Curricular Reform: Changing from Disciplined-Based to Competency -Based Framework

The results of the modified curriculum for the course “Introduction to Engineering” taught during the preparatory courses at the Universidad Politécnica del Golfo de México are presented. The modification was made to thematic content, the learning outcomes, the distribution of theoretical and practical hours (35% and 65% respectively) and the teaching strategy (using Krulik & Rudnick method and context problems), focusing on competency-based framework. Analysis of data indicates that various objectives were achieved with this reform, which the previous curriculum were not met, such as decreasing failure/dropout rate from 40% to 15%, greater involvement of students in lessons, development of logical-mathematical skills, problems solving through a systematic procedure skills, among other reasoning. This leads us to believe we have made a transition from a declarative knowledge to a functional one. 

The results of the modified curriculum for the course “Introduction to Engineering” taught during the preparatory courses at the Universidad Politécnica del Golfo de México are presented. The modification was made to thematic content, the learning outcomes, the distribution of theoretical and practical hours (35% and 65% respectively) and the teaching strategy (using Krulik & Rudnick method and context problems), focusing on competency-based framework. Analysis of data indicates that various objectives were achieved with this reform, which the previous curriculum were not met, such as decreasing failure/dropout rate from 40% to 15%, greater involvement of students in lessons, development of logical-mathematical skills, problems solving through a systematic procedure skills, among other reasoning. This leads us to believe we have made a transition from a declarative knowledge to a functional one.