Mapping the sustainable development goals into the EDINSOST sustainability map of bachelor engineering degrees

© 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes,creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.This Research to Practice Work in Progress paper presents the work conducted on the use of the Sustainability Map of Bachelor Engineering Degrees (a tool developed by the EDINSOST project) to analyze how Sustainable Development Goals (SDGs) are developed in each Degree. Over recent years, there has been a growth in the importance of working sustainability based on the SDGs. To identify which learning objective of each SDG corresponds to each learning outcome of the EDINSOST Sustainability Map, a correspondence matrix has been defined. The matrix contains the learning outcomes of the EDINSOST Sustainability Map in its rows, and the 17 SDGs in the columns. The cells of the matrix contain the learning objectives of the SDGs that correspond to each learning outcome of the EDINSOST Sustainability Map. This work in progress presents the first results of the process of mapping the SDGs into the EDINSOST Sustainability Map of Engineering Bachelor Degrees. Early results show that some of the 169 learning objectives are not applicable to Engineering Degrees. Likewise, we have seen that learning objectives have been defined more for policy makers than for engineers, and therefore adaptation is not an easy task. However, the work done has helped us to verify that the EDINSOST Sustainability Map can help in the introduction of the SDGs into the curriculum.Peer ReviewedPostprint (author's final draft

A learning tool to develop sustainable projects

This paper presents a tool developed to help engineers to design and develop sustainable projects. The tool has been designed to introduce and evaluate the sustainability of engineering projects in general, but here we show its application to assess the final project of an engineering degree. This tool is a guide for students to introduce and estimate the sustainability of their projects, but it also helps teachers to assess them. The tool is based on the Socratic Methodology and consists of a matrix where each cell contains several questions that students must consider during the project development and which they must answer in their project report. A positive or negative mark is assigned to every cell, and the sum of all marks states the project sustainability. However, the result is not as simplistic as a final number, but a descriptive sustainability analysis where questions are answered and every mark justified. A pilot test with some students has obtained good results, but the first Final Degree Project using this methodology will be read in July 2016.Peer ReviewedPostprint (author's final draft

Estudio cuantitativo del nivel de competencias transversales de los estudiantes del Grado en Ingeniería Informática

La reciente introducción de las competencias transversales en los planes de estudios justifica la falta de investigaciones cuantitativas que evalúen, entre otros aspectos, el grado de adquisición de las mismas por parte de los estudiantes. En este trabajo se presenta un estudio cuantitativo de las notas obtenidas en las competencias transversales por los estudiantes de la Facultat d’Informàtica de Barcelona. Se han analizado las notas obtenidas en nueve competencias por los 422 estudiantes del Grado en Ingeniería Informática que han finalizado sus estudios entre los años 2013 y 2016, ambos inclusive. En la realización de este trabajo ha participado el profesorado responsable de la coordinación de las competencias transversales. Las preguntas de investigación indagan en la relación existente entre la nota del expediente académico y la nota de cada una de las competencias transversales para cada estudiante y en cómo es la distribución de las notas medias de cada competencia. Los resultados evidencian una clara correlación entre la nota final del expediente y las notas de las competencias solo para el caso de las notas de expediente altas, mientras que estudiantes con notas de expediente más bajas presentan escenarios más variables en las notas de competencias transversales.Peer ReviewedPostprint (published version

Aventuras y desventuras de un informe de sostenibilidad

La introducción de la competencia sostenibilidad en los estudios de ingeniería no está resultando fácil. Paradójicamente, esto sucede en un escenario en el que el desarrollo de la competencia sostenibilidad resulta vital para la formación de una ingeniera, bajo la convicción de que el futuro será sostenible o no será. De hecho, existen numerosos estudios y proyec-tos académicos que defienden la conveniencia de la introducción y desarrollo de la sostenibilidad en los estudios de ingeniería (ABET, TUNING, etc.). Probablemente, la clave de la dificultad de conseguirlo radica en el desconocimiento y falta de experiencia de gran parte del profesorado sobre cómo trabajar esta competencia. En este artículo presentamos una revisión de la guía que el grupo SeeCS-UPC propuso para su aplicación en la Facultat d’Informàtica de Barcelona (FIB) en 2015 sobre cómo elaborar un informe de sostenibilidad del Trabajo de Fin de Grado (TFG). Tras dos años de aplicación, es buen momento para el análisis, la reflexión y la revisión de esta guía, una vez analizadas las experiencias de los partícipes en la elaboración de los TFG (tanto estudiantes, como directoras, ponentes y profesoras de la asignatura de gestión de proyectos de la FIB). Básicamente, nuestro análisis nos lleva a creer que hemos sido demasiado ambiciosas respecto a las pretensiones del informe. En consecuencia, consideramos que es mejor olvidarnos de algunos puntos, simplificar otros y explicar mejor el resto. Todo lo anterior debe ser complementado con formación para las partícipes, tanto estudiantes como profesoras.Postprint (published version

The Sustainability Matrix: A tool for integrating and assessing sustainability in the bachelor and master theses of engineering degrees

It is vital that subjects such as the circular economy, sustainable design, green computing or environmental engineering be included in the engineering curriculum. Education for sustainable development will enable engineers to develop sustainable products and provide sustainable services, thereby leading to a beneficial result for society and making an indispensable contribution to the Sustainable Development Goals achievement. As the last stage for students in academia, Degree Theses (Bachelor’s and Master’s) provide a good tool for reviewing the sustainability competencies developed during the degree, as well as being an opportunity for applying these competencies in a holistic way. In their Degree Theses, students should be able to demonstrate that they are aware of the need to introduce and assess sustainability in their future engineering projects. This paper presents a guide aimed at helping engineering students to design and develop sustainable projects, and analyzes the first results of its use in two schools of the Universitat Polite`cnica de Catalunya—BarcelonaTech. The proposal is based on a tool referred to as “the Sustainability Matrix”, in which cells contain questions that engineering students should take into account when undertaking their Degree Theses. The questions are related to the project development, the project exploitation and the possible risks involved, three aspects in accordance with the sustainability dimensions (economic, environmental and social). The Sustainability Matrix helps students to develop sustainable projects when they graduate, and teachers to assess how sustainability is incorporated across the curriculum in the subjects they teach and in the students’ Degree Theses.This research was funded by the Spanish Ministerio de Economía y Competitividad under Grant EDU2015-65574-R, and by Spanish Ministerio de Ciencia, Innovación y Universidades, the Spanish Agencia Estatal de Investigación (AEI) and the Fondo Europeo de Desarrollo Regional (FEDER) under grant number RTI2018-094982-B-I00, from study design to submission.Peer ReviewedPostprint (published version

Prevalence and associations of metabolic syndrome in patients with alcohol use disorder

Excessive alcohol consumption has been associated with different components of the metabolic syndrome (MetS) such as arterial hypertension, dyslipidemia, type 2 diabetes or obesity. We aimed to analyze the prevalence and associations of MetS in patients with Alcohol Use Disorder (AUD). Cross-sectional study in heavy drinkers admitted for the treatment of AUD between 2013 and 2017. Medical comorbidity, anthropometric data, alcohol use and biological parameters were obtained. MetS was established according to the harmonized definition. A total of 728 patients (22% women) were included; median age was 47 years (IQR: 40-53.5), median alcohol consumption was 160 g/day (IQR: 115-240) and prevalence of MetS was 13.9%. The multivariate analysis showed a significant dose-response effect of estimated glomerular filtration (eGFR) and MetS: relative to patients with eGFR > 90 mL/min, those with eGFR (60-90 mL/min) and those with eGFR < 60 mL/min were 1.93 times (95% CI 1.18-3.15) and 5.61 times (95% CI 1.66-19.0) more likely to have MetS, respectively. MetS was significantly associated with hyperuricemia (OR 2.28, 95% CI 1.36-3.82) and elevated serum GGT (OR 3.67, 95% CI 1.80-7.46). Furthermore, for every increase of 1 year in age, the probability of MetS increased significantly (OR 1.03, 95% CI 1.01-1.05). MetS in heavy drinkers is independently associated with reduced kidney function and metabolic risk factors including hyperuricemia and elevated serum GGT

Mapa de la competencia Sostenibilidad del proyecto EDINSOST

EDINSOST es un proyecto financiado por el Programa Estatal de I+D+i, y está orientado a afrontar los Retos de la Sociedad. El proyecto tiene por objetivo la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en sostenibilidad en el Sistema Universitario Español. En el proyecto participan 55 investigadores de 9 universidades españolas. Para conseguir su objetivo, el proyecto ha defini-do el mapa de la competencia en sostenibilidad de 15 titulaciones. A partir del mapa se establecerán las estrategias didácticas más apropiadas para la formación en sostenibilidad, se diagnosticará el estado de las necesidades formativas en sostenibilidad del profesorado y del estudiantado y, finalmente, se elaborarán propuestas de capacitación para ambos colectivos. En este artículo se presenta el proyecto EDINSOST y el mapa de la competencia Sostenibilidad del grado en Ingeniería Informática como primer resultado del proyecto. El mapa es fácilmente adaptable a cualquier titulación de educación superior.Peer ReviewedPostprint (published version

Guía del estudiante para elaborar el informe de sostenibilidad del TFG

Este artículo presenta una guía para ayudar a los ingenieros a diseñar y desarrollar proyectos sostenibles. Esta guía es la culminación de siete años de trabajos publicados en JENUI. La guía ha sido diseñada para introducir y evaluar la sostenibilidad de los proyectos de ingeniería en general, pero en este trabajo se presenta su aplicación al Trabajo Final de Grado. Esta herramienta no es simplemente una guía para ayudar a los estudiantes a introducir y estimar la sostenibilidad de sus proyectos, sino que también es útil para ayudar a los profesores a realizar la evaluación. La guía se basa en el método socrático y consiste en una matriz en la que cada celda contiene varias preguntas que los estudiantes deben considerar durante el desarrollo del proyecto, y a las que deben responder en el informe final. A cada celda de la matriz se le otorga una valoración, y la suma de todos los valores refleja la sostenibilidad del proyecto. El resultado no es simplemente un número, ya que el estudiante debe escribir un análisis de sostenibilidad en el que responde a todas las preguntas de la matriz de forma justificada. Se ha realizado una prueba piloto con algunos estudiantes y se han obtenido buenos resultados, pero el primer Trabajo Final de Grado que usará la metodología propuesta se leerá en julio de 2016.This paper presents a guide to help engineers to design and develop sustainable projects. The guide is the culmination of previous studies published over the last seven years in JENUI. The guide has been designed to introduce and evaluate the sustainability of engineering projects in general, but here we pre-sent how it can be applied to the final project of an engineering degree. This tool is a guide for students. to introduce and estimate the sustainability of their projects, but it also helps teachers to assess them. The guide is based on the Socratic Methodology and consists of a matrix where each cell contains several questions that students must consider during the project development and which they must answer in their project report. A positive or negative mark is assigned to every cell, and the sum of all marks states the project sustainability. However, the result is not as simplistic as a final number, but a descriptive sustainability analysis where all questions are answered and every mark justified. A pilot test with some students has obtained good results, but the first Final Degree Project using the proposed methodology will be read in July 2016

El proyecto EDINSOST: Inclusión de los ODS en la educación superior

En esta comunicación se presenta un mapa de la competencia Sostenibilidad fácilmente adaptable a cualquier titulación de educación superior. El mapa ha sido desarrollado dentro del proyecto EDINSOST, cuyo objetivo es la formación de titulados capaces de liderar la resolución de los retos de nuestra sociedad mediante la integración de la formación en competencias en Sostenibilidad en el Sistema Universitario Español.This communication presents a map of the competency Sustainability which is easily adaptable to any degree in higher education. The map has been developed within the EDINSOST project, whose objective is the training of graduates able of leading the resolution of the challenges of our society through the integration of the training in competences in Sustainability in the Spanish University System.Avec cette communication on présente une carte de la compétence Durabilité facilement adaptable à tout degré d’éducation supérieur. Cette carte a été développé au sein du projet EDINSOST et son but est la formation de diplômés capables de diriger la résolution des défis de notre société en intégrant la formation de compétences en matière de Durabilité dans le Système Universitaire Espagnol.Peer ReviewedPostprint (published version

Competency maps: An effective model to integrate professional competencies across a STEM curriculum

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM degree program, and assesses the results of its implementation after four years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by their expected learning outcomes at three domain levels. This model allows careful analysis, revision and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional-competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: 1) students’ grades (classes graduated from 2013 to 2016, the first four years from the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); 2) students’ surveys (answered by students when they finished the degree); 3) the government employment survey, where former students evaluate the satisfaction of the received training in the light of their work experience; and 4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.Peer ReviewedPostprint (author's final draft