CUIB's Academic Philosophy

CUIB’s educational philosophy provides each student with individual guidance in his or her process of learning and personal development. We recognize that each individual, created in the image and likeness of God has a unique background, knowledge, experience, and personality and that all of these factors affect the learning process. Each student is treated as an individual and assisted in reaching his or her full potential and growth.

The educational philosophy, based on the Focolare Economy of Communion (EoC) experience is designed to develop in the individual the capacity to think critically, be creative, accept and fulfill responsibilities, work effectively in teams (EoC teams), reason, analyze and propose options for the resolution of problems, develop a deep sense of God’s calling to be collaborators in creation and to become lifelong learners.

This requires a change in the traditional teacher-student roles. Rather than providing knowledge and transmitting information to their students, CUIB lecturers strive to be facilitators of a high-quality and holistic learning process. The student is also an active participant, learning through real-life experiences in a process known as experiential learning.

Learning takes place through planned activities, independent projects, classes based on active participation, laboratory and field work, field trips, internships, cooperative education, and extracurricular activities such as EoC hour for the celebration of the Eucharist, prayer and meditation, clubs, special projects proposed by students, sports and recreation, and the annual trade fair planned and organized by the University with the participation of each school.

CUIB’s Four Year Program

The four-year program is broken down into two semesters per year.

Year One (Freshman): Introduce Concepts

The curriculum consists of activities and courses that cover specific material in a logical and sequential manner. The first year, known as the freshman year, introduces concepts and abilities essential to student’s area of study as well as beginning to address the related sciences. Students begin to develop a global vision of their area of study – Engineering, agriculture and resources, Information Technology, and Business – taking social and economic factors into account while focusing on the immediate environment. Basic intellectual abilities are strengthened, as well as manual and mechanical skills.

Year Two (Sophomore): Introduce Practice

In the second year, sophomore year, students consolidate and deepen their knowledge and skills in the fields of their study. They also continue to develop basic concepts and abilities in the related sciences.

Year Three (Junior): Reinforce Practice

Third-year students, junior year, students begin to specialize in specific areas of their choice and have the opportunity to apply their knowledge and skills in the sustainable management of a business in that domain. The curriculum also strengthens students' professional attitudes and skills to assure positive interactions with others in the Business world. Academically, the third year focuses on the development of practical skills (hands-on) and a more in-depth understanding of the business and entrepreneurial world.

Year Four (Senior): Demonstrate and Integrate Practice

During the fourth year, senior year, students must exhibit their intellectual and professional abilities in analysis, synthesis, critical thinking and creativity by identifying and solving problems related to their areas of specialization to enhance sustainable management processes. The learning process is structured to provide students the opportunity to demonstrate their professional abilities by writing project based on their work experience or cooperative education.

CUIB’S ENTREPRENEURIAL CURRICULUM

CUIB’s curriculum as an Entrepreneurial University includes four major domains based on experiential learning:

The Entrepreneurial Project

Through a sequence of modules, the entrepreneurial project helps the student to develop the aptitude and an attitude for business, by integrating the technical, economic, environmental, and social aspects of business management. At the end of the sequence of modules, the student is able to create his or her own business in a sustainable manner. To achieve these objectives, the student participates in the planning and application of feasibility studies, including the business aspects of marketing, administration, budgeting, finances, and social and environmental impacts. As an essential part of the project, the student uses an experiential learning focus whereby he/she works with a team to organize a business, analyze and evaluate problems, make decisions, carry out field work, and scrutinize the performance of his/he business.

This is a long-term course. The course begins in the 1st Year and concludes in the 1st semester of the Senior Year. Throughout these years of the course, the student learns piece by piece the information that is instrumental for the formation of a successful project. The modules serve as support and training that supplements the work that the student is carrying out in his/her entrepreneurial project. NB. As an institutional policy, students will not be allowed to graduate if they do not validate all Entrepreneurial (ENP) courses.

Internships – Freshman Year/Sophomore Year

The internship represents a structured experience that allows the student to integrate and apply the theory, skills, and attitudes in a work environment; to demonstrate professional and ethical behavior; to prepare an analysis of the community; and to develop a project which benefits the community. Each student is placed within an organization in accordance with his/her learning interests, in an environment that fits with his/her professional objectives.

At the end of each internship experience the student prepares a presentation or report to help him/her examine and evaluate his/her internship experiences. The report offers the student an opportunity to reflect back on his/her experiences, on what he/she has learned, and on how he/she has changed, as a result of the internship.

Internship opportunities allows students to demonstrate increased knowledge, problem-solving ability, ability to understand people in work settings, or some other significant personal growth at the result of their internship experiences. Internship may include experiences such as: Field Experience, Field Trips, Practicum, and Holiday Internships.

Work Experience/Cooperative Education – Junior Year 2nd Semester

In the 3rd year at the University, the Work Experience program of study takes place outside of the university campus during the second semester for three (3) months – April, May and June. The student demonstrates his/her ability to interact with the community and companies. The student plans, organizes, directs, and evaluates work done by those in the field and begins to have a sense of the fact that he or she is a Job-creator versus a Job-seeker. The student submits a work report at the end of the experience.

Graduation Project (Professional Experience) – Senior Year

As a partial fulfillment of the requirement for graduation, the student plans and develops a project in which he/she demonstrates the ability to analyze and synthesize information. He/she learns to effectively communicate the results of his/her study through a dissertation of work experience project not more than 30 pages. The work must fit within the framework of the institutional priorities and research norms. The student will be expected to produce 5 copies, 3 for the panel of examiners or moderators, 1 for the library and 1 for personal use.