Dentro de una sociedad del conocimiento globalizado, la educación superior no puede quedar relegada, en ese sentido es pertinente empezar a vislumbrar las tendencias, los rasgos que han de matizar la formación de profesionales para lo que resta del presente siglo. Por lo anterior, en el presente trabajo se identificó el estado actual de la actividad docente por parte de los profesores del Centro Universitario UAEM Nezahualcóyotl, para lo cual se diseñó un instrumento de evaluación que fue aplicado tanto a profesores como alumnos con el fin de determinar cuáles deben de ser las características que deben de poseer los profesores con formación docente innovadora.La encuesta aplicada fue dividida en ocho subtemas: a) profesional, b) network, c) ambiente, d) pasión, e) crecimiento, f) relaciones, g) salud y vitalidad y h) recursos, en donde se engloban aspectos tanto académicos como personales de los encuestados. Dentro de los resultados obtenidos se pudo observar como fortaleza por parte de los profesores del Centro Universitario Nezahualcóyotl una buena comunicación e imagenpor parte de losalumnos; y como área de oportunidad en el ámbito académico el reforzamiento de actividades extraclase, la generación de evidencias desarrolladas durante el curso, así como la asignación de tiempo para la resolución de dudas. Abstract Within a globalized knowledge society, higher education cannot be relegated, in that sense it is relevant to begin to glimpse trends, the traits that must nuance the training of professionals for the remainder of this century. Therefore, the current state of teaching activity by teachers of the UAEM Nezahualcóyotl University Centre was identified in this paper, for which an evaluation tool was designed that was applied to both teachers and students with to determine what characteristics should be the characteristics of teachers with innovative teacher training. The survey applied was divided into eight sub-themes: a) professional, b) network, c) environment, d) passion, e) growth, f) relationships, g) health and vitality and h) resources, which include both academic and personal aspects of respondents. Among the results obtained, good communication and image by students could be observed as strength by the teachers of the Nezahualcóyotl University Center; and as an area of opportunity in the academic field the strengthening of extra-class activities, the generation of evidence developed during the course, as well as the allocation of time for the resolution of doubts.

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.