Universidad Técnica Federico Santa María

Educational Model

The Educational Model of an institution implies the declaration of the philosophical, epistemological and pedagogical principles that guide its formative process. It confers a referential framework for academic decisions, which must be concretized in the management of training processes, so that its guidelines and foundations, associated with the precepts that emanate from the History, Values, Mission, Vision and Institutional Strategic Policies, are appropriately implemented.

“The Educational Model of the Universidad Tecnica Federico Santa Maria promotes the comprehensive training of undergraduate and graduate students with a solid foundation in science, technology, engineering and mathematics, preparing them to act with relevance at national and international level, forming people of integrity, autonomous, respectful of diversity, able to work collaboratively, to create, share and apply knowledge, adapting to changing scenarios in their professional and scientific practice. In this context, the model takes care of equal opportunities, the use of new learning methodologies supported by information and communication technologies, the formation of reflective, critical and innovative thinking, committing to the challenges posed by the professional scenario, environmental care and social processes, all this without neglecting the identity marked by social commitment according to the founder’s will”.

In order to establish a guiding framework for methodological innovation processes, it is necessary to define the key factors that frame the fundamentals described above and that focus the training activity on student learning.

The teaching activity is an essential factor in this process, guiding and supporting knowledge management where the role of the student is essential. The roles of professors, instructors and teaching assistants are understood as moderators of the teaching-learning processes; essential actors in permanent improvement, both in methodological aspects for the teacher training and in their discipline, in order to generate the best conditions for the integral development of students.

In this way, teaching-learning methodologies are expected to significantly support students to develop a creative attitude, capacity for discovery and reflection. It is also expected that the training spaces, such as classrooms, workshops and laboratories, professional internship spaces and contact with the work environment constitute the areas of experimentation and practical demonstration needed to understand the practice of the profession. These spaces also constitute instances of construction and application of concepts, procedures, safety standards, occupational health, social relationship with peers and superiors, and management for students. In short, spaces for curricular integration. Finally, it is expected that the teaching teams, professors, instructors and teaching assistants in charge of the development of the curriculum, domain and disciplinary expertise, demonstrate their pedagogical capacity at the time of teaching, and that this is systematically reinforced and updated in a process of continuous improvement.

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