FROM AN INSTITUTIONAL POLICY TO A REAL PEDAGOGIC PRACTICE: AN EVALUATION

There is a well-known movement trying to get students active in them educational processes with the objective to offer a significant learning. Nevertheless, the path that an entire University should take to afford it often starts by an institutional policy, sometimes lacking the way that permits its correct implementation.

This paper proposes a reflexion about how some historical components of the university leads to a particular institutional decision-making, and how it impacts the whole curricula. We propose a rubric for the syllabus made inside the significant learning method, which was proposed on the well-intentioned objectives of an institutional policy.

We present the results and conclusions of evaluate the integrated course design of the institutional electives of 19 undergraduate programs offered in two different academic periods at one Colombian University. The evaluation measure both the appropriation of new pedagogic paradigm derived of an institutional policy and the competence in integrate a syllabus course to get significant learning experiences.