A Matrix-Based Guideline to Chemical Engineering Curricular Revision

Abstract

The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.