Abstract
From its inception, Universidad de Ingeniería y Tecnología (UTEC) has functioned under the mandate of causing a disruptive effect in society by educating a new generation of holistic engineers bound to become empowered change agents. The university has recently embarked on a radical transformation of its educational model, in order to deliver this promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills from the onset. For this change to be implemented successfully, UTEC has decided to design and launch a Laboratory for Educational Innovation, called Moray. Conceived as an open platform, Moray sits at the intersection of physical and virtual spaces and is organized around flexible protocols that allow faculty, students, staff, and experts from top universities worldwide to work interdisciplinarily and collaboratively, towards the enhancement of teaching and learning dynamics in higher education.
Highlights
The founders of Universidad de Ingeniería y Tecnología (UTEC) conferred one main mandate to its executive team: to cause a disruptive change in society by educating a new generation of holistic and global engineers
UTEC has embarked on a major transformation of its education model, to fulfill its promise of causing a disruptive change in society through the education of a new generation of engineers
This new model is based on two main, interrelated pillars: a novel curricular structure and a teaching and learning–focused Faculty Development Model
Summary
The founders of Universidad de Ingeniería y Tecnología (UTEC) conferred one main mandate to its executive team: to cause a disruptive change in society by educating a new generation of holistic and global engineers. To be able to live up to this vision and deliver its promise to students and society at large, the university has recently embarked on a radical transformation of its educational model It has instituted a more flexible and project-based curriculum, that provides students with a strong scientific, disciplinary and technical backbone, and exposes them to “real life” engineering challenges, promoting the iJEP ‒ Vol 8, No 4, 2018. Diverse entities have asked Engineering Schools across the globe to, on the one hand, strengthen and widen the scope of the fundamental sciences; and on the other hand, expose students to real-world engineering challenges, develop in them effective communication and teamwork skills, and cultivate critical and ethical thinking[2] All of this while reducing the number of hours in the curriculum, to allow most students to graduate in time. There is an almost unanimous agreement that people learn by doing, experiencing and reflecting on the results, whereas they absorb and retain a rather small fraction of what they see and hear in a lecture-heavy format[4]
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