Curriculum Renewal at Two Universities in Chile Using the CDIO Syllabus

Curriculum Renewal at Two Universities in Chile Using the CDIO Syllabus

P. Poblete, X. Vargas, S. Celis, P. Gazmuri, J. Bilbao, D. Brodeur (2007).  Curriculum Renewal at Two Universities in Chile Using the CDIO Syllabus. 9.


This paper presents a methodology based on the CDIO model, implemented to analyze the requirements for the basic common core of the engineering programs at Universidad de Chile and Universidad Católica de Chile.

To propose models for the definition of new curricula and course contents, Competences-Contents tables were used, at the levels of basic sciences, core engineering fundamentals and advanced engineering fundamentals. The main methodological reference used in both schools was based on the CDIO Syllabus, which provides an extensive listing of skills with different levels of detail, being an excellent source for the analysis of competences, and allowing the addition of local competences that reflect the identity of a particular university.

As a result of the analysis both schools agreed on a translation of CDIO Syllabus, evaluated their current curricula and changes were proposed in order to renew the curricula having the competences as the main goal to achieve. Both schools will put under consideration a unified syllabus as a national reference model.


Authors (New): 
Patricio V. Poblete
Ximena Vargas
Sergio Celis
Pedro Gazmuri
José Bilbao
Doris R. Brodeur
University of Chile, Chile
Pontificia Universidad Católica de Chile,Chile
Massachusetts Institute of Technology, USA
CDIO Syllabus
curricula renewal
basic science
mathematic competences
Poblete P. and Vargas X. “Designing a First Year Introduction to Engineering Course” Sixth international workshop on Active Learning in Engineering Education. June 2006, Monterrey, México, pp 366 – 375.: 
Poblete P., Vargas X. and Celis S “Viviendo la ingeniería desde el primer día de clases: dos experiencias en la Facultad de Ciencias Físicas y Matemáticas de la Universidad de Chile.” Proceedings of XX Congreso SOCHEDI, Chile 2006: 
College of Engineering Educational Assessment Plan, University of Arizona 
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