should analyze and present information on 30

indicators distributed in six criteria. For each criterion, it has been established its description,

the corresponding standard, self-evaluation questions and evidence required to support its

compliance.

The 6 criteria of analysis are:

1. Faculty.

2. Students.

3. Curriculum.

4. Evaluation and continual improvement.

5. Infrastructure and equipment.

6. Institutional support.

Faculty. It must be demonstrated that professionals who are involved as faculty within the

program are sufficient and competent, have an adequate combination of academic and

professional capabilities. Also, that they have an adequate distribution of their fundamental

activities, are evaluated and supported for their success, and are involved in the development,

control, and administration of the curriculum. There must be specific processes for selection,

permanency, and retention of faculty.

Students. The program must demonstrate satisfactory and quality results regarding admission,

transfer credits, promotion, counseling, mentoring, and graduation of students, within the

institutional normative framework.

Curriculum. The program should have defined and published its educational objectives, which

should be consistent with the institutional mission, the needs of its stakeholders and CACEI’s

criteria.

Evaluation and continual improvement. The program must have a systematic assessment

process that considers the results of the evaluation of its educational objectives, the

achievement of the graduate attributes, and the indices of students’ performance, among

others, with the participation of its groups of interest (stakeholders) for the continuous

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improvement of the program.

Infrastructure and equipment. The program must have sufficient infrastructure and equipment

in safe conditions, access to computer resources and library services; it should also have guides

and user manuals available, and a program of maintenance, modernization, and replacement

as well, to attend their own needs.

Institutional support. The program must demonstrate that institutional support and leadership

are based on efficient management, leadership, and management processes and are adequate

to ensure its quality, continuity, and provide an environment in which learning outcomes are

achieved.

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K. SUMMARY OF THE EVALUATION OF INDICATORS, AND MATRIX

OF STRENGTHS AND WEAKNESSES.

The indicator summary matrix represents a way to visualize the strengths and weaknesses of

the EP. CACEI defines a strength an indicator that is evaluated with the highest level of

achievement, namely It is achieved, (Se alcanza) or It is exceeded (Se supera). A weakness is an

indicator that requires actions to meet the standard, is qualified as Not achieved (No se

alcanza), or as Partially achieved (Se alcanza parcialmente).

The summary table of strengths and weaknesses is the prioritized listing of areas that fully meet

the standards, and areas that require additional work to reach it. It is expected that the

institution presents a prioritized analysis according to its interests, that is, it lists the

weaknesses from the most to the less relevant one requiring attention. For the strengths, the

list from the most to the least important is what gives added value to the institution.

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L. CRITERIA FOR ACCREDITATION OF A PROGRAM.

As described above, the accreditation process considers the evaluation of 30 indicators

distributed in six Criteria.

Each one of the indicators will be evaluated according to the following levels of compliance:

1 2 3 4

Not achieved Partially achieved Achieved, but at risk of

breaching during the duration of

the accreditation

Is achieved or

exceeded

The accreditation will grant one of the following three decisions: 1) Accredited for three years,

2) Accredited for five years, or 3) NOT accredited.

An accreditation decision may be granted to a program for five or three years. For the five-years

accreditation, the program must be qualified in all its 30 indicators with a level of compliance 3

(Achieved) or 4 (Exceeded). The three-years accreditation will be granted to those programs

that have up to four indicators evaluated with the level of compliance 2 (Partially achieved),

and the remaining indicators assessed at a level of compliance 3 or 4. For these cases, the

accreditation duration could be extended for two more years if the program shows evidence of

improvement on those indicators evaluated in a level of compliance 2.

The No accreditation decision will be issued where the evaluated program has five or more

indicators with a level of compliance 2; or if the program has one or more indicators evaluated

with a level of compliance 1.

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M. CRITERIA TO CHANGE THE ACCREDITATION OF A PROGRAM,

FROM 3 UP TO 5 YEARS.

Programs that reach accreditation for three years may extend the same for two more years if

they demonstrate the improvement in the indicators evaluated in compliance level 2. For these

purposes, the educational program must send to CACEI a request for extension of the

accreditation in not less than one year and no more than two years after the accreditation,

which must be accompanied by a document that argues for improvement as well as evidence

to support the request. The revision of said documentation will be in charge of the Appeals

Committee, which will review the pieces of evidence and arguments. In response to this

request, the Committee will determine if it ratifies the accreditation for three years or if it

grants the extension for two more years. The extension request may only be submitted once,

and the evaluation of these cases may be subject to an evaluation visit to the institution to

validate the improvement in the requesting program. It is essential to mention that for this

application, only arguments and evidence should be presented for the indicators evaluated at

level 2, partially achieved

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N. MID TERM REPORT.

The accredited programs must comply with the recommendations issued in the Minutes of the

Accreditation Committee. To demonstrate that the follow-up and attention have been met, the

program will deliver to CACEI, a Mid-Term Report, where it will present the actions, strategies

and evidence of the monitoring and results of the attention to the same. This report will be

submitted for evaluation, and if the recommendations are not complied with, the accreditation

may be revoked.

The delivery date of the Mid-Term Report will depend on two factors: first, the validity of the

accreditation, which can be granted for five or three years. For five years, the delivery of the

same will depend on whether they request Extension of the validity of the accreditation and

the time elapsed since their accreditation to claim it. The following figures describe the cases

that may arise.

Case 1. Programs accreditated for five years.

The Mid-Term Report must be delivered after 2.5 years or after 30 months of issuing the

Decision, as shown in the following figure:

Figure 1. Process for delivering the Mid-Term Report for programs accredited for five years

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Case 2. Programs accredited for three years that submit an Application for Extension of

Accreditation between the 12th and the 18th month after the accreditation decision.

For the three-year accredited educational programs that submit their Application for Extension

of the Accreditation between 12 and 18 months after issuing the accreditation decision, two

situations may arise:

Before a favorable decision, the report must be submitted at 2.5 years;

In the case of an unfavorable opinion, the report must be submitted after 18 months.

Figure 2. Process of delivery of the Mid-Term Report for programs accredited for three years, requesting its extension

between 12 and 18 months after its accreditation.

Case 3. Follow-up process for continuous improvement for programs accredited for three years

that submit the Application for Extension of Accreditation between the months 18 and 24 after

issuing the accreditation decision.

Educational programs accredited for three years that request the extension between the

months 18 and 24 after the issuance of their accreditation must submit their Mid-Term Report

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after 2.5 years or 30 months after issuance of the accreditation, regardless of whether the result

of the Request for Extension of Accreditation was satisfactory or unfavorable. The follow-up

route to continuous improvement for these cases is detailed in the following figure:

Figure 3. Delivery process of the Mid-Term Report for programs accredited for three years, which request its extension between 18 and 24 months after its accreditation.

Case 4. Programs accredited for three years that do not apply for Extension of Accreditation.

If the three-year accredited educational program decides not to make use of its right to request

the extension of its accreditation, it must notify CACEI and submit its Mid-Term Report within

18 months of the issuance of its accreditation. The follow-up route to continuous improvement

for programs that do not request extension is detailed in the following figure:

Figure 4. Delivery process of the Mid-Term Report for programs accredited for three years, which do not request extension.

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O. METHODOLOGY FOR THE FOLLOW-UP OF RECOMMENDATIONS

FOR SUBSEQUENT ACCREDITATIONS.

The self-evaluation report for accreditation after the first must demonstrate the progress that

the program has achieved in all the indicators or criteria, from the date that the accreditation

was granted to the time on which the self-evaluation report is submitted. Priority should be

given to those aspects which the Accreditation Committee considered weaknesses and,

therefore, recommended to strength. Also, the report should include the projection for

improvement, within the framework of the development plan, both institutional and

educational.

The self-evaluation report must also include updated information on the program: curriculum,

student enrollment, graduates, faculty, faculty support resources, relevant experiences,

infrastructure, research or technological development as well as aspects which are described

in CACEI’s Reference Framework. The information presented should focus on the most

significant changes that have been achieved since the previous self-evaluation report.

The representative or program manager must request the accreditation at least six months

before the expiration date of the current accreditation. The Evaluation Committee will analyze

the degree of compliance with these recommendations and the improvement of the indicators.

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P. Recommendations to institutions to generate favorable

conditions for accreditation.

1. Generate a permanent process of awareness and a culture of evaluation among

managers, professors and the organization in general.

2. Develop and implement policies, from the top management, allowing having evidence in

the courses of what students know and can do, as well as to monitor the achievement of

educational objectives and graduate attributes.

3. Establish policies that allow the participation of the productive sector, through the groups

of interest, in the systematic and periodic review to update courses and ensure the relevance

of the curriculum.

4. Involve in the accreditation process, both in time and form, faculty and support staff in

the program.

5. Prepare faculty so they can demonstrate the achievements of students' learning

described in the courses as well as in the compilation of the most significant learning materials.

6. Select, for the sample and the self-evaluation, the most meaningful and representative

products of students' learning.

7. Select products of students' learning, teaching materials and evaluation of teachers that

show the achievement of the graduate attributes and their responsibility to society as

engineers.

8. Assessment of learning products include rubrics, surveys, tests, methods and different

evaluation procedures allowing to demonstrate their consistency with the educational and

academic model, as well as the achievement of the graduate's objectives.

9. Design a tactical plan for the accreditation process establishing responsibilities and dates,

and a follow-up process as well.

10. Establish an Accreditation Committee that has a Coordinator with:

a. Credibility with faculty and other supporting staff;

b. Direct and open communication with management

c. Direct and agile communication with the various actors in the process;

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d. Good relations with the different areas involved in the accreditation process; and

e. Leadership.

11. Contact CACEI HQ and staff to have the necessary support to and during the

accreditation process.

12. Verify the internal consistency of information, mostly quantitative data.

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GUIDE TO PREPARE THE SELF-EVALUATION REPORT, 2018

(ENGINEERING)

This guide provides engineering programs of Higher Educations Institutions (HEI) with

guidelines to prepare the self-evaluation report, seeking to be an aid for those responsible for

completing and discussing each question in the guide. A description of the evidence that should

support the response to each question is provided. Note that the proposed argument for each

indicator must be objective and precise.

This guide includes a set of templates that must accompany the self-evaluation report, which

must be completed in full. Also, supporting documents such as the minimum contents and

minimum laboratories for each engineering area are attached, as well as a glossary as an aid to

the theoretical understanding of some terms that might have different conceptions in the

academic context.

The self-evaluation will be completed solely through CACEI’s Sistema Integral para la Gestión

de la Acreditación (SIGA, by its acronym in Spanish - Comprehensive System for the

Management of CACEI’s Accreditation). We recommend reviewing the Manual para el Llenado

de la Autoevaluación (Guide for the Completion of the Self-evaluation Report), available on

CACEI’s web page.

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1 Faculty.

It must be demonstrated that professionals who are involved as faculty within the program are

sufficient and competent, have an adequate combination of academic and professional

capabilities. Also, that they have an appropriate distribution of their fundamental activities, are

evaluated and supported for their success, and are involved in the development, control, and

administration of the curriculum. There must be specific processes for selection, permanency,

and retention of faculty.

INDICATORS

1. Faculty profile

2. Sufficient faculty

3. Balance of fundamental activities

4. Evaluation and development of faculty

5. Responsibility of faculty with the curriculum

6. Selection, permanency, and retention of faculty

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1.1 FACULTY PROFILE

What is assessed?

It is assessed whether the faculty involved in delivering the program is adequate and has the

necessary competencies according to the characteristics and curricular areas of the program.

Standard

The faculty involved in delivering the program has the appropriate competencies and is

committed to achieving students' graduate attributes, considering the following factors:

Their level of education.

Their diversity of degrees, including the nature and extent of their professional

experience.

Their ability to communicate effectively.

Their experience and competence in conducting teaching, research and engineering

design practice.

Their productivity level, supported with scientific, engineering and professional

publications.

Their degree of participation in professional, scientific, and engineering associations, and

also programs to help society.

Their interest in supporting program’s curriculum and extracurricular activities.

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Questions and evidence

Question Evidence

1. Is the combination of factors of faculty in

the program adequate for the

achievement of the graduate attributes?

Append template "0" for each faculty member,

including all relevant data concerning the

following academic and professional

characteristics:

NOT ADEQUATE ☐

SOME ADEQUATE ☐

ADQUATE ☐

VERY ADEQUATE ☐

1. Academic education.

2. Diversity of academic education.

3. Effective communication.

4. Experience and competence in teaching

(supported by teacher's training and

results of surveys from students and

academic peers).

5. Research. 6. Practice in engineering design.

7. Productivity in research,

technological development,

patents, or similar developments.

8. Participation in engineering chapters, or in professional scientific, engineering

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QUANTITATIVE ASSESSMENT

NOT ACHIEVED

PARTIALLY ACHIEVED

ACHIEVED, BUT A RISK OF BREACHING DURING THE DURATION OF THE

ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

QUALITATIVE ASSESSMENT (ARGUMENTATION)

associations, that support social programs.

9. Participation in extracurricular activities

of the program.

10. Participation in the analysis and updating

of the program.

2. Is there a balance between academic staff,

with regard to the permanence in the

program and age?

Yes☐ No☐

Append template "1.1.1", recording all the

relevant data for each faculty member in the

program.

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1.2 SUFFICIENT FACULTY

What is assessed?

It is assessed whether the program, according to its characteristics and enrollment, has

enough faculty with the competencies to cover all areas of the curriculum. There must be a

sufficient number of faculty to allow adequate levels of a) interaction between students and

faculty, b) counseling and tutoring students, c) service activities, d) professional

development, e) interaction with industry and professional representatives, as well as with

students’ employers.

Standard

The program has sufficient faculty to attend all areas of the curriculum. The faculty has

academic, professional and didactic skills to perform their fundamental activities, inherent

to their responsibilities adequately.


Question Evidence

1. Does the PE have enough faculty to cover all

areas of the curriculum, according to their

characteristics and enrollment?

Yes ☐ No☐

Append an analysis where sufficiency of faculty

is justified. It is recommended the use statistics

of the school population served by period and a

table summary of faculty that sustains this

analysis.

2. Do faculty who teach in the PE have the

competencies relevant to their

appropriate academic performance?

Yes ☐ No ☐

Append an analysis where the relevance of

faculty is justified. It is recommended to include

a summary table including education and

teaching and professional experience of faculty

who belongs to the PE.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.3 BALANCE OF FUNDAMENTAL ACTIVITIES

What is assessed?

It is assessed whether full-time faculty has an adequate balance of their fundamental activities in the

context of the program.

Standard

Tasks associated with academic activities are appropriately balanced for full-time faculty.


Question Evidence

1. Full-time faculty prepare a plan or program

of their substantive activities for each

period or cycle?

Yes☐ No☐

Append a representative sample of programs of

substantive activities of full2time faculty that

includes the areas of the curriculum (basic

sciences, engineering sciences, applied

engineering, engineering design, etc.).

2. Does exist a procedure that allows verifying

the substantive activities carried out by

full- time faculty and evaluate its results?

Yes☐ No☐

Append the procedure followed for the

verification of substantive activities that

full2time faculty conducted and the evidence to

show how the results of these activities are

evaluated.

3. How is evaluated the distribution of

substantive activities for full-time faculty

that participates in the program?

Inadequate Some adequate Adequate

☐ ☐ ☐

Append an argument description justifying your

response.

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4. How do you evaluate the degree (level) of

interaction between students and faculty?

Null Insufficient Adequate

☐ ☐ ☐


response.


counseling and tutoring to students?


☐ ☐ ☐


response.


interaction between faculty with

employers and practitioners of the

profession?


☐ ☐ ☐


response.

7. As an overall, how it assessed the

competence of faculty to support the

achievement of the educational objectives

of the PE?


☐ ☐ ☐

Append a comprehensive analysis of points

1.3.1 to 1.3.9 which justify your answer.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.4 EVALUATION AND DEVELOPMENT OF FACULTY

What is assessed?

A comprehensive, continuous, relevant and efficient system of performance evaluation of faculty is

in place, operating, and is linked to the decision-making process for their development.

Standard

There is and operates a comprehensive, continuous, relevant and efficient system of performance

evaluation of faculty, and is linked to the decision making for their development, which includes the

participation of students, academic peers, and authorities.


Question Evidence

1. Is there a comprehensive system to evaluate

and update the education of faculty?

Yes☐ No☐

Append the formal document of the

comprehensive system of evaluation of faculty,

the instruments used and an evaluation report.

2. Does the comprehensive assessment system

includes the participation of:

Students Yes☐

No☐ Academic peers Yes☐

No☐ Authorities Yes☐

No☐

Append the reports of the last application to

each group, in case those were considered in

the system.


professional development of faculty

assigned to the program?


☐ ☐ ☐


response.

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pedagogical training of faculty

participating in the program?


☐ ☐ ☐


response.


disciplinary update of faculty participating in the program?


☐ ☐ ☐

Append an argument description justifying your response.

6. The results of the evaluation of faculty are

included in their program for

development?

Yes☐ No☐

Append the annual development program of

faculty, including an analysis of the impact of

the evaluation of the development program.

7. Is faculty provided with feedback on their

evaluation?

Yes☐ No☐

Append, at least three reports delivered to

teachers with proof of receipt.

8. Does the PE have policies and mechanisms

aimed at faculty associated with the

results of their evaluation?

Yes☐ No☐

Append the document describing these policies

or mechanisms and how is disseminated and

known by faculty.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.5 RESPONSIBILITY OF FACULTY WITH THE CURRICULUM

What is assessed?

The role of faculty is evaluated regarding a) the creation, modification, and evaluation of courses, b)

definition and review of the program’s educational objectives and graduate attributes, and c) the results

of the student.

Standard

Processes of faculty bodies (councils, committees, academies, or similar) established, related to:

a. the creation, modification, and evaluation of courses,

b. definition, and review of the program’s educational objectives and graduate attributes, and

c. the results of the student, in which decisions are jointly reviewed, and analyzed with the

administration are documented and appropriate.

The results of these processes should be systematically used as a contribution to the continuous

improvement of the curriculum.


Question Evidence

1. There are instances integrated by faculty

participating in the decision-making of all

academic aspects of the curriculum?

Yes☐ No☐

Append the official document of how these

faculty instances are integrated, their

mechanisms of functioning and operation, their

terms of duration, and their levels of

involvement and responsibility.

2. For the faculty instances, do records of

meetings exist, and the matters dealt in

the meetings and the decisions made of all

relevant academic aspects of the

curriculum?

Yes☐ No☐

Append the minutes of meetings held by these

instances, as well as the agendas of the issues

and the agreements reached at each of them.

Consider the last three school periods.

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3. Is there proving documentation of the

impact of the decisions of the faculty

instances involved in the decisions of all

relevant academic aspects of the

curriculum?

Yes☐ No☐

Append an argument description indicating the

impact that decisions of those instances had;

include the last three periods at least. In

particular, it is expected information on a) the

creation, modification, and evaluation of

courses,

b) the definition and revision of the educational

objectives and the graduate attributes of the PE,

and (c) the students' results.

QUANTITATIVE ASSESSMENT QUALITATIVE ASSESSMENT (ARGUMENTATION)

NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

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1.6 SELECTION, PERMANENCY, AND RETENTION OF FACULTY

What is assessed?

It is evaluated that processes for the selection and permanence of faculty, in which academic peers

participate, exist and operate. Relevant work experience (teaching, research, and practice), and the

results of their evaluation are taken into consideration, so faculty meet the profiles that the curriculum

requires.

It is evaluated the existence and use of mechanisms and resources to retain faculty with good

performance and results in their evaluations.

Standard

The program has a transparent institutional process for the selection and permanence of faculty, in

which academic peers participate and the educational background and relevant work experience of

the candidates are taken into account. The existence of mechanisms and resources for the retention

of faculty with good performance and good results in their evaluations should also be in place.


Question Evidence

1. Is there an institutional process

transparent for the selection of faculty?

Yes☐ No☐

Append documentation that exemplifies the

process for the selection of faculty and the

media used for advertisement.

2. Does the selection process for faculty takes

into consideration the academic

background and the experience of the

candidates?

Yes☐ No☐

Append examples of the advertisement for the

selection of faculty describing the profile

required for candidates.

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3. The process of selection of faculty considers

carrying out an examination, a sample

class or other similar test, with the

participation of academic peers?

Yes☐ No☐

Append an example of evidence, examination

proceedings, class sample or others, which

describe the criteria of evaluation of the

candidates.

4. Is there an institutional program for the

retention of faculty with good

performance and results in their

assessments?

Yes☐ No☐

Append a description of mechanisms,

resources, and results of the institutional

program for the retention of qualified faculty.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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2. Students.

The program must demonstrate satisfactory and quality results regarding admission,

transfer credits, promotion, counseling, mentoring, and graduation of students, within the

institutional normative framework.

INDICATORS

1. Admission

2. Transfer credits and exchange studies

3. Promotion

4. Counseling and mentoring

5. Graduation

2.1 ADMISSION

What is assessed?

The existence of an institutional process for the attraction, selection, admission, and

induction of students to the program is evaluated considering the established admission

profile.

Standard

The program has a transparent process for the attraction, selection, admission, and

induction of students to the program considering the established admission profile.

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Question Evidence

1. Is there a promotional program focused on

attracting students with the profile

established for the program?

Yes☐ No☐

Append promotional documents such as

brochures, posters, ads in newspapers and

magazines. Also, the link to the program´s

website should be included. Attached the

analysis of the impact of the program.

2. Is there a standard process for the selection

of candidates taking into account the

requirements established by the program?

Yes☐ No☐

Append documents which indicate the

requirements which should meet the

candidates to the program, according to the

regulations of the HEI. Attach the analysis of the

impact of the selection process.

3. Is there a transparent, standardized and known process for the admission of

students to the program?

Yes☐ No☐

Append a copy of the process of admission of students to the program. It should indicate

requirements, documents, payments, and

paperwork that the student must meet, as well

as the Department(s) that they should go.

Attach

the analysis of the impact of the process.

4. Exists and operates a program of induction

for students accepted into the program?

Yes☐ No☐

Attach proof of the level of satisfaction of

students accepted to the program regarding the

induction program.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

QUALITATIVE ASSESSMENT (ARGUMENTATI

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2.2 TRANSFER CREDITS AND EXCHANGE STUDIES

What is assessed?

It is evaluated the existence and operation of processes in compliance with the institutional

regulations to recognize transfer credits obtained in other institutions, programs or levels, or

exchange studies.

Standard

A process exists and operates for the validation, equivalence, and recognition of transfer credits

obtained in other institutions, programs or levels, or exchange studies.


Question Evidence

1. Exists and operates a process for

transferring credits, and the equivalence

and recognition of credits earned at other

institutions, programs or levels?

Yes☐ No☐

Append documents and evidence of the process

for transferring credits, equivalence and

recognition of credits earned at other

institutions, programs or levels.

2. Is the information on this process

available to the stakeholders of the

program?

Yes☐ No☐

Append an argument description of how the

process is advertised using several media.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.1 PROMOTION

What is assessed?

The statistics and trends by each cohort of the program are evaluated to detect areas of opportunity

that influence the proposal of improvement strategies of students’ performance.

Standard

The program operates a process for monitoring the advancement of each cohort to identify areas of

opportunity leading to the proposal of strategies to improve students' performance in their

curriculum. It includes the follow-up of statistics and trends according to the regulations of the

program considering indexes such as failure rate, dragging, retention, dropout, efficiency rate,

graduation rate, and results of comprehensive exams (EGEL or similar).


Question Evidence

1. Exists monitoring and analysis of statistics

and trends by generational cohort

according to the program's rules,

considering indices such as attrition,

retention, dropout, and alike?

Yes☐ No☐

Append analysis of indexes of attrition,

retention, drop2outs and alike for at least the

three latest cohorts.

Include periodic strategies derived from them

and the results of its implementation.

2. Are there any strategies to address the

problems related to promotion and

graduation rates?

Yes☐ No☐

Append evidence and analysis of results of

strategies implemented to increase promotion

and graduation rates.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.2 COUNSELING AND MENTORING

What is assessed?

Institutional programs, services, counseling and mentoring activities that support students in

their advancement in the curriculum are evaluated.

Standard

The program has institutional services, counseling, and mentoring activities that support

students in their advancement in the curriculum, to improve the retention and graduation

rates of the program.


Question Evidence

1. Exists and operates a counselling and

guidance program that supports students

to improve promotion and graduation

rates?

Yes☐ No☐

Append an argument description of the program

and the analysis of its results.

Include evidence that considered to be a

representative sample of the students and the

reporting of tutoring by cohort.

2. Exists and operates a program of academic

guidance to support students in their

advancement with the objective of

reducing attrition rates of the program's

courses?

Yes☐ No☐

Append an argument description of the

academic guidance program and the analysis of

their results in decreasing attrition rates.

3. Exists and operates a program of medical

and psychological services that support

students in their advance, aiming to

improve the attrition rate?

Yes☐ No☐

Append a based description of medical and

psychological services provided to students, by

cohort.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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1.3 GRADUATION

What is assessed?

Processes and policies for students' efficiency and graduation rate are evaluated.

Standard

The program has and operates a transparent, documented and disseminated process upon

the policies established by the institution for the graduation of its students. The institution

must verify that the graduates have met the established graduation requirements.


Question Evidence

1. Is there a transparent and well known

process that explains the requirements

and the procedure for graduation?

Yes☐ No☐

Append the document for the graduation

process handled out by the institution, including

rules and evidence of its spread and its use

efficiency.

2. Is there an analysis of the effectiveness of

each graduation option?

Yes☐ No☐

Append the analysis of the efficacy of each

graduation option.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

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3. CURRICULUM.

The program should have defined and published its educational objectives, which should

be consistent with the institutional mission, the needs of its stakeholders and CACEI’s

criteria.

INDICATORS

1. Stakeholders of the program

2. Pertinence of the program

3. Curriculum

4. Congruence between the educational objectives of the program and the

mission of the institution

5. Graduate attributes

6. Curriculum flexibility

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3.1 STAKEHOLDERS OF THE PROGRAM

What is assessed?

It is assessed that the program has identified and defined the specific sectors of society

(stakeholders) to which it is addressed; as well as the needs that its graduates can attend.

Standard

The program has institutionally defined the interest groups, stakeholders, as well as the

mechanisms and strategies of analysis and incorporation of the relevant elements for its

continuous improvement.


Question Evidence

1. Have been identified and documented

institutionally the stakeholders whose

information is relevant for the continuous

improvement of the program?

Yes☐ No☐

Append a document that lists and justify the

inclusion of stakeholders, defined for the

evaluation and monitoring of the program.

2. From the identified stakeholders, which

have participation?

Append an argument description describing the

participation of the various stakeholders,

supported by certificates or formal documents.

3. Do the educational objectives of

the program reflect the needs of

stakeholders?

Yes☐ No☐

Append an argument description that justifies

the congruence between the needs of the

stakeholders and the educational objectives of

the program.

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Version: 2 Revision: 0 Valid from February 15th, 2019


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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3.2 PERTINENCE OF THE PROGRAM

What is assessed?

It assesses whether the program currently responds to regional, state or national

needs, considering the analysis of the market, the follow2up of graduates, the opinions

of employers and stakeholders, professional trends, as well as the disciplinary and

technological progress. Furthermore, if the program has a systematic review process,

where stakeholders participate to ensure its relevance and congruence with the needs,

the mission of the institution and the academic unit where it operates.

Standard

The program must have a systematic review of stakeholder’s information, responding

to the current needs of graduates based on various studies, for example, follow2up of

graduates and employers' opinions, as well as their congruence with the Mission of the

institution and the academic unit where the program operates.


Question Evidence

1. Is there a systematic review process that

incorporates the relevant information

provided by the stakeholders of the

program?

Yes☐ No☐

Append the methodology of design and

curriculum evaluation, including the procedure

and the participation of the various stakeholders.

It must include internal and external assessment,

as well as the periodicity of assessment.

2. The educational objectives of the program

are well defined?

Yes☐ No☐

Append an argument description proving that

the objectives of the program respond to needs

identified.

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3. The educational objectives of the program

are disseminated to the public?

Yes☐ No☐

Append evidence that the educational

objectives of the program are disseminated

inside and outside of the institution.

4. Do PE provide a formal and systematic

process that allows to obtain and

periodically analyze the opinion of

graduates?

Yes☐ No☐

Append the two latest analysis on opinion of

graduates.

5. Does the program provide a formal and

systematic process that allows to obtain

and periodically analyze the opinion of

employers?

Yes☐ No☐

Append the two latest surveys with the

opinion of the employers and their respective

analysis.

6. Does the program provide a formal and

systematic process that includes studies of

needs of the workforce to support their

curricular modifications?

Yes☐ No☐

Append studies, procedures, and strategies that

show that the new needs identified and

validated by stakeholders are incorporated in

the improvement of PE.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


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3.3 CURRICULUM

What is assessed?

It is assessed whether the program meets the specific requirements considering the

following components:

Basic sciences.2 Understood as a sound education for the student. This should

provide him/her with the set of knowledge and skills that deal with the study of

concepts and theoretical solutions of problems related to basic sciences

(mathematics, physics, chemistry, and biology for some specific disciplines). Basic

sciences should develop in the student the tools and mathematical, logical, spatial

and reasoning skills to predict and scrutinize scenarios, data analysis, and

understanding of chemical and physical phenomena that allow the analysis and

resolution of engineering problems. Must include a minimum of 800 hours under

the guidance of faculty.

Engineering Sciences.2 Understood as the set of technical and methodological tools

from several disciplines that allow the solution to problems of basic engineering and

that require for its achievement the proper management of basic sciences and an

appreciation of the relevant elements of other engineering disciplines. Must include

a minimum of 500 hours under the guidance of an academic.

The areas of applied engineering and engineering combined must include at least

800 hours, considering the following minimums:

o Applied Engineering.2 Understood as the set of knowledge and skills that

involve the application of mathematics and engineering sciences to

practical problems of the discipline; Must include at least 250 hours under

the guidance of an academic.

o Design in engineering.2 Understood as the integration of mathematics,

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natural sciences, engineering sciences and complementary studies for the

development of elements, systems, and processes to meet specific needs.

The design is a creative, interactive and open process, subject to the

limitations that can be governed by norms or legislation in varying

degrees depending on the discipline. They may refer to economic, health,

safety, environmental, social or other interdisciplinary factors. Must

include at least 250 hours under the guidance of an academic.

o The remaining 300 hours, to complete the 800 hours required by these

two areas as a whole can be distributed to each other considering the

needs and the focus of the program.

Social sciences and humanities.2 A set of disciplines that seek to develop

humanistic, ethical, social and individual skills that address the study of

philosophies, theories, concepts and essential solutions focused on the analysis of

the social and humanistic problems of today's globalized world. It must include at

least 200 hours under the guidance of an academic.

Economic and administrative sciences.2 Set of knowledge and skills of the economic

and administrative disciplines useful to understand the impact of the economic

environment upon engineering projects to plan, organize, manage, and control

projects and processes as well as evaluate and interpret results. It must include at

least 200 hours under the guidance of an academic.

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Complementary courses.2 Set of knowledge and skills that contribute to the education

of engineers. It includes languages, oral and written communication, sustainable

development, the impact of technology on society, environmental care, professional

ethics, etc. It must include at least 100 hours under the guidance of an academic.

The self2evaluation report should highlight the key elements of the curriculum: course

grid, the content of the courses, and period of delivery.

Standard

The EP considers in its curricular structure the areas and characteristics defined by CACEI.


Question Evidence

1. The curriculum of the program complies

with the areas, and their respective

characteristics, defined by CACEI?

Yes☐ No☐

Append spreadsheets 3.3.1a and 3.3.1b, as well

as the analysis of congruence with the six areas

defined by CACEI and the distribution of hours

per area.

Attach the curriculum map (authorized and

registered at the Dirección General de

Profesiones 2 SEP).

2. Do exist the program’s description of the

various units of learning, courses or subjects?

Yes☐ No☐

Append spreadsheet 3.3.2 for all courses,

learning units, etc., identifying its nature (compulsory or elective), and the analysis of

strengths and weaknesses considering the

requirements established by CACEI.

3. Is there a defined curriculum structure

establishing the track that students should

follow to complete the program?

Yes☐ No☐

Append the curriculum structure with a

description of the tracks that students could

follow according to their own needs

(precedence, flexibility, among others), as well

as the process that is developed for reviewing

the fulfillment of those requirements.

80

P-CACEI-DAC-03-DI03


4. Is there an institutional process that

periodically reviews the achievement of

the objectives of the courses, subjects or

learning units?

Yes☐ No☐

Append the process of review of the fulfillment

of the objectives of the courses, subjects or

learning units; as well as evidence of its use in

the last school year.



NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

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3.4 CONGRUENCE BETWEEN THE EDUCATIONAL OBJECTIVES OF

THE PROGRAM AND THE MISSION OF THE INSTITUTION

What is assessed?

It is assessed whether the program's educational objectives are congruent with the institution's mission.

Standard

The educational objectives of the program are defined, published, evaluated and are

consistent with the institutional mission and the academic unit where the program is

located.


Question Evidence

1. The educational objectives are defined and

published?

Yes☐ No☐

Append evidence that the educational

objectives of the program are disseminated

inside and outside of the institution.

2. The educational objectives are consistent

with the Mission of the institution and the

school?

Yes☐ No☐

Append an argument description that describes

how it is that the educational objectives of the

program are consistent with the Mission of the

institution and the school where it operates.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


82



3.5 GRADUATE ATTRIBUTES

What is assessed?

It is evaluated whether the graduate attributes of the program are defined,

disseminated, evaluated and whether they are congruent with their educational

objectives. The attributes to be developed in the graduate must include or be

equivalent to the following:

Capacity to:

1. Identify, formulate and solve engineering complex problems by applying

the principles of basic sciences and engineering.

2. Apply, analyze and synthesize engineering design processes that result in

projects that meet the specified needs.

3. Develop and conduct appropriate experimentation, analyze and interpret

data, and use engineering judgment to draw conclusions.

4. Communicate effectively with different audiences.

5. Recognize their ethical and professional responsibilities in situations

relevant to engineering and make informed judgments, which must consider

the impact of engineering solutions in global, economic, environmental and

societal contexts.

6. Recognize the ongoing need for additional knowledge and have the ability

to locate, evaluate, integrate and apply this knowledge appropriately.

7. Effectively work on teams that establish goals, plan tasks, meet deadlines,

and analyze risk and uncertainties.

83



Standard

The graduate attributes of the program are defined, published, and there is evidence of their

achievement, which must be congruent with their educational objectives and include or be

equivalent to the graduate attributes established by CACEI.


Question Evidence

1. The graduate attributes of the program are

defined and published?

Yes☐ No☐

Append evidence that the graduate attributes

of the program are disseminated inside and

outside of the institution.

2. The graduate attributes are congruent with

the educational objectives of the

program?

Yes☐ No☐

Append a description based on how the graduate attributes are consistent with the educational objectives of the program. Also, describe how the

84



achievement of the graduate attributes

prepares graduates to meet the educational

objectives of the program. Append spreadsheet 3.4.2.

3. The graduate attributes of the program

include or are equivalent to the seven

desirable attributes of the engineer,

outlined in the indicator 3.4?

Yes☐ No☐

Append a description of how the graduate

attributes of the program include or are

equivalent to the seven graduate attributes

listed in the indicator 3.4.

Append spreadsheet 3.4.3. If necessary, justify

the equivalence between the attributes of the

PE and those listed in this indicator.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

QUALITATIVE ASSESSMENT (ARGUMENTATIO

85



3.6 CURRICULUM FLEXIBILITY

What is assessed?

It is assessed that the program incorporates and recognizes the use of non2conventional

teaching and learning modalities. Furthermore, considers as part of the curriculum

elective courses, professional practice and social service, courses accredited in other

national and foreign institutions, business visits, and student mobility as well.

Standard

The program incorporates at least three strategies that make it flexible and respond to

the needs of students considering the graduate attributes.


Question Evidence

1. Does the curriculum integrate strategies or

schemes that facilitate the incorporation

of scientific and technological

advancement?

Yes☐ No☐

Append evidence of the existence of the

process for the integration of strategies defined

in the curriculum to incorporate scientific and

technological advance (elective courses, a

participation of experts from the productive

sector, courses in the industry, among others).

2. Does the program allow the use of

nonconventional learning options for the

delivery of the courses, subjects or

learning units?

Yes☐ No☐

Attach evidence that in its operation the

program uses non2conventional forms of

learning that support student in their education

(tutorials, online courses, distance, summer

sessions, among others).

3. Does the program incorporate curricular or

co-curricular internship, or stays and

internships in the industry?

Yes☐ No☐

Attach evidence that the institution gives

credit to both the internship and industry

stays.

4. Does the program has institutional policies

that facilitate and promote flexibility?

Yes☐ No☐

Attach evidence of the process identifying the

recognition of the different strategies used to

incorporate flexibility into the program.

86




NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


87



4. ASSESSMENT AND CONTINUAL IMPROVEMENT.

The program must have a systematic assessment process that considers the results of the

evaluation of its educational objectives, the achievement of the graduate attributes, and

the indices of students’ performance, among others, with the participation of its groups of

interest (stakeholders) for the continuous improvement of the program.

INDICATORS

1. Achievement of the educational objectives

2. Achievement of the graduate attributes

3. Assessment of the indices of students’ performance

4. Continual improvement

88



4.1 ACHIEVEMENT OF THE EDUCATIONAL OBJECTIVES

What is assessed?

It is evaluated if the program has a documented and systematic process for the periodic review

of the achievement of their educational objectives, and to ensure their relevance. The process

should involve faculty groups and representatives of the stakeholders of the program.

Standard

The program operates a documented and systematic process for the periodic review of the

achievement of their educational objectives, and to ensure their relevance, with the participation

of faculty groups and representatives of the stakeholders of the program.


Question Evidence

1. Is there a formal process for the periodic

evaluation of the educational objectives of the program with participation of faculty

and representatives of the stakeholders?

Yes☐ No☐

Append evidence of the existence of a process

of periodic evaluation of the educational

objectives of the program with the participation

of representatives of faculty and stakeholders.

For example, records or certificates of meetings

for assessment, agreements, and monitoring,

among others.

2. The findings from the analysis resulting from

the periodic evaluation are used to make

recommendations to improve the

assessment process, the educational

objectives and the achievement of the

goals established?

Yes☐ No☐

Append evidence that the conclusions of

evaluation meetings have generated specific

actions for improvement of the program. These

actions may include changes or improvements

of the educational objectives, its forms of

assessment, their indicators, and goals, among

others.

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NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


90



4.2 ACHIEVEMENT OF THE GRADUATE ATTRIBUTES

What is assessed?

It is evaluated if the program has adequate and documented processes to assess the

degree of development of the graduate attributes throughout the program.

Standard

The program has defined a systematic process for assessing the development and

achievement of the graduate attributes through the program, with appropriate

assessment mechanisms, as well as indicators and specific goals.

The program periodically analyzes the results of the assessment in conjunction with

representatives of the program’s stakeholders to make recommendations that should

be taken into account for the process of continuous improvement.


Question Evidence

1. For each graduate attribute of the

program, is defined...

a) Its mapping in the curriculum? Yes☐

No☐

b) The assessment tools? Yes☐ No☐ c) Their performance indicators? Yes☐

No☐

d) The process for collecting results? Yes☐

No☐

Append, for each graduate attribute of the

program, how it is mapped to the curriculum,

what tools or assessment instruments are used,

what indicators are defined to assess it,

justifying the achievement of the attribute, the

frequency of assessment and compliance of

goals that are expected to achieve.

Attach spreadsheets 4.2.1, 4.2.1a, and 4.2.1b.

NOTE: THE EVIDENCE MUST BE ORGANIZED BY

ATTRIBUTE.

91



2. Is there a systematic process to ensure

continuous development, measurement

and achievement of the graduate

attributes?

Append evidence of the mechanisms used for

the operation of the process, both for

development and for measurement and

achievement of the graduate attributes.

Evidence of the participation of the authorities and faculty in the process should be included.

3. The conclusions from the analysis of the

result of the periodic evaluation are used

to make recommendations to improve the

evaluation process, the graduate

attributes

and the achievement of the established goals?. Yes☐ No☐

Append evidence that the conclusions from the

evaluation meetings have generated specific

actions for improvement of the program. These

measures may include changes or

improvements

to the graduate attributes, how they are assessed, indicators, goals, among others.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

QUALITATIVE ASSESSMENT (ARGUMENTAT

92



4.3 ASSESSMENT OF SCHOOL PERFORMANCE

INDICATORS

What is assessed?

It is evaluated that the PE has adequate and documented processes to measure and

analyze school performance indices such as: failure, lag, retention, school dropout,

dropout, terminal efficiency, certification efficiency, result of integrative exams, etc., to

establish intervention actions to improve the PE.

Standard

The EP has defined and in operation adequate processes to measure and analyze school

performance indices such as: failure, lag, retention, school dropout, dropout, terminal

efficiency, certification efficiency, to establish intervention actions for the improvement

of the PE.

The terminal efficiency should be calculated based on 1.5 times the duration of the

curriculum.


Question Evidence

1. Are the school achievement rates

mentioned in this criterion

measured and analyzed

adequately and systematically?

Yes☐ No☐

Attach a well-founded description and evidence that

explains and shows that these school performance

indices are measured and analyzed adequately and

systematically for the PE.

Schedule 4.3.1.

2. Are there results of integrative tests (national standardized tests

similar to EGEL)?

Yes☐ No☐

Attach a well-founded description that describes whether the students in the program participate in

standardized integrative examinations at the national

level and present and discuss the results.

3. Are the results used to Attach a well-founded description that describes the

93



monitor the program?

Yes☐ No☐

monitoring and follow-up process to these indicators,

and include who is responsible.

3. Are the conclusions or observations of the analysis of the result of the school performance indices used to implement intervention actions in order to improve PE?

Yes☐ No☐

Append evidence of intervention actions to improve

the E


NOT ACHIEVED

PARTIALLY ACHIEVED

IT IS ACHIEVED, WITH RISK OF

NON-COMPLIANCE DURING THE VALIDITY OF

THE ACCREDITATION

IT IS ACHIEVED

OR IT IS EXCEEDED

☐ ☐ ☐ ☐


94



4.4 CONTINUAL IMPROVEMENT

What is assessed?

It is evaluated if the program has defined a systematic evaluation process with the participation of

faculty groups and representatives of stakeholders, supported by the results obtained in the

evaluation of the educational objectives, graduates attributes, indices of school performance, and

additional information.

It is evaluated if the program uses the results of the evaluation process to define specific strategies,

plans, and actions that contribute to its continuous improvement, regarding achieving its

educational objectives, graduate attributes, and other established indicators.

Standard

The program has defined and is in operation a formal and systematic process for the periodic review

of its results, which takes into account the results of the evaluation of its educational objectives,

graduate attributes, performance indexes and other indicators. In the process participate faculty

groups, and representatives of the stakeholders as well.

The program has one or more improvement cycles clearly defined and documented as a result of a

periodic evaluation.


Question Evidence

1. Is there a formal process of periodic

assessment and continuous improvement

of the program?

Yes☐ No☐

Append evidence of the process of periodic

assessment and continuous improvement of

the program.

Append spreadsheet 4.4.1.

2. This process uses the results of the

evaluation of the educational objectives

and graduate attributes of the program?

Yes☐ No☐

Append an argument description of the results

of the assessment of the educational objectives

and graduate attributes of the program.

Explain how these results are used.

3. In the process participate faculty and

representatives of the stakeholders of the

program?

Yes☐ No☐

Append evidence of the participation of faculty

and representatives of the stakeholders of the

programme in the evaluation process.

95



4. The process of assessment and continuous

improvement is currently in operation?

Yes☐ No☐

Attach evidence showing that the process of

assessment and continuous improvement is in

operation.

5. Is there at least one closed improvement

cycle which can display the complete

continuous improvement

process implementation?

Yes☐ No☐

Append evidence of results of at least one

closed cycle of continuous improvement that

explains how the results of the evaluation are

reflected in actions for the development of the

program.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


96



5. INFRASTRUCTURE AND EQUIPMENT.

The program must have sufficient infrastructure and equipment in safe conditions, access to

computer resources and library services; it should also have guides and user manuals available,

and a program of maintenance, modernization, and replacement as well, to attend their own

needs.

INDICATORS

1. Classrooms, laboratories, cubicles and support offices

2. Computer resources

3. Information center

4. Safety and use manuals

5. Maintenance, modernization and replacement

97



5.1 CLASSROOMS, LABORATORIES, CIBICULES AND SUPPORT OFFICES

What is assessed?

The adequacy and state of use of the facilities are evaluated, considering:

a. classrooms, laboratories, and workshops according to the school

enrollment, the program’s orientation, the educational model, and the

type of course;

b. cubicles and other working spaces for faculty;

c. spaces for support offices and to carry out cultural and sporting events and activities;

d. accessibility to the infrastructure for disabled people.

Standard

Classrooms

The number of classrooms and their characteristics are congruent to meet the

needs of the program, considering the enrollment and the educational model.

The furniture should be adequate, both in quantity and condition.

Laboratories

The laboratories and shops of the program are sufficient, considering the

standards established by CACEI, have the appropriate equipment and manuals

and operate under safe and hygienic conditions established by current

regulations. The furniture should be adequate, both in quantity and condition.

Cubicles and other workspaces for faculty

The cubicles and other working spaces for faculty are sufficient and functional to

allow them to carry out their activities. The furniture should be adequate, both

in quantity and condition.

98



Sports, cultural and academic facilities

The sports, cultural and academic facilities are sufficient to attend the enrollment

and support the comprehensive education of the students. The furniture should

be adequate, both in quantity and condition.

Other support and service spaces

The support and service facilities are sufficient, functional and comply with the

current norms of safety, hygiene, signage, and accessibility. The furniture should

be adequate, both in quantity and condition.

99




Question Evidence

1. The classrooms and their conditions are:

Spreadsheet 5.1.1

Append the justification of why were

assigned to each of the qualifications

under the headings a to i. Note: Accessibility, see glossary.

Copy spreadsheet 5.1.1 for each type of

classroom in the program.

2. Do laboratories and shops of the program meet the standards set by CACEI?

Yes☐ No☐

Append a comparative analysis

between standards required by CACEI

and those used in the operation of the

program.

Append spreadsheet 5.1.2 for each

laboratory that provides service to the program.

a. Sufficient Yes☐ No☐

b. Lighting Adequate ☐ Inadequate☐

c. Ventilation Adequate ☐ Inadequate☐

d. Noise Adequate ☐ Inadequate☐

e. Audiovisual

equipment

Adequate ☐ Inadequate☐

f. Furniture Adequate ☐ Inadequate☐

g. Accessibility Adequate ☐ Inadequate☐

h. Connectivity Adequate ☐ Inadequate☐

i. Hygiene Adequate ☐ Inadequate☐

a. Sufficiency Yes☐ No☐

b. Functionality Adequate ☐ Inadequate☐

c. Security Adequate ☐ Inadequate☐

d. Noise insulation Adequate ☐ Inadequate☐

e. Furniture Adequate ☐ Inadequate☐

f. Accessibility Adequate ☐ Inadequate☐

g. Connectivity Adequate ☐ Inadequate☐

h. Hygiene Adequate ☐ Inadequate☐

i. Audiovisual

equipment

Adequate ☐ Inadequate☐

Does not apply

☐

100



3. The

laboratori

es conditions

are:

Spreadsheet 5.1.3

and

workshops

and

their

Append the justification of why were

assigned to each of the qualifications

under the headings a to i. Note: Accessibility, see glossary.

Copy spreadsheet 5.1.3 for each type of

classroom in the program.

4. Do cubicles, and working spaces for faculty are

adequate and functional?

Yes☐ No☐

Append the description and analysis of

the characteristics and general situation

of cubicles and workspaces for faculty

involved in the program. In this analysis,

it is necessary to consider furniture,

availability, connectivity, accessibility,

safety, and hygiene.

5. Are there any relevant areas for activities that support the development of students?

Yes☐ No☐

Append the description and analysis of the characteristics and general situation of spaces for academic, sporting and cultural activities for students who participate in the program.

6. Do support and service spaces to the community

(faculty, students, staff) are sufficient and

functional?

Yes☐ No☐

Append the description and analysis of

the characteristics and the general

conditions of the support and service

areas to the community. In this analysis,

it is necessary to consider the cafeteria,

facilities, drainage systems, gardens,

common areas, accessibility, among

others.

7. Are there actions for the assurance of quality and

the continuous improvement of classrooms,

laboratories, cubicles and support offices?

Yes☐ No☐

Append an argument description with

the analysis and actions implemented

for continuous improvement.

101




NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


102



5.2 COMPUTER RESOURCES

What is assessed?

The existence and sufficiency of computer services including computer equipment, simultaneous

access capacity, connectivity, updated standard and specialized software, either free or licensed

and technical support, taking into account characteristics and enrollment of the program.

Standard

The program has sufficient and adequate computer resources taking into account their

characteristics and enrollment.


Question Evidence

1. The computer resources are sufficient and

adequate to meet the characteristics and

enrollment of the program?

Yes☐ No☐

Append an updated analysis between

availability of computing resources (computer

equipment, accessibility, connectivity and basic

and specialized software, whether free or

licensed) and the requirements demanded by

the program in its various courses, subjects or

learning units.

2. The computers are adequate and meet the

needs of the users?

Yes☐ No☐

Append an analysis and statistics that support

the level of use and satisfaction of users

concerning the computer equipment.

3. The connectivity is sufficient and meets the

needs of the users?

Yes☐ No☐


the level of use and satisfaction of users

concerning connectivity.

4. Is standard and specialized software

sufficient, up to date and meets the needs

of the users?

Yes☐ No☐


the level of use and satisfaction concerning the

software required by the program (standard

and specialized, either free or licensed).

103



5. Is the technical support required by the

computer resources timely, sufficient and

suitable?

Yes☐ No☐

Append an analysis of the degree of

satisfaction of users of technical support.

6. Are there actions for the assurance of the

quality and the continuous improvement

of computing resources?

Yes☐ No☐

Append the analysis and actions implemented

for continuous improvement.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


104



5.3 INFORMATION CENTER

What is assessed?

The existence, adequacy, and effectiveness of the services of an Information Center

in support of the objectives of the program are assessed. In particular, its capacity of

attention to users is evaluated, as well as the timeliness and availability of

information resources.

Standard

The program has sufficient, adequate and effective services of an Information Center

to meet the needs and the achievement of the educational objectives of the program.

It has the staff and infrastructure updated considering the technological progress to

give pertinent attention to the academic community of the program.


Question Evidence

1. The services of the Information Centre,

physical and remote, are sufficient,

adequate and effective to meet the needs

of the program?

Yes☐ No☐

Append the analysis that considers the degree

of satisfaction among current information

center services and the needs of the students

and faculty of the program in their different

courses, subjects or learning units.

This analysis must be supported by various

surveys applied to users (attention to requests

for acquisition, response to the needs of

availability and remote access, among others).

105



2. Are there actions for quality assurance and

continuous improvement of these services

plan?

Yes☐ No☐

Append the catalog of the resources available to

the users, either in printed or electronic form.

Include the capacity of the information center

and its daily working hours.

106



3. Does exist use, compliance, and acceptance

of the Information Center by students of

the program?

Yes☐ No☐

Attach the satisfaction survey of students.

4. Are there useful and current technological

resources of information relevant to the

program?

Yes☐ No☐

Append the correlation between the resources

available at the information center and the

bibliographical references cited in the

curriculum of the program.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


107



5.4 SAFETY AND USER MANUALS

What is assessed?

The existence, validity, and availability of guides and manuals for the proper use of

tools, equipment, computer resources and available laboratories are evaluated. These

documents should emphasize the safety aspects of users, equipment, spaces and

contingency plans.

Standard

Guides and manuals are available for the appropriate and safe use of the different

tools, equipment, computer resources and laboratories available, strategies or

methods followed to give proper guidance to users, as well as contingency plans for

various facilities and equipment.


Question Evidence

1. Are there guides and user manuals for tools,

equipment, computing resources and

laboratories to meet the needs of the

program?

Yes☐ No☐

Append an analysis of the guides and manuals

for the use of tools, equipment, computing

resources and laboratories that are related to

the program. Consider the availability and

current of the guides and manuals.

2. Do the guides and manuals include aspects

of security for the users, computers, and

working spaces?

Yes☐ No☐

Append samples that both guides and manuals

for the use of tools, equipment, computing

resources and laboratories related to the

program meet their purpose.

108



3. Is there a strategy precise and efficient to

provide training to the users about the

handling and safe use of tools, equipment,

computing resources and laboratories

related to the program?

Yes☐ No☐

Append the document describing the procedure

to carry out the guidance of students. Includes

lists of students who have been duly prepared

to make use of tools, equipment, and

laboratories.

109



4. There are contingency plans in the case of

accidents or incidents in the facilities or for

the use of equipment that is related to the

program?

Yes☐ No☐

Append the contingency plans to respond to the

main types of accidents and events that may

occur both in the facilities or during the use of

equipment related to the program.

5. Are the contingency plans known and put

into practice on a regular basis plans to the

academic community?

Yes☐ No☐

Append evidence that the contingency plans are

known by the academic community and that

drills are carried out.

6. Are there actions for the continuous

improvement of the contingency plans and

quality assurance?

Yes☐ No☐

Append an argument description that

substantiate the analysis and actions

implemented for continuous improvement.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


110



5.5 MAINTENANCE, MODERNIZATION AND REPLACEMENT

What is assessed?

The existence and fulfillment of a program of preventive and corrective

maintenance of equipment and installations, as well as of a program of updating

or modernization of the same are evaluated.

Standard

Existence and fulfillment of a program of preventive and corrective maintenance

of equipment and facilities, as well as a plan to update or modernize them.


Question Evidence

1. Does the program have

maintenance programs?

Preventive Yes☐ No☐

Corrective Yes☐ No☐

Append the document validating the preventive

and corrective maintenance in the program,

signed by the appropriate authority.

2. Does the program have plans to upgrade or

modernize equipment and facilities?

Yes☐ No☐

Append the official document validating the

plans to update or modernize the equipment

and installations of the program, signed by the

appropriate authority.

3. Do the programs of maintenance, upgrade

or modernization of equipment and

installations have scheduled dates and

dates of compliance?

Yes☐ No☐

Append at least a report of compliance

programs of maintenance, upgrade or

modernization of the equipment and facilities,

with evidence of received by the appropriate

authority.

111




NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


112



6. INSTITUTIONAL SUPPORT.

The program must demonstrate that institutional support and leadership are based on

efficient management, leadership, and management processes and are adequate to

ensure its quality, continuity, and provide an environment in which learning outcomes are

achieved.

INDICATORS

1. Institutional leadership

2. Institutional services

3. Financial resources

4. Support staff

113



6.1 INSTITUTIONAL LEADERSHIP

What is assessed?

It is evaluated that the program has an organizational structure, normativity, and

institutional leadership, that gives certainty to the entire administrative, academic and

student community on the policies and regulations in operation. Also, that the planning

documents that allow to make decisions, evaluate and follow up the development and

improvement of the program are in place.

It is also evaluated that the person in charge of the program has the necessary competencies,

he/she should demonstrate his/her capacity regarding the initiative, and manage, convene,

promote, encourage and evaluate the program efficiently and effectively.

Standard

The program has an organizational structure, current regulations, and institutional

leadership, which give certainty to the entire administrative, academic and student

community about policies and rules in operation. The planning documents that allow taking

decisions, evaluate and follow up the development and improvement of the program are in

place.


Question Evidence

1. Is there a defined organizational structure

that supports the effective operation of

the program?

Yes☐ No☐

Append the organizational structure chart and a

description of its functioning regarding the

operation of the program.

2. Is there a regulation that defines functions for each position described in the

organizational structure as well as the

rights and obligations of the members of

the community?

Append an official document describing the functions for each position included in the

organizational structure, as well as the rights

and obligations of the members of the

community.

114



Yes☐ No☐

3. Do the program, the school and the

institution have articulated and coherent

development plans?

Yes☐ No☐

Append action or development plans that

include the mission, values, principles, vision,

policies, programs and strategies that guide the

development of the program and show

evidence of its dissemination, as well as how

they are followed2up and evaluated.

4. The Coordinator or head of the program has an academic background or experience

related to the program and has the

academic management skills?

Yes☐ No☐

Append the curriculum vitae, in extenso, of the Coordinator or responsible for the program that

includes supporting documents.

5. Is there some systematized mechanism to

know the level or degree of acceptance

that the program and its graduates have in

the various sectors of influence?

Yes☐ No☐

Append evidence of the application of the

mechanism and results on the level of

acceptance of the program and its graduates.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


115



6.2 INSTITUTIONAL SERVICES

What is assessed?

It assesses whether the program has the institutional, academic and administrative support

services that are sufficient, timely and effective for the achievement of its educational objectives.

Standard

Adequate, timely and efficient institutional, support, academic and administrative support

services are available to achieve the programs' educational objectives.


Question Evidence

1. Does the program offer students academic

support like tutoring, advising, guidance,

and counseling?

Yes☐ No☐

Append an analysis and evidence of the

operation of academic support services to

students and their impact on the improvement

of the indices of the program.

2. Does the program offer the student the

administrative support that facilitates

their entry, permanence, and graduation?

Yes☐ No☐


operation of the administrative support services

to students and their impact on the

improvement of the indices of the PE.

3. Does the program offer student services:

medical, health and welfare?

Yes☐ No☐


operation of health and welfare services to students and their impact on the improvement

of the indices of the program.

116



4. Does the program have an exchange with

various sectors using several strategies to

strengthen the education of the students?

Yes☐ No☐


operation of the various strategies to

strengthen the education of the students and

their impact on the improvement of the

indicators of the program.

Include the links and extension services through

the results of actions arising from the

agreements.

5. Does the program have a mechanism that

facilitates decision making whereas

relevant information obtained from the

various institutional support services?

Yes☐ No☐

Append an analysis and evidence of the impact

of various institutional support services.


NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


117



6.3 F INANCIAL RESOURCES

What is assessed?

It is assessed whether the financial resources of the program are sufficient to achieve its

objectives.

Standard

The program has sufficient financial resources to achieve its objectives.


Question Evidence

1. The financial resources available are

sufficient for the operation and

improvement of the program?

Yes☐ No☐

Append an analysis and evidence that the

financial resources allocated for the operation

and improvement of the program were

exercised as planned.

2. Does the program obtain

additional resources to the regular

budget?

Yes☐ No☐

Attach an analysis and evidence of additional

resources to enhance the development of the

program.

Include activities of the Board of Trustees, linkage projects, professional services, among others.

118




NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐


119



6.4 SUPPORT STAFF

What is assessed?

It is assessed whether sufficient support staff is available and able to develop support

activities that ensure, within the scope of their competence, the fulfillment of the

objectives and goals of the program.

Standard

The support staff is sufficient and able to develop supporting activities that ensure,

within the scope of their competence, the fulfillment of the objectives and goals of the

program.


Question Evidence

1. Is the program supported by a set of

sufficient and qualified staff that facilitate

the achievement of the educational goals?

Yes☐ No☐

Append a description of the activities of the

areas of support and its impact on achieving the

educational objectives of the program.

Included personnel from the areas of

laboratories, shops, clinics, offices and library

services, psychological support, vocational

guidance, medical services, school services,

cultural activities and sports, among others.

2. Does the program have mechanisms that

allow knowing the degree of satisfaction of

the academic community concerning the

support services?

Yes☐ No☐

Append the analysis of information obtained

from the mechanisms for knowing the degree of

satisfaction of users concerning support

services.

120




NOT ACHIEVED

PARTIALLY ACHIEVED


ACCREDITATION

IS ACHIEVED OR

EXCEEDED

☐

☐

☐

☐

QUALITATIVE ASSESSMENT (ARGUMENTATIO

121



Schedules

Criterion 1. Academic Personal

Schedule 0, to register for every member of the personal academic, the pertinent

information with regard to their academic formation, diversity in the career, effective

communication, experience and competition in teaching, investigation, practice of

the design, practice of the engineering design, productivity in investigation,

technological, clear or similar development, participation in colleges, professional,

scientific associations, of engineering and programs of support to the company,

participation in extracurricular activities related to the EP (Educative Program),

participation in the analysis and update of the study plan.

Schedule 0 – Summarized Curriculum Vitae

IMPORTANT: The CV must limit to a maximum extension of two (2) sheets of paper, additional documents will not be accepted.

Number of professor (from 001 to 999)

Last name Name (s)

Age Birth Date (dd/mm/yyyy) Occupation in the institution

Academic Formation

Level Name (include specialty)) Institution and country Year of obtaining

Professional certificate

D S MD PhD

Teaching Training

Training Type Institution and country Year of obtaining Hours

Update to discipline

Update type Institution and country Year of obtaining Hours

122



Academic Management Write down the activities or academic positions performed in chronological diminishing order: first the most recent (or current) and of last more old.

Activity or position Institution Since: (month and year) Up to: (month and year)

Academic products Academic relevant products in the last five (5) years related to the EP. Include the relevant, such information as: for publications, title, author (s), where it published or presented, dates of publication or presentation, etc.; for patents or technological developments, type, number of record, scope, etc.

Number Description of the academic product

Professional experience (not academician) Write down the activities or positions recovered in order

Activity or occupation Organization or company Since: (month and year) Up to: (month and year)

Experience on engineering design Write down the type of experience in design, the place where it was realized, the number of years and, in this case, this way some another relevant information.

Organization Period (years) Level of experience

Professional achievements (not academicians) relevant in the last five (5) years related to the EP. Include the relevant, such information as: title, author (s), name of the achievement, relevancy, where it was realized, etc.

Achievement Description

123



Membership or participation in Colleges, Chambers, scientific associations or some another type of organism professional. Write down the name of the organism, the type of membership or participation, the number of years and, in this case, some another relevant information.

Organization Period (years) Level of participation

Prizes, distinctions or received recognitions Include the relevant information, name of the prize, organism that grants it, motives for it is granted, etc.

Description of the prize or recognition

Participation in the analysis or update of the EP, or in extracurricular activities related to the EP. With a maximum of 200 words, outline which has been his participation in relevant activities of the EP, such as: design the EP, design of subject (s) of the EP, analysis of indicators of the EP, participation in collegiate bodies of the EP, participation in groups of constant improvement of the EP, etc.; in extracurricular activities related to the EP; or in both types of activities.



124

Schedule 1.1.1, To register for each person fo the faculty, the pertinent data respect to their academic formation, king of contract. Senority, training in teaching, participation on proffesional asociations, course load and proffesor evaluation.

1 2 3 4a 4b 5a 5b 6a 6b 7a 7b 8a 8b 9a 9b 10 11 12 13a 13b 13c 13d 14a 14b 14c 14d

Number Name Category TipoIn the

institutionEn el PE Name L Name L Name L Name L Degree Postgraduate Another (specify)

Evaluation

of his

performan

ce in the

courses of

the EP

Degree Postgrade Another (specify)

Evaluation of his

performance in the

courses of the PE*Z30

(it is will have to

include students'

evaluation, couples

and authorities only

considering his

activity in the PE)

0 0 0 0 0 0 0 0 0 10 10

##### #¡DIV/0! #¡DIV/0! ### ### ### ### #¡DIV/0! #¡DIV/0! #¡DIV/0! #¡DIV/0! #¡DIV/0!

0 0 0 0 0 0 0 0 0 10 10

##### #¡DIV/0! #¡DIV/0! ### ### ### ### #¡DIV/0! #¡DIV/0! #¡DIV/0! #¡DIV/0! #¡DIV/0!

Participation

in Colleges,

Professional

Associations,

or similar (1

to 4)

Degree

Teachers who take part in the educational program (EP) assigned to the Department /Faculty/ Departament Unit who administers the PE. To indicate with boldfaces and underlined the courses of Sciences of the Engineering and Applied Engineering.

Courses given in the scholar cycle 2014-2015 Courses given in the scholar cycle 2015-2016

Age

Current contractSpeciality

Adding

Major

Academic

Level (1 to

4)

Teacher

Training (1

to 4)

Years of participationProfessor

Average

Doctorate

Schedule 1.1.1 - Summary of faculty

Master Degree

Adding

Teachers who take part in the educational program (EP) assigned to the Department /Faculty/ Departament Unit who administers the PE. To indicate with boldfaces and underlined the courses of Sciences of the Engineering and Applied Engineering.

Academic Formation



125

CRITERION 3. STUDY PLAN Schedule 3.3.1 a, 3.3.1 b y Summary of schedules 3.3.1.a y 3.3.1b, to register the curriculum of courses, subjetcts or units of learning by area and type of hours (teorical o practical).

Nu

mKey Description HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P

1 0 0 0 0 0 0 02 0 0 0 0 0 0 03 0 0 0 0 0 0 04 0 0 0 0 0 0 05 0 0 0 0 0 0 06 0 0 0 0 0 0 07 0 0 0 0 0 0 08 0 0 0 0 0 0 09 0 0 0 0 0 0 0

10 0 0 0 0 0 0 011 0 0 0 0 0 0 012 0 0 0 0 0 0 013 0 0 0 0 0 0 014 0 0 0 0 0 0 015 0 0 0 0 0 0 016 0 0 0 0 0 0 017 0 0 0 0 0 0 018 0 0 0 0 0 0 019 0 0 0 0 0 0 020 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Basic SciencesEngineering

Sciences

Course, subject or unit of learning

To indicate to what axis it belongs and the number of hours of the course

Applied Engineering and

Engineering DesignApplied

Engineering

Engineering

Design

Economic-

Administrativ

e Sciences

Additional

Courses

Social

Sciences and

Humanities

Total

Schedule 3.3.1

Curriculum of the courses, subjects or units of learning for axis

Instructions To include besides the regular courses, the social service, the professional practice and stays when these

To include the Theoretical hours (TH), the Practical Hours (PH), be these of laboratory, in the classroom

To list all the obligatory courses in order, beginning from the first period (semester or similar).

To include the necessary rows to show the totality of the courses of the study plan (EP).



126

Nu

mKey Description HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P

1 0 0 0 0 0 0 02 0 0 0 0 0 0 03 0 0 0 0 0 0 04 0 0 0 0 0 0 05 0 0 0 0 0 0 06 0 0 0 0 0 0 07 0 0 0 0 0 0 08 0 0 0 0 0 0 09 0 0 0 0 0 0 0

10 0 0 0 0 0 0 011 0 0 0 0 0 0 012 0 0 0 0 0 0 013 0 0 0 0 0 0 014 0 0 0 0 0 0 015 0 0 0 0 0 0 016 0 0 0 0 0 0 017 0 0 0 0 0 0 018 0 0 0 0 0 0 019 0 0 0 0 0 0 020 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Instructions To include besides the regular courses, the social service, the professional practice and stays when these

Additional

CoursesApplied

Engineering

Engineering

Design

Schedule 3.3.1b - Optional Courses

Organization curricular of the courses, subjects or units of learning for axis


To include the Theoretical hours (TH), the Practical Hours (PH), be these of laboratory, in the classroom

To list all the obligatory courses in order, beginning from the first period (semester or similar).

To include the necessary rows to show the totality of the courses of the study plan (EP).

Basic Sciences

To indicate to what axis it belongs and the number of hours of the course

Engineering

Sciences

Applied Engineering and

Engineering DesignSocial

Sciences and

Humanities

Economic-

Administrativ

e Sciences

Total



127

HT HP T+P HT HP T+P HT HP T+P HT HP T+P HT HP T+P

Requiered Courses 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Optional Courses 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Percentage of the Total of

hours of the EP### ### #### ### ### #### ### ### #### ### ### #### ### ### #### ### ### #### ### ### #### #### #### ####

Summay of the Schedule 3.3.1.a y 3.3.1bApplied

Engineering

Total of hours

of the

Educational

Engineering

DesignBasic Sciences

Engineering

Sciences

Social

Sciences and

Humanities

Economic-

Administrativ

e Sciences

Additional

Courses



128

Schedule 3.3.2, To identify and register for all the programs of subjetcs, units of learning or courses: their type (obligatory or optative) and an analysis of identified strenghts and weaknesses which consider the stablished requirements by CACEI in the template.



129



130

Schedule 3.5.2, To register the mapping of graduate attributes of EP related with their educational objetives.

Schedule 3.5.3, To register in case to justify the equivalent between attributes of EP and CACEI.

1 2 3 4 5

1

2

3

4

5

6

7

8

9

10

Attributes of graduation of EP

INSTRUCTIONS:

Educacional Aims of EP

Schedule 3.5.2

Map of the Attributes of graduation with regard to the educational objectives

To include all the educational aims of the EP. To add so many columns since is necessary.

If it is necessary, modifying the high place of the rows in order that the text is visible.

To include all the attributes of graduation of the EP. To add so many rows since is necessary.

To cross the cell when an attribute of graduation contributes to the achievement of an educational aim of the EP.

Justify

Describe the Educational Aim Describe the Educational Aim Describe the Educational Aim Describe the Educational Aim Describe the Educational Aim



131

.

1

2

3

4

5

6

7

8

9

10

Attributes of graduation


proposed by the CACEI

INSTRUCTIONS:

Schedule 3.5.3

Map of the graduation attributes proposed by the CACEI with regard to the graduation attributes of the EP

To include all the attributes of graduation of the EP. To add so many rows since is necessary.

If ti is necessary, modifying the high place of the rows in order that the text is visible.

When a relation exists between the attributes of graduation proposed by the CACEI and those of the EP. Write down the justification in its cell.

7. To work in groups

effectively who

establish goals, they

plan tasks, fulfill

deadlines and analyze

risks and uncertainty.

1. To identify, to

formulate and to solve

problems of

engineering applying

the beginning of

Engineering, Sciences

and Mathematics.

2. To apply, to analyze

and to synthesize

processes of design of

engineering that

result in projects that

fulfill the specified

needs.

3. To develop and to

lead suitable

experimentation; to

analyze and to

interpret information

and to use the

engineering mind to

establish conclusions.

4. To communicate

really with different

audiences.

5. To recognize his

ethical and

professional

responsibilities in

relevant situations for

the engineering and

to realize informed

judgments that must

consider the impact of

the solutions of

engineering in the

globally,

economically,

environmental and

socially contexts.

6. To recognize the

permanent need of

additional knowledge

and to have the skill to

locate, to evaluate, to

integrate and to apply

this knowledge

adequately.



132

CRITERION 4. VALUATION AND CONTINUOUS IMPROVEMENT

Schedules 4.2.1, 4.2.1 a y 4.2.1 b, to register each attribute of the graduate, how the study plan is mapped inside, what tools or instruments of assessement are used, what indicators are definied to assess, the frequency of assessement and what goals are expected to achieve.

Núm

.Key Name of the course

1

2

3

4

5

6

7

8

9

10

11

12


INSTRUCTIONS:

Schedule 4.2.1

Map of contribution of the courses of the EP to the graduation attributes

of the CACEITo list all the required courses of the EP of the first one to the last semester/trimester/etc. Rows add if it is needed.

If it is necessary, modifying the high place of the rows in order that the text is visible. In case the students have optional

equivalent and that they are taken by the totality of the students to consider in this mapping.

To cross all the cells in which there appears the contribution of every course to achieve the attributes of graduation of the

CACEI.

7. To work in

groups.

1. To solve

problems of

engineering.

2. To realize

suitable

processes of

design of

engineering.

3. To realize

suitable

experimentation

.

4. To

communicate

effectively

5. To recognize

its ethical and

professional

responsibilities.

6. To get up-to-

date

permanently.

Graduation attributes of the CACEI



133

Núm

.Key Name of course

1

2

3

4

5

6

7

8

To cross cells which show the contribution of course to the attributes of graduation of EP.

To show the courses where finish to develop each one of the attributes, Señalar en qué cursos se termina de desarrollar cada

uno de los atributos closing in a circle.


INSTRUCTIONS:

Schedule 4.2.1a

Map of contribution of Courses of EP to Attributes de graduation of EP

71 2 3 4 5 6

Attributes of graduation of EP

To list the courses of EP (obligatory and optative) of each period, form first one to last one, which impact to the totality of

students of EP. Add rows and columns if it is necessary.

If it is necessary, modify the rows for the text can be legible.



134

AE1 I1

AE1 I2

AE1 I3

AE1 I4

Key Name

…

Schedule 4.2.1b

Tools to assess the attributes of graduation by EP courses

Key of attribute and

indicatorsDescription of Attribute of graduation and its indicators

INSTRUCTIONS:For each definied attribute of graduation to the EP for assess, to list the courses which contribute to each attribute and indicate where was evaluated its

achievement; used strategies and tools for the assessement of itself, the responsable or responsables of the course or courses, also the evidence or report

of argued results.

Responsable for apply the

instrument and repor

Scoring of

results2

AE1

Plan de Evaluación

GoalCourse, subjetc or unit of learning Group or

sectionInsitrument of assessment1Indicator

Evaluated

Period



135

Schedule 4.3.1, to register the levels of registrar los índices de school performance by cohort.

Schedule 4.4.1, to register the plan of improvement which contain goals, actions, expected results, compliance time and

Periodicity

1 2 3 4 5 = 4 / 3 6 7 = 6 / 3 8 9 = 8 / 3

Cohorts

equivalents to 5

years (biannual,

quarterly,

fourmontly, etc.)

Period of cohort

(month and year to

begin and month

and year to finish).

Example: 9/2010 -

7/2014

Number of students

of cohort

Number of students

who are kept on the

EP

Percentage of

students who are

kept on the EP.

Number of

graduates of the

cohort

Terminal efficency

(graduate / entrence by

cohort).

Considering 1.5 times

the official period of

EP.

Number of

graduate by cohort

Percentage of

graduate (graduate

/ entrence by

cohort)

123456789

10

1 2 3 4

Subject

Location (biannual,

quarterly,

fourmontly, etc.)

Period of

teaching

Levels of failure

(%)

Number of periods by year

Schedule 4.3.1

Assessment of indicators of school performance by cohort

Subjects with high level of failure

Complete the schedule 4.3.1 including requested information.

The terminal efficiency should calculate considering 1.5 times the official period of EP.

Instructions:

Indicate the periodicity to teaching of subjects (courses, modules, etc.) of EP. This can be: biannual, quarterly, fourmontly or

another modality.

Indicate how many periods are offered by year (biannual, quarterly, fourmontly or another modality).



136

responsables as part of the process of continual assessment and improvement.

Number OE AE IR Ot Description

NOTE:

Schedule 4.4.1 - Improvement Plan

Hallazgo

OE = Learning Objetive; AE = Attribute of graduation; IRE = Level of school perfomance; Otr. = Other.

Action(s) of improvement Expexted Result(s) Goal Deadline Responsable



137

CRITERIA 5. INFRASTRUCTURE AND EQUIPMENT Schedule 5.1.1, to register characteristics of each one of the diferent types of school.

Type of room:

a. Sufficient Yes No

b. Lighting Adequate Inadequate

c. Ventilation Adequate Inadequate

d. Noise Adequate Inadequate

e. Audiovisual equipment Adequate Inadequate

f. Furniture Adequate Inadequate

g. Accessibility Adequate Inadequate

h. Connectivity Adequate Inadequate

i. Hygiene Adequate Inadequate

Schedule 5.1.1 - Characteristics of the classrooms



138

Schedule 5.1.2, to register the equipment for each one of the laboratories which provide service to EP. Only list the lab equipment asociated to practical,

simulations or activities related with students and professors of the evaluated program.

Schedule 5.1.2 -Lab equipment

Name of lab:

N°

Main equipment of the lab Quantity

1

2

3

4

5

6

7

8

9

10



139

Schedule 5.1.3, to register characteristics of each one of the diferents labs which provide service to EP.

Lab or workshop:

a. Sufficiency Yes No

b. Funtionality Adequate Inadequate

c. Security Adequate Inadequate

d. Noise insulation Adequate Inadequate

e. Furniture Adequate Inadequate

f. Accessibility Adequate Inadequate

g. Connectivity Adequate Inadequate

h. Hygiene Adequate Inadequate

i. Audiovisual equipment Adequate Inadequate

No apply

Schedule 5.1.3 - 3. Characteristics of the labs and workshops

P-CACEI-DAC-03-DI03 Version 2, Revision 2


131

ANNEX 1: MINIMUM CONTENTS FOR ENGINEERING PROGRAMS. CONTENT

ANNEX 1: MINIMUM CONTENTS FOR ENGINEERING PROGRAMS. ........................................................ 131

A. DESCRIPTION OF THE CURRICULUM AND ORGANIZATIONAL CURRICULAR CRITERIA 132

B. GRADUATE ATTRIBUTES OF ENGINEERING EDUCATIONAL PROGRAMS ...................................................... 135

1. AERONAUTICAL, Aerospace, or SIMILAR ENGINEERING.................................................................................................... 138

2. BIOMEDICAL OR SIMILAR ENGINEERING. .......................................................................................................................... 139

3. ENGINEERING IN BIOTECHNOLOGY OR SIMILAR ............................................................................................................... 140

4. CHEMICAL OR SIMILAR ENGINEERING ............................................................................................................................... 142

5. CIVIL ENGINEERING, ENGINEERING IN CONSTRUCTION OR SIMILAR. .............................................................................. 143

6. ENGINEERING IN COMPUTATIONAL SCIENCES, COMPUTER ENGINEERING OR SIMILAR ................................................. 144

7. ELECTRICAL ENGINEERING, ELECTRONIC ENGINEERING, TELECOMMUNICATIONS OR SIMILAR ENGINEERING .......................................................................................................................................... 148

8. ENVIRONMENTAL OR SIMILAR ENGINEERING ................................................................................................................... 150

9. INDUSTRIAL ENGINEERING, PRODUCTION OR SIMILAR ENGINEERING............................................................................. 152

10. ENGINEERING IN MANUFACTURE OR SIMILAR ............................................................................................................... 154

11. METALLURGICAL ENGINEERING, MATERIAL OR SIMILAR ENGINEERING. ....................................................................... 155

12. ENGINEERING IN MINES OR SIMILAR. ............................................................................................................................. 156

13. GEOLOGICAL ENGINEERING OR SIMILAR NAMES ............................................................................................................ 157

14. MECHANICAL ENGINEERING AND SIMILAR PROGRAMS. ................................................................................................ 158

15. NAVAL ENGINEERING, ENGINEERING IN NAVAL ARCHITECTURE, MARINE ENGINEERING OR SIMILAR ......................... 160

16. AGRICULTURAL, FOREST ENGINEERING OR SIMILAR TERMS .......................................................................................... 160

17. NUCLEAR, RADIOLOGICAL AND SIMILAR ENGINEERING ................................................................................................. 161

18. BIOLOGICAL ENGINEERING, BIOLOGICAL SYSTEMS, FOOD OR SIMILAR NAMES ............................................................ 161

19. ENGINEERING IN CYBER SECURITY, COMPUTATION SECURITY, CYBER OPERATIONS, OR SIMILARNAMES .................... 163

20. PHYSICAL ENGINEERING OR SCIENCES OF ENGINEERING OR RELATED .......................................................................... 163

21. PHOTOMETRY ENGINEERING, AND IN OPTICS OR RELATED ........................................................................................... 164

23. ENGINEERING IN TOPOGRAPHY AND GEOMATICS .......................................................................................................... 165

24. ENGINEERING IN BUSINESS MANAGEMENT AND RELATED ............................................................................................ 165

25. OCEAN ENGINEERING ...................................................................................................................................................... 166

ANNEX 2: INFRASTRUCTURE, EQUIPMENT AND FACILITIES THAT MUST BE AVAILABLE FOR THE IMPLEMENTATION OF THE COURSES OF THE CURRICULUM. ................... 167

Annex 3: Glossary .......................................................................................................................... 176



132

A. DESCRIPTION OF THE CURRICULUM AND ORGANIZATIONAL CURRICULAR CRITERIA.

Duration of the Curriculum

The total duration of the curriculum must be specified, which in no case may be

less than the equivalent in instructional time, at the university level, of 2600

hours. For activities that are not lectures, laboratories, tutorials or workshops,

such as research projects, internships and practices in the industry, the Institution

must report the equivalent in hours under the supervision of a facilitator,

indicating the procedure used for such calculation.

CACEI may consider situations that deviate from this approach and this

methodology, provided that a convincing documented justification is presented

to support them and evidence that an innovation process in engineering

education is in progress following the Educational and Academic Academic

declared by the Institution.

Minimum Components of the Curriculum

The contents of the Learning Units, or subjects of the curriculum for a degree in

engineering, taught in a national HEI, for evaluation purposes are grouped into

seven categories:

Basic sciences, minimum 800 hours; Engineering Sciences: minimum 500 hours;

Engineering Design: minimum 250 hours, and Applied Engineering, with a

minimum of 250 hours, but the combination of both should not be less than 800

hours. Social sciences and humanities: minimum 200 hours; Administrative and

Economic Sciences, to meet the needs of management, finance, governance,

among others, with a minimum of 200 hours; and Complementary Courses:

minimum 100 hours.



133

Basic Sciences

It includes mathematics at the university level, physics and chemistry with

practical work in the laboratory, and biology with a laboratory for bioengineering.

Mathematics should consist of at least the topics corresponding to linear algebra,

differential and integral calculus, differential equations, probability, statistics and

numerical analysis. The minimum must be 800 hours.

Engineering Sciences

Engineering sciences include applying mathematics and natural sciences to the

analysis and solution of practical problems. They involve the development of

numerical or mathematical techniques, as well as modelling, simulation and

experimental processes. These contents must be relevant to the “state of the art”

of the profession. They may include several of the following aspects, as

appropriate to the nature of each discipline: strength of materials,

thermodynamics, fluid mechanics, solid mechanics, electrical circuits, electronic

systems, automatic control, environmental sciences, soil mechanics, computer

science, transport phenomenon, materials sciences, aerodynamics and

geotechnics.

It should also favour the inclusion of contents of other professions of engineering,

other than those of the program, which enable assessment and exposure to the

multidisciplinary perspective. It should be encouraged, in the development of the

contents of engineering sciences, that the program is at the level



133

of the “state of the art” in the use of the relevant engineering tools. Adequate

laboratory experience must be ensured, as a complement to the theoretical

aspects of the subjects in which the instruction in safety principles, standards and

procedures is taken into account.

Engineering Design

Engineering design integrates mathematics, natural sciences, engineering

sciences and social sciences to develop elements, systems and processes, to meet

specific needs. It is a creative, interactive and open- ended process, subject to the

restrictions imposed by standards, regulations, economic, health, safety,

environmental or society factors, as appropriate. The curriculum must culminate

with a significant design experience, which is relevant, that integrates the

knowledge and skills acquired during the entire educational process, and that

facilitates the involvement of students in the practice of teamwork and

management of projects. This experience must be supervised by a faculty

qualified for the professional practice of engineering. For CACEI, the learning

result must include the generation of a product or process, the improvement of

the same or the adaptation to a different context.

Applied Engineering

Integrates the application of basic sciences, engineering sciences considering the

social, economic and environmental context in the solution of engineering

problems, in compliance with standards, social, economic and environmental

impact, and using the appropriate technological tools. The educational program

in its final phase should seek students to develop a capstone project that

integrates the axes of the curriculum and addresses the solution of real context

problems in a real scenario.



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Social Sciences and Humanities

The curriculum must be oriented to develop in the student a social awareness of

the impact of the technical solutions of both design and applied engineering. In

this category, Mexico's problems associated with engineering, ethics, legislation

and norms, as well as issues related to labour and interpersonal relationships are

addressed, and the basis for analyzing the social impact of a technical engineering

solution is acquired.

Economic and Administrative Sciences

The curriculum must have an axis of learning units that are oriented to develop

the competences of the graduate to administer, manage, evaluate the results,

plan and negotiate an engineering project as well as to manage personnel. It

includes tools for planning, management, unit costs, marketing, economic

engineering, among others that allow determining the economic viability of a

project as well as its impact.

Complementary Courses

The themes and activities associated with the strengthening of soft skills, so

crucial for an engineering professional, are also developed in the curriculum. This

category includes courses such as study habits, seal courses declared in some

HEIs, creativity, entrepreneurship, among others.



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B. GRADUATE ATTRIBUTES OF ENGINEERING EDUCATIONAL

PROGRAMS

The attributes of the graduates are defined as:

Graduate attributes form “a set of individually assessable outcomes that are the

components indicative of the graduate's potential to acquire competence to

practise at the appropriate level” (IEA, 2013). The educational program under

assessment must demonstrate the effectiveness and relevance of the policies and

actions that it carries out for the incorporation of the attributes in the educational

process of the graduates. The policy that establishes the incorporation of the

approach based on graduate attributes in the educational process and evidence of

the commitment of teachers and academic authorities to assume this approach must

be presented. The mapping of the graduate attributes must be reported, indicating in

which subject or in which academic cycle a certain attribute is developed or

evaluated and the corresponding level achieved (initial, intermediate or

advanced), the tools and indicators developed for verify the achievement of each

of the attributes, as well as the results obtained from its application in the last

two years. The minimum graduate attributes to demonstrate its achievement are:

1. Identify, formulate and solve complex engineering problems by applying the

principles of basic science and engineering.

1.1 Engineering Knowledge: Ability to apply knowledge at the university level

of basic sciences, engineering sciences and an engineering specialization to

solve complex engineering problems.

1.2 Problem analysis: Ability to use the appropriate knowledge and skills to

identify, formulate, research literature, analyze and solve complex

engineering problems reaching substantial conclusions using principles of,

basic sciences and engineering sciences, taking into account cultural, social,

economic and environmental impacts.



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1.3 Environment and sustainability: Ability to understand and evaluate the

sustainability and impact of professional engineering work, in solving complex

engineering problems in societal and environmental contexts.

1.4 Engineering and society: Ability to apply reasoning informed by contextual

knowledge to assess of social, health, safety, legal, cultural, economic and

consequent responsibilities, relevant to the professional engineering practice

and the solution to complex engineering problems.

2. Apply, analyze and synthesize engineering design processes that result in

projects that meet the specified needs.

2.1 Ability to design systems, components or processes that meet specific needs,

taking into account appropriate considerations for public health, safety, relevant

standards, as well as cultural, social, economic and environmental aspects

3. Develop and conduct adequate experimentation, analyze and interpret data

and use engineering judgment to draw conclusions.

3.1 Research: Ability to conduct investigations of complex problems, through

appropriate research-based knowledge and methods, including the scientific

method, design of experiments, analysis and interpretation of data and synthesis

of information to provide valid conclusions.

4. Communicate effectively with different audiences

4.1 Written communication: Ability to communicate in writing through any type

of engineering document: project report, technical report, article, etc., complying

with the rules of grammar and syntax.

4.2 Oral communication: Ability to argue, expose, negotiate and communicate

information orally, using verbal and nonverbal language, being aware of the

active listening of different audiences.

4.3 Technological communication: Ability to create, select, apply, adapt and

expand appropriately modern techniques, resources and tools of engineering and

information technology, including prospecting and modeling of complex

engineering problems, with an understanding of the limitations.



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4.4 Communication in a second language: Ability to communicate in English

language, at least in writing, and understand technical reading in English

language.

5. Recognize their ethical and professional responsibilities in situations relevant

to engineering and make informed judgments, which must consider the impact

of engineering solutions in global, economic, environmental and social contexts.

5.1 Social sciences: Ability to apply ethical and equity principles, committing to

justice and the duty of professional practice, with the responsibilities and

international standards of engineering practice. It includes carrying out the Social

Service as established by Law.

6. Recognize the ongoing need for additional knowledge and have the ability to

locate, evaluate, integrate and apply this knowledge properly.

6.1 Lifelong learning: Ability to recognize the need for continuing education and

the ability to engage in a process of independent life-long learning, identifying

and conducting their own educational needs, in a context of broad technological

change.

6.2 Use of modern information search tools: Ability to identify, select, use and

properly expand the relevant information that allows to solve complex

engineering problems, including trends and diagnoses of complex engineering

problems, with the understanding of the limitations associated.

7. Effectively work in teams that establish goals, plan tasks, meet deadlines, and

analyze risks and uncertainty (project management).

7.1 Working in multidisciplinary teams: Ability to work effectively individually or

as a member and / or leader of diverse teams, in multidisciplinary scenarios,

complying with the rules of collaborative work.

7.2 Engineering project management: Ability to properly incorporate

administrative, economic and business practices, such as planning, project

management, risk management and change management, within the engineering

practice, as well as understanding their limitations and impact.



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C. MINIMUM CRITERIA OF THE SPECIALTY BY EDUCATIONAL PROGRAM

1. AERONAUTICAL, AEROSPACE, OR SIMILAR ENGINEERING

Aeronautical engineering programs should prepare graduates with extensive and deep

knowledge in basic sciences and engineering sciences; of aerodynamics, aerospace

materials, structures, propulsion, flight mechanics, telecommunications, space

structures, rocket propulsion and stability and control. They must also prepare them to

develop design competencies that include the integration of aeronautical topics in the

design of engineering projects and the resolution of complex aeronautical engineering

projects considering the social, economic and environmental impacts of the proposed

technical solution in those areas.

Aerospace Engineering and other similar engineering programs that combine

aeronautical engineering and astronautical engineering, should prepare graduates with

solid knowledge covering one of the areas of aeronautical engineering, and in addition,

knowledge of some areas of the area not emphasized. Also they must prepare them to

develop design competencies that include the integration of aerospace topics in the

design of complex engineering projects and the resolution of aerospace engineering


technical solution in those areas.



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2. BIOMEDICAL OR SIMILAR ENGINEERING.

The program must prepare the graduate in a broad and deep knowledge of the specific

topics of biomedical engineering and engineering sciences, as well as the basic sciences

consistent with the stated educational objectives and according to the expected learning

outcomes.

The curriculum must prepare graduates to:

a. Apply the principles of engineering, biology, human physiology, chemistry, physical

calculation, mathematics through differential equations and statistics;

b. Solve complex biomedical or related engineering problems, including those topics

associated with the interaction between living and non-living systems.

c. Analyze, model, design and develop devices, systems, components and processes for

biomedical engineering.

d. Measure and interpret behavioral data of living systems.

e. Have design competencies that include the integration of bio / biomedical topics in the

design of engineering projects and the resolution of complex biomedical engineering


technical solution in these areas.



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3. ENGINEERING IN BIOTECHNOLOGY OR SIMILAR

The program must provide graduates with a broad and thorough knowledge of the

specific topics of biotechnology engineering and engineering sciences, as well as basic

sciences consistent with the stated educational objectives and according to the expected

learning outcomes. The curriculum must include the engineering application of these

basic sciences to the design, analysis and control of chemical, physical or biological

processes, including the hazards associated with these processes.

The curriculum must prepare graduates to:

a. Apply the principles of engineering, biology, molecular biology, chemistry, physical

calculation, mathematics through differential equations and statistics;

b. Solve complex engineering problems in biotechnology / biochemistry or related,

including those topics associated with the interaction between living and non-living

systems and specialty Biotechnologies such as: food, vegetable, marine, pharmaceutical,

environmental, enzymatic, agricultural, etc.

c. Analyze, model, design and develop devices, systems, components and processes for

instrumentation and control for biotechnology or related engineering.

d. Measure and interpret system behavior data.

e. Have design competencies that include the integration of biotechnology / biochemistry

topics in the design of engineering projects and the resolution of complex engineering


technical solution in these areas.



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Biotechnology Engineering

Engineering sciences Applied Engineering and Engineering Design

Numerical methods Matter and energy balances Thermodynamics Transport phenomena Design of experiments Molecular biology

Unit operations Bioreactors Fermentation engineering Toxicology Development of new products Instrumentation and control Process engineering genetic engineering Metabolic engineering Biotechnology** ** Specialty biotechnologies such as: food, vegetable, marine, pharmaceutical, environmental, enzymatic, agricultural, etc. Biotechnology** ** Specialty biotechnologies such as: food, vegetable, marine, pharmaceutical, environmental, enzymatic, agricultural, etc.

Biochemistry Engineering


Numerical methods Matter and energy balances Thermodynamics Transport phenomena Design of experiments

Unit operations Bioreactors Fermentation engineering Toxicology Development of new products Instrumentation and control Process engineering Biotechnology** ** Specialty biotechnologies such as: food, vegetable, marine, pharmaceutical, environmental, enzymatic, agricultural, etc.



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4. CHEMICAL OR SIMILAR ENGINEERING

The curriculum must provide the graduate with a solid and deep knowledge of the basic

sciences that include chemistry, physics and mathematics at the university level, as well

as engineering sciences for the achievement of the educational objectives and graduation

attributes declared by The educational program. It should emphasize social sciences and

communication as well as economic-administrative sciences that allow determining the

social and economic impact of the technical engineering solution.

The educational program must include topics of matter and energy balance;

thermodynamics; transport phenomena; fluid mechanics; momentum, heat and mass

transfer; material resistance; economic engineering; industrial health and safety, reactor

design, chemical process control and unit separation operations. It must develop in the

graduates the skills of design of equipment and chemical plants that include the

integration of the topics of chemical engineering in the design of engineering projects and

in the resolution of complex projects of chemical engineering considering the social,

economic and environmental impacts of the technical solution proposed in these areas

as well as the existing norms in the country.

Chemical engineering


Transport phenomena Mass and energy balances Chemical thermodynamics Chemical kinetics and catalysis Thermodynamics Physical chemistry Matter and Energy Balance Methods engineering Electric engineering Industrial Security

Fluid flows Heat transfer Separation processes Reactor engineering Process engineering Dynamics and process control Project engineering Economic engineering



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5. CIVIL ENGINEERING, ENGINEERING IN CONSTRUCTION OR SIMILAR.

The curriculum must provide the graduate with broad and deep knowledge of the basic

sciences through mathematics at the university level that includes calculus, physics,

chemistry, differential equations; probability and statistics applied to engineering and

engineering sciences; analyze and solve complex problems in at least four areas of civil

engineering: structures, hydraulics, environmental, communication, construction and

administration, geotechnics among others .; conduct experiments and develop projects

in at least four areas defined by the program; analyze and interpret data resulting from

experiments or projects; design systems, components or processes in at least four

engineering areas declared in the program; include the principles of sustainability in the

construction processes; develop, manage and administer civil engineering projects; have

business, public policy and leadership competencies; analyze and apply the standards

defined in their professional performance; and professional ethics associated with their

profession.

It must develop the design competencies that include the integration of civil engineering

topics in the design of engineering projects and in the resolution of complex civil

engineering projects considering the social, economic and environmental impacts of the

proposed technical solution in these fields as well. as the national and international

established technical and legal standards.

Civil Engineering


Structures geology Hydraulics Geotechnical Systems engineering

Building Structures Geotechnical Hydraulics Sanitary Planning Transportation systems Systems engineer



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6. ENGINEERING IN COMPUTATIONAL SCIENCES, COMPUTER ENGINEERING

OR SIMILAR

The curriculum must prepare the graduate with a broad and thorough knowledge of the

topics of basic sciences and engineering sciences as well as those specific to the area that

allow them to be consistent with the educational objectives and graduation attributes

defined by the program. Programs in this area should include: probability and statistics,

differential and integral calculus, discrete mathematics, physical and chemical laboratory,

computer science and engineering sciences for the analysis and design of electrical and

electronic devices for computer systems and prototypes, software and systems

containing hardware or software components; various programming languages; data

structure; algorithms and complexity; computer security, software design; digital logic;

architecture and computational organization; the integration of theory, practice and tools

for the specification, design, implementation, testing and maintenance of software

systems; knowledge and use of a variety of programming languages that allow the design

of systems, prototypes or software considering the needs of the user and the social,

economic and environmental impacts of the proposed technical solution.



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Information Systems Engineering


Programming Fundamentals Concurrence and Parallelism Data structure Discrete math Computer organization Computer theory Digital logic Software Engineering Operating systems

Computer graphics Simulation Programming Paradigms Databases Web programming Digital technology Artificial intelligence Computer networks Security Software Engineering Risk management Cloud computing Mobile computing Big data Computation of science (health, biotechnology, etc.) Process analysis and modeling Integrated systems (ERP, CRM, etc.) IT Services Administration Computer planning Analysis, filtering, prediction and comparative data analysis.



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Hardware Engineering

Hardware Engineering Applied Engineering and Engineering Design

Programming Fundamentals Concurrence and Parallelism Data structure Discrete math Computer organization Computer theory Basic Electricity and Electronics Digital logic Digital electronic Signal processing Software Engineering Operating systems

Computer graphics Databases Control systems Application of digital systems and simulation and modeling techniques. Computer architecture; memory, central processing unit and input / output units Peripherals and interfaces, systems design techniques with microprocessors and microcontrollers. Embedded systems (embedded) Robotics Computer networks Security Software Engineering Risk management Cloud computing Mobile computing Computation of science (health, biotechnology, etc.) Internet of things Specific Purpose Processors



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Software Engineering


Programming Fundamentals Concurrence and Parallelism Data structure Discrete math Computer organization Computer theory Algorithm Analysis Basic Electricity and Electronics Digital logic Digital electronic Software Engineering Operating systems

Programming Paradigms Language design Databases Web programming Application of digital systems and simulation and modeling techniques. Computer architecture; memory, central processing unit and input / output units. Embedded systems (embedded). Artificial intelligence Robotics Computer networks Security Software Engineering Risk management Computer graphics Simulation Cloud computing Mobile computing Video game Big data Computation of science (health, biotechnology, etc.) Internet of things Analysis and process modeling. Integrated systems (ERP, CRM, etc.) Business intelligence



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7. ELECTRICAL ENGINEERING, ELECTRONIC ENGINEERING,

TELECOMMUNICATIONS OR SIMILAR ENGINEERING

The curriculum must provide the graduate with a broad and thorough knowledge of the specific

engineering topics involved in the program title; engineering sciences, as well as basic sciences

consistent with the stated educational objectives and consistent with the expected learning

outcomes.

The program should include topics of probability and statistics, including appropriate

applications for data analysis considering program orientation, differential and integral calculus;

science (including physics and chemistry with laboratory and biology being desirable);

engineering science topics (including computer science) necessary to analyze and design

complex electrical and electronic devices for engineering; software (for design and analysis) and

systems containing hardware and software components.

For programs whose denomination includes the terms "electrical," "electronic,"

"communications," or "telecommunications," the curriculum should include advanced

mathematics such as differential equations, linear algebra, and complex variables. Additionally,

programs that include the titles of "communication" and "telecommunications" should also

include topics on the theory and systems of communication and, the latter additionally, the

concept of network as the infrastructure for establishing virtual links and its possibility of

exchange information between different individuals considering voice, data, images, and video

services taking into account the needs and social, economic and environmental impacts in the

proposed technical solution as well as the information security and standards established

internationally and in the country.



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Electronics Engineering


Electromagnetic theory Electrical circuits Control theory Electrical measurements Electric machines Solid state physics Sensors and actuators Signals and systems Electronic analogue Digital systems

Embedded Systems Instrumentation Power electronics Communications Signals processing Communication networks

Electrical Engineering


Electrical circuits Electric machines Electronic analogue Electromagnetic theory Control theory Digital electronic Electrical measurements

Plants and substations Electrical power systems Industrial facilities Protection of electrical systems illumination Energy efficient use Alternative sources of electrical energy Power quality

The curriculum for programs that contain the name "communication (s) or telecommunication

should include topics of theory and communication systems. For those who have the

denomination of “telecommunications, the curriculum must include the design and operation

of telecommunications networks for services such as voice, data, image and video transmission.



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8. ENVIRONMENTAL OR SIMILAR ENGINEERING

The Curriculum must provide the graduate with a broad and deep knowledge of the specific

topics of environmental engineering and sustainability, as well as basic sciences that include

differential equations, differential and integral calculus, probability and statistics, applied

physics with calculation topics and laboratory, chemistry including stoichiometry, chemical and

kinetic equilibrium and having practice in the laboratory; Earth sciences; biological sciences and

fluid mechanics. It must also prepare the graduate to perform balances of matter and energy

and analyze the storage and transport of substances in different environments (air, water and

solid phases); conduct experiments in the laboratory and analyze and interpret their results

including considerations of risk to health, water, land and the environment; design

environmental engineering systems that consider risk, uncertainty, sustainability and practice

through simulators, in the laboratory or in real scenarios; The life cycle; the environmental

impacts of technical solutions aimed at achieving the educational objectives declared by the

program. Additionally, the curriculum must prepare the graduate for the understanding of the

norms, legislation and considerations defined for their professional practice, environmental

impact projects and their implementation; and the roles and responsibilities of public and

private organizations in relation to environmental care and the social, economic impact of the

technical solution proposed by the engineer. When the curriculum is oriented to “fire”

programs, graduates must be competent in the application of science and engineering to

protect the health, safety and welfare of the public against the impacts of fire. This includes the

ability to apply and incorporate an understanding of the dynamics of fire that affects the safety

of life of occupants and emergency personnel and property protection; the hazards associated

with building processes and designs; the design of fire protection products, systems and

equipment; Human response and behavior in emergencies and fire prevention, control and

extinction.



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Environmental engineering

Environmental engineering Applied Engineering and Engineering Design

Transport phenomena Mass and energy balances Chemical thermodynamics Chemical kinetics and catalysis Thermodynamics Physical chemistry Matter and Energy Balance Methods engineering Electric engineering Industrial Security

Economic engineering Environmental management Integrated waste management: hazardous and non-hazardous waste Water treatment Air pollution control: monitoring of sources and treatment systems Soil characterization and remediation Environmental impact and risk Process design for pollution control Instrumentation and process control Safety and hygiene Contamination prevention



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9. INDUSTRIAL ENGINEERING, PRODUCTION OR SIMILAR ENGINEERING


topics of industrial engineering, basic sciences and engineering sciences to design, develop,

implement and improve integrated systems that include people, materials, information,

infrastructure and equipment and energy

The curriculum should include solid learning to promote the integration of systems using

analytical, computational and experimental practices as well as systems and software. You

should prepare them to be efficient and expert in a) materials and manufacturing processes:

that is, have skills for the design of manufacturing processes that result in products that meet

the requirements in the materials used and in the standards; b) production processes, storage

and product engineering; the ability to design products and equipment, tools or devices and the

environment necessary for their manufacture; c) manufacturing competitiveness: that is, the

ability to create a competitive advantage through the planning of manufacturing, strategy,

quality and control; d) design of manufacturing systems: the ability to analyze, synthesize and

control manufacturing operations using statistical methods and; e) manufacturing laboratory

simulation or facilities necessary for the processes: the ability to measure the variables

associated with the manufacturing process and the development of techniques that set trends

in the process itself taking into account the needs and social, economic and environmental

impacts in the proposed technical solution. It must prepare graduates to design, develop,

implement and improve integrated systems that include people, materials, information,

equipment and energy. The curriculum should include the development of competencies for

the integration of systems using appropriate analytical, computational and experimental

practices.



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industrial engineering


Manufacture process Fundamentals of electrical engineering Introduction to the materials Industrial metrology Occupational Health and Safety Operations Optimization Decision analysis Analysis and experimental design Statistic analysis Computer aided drawing Computer programming Evaluation and project management Cost engineering Anthropometry and Biomechanics Applied Statistics Methods engineering Quality Control and Reliability Industrial instrumentation Engineering Measurements Operations research Decision Analysis Systems engineering

Planification and control of the production Industrial facilities Plant distribution and location Applied computing Business development Flexible manufacturing systems Methods engineering Quality control and reliability Project viability Systems simulation Supply chain Human Factor Engineering Maintenance management Quality management systems Sustainability and energy Information systems Modeling and analysis of systems



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10. ENGINEERING IN MANUFACTURE OR SIMILAR

The curriculum must prepare graduates to be competent in:

a. Materials and manufacturing processes: ability to design manufacturing processes that result

in products that meet the specific requirements of the materials and other specific ones;

b. The process, assembly and engineering of products: ability to design products and equipment,

tools and the environment necessary for their manufacture;

c. Skills to develop manufacturing competitiveness: ability to create a competitive advantage

through planning, strategy, quality and manufacturing control;

d. Skills for the design of manufacturing systems: ability to analyze, synthesize and control

manufacturing operations using statistical methods; Y

e. Development of skills in the manufacturing laboratory or experience in facilities: ability to

measure variables of the manufacturing process and develop technical inferences about the

process.



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11. METALLURGICAL ENGINEERING, MATERIAL OR SIMILAR

ENGINEERING.

The curriculum must provide the graduate with extensive and thorough knowledge of the specific

topics of advanced science (such as chemistry, biology and physics), computational techniques and

engineering principles to the material systems involved by the program modifier (for example ,

ceramics, metals, polymers, biomaterials, composites); to integrate the understanding of the

scientific and engineering principles that underlie the four main elements of the field: structure,

properties, processing and performance related to the appropriate material systems; to apply and

integrate knowledge of each of the four previous elements of the field using experimental,

computational and statistical methods to solve material problems, including selection and design, in

accordance with the educational objectives of the program.

Metallurgical / Materials Metallurgical Engineering


Mineralogy and crystallography Physical geology Thermodynamics Matter and energy balance Kinetics Fluid mechanics Principles of physical metallurgy Transport phenomena Science and engineering of materials Phase transformations Optical microscopy Material Characterization

Processes of mineral benefits Metallurgical Extraction Processes Metallurgical transformation process Material design Metallic materials Polymeric materials Ceramic materials Composite materials Tests and physical properties of materials



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12. ENGINEERING IN MINES OR SIMILAR.

The curriculum must prepare graduates to apply mathematics through differential equations,

physics based on calculus, general chemistry, and probability and statistics applied to mine

engineering problems or the like; have relevant knowledge in geological sciences, including the

characterization of mineral deposits, physical geology, structure or engineering geology; and

identification and properties of minerals and rocks; be competent in static, dynamic, material

resistance, fluid mechanics, thermodynamics and electrical circuits; be competent in engineering

issues related to both surface and underground mining, including: mining methods, planning and

design, soil control and rock mechanics, health and safety, environmental problems and ventilation,

be competent in engineering issues additional, such as rock fragmentation, material handling,

mineral or coal processing, mine topography, and valuation and estimation of resources / reserves

considering educational objectives. Laboratory experience should prepare graduates to be

competent in the management of geological concepts, rock mechanics, mine ventilation, among the

most relevant.

Mining Engineering - Metallurgy


Mineralogy Petrology geology Crystallography Structural geology Topography Material resistance

Mineral deposits Geological Engineering Project engineering and mining investments Mine exploration Underground mining Opencast Mining Processes of mineral benefits Metallurgical Extraction Processes Metallurgical transformation process



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Mining Engineering


Mineralogy Petrology geology Crystallography Topography Material resistance

Mineral deposits Geological Engineering Project engineering and mining investments Mine exploration Underground mining Opencast Mining

13. GEOLOGICAL ENGINEERING OR SIMILAR NAMES

The curriculum must prepare graduates to have:

a. The ability to apply mathematics, including differential equations, physics based on calculus and

chemistry, to complex geological engineering problems;

b. Mastery in geological science topics that emphasize geological processes and the identification of

minerals and rocks;

c. The ability to visualize and solve geological problems in three and four dimensions;

d. Mastery of engineering sciences, including static, material properties / strength and geo

mechanics;

e. The ability to apply the principles of geology, elements of geophysics and geology; Y

f. Engineering knowledge to design solutions to complex geological engineering problems, which

include one or more of the following considerations: the distribution of physical and chemical

properties of land materials, including surface water, groundwater (hydrogeology) and fluid

hydrocarbons; the effects of natural processes that are superficial and near the surface; the impacts

of construction projects; the impacts of exploration, development and extraction of natural

resources, and the consequent remediation; waste disposal; and other activities of society about

these materials and processes.



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Engineering in Geology, Mineralogist Geology, Geosciences and Geophysics


Mineralogy Petrology geology Sedimentology Stratigraphy Crystallography Mapping Paleontology Structural geology Petrography Topography

Mineral deposits Petroleum geology Hydrology Geotechnical Development of geological projects Scanning methods Geographic information systems Geological Project Engineering Geophysical methods

14. MECHANICAL ENGINEERING AND SIMILAR PROGRAMS.

The program must provide the graduate with a broad and thorough knowledge of the specific topics

of study engineering and must require students to apply the principles of engineering, basic sciences

and mathematics (including multivariate calculus and differential equations) and to model, analyze,

design and perform physical systems, components or processes; In addition, students should be

prepared to work professionally in thermal or mechanical systems while they require courses in both

areas.



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Mechanical Engineering


Mechanics materials Thermodynamics Fluid mechanics Electrical and Electronic Engineering Systems engineer Statistic and probability Operations research Introduction to Electromechanical Systems Manufacture process Introduction to Materials

Design Manufacturing and Materials Thermal Machines and Equipment Hydraulic and Pneumatic Machines Plants and Projects Refrigeration and air conditioning Environmental impact Energy Management and Savings Industrial facilities Automation Industrial electronics Method Engineering and Administration

Mechatronics Engineering


Electromagnetic theory Electrical circuits Control engineering Electric engineering Metrology Electric machines Introduction to Mechatronics Semiconductor devices Sensors and actuators Introduction to Electromechanical Systems Manufacture process Introduction to Materials

Automation Embedded Systems Mechatronic Systems Design Artificial intelligence Design of analog and digital circuits Robotics Power electronics



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15. NAVAL ENGINEERING, ENGINEERING IN NAVAL ARCHITECTURE, MARINE

ENGINEERING OR SIMILAR

The curriculum must prepare graduates to apply probability and statistical methods to naval

architecture and marine engineering problems: have deep basic knowledge of fluid mechanics,

dynamics, structural mechanics, material properties, hydrostatics and systems of energy / propulsion

in the context of marine vehicles and; have competencies for the use of appropriate instrumentation

for naval architecture / or marine engineering.

16. AGRICULTURAL, FOREST ENGINEERING OR SIMILAR TERMS


engineering topics involved in the program title; engineering sciences, as well as basic sciences

consistent with the stated educational objectives and consistent with the expected learning

outcomes. The program should include topics of mathematics through differential equations and

biological and engineering sciences compatible with the educational objectives of the program. The

curriculum must prepare graduates to apply engineering to agriculture, forestry, human or natural

resources.

Forest engineering


Remote perception Hydrology Thermodynamics Forestry Matter and energy balance Physical and chemical analysis Microbiology Physical chemistry Biochemistry Wood anatomy Edaphology Dasonomy

Forest industries Ecosystem restoration Forest Resources Assessment Forest supply Fire management Forest management Geographic information systems Forest protection Forest nurseries Wood technology



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17. NUCLEAR, RADIOLOGICAL AND SIMILAR ENGINEERING

The curriculum must prepare graduates to apply advanced mathematics, science and engineering

science, including atomic and nuclear physics, and the transport and interaction of radiation with

matter, to nuclear systems and processes and radiological, perform the design of nuclear

engineering; measure nuclear and radiation processes; work professionally in one or more fields of

nuclear or radiological specialization.

18. BIOLOGICAL ENGINEERING, BIOLOGICAL SYSTEMS, FOOD OR SIMILAR

NAMES

The curriculum must include higher level mathematics that includes differential equations, a solid

foundation in chemistry and biology and a practical knowledge of advanced biological sciences

consistent with the educational objectives of the program. The curriculum must prepare graduates

to apply engineering to biological systems.



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Food Engineering


Numerical methods Matter and energy balances Thermodynamics Transport phenomena Design of experiments Food chemistry Food's microbiology Nutrition Physicochemical properties of food

Unit operations Food analysis Food safety Food processing Sensory evaluation Toxicology Development of new products Instrumentation and control Process engineering Biotechnology** ** Specialty biotechnologies such as: food, vegetable, marine, pharmaceutical, environmental, enzymatic, agricultural, etc.

Agroindustrial Engineering (focus on processes)


Numerical methods Matter and energy balances Thermodynamics Transport phenomena Design of experiments Primary production Pre and post harvest management

Unit operations Food analysis Food safety Food processing Development of new products Process engineering Biotechnology** ** Specialty biotechnologies such as: food, vegetable, marine, pharmaceutical, environmental, enzymatic, agricultural, etc.



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19. ENGINEERING IN CYBER SECURITY, COMPUTATION SECURITY, CYBER

OPERATIONS, OR SIMILAR NAMES

The curriculum must provide breadth and depth to the graduate in mathematics at a higher level

that includes probability, statistics and cryptographic subjects, including appropriate applications for

the achievement of educational objectives. Additionally discrete and specialized mathematics such

as abstract algebra, information theory number theory, complexity theory and finite fields;

engineering issues necessary to determine cybersecurity requirements and to analyze, design, test

and protect complex devices and systems that incorporate human hardware, software and

components. Also develop skills for the application of protection technologies and forensic

techniques; the analysis and evaluation of components and systems with respect to security and

maintenance of operations in the presence of security risks and threats as well as taking into account

the regulations, regulatory, privacy, ethical and human behavior standards appropriate to the

program.

The curriculum must provide breadth and depth throughout the range of engineering and computer

science issues necessary for the application of computer security principles and practices to the

design, implementation and operation of the physical, software and human components of a system.

20. PHYSICAL ENGINEERING OR SCIENCES OF ENGINEERING OR RELATED

The curriculum must provide breadth and depth to the graduate in mathematics at a higher level

and meet the general criteria for any engineering program strengthening the competences in

electronic, computational and research subjects.



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21. PHOTOMETRY ENGINEERING, AND IN OPTICS OR RELATED

The curriculum must provide graduates with mastery and depth in engineering issues oriented to

the educational objectives of the program. You must prepare graduates to have appropriate

laboratory knowledge and experience in: geometric optics, physical optics, optical materials and

optical and / or photonic devices and systems. It must provide graduates with the competences to

apply the principles of engineering, basic sciences (multivariable calculation, differential equations,

linear algebra, complex variables and probability and statistics) to model, analyze, design and

perform optical devices.

Petroleum engineering


Mineralogy geology Sedimentology Stratigraphy Crystallography Mapping Paleontology Structural geology Petrography Topography Thermodynamics Geophysical methods Petrophysics Fluid dynamics

Mineral deposits Petroleum geology Hydrology Geotechnical Scanning methods Geographic information systems Project engineering Fluid deposits Drilling engineering Secondary recovery Dynamic characterization of oil wells Deep water drilling Well completion and maintenance Production engineering Collection and management of hydrocarbon production Well Registration Hygiene and industrial security



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23. ENGINEERING IN TOPOGRAPHY AND GEOMATICS

The curriculum must prepare graduates to work competently in one or more of the following areas:

topography of boundaries and / or land, geographic and / or land information systems,

photogrammetry, mapping, geodesy, remote sensors and others related areas.

24. ENGINEERING IN BUSINESS MANAGEMENT AND RELATED

The curriculum must prepare graduates to understand the relationships between engineering and

management tasks of planning, organization, leadership, control and the human element in

production, research and service organizations; Understand and deal with the stochastic nature of

management systems. The curriculum must also prepare them to integrate management systems in

a number of different technological environments.

Bussines managment's engineering


Administration Quality management Accounting Economy Macroeconomy Finance Business management Information systems Cost engineering Logistics Marketing Strategic planning Organizational theory

Operative administration Supply Chain Management Production management Strategic management Computer science applied to business Process engineering Project engineering Business plan Business simulation Process simulation Quality systems



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25. OCEAN ENGINEERING

The curriculum must prepare graduates to have the knowledge and skills to apply the principles of

fluid and solid mechanics, dynamics, hydrostatics, probability and applied statistics, oceanography,

water waves and underwater acoustics to engineering problems and work in groups to carry out

engineering design at the systems level, integrating multiple technical areas and addressing design

optimization.



ANNEX 2: INFRASTRUCTURE, EQUIPMENT AND FACILITIES THAT MUST BE AVAILABLE FOR

THE IMPLEMENTATION OF THE COURSES OF THE CURRICULUM.

For all engineering programs, regardless of the specialty, requires having the following laboratories:

ALL ENGINEERING PROGRAMS

PHYSICS LAB

CHEMISTRY LAB

These labs will aim to support the learning of the courses

corresponding to Physics based on the scientific method and the

theory of measurement.

These labs will aim to support the learning of the courses corresponding to

Chemistry based on the scientific method and the theory of measurement.

For the several areas of engineering, listed below, it is required to have the following infrastructure, listed below are some of them:

ENVIRONMENTAL ENGINEERING

PHYSICAL CHEMISTRY LAB UNIT OPERATIONS LAB

It is required the apparatus and instruments allowing to

carry out experiments in the topics listed in the minimum

contents below.

It is required the apparatus and instruments allowing to carry out

experiments in the topics listed in the minimum contents below.



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CIVIL ENGINEERING

SURVEYING AND

GEODESY LAB

MATERIALS LAB

SOIL MECHANICS AND

PAVEMENTS LAB

HYDRAULICS LAB

Knowledge and use

of theodolite.

Survey of polygonal

with theodolite.

Knowledge and

application of the

Total Station.

Survey of a polyline

using the Total

Station. Knowledge

and use of the

automatic level.

Differential

leveling, profile

and settings.

Knowledge of laboratory and their

measuring instruments.

Particle size analysis in concrete

aggregates. Determination of the

absorption in concrete aggregates.

Determination of the density in concrete

aggregates.

Sampling and density of cement.

Mortar curing times.

Design and mix of mortars and

concrete. Measurement of

consistency.

Compressive strength of the

concrete. Assay of tension on the

steel.

Resistance to the compression of a piece of masonry.

Testing index for soils

(granulometry and plasticity).

Permeability (load constant

and variable).

OneNdimensional consolidation.

Simple compression test.

Soil compaction test.

Value of support test.

Shear resistance.

Characterization of stone

materials for asphalt.

Verification of properties of

fluids.

Verification of the amount of

movement, continuity and

Bernoulli equation.

Capacity for flows in pipes.

Resistance to flow in duct

pressure.

Capacity of flow in channels.

Characterization of the

hydraulic jump.



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COMPUTER ENGINEERING

LABORATORY OF MICROCOMPUTER

LABORATORY OF MICROPROCESSO

RS

COMMUNICATIONS LABORATORY

DIGITAL

Computer hardware, programming

language, database managers,

application packages.

Computer hardware, Development

Kits, Power supplies, generators,

Oscilloscopes, multimeters.

Generators of signals, Oscilloscopes, analyzers of

Spectra, digital spectrum analyzers, power supplies,

voltmeters true RSM graph XN, and educational

equipment for simulation of digital communications

systems and

computer equipment.



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ENGINEERING BUSINESS MANAGEMENT OR BUSINESS ENGINEERING

MANUFACTURING AND METHODS LAB BUSINESS MANAGEMENT LAB

Chronometers, furnaces, molding. Parallel lathe, brush elbow,

horizontal milling machine, universal milling machine, drill column

radial drill, saw, welding machines, stamping, shearing, bending,

rolling, emery.

Computer equipment (Personal computers or workstations). Software

for drawing and design, manufacturing and process simulation.

Centers of CNC machines. Material handling equipment. Video

recording equipment.

Computer equipment with the necessary capacity for the use of the

specialized software for the development of each of the practices.

Video recording equipment.

Features of the software:

Nor requires a specific trade name of the software. It will always be

necessary to have the licenses of all software used. It is essential that

software be available to students in the development of PE, and that

it is appropriate to achieve the objectives described in the practices.



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ELECTRICAL ENGINEERING

ANALYSIS OF ELECTRICAL

CIRCUITS LAB

SYNCHRONOUS MACHINES AND DIRECT CURRENT LAB

ELECTRICAL SYSTEMS OF POWER LAB

TRANSFORMERS AND INDUCTION

MOTORS LAB

Electrical systems of first

and second order, analysis

of linear and threeNphase

circuits, measuring power,

power factor, resonance,

scaling of impedance and

frequency, networks and

biports, Mini Lab of

electrical systems,

Oscilloscopes, solenoids,

displays, voltmeters,

ammeters, banks of

capacitors.

Curves of saturation and

regulation, efficiencies of

generators, timing, voltage

regulation, rolling of voltage

and current, resistance of

isolates, mesh generators,

starter and in engines,

efficiencies, speed control

Motor generator groups CA,

CD, voltmeters, ammeters,

AC, Synchronizers

equipment, generator motor

links, thermometers, electrodinamometers.

Characteristics and conditions of

operation of alternators,

synchronous motors, and the lines

of transmission, oscillations,

transients, power flows. Leakage

and impedance matching,

operation of relays and protection,

threeNphase alternators,

synchronous, threeNphase motors,

modules, power supply, real and

reactive power and measurement

of direct and alternating current

and voltage measurement, lamps

strobe, inertia, boards, ammeters

and voltmeters, AC and DC voltage.

Ohmic resistance and insulation,

relations of transformation,

polarity, connections, losses and

currents of excitement, potential

and dielectric rigidity, curved

speed, starts of single phase

motors, Wheastone bridges,

Meguer, voltmeters and ammeters

CD and AC, singleNphase

transformers and induction

motors, transformers, high voltage

equipment, displays.



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ELECTRONIC ENGINEERING

CONTROL ENGINEERING LABORATORY ANALOG ELECTRONICS LABORATORY DIGITAL SYSTEMS LABORATORIES

1. Simulation of control systems. 2. Feedback systems. 3. Proportional, integral and derivative control. 4. Programmable logic controllers. 5. Computer simulators, P.L.C. systems, transported bands, oscilloscopes and actuators.

1. Development of practices with active circuits. 3. Linear models. 3. Semiconductors. 4. Basic configurations. 5. Linear integrated circuits. 6. C. Sources D. Signal generators, multimeters, oscilloscopes, linear computer circuit simulator.

1. Implementation of arithmetic logical functions. 2. Design of Controllers. 3. Logic. 4. Microprocessors. -

5. Sources of C.D., signal generators, oscilloscopes, logic state analyzers, computer digital circuit simulators.

INDUSTRIAL ENGINEERING

MANUFACTURING SYSTEMS LAB METHODS ENGINEERING LAB

Furnaces, molding sand mills. "Lathe, brush elbow, horizontal milling machine, universal

milling machine, drill column radial drill, saw, welding machines, stamping, shearing,

bending, rolling, Emery." (Workshop) (Personal computers or workstations) computer

equipment. Drawing, design, manufacturing, and simulation software. Centers of CNC

machines. Material handling equipment.

Tachometers, chronometers, Chronographs,

die cutting press, shear, disk, bending

machine, lathe, drill, drilling milling

machine, cutting machine audioNvisual

equipment (screen, monitors, projectors,

cassette and video cameras) and production

line with variable speed.



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MECHANICAL ENGINEERING

MATERIALS LAB THERMOFLUIDS LAB MECHANICAL AND METROLOGY WORKSHOP

Equipment for Bank properties of fluids, Bank of Worktable with vises, bandsaws for cutting, bending, shear of bank

preparation of samples demonstration of flowmeters, systems

equipment (electric, gas,) resistance welding, grinding, machine tools

(editors, polishing), for the determination of pressure conventional (lathe, milling machine, drill press), various manuals,

microscopic observation losses in pipes, multiNpump test bench,

equipment for personal protection, lathes, milling machines or centers of

with camera equipment, and hydrostatic test bench of hydraulic

machining of numerical control, electromechanical or pneumatic

equipment for mechanical

turbines, subsonic wind tunnel, manipulators and software for operation and control, equipment for

assay (durometer and generator of steam, reciprocating handling of materials (conveyor belts, tables (rotating, sensors, etc.),

machine for assay of compressor and internal combustion equipment for electrical measurements (multimeters, Oscilloscopes,

traction, compression and

(gasoline / diesel) engines, unit of sensors, etc.), for thermal measurements (thermometers,

fatigue), furnaces for laboratory for air conditioning, unit of thermocouples), equipment for pneumatic measurements (pressure

smelting and treatments refrigeration cycle, transformation of gauges, vacuum), equipment for measurements mechanical (rulers,

thermal, chemical heat (conduction, Convention and calipers, micrometers, templates, flexometers, marble, blocks pattern),

equipment (scales, flasks,

radiation) units, exchanger of heat equipment (personal computers or workstations) computer with

tubes of test, etc.) Laboratory, combustion laboratory peripherals, Software for drawing and design, manufacturing simulation, unit. lathes, milling machines and and/or centres of numerical control machining.



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Chemistry Engineering

LAB OF UNIT OPERATIONS PHYSICAL-CHEMISTRY LABORATORY CHEMISTRY LABORATORY FLUID FLOWS: 1.Fluids: The liquid fluid with determination of pressure drops of valves, fittings and flow meters. 2. Reynolds experiment or its equivalent. 3. Centrifugal pumps. HEAT TRANSFER: 1. Heat exchanger. SEPARATION PROCESSES: 1. Absorption column. 2. Distillation equipment. 3. Evaporation equipment. 4. Drying equipment. 5. Filtration equipment. REACTORS ENGINEERING: 1. Batch reactor.

1. Liquid-vapor balance. 2. Vapor pressure. 3. Liquid-liquid balance. 4. Reaction heat. 5. Latent heat. 6. Chemical Equilibrium GENERAL INFRASTRUCTURE: 1. Thermometers, thermocouples. 2. Pressure gauges 3. Spectrophotometer. 4. Viscometer. 5. Potentiometer for pH measurement. 6. Analytical scales. 7. Glass material. 8. Calorimeter. 9. Security equipment. 10. Extraction hood.

1. Identification of functional groups. 2. Melting points. 3. Organic syntheses. 4. Gravimetric analysis. 5. Volumetric analysis. GENERAL INFRASTRUCTURE: 1. Extraction bells. 2. Safety equipment. 3. Analytical scales. 4. Spectrophotometer. 5. Chromatograph. 6. Rotary evaporator. 7. Glass material.



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BIOMEDICAL ENGINEERING

INSTRUMENTATION LABORATORY

CYBER LABORATORY TECHNOLOGICAL INNOVATION LABORATORY

Spaces in hospitals or Laboratory for practice with specialized

equipment for clinical use

Design and build Analog and

Digital Electronic Systems that contribute to the development of Medical Instrumentation.

Cybernetics is the science of communication, the transmission of information and the theory of automatic control whether in the study of living beings or machines. The communication integrates and gives coherence to the systems, the information organized and the control is in charge of the internal regulation and of the behavior in the interaction with the environment and the characterization of transducers or measurement systems, the creation of graphical user interfaces for remote control of equipment, physiological signals / or digital processing of signals and images as well as equipment for the study of physiological systems through non-invasive methods

Promote the creation, adoption, transfer and implementation of new medical technologies with high social and economic impact.



176

Annex 3: Glossary

Scholar Dropout

It is considered scholar dropout when a student of the cohort is deregistered from the educative

program, though he/she can register on another program in the same institution or another one. It

is defined as the drop out that there does the student of the courses or career to which it has

registered, stopping being present at the classes and expiring with the obligations established

before, which affects the terminal efficiency of the set. It is calculated the rate of scholar dropout

adding all the deregistering students from the program between the total of registers on the cohort.

TDSC = (ADS / AIS) X 100

Where

ADS = Number of students who abandon the career during the cycle.

AIS = Number of registered students at the beginning of the same cycle.

Accessibility

Typical of the urbanism, of the buildings, of the transport, of the systems and mass media, which

allows its use by any person, with independence of his physical, psychic or sensory condition, to the

facilities or infrastructure necessary for the program.

Student

Person, who is registered on an engineering program and complies with the academic obligations of

the program.

Advising

Academic advising is an activity realized by professors or emphasized students to students across

which support is offered to them to improve his performance in the courses or subjects or directed



177

to that develop competitions to face successfully the activities of learning entrusted by the teachers

who give the different subjects or courses of the educational program.

Tutorship

Tutorship is the accompanying of professors to students from an educative program for support

them to take decisions about their career in the program. The tutorship requires the tutor should

have the responsibility of the student in ALL the career, and to support him in his academic

decisions; and also guide him to another experts about decisions in other aspects. The tutor guides

to student to attend to academic weaknesses leading with academic people to attend to problems

of reproof or I leave behind by means of advising or in case of problems of another nature to the

corresponding areas (health, psychological or medical).


The graduate attributes are a set of results evaluable individually, that form the indicative

components of the potential of a graduate to acquire his competences or abilities to exercise the

practice of the engineering to an appropriate level. They are clear and brief declarations of the

capacity expected from the graduate and must be demonstrated by means of results of learning of

the students of the educational program.

The graduate attributes are defined for the educational scoring in the areas of engineering,

technology of engineering and technician in engineering (TSU). They serve to identify the different

characteristics, as well as areas of conformity between the results expected from the different types

of programs. They are the measurable results of learning describing or exemplifying the knowledge,

skills, and attitudes waited from a graduate of an accredited program that provides the educational

foundations for a particular purpose, including the practice in a certain occupation of the

engineering.



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Information center

They are specialized centers which have the main function to create and develop plans and programs

for services that allows to students and professors have access to stored academic information.

Its main aims are to give supporting with specialized and updated information of interest topics for

life, researching, and also contribute to the diffusion of works of researching realized in institutions.

Scholar cycle

The official period when the scholar activities are realized for a grade in the National Educative

System. There is no official document which stablishes the time, beginning and ending of the scholar

cycle, but for operative purposes the SEP considers a period of 12 months, being the beginning on

August in “n” year and the ending on July in “n+1” year.

Basic Sciences

The aim of the studies in Basic Sciences is to provide fundamental knowledge about nature

phenomena and Mathematics in university level, including its quantitative expressions. In the case

of the Natural Sciences, it should include Physics and Chemistry, both supported by experimentation

across labs. In the case of the Bioengineering area, it is included a course of Biology unless oriented

to the Engineering.

Sciences of Engineering

They should have as fundamentals the Basic Sciences and Mathematics, but from the point of view

of creative application of knowledge. These studies should be the joining between Basic Sciences

and the application of Engineering.



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Social Sciences and Humanities

Asking for the general meanings of the Humanities like branches of knowledge interested in the man

and culture, including the oral and written domain of the own language, and about the Social

Sciences which aim is the study in society and the individual relationship in and for the society as

well as the social context, and the impact of the Engineering projects on society and people.

Economic-Administrative Sciences

They are the Sciences which develop the competences or abilities on students to analyze the

economic impact of a project of Engineering or to manage successfully, in an efficient way and

opportune a project in this condition.

Generational cohort

Group of people start their studies in a educational program at the same time. In the institutions of

High Education, it is a group which log in at a same moment and graduate on a planned time on the

studies plan.

Desertion

It is considered deserter who abandon his studies and leave the level where he is registered

originally.

The rate of desertion of the cohort is determined by the totality of students who leave to study

between the total who is registered in the cohort.

Design on Engineering

Process to apply several techniques and scientific principles, with the aim to define a device, process

or system on engineering with detail enough to allow its accomplishment.



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Efficiency of graduate or terminal efficiency

It is defined as the quantitative relation of students who finish in the program to 1.5 of the time of

the same between the total of students who are registered in the cohort.

It calculates above the relationship EE= (AEE / AC) X 100

Where

AEE= Number of students of the cohort who graduate from the program to 1.5 of the time

AC= Number of students which integrate the cohort or generation.

To calculate this rate, it has to be agree with the normativity in the different Institutions of High Level

(IHL), according on maximum time which a student has to finish his studies.

Efficiency of certification

Portion of students who achieve graduate above another ones who log in, considering the

institutional normativity.

Each IHL will adjust this time, according with its own normativity.

ETT= (ATC/AC) X 100

Where

ATC= Number of students of the cohort where they graduated.

AC= Number of students who integrate the cohort or generation.

To calculate this rate, it has to be agree with the normativity in the different Institutions of High Level

(IHL), according on maximum time which a student has to finish his studies.



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Graduation rate

It allows to know the number of students who finish an educative level in a regular way (inside of 1.5

of the ideal time stablished). It is the percentage relationship that results from the division of the

number of graduated people in a determined educative level, between the students of new

admission who income in first grade of that educative level 1.5 years ago.

Its calculated should realize of the following way:

ET= (AET/ AC) x 100

Where

AET= Number of students of the cohort that graduate in 1.5 years of the stipulated time according

the studies plan.

AC= Number of students who integrate the cohort or generation.

The graduation which is pointed out here, it is independent about the gain of the degree at hand.

Graduated

Person who accredited all the subjects and activities those form a studies plan.

Employers

Person who give employ to other people, in this case to the graduated from EP (Educative program).

Studies of scholar career

Studies with descriptive form, which allow quantify the phenomena of scholar career and form the

point of departure to make other studies to explain the causes or factors that determine or impact,

and this way to undertake actions to attend to them. It means, to have a perspective more complete

about aspects which integrate the scholar career, it will be necessary to realize researching in a

subsequent moment to allow identify the grounds of the behavior of the same. It can state across

the knowledge of the scholar career of the students, it is possible implement action to improve the

quality of the educational services that offer.



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Flexibility curricular

In general terms, the flexibility curricular refers to incorporate in the curriculum options which allow

differentiated transitions of students to course the program. Include the incorporation in several

educative modalities (online, open, virtual, summer courses, enterprise courses, certification of

acquire knowledge, etc.), differentiated times of the period of plan (different periods), optative

subjects, validation of credits, etc. It impacts directly in the internal and external mobility of a

curriculum, it means, from a studies plan. This flexibility is given with the interdisciplinarity,

integration, professional competences and credit systems, among other things. So, the flexibility

raises a diversity of options in education which pretends achieve an equality level of educative

competences. The flexibility is an basic element to contribute to the Society of the Knowledge to

break the structures of time and space in support to acquire a knowledge which transform the social

relations of learning, from this resizing of the pedagogic practices, since it is not necessary to share

a physical space to share a knowledge neither nor to have a synchronous relation. Of this way, the

curricular flexibility implies to open rigid spaces, coordinated by institutional norms and rules, to give

him step to a vocational training in which the principal actor is the student and his professional

interests. It includes:

Selection, by students, a set of courses on their own career.

Diversification and spread the activities, spaces and actors in the career.

System creation of advising and tutorship.

Stimulate to processes of mobility of the students.

Development of programs of formation in diverse modalities with support of

the ITC.

Recognition and accreditation of competitions acquired out of the school

context.

Limitation of the attended activities of the students.

Modification in the period of the careers.



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Diversification of options of qualifications.

Flexibility in different areas, spaces and modalities of operation on the school context, it represents

an opportunity to innovate the career.

Interest Groups

They are specific sectors of the society which have an opinion about the formation of the graduate

of the EP (Educative Program).

Applied Engineering

They should have considered as the processes of the application of the Basic Sciences and

Engineering Sciences to project and solve problems about engineering, to satisfy the pre-established

and defined needs previously by interest groups.

Academic Interchange

It means as the generation of the teacher processes, researching, extension, cultural diffusion,

support to administration, management, and institution offices and academic programs, in the

context of a project or group program between one or more educative institutions and/or

organizations about the participation of students, professors, administrators and principals of

educative institutions.

Enrolment

A set of registered students during the scholar cycle in an educative program of an institution or

educative campus.

Student mobility

It consists to facilitate the stay of the students of the institution of high school in other Mexican



184

institutions and foreigner, with the aim to course complete semesters, they realize courses and

workshops, they participate in researching projects y/or receive advising to conclude their works of

thesis of the degree.

Education goals

They describe the achievements which are waited to reach the graduates a few years (4 or 5) after

their graduation. These aims are based on the needs of the interest groups of the program. They

declare themselves of a wide form and generally they are valued across mechanisms of follow-up of

the path of the graduates from the program.

The educational aims of the program constitute a vision of the success of its graduates, and represent

an aspiration for the students who deal the EP or who are considering to enter at the same.

Graduation profile

It is the set of knowledge, skills, attitudes or values; competences or capacities which should achieve

a graduate when he finish his formation process.

Admission profile

The admission profile integrate the set of knowledge, skills, attitudes y values or competences that

student should fulfil and demonstrate to log in to educative program, in particular, with the aim to

guaranty his formation to conclude their professional studies. Every studies program should have

stablished its own admission profile clearly.

Academic personal

A group of professors who perform functions as teaching, researching, linking or diffusion of the

culture and realize in a systematic and specifically, academic activities of technic nature or academic

support in an EP. It can be full time, partial or of subject.



185

Support personal (administrative, manual and of services)

A group of people who take charge about the functioning and maintenance of a center of work. It

understands the secretaries, chiefs of administrative services, coordinators, medical, main of

technological or academic, auxiliary activities countable of support, psychologists, guidance

counselor, librarians, lab technicians, lab assistants, watchmen, gardeners, intendants,

warehousemen, technical personnel in maintenance, you will help of services and particular, drivers,

between others.

Relevancy

Quality of the element to evaluating that it satisfies the needs to which it gave place; it is to say, is

useful, suitable, coherent or relevant in agreement with its intention and function.

Study plan

Document that it defines the competitions, the profile of admission and graduate, the standard

curricula and the awaited learnings that constitute the formative distance of the students. It is the

set structured of subjects, practices and activities of the education and learning. The study plan must

contain the intentions of general formation, the fundamental contents of study and the criteria and

procedures of evaluation and accreditation.

Resources of information

Means and goods that they allow to acquire, to extend or to add knowledge in order to solve a need.

Computer Resources

All those components of Hardware and Software which are necessary for the good functioning and

the optimization of the work with computers and peripheral, so much to individual level, as

collectively or organizationally, without leaving of side the good functioning of the same ones.



186

School failure

It is the number or percentage of students who have not obtained the necessary knowledge

established in the plans and programs of study of any degree or course and who, therefore, meet in

the need to repeat the above mentioned subject, course or unit of learning. This indicator allows us

to have reference of the efficiency of the educational process (benefit), and appeal to look for

contextual references (social and economic basically) of the pupils who enter this scheme of reproof

and of possible faults the process of education – learning.

Retention

It is the indicator that expresses the number of students who remain in the educational program

during the whole scholar cycle and who continue in the following cycle. This one is an indicator of

internal efficiency, since it allows to evaluate the efficiency of the educational program. Likewise, it

is of usefulness for the activities of analysis, if desertion is related to other indicators, as those of

school abandon, reproof, etc.

Backwardness

It is “…the lag of the students in the inscription to the subjects or courses, according to the sequence

established in the studies plan ".

Institutional services

It is the set of activities that seek to satisfy the needs of all the members of an educational program.

The services include a diversity of activities which are performed by a great number of persons (civil

servants, employees, etc.); between these can indicate the services of school control, accounting

department, services librarians, services of entail, tutorships, to the community, etc.



187

Adequacy

Capacity or minimal aptitude for something. This criterion refers to the human resources,

laboratories, workshops, scientific and technological equipment, arrays, and equipment of

calculation, software and facilities, which are indispensable for the development of the educational

program. There is assumed that these resources must be pertinent, suitable and updated; in

addition, they must exist in suitable quantity considering the potential subjects of the program and

to have certain characteristics of functioning, availability and accessibility for the users of the same

ones.

Approval Rating

It is the relation proved from the number of approving people in a course or degree between the

total of the inscribed students.

As complement to this information, it is suggested to present the information in pictures that allow

to identify the subjects of minor level of approval. The information that is recommended to register

in the pictures, is the following on:

Subject

Semester according to subject.

Percentage of students approved in ordinary period.

Percentage of approved students, independently of the type of period:

ordinary or extraordinary.

Number and percentage of students who approved all the subjects, which

reproved from one to three, and four or more.

Retention Rate

It is the indicator that expresses the number of students who remain in the program during the whole

school cycle and who continue in the following cycle. This one is an indicator of internal efficiency,



188

since it allows to evaluate the efficiency of the educational program. Likewise, it is of usefulness for

the activities of analysis, if desertion is related to other indicators, as those of school abandon,

reproof, etc.

This indicator will be determined for semester, but only during the time stipulated by the study plan

to course the career. After this time, the calculation will have to be done for the cohort.

Scholar career

Quantification of the school behavior of a group of students (cohort) during their career or

educational stay or school establishment, from the admission, permanency and graduation, up to

the conclusion of the credits and requirements academician - administrative officer who defines the

study plan.

Tutorship

Process of accompaniment by a series of organized activities that they guide to the student or group

of students of a personalized and individualized way on behalf of a teacher. Focused to improve the

levels of retention and diminishing the levels of desertion and backwardness.

Unit of learning (course or subject)

The unit of learning is a way of planning the process of education - learning about an element of

content that turns into of integration axis of the process, contributing consistency and relevancy.



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Acronyms

AE, Attribute of graduation

CACEI, Consejo de Acreditación de la Enseñanza en la Ingeniería A.C.

EGEL, Examen General para el Egreso de la Licenciatura

OE, Educational Objective

EP, Education Program

PTC, Fulltime professor.

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