CURRICULUM INNOVATION FOR ACHIEVING HIGHER QUALITY ON THE EXPECTED LEARNING BY A NEW PEDAGOGICAL MODEL UNIVERSIDAD PANAMERICANA (MEXICO)

The School of Pedagogy of Universidad Panamericana Campus Aguascalientes has been studying the pertinence and quality of their programs and especially, the Pedagogical model that allows or limits students to learn and develop what they should, to achieve their personal and professional goals (Nicholls, A. 2018). Since 2018 there has been an investigation with students, graduate students, professors, and employers to know if they think the school and its academic programs are helping on the integral development of its students. We found the vital necessity of actualizing our Pedagogy career program: the subjects for each professional area and semester, contents, disciplinary learning outcomes, etc.; but also, the Pedagogical model of the School to achieve the Learning outcomes of the Pedagogy career, the Learning outcomes of each of the subjects, all the needed elements for a complete and pertinent graduation profile for all of the students, the didactic situations and methods, and of course, a new way to assess students performance (Mintz, K., & Tal, T. 2018). The objective of this work is to present a qualitative research study about the developed process to design two crucial educational elements: (a) the new pedagogical model of the School of Pedagogy, its characteristics, didactic elements, pedagogical processes, the review and feedback provided by international and national experts in Curriculum design (Romiszowski, A. J. (2016) and educational innovation (Koh, et al. 2015) and (b) the used technique to update the Pedagogy career program curriculum regarding the new School Pedagogical Model. Five teachers who participated in the process were interviewed in-depth, explaining their thoughts, experiences, and contributions. The results show how the new Pedagogical Model was achieved based on the belief that the student is the most important agent of the learning process. Students need to have enough engagement and commitment with his process, that this process needs to have a close relationship with the contexts and professional fields and, on the other hand, the professor should guide and design the corresponding didactic situations (active methodologies) that may propitiate different kinds of learning experiences. The new model is based on Project-based learning (PBL), dual education, flipped classroom divided into personal work, and standard classes where the professor can share main content, define the socialization needed to increase, and assess the learning process, and results of each student. References:[1] Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Springer.[2] Mintz, K., & Tal, T. (2018). The place of content and pedagogy in shaping sustainability learning outcomes in higher education. Environmental Education Research, 24(2), 207-229.[3] Nicholls, A. (2018). Managing educational innovations. Routledge.[4] Romiszowski, A. J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge.