The degree in Physics Engineering will have the same curricular objectives that reign now; form highly competent national and international human resources. Currently, graduates from this program perform successfully not only as postgraduate students or as postdoctoral researchers, but have entered the job world of the industry. The curricula objective of this educational program is to form human resources in Physics Engineering with the necessary competences to design, construct and negotiate technologies based on Physics, with a scientific and interdisciplinary focus, oriented to address the needs of technological innovation to improve the quality of life of the human being.

Schooled.

No.

Educational program recognized by the Consejo de Acreditación de Programas Educativos en Física, A.C (CAPEF).

March 16, 2016.

August – December 2016.

Annually.

For more information, please visit www.ugto.mx/admision

The profile for the applicant to this educational program has been defined as the necessary attributes and knowing of a student when initiating a new program, that allow him a transit from one level of studies to the next, in a direct way and with the most possibilities to finish in time and form. The degree in Physics Engineering is designed to be offered to graduates from high schools with a special preference for natural and exact sciences.

In addition of the previously acquired knowledge, it is desirable that the applicants show some of the following characteristics:

• Taste for the ordered and systematic observation.
• Critic spirit.
• Desire of globalization and synthesis.
• Non dogmatic and open mind posture.
• Curiosity for the progress of science in any branch.
• Taste for invention.

Graduate profile:Under the competence focus, since the paradigm of the didactic conception is different to traditional teaching, the enunciation of a preferable enrollment profile mentions not only the knowledge the applicant must possess to consider a student capable of initiating his formation in higher education, but it is required to recommend the desirable skills and attitudes for the proper development of their competencies throughout the program. Likewise, by indicating the profile as preferable is an invitation for the student to address those knowledge, skills and attitudes on which it is expected to have as part of his professional calling. This way, the preferable profile is established by the following criteria:

• Knowledge of: sets, algebra, trigonometry, analytic geometry, mathematics for calculus, basic knowledge of general culture. Skills: reading and comprehension, capability of abstraction, logical reasoning, analysis and synthesis.
• Attitudes: enthusiasm and scientific curiosity, taste for rigor and precision, critic spirit, interest to work in teams, taste for invention, creativity and interest in technology and values.

This document proposes a list of generic competencies for every graduate from an engineering at DCI. The list emerged from a selection and analysis of the proposed competencies by the Tuning project (Tuning Educational Structures [11], 2011), which, same as in the original document, are divided in instrumental, personal and systemic. The selection was based in an analysis of all the competencies a graduate from engineering at DCI should acquire. These generic competencies, enlisted next, are focused for the all the educational programs in engineering at DCI.

Instrumental

• Capability of analysis and synthesis.
• Capability to organize and plan.
• Written and oral communication in the native language.
• Knowledge of a foreign language.
• Knowledge of informatic in the area of study.
• Capability of information management.
• Problem solving.
• Decision making.

Personal

• Work in an inter and multidisciplinary team.
• Skills in interpersonal relationships.
• Capability to communicate with experts from other areas.
• Acknowledgement of the diversity and multiculturality.
• Critic and self-critic reasoning.
• Ethical commitment.
• Research capability.

Systemic

• Capability to apply the knowledge in practice.
• Autonomous learning and permanent updating.
• Adaptability to new situations.
• Skill to work autonomously.
• Creativity.
• Leadership.
• Knowledge of other cultures and customs.
• Entrepreneur spirit and initiative.
• Thrive for quality.
• Sensitivity towards environmental topics.
• Social responsibility and citizen commitment.
• Skills to seek, process and analyze information from different sources.

Specific competencies of the degree in Physics Engineering:The generic competencies of the previous selection are the fundament to choose the specific competencies which are developed throughout the syllabuses, which are described next.

• Cognitive specific competencies.Shows a deep comprehension of the concepts and fundamental principles both in Classic Physics as in Modern Physics. Describes and explains natural phenomena and technological processes in terms of concepts, principles and theories. Seeks, interprets and uses scientific information. Knows and understands the conceptual development of Physics in historical and epistemological terms.
• Methodological Specific competencies:Competencies to be addressed in the syllabus mostly with practical contents (laboratories, workshops, practice in class). In the design of the syllabus, it would be necessary to consider the relationship of the Learning Units with theoretical contents with the practical contents.
  • Systemic: Plans, analyzes and solves physical problems, both theoretic as experimental, by using analytical, experimental or numeric methods. Builds simplified models that describe a complex situation, identifying its essential elements and effectuating the necessary approximations. Verifies and evaluates the adjustment of models to reality, identifying its validity domain. Applies the theoretical knowledge of Physics in the realization and interpretation of experiments. Develops valid arguments in Physics, identifying hypothesis and conclusions. Synthetizes solutions, extending them to general principles, laws or theories. Perceives the analogies between apparently different situations, using solutions known in solving new problems. Estimates the magnitude order of measurable quantities to interpret diverse phenomena.
  • Instrumental: Uses and elaborates software or computing systems to process information, numeric calculus, simulation of physic processes or experiment control. Designs, develops and uses technology to process information, numeric calculus, simulation of processes and/or experiment control.
• Labor and social specific competencies:Competencies to oblige to the syllabus mostly in practical contents (professional practice, internships, professional social service, laboratories, workshops, practice in class; as well as learning strategies developed by each learning unit (problem solving, project development, team work, critic thinking, multidisciplinary work). At this point, it is also necessary to consider the relation of learning units with theoretical contents with practical contents. Participates in professional activities related with high level technologies, be that in the laboratory or in the industry. Participates in advisory and elaboration of proposal of science and technology in topics with economic and social impact in the national ambience. Proves work habits necessary for the development of the profession such as teamwork, scientific rigor, self-learning and persistence. Participates in the elaboration and development of research project in Physics Engineering or interdisciplinary. Shows willingness to face new problems in other campus, using the skills and specific knowledge. Knows the relevant concepts of the teaching-learning process of Physics Engineering, showing willingness to collaborate in the forming scientists.

It is proposed under the current plan scheme, this is, have concluded with total number of mandatory and optional credits of the syllabus. With this, the graduate could request the total certificate of studies.

Total number of credits of the educational program: 231 credits.