The purposes set out in the Institutional Educational Model guide and provide mechanisms for the work of Undergraduate Teaching, through the establishment of common and convergent foundations in the design, implementation and evaluation of training programs. Along with this, the existence of a referential framework to coordinate, articulate and align curricular dimensions and levels of the academic offer, the inclusion of strategies and the planning of academic actions.

Regarding the training processes, the Institutional Educational Model establishes three fundamental axes:

• Consider the student as the center of the training task; recognizing the characteristics that are specific to it (from admission to graduation), qualifying and certifying the degree/profession, identifying the curricular areas of the training process (general training, specialty and professional practices-linked to professional practice), formulating Training Plans study based on the graduation profile, formulating study programs based on learning results/achievements and evaluating said learning.
• Assume the comprehensive training of students, considering the development of the professional future as a person in university life and as a citizen in values ​​and culture with social responsibility.
• Propose that the student becomes a responsible and active agent of his own training developing processes of self-learning and research.

The Institutional Educational Model also refers to the implementation of teaching resources and devices necessary for the development of teaching and learning, with special emphasis on students demonstrating mastery of infocommunication technologies and ethical and socially responsible behavior, both declared as ULS Training Seal Competencies.

They respond to the particular needs of the students and are consistent with the training requirements established in each program; all of which is guided by what is indicated in the Institutional Educational Model, institutional objectives and purposes.

Lectures with audiovisual support and activities on the Moodle platform and on the Web. Use of Powerpoint.

Problem-solving based learning

• Analysis of cases and moral dilemmas of the professional.
• Review and analysis of clinical cases proposed by teachers that allow students to interpret from the knowledge acquired.
• Analysis of cases of coexistence in educational psychology. Study of cases in groups.

• Project method: investigation of a critical aspect of professional performance.
• Search for information on the web or digitized bases.

• Problem resolution.
• Video analysis.
• Basic Skills role-playing game.
• Group problem solving and case studies presented by the teacher.

• Debates: design and development of a jury or court.
• Posters: preparation, design and exhibition as a team.

The evaluation of learning is conceived as an instance that allows students to verify their progress and achievements, as well as to know their weaknesses and the aspects that must be improved. In the same way, the evaluation process allows teachers to verify the achievement of objectives and/or learning results, observe the effectiveness of pedagogical methods, didactic resources, evaluation procedures and channel improvements to Teaching.