In this paper we discuss common problems in Colombian universities in regard to engineering professional programs. We also discuss the reasons to implement a curriculum reform following the CDIO model at Icesi University, and present some preliminary results of implementing this reform, mainly concerning student motivation and attrition reduction.
The adoption of CDIO model is aimed not only to offer a integral engineering education, increase the quality of our programs, establishing a cycle of continuous improvement and also to encourage students by offering a challenging curriculum that focuses its professional component on solving engineering problems.
We present the educational project of Icesi University that involves the use of active learning in all courses. This has paved the way for implementing the CDIO standard. Class space becomes a space for learning using strategies based on problem-based, discussions and case studies where our students solve engineering problems by conceiving, designing and implementing solutions to these problems.
The results of the whole learning process that we have implemented are evidenced in the value added to the students. The average performance of our students is measured by the state exam conducted by the ministry of education and the professional practice evaluation. The average of these two test our students are in the 90th percentile and we receive the freshmen in a very lower rank measured for a similar test realized at the end of the secondary school.
Proceedings of the 9th International CDIO Conference, Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013.