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1.5. Accreditation information

1.5.1. Career Outcomes ↑ Back to top

Upon completion of this program, graduates will have achieved the following outcomes:

ABET-1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.

ABET-2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.

ABET-3) An ability to communicate effectively with a range of audiences.

ABET-4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

ABET-5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.

ABET-6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.

ABET-7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

The competences and/or outcomes proposed in this curriculum correspond to the competences and/or outcomes proposed by ABET.

1.5.2. Educational objectives ↑ Back to top

Después de cinco años de egresado de la carrera profesional de Ingeniería Civil , nuestros profesionales deben ser capaces de:

1. Design, construct, and manage sustainable infrastructure that complies with technical and safety standards, exceeding sector expectations.
2. Lead multidisciplinary teams in complex projects using modern management and effective communication.
3. Implement innovative solutions integrating digital technologies and sustainability principles.
4. Communicate technical proposals and results clearly and precisely to diverse audiences.
5. Continuously adapt to new standards, technologies, and methodologies through lifelong learning.
6. Practice the profession with ethical, social, and environmental responsibility, prioritizing public welfare.
7. Contribute to professional advancement through participation in technical societies and development of best practices.

1.5.3. Learning Outcomes ↑ Back to top

Each KU within a KA lists both a set of topics and the learning outcomes that students must achieve regarding the specified topics. Learning outcomes are not of equal size and do not have a uniform allocation of curricular hours; topics with the same number of hours may have very different numbers of associated learning outcomes.

Each learning outcome has an associated level of mastery. In defining the different levels, we draw from other curricular approaches, especially Bloom's taxonomy, which has been well explored within Ingeniería Civil . In this document, Bloom's levels were not applied directly, partly because several of them are driven by pedagogical context, which would introduce too much plurality in a document of this type; and partly because we intend the mastery levels to be indicative and not impose theoretical restrictions on the users of this document.

We use three expected mastery levels, which are:

[Level 1 Familiarity]: The student understands basic concepts. Answers: "What is this?"

[Level 2 Usage]: The student applies concepts practically. Answers: "How to use this?"

[Level 3 Assessment]: The student evaluates and justifies approaches. Answers: "Why this method?"

For example, to assess mastery levels, let us consider the notion of material selection in engineering projects. At the "familiarity" level, a student is expected to know the types of available materials (metals, polymers, ceramics, composites), their general properties, and understand why this selection is crucial for the success of any project.

In order to demonstrate mastery at the "Usage" level, the student must be able to apply technical criteria to select materials in simple cases, using property tables, technical standards, and considering factors such as strength, cost, and availability.

At the "Assessment" level, the student would be required to analyze multiple material alternatives for a complex project, considering not only mechanical properties but also environmental impact, sustainability, life cycle, current regulations, and socioeconomic context, to select the optimal option while justifying their decision with a comprehensive and ethical approach.