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. I. INTRODUCTION The School of Industrial Engineering and Business (known in Spanish as EEIE), guided by the Mission Statement of the UIS (Colombia), is an academic organization affiliated to the Faculty of Physical-Mechanical Engineering Fields, whose fundamental purposes of teaching, researching and making a social impact are centered in a comprehensive and professional training at undergraduate and graduate level in order to get professionals able to design, launch, lead, manage and improve generating systems of goods and services, contributing to the technological and business development of the company. Currently, the school offers the bachelor's program of Industrial engineering and several graduate programs (four undergraduate and two master's degrees), it also has three research groups that support ongoing research activity. Fig. 1, shows the EEIE environment highlighting its main axis which is the industrial engineering program, as well as active research groups and their relationship to the branches of the Manuscript received February 10, 2014; revised April 10, 2014. This work was developed by research group FINANCE & MANAGEMENT for the School of Industrial Engineering and Business of Universidad Industrial de Santander (Bucaramanga, Colombia). The authors are with Universidad Industrial de Santander, Calle 9 Carrera 27, Edificio de Ingeniería Industrial – Ciudad Universitaria, Bucaramanga, Colombia (e-mail: ocontrer@uis.edu.co, tatianaruizorjuela@gmail.com). University. Fig. 1. School of Industrial Engineering and Business environment. The Industrial Engineering program -created in 1961 and pioneer in Colombia- is an undergraduate academic program coordinated by the EEIE: it currently has 1615 students enrolled, 15 full-time teachers, 99 adjunct teachers and 3780 graduates. As part of the process of high quality re-accreditation and design of the strategic plan of EEIE program has developed several innovation strategies. In accordance with the Institutional Project of the UIS, which establishes that "teachers must assume full commitment and awareness of ethics and social responsibility, the role of guiding the learning process and support the overall education of students." [1], the purpose of consolidating the axis of teaching through innovative education strategies in the classroom has been established in order to improve the teaching and learning of students in the program. As part of the design of the strategic plan of the School, the practices of the best universities in the world to develop innovative teaching processes were identified, and the specific actions that should be undertaken for the development of strategic projects activities were determined for the pedagogical innovation projects [2]. The activities described above were used for the formal definition of the Pedagogical Innovation Plan, which aims to: incorporate new teaching methods and evaluators as part of teaching methodologies and active learning to support the development of generic and cognitive skills of the Industrial Engineering Program. II. PREVIOUS EXPERIENCES IN PEDAGOGICAL INNOVATION Activities and outcomes of professors and students who have advanced teaching innovation projects independently and spontaneously in order to modify and improve learning Orlando E. Contreras and Erika T. Ruíz International Journal of Information and Education Technology, Vol. 5, No. 3, March 2015 220 DOI: 10.7763/IJIET.2015.V5.505 Pedagogical Innovation: Key Driver for the Educational Process of Future Industrial Engineers — The Case of Industrial University of Santander (UIS), Colombia