upc student handbook 2019 · upc is a member of laureate international universities (liu), the...
TRANSCRIPT
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upc student Handbook 2019
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UPC Student Handbook / 2 /
FROM THE RECTOR
DEAR STUDENTS:Since its foundation, at UPC we maintain our commitment to achieving and innovating in academic excellence permanently. It has been twenty-five years of work aimed at educating professionals who are upstanding and innovative leaders, with the capacity to transform their environment and the motivation to become agents of change, to contribute to the development of Peru. UPC is an innovative institution based on principles and values that promotes learning. We have a great responsibility, which we take on with awareness, pride, and happiness.This handbook is meant to be a useful tool to know what it takes to be a UPC student and to make academic work and administrative management easier.
WELCOME TO UPC
EDWARD ROEKAERT RECTOR
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FROM THE VICE-RECTOR FOR ACADEMIC AFFAIRS AND RESEARCH
DEAR STUDENTS:At UPC, we strive for academic excellence in all we do, guided by our vision, mission, and fundamental values. You are the reason that guides UPC. Therefore, our quality concept is based on your education, academic performance, and professional and personal success. In order to evolve from the concept to the learning experience, UPC has developed its Academic Quality Assurance System (SICA) to design, execute, evaluate, and continuously improve our entire academic and support processes. This Student Handbook is an important element of this quality system. It is mainly aimed at you and contains information about each program offered by the university, as well as the rules and regulations that concern you. We invite you to read the contents in this Handbook carefully. This will help you on your road to enriching your learning experience during your stay at UPC, so you are able to grow personally and professionally. With this goal in mind, you will obtain your degree and professional title to continue transforming our country’s reality like twenty-five years ago.
MILAGROS MORGANVICE-RECTOR FOR ACADEMIC AFFAIRS AND RESEARCH
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ÍNDEX CHAPTER 1
About UPC History UPC Mission UPC Vision UPC Values Laureate International Universities Educational Model Assessment at UPC Accreditation
CHAPTER 2
Student Services International Office Blended courses Pedagogical Counseling Tutoring, Seminars and Workshops Freshmen´s Psychopedagogical Evaluation Counseling and Support Accessibility for people with disabilities (pc) Ombudsman’s Office Economic benefits for UPC students
(internal and external) Employment Opportunities Office Information Center University Life UPC Sports Tuitions and Fees
CHAPTER 3
Policies, Regulations and Procedures Policies Regulations Procedures
CHAPTER 4
Academic Information Authorities
• School of Communications • School of Architecture • School of Design • School of Engineering • School of Business • School of Economics • School of Law • School of Hospitality and Tourism
Administration • School of Contemporary Arts • School of Human Sciences • School of Education • School of Health Sciences
• School of Psychology
Academic Excellence Group (AEG) Research
CHAPTER 5
Student Services Enrollment Process Course Validation Academic Calendar Process to Obtain Degrees
and Professional Titles
CHAPTER 6
Security On-Site
CHAPTER 7
Additional Services First-Aid Transportation Services Student Inquiries IT Service
PLANS
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UPC Student Handbook / 5 /
ABOUT UPC
HISTORY
Universidad Peruana de Ciencias Aplicadas (UPC) was created in 1993,
with the Law No. 26276 approved by the Peruvian Congress. UPC began
activities in August 1994, with the first enrollment process as a non-
profit private university.
In 1996, UPC began to align the organization to become a for-profit
university so as to promote investment and improvement of the
Peruvian educational system.
On July 2nd 1999, the National Council for the Authorization of
Universities (CONAFU, in Spanish) through Resolution 571 a 99CONAFU
approved UPC's application to become a closely-held corporation (for-
profit entity). On February 15th 2000, the Rectors National Assembly
(ANR, in Spanish) approved Resolution 056-2000-ANR (Appendix 8) and
stated that the UPC's evaluation process was completed successfully.
In 2004, UPC became part of the Laureate International Universities
network (LIU).
MISSIONTo educate upstanding and innovative leaders
with a global vision, who will transform Peru.
To be at the forefront in higher education for
academic excellence and innovative capability. VISION
2004In 2004, UPC became part of the Laureate International Universities network (LIU).
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UPC'S VALUES
UPC is guided by the following values:
(a) Leadership
(b) Teamwork
(c) Service Orientation
(d) Excellence
(e) Innovation
LAUREATE INTERNATIONAL UNIVERSITIES
UPC is a member of Laureate International Universities (LIU), the world's
largest private university network, with over 1,000,000 students and 80
institutions in 28 countries globally. Thanks to LIU, all UPC students and
graduates have the chance to complete their education studying at any
of the network universities in Europe, the Americas, Asia, Oceania, and
Africa. These institutions offer undergraduate study programs, master
study programs and doctorates in diverse fields, such as business and
management, human and health sciences, engineering, education,
law, and communication, among others.
Throughout their academic life, students will be able to access
countless possibilities for exchange and academic study programs in
top foreign universities. Additionally, they will have the chance to learn
from renowned experts and world leaders who visit UPC periodically.
Students will also have the great opportunity to share knowledge and
experiences with students from other countries around the world who
come every year to study at UPC.
LAUREATE INTERNATIONAL UNIVERSITIES OPPORTUNITIESSince the integration of UPC to this network, a world of possibilities
has opened up for students and faculty. As other Laureate members,
UPC will gradually take advantage of new development opportunities
as a consequence of being part of a unique international network.
The students and faculty will be the first to take advantage of the
international learning standards and experiences, and will be able to
obtain, among others, the following advantages:
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• Academic programs that respond to global labor market needs with a curriculum compared to an international level.
• Faculty's personal and educational material development thanks to a constant exchange among network institutions.
• Possibility to study one or more terms in any of the network universities, and validate them back at UPC.
• Student exchange that benefits a multicultural experience, which is essential to face a global professional reality.
• International job bank through the Global Career Center of Laureate International Universities.
• Laureate Certification upon completion of the study program, which has a quality seal in the countries where the Laureate
network works.
• Possibility to obtain a graduate degree with only one additional year of studies in any of the network universities.
• Access to the best universities online.• Funds that allow UPC to grow and improve its facilities on behalf of
the students.
• More information at www.laureate.net
EDUCATIONAL MODEL
In the current global scenario of the knowledge and information era, the
world faces big and disruptive changes in economy, communications,
the way we relate to each other, and the way we learn. This new historical
situation brings different challenges and new opportunities for learning
and human development (UNESCO, 2015). As a social development
scenario, higher education must create the competencies needed to face
the complexity of new realities, understand and deal with problems,
and carry out transformations (UNESCO, 2009).
Created in 1994, Universidad Peruana de Ciencias Aplicadas (UPC)
is an innovative educational institution, private and independent in
nature that educates, researches and promotes knowledge, culture
and development (UPC, 2015). Distinguished for its quality, modernity,
efficiency and international competitiveness, UPC aspires to be at the
forefront of higher education for academic excellence and innovative
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capability. This way, UPC expects to contribute with the transformation
of Peru by training upstanding and innovative leaders with a global
vision. In order to achieve this purpose, UPC has established five values
that guide its actions: innovation, leadership, teamwork, service, and
excellence, vital pillars that are part of the institutional culture.
The comprehensive training of people is an essential part of the
purpose of higher education (Peru, 2003; UNESCO IESALC, 2008;
UNESCO, 2009). To this end, UPC assumes as a commitment to educate
professionals with high quality standards with the abilities, knowledge,
attitudes and values needed to transform the country. This education
has humanist, scientific and technological foundations oriented towards
entrepreneurship, innovation and sustainable development.
According to this description, UPC study programs are designed on
the principles of significance, quality and integrity recommended by
WASC Senior College and University Commission1. These principles guarantee that the educational experience will be coherent, rigorous
and significant. In addition, they guarantee that students will achieve
the learning standards established by the university and will graduate
with the competencies established for the graduate student profile.
Having meaningful study programs implies designing and offering
study programs that are coherent and in harmony with UPC's mission
and values. These study programs are continuously reviewed by
different internal and external stakeholders in order to ensure their
alignment with the social expectations and needs, and the demand of
the professional and labor market.
Every decision, plan and effort made by the university aims to give a
high quality educational experience. UPC ensures that its study programs
have learning objectives defined in a rigorous graduate student profile
and that by the end of their academic experience students will display
the abilities, knowledge, attitudes and values expressed as learning
outcomes established in the graduate student profile.
1 WASC Senior College and University Commission is an American accrediting agency, responsible for accre-diting public and private higher education institutions throughout the West of the United States (California, Hawaii and the Pacific), as well as universities from other countries. UPC has started an accreditation pro-cess with this organization since 2011. In 2013, it qualified as eligible to proceed with the application for can-didate to Institutional Accreditation. After a long and strict accreditation process, in 2016 UPC obtained the international accreditation by WASC Senior College and University Commission (WSCUC) for a 6-year period.
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UPC reflects integrity in the study programs and the graduate
student profiles, which are a commitment to society and students.
Moreover, it uses learning outcome assessment processes that involve
the entire university community and are continuously announced to
promote a culture of continuous improvement (WSCUC, 2013).
To fulfill this commitment, UPC has established an Educational
Model as a set of guidelines that summarize its academic philosophy
and guide the educational process towards the graduates’ personal
and professional development, according to local and global demands.
PEDAGOGICAL PRINCIPLES The UPC Educational Model is expressed through the university’s
essential functions –teaching and research– and is based on five
pedagogic principles that support educational processes and actions.
These principles are the following: competency-based learning, student-
centered learning, independent and self-regulated learning, learning in
diversity with a global vision and learning towards sustainability.
Competency-based Learning
Rapid changes, globalization and the ongoing rhythm of science and
technology development require the university to be clear about the
knowledge, abilities and attitudes that students will develop and apply
effectively in their personal and professional life (UNESCO, 2015). In this
sense, UPC has chosen a competency-based educational model, which
is the foundation of the curricular design, and guides the teaching-
learning processes.
Competencies are the combination of cognitive resources (knowledge,
abilities, capacities and behaviors) and non-cognitive resources (values
and attitudes) that allow a person to efficiently perform a task, achieve a
goal, develop a project or solve a problem efficiently in different contexts
(UNESCO OIE, 2013a).
From this, a competency-based educational model makes the
development of a comprehensive education easier because it includes
all human being dimensions: knowing, being, and doing (Blanco, 2009).
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Based on this principle, UPC recognizes that successfully finishing
a university study program means not only to accumulate courses
and credits, but also to be capable of displaying competencies aligned
with social and labor expectations and needs in order to transform the
environment.
Student-centered Learning
Nowadays, there is strong evidence that individuals' minds are
considerably different; therefore, they learn in different ways. The
educational system is responsible for attending to each one of these
differences and for guaranteeing that every person obtains an education
that maximizes their own intellectual potential (Gardner, 1993).
Therefore, we value student-centered education as one of the main
pillars in order to face high levels of demand and student's real needs.
Student-centered education is an active learning approach with
students influencing the content, activities, materials, and rhythm of
the learning process (Collins & O'Brien, 2003). They talk about what
they are learning, they write and discuss about it, support it, relate
it to their experiences, and apply it to their own lives (Chickering &
Gamson, 1987). In this way, students are placed in the middle of the
learning process, from where they actively participate, and the
professor plays the key role of facilitator of the process, because he/she
designs the diverse learning activities that include different learning
styles (UNESCO OIE, 2013b).
Independent and Self-regulated Learning
The self-management ability allows us to make decisions and chose our
values. In this sense, every person deserves trust and respect for his/her
potential and abilities (Rogers, 1982). In the educational context, this
ability is developed when learning becomes significant for students.
In fact, only if the new knowledge is linked to previous experiences
or knowledge, will they have a self-management attitude during
the learning process because they will be able to link the knowledge
they have with what they want to learn. This implies involving them
comprehensively, including their affective and cognitive processes
(Rogers, 1982).
AT UPC, we value student-centered education as one of the main pillars in order to face high levels of demand and student's real needs.
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Independent learning refers to the ability to make decisions intended
to regulate one's own learning and achieve a certain goal (Monereo,
2001). Thanks to this ability, students choose the subjects they want to
learn about and the strategies and the place and time to study them.
In this way, self-regulation processes are carried out; students use these
processes to systematically guide their thoughts, feelings and actions
to obtain their goals (Zimmerman, 2000).
On the other hand, self-regulated learning is related to the students'
metacognitive ability and becoming aware of the strategies chosen
and made decisions. In this sense, self-regulation allows students to
be aware of the wise choices and difficulties they have in order to
do a certain activity or homework. It also allows them to value the
effectiveness of the strategies used, so they can decide whether they
keep them or change them in future learning situations. In light of
the above, we can conclude that UPC seeks to develop self-regulated
learning in students, i.e., that which can allow them to make decisions
about their learning process and to be able to reflect on them. With
this, students will have the strategic ability to recognize the correct
moment and way to use these tools beyond the academic environment,
in order to expand their knowledge and acquire it throughout their
lives, prepare for the labor reality, comply with citizen and private
duties, and improve free time (Aebli, 1988).
Learning in Diversity with a Global Vision
The university is an environment of pluralism, tolerance, intercultural
dialog and inclusion. Cultural diversity has become more and more
significant as an invention and innovation source and nowadays is a
valuable resource at the service of sustainable human development
(UNESCO IESALC, 2008).
This intercultural dimension is part of the process of higher education
internationalization, understood as the integration of an international,
intercultural or global dimension in the teaching-learning purpose,
functions or processes (Knight, 2004).
In correspondence with the above, UPC's principles seek to promote
learning by recognizing, valuing, and respecting all sorts of diversity.
In this sense, interculturality and internationalization are assumed
as pillars that support the university's activities and as the core of
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CHAP 01 ABOUT UPC
the professional and personal training of upstanding and innovative
leaders. It recognizes the essential value of both dimensions, through
the offer of different experiences that allow students to enrich their
local and global vision.
Learning towards Sustainability
Sustainable development is defined as the satisfaction of "the needs of
the current generation, without compromising the future generation's
ability to satisfy their own needs" (ONU, 1987). To this end, a balanced
and comprehensive approach of the economic, social and environmental
dimensions of sustainable development must be applied. (UNESCO,
2014). Sustainability is understood as the responsible action of all
individuals and societies in order to create a better future for all at a
local and global level (UNESCO, 2015).
Education as a process that allows human beings and societies to
achieve their maximum potential is decisive to obtain sustainable
development (UNESCO, 2015). UPC is oriented towards the education
of people and professionals capable of transforming, as leaders,
their environment through innovative processes and means towards
sustainability. In this way, they contribute to the country's sustainable
development. The relations kept by the university with different
stakeholders in its various processes allow it to contribute based on its
academic proposals to the economic development, social well-being
and environmental protection.
ACADEMIC PROGRAMSUndergraduate Studies
The social, environmental and technological challenges demand the
management of new knowledge and of diverse labor competencies
(Ruiz, 2013). UPC proposes a wide variety of study programs that
respond to current labor and social demands. This is evidenced by an
open and direct dialog with diverse stakeholders that allow using the
market information to foresee, design and permanently enrich the
study programs. Additionally, requirements and accrediting agencies
standards, both local and global, are taken into account.
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Based on the above, UPC proposes the undergraduate study programs
aimed at students who have finished their secondary school education,
and the Working Adult Study Program (EPE) aimed at those who have
professional experience.
Graduate Studies
The UPC Graduate School promotes knowledge, culture and
development for professionals and executives interested in achieving
a better and competitive performance in their field through the master
study programs. It proposes a change of traditional paradigms in the
training of professionals because it develops leaders capable of adapting
themselves and being ahead of permanent environmental changes.
Curriculum
The study programs at UPC are designed so that students, through
a significant, rigorous, coherent and flexible study plan, meet their
learning goals that contribute to the development of competitive
professional competencies aligned with the social, local and global
labor market needs. These competencies are part the UPC graduate
student profile.
Graduate student profile
The UPC graduate student profile consists of core competencies, co-
curricular learning outcomes, and specific competencies developed
during the study plan and their academic life. The courses and
their organization allow students to reach the level defined in each
competency progressively.
Core competencies are developed in the UPC's study programs.
These competencies, which empower students to be able to transform
their environment as upstanding and innovative leaders, are the
following: Innovative Thinking, Citizenship, Critical Thinking, Written
Communication, Oral Communication, Information Literacy and
Qualitative Reasoning.
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INNOVATIVE THINKING
The ability to detect needs and opportunities to generate projects or proposals that are innovative, viable and profitable. Students plan and make efficient decisions toward the project's goal.
CITIZENSHIP
The ability to evaluate the ethical sense of actions and decisions in relation to human coexistence in plural societies and respect for citizens’ rights and duties.
CRITICAL THINKING
The ability to explore problems, ideas or events thoroughly in order to draw strongly justified conclusions or opinions.
QUANTITATIVE REASONING
The ability to interpret, represent, communicate and use diverse quantitative information in real context situations. This implies calculating, reasoning, judging and making decisions based on this quantitative information.
WRITTEN COMMUNICATION
The ability to create messages with relevant content and solid arguments that are clearly connected, and appropriate for different purposes and audiences.
ORAL COMMUNICATION
The ability to efficiently convey oral messages geared toward different audiences, using different tools that facilitate their understanding and purpose attainment.
INFORMATION LITERACY
The ability to identify, search for, select, assess, and ethically use the required information in order to solve a problem.
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LEADERSHIP
The ability to guide, motivate, and develop together
with others a strategic vision geared toward
achieving positive changes.
SELF-DEVELOPMENT
The ability to identify personal and professional
interests and needs, taking actions to develop them.
GLOBAL VISION
The ability and interest in understanding and
working on global issues, interacting with sources
and people based on the appreciation of diversity.
SOCIALINITIATIVE
The ability to commit to and develop positive
actions with the community based on their
professional profile and their role as citizens.
Co-curricular learning outcomes are developed through academic
activities both in and outside the classroom, as well as through the
academic experience areas. These co-curricular learning outcomes are:
Leadership, Self-Development, Global Vision and Social Initiative.
Specific competencies are defined in each study program and
developed in the specific courses. These competencies comprise the
abilities, knowledge, attitudes, and values typical of the profession,
which students must meet upon completion of their studies.
With the purpose of applying the competencies acquired during the
university training, students carry out pre-professional internships in
real work conditions at institutions or companies related to their study
programs. Additionally, these internships allow proving, before their
graduation, the achievement of the core and specific competencies in
order to undertake improvement actions in the training of students.
A curriculum for each UPC study program is designed based on
the graduate student profile, which comprises required courses (core
and program-specific) and electives articulated with the competency
achievement level.
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Core Courses
The core courses are aimed at students from different study programs
or schools and are generally in the first levels of training. Their main
characteristic is that they approach the topics in a general way, aim
to develop the core competencies and the student's comprehensive
training, which will prepare them as professionals, upstanding citizens
and specialists who are constantly updating.
The purpose of these courses is to provide the tools, knowledge and
basic culture in order to successfully complete the university training. In
fact, they provide general frameworks of reference, so they can approach
courses of a higher level of specialization. With this solid basis, students will
be able to manage different contexts and scenarios: cultural, aesthetics,
social, politic, scientific and technical.
Program-specific Courses
The program-specific courses are orientated towards the development of
each study program's specific competencies and prepare students for the
demands and competitiveness in their field of professional knowledge. At
UPC, students have the opportunity to begin their professional training
up from the first levels. This way, they become familiar with and develop
the specific competencies early in order to face academic and labor
challenges.
Elective Courses
The elective courses offer flexibility to students. This characteristic
of the curriculum allows students to explore other professional fields,
strengthen certain competencies or specialize in specific aspects of the
study program in order to add value to their personal and professional
development.
Modalities
At UPC, we aim to provide students the best learning experience, which
includes the digital element, both in the interaction between student and
professor and in the development of competencies.
The courses are offered in on-site, blended or online modality, which
responds to the diversity of the student's needs. As a consequence, the
access to higher education becomes wider and the learning process
becomes more flexible, without giving up quality.
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An on-site course implies the interaction among faculty and students in
a classroom. However, a blended course consists of face-to-face learning
and virtual learning in an articulated way. Due to this fact, the blended and
virtual modalities generate a scenario where the use of technological tools
and student's autonomous work are fundamental, but always under the
professor's tutoring during the teaching-learning process.
Teaching-Learning Process
Traditionally, higher education has privileged the teaching process over
the learning process and has guided teaching towards the transfer of
knowledge from professors to students. Nowadays, the importance of
students as the main characters and its impact in the teaching-learning
process has become evident.
UPC has assumed that its responsibility is not only to transmit
knowledge, but also to provide a comprehensive training based on the
development of competencies. This is promoted through a teaching-
learning process in which students play an active role in their own
learning, and professors, taking into account and respecting each students
comprehensive diversity, guide to develop themselves and respond to
the social, environmental and economic current need, in a dependent and
self-regulated way.
This way, at UPC, all teaching-learning processes reflect the
development of competencies, from a process oriented towards the
student's progressive learning achievements. These competencies are
understood as a set of abilities, knowledge, attitudes, and values which
will allow students to cope their personal and professional life effectively
in different real situations.
Guiding efforts to the learning achievement implies that experiences
will be designed to offer students different ways to acquire new knowledge,
connect what they are learning to previous experiences and recognize
the value for their professional and personal development. Additionally,
students practice what they learn through different strategies and
methodologies. At UPC, evaluation has a comprehensive approach
orientated towards giving convenient and continuous information to
students and faculty, so they can make decisions that allow them to ensure
their constant learning process.
This process demands that faculty make strategic decisions orientated
towards:
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• Generating opportunities that allow students to get to know the current society needs, so that they can practice leadership in different
projects that produce sustainable changes.
• Recognizing and respecting each student’s integral diversity, taking into account their different learning styles when designing and
implementing each part of the process.
• Using strategies that develop the ability to think about their own learning process in students, so they can decide when and how to learn.
Throughout the teaching-learning process, students build their
learning based on reflection, analysis, discussion, evaluation, exposure
and interaction with their peers; and make connections with their previous
experiences and knowledge.
The use of technology in the classroom and virtual classroom completes,
makes easy and flexible the teaching-learning process in order to respond
to the student's diversity, promote autonomous learning, widen access to
higher education and respond to the advances of knowledge society.
ASSESSMENT AT UPC
Since 2014, Universidad Peruana de Ciencias Aplicadas has an assessment
institutional plan. In this, guidelines and processes are stated. They allow
to measure and assure the development of core and specific competencies
in the entire educational community. We define assessment culture as the
organizational environment where decisions are made. They are based on
facts, research and relevant information analysis to identify opportunities
for improvement that maximize student's learning outcome.
This plan focuses its efforts not only on having every program
implement the process, but— above all—on seeking to build a continuous
improvement culture at UPC that allows programs and areas to collect,
review, and analyze information to identify improvement opportunities
that have a positive impact on student’s learning outcomes.
In this way, Assessment UPC, as an institutional process, involves academic
directors, faculty, students, and administrative staff. In other words, it
involves the whole learning community at UPC, consolidating an assessment
culture that contributes to guaranteeing the university's educational quality
and continuous improvement of academic standards.
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ACCREDITATION
Accreditation is the formal acknowledgment of quality, proved by an
educational institution or program, which implies an external evaluation
process to guarantee the compliance with quality standards and criteria
established by an agency or an official educational authority. It is a
voluntary process that involves carrying out a deep self-study, at an
institutional or educational program level, in order to assess the quality
level and promote continuous improvement.
Attaining accreditation reaffirms the prestige and image of the
institution or program, shows a commitment to maintain a high level of
academic quality and excellence in its mission achievement, teaching and
learning processes, curricula, faculty, and academic and administrative
support processes. Furthermore, it facilitates international agreements
and the mobility and exchange of students; reinforces trust in the
employers, creating better job opportunities for students, among others.
Universities are free to choose the accrediting entity to evaluate them.
Similarly, they can voluntarily select the quality model, standards and
criteria proposed by an accrediting organization or agency to develop the
self-study process.
The Communication and Journalism, Electronic Engineering and
Software Engineering programs at UPC obtained their accreditation
before the Laureate network introduced this common objective, showing
not only their initiative, but also that the University offers quality
programs, worthy of national and international recognition.
In 2002, the Communication and Journalism program obtained the
internationalaccreditationfromtheLatinAmericanCouncilofAccreditation
in Journalism Education, (CLAEP, in Spanish), which was renewed in 2008
and 2014. This same accreditation was given to the Communication and
Publicity program in 2013 and should be renewed in 2018.
Similarly, the Electronic Engineering and Software Engineering
programs were the first two engineering programs in Peru to receive
accreditation from the Institute of Quality and Accreditation for Computer,
Engineering and Technology Programs (ICACIT, in Spanish), followed by
the Information Systems Engineering, Civil Engineering and Industrial
Engineering programs. Not quite satisfied with this achievement, the
Software Engineering, Information Systems Engineering and Electronic
UNIVERSITIES are free to choose the accrediting entity to evaluate them.
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Engineering programs also obtained international accreditation from the
Accreditation Board for Engineering and Technology (ABET). Since 2008,
the Engineering School programs have been awarded accreditations year
after year.
In 2015, the Nutrition and Dietetics and the Law programs were able to
complete the self-study and external evaluation process for accreditation
purposes. The Nutrition and Dietetics program carried out these procedures
under the quality model of the National System for Evaluation, Certification
and Accreditation of Educational Quality (SINEACE, in Spanish), a specialized
technical entity affiliated to the Ministry of Education of Peru. Similarly, the
Law program followed the model proposed by the Accreditation Council
for Legal Education (CONAED, in Spanish), a Mexican accrediting body
recognized by the Federal Government to confer formal acknowledgment to
organizations that seek to accredit higher education academic Law programs.
INSTITUTIONAL ACCREDITATION: WSCUCUPC reaffirms and maintains its commitment to excellence and academic
quality; consequently, the process of Institutional Self-Study has been
taking place since 2009 with accreditation purposes with WASC Senior
College and University Commission (WSCUC), involving the entire
University community, and obtaining the Eligibility status in 2013.
Since the year when UPC was awarded the eligibility status after this
thorough examination, the UPC Accreditation Committee, comprised by
members of the Educational Quality and Quality Assurance Departments,
supported by UPC's entire academic and administrative community,
prepared the Self-study Report to obtain the Initial Accreditation. In 2016,
this goal was achieved: the long-awaited WASC accreditation was obtained.
UPC is the first and only Peruvian university institutionally accredited
at the highest level by WASC Senior College and University Commission
(WSCUC), of the United States of America. This entity has accredited some
of the best universities in the world, such as Stanford University (#2), UC
Berkeley (#4), California Institute of Technology (#7) and University of
California Los Angeles, UCLA (#12), according to the 2015 Academic Ranking
of World Universities by the Shanghái Jiao Tong University.
UPC is proud of this important institutional accreditation, which represents
a valuable contribution to improve the Peruvian educational system.
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UPC Student Handbook / 21 /
CHAP 01 ABOUT UPC
TYPE OF ACCREDITATION
ACCREDITATION AGENCY
COUNTRY OF THE ACCREDITATION
AGENCY
ACCREDITATION VALIDITY
WASC Senior College and University Commission (WSCUC)
Institutional
U.S.A. 2016-2022
Communication and Journalism
Communication and Publicity
Information Systems Engineering
COMMUNICATION
ENGINEERING
Latin American Council on
Education and Journalism
(CLAEP)
International Advertising
Association (IAA)
Accreditation Board for Engineering
and Technology (ABET) (*) Evaluated by The Engineering
Accreditation Commission (EAC) and The
Computing Accreditation Commission (CAC)
Instituto de Calidad y Acreditación
de Programas de Computación,
Ingeniería y Tecnología (ICACIT)
USA
USA
USA
PERU
UPC PROGRAMMATIC ACCREDITATIONS
SoftwareEngineeringENGINEERING
Accreditation Board for
Engineering and Technology
(ABET)
Institute of Quality and Accredi-
tation for Computer, Engineering
and Technology Programs (ICACIT)
USA
PERU
2002–2008
2008–2014
2014–2020
2013–2018
2018–2023
2010–2012 (*)
2012–2016 (*)
2016–2022 (*)
2010–2012 (*)
2012–2016 (*)
2016–2022
2008–2012
2012–2016
2016–2022
2008–2014
2014–2020
PROGRAMFACULTY ACCREDITATION AGENCY
COUNTRY OF THE
ACCREDITATION AGENCY
ACCREDITATION VALIDITY
CONTENT
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UPC Student Handbook / 22 /
CHAP 01 ABOUT UPC
CivilEngineering
Industrial Engineering
Law
Nutrition and Dietetics
Hospitality and Business Administration
Tourism and Business Administration
Master’s Degree in ProjectAdministrationand Management
ENGINEERING
LAW
SCIENCE
OF THE HEALTH
ADMINISTRATION
IN HOTEL AND
TOURISM
POSTGRADUATE
SCHOOL
Institute of Quality and
Accreditation
for Computer, Engineering and
Technology Programs (ICACIT)
Institute of Quality and Accredi-
tation for Computer, Engineering
and Technology Programs (ICACIT)
Accreditation Council for Law
Education (CONAED)
National System of Evaluation,
Accreditation and Certification of
Educational Quality (SINEACE)
Accreditation Commission
for Programs in Hospitality
Administration (ACPHA)
Accreditation Commission
for Programs in Hospitality
Administration (ACPHA)
Project Management Institute
Global Accreditation Center for
Project Management Education
Program (GAC)
PERU
PERU
MEXICO
PERU
USA
USA
USA
2015–2021
2015–2021
2015–2020
2016–2019
2017–2024
2017–2024
2014–2021
ElectronicEngineering
ENGINEERING
Accreditation Board for Engineering
and Technology (ABET)
Institute of Quality and Accreditation
for Computer, Engineering and
Technology Programs (ICACIT)
USA
PERU
2008–2016
2016–2022
2008–2014
2016–2022
PROGRAMFACULTY ACCREDITATION AGENCY
COUNTRY OF THE
ACCREDITATION AGENCY
ACCREDITATION VALIDITY
CONTENT
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UPC Student Handbook / 23 /
STUDENT SERVICES
INTERNATIONAL OFFICE
UPC offers all program students the opportunity to participate in an
international program that will allow them to live a unique international
experience. As professionals in today's globalized world, UPC students
should develop abilities and tools that will allow them to stand out in the
labor market. An international experience will give them the ability to rapidly
adapt to new environments, and to be prepared for making smart decisions
that are appropriate in the culture where they are working. Moreover, this
experience will give them a competitive advantage over their peers.
Some other benefits of living an international experience are:
• Students will acquire knowledge from a different approach.• Students’ CVs will evidence their international experience. Nowadays,
companies look for candidates with international experiences.
• Learning or improving a different language, expanding the vocabulary and achieving fluency thanks to everyday expressions that are not
normally learned in the classrooms or through text books
• Creating a global network of contacts• • Students will develop a global mindset that will allow them to
communicate with people from different countries and cultures, and
be more tolerant.
• Becoming more independent and free, learning to manage their own finances, live alone and be self-sufficient
• Acquiring new passions, hobbies and sports
CHAP 02CONTENT
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CHAP 02
PROGRAMS AVAILABLE TO STUDENTS
A) DOUBLE-DEGREE PROGRAMS Double degree programs allow you to obtain the UPC Bachelor's degree
and the equivalent degree provided by the foreign university.
The Certificate program is a specialization program abroad where
undergraduate students and graduates can participate. UPC has
developed different double degree programs in cooperation with
renowned universities. These programs are delivered online and face-
to-face, depending on the university and the academic program. Special
fees are offered as per agreement for these programs. Credit transfer for
the double-degree program is done according to each academic program;
therefore, it is important to verify your program options before applying.
Requirements:
To obtain a double-degree in a program, students must meet the following
requirements:
• Applying during the term previous to the start of the program • Being enrolled in a minimum of 12 credits during the term previous
to the application (with the exception of students that are obtaining
their last program credits)
UPC has developed different double degree programs in cooperation
with prestigious universities.
Validation for the double-degree program is done according to each
academic program; therefore, it is important to confirm your program
options before applying.
STUDENT SERVICES CONTENT
WALDEN UNIVERSITY USA
UNIVERSIDAD EUROPEA SPAIN
FLORIDA INTERNATIONAL UNIVERSITY USA
UNIVERSIDADE ANHEMBI MORUMBI BRAZIL
UNIVERSIDAD DEL VALLE DE MÉXICO MEXICO
ESCOLA UNIVERSITARIA D’HOTELERIA I TURISMO ESPAÑA CETT – SPAIN
UNIVERSITAT DE BARCELONA
GLION INSTITUTE OF HIGHER EDUCATION SWITZERLAND
BLUE MOUNTAINS INTERNATIONAL HOTEL MANAGEMENT
SCHOOL AUSTRALIA UNIVERSIDAD ANDRÉS BELLO CHILE
UNIVERSITY COUNTRY
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UPC Student Handbook / 25 /
CHAP 02
• Completing the 8th term (7th term for some programs) as a minimum and not having pending courses from previous terms *
• Complying with graduation requirements: 5th level of English, 4 extracurricular credits and 2 pre-professional internship credits as
a minimum*.
• Having a passing weighted average on the term previous to the application and before traveling
• Not having debts with the University• Not having any other disciplinary sanction during the term previous
to the application or before traveling
• Not having an academic risk status during the term previous to the application or before traveling
• Complying with the requirements requested by the target university
* The requirements are subject to change.
Students interested in participating in double-degree programs
must register through Intranet, then click on the International Office
link. Students pay the registration fee and present the receipt in the
University Services Office of their site.
For more information, please visit the following links:
• Web page: http://www.upc.edu.pe/programas-internacionales• Blog: http://blogs.upc.edu.pe/internacional/
You can also visit the on-site University Service Office in the following
locations:
• Monterrico Site: Building E, basement. • San Isidro Site: Building A, 1st floor • Villa Site: Building B, 1st floor. • San Miguel Site: Building C, 1st floor.
Students interested in participating in these programs must sign up
through Intranet, in the International Programs section.
B) REGULAR EXCHANGE PROGRAMThrough international alliances, students can study one or two terms in
the foreign institution and validate the courses previously authorized
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CHAP 02
by the Program Director upon their return. They pay the UPC academic
fees during their stay in the foreign institution.
Requirements
Students interested in taking part in regular exchange programs must
consider the following requirements:
• Applying in the previous term to the exchange program• Being enrolled in at least 12 credits during the application term• Having a passing weighted average during the term previous to the
exchange program
• When beginning the exchange program, students must have earned 80 academic credits; or 60 if they belong to the upper third
• Not having an academic risk status during the exchange program term• Not having debts with the university• Not having disciplinary sanctions during the application term• Meeting the language level required for the chosen university
Students interested in participating in double-degree programs must
register through Intranet, then click on the International Program
link. Students pay the registration fee and present the receipt in
the International Office of their site. The IO assistant confirms the
payment, reviews the registration form and changes the application
status to "Proceeds" in the IO system.
Students interested in participating in these programs must sign
up through Intranet, in the International Programs section. UPC and
the foreign institution will evaluate and select the students who meet
the requirements established by them. Students who do not meet the
requirements receive an e-mail explaining the reason for their rejection. If
students meet the requirements, the IO assistant will send an e-mail with
the following information establishing deadlines:
Documents to be submitted:
• Letter of Commitment for parents • Foreign university registration form • Course Validation • Invoicing regulations• Regulations for students who travel abroad • Special paperwork forms required by the chosen university (if
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UPC Student Handbook / 27 /
CHAP 02
applicable)
• Scanned passport valid for 6 months or more after having finished the study period
For more information, please visit the following links:
• Website: www.upc.edu.pe/internacional • Blog: http://blogs.upc.edu.pe/internacional/
You can also visit the on-site International Office in the following
locations:
• Monterrico Site: Building E, basement. • San Isidro site: Building A, 1st floor • Villa site: Building B, 1st floor• San Miguel site: Building C, 1st floor
C) STUDY ABROADThis program is similar to the exchange program. Students must pay
the fees established by the foreign university. There are scholarships
and discounts available for UPC students in some programs.
D) LANGUAGE IMMERSION PROGRAMS Students can learn or improve a language other than their mother
tongue, expanding their vocabulary and achieving fluency thanks to
everyday expressions that are not normally learned in the classrooms
or through books. Programs last from 3 to 10 weeks, depending on the
institution. There are scholarships and special discounts available for
UPC students for some of these programs.
Requirements:
Requirements for students who want to apply to language immersion
programs are presented below:
• Having earned at least 20 credits in UPC's courses• Applying before the registration deadline • Being enrolled in at least 12 credits during the application term • Having a passing weighted average in the previous term to the
program
• Not having debts with the university • Not having disciplinary sanctions during the application term
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CHAP 02
• Not having an academic risk status • Meeting all the requirements for each academic mission
E) ACADEMIC MISSIONSAcademic missions are short study trips abroad. Their objective is to
contribute in a significant way to the development of core, specific and
co-curricular competencies according to the type of mission. Academic
missions have a detailed teaching design that assures the development
of competencies and their final evaluations. In addition, these are aligned
with UPC's internationality pillar. All study programs as well as the
International Office may organize academic missions based on the necessity
to offer UPC's students the possibility to participate in a foreign academic
experience and the foreign institutions may request the creation of an
academic mission together with a program or through the International
Office. Academic missions may be programmed to be open to all UPC
students or specific to a particular program. During academic missions,
students are accompanied by a team of program faculty members, who
are responsible for their supervision and academic performance, as well
as for the evaluations made in the process.
Study abroad, Disney College Program, United States
There are three types of academic missions:
• Academic Mission type 1: aligned only with UPC co-curricular competencies.
• Academic Mission type 2: aligned with UPC co-curricular competencies and with at least one core or specific competency.
• Academic Mission type 3: aligned with UPC co-curricular competencies and with at least one core or specif competency, articulated with a
course outcome.
Students must meet the following requirements to apply to academic
missions:
• Having earned at least 20 credits in UPC courses for the regular undergraduate and the Working Adult program (EPE)
• Applying before the sign-up deadline• Being enrolled in at least 12 credits during the semester/term when
applying
• Having a passing weighted average in the term previous to the start of the program
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CHAP 02
• Not having debts with the university• or the application• Not being at academic risk• Meeting all the requirements of each academic mission
F) FURTHER INFORMATIONFor further information on international programs, students may visit the
following links:
• Facebook: UPC International • Blog: http://blogs.upc.edu.pe/internacional/• Página web: www.upc.edu.pe/internacionalThey can also visit the International Office (IO) on campus at the following
locations:
• Monterrico Site: Building J, 1st floor• San Isidro Site: Building A, 1st floor• Villa Site: Building B, 1st floor• San Miguel Site: Building C, 1st floor
F) TESTIMONIALSThe diverse programs offered by the International Office not only provide
students with academic development opportunities, but they also represent
an opportunity for their personal development. Below, we present some
testimonies of students who have benefited from these programs:
“Being part of an exchange program is a unique experience. You learn to fend for yourself; difficulties may arise but you know that is up to you to overcome them. Going away in an exchange program opens the doors to the world for
you and changes your perception pf the world. It is one thing to visit a place
as a tourist, but it is a very different one to live there surrounded by the local
people. (...) Classes in England are very different from Peruvian ones. The
educational system is different, there are less classes, but much more individual
study time. Having the fundamentals learned at UPC helped me to adapt to
this new system. (...) I had the opportunity to write for a student magazine and
collaborate with the official university blog with articles and videos. Besides,
I was able to join university groups where I made good friends. I even started
to study Mandarin Chinese along with a German friend to try to understand
some of our friends (...)" Brenda Santiago
Communication and Journalism student
STUDENT SERVICES CONTENT
http://blogs.upc.edu.pe/internacional/http://www.upc.edu.pe/internacional
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CHAP 02
“I think that the study abroad in McGill program is a very interesting exchange program option because it allowed me to study in one of the best Canadian universities and carry out pre-professional internships in an international logistics
company, which is related to my Administration and International Business study
program. Additionally, since the exchange program took place in Montreal, located
in the francophone Canadian province, I had the opportunity of improving both
my French and English levels (...) I learned several things related to my study
program, as well as English technical vocabulary related to foreign trade (...)" Katia Huamán
Administration and International Business student
“Being able to study in Panama through the LIU Scholarship was an amazing experience, not only for the academic knowledge acquired, but also because of the cultural contrast I lived, learning new traditions, places and ways of living. In
addition, I was able to check how my professional program is approached in Central
America, and what the impact is on myself as an Accounting and Administration
student. (...) Universidad Interamericana de Panama offers excellent infrastructure,
faculty and curriculum, which allowed me to obtain great knowledge from this
administration, auditing and logistics hub." Aylin Arquiñigo
Accounting and Administration student
"(...) I am very happy and grateful for this exchange program opportunity. When
I returned to my country I realized that I had gained not only great knowledge
related to my study program, but that the program also helped me to reinforce
my self-confidence and develop a different mindset and vision regarding my
environment and the world (...) This exchange experience has opened for me
a lot of doors in the labor and professional fields. It is a unique experience that
must be lived at least once during the program. It is a beautiful phase that not
only benefits the professional aspect, but that also greatly contributes to personal
growth, helping in the interaction with different types of people and broadening
one's vision regarding the world and environment that surrounds us."Fiorella Cavero
Communication and Marketing Exchange Program student.
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CHAP 02
Study abroad, Disney
College Program,
USA.
Academic Mission,
China.
Regular Exchange Program,
Universidad Andrés Bello,
Chile.
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CHAP 02
Regular Exchange Program,
Stockholm University,
Sweden.
ONE CAMPUS
UPC offers all program students the One Campus platform. Through it,
they have access to a set of services and contents to strengthen their
skills and competencies for the jobs of the future. We live in a world
where new needs arise constantly and where technology advances
rapidly. One Campus resources will help students to understand this
new labor market and take their first steps towards developing their
competencies.
Signing in to One Campus is easy. You need to sign in to UPC’s Virtual
Classroom with your user name and password, look it up and click on
the OneCampus banner. The first time, the passport or profile where
students will keep all their badges will activate. These badges activate
when carrying out a mission, watching a series or completing a test.
WHAT CAN YOU FIND IN ONECAMPUS?1. Learning series. Currently, there are two learning series. The first
contains chapters on the skills every professional must have for
the labor market. The second is about the jobs of the future. Each
year, we include new series. When students finish each series,
OneCampus awards them a badge for passing and completing the
corresponding tests.
2. Professional skills test. This is a self-learning test to learn about students’ professional skills. Are you ready for the labor world?
What skills do you need to develop? The professional skills test will
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CHAP 02
allow them not only to measure their competencies, but will also
offer them resources for improvement.
3. Language Buddies. OneCampus encourages students from the different Laureate network universities to meet. In this way,
Language Buddies becomes a OneCampus tool to participate, chat,
and get to know other students and practice English.
4. WOBI videos. OneCampus has World of Business Ideas videos available for students. Videos by world business and entrepreneurship
experts that can help find inspiration and understand which way
technology trends and creativity are going.
BLENDED COURSES
WHAT IS BLENDED LEARNING?Blended learning is a term used to define a learning process that integrates
the methods used in a physical classroom (face-to-face) and autonomous
study (distance), so that students achieve significant learning.
Blended courses at UPC are designed and implemented applying a
series of educational and methodological strategies that seek to improve
face-to-face and distance environments. Technology plays an important
role as it is always considered as a means—and not an end—for students
to achieve the learning expected by the faculty.
WHY IS BLENDED LEARNING IMPORTANT FOR TODAY'S STUDENTS?Nowadays, the labor world has established qualification standards
that demand a greater abstraction and handling of more complex
tools, techniques, and machinery. All of this demands multifunctional
professionals and optimal technological skills. Technology offers us
opportunities to extend learning experiences towards contexts beyond
the classroom. In this way, technology allows students to connect to the
learning process from their social, family, and work environments. At UPC,
a blended course is just as or more demanding than a face-to-face course.
Educating future professionals implies using an approach that allows
our students to live and experiment in environments where cooperation,
interaction, knowledge generation, etc.
Blended courses are a means for our students to live new experiences
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and situations similar to those that they will face in the near future, in an
ever-changing labor market.
In addition, as earlier said, higher education is segmented, adaptable,
personalized, connected, and globalized. These are reasons enough to
seek a redefinition of teaching-learning environments and models1.
At UPC, a blended course is just as or more demanding than a face-to-
face course.
WHAT ARE THE BENEFITS OF A BLENDED COURSE?At UPC, implementing a blended course permits obtaining the following
advantages:
• Fostering active learning strategies, both inside and outside the classroom
• Increasing opportunities for interaction among peers and between faculty and students
• Providing the faculty with more time to guide students and give them feedback
• Fostering collaboration, cooperation, and generation of knowledge by using various means
• Developing students’ learning autonomy• Providing flexible schedules and commuting to the university
WHAT DO YOU NEED TO BE SUCCESSFUL IN A BLENDED COURSE?• To have the correct information about the benefits of this delivery
method and how the course will be developed
• To know your way around the virtual classroom, the University’s official environment for sharing, interacting and providing students
with feedback
• To timely follow the plan of activities that the professor proposes every week
• To organize a study plan at home, and to be persistent with To look for answers when the professor's guidance is needed, especially on
academic-related topics
• To know the resources available for academic, technical, administrative, orientation, and other types of guidance
1 Introduction to blended learning - Laureate Network Office
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PEDAGOGICAL COUNSELING
Pedagogical counseling provides students support in their university
adaptation process. The pedagogic counseling program is oriented
towards providing support to students at potential risk, determined
based on their vulnerability level. This way, students with the following
two attributes are identified: The first group comprises students whose
results in the focalization evaluation placed them at a high vulnerability
risk. The second group comprises students who begin the second term
at a high vulnerability according to the focalization test or that were at
academic risk the previous term.
Academic counselors identify the risk levels of students based on
the following criteria: initial focalization test (answered by incoming
students), the first term results, and the progress of students who
overcame Academic Risk of the previous term and if the student requests
academic counseling. The allocation of students to the academic
counselors is determined by the Site Academic Directors. During the
first three weeks, the academic counselor establishes a first contact
with students at potential risk or at risk to define a working and follow-
up plan together with them.
During the pedagogical counseling, counselor and students propose
academic and/or personal objectives. They also establish the follow-up
frequency (depending on the student’s particular situation). According
to each student's needs, the academic counselor may refer the student
to one or more strategies: Tutoring (Humanities and Sciences), co-
curricular workshops on psychopedagogical counseling, individual
counseling (psychological and emotional counseling offered by the
Psychopedagogical Counseling area).
The following are the counselor teams for each site:
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CHAP 02
Academic Team - Monterrico
It is led by the Academic Director Érika Bedoya and is composed of full-time faculty. The academic team is composed of the following faculty:
Noelia Muñante Salazar
Rodrigo Córdova Alemán
Rosa Tocas MenaCivil Engineering
Gustavo Mesones MálagaElectronic Engineering
Pedro Chávez SorianoIndustrial Engineering
- Business Management
Engineering
Víctor Manuel Parasi Falcón
ARCHITECTURE
ENGINEERING
Architect by Universidad Ricardo Palma. Master’s degree in Project Administration and Management by the Graduate School of Universidad Peruana de Ciencias Aplicadas (UPC).
Architect byUniversidad Nacional de Ingeniería. PhD in Monument Restoration by Università degli Studi di Roma “La Sapienza.”
Civil Engineer by Universidad Nacional Federico Villareal. Master's degree(C) in Environmental Management by Universidad Nacional Federico Villarreal. Alumni from the 2nd specialization course in Didactics in Higher Education by Universidad Peruana Los Andes – Lima branch. PhD (C) in Civil Engineering at the Universidad Nacional Federico Villarreal.
Electronic Engineer and collegiate member by Universidad Nacional de Ingeniería.Telecommunications Engineer (degree officially recognized and validated in Spain)Master's degree in Communication Engineering by Universidad de Cantabria, Spain. PhD (C) in Administration and Business Management by Universidad Politécnica de Catalunya, Spain.
Industrial Engineer by Universidad de Lima. Graduated from the Master's degree program in Industrial Engineering with specialization in Planning and Business Management and Certification Program in Human Resources by Universidad Ricardo Palma
Systems Engineer by Universidad Peruana de Ciencias Aplicadas. Master’s degree in Education in Higher Education by Universidad Andres Bello (Chile).
[email protected] anexo 1517
[email protected] anexo 1515
[email protected] anexo 2535
[email protected] – 3333 anexo 1943
[email protected] – 3333 anexo 2538
[email protected] anexo 1933
FACULTY PTCSCHOOL
FACULTY INFORMATION CONTACT
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CHAP 02
César Sangay Torres (Escuela de Música)
Joaquín Ramos (Escuela de Música)
Gloria Tovar Gil
Melina Mezarina CastillaCommunication
and Publicity /
Communication and
Corporate Image
Mauricio Vertiz Díaz
Alejandra CarpioAudiovisual
Communication and
Interactive Media
Kelly Elizabeth Jaimes Blanco
CONTEMPORARY ARTS
COMMUNICATIONS
LAW
Bachelor of Music by Universidad Nacional de la Música (ex Conservatorio Nacional de la Música). Bachelor's degree in Communication Sciences by Universidad de San Martín de Porres. Master's degree in Music as an Interdisciplinary Art by Universitat de Barcelona.
Bachelor of Music by UPC. He holds a master's degree in Cultural Management, Heritage and Tourism by Universidad de San Martín de Porres.
Licentiate in Communications by Universidad de Lima. Master's degree in Higher Education by Universidad Andres Bello, Chile.
Advertising Agent by Universidad Peruana de Ciencias Aplicadas. Marketing specialization studies by Esan (PADE) and UPC, and specialization course in Finance and Coaching at Universidad Ricardo Palma.
Industrial and Systems Engineer by Universidad de Piura. Commercial Distribution by ESIC Business & Marketing School, Spain.
Licentiate in Science and Communication Arts with mention in Audiovisual Communication by PUCP. Master of Cinema and Television Fiction Script by the Universidad Carlos III in Madrid.
Bachelor’s degree in Law by Universidad Peruana de Ciencias Aplicadas (UPC) and Lawyer by the same university. Graduate from the master program in Constitutional Law and Human Rights at the Universidad Nacional Mayor de San Marcos. She has pursued studies in Migration Policy and Human Rights at the Universidad de Buenos Aires.
[email protected] 313-3333 anexo 2779
[email protected] 313-3333 anexo 1741
[email protected] – 3333 anexo 1616
[email protected] – 3333 anexo 1068
[email protected] – 3333 anexo 1148
[email protected] 313-3333 anexo 1742
[email protected] anexo 1078
FACULTY PTCSCHOOL
FACULTY INFORMATION CONTACT
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Claudia ZegarraProfessional
Interior Design /
Fashion Design and
Management
María Lucía García Professional Graphic
Design
Luis Alejandro Villacorta Devoto
Mario Chipoco Administration and
International Business
Humberto Gálvez Raimondi Accounting
Flor Rodriguez Administration
and Finance -
Administration and
Human Resources
Gonzalo Silva Administration and
Marketing
Architect by UniversidadRicardo Palma. Master's degree (C) in Heritage Building Preservationby Universidad Nacional de Ingeniería
Graphic and Advertising Designer by Instituto Montemar. Licentiate and Bachelor of Education by the Universidad San Ignacio de Loyola. Master (C) of Higher Education Teaching and Management by the Universidad Marcelino Champagnat. Facilitator of the Personal Productivity process by Leadership Management Perú. NCUK - UPC Art & Design professor.
Bachelor's degree in Economics and Public Policy by Universidad Peruana de Ciencias Aplicadas.
Electronic Engineer from the UNI, specialized in telecommunications. Master of Administration from the Universidad del Pacífico, concentration in marketing.
Certified Public Accountant. Licentiate in Accounting by the Universidad del Pacífico. MBA by the Universidad Peruana de Ciencias Aplicadas. PhD (C) in Accounting at the Universidad de San Martín de Porres.
Certified Public Accountant, with a specialization in Finance from ESAN’s graduate school. She holds an MBA by the Universidad Peruana de Ciencias Aplicadas.
Industrial Engineer by the Universidad de Lima. MBA by the Universidad San Ignacio de Loyola. He holds an international certificate in Coaching by the IAC.
[email protected] anexo 1114
[email protected] 313-3333 anexo 1739
[email protected] anexo 3879
[email protected] 313-3333 anexo 1856
[email protected] – 3333 anexo 1834
[email protected] 313-3333 anexo 2523
[email protected] 313-3333 anexo 1743
DESIGN
ECONOMICS
BUSINESS
FACULTY PTCSCHOOL
FACULTY INFORMATION CONTACT
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Blanca Luz Laines Lozano
Henry Alcalde Solís
María Elena Inchaustegui ZevallosHospitality
and Business
Administration /
Tourism and Business
Administration /
Gastronomy and
Culinary Management
Jean-Pierre Aldon
SCIENCE DEPARTMENT
HUMANITIES DEPARTMENT
HOSPITALITY AND TOURISM
HUMANITIES DEPARTMENT
Statistical Engineer by Universidad Nacional Agraria La Molina. Master's degree in Statistics by Universidad Nacional Mayor de San Marcos. Doctor in Education by Universidad Alas Peruanas. Specialization in Quality Engineering by Instituto para la Calidad, Universidad Pontificia Católica del Perú.
Professor of Language and Literature, and Bachelor of Education by the Universidad Marcelino Champagnat. Graduate of the master program in Educational Management from the Universidad Nacional Mayor de San Marcos (UNMSM). He has also completed the master program in Virtual Education at the Universidad San Martín de Porres (USMP).
Licentiate in Administration by Universidad de Lima. International Master in Tourism by Universidad de Las Palmas de Gran Canaria, Spain. Master’s degree (C) in Cultural Management, Heritage and Tourism by Universidad San Martín de Porres.
Translator by the Universidad Ricardo Palma. He did his master degree in Compared Linguistics at the University of Zurich.
[email protected] – 3333 anexo 1986
[email protected] 313 – 3333 anexo 2734
[email protected] – 3333 anexo 1607
[email protected] 313 – 3333 anexo 2679
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UPC Student Handbook / 40 /
CHAP 02
Academic Team - San Isidro
It is led by the Academic Director Antonio Moloche and composed of
full-time faculty (FTF). The academic advisory team is composed of the
following faculty:
Maria Laura CuyaAdministration and Marketing / Accounting and Administration
Ramón Chacón(Administration and Finance / Administration and International Business / Accounting and Administration)
Irene VillalazCommunication and Publicity / Communication and Corporate Image / Marketing)
Cesar PitaCommunication and Journalism / Audiovisual Communication and Interactive Media
Sissi SantosCivil Engineering
William Bravo(Information Systems Engineering /Software Engineering)
BUSINESS
COMMUNICATIONS
ENGINEERING
Bachelor’s degree and Master’s degree in Administration by Universidad del Pacífico.
Economist by Universidad Europea de Madrid. MBA in Interantional Business and Relations by Centro de Estudios Financieros de Madrid.
Bachelor’s degree by Universidad de San Martín de Porres, with specialization in Advertising and Public Relations. Complete studies in the master program of Marketing and Commercial Management by the Universidad Peruana de Ciencias Aplicadas. Certified in Marketing by the Kellogg School of Management (United States)
Master of Education in Higher Education by Universidad Andres Bello (Chile), andLicentiate in Communications by Universidad de Lima.
Fluid Mechanics Engineer, specialized in Hydraulic Engineering. Graduated from Universidad Nacional Mayor de San Marcos, with second specialization in Integrated Soil and Water Development and Master's degree in Hydraulic Engineering by the International Institute for Hydraulic and Environmental Engineering (IHE) - Delft, Netherlands.
Computer Science Engineer (PUCP), collegiate member. Graduate of the Marketing and International Business Master’s degree (UNFV). Master of Marketing and International Business by XXX. He is currently pursuing a master degree in Systems Engineering at the Universidad Nacional Mayor de San Marcos (UNMSM) and another in Higher Education at the Universidad Andrés Bello (UNAB-Chile).
[email protected] anexo 3876
[email protected] anexo 3877
[email protected] anexo 3885
[email protected] anexo 3873
[email protected] anexo 3874
[email protected] anexo 3883
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UPC Student Handbook / 41 /
CHAP 02
Juan Carlos Quiroz (Industrial Engineering - Business Management Engineering)
Antonio Andrade (Economics and International Business, Economics and Finance)Omar Vera Muñiz (Law)
Omar Vera MuñizLAW
Luis Reyes
Rocío Castro
ECONOMICSAND INTERNATIONAL BUSINESS
LAW
SCIENCES DEPARTMENT
HUMANITIES DEPARTMENT
Industrial Engineer by Universidad de Lima; Master’s degree in Administration by Universidad ESAN. Certificate program in Lean Six Sigma Green Belt by the Universidad Peruana de Ciencias Aplicadas and Certificate program in Lean Process Management by the Lean Management Institute in Spain. PhD (C) in Business Management at the Universidad Nacional Mayor de San Marcos.
He studied Economics at the UNMSM. He is also a Master of Economics with mention in Finance by the same university, as well as a Master of Education for Higher Education by the Universidad Andrés Bello de Chile (UNAB), in agreement with the Universidad Peruana de Ciencias Aplicadas (UPC). He was awarded the distinction of SUMMA CUM LAUDE. Additionally, he has pursued two online certificate programs: one in Higher Education and another in Teaching at EAT in the Laureate International Universities network; and another certificate program in ICT Competencies for professors by the Fundación UNED in Spain. He is currently a PhD (C) in Economics at the UNMSM.
Lawyer by the Universidad de Lima (Peru), Master of Political Science by the University of Central Florida (USA), Certificate program in Public International Law by the Xiamen Academy of International Law (China).
Licentiate in Physics by Universidad Nacional de Ingeniería, Master's degree in Physics by Universidad Nacional de Ingeniería, Doctoral degree in Physics by Universidad Nacional de Ingeniería - UPPSALA Universitet.
Bachelor’s degree by Pontificia Universidad Catolica del Peru; Licentiate in Linguistics and Literature with specialization in Literature by Pontificia Universidad Catolica del Perú. Complete studies of the master program in Hispanic-American Literature at the Pontificia Universidad Católica del Perú (PUCP). She is currently pursuing master studies in Education for Higher Education at the Universidad Andrés Bello (UNAB-CHILE).
[email protected] anexo 3875
[email protected] 313-3333 anexo 3880
[email protected] 313-3333 anexo 3889
[email protected] 313-3333 anexo 3872
[email protected] anexo 3878
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UPC Student Handbook / 42 /
CHAP 02
Academic Team - Villa
It is led by the Academic Director Ruben Yong and is composed of full-
time faculty. The academic team is composed of the following faculty:
Gwendolin Elizabeth Heyne Flores
Romina Granda Rangel
Oscar Eduardo Félix Limas
Juan Manuel Auza Camacho
Sabrina Pizarro Honorato
César Augusto Anza Moreau
Víctor Núñez Ponce
ARCHITECTURE
MODERN ARTS
COMMUNICATIONS
DESIGN
ENGINEERING
[email protected] 313-3333 anexo 2688
[email protected] 313-3333 anexo 2782
[email protected] 313-3333 anexo 2686
[email protected] 313-3333 anexo 2806
[email protected] 313-3333 anexo 2684
[email protected] 313-3333 anexo 2689
[email protected] 313-3333 anexo 1912
Bachelor’s degree by Universidad Ricardo Palma and Architect by the same university. Master’s degree in Environmental Audits and Management by Universidad Científica del Sur and Universidad Internacional Iberoamericana de México.
Professional Musician specialized in Piano by Centro de Altos Estudios Musicales in Buenos Aires. Currently pursuing a Master’s degree in Expressive Arts Therapy, Coaching and Consulting at the European Graduate School of Arts and Health in Switzerland.
Bachelor from the Universidad de San Martín de Porres. Licentiate in Communication Sciences by the Universidad de San Martín de Porres with a specialization in Advertising and Public Relations. Complete studies in the master program in Marketing and Commercial Management by the Universidad de Ciencias Aplicadas (UPC) and EOI, Spain.
Master’s degree in Cultural Studies by Pontificia Universidad Catolica del Peru (2015) and Licentiate in Communications by Universidad de Lima (2004). Audiovisual communicator specialized in Photography Direction and Audiovisual Storytelling.
Bachelor’s degree by Universidad Nacional Mayor de San Marcos. Master’s degree in History of Peruvian and Latin-American Art by the same university.
Bachelor’s degree by Universidad Ricardo Palma, Civil Engineer by Universidad Ricardo Palma, Master’s degree by Universidad de Piura.
Bachelor and Licentiate in Industrial Engineering by the Universidad de Lima. Master of Business Administration by the Universidad ESAN. PhD in Business Administration (DBA) by the Atlantic International University (USA).
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UPC Student Handbook / 43 /
CHAP 02
Víctor Elías Torres Díaz
Omar Alexis Larios Soldevilla
Víctor Castillo Arzola
Mark Barrueta Pinto
José Roberto Avilés Valdez
Mónica Cabrera Ortega
Verónica Fabiola Anaya Ramírez
ENGINEERING EPE
BUSINESS
BUSINESSEPE
SCIENCE DEPARTMENT
HUMANITIES DEPARTMENT
[email protected] 313-3333 anexo 2681
[email protected] 313-3333 anexo 2696
[email protected] 313-3333 anexo 2683
[email protected] anexo 2668
[email protected] 313-3333 anexo 1918
[email protected] 313-3333 anexo 1985
[email protected] 313-3333 anexo 2682
Bachelor’s degree and Licentiate in Civil Engineering by Universidad Nacional de Ingeniería (UNI). Currently pursuing a Master’s degree in Construction Management at Universidad Peruana de Ciencias Aplicadas (UPC).
Bachelor’s degree and Public Accountant by Universidad Alas Peruanas. Master’s degree in Business Administration by Universidad Peruana de Ciencias Aplicadas (UPC). Also, Master’s degree in Finance by EOI, Spain.
Bachelor and Licentiate in Administration by the Universidad Peruana de Ciencias Aplicadas (UPC). Also, Licentiate in Marketing by the same university. Master of Business Administration by UPC and Master of Marketing and Commercial Management by EOI, Spain.
Bachelor and Licentiate in International Business Administration, Certificate program in International Management, Master of Strategic Business Administration from the Centrum Graduate Business School - PUCP, PhD (C) in Strategic Management from the University Consortium of Peru (Univ. del Pacífico, Univ. Peruana Cayetano Heredia, Pontificia Universidad Católica del Perú, Universidad De Lima).
Bachelor and public accountant by the Universidad Inca Garcilaso de la Vega. Master of Education for Higher Education by the Universidad Andres Bello (Chile).
Bachelor’s degree and Licentiate in Civil Engineering by Pontificia Universidad Católica del Perú (PUCP). Currently pursuing a Master’s degree in Higher Education and Education Management by Universidad Tecnológica del Perú (UTP).
Bachelor's degree and Licentiate in Communicationsfrom Universidad de Lima; She has pursued a Certificate program in Literacy Pedagogy by the Universidad Privada Cayetano Heredia. Master's degree in Linguistics from Pontificia Universidad Católica del Perú.
Juan Ramírez Espinoza
Bachelor of Civil Engineering by the Pontificia Universidad Católica del Perú. Master of Educational ICT Integration and Innovation and Master of Computer Science by the Pontificia Universidad Católica del Perú. He has also complete studies in the PhD program in Business Administration and Management by the Universidad Politécnica de Cataluña - Universidad Peruana de Ciencias Aplicadas.
[email protected] 313-3333 anexo 2667
ENGINEERING
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CHAP 02
Academic Team San Miguel
It is led by the Academic Director Jacqueline Barrantes and is composed
of full-time faculty. The aca