Abstract—The program of Bachelor of Science in Industrial
Engineering at the Universidad Industrial de Santander
(Colombia) has been developing projects of pedagogical
innovation led by professors and students as a product of its
Strategic Focus in search of its consolidation to be the most
important program of Engineering in Colombia. This
particular plan is described and analyzed in this article based
on its content, form and level of impact. The purpose of making
this study has determined the most useful and effective
academic methodologies that help to define strategic
approaches oriented to make adequate decisions for the
improvement of the future performance of its former students.
The findings show that the pedagogical strategies that favor the
autonomous learning and facilitate the processes of a
meaningful and cooperative learning are: 1) case methodology,
2) playful activities in the classrooms (ludic), and 3) laboratories;
Strategies which are being applied transversely by using
Information and Communication Technologies (ICT) in order
to develop the skills required by the working environment of the
future Industrial Engineers.
Index Terms—Learning, skills, teaching, pedagogical innovation.
The authors are with Universidad Industrial de Santander, Calle 9 Carrera 27, Edificio de Ingeniería Industrial – Ciudad Universitaria, Bucaramanga, Colombia (e-mail: firstname.lastname@example.org, email@example.com).
Cite: Orlando E. Contreras and Erika T. Ruíz, "Pedagogical Innovation: Key Driver for the Educational Process of Future Industrial Engineers — The Case of Industrial University of Santander (UIS), Colombia," International Journal of Information and Education Technology vol. 5, no. 3, pp. 220-227, 2015.