1.- Innovation in preuniversitary Scientific-Technical degrees
The Legal System Order ECD/65/2015, 21th January, is a response to the exigencies of both Society and Organizations, in relation to competence-based Educational Models.
It is obvious that if we want to improve the skills of the students of technical degrees, we must think over, and obtain information of all the stages involved in its teaching-learning process.
In this way, it is essential to know how these students will behave at the University, in the same way that information about which competences will be required in further steps (working in future Jobs) will be very useful for teachers.
This topic covers knowledge and reflections Innovative Education proposals on Secondary education, Bachelor, Professional Training Programs, and/or their joint research with Universities. It also covers promotion and diffusion actions, educational models or materials in Technical Education, among others.
2.- Competence-based teaching in Technical Education
The RD 1393/2007 establishes the ordinance of universitary degrees, and states: “…the study plans allowing to the obtaining of a Degree should be aimed to the student adquisition of skills or competences, widenning, without excluding, the traditional approach focussed on contents and lectures (…) Emphasis has to be made on competence-based learning methods and also on the procedures employed to favor their adquisition (…) The new education organization will increase the gradute employability (…)”.
It is therefore evident that in the EHEA context, a shift from a perspective focussed on contents and teachers towards competence and student-based models is enhanced.
This thematic area aims to serve as a discussion and reflection space about new competence based teaching models, suitable to be applied to technical degrees. Also, the choice of the competences to be included in teaching plans, Project based learning, competence certification etc., can be included in this area.
3.- Innovative Education in Technical Degrees
Innovation engines any change. For this reason, it is esencial to enhance and facilitate spaces where all these innovative proposals and their results can be spread. Tradiciotionally this thematic area has been the main CUIEET axes, and it still is considered as one of the most important and this highest acting spectrum.
In this area, the following topics will be addressed: teaching-learning process management, innovative proposals for multidisciplinar training, innovative methodologies, inverted clases, ways of degree coordination experiences and diffusion of Innovative educational research groups (IERG), etc.
4.- New Technologies and Technical Degrees
Current Tecnology evolution rate is so fast that the changes happened during last decades can be compared, at least, to those happened before man existance. This evolution has also been transferred to the classroom and to teaching-learning methods. More and more, we can Access to a wide range of technological possibilites which can help to enhance the skill development of our students, to “know how to do”, although we do not always have enough economical resources. This motivates us to boost our ingeniuity in the search of alternative low cost solutions, which, in turn, involves innovation.
On the other hand, the current context has also changed, and the access to information is easier by using different devices and action ways using TICs, which obligues us to rethink our teaching way and the student learning way.
This thematic area will be a platform in which the following ideas will be discussed: educative experiences involving TICs, design and competitiveness strategies and actions, information about educative platforms supporting educational innovation, learning modules, possibilities of particular sofwares in technical education, virtual/semi presential teaching experiences software, expriences involving further technologies such as MOOC, Virtual Labs, etc.
5.- Quality in Technical Degrees
Quality-related processes have been significantly boosted during last years. Quality, in a broad sense, has to do with the client needs, which requires a complex reflection process about what to do and how to control the work done. Achieving recognition of the graduate competences by both employees and the society must be a key factor for any politics on quality. On the other hand, it is equally important to attain an optimal management of the resources, and to orientate the efforts towards the satisfaction of the reasonable needs and expectatives of the graduates, whole universitary community and users (both internal and external).
In this area, the functioning of internal and external university quality systems will be analyzed. Also, the models guaranteeing quality, evaluation programs, Quality Comissions, verification processes, Degree acreditation processes, Quality Observatories…will be discussed.
6.- Evaluation of Technical Degrees
Evaluation is, undoubtly, the most comflictive part of the education action. It involves to check how succesfull our teaching action was. However, it is a basic principle to consider that “what is not evaluated, is devaluated”. As important as this principle, the one stated by Ángel Gabilondo should also be taken into account “Evaluation and valoration” “…what is badly evaluated, is deteriorated”. This indicates that the evaluation ifself is as important as the evaluation mechanism used.
In this topic, we will discuss about the different evaluation systems, educative expeiences, how to evaluate by competences, how to evaluate teachers, degrees, administration staff, etc.
7.- Working opportunities in Technical Degrees
We find ourself in a VICA world, a volatile world with high dosis of uncertainity, complex and ambiguous, where it is stated that jobs will no longer be longlasting, or will change and even dissapear in next years. All this happens within a perspective that is more competential and less cognitive, and under a system in which profesional certifications and acreditations will be more and more appreciated as valued-value and personal brand element. It is therefore neccesary to discuss how this VICA world will affect current and future job opportunities in Technical Education.
In this topic, we will discuss about the role of the engineer in this new Society, Engineering history, industrial heritage, Project supervisión and management, profesional school join and acreditation, experiences, innovation, enterprising challenges, etc.
8.- University/Enterprise/Society vs Technical Degrees
Etzkowitz created the Triple helix model, to explain the convenience of building relations University-Enterprise-Government. This innovative model favor environments WIN-WIN for the three vertex parts, in which all them win. This model has been for long considered in Technical Degrees, and many joint actions have been implemented so far. A more extensive concept would include the whole society as third triangle vertex and, inside it, the graduate and its relation with his/her University is particularly important.
In this topic the following areas are included: innovation on university education, continuous training, whole life learning (ALV), dual training: university/enterprise, Enterprise practicum, Enterprise room, emplyability. From a social perpective, the following areas are also considered: social responsability, sustainability, gender questions, diversity, etc.
9.- Internacionalization in Technical Degrees
Within VICA frame, previously mentioned, there has recently been an internationalization of Degrees by implementing billingualism programs and shared-degrees. Moreover, the mobility possibilities for educational agents have been enhanced. Defining accurately what the EEES is, and which international aspects are required is still a challenging question.
This topic will have as main target, the reflection about globalization, bilingualism and its implantation in Degrees, current and future mobility and Exchange possibilities, adaptation to EEES in other countries, lessons learnt in the international context, etc.
10.- Orientation in Technical Eduaction
Among the tasks of a teacher, orientation to students is a remarkable one. This is not only a teacher function, but also a valuable tool to improve learning results. In this way, Tutorial Action Plans (PAT from Plan de Acción Tutorial) or wider Integral Orientation Plans (POI, from Planes de Orientación Integral), targeted to improve student skills, have been implemented. These initiatives complement the Degree design and are really useful, not only during Educational stages, but also in further stages (mentoring/coaching processes are very positively considered by enterprises).
IN this way, this topic aims to be an space for thinking about tutorial actions at the University and Mentoring&Coaching processes.
11.- Development and implantation of new Degrees
It is un unavoidable fact that the educational models are changing the world very fast, and that the competence-based programs are gaining space over traditional content-based ones. At the same time, many, there are signs alerting about the possibility of dissapearance of many degrees, and, worse, some believe that universities, as we know them, might eventually dissapear. In this context, it is essential to discuss and present proposals about which degrees should be renewed and how; this should contemplate both the social needs for which degrees are created, and also, it should guarantee its continuitiy in time.
In this way, this topic aims to be a platform for the reflection about the current situation of Degrees, Masters, pHd, multiple degrees, the implication of different agents in the Learning-Teaching process (including personal and administration staff), experiences and lessons learnt from the Degree design and implantation, etc.
12.- I Meeting Innovation and Yound Engineers (I&YE)
One of the main NOVELTIES of this edition is the creation of the “I Meeting Innovation and Yound Engineers (I&YE)”, that, we hope, will be celebrated in subsequent CUIEET editions.
The main aim of this initiative is to facilitate the communication and integration of the different collectives related to the Young engineer, in order to enhance the development of professional competences and aptitudes.
In line with the reflections shown in the report “Barómetro de empleabilidad y empleo de los universitarios en España en 2015”, this meeting will allow to know haw is going on outside and the students´feedback will help the improvement on technical education. This will also be beneficial to favor the transition towards a competence-based world and a problem based learning and professional development model.
For many students and Young engineerings, this will involve a showroom where they will be able to start creating their personal brand showing their COMPETENCES
Therefore, the main aim of this topic is to spread information about the training and competence selection in technical degrees, the proffesional opportunities, internacionalization, orientation, recent changes in profesional competences, fields, groups of interest, ideas and innovative proposals.