STUDENT SUCCESS: ON THE NEED FOR A NEW STANDARD

STUDENT SUCCESS: ON THE NEED FOR A NEW STANDARD

A. González, D. Barrera, M. León, M. Curiel, L. Prieto (2018).  STUDENT SUCCESS: ON THE NEED FOR A NEW STANDARD. 13.

Engineering programs of Pontificia Universidad Javeriana have adopted the CDIO philosophy as a guideline of their curricula. The institution has made significant progress in the application of the 12 CDIO standards. However, analysis of student performance has shown weakness that are derived not only in the academic dimension, but also in other areas such as socioeconomic status and the personal features. These facts have motivated the institution to formalize a process of continuous risk monitoring and design strategies of support and accompaniment. The preliminary results show a significant impact on the students and their performance. Based on the experience of this project, a standard is proposed that guides the CDIO programs. It looks forward to articulate processes for dropout prevention and the learning assurance. This paper shows in its first section the current status of the CDIO curricula at Pontificia Javeriana University. The particular case of academic performance in first year is also analyzed. Then it is shown a dropout behavior in the school of engineering and the mechanisms for its prevention, following the STARS network guidelines. Finally, preliminary results of those strategies and the proposal of the new standard are presented. 

Authors (New): 
Alejandra González
David Barrera
Maria Patricia León
Mariela Curiel
Luis David Prieto
Pages: 
13
Affiliations: 
Pontificia Universidad Javeriana, Bogotá, Colombia
Keywords: 
Student Success
Drop out
CDIO Standard 11
CDIO Standard 12
Year: 
2018
Reference: 
Al-Atabi, M. (2013). Grand Challenges for Engineering and Development of CDIO Skills. Proceedings of the 9th International CDIO Conference, Cambridge, MA, USA.: 
Brodeur, B., & Crawley, E. F. (2005). Program Evaluation Aligned with the CDIO Standards. Proceedings of the 2005 ASEE Conference.: 
Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. (2007). Rethinking Engineering Education: The CDIO Approach, 1st edition. New York: Springer-Verlag: 
Crawley, E., F. Malmqvist, J., Östlund, S., Brodeur, D., & Edström, K. (2014). Rethinking Engineering Education: The CDIO Approach, 2nd edition. New York: Springer-Verlag.: 
Crawley, E. F., Malmqvist, J., Lucas, W., & Brodeur, D. (2011). The CDIO Syllabus v2.0. An Updated Statement of Goals for Engineering Education. Proceedings of the 7th International CDIO Conference, Lyngby, Denmark.: 
Lightbody, I., Wilson, T., & Dawson, G. (2016). Out-of-class mathematics support for engineering students. Proceedings of the 27th AAEE Conference, Coffs Harbour, Australia.: 
Lightbody, I., Wilson, T., Farr., Anna., Crane., Daniel., Medland., Richard., & Devine., C. (2015). STIMulate: Maths, science and IT support for learning. STARS: Students, Transitions, Achievements, Retention and Success.: 
McKenzie, Jo., & Egea, K. (2017). Distributed and collaborative: Experiences of local leadership of a first year experience program. Student Success, 8(2), 67-77. : 
10.5204/ssj.v8i2.382
McKenzie, Jo., & Egea, K. (2016). Five years of FYE: Evolution, outcomes and lessons learned from an institutional program. A Good Practice Report. Student Success, 7(2), 65-76. : 
10.5204/ssj.v7i2.345
McKenzie, Jo., Egea, K., & Griffiths, N. (2014). An evolving approach to developing academics' understanding of transition for first year students. A Practice Report. International Journal of the First Year in Higher Education, 5 (2), 103-109. : 
10.5204/intjfyhe.v5i2.235
Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas. : 
ISBN 958-691-290-6
Moody, H., Wilson, T., Devine, C., Medland, R., & Lightbody, I. (2015). What hinders help seeking behaviours?. Australasian PASS & Peer Learning Conference, Melbourne, Australia.: 
Wilson, T., Lightbody, I., Devine, C., Moody, H., Medland, R., & Brady, J. (2017). STIMulating success: An institutional approach to support for learning in STEM-based disciplines. STARS: Students, Transitions, Achievement, Retention and Success.: 
Go to top