Rafael Miñano

TL;DR: In this article, the authors describe the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politecnica of Madrid and describe the integration of those topics within the current engineering curricula, adapted to the European Higher Education Area framework.

TL;DR: In this paper , a methodology for embedding and assessing a competency in an academic curriculum using competency maps is presented, which enables the designers of the curriculum to determine the learning outcomes that should be developed in the degree and to distribute them appropriately among the subjects.

TL;DR: The experience of developing competences of ethical, social and environmental responsibility in undergraduate IT engineering degrees at the Technical University of Madrid is described, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with social issues in the academic context.

TL;DR: A model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated in other contexts is contribution of this paper.