Meritorious Autonomous University of Puebla

Faculty of Engineering

ProjectUpdate of the Civil Engineering Curriculum

Generation 2009

February 2009

PE of the Bachelor's Degree in Civil

Engineering
 Y General
O information
.
Name:
Bachelor of Civil Engineering

Educational Level: Degree

Educational Modality: In person

Duration
5344 / 5584
Dedication in hours (min/max):
Periods: 10

Minimum and maximum credits: 310 / 325

Program type: Scientific-Practical

Certificate or Title awarded: Civil engineer

Academic Unit Faculty of Engineering

Generation: 2009

PE of the Bachelor's Degree in Civil

Engineering
 II. Justification

The development of a country is closely linked to its resources and the way they are used. It is not
enough to have great natural wealth if it is not used for the benefit of present and future society. To
this end, it is essential to have the necessary infrastructure for the extraction, processing and
distribution of goods and services.
It is not possible to think about public health without having roads that make access to
services possible, without having a clinic or without the population lacking drinking water and
drainage.
It would be naive to consider developing the countryside without having storage facilities for
inputs and products or without an irrigation system that allows crops to be grown all year round.
Power generation would be reduced to more than half without storage dams.
The development of large urban centres makes it necessary to carry out extensive road
works designed in such a way as to allow for a more agile and safe transit of goods and people, so
that the time spent using motor vehicles is reduced and thus pollution.
All of the above and many more works are what is called basic infrastructure and are
considered a priority within the National Development Plan of our country, as well as in the
State Development Plan of the State of Puebla. Professionals responsible for the task of
planning, analysis, design, construction, operation, maintenance and rehabilitation of civil
works for urban, industrial, housing, infrastructure, environmental prevention and recovery
development are civil engineers.
In this way, the work of civil engineers is not limited simply to the use of techniques and
technology, but their role transcends into social spheres, since it is in their hands to provide well-
being and security to a family, a municipality, a state or a nation.
The College of Civil Engineering of the Faculty of Engineering of the Benemérita Universidad
Autónoma de Puebla, with a history dating back to 1878 and with uninterrupted operations for
more than 70 years, has contributed to the training of professionals, aware of the social impact of
their work, which has largely shaped our region and the country in each of its stages of development.
The updated and relevant knowledge of the program, the physical facilities such as
classrooms, laboratories, library and good administration have allowed the school to achieve the
quality standards granted by institutions such as CIEES and CACEI.
The educational modality in which the PE in Civil Engineering is offered is school-
based, with face-to-face classes that are enriched by the development of other learning scenarios,
among which the following stand out: laboratory and field practices, as well as study trips,
participation in internal and external competitions, professional practice, attendance at student and
professional conferences and seminars, the opportunity to carry out seasonal exchanges with other
institutions that offer compatible programs, all of which favors mobility and broadens the horizons of
students.
The development of Civil Engineering Research globally has been gradual, but without
drastic changes that could differentiate one community from another with similar resources and
economy.
Regarding materials, we can mention the following:
Geosynthetics: They improve the properties of soils, earthworks and pavements for various
purposes, including: modifying the behavior of containment elements,

PE of the Bachelor's Degree in Civil

Engineering
They facilitate or hinder the passage of fluids, provide resistance to tension in the soil, speed up
construction processes, make the behaviour of retention elements more flexible, etc.
Thermoplastic polymers: They improve the properties of asphalt, are used for light roofs
and reinforcement of damaged structures, can replace concrete elements and be used as
waterproofing, are used for domestic pipes, drinking water pipes for urban areas, replacing
concrete, copper and PVC (polycarbonate, polystyrene, polypropylene, recycled tires).
Carbon fibers: Used for the rehabilitation and reinforcement of damaged concrete
structures.
Epoxy resins: Used to join construction materials with greater resistance than the
materials themselves, manufacturing powder paints and floors with a mirror-like finish.
High-performance concrete: With strengths close to those of steel and high durability
that use resins or additives called third generation.
Structural glass: reinforced with fiberglass for the construction of load-bearing walls with
a translucent or transparent appearance.
Among the recent changes in the way of conceiving and analyzing certain types of
structures, there are two new analysis and design criteria: non-linear static analysis or “push
over” and the performance design criterion.
Without a doubt, significant changes that directly affect the work of engineers are the
constant reform of laws, such as the Public Works Law, the IMSS Law, the ISSSTE Law, etc.;
regulations, such as those of construction and that vary even from municipality to municipality;
codes and standards, such as those of the Federal District that are used in the center and
southeast of the country or those of SCT that apply to the entire country.
Nowadays, there are also more precise, lighter, more versatile or automated measuring
and testing equipment, although the parameters to be measured remain essentially the same.
It is worth mentioning that there is currently highly specialized machinery that allows for
the construction of foundation piles, hydraulic channels, drainage systems, tall concrete
buildings, etc., with a minimum of personnel and in a very short time.
Although not exclusive to engineering, the use of computers and specialized software
has improved the possibilities of optimizing design and operation alternatives in less time.
These types of advances are those that have been taken into account to offer an
updated program so that students know, even before graduating, the current ways of designing
and building, without prejudice to being able to incorporate knowledge of significant changes that
may appear, in the subjects designed for this purpose, that is, the optional subjects.

III. Goals
General

To comprehensively train professionals in Civil Engineering in the areas of Construction,

Hydraulics, Geotechnics and Structures, who carry out professional practice to develop skills in
understanding and interpreting texts, diagrams, plans, specifications, etc.; skills to pose
problems and propose solutions; oral, written and graphic communication, either manually or
using current technological tools and ethical and moral values such as honesty, responsibility,
care for the environment and the spirit of service. In order to enable them to integrate and
develop successfully in the productive activity specific to their specialty in any of its areas, being
able to apply their knowledge both in the public and private spheres, and in this way, actively
participate in the development of our society, taking as a foundation the six pillars of education
set out in the Minerva University Model. Promoting the

PE of the Bachelor's Degree in Civil

Engineering
Curiosity for knowledge, showing the correct way to do their job, promoting coexistence, with an
entrepreneurial spirit and an open mind to accept the changes in technology and regulations that
are increasingly frequent in such a way that it opens the way for them to be successful
professionals and people of value for their family and society.

Specific

• Acquire the knowledge and skills in Physics, Chemistry and Mathematics necessary to
address the study of the formative subjects of Civil Engineering
• Identify the laws of Construction Mechanics as well as their use for the analysis and
design of the supporting systems of structures, considering current legislation and
regulations, applying modern technology.
• You will have a clear knowledge of the mechanical behavior of soils, and will be qualified
in the techniques to determine their physical, mechanical and hydraulic characteristics in
order to apply them in solving problems related to foundations, land routes, containment
structures and improvement of soil properties.
• You will have skills and knowledge in the evaluation, planning, organization, budgeting of
construction processes and the management systems associated with them.
• You will have a clear understanding of the materials and construction processes
currently used and will be aware of future trends.
• It will have the capacity to carry out supervision and maintenance tasks for civil works.
• You will acquire knowledge of the laws that govern the behavior of fluids at rest and in
motion and will be able to apply them in the analysis and design of water extraction,
conduction, storage and treatment systems.

IV. Desirable entry profile

• Desirable personal characteristics for entering the Civil Engineering career are:
• Possess knowledge of Physics, Mathematics and Writing; having completed a
Baccalaureate in the area of exact sciences or equivalent.
• Ability to communicate with people regardless of their socioeconomic status or
educational level, to integrate into work teams and in reading and understanding texts.
• Honesty, responsibility, leadership, humanism and respect.

V. Career profile

• It has a wide scope of action in relation to the well-being and development of society.
• It is closely linked to providing a habitat for man by building private or social housing,
hospitals, stadiums, museums, schools, churches, supermarkets, etc.
• It is committed to the development of society by building bridges, dams, canals, roads,
airports, industrial developments and other basic infrastructure works.
• It facilitates entry into the labour market in public and private organisations, or as an
independent professional through professional practice and collaboration agreements.
• It allows students to exchange with other programs of the Division of Advanced Studies
in Engineering and Technology, facilitating participation in interdisciplinary and
transdisciplinary projects or, if desired, to carry out exchanges at universities in the
country or abroad.

VI. Graduation profile

The Civil Engineering graduate will have the knowledge and skills necessary to enter productive
life, whether in the private sector or in government institutions.

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Engineering
related to the project, design, construction and maintenance of infrastructure or particular work:
You will also have the elements to create your own company with an entrepreneurial spirit.
You will be able to continue your learning by adapting to future economic, technological
and legislative changes, facilitated by knowledge of a second language.
You will understand social justice as a way of life, and will be aware of the social and
environmental impact of the works in which you participate, acting with ethics and a spirit of
service.

VII. Curriculum
Meritorious Autonomous University of Puebla
Vice-Rectorate for Teaching
Matrix 1: List of Subjects by Training Level, Theory, Practice and Independent
Work Hours
Educational Program 2009: Bachelor of Civil Engineering

1. Academic Unit: Faculty of Engineering

2. Educational modality: School
3. Title awarded: Civil Engineer
4. Levels included in the curriculum map: basic and formative
5. Minimum and maximum credits to obtain the degree: 310/325
6. Minimum and maximum hours to obtain the degree: 5344/5584

Total
HT/HP
HT/HP Credits
No Code Subjects per Requirements
per week per
period
period
Basic Level

1) General University Training Area

LMED11908 Development of Complex Thinking Skills* 64 4 4 MR

Development of Skills in the Use of Information

LMED111008 and Communication Technologies 64 4 4 MR
LMED111508 Human and Social Formation 64 4 4 MR
Innovation and University Talent 64 4 4 MR
Subtotal FGU Area 256 16 16
2) Basic Sciences and Mathematics Area
SUBJECT 1 GENERAL PHYSICS WITH LABORATORY 80 5 5 MR
SUBJECT 3 PRECALCULUS 80 5 5 MR
SUBJECT 4 ENGINEERING PROFILE 80 5 5 MR
SUBJECT 5 LINEAR ALGEBRA 80 5 5 MR
SUBJECT 7 STATIC 80 5 5 SUBJECT 1
SUBJECT 9 DIFFERENTIAL AND INTEGRAL CALCULATION 80 5 5 SUBJECT 3
SUBJECT 11 COMPUTER SCIENCE AND PROGRAMMING 80 5 5 MR
SUBJECT 13 SOLID MECHANICS I 80 5 5 SUBJECT 7
SUBJECT 14 KINEMATICS AND DYNAMICS 80 5 5 SUBJECT 7
SUBJECT 15 CALCULATION OF SEVERAL VARIABLES 80 5 5 SUBJECT 9
SUBJECT 17 NUMERICAL METHODS AND PROGRAMMING 80 5 5 SUBJECT 11
SUBJECT 20 General Chemistry 80 5 5 MR
SUBJECT 21 DIFFERENTIAL EQUATIONS 80 5 5 SUBJECT 15
SUBJECT 23 PROBABILITY AND STATISTICS 80 5 5 MR
SUBJECT 32 SOLID MECHANICS II 80 5 5 SUBJECT 13
PE of the Bachelor's Degree in Civil
Engineering
 Subtotal Area of Basic Sciences and Mathematics
1200 75 75

PE of the Bachelor's Degree in Civil

Engineering
 2) Complementary Courses Area
SUBJECT 2 COMPUTER-ASSISTED TECHNICAL DRAWING 80 5 5 MR
SUBJECT 30 SYSTEMS THEORY 80 5 5 MR
SUBJECT 8 RESEARCH METHODOLOGY 48 3 3 MR
Subtotal Area of complementary courses 208 13 13
Educational Level

2) Structures Area
SUBJECT 19 ISOSTATIC STRUCTURES 80 5 5 SUBJECT 13
SUBJECT 25 STRUCTURAL ANALYSIS 80 5 5 SUBJECT 19
CONCRETE TECHNOLOGY WITH LABORATORY
SUBJECT 26 80 5 5 MR
SUBJECT 31 SEISMIC ANALYSIS OF BUILDINGS 80 5 5 SUBJECT 25
SUBJECT 37 STEEL ELEMENTS DESIGN 80 5 5 SUBJECT 25
SUBJECT 38 DESIGN OF CONCRETE ELEMENTS I 80 5 5 SUBJECT 26
SUBJECT 43 STRUCTURAL DESIGN I 80 5 5 SUBJECT 37
SUBJECT 44 CONCRETE ELEMENT DESIGN II 80 5 5 SUBJECT 38
SUBJECT 43,
SUBJECT 49 STRUCTURAL DESIGN II 80 5 5 SUBJECT 44
Subtotal Structures Area 720 45 45
3) Geotechnical Area
SUBJECT 27 GEOLOGY WITH LABORATORY 80 5 5 SUBJECT 20
SUBJECT 33 SOIL MECHANICS I WITH LABORATORY 80 5 5 SUBJECT 27
SUBJECT 39 SOIL MECHANICS II WITH LABORATORY 80 5 5 SUBJECT 33
SUBJECT 45 LAND ROUTES I WITH LABORATORY 80 5 5 SUBJECT 39
SUBJECT 51 LAND ROUTES II WITH LABORATORY 80 5 5 SUBJECT 45
Subtotal Geotechnical Area 400 25 25
4) Hydraulic Area
SUBJECT 29 HYDRAULICS I WITH LABORATORY 80 5 5 SUBJECT 23
SUBJECT 35 HYDRAULICS II WITH LABORATORY 80 5 5 SUBJECT 29
SUBJECT 36 HYDROLOGY 80 5 5 SUBJECT 23

Total
HPPC/HTI HP/HT per Credits per
per period week period
SUBJECT 47 HYDRAULIC WORKS II 80 5 5 7M0A
Social service 480 10 %TcErRéIdAit4o1s
covered
80 5 5
SUBJECT 53 OPRBÁRCATICSAHPIDROFÁEUSILOINCAALS III 18600 5 5 McAuTbEieRrItA
o4s 7
8.2) Integrating subjects

HP‐HT / HTI
(social
impact Total
projects) by HP/HT per Credits per
period week period
SUBJECT 2580 CDOENINSVTRESUTCITGIAVCOISÓINI AND 80 5 56 SUBJECT 22
DEVELOPMENT PROJECTS
Subtotal Disciplinary Integration 720 5 21
Subtotal Educational Level

9) Electives
9.1) Disciplinary (mandatory)
SUBJECT 52 PROJECT MANAGEMENT 80 5 5 PrácMticAaTepRroIAf
SUBJECT 55 OPTIONAL I 80 5 5
Subtotal Construction Area 800 50 50
SUBJECT 56 OPTIONAL II 80 5 5
8) Disciplinary integration
SUBJECT 57 OPTIONAL III 80 5 5
8.1) Critical Professional Practice
SUBJECT 58 OPTIONAL IV 80 5 5

PE of the Bachelor's Degree in Civil

Engineering
 Subtotal Disciplinary Electives 320 20 20
Total minimums 5,344 274 310
9.2) Complementary (optional)
SUBJECT 59 ELECTRICAL INSTALLATIONS 80 5 5 MR
DESIT I DESIT I OPTIONAL 80 5 5 MR
DESIT II DESIT II OPTIONAL 80 5 5 MR
Subtotal Complementary Electives 240 15 15
Total maximums 5,584 309 325
1HT/HP: Theory Hours/Practical Hours (16 hours=1 credit per period)
2HTI: Independent Work Hours (20 hours = 1 credit per semester)
3HPPC: Critical Professional Practice Hours (50 hours = 1 credit per period)
4TH: Total hours
5TC: Total credits

PE of the Bachelor's Degree in Civil

Engineering
 Meritorious Autonomous University of Puebla
Vice-Rectorate for Teaching
Matrix 4: Curriculum Map
Educational Program 2009: Bachelor of Civil Engineering

1. Academic Unit: Faculty of Engineering

2. Educational modality: School
3. Title awarded: Civil Engineer
4. Levels included in the curriculum map: basic and formative
5. Minimum and maximum credits to obtain the degree: 310/325
6. Minimum and maximum hours to obtain the degree: 5344/5584

ACADEMIC PATH FOR 5 YEARS

6 8 10
SPRING INTERPERIOD 7AUTUM SPRING 9AUTUM SPRING
N N

SEISMIC DESIGN OF
STEEL DESIGN DESIGN OPTIONAL I
ANALYSIS ELEMENTS STRUCTURAL I STRUCTURAL II
OF BUILDINGS

DESIGN OF DESIGN OF
MECHANICS RESEARCH OPTIONAL
OF CONCRETE CONCRETE AND
ELEMENTS I ELEMENTS II DEVELOPMENT II
SOLIDS II
PROJECT

SOIL SOIL LAND ROUTES VIASTERREST

MECHANICS I MECHANICS II I WITH RIALS
WITH WITH LABORATORY
LABORATORY LABORATORY IICONLABORAT
ORY

ADMINISTRATION ORGANIZATION
OF COST ADMINISTRATION
CONSTRUCTION OF WORKS OF PROJECTS
MACHINERY ENGINEERING

HYDRAULICS
II WITH HYDRAULIC HYDRAULIC HYDRAULIC
LABORATORY WORKS I WORKS II WORKS III

HYDRAULIC, DRINKING
HYDROLOGY SANITARY WATER SEWERAGE
AND WITH
DEGAS WITH LABORATORY
INSTALLATIONS LABORATORY

TOPOGRAPHY TOPOGRAPHY ELECTRICAL

AND INSTALLATIONS DESIT I DESIT II
AND PRACTICES II OPTIONAL OPTIONAL
PRACTICES I SUBJECTS THAT CAN OPTIONALLY BE TAKEN WITH ANOTHER DEGREE IN THE ACADEMIC UNIT OPTIONAL SUBJECTS TAUGHT BY ANOTHER PROGRAM

PE of the Bachelor's Degree in Civil Engineering

 VIII. Description of the curriculum structure

The program will be developed in the school modality.

The number of subjects in the basic phase is 15 (26%), the number of complementary subjects
is 3 (5%), the subjects of general university training are 4 (7%) and the rest are made up of
disciplinary subjects 36 (62%).

The program design includes both previous and subsequent subjects to achieve
consistency in the acquisition of knowledge and in the attainment of skills, attitudes and values
throughout the course. The requirements for each subject are shown in Matrix I, while in the
academic routes shown in the annex, both the preceding and subsequent subjects for each level
are indicated with arrows.

In order for a student to be able to access the subjects of the formative level from the
fifth period onwards, with the exception of the construction area, it will be necessary to have
accredited at least 70% of the subjects of the basic level. In order to perform community service,
you must have passed at least 75% of all subjects in the program. It is proposed that the
professional internship be carried out in the last interperiod of the normal duration of the program
(5 years), and it is a requirement to have released said professional internship in order to be able
to take the optional subjects.

Neither community service nor professional internships are proposed as a subject to

offer students the freedom to adjust their schedule to meet these obligations and to the Faculty
administration to make agreements; however, it is recommended that professional internship be
carried out in the interperiod prior to the completion of the credits. The development of these
activities within the recommended time for completing the program will allow for feedback from
providers to the program. Release letters will be the necessary documents for the corresponding
credits to be assigned.

The foreign language must be accredited according to the guidelines of the CELE of the
BUAP, as a requirement for the degree. For this purpose, the student may choose between the
following languages: English, French, German, Italian or Portuguese.

The subject Electrical Installations, offered by the Faculty's College of Electrical

Engineering, is optional and may or may not be taken at the student's discretion. Likewise,
students may complement their training by taking up to two elective courses offered by DESIT,
although this is not mandatory.

The subjects Topography and Practices I and Topography and Practices II may be taken
both in the educational program and in the Topographic and Geodetic Engineering program of
the Faculty.

Matrix 1. Its purpose is to present the list of subjects that make up the curriculum map by levels:
basic and formative, by areas of knowledge in relation to each level; likewise the hours of theory-
practice, critical professional practice and independent work per subject and the equivalent in
credits per area and the total of each of them per school period, in addition to the requirements
established to take some of the subjects.

The PE has a total of 58 or 61 subjects, of which 58 are compulsory and 3 are optional,
without exceeding 15 credits. The minimum credits to obtain the degree are 310, corresponding
to 5344 hours and the maximum credits are 325 corresponding to 5588 hours.

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Matrix 4 is the graphic representation of the organization to address the object of study of the
discipline of Civil Engineering in what corresponds to the bachelor's level, which is presented
and described below.

Areas

The curricular structure of the Bachelor's Degree in Civil Engineering is designed in five areas of
knowledge:

Basic Sciences and Mathematics, Construction, Structures, Geotechnics and

Hydraulics, whose objectives and description have been discussed above.

Transversal Axes and General University Training Area

Within the framework of the Minerva University Model, five transversal axes are established that
permeate the curricular development, to achieve the "comprehensive and pertinent training of
the student", which must be promoted in a collaborative and permanent manner, through the
different actors of the educational process: directors, academics, tutors and students.

• Human and Social Formation

• Development of Higher and Complex Thinking Skills (DHPSC),
• Development of skills in the use of information and communication technology
(ICT)
• Foreign Languages
• Education for Research

The first four begin as subjects in the General University Training Area (FGU) (6.9% of 58) with
16 Credits, 256 hours of theory-practice.

Human and Social Education: For the ethical-political dimension, the academics will
promote Education for Peace during the educational process, as a guarantor of non-violent and
supportive attitudes that favor a social climate incorporating actions that promote democratic,
plural and responsible coexistence; critical thinking, respect for the rights of others and the
environment, through debates, conferences, simulations, forums, environmental protection
campaigns, contests, development scenarios, working on case studies in the subjects, among
other strategies.

For the dimension of aesthetics and art, in the educational process the academics will
develop in the student skills for life, for analysis, reflection, critical judgment, to use symbols,
read complex images, communicate creatively and think of solutions not previously imagined,
likewise, they will motivate the students to participate in cultural activities of the University, in
addition they will organize with the students cultural events, such as conferences, guided visits to
cultural organizations, plays, concerts, exhibitions, recitals.

Development of Complex Thinking Skills: in this axis, academics will promote

metacognition in students throughout their school career, as well as problem solving, using
complex thinking methodologies, in all PE subjects.

Development of Skills in the use of Technology, Information and Communication

(DHTIC): The academics will promote, in order to achieve the learning objectives, that the
academic products of the students are designed, through ICTs using computer and disciplinary
laboratories, libraries, auditoriums, virtual platforms, Radio BUAP, Cultural Complex.

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 Languages: To promote this axis, academics will implement strategies so that students
develop skills to communicate through oral and written expression in a second language and in
their mother tongue, for the understanding of texts and/or articles, stays in other countries,
participation in virtual communities, video conferences, academic exchange, among others.

Research Education: Academics will implement strategies to develop student research

skills in each of the PE subjects, in order to improve learning experiences, generating a culture
of inquiry, discovery and the construction of new knowledge.

This axis will be promoted by the Knowledge Generation and Application Lines (LGAC)
developed by the Academic Bodies (CA), which are being developed within the program.

Elective Subjects

The optional subjects are elective, four of them, disciplinary, are compulsory and three are
optional, and are considered to allow the PE to offer greater academic flexibility to the student.
They also aim to allow students to delve deeper into some areas of disciplinary knowledge with
other DES or other HEIs at national and international levels, to strengthen the graduate profile in
a range of possibilities.

Disciplinary electives:

Each academic area will offer the four disciplinary electives to give students the freedom to
complement their training either in a single area, selecting one from each area or combinations
of them.

Complementary electives:

These subjects are three and are optional. One of them is Electrical Installations, which will be
offered by the Mechanical-Electrical Engineering Program of the Faculty of Engineering, and the
other two may be chosen from any of the 18 DESIT programs under the advice of the academic
tutor.

IX. Social integration

The Minerva University Model (MUM) considers as an axis of development of educational,

research and social integration activities, "the comprehensive and pertinent formation of the
student", for this the learning-teaching process is based on the pedagogical orientation of socio-
cultural constructivism, considering the main contributions of critical humanism and the six pillars
of education: learning to know, learning to be, learning to do, learning to live together, learning to
undertake and learning to unlearn.

In accordance with the theoretical and philosophical foundations that support the MUM:
lifelong education, education for citizenship and active participation in society, the consolidation
of human rights, sustainable development, democracy and peace, all within a context of
interculturality, multiculturalism and justice, it is necessary to include in the curricular
development of the PE the Social Integration Program to articulate the training of students with
current social problems in multidisciplinary intervention contexts at the local, regional, national
and international levels.

This program has the following purposes:

General

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Promote the social commitment of university students by incorporating them into projects
generated by the institution, the academic unit, social or governmental organizations, to
contribute to the fair and equitable development of society, particularly impacting vulnerable
communities and groups, in order to strengthen the learning-teaching process as well as
comprehensive and relevant training.

Specific

^ Generate new development scenarios to promote meaningful learning for students.

^ Promote attitudes and values framed within the pillars of education, embodied in tolerance,
empathy, plurality, democracy, respect for the rights of others and the environment, under
the principles of equality and multiculturalism.

^ Promote the integration of theory, professional practice and research in an interdisciplinary

manner.

^ Promote cooperative work in multidisciplinary groups.

^ Raise the country's development potential.

^ Influence the quality of life of vulnerable communities and groups.

The social integration programs developed at the Faculty of Engineering are:

• Sports Promotion Programs (participation in the University)

• Programs to promote culture (Cultural Diffusion of the Institution)

• Program to Promote our Traditions

• Collaboration agreements with:

• Federal Electricity Commission

• College of Appraisers of the State of Puebla

• College of Civil Engineers of the State of Puebla

• PEMEX

• Federal Ministry of Communications and Transportation

• AECO

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 X. Forms of Graduation

Students who have completed 100% of the minimum credits may choose any of the following
forms of graduation:

• Thesis and professional examination.

• Obtaining a certificate in the CENEVAL General Knowledge Examination (EGEL).

• Degree in recognition of academic performance.

• Graduation seminar with thesis.

• Accreditation of a percentage of master's credits.

• Professional experience with report.

The requirements to be met for each of these modalities will be those approved in the CUA of
the Faculty.

XI. Teacher profile

The teacher has extensive knowledge of the subject to be taught and the area in which it is
located, and also questions and acquires new knowledge related to the learning of the sciences
of the discipline, thus promoting an open mind and the acceptance of new paradigms.

Handles the usual teaching methods and techniques, knows how to design learning
environments, prepares activities, directs students' work, evaluates appropriately, and
participates in the innovative application of knowledge.

Properly manages Information and Communication Technologies (ICTs)

Possesses the professional or teaching experience that the subject requires.

Shows commitment to the College, the Academy and the Benemérita Autonomous University of
Puebla.

It has values such as: honesty, responsibility, leadership, humanism and respect.

Complies with the provisions of the Regulations for Admission, Promotion and Permanence of
Academic Staff (RIPPPA) of BUAP.

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