The National University of San Agustin declares in its policy of institutional quality, that all the augustinian university students have the opportunity to accede to a quality university educational service, which is possible to reach through the existence of mechanisms that develop and consolidate the processes of institutional accreditation and academic programs. In this sense, the professional school of Systems Engineering at the beginning of the year 2018 and in charge of the commission of Continuous Improvement, Self-evaluation and Accreditation, has initiated the process of self-evaluation for purposes of accreditation following the model of the Agency Accrediting Specialist in Professional Training Programs in Computing, Engineering and Technology in Engineering-ICACIT. As part of this process, and in the initial phase of it, there has been a task that we consider to be of great importance, such as the establishment and execution of procedures of systematic linkage between the competences of the graduate profiles with the subjects of the current curricula to date (2013 and 2017), the relationship between these competencies with the students outcomes proposed by the accreditation model, as well as the alignment of the subjects with respect to the results and the degree of achievement that is expected to have in each of these at the end of each subject. The result of this initial process has allowed us to later establish the mechanism of measurement of the achievement of the students outcomes in the capstone subjects, which include the demonstration of reaching a large part of the students outcomes. Therefore, this article details the actions carried out in this first stage, so that these actions can be replicated by other academic units and facilitate their self-evaluation processes.

Gamification allows students through games to be protagonists of their own learning, this work describes the experience of engaging students in the learning teaching process by using technology tools to implement a Virtual Classroom that together with the Gamification Methodology seeks to improve the interest of students in the subject of Hardware and Communication Networks of the professional school of Education Sciences, mathematical physical specialty of the National University of San Agustín de Arequipa, a sequence is proposed that involve the activities planned during a semester with the use of the virtual platform (virtual classroom), through the selection of activities that achieve the interest of students and Integrating technological tools that allow active and fun participation, this sequence is applied to 35 students of VIII Semester. After applying the proposed sequence, an improvement in the notes obtained compared to previous semesters was obtained and there is greater interest in the contents of the subject, in conclusion, it can be said that the sequence raised in this experience contributed positively to the objectives set by the teacher as a positive acceptance of the activities carried out is evident and the transformation of classes stays to active participations of the students is evident.

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The Professional School of Systems Engineering (EPIS) of the National University of San Agustin in 2018 has started the self-evaluation process for accreditation purposes under the model of the Accreditation Agency Specialized in Professional Training Programs in Computing, Engineering and Technology in Engineering (ICACIT). This model requires, in the first stage of its deployment, the preparation of the self-study report, a document that consists of several parts, one of which is based on the description of the processes of measuring the achievement of the student outcomes and improvement continues implemented in the program. To respond to this requirement, as indicated in a previous work, the EPIS through the Commission for Continuous Improvement, Self-evaluation and Accreditation (CMCAA) carried out the entire process of systematic alignment and linking of the different components of the curriculum, that constitutes the base on which the processes of measurement of the student's results were defined that allow in effect to determine the achievement of the competences on the part of the students. In this work, we show the experience obtained in the self-evaluation process of the EPIS, regarding the measurement and evaluation of the student outcomes, as well as the tools designed and implemented for that purpose, is explained.

Project-Based Learning where the student is the protagonist of his own learning, the present work aims to describe the experience carried out in the course Software Engineering Project 2 of the professional school of Systems Engineering at the National University of San Agustín de Arequipa, a sequence of activities is designed that contributes to the success of the projects developed, supported by the PMI guide and with a high impact on the use of tools, as a result there is a significant increase in student performance, the projects developed meet the requirements posed by the end users, the integration of a course for the same project was achieved, the participation of the private company was achieved to demonstrate the experiences developed in each of the projects and a good percentage of acceptance by students was achieved in the activities developed in the experience described. It is concluded that the application of the proposed sequence demonstrates the teamwork of the students, integrating more than one course into the project achieved better results of project progress compliance, and improving student performance.