CHALLENGES IN THE IMPLEMENTATION OF A CDIO CURRICULUM FOR A PROGRAM IN ELECTRONICS ENGINNEERING

The electronics-engineering program at the Pontificia Universidad Javeriana has been implementing, over the last three years, a reform based on the CDIO philosophy. The program has its focus on the solution of real problems with electronics engineering. This philosophy involves different challenges at the level of implementation. Then, it is necessary to look for standardizing, improving and optimizing curricular processes. In addition, this transformation implies operational risks, which are inherent in having several curricula simultaneously. Indeed, each one has different approaches to learning-teaching methodologies. These risks are mainly the faculty overload and its resistance to change, taking into account the development plan and expectations of each of the professors within the institution.

Additionally, the reform implies administrative strategies that guide the implementation and operation stages. This leads to the training of professors in the design of course programs, review of the coherence between the competences and the disciplinary lines, and the evaluation of the program for continuous improvement. All the elements of curricular management plus the need for training in the learning-teaching and assessment methodologies, constitute a new dimension in the CDIO standards 9 and 10.

The management processes, aligned with the philosophy of the university, have required reaching a consensus on what and how to develop the subjects and competencies to ensure learning and high quality of teaching within the framework of the institutional mission. All efforts have demanded professors to incorporate new tasks into their work routines. This generates even tense work environments within the group.

This paper describes the process of implementation and operation of the new curriculum. It begins with a general description of the new program and a comparison with the old one. Then it shows the methodology that has been followed for implementation over the three years and ends with recommendations that reveal the perception by the professor’s body about the process. KEYWORDS Standards: 3,4,5,7,9,10.