Learning outcomes: refers to the knowledge, skills and attitudes, individually assessable, that each unit/module/subject of the curriculum of the engineering program is committed to achieving in the student.
The bachelor’s degree: is the one awarded to a student from a university or equivalent academic body who has approved a study program that includes all the essential aspects of an area of knowledge or a specific discipline or specialty.
Practice area: in the educational context, synonymous with a generally recognized engineering specialty; at the professional level, a generally recognized or distinctive area of knowledge and expertise developed by an engineering professional by virtue of the course of education, training, and experience followed.
Engineering sciences: include the fundamentals of engineering that have their roots in the mathematical and physical sciences and, where appropriate, in other natural sciences, which extend knowledge and develop models and methods to give rise to applications and solve problems, providing the knowledge base for engineering specializations.
Natural Sciences: provide, as applicable in each discipline or area of engineering practice, an understanding of the physical world, including physics, mechanics, chemistry, earth sciences, and biological sciences.
Awareness: Recognize the context and implications when using or applying what has been learned. The demonstration of awareness can be more varied than the demonstration of knowledge. Asking the right questions, including among the assumptions made, complying or respecting a situation can be acceptable demonstrations.
Knowledge: It involves both learning and demonstrating what has been learned. Demonstration of specific knowledge is invariably done through work carried out based on that knowledge.
Complementary (contextual) knowledge: Disciplines other than engineering, basic sciences and mathematics, which support the practice of engineering, provide an understanding of its impacts and broaden the perspectives of the engineering graduate.
Engineering design knowledge: Knowledge that supports engineering design in an area of practice, including codes, standards, processes, empirical information, and knowledge reused from previous designs.
Formative development: the process that follows the obtaining of an accredited educational program and that consists of training, experience and expansion of knowledge.
Continuous professional development: the systematic and responsible maintenance, improvement and extension of knowledge and competences, as well as the development of the personal qualities necessary for the execution of professional and technical tasks throughout the program of a professional of engineering.
Engineering Specialty or Specialization: A generally recognized area of practice or major subdivision within an engineering discipline, for example, structural and geotechnical engineering within civil engineering.
Fundamentals of engineering: consider a systematic formulation of engineering concepts and principles that are based on mathematics and physics, and when appropriate, on other natural sciences, which provide the knowledge base for the different specialties. They are disciplines related to materials, energy, systems and processes and the environment, among others. They are intended to provide the conceptual basis and analysis tools for use in Applied Engineering and which need to be expanded to create theoretical frameworks and bodies of knowledge for the various areas of engineering practice.
Manage: means planning, organizing, directing and controlling risks, projects, changes, finances, compliance, quality, ongoing monitoring, control and evaluation.
Solution: It is an effective proposal to solve a problem, considering all relevant technical, legal, social, cultural, economic and environmental issues and taking into account the need for sustainability.
Subdiscipline: Synonymous with engineering specialty.
Vanguard of the discipline: defined by advanced practice in the specialties within the discipline.