Professor’s Manual
Basic points for Faculty work
Undergraduate degree
2008-2009
Index
Introduction
3
Message from the President
4
1. What is CETYS University?
5
2. Chronology
7
Before going ahead
21
3. The Presidents throughout history
22
4. The Mission of CETYS University
24
5. Academic Reform
30
6. Philosophy and Educational Model
34
6.1 Philosophy and the Value System
34
6.2. Educational Model
38
7. The generic profile of the alumnus
43
8. The profile and the duties of the CETYS professor
44
8.1 The profile
44
8.2 Faculty and the pedagogical duties before the model
45
8.3 Academic freedom
48
9. Special aspects in the administration of a course
50
A) Assessment
50
B) Punctuality and attendance
52
10. Faculty Compensation and Evaluation System
54
11. Faculty essential questions
57
12. Supports to the educational process
59
12.1 Faculty Development Program
59
12.2 Information Center
63
12.3 Laboratories
65
12.4 Faculty Holistic Development
67
12.5 Educational and vocational advice
68
69
70
General Organizational Chart
Directory
Introduction
3
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Education is a process through which society prepares its individuals in such a way that it guarantees
and it accomplishes the improvement of life in the community. It is a phenomenon that each individual
experiments all of his/her existence because of living in society.
Given the importance education has as a determining factor in the existence and development in society
itself, teaching, understood as the exercise of Education, must be carried out with Quality criteria and be
directed toward excellence; it must be considered in terms of those values that assure life in common,
and the latter must be founded in the personal development of the individual as such. By itself, education
is a human interrelation where the professor’s and student’s personality get enriched.
Due to what we previously stated, education, and therefore teaching in particular, is the most
transcendental and complex of the human activities. This is the reason we have written this brief manual;
in it we pretend to express our institutional experience and all those elements that allow us to achieve, in
a joint way, the holistic development of our students.
The professor’s activities, and from all of us who work at CETYS, find their reason of being in the student;
this means that the entire educational process is directed so he/she can learn, carry out, develop, and
acquire a commitment with himself/herself and with the community where he/she lives.
CETYS University, July 2008.
Message from the President
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One of the greatest challenges we set at the time of assuming the
In addition to the previous paragraph, the use of information
office of President was to carry out the consolidation of the
technologies is being strongly and systematically fostered in
educational identity of CETYS University in its Mission framework,
general and specially the ones from computers, from the
and to strengthen the human resource potential in the context of a
Blackboard and Internet, as means that help make more efficient
new economic, social, political, and cultural positioning in the
the student’s learning process.
world. How to consolidate the identity in the Framework of that
Mission? Through the academic reform started in the year 2004
Part of the “hows” is to live in fullness the educational philosophy
with its three components: curricular restructuring, this means the
focused toward the path of excellence. In my inaugural address as
updating and redefinition of syllabi of all the high school,
President, I pointed out that: “The daily conditions that motivated
undergraduate, and graduate academic programs; by keeping the
the creation of our university remain alive; once they are
Humanistic approach of holistic development, but with education
sustained in a series of universal values stated in our Mission, and
centered on the one who learns, and on learning. The redefinition
it is not of small importance to mention the appropriateness that
of the professor’s function, more as a facilitator and assistant of
the values have in our path toward excellence. Even though the
education than a person giving classes or conferences, privileges
accumulation of values by itself is not a sign of excellence, the
the student’s responsibility on his/her own education beyond what
way we manage to manifest ourselves in different degrees of
the professor does. The third great component of this restructuring
sublimeness is a function of the priorities that we give to the
is the change in the administrative structure of the academic area,
values each moment of our lives.”
bringing about a flatter organization with less Directors and more
Faculty so the communication professor-student can take place in
After more than six years of work, the challenge remains. As the
a more efficient way.
Delors Committee establishes it, the professor continues to be the
main responsible for these tasks in the classroom.
Enrique C. Blancas de la Cruz
President of the CETYS University System
What is CETYS?
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CETYS University belongs to:
OUI: Inter American Organization of Universities
CEED: International Consortium for the Educational and Economic Development
WASC: Western Association of School and College (in process of accreditation)
One of the most important nuances of CETYS University is internationalization. Due to this is
that on its first years of institutional development, it made sure to establish agreements for the exchange
of faculty, students, and information among others.
It currently has working agreements with around 50 universities world wide: in the United States,
Canada, France, Germany, Finland, Italy, Holland, Spain, Sweden, Chile, Cuba, and of course, with
some Mexican universities.
6
What is CETYS?
5
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CETYS University is a private Institution that operates with the
Official Proof of an Academic Record (REVOE in Spanish)
CETYS University has the designation of “An Institution with High
sheltered in two global agreements:
Academic level" (1988), and the category of an Institution of
Excellence" (1995) on behalf of the Education Department of
Agreement 21414 issued by the Education Department (SEP in
Mexico and the State Government of Baja California, respectively.
Spanish) at a Federal level and published in the Official Journal
on December 26, 1974. This agreement authorizes CETYS
As an educational institution aware of the importance to have
University to offer any program of Technical levels, High School,
relationships with other educational bodies, CETYS University
Undergraduate, and Graduate anywhere in the country and under
belongs to:
any type.
IAU: International Association of Universities.
Agreement w/n issued by the Education Department and Social
UDUAL: Latin American University Association.
Welfare (SEBS in Spanish) of the State Government published in
ANUIES: National Association for Higher Education Institutions and
the Official Journal of the State of Baja California on October 10,
Universities.
1983. This agreement grants CETYS University the same
FIMPES: Federation of Higher Education of Mexican Private
possibilities than the Federation’s 21414, only at a Baja California
Institutions.
level.
ANFEI: National Association of Engineering Schools and Faculties.
ANFECA: National Association of Administration and Accounting
Therefore, CETYS University can protect the programs it offers on
Schools and Faculties.
any of the two agreements; as a matter of fact, we currently have
CNEIP:
some programs recognized by SEBS and others by SEP. Besides
Psychology.
the general agreement, there is in every case a specific
IAUP: International Association of Presidents of Universities.
recognition in writing for each undergraduate degree, program,
CONAHEC: Consortium for the collaboration on Higher Education
and syllabus offered on each Campus.
of North America.
National
Council
for
Instruction
and
Research
in
Institutional Chronology
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The Centro de Enseñanza Tecnica y Superior (CETYS) appeared
thanks to the vision of a group of entrepreneurs, who before the
need to offer to the Baja Californian youth the educational options
that would allow them to get prepared for the future founded the
Instituto Educativo del Noroeste, A.C.(IENAC), a non profit
1967: On January Dr. Felix Castillo Jimenez (+) is appointed as the
second CETYS University President.
1968: The President’s Office building begins operating.
organization that sponsors CETYS University.
1970: The fist formal development plan for CETYS University is
IENAC is officially established on February 17, and its first
prepared and implemented by Dr. Pablo Latapi from the Centro de
President was Ignacio A. Guajardo Esquer, Attorney at Law.
Estudios Educativos de Mexico, D.F.
IENAC appoints Fernando Macias Rendon as the first President
of CETYS.
1972: The Tijuana Campus starts operating with High School.
Mexicali carries out the first raffle of CETYS University.
CETYS University opens its doors in a leased building in
downtown Mexicali, offering High School. The first student of
1974: Thanks to the students’ efforts, an auditorium with a capacity of
CETYS enrolls:
385 persons is built at the Mexicali Campus. The bachelor’s degrees
Eugenio Lagarde Salmeron. The first day of
classes was September 20.
1962: The Industrial Engineering degrees start with options in
in Accounting and in Business Administration start at the Tijuana
Campus.
Mechanics, Chemistry, and Electricity; Public Accountant and
Business Administration, and the School of Cultural Extension.
1975: The Ensenada Campus starts with High School. Mexicali opens
the bachelor’s degrees in Computer Science Engineering and
1963: The first classroom building is inaugurated in September.
Planning Engineering, and the High School open system starts.
1966: The first CETYS University and Baja California cohort of
1976: The first classroom building is inaugurated at the Tijuana
undergraduate studies finishes; Daniel Martin Campos (+) is the
Campus. Mexicali acquires the first computer, an HP3000.
first one with a bachelor’s degree.
Institutional Chronology
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1977: The second CETYS University development plan is
The bachelor’s degrees in Human Resources Administration,
prepared and implemented, and was directed by Oscar Licona
Marketing Administration, Industrial and Systems Engineering,
Nieto and Joaquin Diaz Martinez. The Mission of CETYS is
Computer
written.
Secretary start. The bachelor’s degrees in Industrial Psychology,
Sciences
Engineering,
and
Executive
Bilingual
Clinical Psychology, and Educational Psychology begin at the
1978: The third President of CETYS University is appointed on
Tijuana Campus.
January 13: Jesus Alfonso Marin Jimenez. The Technical
Undergraduate degrees in Computer Programming, Industrial
1981: The third Self-study or Summary of Institutional Analysis is
Supervisor, and Systems Analyst are offered at the Mexicali
carried out at an Institutional level. More sports facilities are built
Campus.
at the Tijuana Campus. The bachelor’s degree in Industrial
Engineering starts at the Ensenada Campus. The bachelor’s
1979: The bachelor’s degree in Mechanical Engineering starts at
degree in Executive Secretary starts in Mexicali.
the Mexicali Campus, the bachelor’s degree in Administrative
Computer Sciences starts at the Tijuana Campus, and the
1982: The labs and the parking lot for the Engineering School of
bachelor’s degrees in Public Accountant and Business
the Mexicali Campus are built. The Information Technology
Administration start at the Ensenada Campus.
Center is inaugurated at the Tijuana Campus. The first classroom
is inaugurated at the Ensenada Campus, and the programming
At the Tijuana Campus several buildings are inaugurated:
laboratory begins operations.
administrative, cafeteria, Civic Square, and Sports Facilities. The
bachelor’s degree in Planning Engineering is closed. We change
1983: The maintenance building is built and a new central
the name from School of Cultural Extension to Continuing
computer is purchased at the Mexicali Campus. The library
Education.
automation begins. The modified high school syllabus comes into
force from 4 to 6 semesters.
1980: An Administrative Office building, a Classroom building, and
the Library get inaugurated at the Mexicali Campus. The latter one
was built thanks to the effort and enthusiasm of the students.
Institutional Chronology
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1984: The Graduate degree Programs begin in Mexicali with a
specialization in Finances; the bachelor’s degree in Electronic
Cybernetics opens, and the Technical Programs get restructured
offering Sales and Marketing Technician and Systems
Programming and Analysis Technician.
The bachelor’s degree in Computer Sciences Engineering starts
at the Tijuana Campus, and a new Classroom Building is built.
The bachelor’s degree in Computer Systems starts being offered
at the Ensenada Campus.
1985: The specialization in Human Resources begins in Mexicali
as well as the technical programs in Management and
Supervision, Air Conditioning and Refrigeration, and Industrial
Maintenance; the buildings 1 and 2 are built at the Student
Community Center.
The Systems Programming and Analysis Technician Program
begins at the Tijuana Campus.
Ensenada opens the bachelor’s degree in Mechanical
Engineering.
Tijuana and Ensenada open the specializations on Finances,
Industrial
Administration,
and
Human
Resources.
1987: The syllabi of the undergraduate degrees and High School
are modified for the three Campi. The agreement IBM-CETYS is
signed and the Youth Entrepreneur Program is established.
Mexicali starts the specialization in Research and Teaching,
Marketing, and Taxes. The building for the administrative offices
and cubicles for faculty in the Undergraduate Schools is built as
well as one for the new Cafeteria. The Brilliant Minds Scholarship
Program starts in the Undergraduate schools, and Tijuana starts
the specialization in Information Systems.
1988: Mexicali starts the Certificate Program for High
Management for the Maquiladora Industry at a Graduate level,
and the Library Committee is born with the object of supporting
the growth and the development of the Library. Ensenada starts
the Sales and Marketing Technician Program.
CETYS University receives on November 21, by Miguel Gonzalez
1986: Mr. Hector Sada Quiroga is appointed as President of the
Board of IENAC, substituting Ignacio A. Guajardo Esquer.
Avelar, Secretary of Education of Mexico,
“the personality of
Institution of high level of academic quality.”
The high school syllabi of the three Campi get modified. Building 3
is finished of the Student Community Center at the Mexicali
Campus, and the specializations on Taxes, on Total Quality
Control, on Industrial Administration, and on Information Systems
start. The first Graduate cohorts of CETYS University get their
diplomas: Specialization in Human Resources and Finances.
Ensenada begins with the Analysis and Systems Programming
Technician and the Management and Supervision Technician
programs.
1989: The Tijuana Campus starts with the undergraduate degree
in Electronic Systems Engineering, and the International
Administration Master’s degree Program starts.
The category of “Researcher Professor” is established in the
faculty’s ladder system, appointing Bernardo Valadez as the first
professor in this category.
Institutional Chronology
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The “Esposos Hermosillo Celada“ Hall is built in Mexicali for
multiple use, the bachelor’s degree in Executive Secretary and
Bilingual Secretary for Executive are modified and both are
substituted by the bachelor’s degree in Bilingual Secretary.
The computer lab in Ensenada is upgraded. The fist compact disc
is introduced with the information of the best 150 magazines in the
communications field. Being this the first Library in the region to
introduce this technology.
1990: CETYS University establishes institutional agreements with
Hewlett Packard, National Cash Register, Arizona State
University, and Kenworth Mexicana through which we start mutual
collaboration programs where faculty and students get involved in
research projects or practical action linked with society.
The Integrating Center for Manufacturing is built in Mexicali.
1991: CETYS University and Cal Poly University in Pomona sign
an agreement on April 10, 1991.
CETYS connects in the cities of Mexicali and Tijuana to the
INTERNET & BITNET international networks through the
agreements with Arizona State University (ASU) and San Diego
State University (SDSU), and gets affiliated to the BESTNET
international program through SDSU.
The Physics, Chemistry, and Biology Labs complete their
equipping in Ensenada; the linkage area starts with a training
program for the Water Company in Ensenada focused on the
quality of the service provided and in the administrative efficiency.
The Master’s degree in Taxes and Corporate Finances starts in
Mexicali; new High School syllabus that disappears the
specialized baccalaureate and offers the General Baccalaureate.
The building for Laboratories, Graduate Spaces, and Main Hall is
built at the Tijuana Campus; this opens a new stage in Campus
development. Likewise, it starts the Specialization in Prevention
and Handling of Minor Abuse with the collaboration of the Family
Stress Center of Chula Vista, California.
1992: Phase II of the 2000 CETYS plan and the High School
Development Program starts in Mexicali, Tijuana, & Ensenada the
(PRODESPRE in Spanish).
The technical programs are modified by the Information
Technology Technician and the Sales and Marketing Technician
programs to a four-month plan in Mexicali.
The general agreement between CETYS University and ASU
(Arizona State University) is signed.
Tijuana & Ensenada start applying the new High School syllabus.
Institutional Chronology
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Mexicali concludes the curricular revision general process in the
Basketball and Soccer courts are built in Ensenada, and
school of Engineering, creating the Master’s degree in Industrial
construction is initiated for the building of Undergraduate Schools;
Engineering, in Manufacturing Systems and Processes, and in
the infrastructure for the CETYS 2000 communication network is
Network Technologies and Information Systems that start on
installed, and the Master’s degree in Corporate Finances starts.
August of 1992; also the Undergraduate programs of: Industrial
Engineering with concentrations in Manufacturing Administration
1993: In August Enrique C. Blancas de la Cruz is appointed as
and in Plant Design Processes, Mechanical Engineer with
President of the CETYS University Mexicali Campus. In
concentrations in Design and Manufacturing, bachelor’s degree in
September Angel Montañez Aguilar is appointed as Educational
Computer Sciences, bachelor’s degree in Information Systems,
Director at a State wide level. There is also a restructuring of the
and bachelor’s degree in Electronic Cybernetics Engineering with
Administrative Department and Institutional Advancement.
concentrations in Networks and Teleprocesses, and in Process
Control.
The Library changes its name to Information Center, defining it as
such as a promoting and facilitating unit of the collective access
As far as the Graduate Degrees, there was a restructuring at the
and use of information in all its formats: traditional and modern.
specialization level ending up with the same names than the ones
on the Master’s degrees, and granting the corresponding diploma
The CETYS University Self-study takes place at an Institutional
when finishing the first 8 modules of the 12 that make up the
level, and the preparation for the 2000 CETYS Plan second stage
Master’s degree. These graduate programs are integrated into the
starts. We get connected to the international network INTERNET
schools, and as such the Graduate Department disappears and
at the same time that we install the 2000 CETYS network. Faculty
the schools become faculties.
of the three campi conclude the Teaching Certificate Program.
The Library building and the new parking lots are built in Tijuana;
the bachelor’s degree programs of International Business and the
Master’s degree in Group Behavior start in Tijuana; the exchange
student program with San Diego State University (SDSU) and
Fresno State College starts; and a VACS 3100 computer system
is acquired for the telecommunications program (BESTNET &
INTERNET).
The Advancement Center for Technology (CAT in Spanish)
building is finished at the Mexicali Campus, building that houses
the computer and telecommunication equipment for supporting
Institutional Chronology
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faculty, students, and researchers in their corresponding teaching,
research, linkage, and learning tasks.
The agreements CETYS-COLEF (Colegio de la Frontera Norte),
and CETYS-CICESE (Centro de Investigacion Cientifica y
Educacion Superior de Ensenada) are signed. The GYMNASIUM
is built which is another outcome of the effort of students, alumni,
faculty, service and administrative personnel, and donor adviser in
general.
The introduction of new updated programs in the undergraduate
degrees of the faculties of Accounting and Administration starts:
Bachelor’s degree in Business Administration, Bachelor’s degree
in Public Accounting, Bachelor’s degree in Marketing, and
Bachelor’s degree in Industrial Relations; all of them with the
focus on globalization, internationalization, and complying with
the Mission of CETYS.
The construction of the new undergraduate and graduate building
is concluded in Ensenada, and starts operating. The Master’s
degree in Finances starts in Tijuana.
The Humanities Department starts formally operating, and due to
this there is a definite boost to the Humanism Institutional
Program.
1994: The Bachelor’s degree in Computer Systems Engineering
(August) starts in Ensenada, and the Master’s degree in
Corporate Finances and Taxes; the first Gopher server is installed
and the education at a distance pilot project starts at the
Ensenada Campus. The perimetrical fence of the Campus is
installed.
The MEXUS program officially starts in Tijuana in collaboration
with SDSU (San Diego State University) and
Southwestern College for selected students in the Bachelor’s degree
in International Business. The Intercultural Center for
Entrepreneurial Development starts; it is a research and support
body for companies specially focused on the cultural problems of the
business international negotiations.
This center is the joint initiative of CSU Dominguez Hills & CETYS
University, a fruit of the agreement between both institutions. The
Secretary of Communications inaugurates the Frame Relay System
for the transmission of data and images in Tijuana. Finally, the
student exchange between CETYS University & CSU Dominguez
Hills begins.
1995: On October 27, CETYS University receives by the Governor of
the Sate Baja California, Ernesto Ruffo Appel, “the granting of the
Institution of Excellence category.”
The CETYS 2000 plan gets approved in its second phase in
February: CETYS University towards the XXI Century.
In June, Jesus Alfonso Marin Jimenez announces his retirement
from CETYS University at the beginning of 1996, starting with the
selection process of the person that will succeed him in the position
of President.
CETYS University, by agreement of the Electoral State Committee,
designs and applies the system that permitted an efficient count of
the election results of Baja California in August, 1995. This system
called PREP (Preliminary Electoral Results Program) offered to the
world the election results by uploading them in INTERNET.
Institutional Chronology
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The Mosaic & Netscape Systems get installed in the CETYS 2000
network that allows the capturing of information in graphic ways
through Internet; high speed Internet access is also offered from
home or office.
The academic programs are updated and modified in the
undergraduate degrees of the bachelor’s degree in Business
Administration and Public Accounting in Mexicali, Tijuana, &
Ensenada, and in Mexicali the bachelor’s degree in Corporate
Information Technology in Engineering (9 semesters) offered in
the three cities. The academic programs are updated and
modified in the bachelor’s degree in International Business that
existed in Tijuana; once modified, it is offered starting on August,
1995, in Mexicali, Tijuana, & Ensenada.
Two new full-time faculty assessment systems are
institutionalized: one for Undergraduate degrees and the other
one for Higher Secondary Education. The faculty functions and
compensation system gets modified including the relevant aspects
proposed in the 2000 CETYS plan.
The advancement of the internationalization of CETYS University
process continues through two important student exchange
projects in North America (RAMP & CREPUQ in Spanish) where
20 students from the three Campi of
CETYS University
participated.
Among the new Universities in the USA with which we will carry
out exchange programs are the University of Pittsburgh & the
University of Arizona. Among the Canadian Universities are Mc
Gill, Concordia, Calgary, Nova Scotia, New Brunswick, &
Bishop's.
The Master’s degree in Industrial Engineering starts in Ensenada,
and the exchange student programs start operating with Cal State
University in Dominguez Hills (CSU Dominguez Hills), and with Cal
Poly Pomona; started offering education courses at a distance via
Internet from ITESM (Technological Institute and Superior Studies of
Monterrey) faculty, from ITESO (Western Technological Institute of
Superior Studies) from Guadalajara, and from CETYS University.
Rodrigo Gutierrez is appointed as Director of the Tijuana Campus
substituting Oscar Licona Nieto. The syllabi from the undergraduate
degrees of Computer Science Engineering, Industrial and Systems
Engineering, and Electronic Systems Engineering get modified and
they start offering them in August with a duration of 9 semesters.
The academic programs for the bachelor’s degrees in Educational
Psychology and Clinical Psychology are updated, and the bachelor’s
degree in Industrial Psychology is substituted by the bachelor’s
degree in Organizational Psychology.
1996: On January 19, the Board of Trustees of IENAC in their
meeting in Ensenada appoints Enrique Carrillo Barrios-Gomez as
the fourth President of CETYS University succeeding Jesus Alfonso
Marin Jimenez, who on March 8, substitutes Mr. Marin as President.
That same year, Dr. Fernando Leon Garcia is appointed as Vice
President of Academic Affairs.
The first distinguished chair or of excellence is given and conveyed
by Dr. Barkev Kibarian by Internet using CETYS Radio and Power
Point presentations at a State wide level in the summer; these were
later edited and uploaded in the Web with free access to the entire
public.
Institutional Chronology
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The first Doctoral degree offered at CETYS University starts in
Tijuana: Doctoral degree in Psychology that it also includes lateral
Master’s degree programs and Specialization in Psychology. The
undergraduate degree in Digital Graphics Design in Engineering
starts, the Specialization in Computer Systems Advanced
Programming, and the Master’s degree in Criminology. The first
cohort of International Baccalaureate enters.
The Master’s degree in Administration with International and
Finance concentrations starts in Ensenada; the first cohort of
Master’s degree in Taxes complete their studies; the Humanities
Department is created to foster the boost of Humanism and the
Mission of CETYS; the international programs get strengthen with
the start of operations of North America Exchange Program
(PIANO in Spanish) as well as the exchange student with
Concordia University in Canada, and with San Diego State
University; the latter one through the MEXUS program. We also
start relationships with the University of Southern California
(USC), Los Angeles Campus.
The Civic Plaza is built in Mexicali (sponsored by alumni), and the
first phase of the gym; the Center for the advancement of
Technology (CAT in Spanish) building begins operating; the
education at a distance program is officially formed as a support
to faculty development and staff personnel training inside and
outside of the Institution. The Electric Research Institute (IIE in
Spanish) donated to CETYS University, Mexicali Campus, the lab
located in Cerro Prieto, and the Energy and Environment Service
and Study Center (CESEMA in Spanish) was formed through it.
1997: Carlos Postlethwaite Duhagon is appointed as new President of the
Board of Trustees of IENAC, substituting Hector Sada Quiroga. The Inter
Campus Assessment System is designed and implemented. CETYS Radio
is heard world wide through Internet.
The trilateral agreement of the three C’s is signed (Concordia University
from Canada, California State University System from the United States,
and CETYS University from Mexico) for collaboration in Doctoral degree
development programs, education supported by technology, and internship
programs for students at the companies.
CETYS University incorporates to the CONAHEC (Consortium for North
American Higher Education Collaboration) by being one of only four private
Universities represented in Mexico.
CETYS University participates in the ALFA program that is an exchange
program with Europe, and in the GOOD NEIGHBOR program of student
internships in companies in the United States. The participation of CETYS
University in the RAMP program for the undergraduate degrees in
Administration gets expanded.
The Student Center that will provide the Cafeteria and Student Affair
services begins construction in Ensenada. The Didactical Department is
formed as a support of professorship improvement. The first cohort of the
Master’s degree in Industrial Engineering concludes studies.
For the first time the Spanish summer program is offered for foreign
students, and youth from the Ecole Polytechnique of Montreal and the
University of Illinois in Urbana-Champaign attended. The bilingual
baccalaureate starts in Mexicali and Ensenada.
CETEME is formed in Mexicali, and a new boost stage for the use of
faculty presentation technology started. The Bachelor’s degree in
Manufacturing Engineering gets designed.
Institutional Chronology
The CETYS High School, Tijuana Campus, is accepted as
DEFINITIVE MEMBER of the International Baccalaureate
organization, appointing Alberto Alvarez as program Coordinator in
Tijuana. The Specialization in Advanced Programming in Computer
Systems begins.
1998: The video-conference system that connects the three Campi
of CETYS among them is inaugurated, and with the rest of the
Universities world wide that have video-conference system
connected to Internet; in the inauguration the three CETYS Campi,
San Diego State University from California, and the University of
Concordia in Canada participated connected in real time.
The International Honorific Society “PHI BETA DELTA” grants
CETYS a membership on the Delta Rho Chapter. The Doctoral
degrees in Engineering and Administration start in the three Campi.
The construction of the Student Center and the Maintenance and
Physical Plant building comes to conclusion in Ensenada. A beach
volleyball court and a new parking lot were built. The foreigner
summer camp continues, and the summer program with the
Sweetwater School District for High School students starts.
1999: FIMPES carries out an institution evaluation of CETYS,
granting the accreditation with no condition or observation.
Miguel Angel Salas Marron is appointed as Director of the Tijuana
Campus in March, substituting Rodrigo Gutierrez. The first cohort of
the Doctoral degree in Psychology finishes studies, and the first
Doctoral degree granted at CETYS was for Jose Miguel Guzman
Perez.
15
Also the first high school cohort of International Baccalaureate
program finishes its studies.
2000: Starting from October 7, Enrique Carlos Blancas de la Cruz
is appointed as the fifth President of the CETYS University
System; at an institutional level the plan that defines the
development vision of CETYS University during the next 10 years
is prepared, its opportunity areas, its niches, the areas of
knowledge, and the growth rhythm that CETYS will have; all of
this integrated forms the 2010 CETYS PLAN.
The curricular revision and updating process of the 15
undergraduate degrees that CETYS offers was concluded at a
State wide level as well as the design of two new undergraduate
degrees: Bachelor’s degree in Graphics Design and Bachelor’s
degree in Information Technologies.
Francisco Villalba Rosario is appointed as Director of CETYS
University Ensenada Campus.
The first cohort of Bilingual High School finishes in Ensenada and
Mexicali.
The undergraduate degree of Manufacturing Technician starts in
Mexicali as well as the Visiting Student Program with San Diego
State University, and the murals of the library and the auditorium
get inaugurated.
The Language and Extension Center was built in Mexicali. This
campus was the host of the XXVIII Meeting of Directors of the
FIMPES Computer Center, and of the XXXVII Annual National
Assembly of FIMPES.
Institutional Chronology
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The Digital Graphics Design Computer Lab was equipped in
Tijuana. The stadium “Margarita Astiazaran de Fimbres” was
inaugurated in April, with an approximate capacity of 3200
persons.
2001: The undergraduate degree of Bachelor’s degree in Law and
Bachelor’s degree in International Public Accounting start in
Mexicali and Tijuana. In addition, in the latter one, the
undergraduate degree in Graphics Design is opened.
The undergraduate degree in Graphics Design starts in
Ensenada, the undergraduate degree in Mechanical Engineering,
and the Bachelor’s degree in Marketing Administration; these last
two as a type of academic program. The Master’s degree in
Family Therapy starts in Tijuana.
The construction of the International Business Entrepreneurial
Development Center is concluded in Mexicali (CEDENI in
Spanish), and it is inaugurated on May 28.
The fourth parking lot section is built as well as a water treatment
plant is installed.
An industrial engineering lab is built in Mexicali; a wireless
network and the equipping of the Information Technology and
Digital Graphics Design and Creativity Center labs in Tijuana; a
Manufacturing lab network in Ensenada.
2002: The festivities of the XL anniversary of the foundation of
CETYS conclude with the presentation of the book: CETYS: 40
years of history. The work is the first editorial effort for describing
the evolutionary path and the maturity degree of the institution.
We achieve the acceptance of the Western Association of
Schools and Colleges (WASC) to start the international
accreditation process of CETYS.
After 14 years went by, the work administration of Alejandro
Chapluk Pabloff as head of the IENAC Chapter in Ensenada
concludes. His place is taken by Jorge Camargo Villa.
The new Center for Applied Didactics and Technology (DAT in
Spanish) starts construction in Ensenada with the sponsorship of
Don Luis Fimbres Moreno and his family.
In the Tijuana chapter the Integral Wellbeing Center “Jose Vega
de Lamadrid” is built. Likewise, the walkway “Leave your footprint”
concludes the first phase.
The formal revision and evaluation process for the High School
syllabi starts which was an effort coordinated by the High School
Development Integration Committee (CIDEP in Spanish).
The President signed academic exchange agreements with the
Universidad Francisco de Vitoria, in Madrid, and the Universidad
de
Salamanca.
The Tijuana Campus was the host of the 69 Assembly of the
National Council for Education and Research in Psychology
(CNEIP in Spanish); noted intellectuals in this discipline attended.
2003: The Kenworth building was built in the Mexicali Chapter,
and it offers high suitability physical spaces that are basic for the
education process centered on the one who is learning.
2001 records the highest level of foreign student that CETYS has
ever had: 316 students from different Northern States and from
the center of Mexico.
The academic reform of all the syllabi from undergraduate and
graduate degrees starts. A working agreement is signed with
Apollo International to strengthen the project.
Institutional Chronology
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The Master’s degree in Education is approved as well as offering for
the second time the Doctoral degree in Administration.
The evaluation to the Humanism Boost Program concludes. As a
result a so called CETYS System of Values project is generated,
and whose purpose is to redefine and give greater coherence to the
institutional philosophy.
The academic program accreditation processes are accelerated
with different national organizations, among them CACECA, CACEI,
and CNEIP. The first two for achieving the accreditations for
engineering and administration and business programs, and the
third one to get the reaccreditation once the validity of the first
accreditation has ended.
As far as the accreditation issued by the Federation of Higher
Education of Private Institutions (FIMPES in Spanish), at the end of
the year the internal organization works started carrying out the
corresponding self-study.
The Applied Didactical Center (DAT in Spanish) is inaugurated at
the Ensenada Campus; it received contributions from regional
companies that are members of IENAC, and in particular from Don
Luis Fimbres Moreno.
The Integral Wellbeing Center “Jose Fernando Vega de Lamadrid”
is inaugurated at the Tijuana Campus, and its object is to foster the
health culture in students, faculty, and personnel of the campus.
The equipment and the facilities of the Multimedia Lab get renewed
at the Tijuana Campus; likewise, a new Technology Center is
formed.
2004: The academic reform of CETYS becomes operational, and
it consists of verifying and modifying processes in three scenarios:
curricular development, faculty development, and academicadministrative structure. One of the main results of the reform is
the redesign of all the current academic programs, including High
School and Graduate School.
The first actions to disseminate the value system of CETYS
University are carried out in the different realms of the university
community. The core values of the system are: freedom, truth,
beauty, good, justice, and spirituality.
The self-study work to achieve the FIMPES reaccreditation
intensifies. The effort involves faculty and administrative staff of
the three campi. Likewise, the WASC relationship consolidates
through different actions focused on being considered the first
Latin American University eligible by that system for an
international accreditation.
The undergraduate degrees of the School of Psychology (Clinical,
Educational, and Organizational) are achieved by CNEIP as well
as the Business Administration of the Tijuana Campus. The rest of
the academic programs are in the process of self-study.
Taking advantage of the academic reform benefits, the curricular
design of some new undergraduate degrees for Engineering,
Psychology, and Social Sciences and Humanities begins.
The Economic Development Institute (IDE in Spanish) is created
in the graduate area in agreement with the University of
Oklahoma and with the participation and support of the Federal
and State Governments.
Institutional Chronology
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The Undergraduate degree General Exam on behalf of CENEVAL is
applied in a compulsory way to the last semester students of each
one of the campi.
The Raffle project restarts with the purpose of retaking this activity
that would allow CETYS to have an alternative funding source that
will be set aside for granting scholarships.
In an effort that is part of the 2010 CETYS Plan, we achieve
accreditation of the academic programs of Business Administration
at the Mexicali Campus, Public Accountant, and International
Business at the Tijuana Campus. The accrediting body is CACECA.
Likewise, CACEI accredits the bachelor’s degrees in: Industrial
Engineering and Mechanical Engineering in Mexicali.
An agreement with the IBM Company and the State Government is
signed and has as its purpose the development of a Technology
Excellence Center based on open standards at the Mexicali Campus.
On the Spring of this year, CETYS University becomes the first Latin
American University to become eligible to start the WASC
accreditation process.
The inauguration of the Football Stadium of the Zorros from CETYS
was carried out at the Mexicali Campus thanks to the contributions of
sponsors and alumni.
For this year, the institution’s educational offer diversified in
undergraduate and graduate programs with a total of 45 programs.
Coupled to it, the student population grew around 15% mainly in
High Schools and Graduate School.
The Technology Centers were remodeled at the Tijuana Campus as
well as the CAT building was equipped to offer the design and
advance computer labs at the Mexicali Campus.
The Marketing Department is restructured at a system level hoping to
optimize the resources and experiences in the area to correctly
implement the Marketing Institutional System.
2005: Collaboration Agreement with CITY University, of Seattle
Washington, in which a double diploma program was officially put on
wheels starting for students in the area of Administration and
Business both in undergraduate and graduate levels.
The internationalization nuance keeps strengthening due to the
increase in the number of exchange students: from 102 to 118; in
addition, five agreements with foreign universities are added which
adds up to a total of 54.
The Information Center (Library) of
Campus, officially changed its name
Samaniego Information Center” as
devotion, and valuable work of one
educational institution.
CETYS University, Mexicali
to the “Norberto Corella Gil
recognition to the vision,
of the main forgers of this
The inauguration of the CETYS University – IBM of Mexico Center
for Technological Excellence in Open Standards (CETEA in
Spanish) was carried out in Mexicali with the assistance of Jose
Decurnex Sarasola, President of IBM Mexico, Eugenio Elorduy
Walther, Governor of the State of Baja California, and Enrique
Blancas de la Cruz, President of the CETYS University System. The
football Stadium is inaugurated, and the undergraduate classrooms
get equipped with multimedia technology.
Institutional Chronology
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2005: The construction of the building of Engineering and the
Laboratory started with a strong investment in Tijuana.
Training is given for the “International Economic Forum” project at
the Ensenada Campus for the last year of High School. This activity
involves the CETYS High School with High School students from the
San Diego, California Area, for a joint economic learning project.
2006: On September 20, CETYS started celebrating its 45th
anniversary, and the President Enrique Blancas de la Cruz giving
the First Distinguished Chair.
The President signed Collaboration Agreements with his counterpart
of the University of South Florida (USF), Dr. Judy Genshaft, and with
California State University Dominguez Hills President, James E.
Lyons.
FIMPES approved the Accreditation Judgment Lisa y Llana for
CETYS University. Its validity will be from April of 2006 to April of
2013. On the other hand, the WASC Accreditation advances were
focused in the institutional capacity stage.
The following buildings were inaugurated: the Engineering labs at the
Tijuana Campus and the multiple use Building Halls for multiple uses
Esposos Heriberto Amarillas Heras Clara Durazo de Amarillas at the
Mexicali Campus; the total remodeling of the Civic Plaza; the
construction of an additional parking lot section at the Tijuana
Campus, and the extension of the Student Center at the Tijuana
Campus .
As far as the creation of new educational programs it stands out the
creation of the Doctoral degree in Education and Values, and the
Bachelor’s degree in Child Psychology that started at the Tijuana
Campus. It is also worth mentioning that there have been successes
replicated from one campus to the other by opening programs in
both levels, such is the case with the Bachelor’s degree in
Mecatronics Engineering in Tijuana and the Master’s degree in the
Environment and Sustainable Development. A total of 129 students
participated through international exchanges.
The Administration and Marketing Conference “Celulas 2006” and
the 1st International Social Gerontology of Northwestern Mexico
Conference were carried out at the Mexicali Campus. We also
received the Electronic Cybernetic Engineering and Mechanical
Engineering Accreditation by the Engineering Accreditation Teaching
Board (CACEI in Spanish).
The L FIMPES Annual National Conference was carried out at the
Tijuana Campus with the attendance of close to 100 presidents from
the country. At the same campus, students celebrated the XXVI
anniversary of the School of Psychology; likewise, we received the
accreditations in the Bachelor’s degree in Industrial Engineering and
Systems, Business Administration, International Public Accounting,
International Businesses, and Clinical, Educational, and
Organizational Psychology.
Students from the Ensenada Campus organize the Second
Entrepreneur Conference Visions 2006.
Institutional Chronology
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2007: The WASC Evaluation Committee carried out a capacity verification visit to give way to the next
stage of the international accreditation process.
The first stone of the Graduate Facility building was placed at the Ensenada Campus in February, and four
months later the Esposos Guevara Escamilla Hall was inaugurated; it represented and investment of 70
thousand dollars.
In addition, the Community Library (Digital Information Center and Bibliographical Collection) is the
infrastructure project of greater importance in the last years not only because of the investment amount that
surpasses one million dollars, but by the impact it will have on the student life.
The Master’s degree in Aerospace Engineering Sciences and the Master’s degree in Semiconductors and
Microelectronics were offered for the first time at the Mexicali Campus. On the other hand, the CETYSEndeavor Entrepreneur Center was inaugurated by offering the Baja Californian entrepreneur leadership for
those that look for ways to excel in their companies day by day.
The construction of the Jose Fimbres Moreno Graduate building started at the Tijuana Campus. As far as
accreditation matters, the Accreditation Board on Teaching Accounting and Administration (CACECA in
Spanish) accredited the Bachelor’s degree in Marketing Administration.
Before going forward
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For you to be duly hired in the institution, it is necessary that you had submitted the stated documents to the
Human Resources Department. Verify such situation and also match the document you have received from
us. If some of them have not been submitted to you, go to your area coordinator or department director so
he/she can take care of it right away.
Documents that you must submit to the institution:
• Résumé in the form that CETYS University has it set up.
• A Copy of the birth certificate.
• A copy of the professional certificate or title.
• Two pocket size photographs.
• The permit from the State Department to work in the Institution in case of being a foreigner.
• Certified copies or transcripts of all the studies that were reported in his/her résumé. The latter one is very
important so he/she can be assigned the proper category according to his/her education and experience
level.
Documents that the institution submits:
• The Educational Model of CETYS University.
• Internal organization.
• Student Rules and Regulations.
• Subject program to be taught and syllabus.
• Current Official School Calendar.
• Student Affairs Calendar.
• Library Bulleting.
• Calendar of payment fees.
• Official Proof of Academic Records.
• Rules and Regulations for Scholarship holders, if some of them are going to work with it.
• The Evaluation System.
Presidents throughout history
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CETYS recognizes the human person as the beginning and the end of all societies, and therefore,
of his own activity. It conceives the human as being at the same time physical and spiritual,
gifted of a body and a natural reasoning that transcends him...
Mission CETYS Today.
The process
In the course of its 45 years, CETYS University has had five presidents; each one has lived a singular
moment in the institutional development, from the construction of one building up to the opening of
undergraduate degrees and the search of funds for specific purposes.
The appointment of the President of CETYS University is done through a process where the candidates
submit applications and their résumé to a special committee, and it is submitted for an evaluation. Once
the candidates go through this process, the committee analyzes the results and gives them in a file form to
IENAC, whose members have the responsibility of analyzing, debating, and discussing at close doors who
will be the new president.
Who have been the presidents?
February 17, 1961, is the date that IENAC is officially formed, and Fernando Macias Rendon is appointed as
the first president; he was one of the founders and an enthusiastic collaborator in the construction of CETYS
at Reforma Avenue.
In his administration the first buildings of the current CETYS Mexicali Campus were built; he was in charge of
inaugurating the high school building, and he remained in that position until December of 1966.
Dr. Felix Castillo Jimenez (+) was appointed as the second president on January of 1967. It was during his
period that the President’s Office started working; the first CETYS University Development Plan was
prepared directed by Dr. Latapi of the Centro de Estudios Educativos de Mexico, D.F.; the high school
activities started in Tijuana and Ensenada on 1972 and 1975 respectively. He remained in that position until
December of 1977.
Presidents throughout history
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Jesus Alfonso Marin Jimenez is appointed as president on January 13, 1978; he served as president up to
1996. During these years, the growth of CETYS University is huge because the administrative buildings,
classrooms, administrative offices, and library buildings were inaugurated in 1980. On November 1988, CETYS
University receives the “Institution with the Status of High Level of Academic Quality” on behalf of Miguel
Gonzalez Avelar, Secretary of Education of Mexico at that time, and in 1990 there were institutional agreements
set up with Hewlett Packard, National Cash Register, Arizona State University, and Kenworth Mexicana with
whom we have carried out collaboration programs between faculty and students.
Enrique Carrillo Barrios- Gomez was appointed as president on January 19, 1996; he served in that position up
to October of 2000. The Humanities Department was created in this period, the Technology Advancement
Center (CAT in Spanish) building starts operating in the Mexicali Campus, the Center for Studies and Services
for Environment and Energy (CESEMA in Spanish ) is formed, Radio CETYS is aired world wide via Internet,
the Student Center is built at the Ensenada Campus, and the first cohort of international high school students
enters.
Enrique Carlos Blancas de la Cruz, current CETYS University President, is appointed as president of CETYS
University on October of 2000. As he starts in office, the 2010 CETYS Plan has been presented that defines the
Institution’s development vision during the next 10 years, the Language and Extension building is built in
Mexicali, the sports stadium “Margarita Astiazaran de Fimbres” and the Engineering Lab building are built in
Tijuana, the construction and inauguration of the International Entrepreneurial Development Center (CEDENI in
Spanish) “Rodolfo Nelson Barbara,” the Esposos Amarillas Hall in Mexicali, and the Technology and Applied
Didactics Center (DAT in Spanish ) in Ensenada. Likewise, the academic reform of CETYS is taught and
designed starting on the year 2004, at the same time that the creation of the system of values. One of the most
important tasks that he is involved with is the international accreditation process through the WASC agency. Mr.
Blancas started working in CETYS since 1967.
The Mission of CETYS
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The Mission of CETYS is the document that guides all the activities and programs carried out in the Institution; we
see in it the reflection of the normative principles and the Educational Philosophy of CETYS.
Next, it is presented as it was approved by IENAC in 1977:
The purpose of Centro de Enseñanza Tecnica y Superior (Center for Higher and Technical
Education) is to contribute to the education of persons with the moral and intellectual capacity to
participate in an important way in the economic, social, and cultural development of the country.
,
CETYS University tries consequently, to create an indestructible conscience in its students
those values that have been traditionally considered as basic for man to live in society
in a pacific way, and to satisfy the needs that his laborious capacity allows him. Consequently,
CETYS University systematically promotes:
The development of character: To foster in the student the assimilation of norms of conduct and the
development habits geared on achieving his/her realization as a person by the adequate use of his/her freedom
and the harmonic functioning and truly human of the Social Community.
The alumnus of CETYS University should have the conviction that duty is to be fulfilled, that truth is not one
person’s heritage, but it must be searched by all; that goodness is a natural attribute of all living being, and that
man’s intelligence must not serve to alter him fundamentally; even though the intellectual capacity and knowledge
are essential, the person achieves very little in his/her function in society without tenacity in his/her purposes.
Courage and boldness are also determining factors in the attainment of the goals that the individual imposes on
himself/herself. That the idea of freedom must be understood by the greater number of people so the realization
concept can exist. That to earn the community’s respect must be the goal of every individual, but this is not
achieved without first earning the respect of oneself through honesty in giving and receiving.
The general cultural development: To train the student toward the enrichment of his/her own personality based on his/her creativity and the
habit of continuous learning by giving wellbeing and useful guidance to his/her counterparts.
The Mission of CETYS
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The scientific development: To train the student to understand in an objective way the world that surrounds him/her, and is
directed in a practical life so he/she can find objective solutions to the problems that are raised as man and as a professional in
his/her economic, political, and social surroundings.
CETYS University justifies its reason of being in the attainment of excellence on the basis of values previously mentioned, and
through three basic functions: teaching, research, and the extension of culture.
Teaching: CETYS University develops its education programs in the Technical, Secondary, Undergraduate, Continuous
Education, and Graduate educational levels.
For its education activity performance, it is the purpose of CETYS University of achieving the preparation in an excellent way of
all the staff members in their specialization area, with a high sense of excelling, and that they are not only convince of the
social principles previously stated, but also of the ability of conveying them to all their students.
Research: At CETYS University research is directed to the studies of their own educational problems as well as detecting the
needs of human resources that the Community demands, so it can establish the educational options that help meet them.
Faculty research in specific fields of the specialization will be fostered through specific special programs for each project.
Extension of culture: CETYS University is looking, within the framework of its possibilities, to spread, conserve, and
systematically promote:
 The cultural and artistic expressions that lift the human being.
 The scientific knowledge.
 The bibliographical collection, laboratories, and everything that allows the preservation and improvement of the
received and achieved cultural heritage.
Mission of CETYS
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FACULTY BEFORE THE MISSION OF CETYS
The professor must do several simple things before the Mission:
a. Read it with great care and interest.
b. Understand that the Mission is built from the human person, and consequently, the recognition of some
essential values becomes vital: freedom, justice, truth, goodness, and beauty.
c. Because of having as its end the development of persons, faculty must recognize that the education at
CETYS is geared to make its students grow in an intellectual, moral, and effective way.
It is obvious that by accepting these postulates, he/she commits on working dependent on them.
Mission of CETYS
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CODE OF HONOR
The members of the Centro de Enseñanza Tecnica y Superior (Center
for Higher and Technical Education), CETYS University, made up of
students, faculty, and staff members are firmly committed with the
mission of our institution of “contributing to the development of persons
with the necessary moral and intellectual capacity to participate in an
important way in the economic, social, and cultural development of the
country. CETYS University tries, accordingly, to keep indestructible in
the conscience of its students those values that have been traditionally
considered as basics so man can live in society in a pacific way and to
satisfy the needs that his labor capacity allows him.” Consequently, we
consider it important to have a Code of Honor that inspires and reflects
the behavior ideals of our decisions and daily actions, and that at the
same time constitutes a frame of reference and identification for those
of use that are part of our institution.
Based on its mission, CETYS University systematically promotes
among its students the development of character, the development of
culture, the scientific development, and the fulfillment of ethical
demands aimed at reaching the realization of his/her own life and
career project which are guided by the following principles:
• The central character of the educational process is the student, and
because of this he/she is the first responsible for his/her education.
• Every student must be guided by standards of conduct that make
him/her a better person to be good and to achieve the generation of
social wellbeing.
• Respect for moral demands that the members of the CETYS
University community recognize as fundamental values in our
institution: Justice, freedom, search for the truth, beauty, good, and
spirituality.
We aspire for each one of the students of our educational academic
community, in an autonomous way, to assume the commitment of all
their acts both inside and outside of the institution, and to practice
these fundamental values with the purpose of favoring the enrichment
of human coexistence of our institution and as such to contribute to
the ethical development of the community that we all make up.
By code of honor we understand the set of actions of well being
and well doing that take the person to live with dignity.
Honorability is one of the fundamental goods of social life, and
the experience of the values they belong to are a necessary
condition for the sane and pacific coexistence of the individual
with himself and with others.
By courage we understand any quality that perfects the person
that posses it. The values are fundamental for the personal life
because they define the quality of the existence, its width, and
its depth. They work as referents or guidelines that guide our
behavior and contribute to the improvement of society.
We specifically aspire for the students to accept the mission of
CETYS University and that they live in accordance with the System of
Values which is fundamental for the Institution, and with its related
values by assuming the following commitments:
Mission of CETYS
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Freedom: Capacity of the will to choose.
To foster the assimilation of rules of conduct and habits geared to achieve his/her realization as a person
by the proper use of liberty and the truly human functioning of the community.
It allows the development of the moral, social, intellectual, emotional, and transcendent dimensions.
Justice: Principle of social action that favors the human coexistence where each person is granted its own
share. It contributes to develop persons with moral capacity to participate in an important manner in the
improvement of the country.
It allows the social, moral, biophysics, and economic dimensions.
Truth: Consistency of thought, of words with actions, between an assertion and an event, and it guides the
intelligence and the conscience of a person. It contributes to develop persons with intellectual capacity to
participate in an important way with the country’s improvement. It allows fostering systematically the general
cultural development and the scientific development.
It allows the development of moral, intellectual, and transcendent dimensions.
Beauty: Physical or artistic harmony that inspires human qualities such as pleasure and admiration. It lies
on conceiving the person as a unique and unrepeatable being that expresses his/her spirituality in very
wide manners. The value of beauty is founded in the set of qualities that tend to look for the total
harmony of life.
It allows the development of biophysics, moral, emotional, and transcendent dimensions.
Mission of CETYS
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Good: Determination of the will to act according to duty. It is considered as the supreme value of moral.
Goodness is the natural attribute of every living being. Its search allows the person the assimilation of
traditionally considered values as basic for a full development of the human being. It allows the development of
the emotional, transcendent, moral, social, and economic working dimensions.
Spirituality: It is possible to talk about a transcendent spirituality, stricto sensu, and of a sui generis spirituality
inherent-transcendent. The first one belongs to the Absolute Reality realm, and it could only be reached and to
have access through the philosophical reasoning or the act of faith. The second one is the one immersed in
history, more specifically embodied in man, but at the same time linked and sharing in a certain degree from
the first one. Both have in common: first, that the evidence of its existence is possible thanks to the inference
made by reasoning starting from other realities or verifiable signs; second, it is understood that the conceptual
plane as being opposite to the physical, or at least as overcoming the physical.
If we aspire to be upright and totally human, we cannot neglect the development nor the fructification in actions
of such spirituality which is inherent in us as well as other dimensions are inherent in us; in the same token, we
cannot be a true believer (excluding the professed religious faith) without some kind or degree of fellowship
with the inspiring Force of such faith. On the other hand, being the embodied spirituality in man a sign of super
natural Force, it is also constituted as a spontaneous threshold of it. Consequently, we as believers cannot
disregard the cultivation of both spiritualities because one and the other are a reflection and at the same time a
demand of our transcendent dimension. Man discovers himself with immersion that familiarizes him/her with
the physical world, but also as a rise that joins him/her with the spiritual world.
Academic Reform
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WHAT IS IT?
A President’s commitment that starting operating in the year 2004 and aims to holistically verify three key aspects of the
academic life of CETYS University: the faculty role, the academic structure, and the curricular development.
In a specific way, the reform has been centralizing the design and the curricular evaluation, standardizing and systematizing the
educational model centered on learning in the methodological aspect, and diversifying the academic offer of CETYS by offering
the current programs and some others that the project generates in the way that would allow us to serve a student profile which
goes beyond the traditional.
Academic Reform
Curricular
Development
(redesign)
Faculty’s
Duty
New offer and
Academic Structure.
August 2004
Academic
Structure
Academic Reform
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WHAT DOES THE REFORM OBEY?
The need that the institution has to respond in a more rapid way to the challenges of its environment and to maintain
more sensitive to the needs and preferences of its market which require the modification of our way of thinking and
acting. As we draw a conclusion, the academic opinion leaders point out that the university must be characterized by a
greater flexibility which should transcend to the different parts of the university operation, but in terms of programs it
includes, among other aspects, a lesser length, greater transparency, and easiness to achieve equivalencies with other
foreign institutions; thus, in the case of links with foreign institutions, more opportunities to get the double diploma.
The basic principles of the reform and of the redesigns of their academic programs are:
1.
The changes have as a foundation the educational philosophy of CETYS. The Mission is still valid and valuable
in the search of the humanistic model of university education. The changes are centered on the hows, not on the
whys.
2.
The changes necessarily point at what we must do, not at what we are doing.
3.
Internationalization must be understood as a differentiation nuance in the way of carrying out education. It must
go beyond mobility and student exchange.
4.
The reform in general, and the curricular development in particular, is fostered by a team centralized in the
President’s Office. The traditional way of restructuring syllabi by incorporating the greater amount of faculty does not
work for this reform because of the expected answering speed.
The first redesigned academic programs became effective on August of 2004; therefore, CETYS has new programs
and syllabi for the undergraduate degrees in Engineering, Administration and Business, and Psychology. The
undergraduate degrees in Graphical Design and Digital Graphical Design started with new syllabi on August of 2005.
The undergraduate degree in Law starts new syllabi in August of 2008. On the other hand, the reform also has allowed
the design of new programs in the areas of Engineering, Psychology, and Humanities. We have diversified the
academic offer of CETYS by offering the current programs and some others that the project generates in a way that
would allow us to serve a student profile that goes beyond the traditional.
Academic Reform
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The main criteria for redesigning current plans or opening new academic degrees are the following:
• All the academic degrees will have a length of a maximum of 8 semesters; this is different from the 9 semesters
that we have on the 2000 plans. The average study time will be of 4 years.
• All the syllabi must comply with a minimum of 300 credits and 2400 eyewitness hours (activity coordinated by a
member of faculty) that the authority indicates, but they should not extend beyond 10% from these quantities. This
represents a reduction of what we currently have in all cases, but it is not significant.
• The design of the syllabus must have three parts: a general education axis with a percentage of around 20% of the
total subjects. An education axis in the field of knowledge that includes the central part of the process and that is
understood as the set of subjects that are characteristic to the undergraduate degrees in Engineering,
Administration, or Social Sciences and Humanities; with a 35 to 40%. A specific education axis for each academic
degree with a 35 or 40% depending of the academic program dealing with.
• All the undergraduate degrees will have a total of up to 42 subjects (two cultural ones of two hours each that are
optional) with 4 hours per week. They will work on 5 subjects per semester with 20 hours per week.
• The syllabi should be flexible. The ordering of subjects will be the minimum ones. The curricular administration
must answer to the fact that a student could finish his/her academic degree before the 4 years.
• The elements that made up the co-curricular part of the previous syllabi are now joined into the development of the
syllabus. Such is the case of the social service and the professional internships. Both are linked at least to two
subjects. The respective colleges will decide what are the subjects linked to.
• There will only be a format used for the design of the syllabi. Through the Apollo-CETYS project, we must reach
one format that will be standardized for all the syllabi. On all the cases, the responsible for the design will be the so
called CDM (Curricular Development Manager) with the coordination of the SME), and both coordinated by the
school Directors and under the supervision of the Curricular Development Director.
• All the subjects will be scheduled for 64 eyewitness hours, and other ones for activities outside the classroom. This
must be entered both in the Syllabus as well as in the Professor’s Program.
Academic Reform
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•As part of the educational boost centered on learning, faculty will be supervised so they do not develop their
work using traditional methods (dictation, presentation by him or her, or permanent presentation by the
students). In case a professor has problems to carry out certain learning situations, he/she must be offered
training on this matter.
•A set of subjects from the undergraduate axis and/or a specific one should be redesigned to study and be
credited in the labor field. This circumstance is linked to the professional internships.
•The social service should be linked at least to one subject of the general education axis, so these subjects
must be scheduled starting from the sixth semester.
•Awarding the degree will be automatic and it will be given once the student studies and passes all the subjects
of his/her syllabus. It is understood that an approval condition is when the social service, the professional
practices, English, and the CENEVAL exam have been approved.
Philosophy and educational model
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Philosophy and the system of values
CETYS officially starts its humanistic development in its educational processes starting on 1977, year when its Mission
is written. The preceding means a transcendental step in the search of its identity as an educational institution, and
therefore, of its philosophy. It states its clearly humanistic calling because it is the person, not the professional, the
priority of the educational process. It is also worth emphasizing the confirmation of the social sense that education has:
to contribute, through their alumni, to the improvement of society. On the other hand, a generic profile for professionals
is outlined and its components are, next to an intellectual capacity, “… those values that have been traditionally
considered as basic so man can live in society in a pacific way and to satisfy the needs that his labor capacity allows
him.”
The evolution of the philosophical approach of the Mission is visible. The conviction of the need of a greater precision of
the educational philosophy or the Mission and of the institutional objectives is retaken in the 1982-85 Development Plan,
and stipulated in what is now called “Statement of Principals of CETYS.”
The points worthy to highlight are several. First of all, there is a very significant addition to the Mission: as far as a
fundamental ingredient in the development of the person, the moral capacity is incorporated that wishes to create not
only highly trained professionals, but also valuable men and women.
According to the last paragraph, an educational model is established and is supported by the definition of Principles and
Mission. Such model emphasizes the valuable, scientific, and cultural education under the guidance of two principles:
educational quality and the permanent search of excellence.
In 1991 the master axis of the institutional philosophy made up by the Mission is subject to an analysis with a holistic
updating in mind. This represented a very significant advancement because it adds an explanation to the text of the
Mission and principles where fundamental concepts are tackled, and which we declare next.
Philosophy and educational model 35
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For the first time a conception of the human person is outlined, at least in a holistic and systematized way. The duality of
matter and spirit make up the significant substratum of the person according the Judeo-Christian tradition. On this base the
person’s fundamental dimensions are explicit: rationality as a defining factor of his/her specific nature that makes him/her
transcend over the purely physical or corporeal; individuality that makes of the human being a unique person, unrepeatable,
and irreplaceable; the inherent sociability that not only it doesn’t oppose the individual but it is an essential condition so that
he/she can achieve his/her realization; this means that the social and individual are mutually included, they need
themselves, and complement themselves. Freedom, considered as a fundamental value, is the most proper means that the
human being has for his realization, and having as limits only that which his/her own nature imposes on himself/herself, the
search of common good, and justice. Out of the person’s dignity are all the human rights which are inalienable and should
be respected; leveled to the rights, we have the obligations that demand fulfillment.
We need to highlight the concept of education that is understood as an unending process of perfecting the individual in all
his/her dimensions. It is then the task of making us more humans. This is not possible without the contribution of other
persons. In this process, the true actor is the student as far as the subject and bearer of education. The educator, as a
consequence, is at the service of the former and he/she exerts a subsidiary role: complementary, not additional, and aimed
at the student’s autonomy and self-sufficiency.
In harmony with the previous paragraphs, CETYS redefines itself in the light of its Mission, reassumes its calling, and
clarifies its role and commitment before the challenges and opportunities that the world poses in the dawn of the present
century and the millennium. As far as a university, it wishes to be a civilizing agent, responsible and committed through its
basic functions that should inspire and be directed at the following guidelines:
Excellence as a life style and action.
b)
Priority of Ethics over Technology, the latter serving the human being.
c)
Respect for the person’s dignity and to human rights.
d)
Assertion of liberty as a principle that supports order and the social dynamics as well as solidarity as an answer to
social problems.
e)
To professionally build a quality human civilization where having is at the service of the person.
f)
Guide informal education and the mass media to the person’s service and to social coexistence.
g)
Priority on reflection over information.
a)
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On the year 2003, the President draws attention to the fact that the Mission’s document considers more than 24 value
qualities, and that is necessary to redefine the identity of CETYS starting from that Mission. That is why a work team
takes the task of preparing a system of values for CETYS; understanding it according to Milton Rokeach as … “a
permanent organization of believes regarding different ways of behavior throughout a scale that establishes the
relative importance of each one of them.” The need to have a system, according with Ana Hirsch,* lies in 4 very
specific areas:
•They structure a vision of the world, the sense, and the life projects;
•They allow taking a position before any situation or social event... (..) they act as the central part of the moral,
aesthetics, emotional, and cognitive conscience.
•They are a basic moderator of human relationships because they turn into a judgment criteria, preference, and a
choice;
•They contribute to the development of identity, integration, and social adaptation.
If it is true that our Mission can respond to these approaches an a very generic way, it is also true that we need to
make an effort to specify which one of those scores of value qualities are the ones that we must translate into
programs, projects, and working strategies to be developed in short, medium, and long term.
The system of values of CETYS is made up of the following: freedom, justice, spirituality, beauty, good, and truth. Its
relationship with the value qualities can be seen in the following slide. We need to emphasize that both the alumnus
profile as well as the syllabi, include activities and learning for their living experience.
Lastly, it is necessary to clarify that the entire educational philosophy of an institution has a vital part, immovable, that
points out the private seal, and at the same time it has another dynamic part that requires being in harmony with time
and the circumstances that it happens to live. This is the vital process of any institution that wants to be faithful to itself
and to its principles.
In its turn, this creates commitments because we can’t be coherent with this development effort if one self doesn’t
develop from day to day, and the task remains undone if we have not conveyed to our students the social vision that
their development must have.
*ROKEACH Milton, The nature of Human Values, Ana Hirsch, Education & Values. Volume III
Hirsch, Ana, Education & Values, Volume III. Publ. Co. Gernika. P.p. 181-182
Philosophy and educational model
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A system as a nucleus
Solidarity
Creativity
Sincerity
Democracy
Intelligence
Responsibility
Spirit of service
Freedom
Subsidiarity
Justice
Commitment
Truth
Honesty
Tenacity
Beauty
Good
Excellence
Tolerance
Respect for life
Perseverance
Courage
Search for the Common Good
Critical spirit
Spirituality
Search for the Truth
Order
Loyalty
Hard-working
Boldness
Nationalism
Respect
To foster one of the values is to strengthen the others
Educational Model
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Constituido por tres componentes esenciales: principios filosóficos, principios pedagógicos
The academic reform is supported in the educational model of CETYS. Nonetheless, at the time it starts operating, the
nuances and the pedagogical principles are redefined.
PHILOSOPHICAL PRINCIPLES
They determine the kind of person we want to develop; in this case education is dimensioned as a process clearly
intentioned towards the holistic development and it is expressed and detailed in the Mission of CETYS.
THE 4 PEDAGOGICAL PRINCIPLES OF THE INSTITUTIONAL EDUCATIONAL MODEL*
They define the way the educational process is carried out:
*Summary of a document prepared by faculty from the undergraduate degree schools of the Mexicali Campus.
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Educational Model. 4
PEDAGOGICAL PRINCIPLES
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1
2
Observable behaviors in the student:
Learn to learn
Ability that the student shows to identify
and manage cognitive strategies and
cognitive goals that take him/her to the
acquisition of new knowledge, skills, and
competencies in an autonomous,
independent, and self-regulatory manner.
• Identifies and manages his/her learning processes (cognitive goal level)
• Uses proper strategies on every situation.
• Designs and carries out his/her own working plan by fitting it to every
situation
• Captures the demands of the task and consequently responds to them.
• Examines and values his/her own realizations by identifying good decisions
and correcting mistakes.
• Makes inferences and generates deductions.
• Transfers contents and ideas from one realm to another.
Observable behaviors in the student:
Learn to do (abilities and skills)
Behavior that the student carries out for
acquiring and developing functional
competencies based on the application
and the abstraction of achieved
knowledge for the establishment and
solution of problems of every nature, be it
in a group or an in individual way.
•
•
•
•
•
•
•
•
•
•
•
Shows interest to find application to knowledge.
Applies knowledge through a lab practice or a project.
Identifies and formulates problems.
Identifies and builds solutions to problems by gathering the proper tools.
Generates applications of concepts outside of their natural realm.
Creates and deducts solution alternatives for problems of diverse nature.
Carries out procedures and methodologies in a proper way.
Uses instruments in a proper manner.
Builds, rebuilds, and communicates knowledge with his/her own words.
Establishes relations among the areas of knowledge.
Identifies, describes, and applies methods and procedures for the creation
of new knowledge or new lines of research.
• Carries out documented and field research where he/she brings forth
objective and rational conclusions.
• Compares and evaluates areas of knowledge.
Educational Model. 4
PEDAGOGICAL PRINCIPLES
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3
4
Learn to coexist
Permanent and observable behavior in
the student in a group or community
context where tolerance, equity, and
justice must come forth in a framework of
reciprocal understanding to reach the
goals through common projects where
interdependence must be a fundamental
characteristic trait.
Observable behaviors in the student:
Learn to be
Observable behaviors in the student:
Permanent search of the student on
his/her interaction with the environment to
discover himself/herself as a person by
building his/her individuality and by
developing his/her autonomy through the
reflection and the identification of his/her
values which have to be in harmony with
the world that surrounds him/her.
•
•
•
•
•
•
•
Shows disposition for team work inside and outside of the academic realm.
Expresses with liberty his/her opinions.
Shows openness to criticism.
Gives feedback, broadens, or replies with knowledge and respect.
Reaches agreements and establishes consensus.
Respects agreements and established consensus.
Shows solidarity and commitment towards the achievement of common
goals.
• Tries to maintain the integrity of the team.
• Identifies the basic elements of the working team.
•
•
•
•
•
•
•
•
•
•
•
Shows a critical and autonomous thinking.
Shows congruence between what he/she says with what he/she does.
Makes proper judgments.
Shows sensibility to art in its different forms.
Is aware of the significance of his/her acts.
Looks for the balance in all of the aspects of his/her person (body, mind,
and spirit).
Identifies his/her scale of values.
Identifies values and counter values in persons.
Takes decisions in the personal realm and assumes responsibilities.
Shows sensitiveness before the favorable and unfavorable situations of
his/her fellow human beings.
Shows disposition towards community work.
Educational Model.
4 NUANCES
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NUANCES IN THE UNDERGRADUATE DEGREE SYLLABI
These are the distinctive elements that the institution wishes to foster in a stronger way in a specific period of time,
and its central reference point are both the institutional philosophy as well as the pedagogical principles. More than
any other place, the nuances must be clearly seen in the design of the syllabi.
ENTREPRENEURIAL
SOCIAL & LABOR
CONTINUOUS
SPIRIT
LINKAGE
IMPROVEMENT
INTERNATIONALIZATION
The most important educational nuance of CETYS is, without a doubt, the humanistic development. From the
Mission up to the educational model and the system of values, humanism is recognized as the governing factor.
This is why for practical purposes we do not include it as part of these nuances because they tend to be more
operational. We neither include in the fist plane the research culture, the information culture, and the development
of thinking skills because we consider them as being clearly pointed out in the generic profile of the alumnus.
Educational Model
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NUANCES IN THE UNDERGRADUATE DEGREE SYLLABI
1. Entrepreneurial spirit. Throughout the development, we want the student to be able to design, organize, and
direct projects where he/she can bring creativity, inventive, and innovation capacity to the point where he/she
can take decisions and to undertakes tasks, actions, and programs with the required success.
2. Social and working linkage. It is the development of the entrepreneurial spirit placed at the service of its
linkage with the outside world. Working linkage through two or more specific subjects will allow him/her to know
the market labor force, understand its dynamics, and strengthen his/her confidence and sense of responsibility.
Social linkage will keep his/her social values, in particular justice and good, also linked to two subjects identified
as humanistic. It also strengthens learning to coexist and learning to be.
3. Continuous improvement. It is an attitude, a norm, a commitment, and a life style. Always trying to do
things better, evaluate, and give feedback on what is done to keep being better always.
4. Internationalization. Is a nuance that gets consolidated with these new syllabi. By consolidate we
understand to keep doing what we are already doing and to increase the path of internationalization toward
other actions. One guideline gives this nuance consistency: there cannot be an alumnus from CETYS if he/she
did not have an international experience; be it of any kind: subjects taught in English, exchanges, summer visits,
double diplomas, etc.
Alumnus’ Profile
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In education the fundamental central character, subject and recipient of the process, is the person
himself/herself; in this case, our student. The educator is at the service of the student and must look for
ways so that the latter can develop himself/herself in the exercise of his/her own freedom.
Mission CETYS Today.
The profile that comes out of the academic reform is added to the general knowledge area by trying to be consistent with
the compulsory subjects; in addition, we compressed the intellectual qualities and introduced 5 values in the value quality
area.
General knowledge
Values to
foster
Basic Math
FREEDOM
Globalization & cultures
JUSTICIE
Critical issues of the contemporary
TRUTH
world
BEAUTY
Sustainability and environment
Economic thinking
Scientific thinking
Historical development of humanity
GOOD
SPIRITUALITY
Thinking skills
and abilities
Capacity to identify, propose, and solve
problems
Capacity to communicate in an oral and
written way in Spanish and in English
Capacity to work as a team based on
cooperation and collaboration
Capacity to take decisions by assuming an
intelligent and human leadership
Development of an entrepreneurial spirit
based on creativity, innovation, and
initiative
We can consider this profile as summarized. For example, in case of values, is possible to add the virtues and qualities that
stem from the system of values such as: honesty, responsibility, respect, etc. The same situation applies to the abilities and
skills.
Profile & duties of the CETYS professor
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The style and unique culture of CETYS are distinguished by the search of a harmonic development between the scientifictechnical and the value-cultural with levels of excellence always at the service of the person and society.
The Mission of CETYS
Profile
For the faculty performance activities, it is the purpose of CETYS University to have the professor that combines the
following fundamental elements:
 Institutional Commitment: A coherent acceptance and experience by the professor of the philosophy and
humanism that the Mission and the Vision of CETYS embraces.
 Character & Development: Qualities or personal characteristics of the professor founded in moral principles
and that are coherent with the institution’s philosophy.
 Responsibility & Commitment: Total disposition from the professor to behave with responsibility and integrity
in all his/her functions.
 Knowledge: Accumulation of general information and in the specialization area.
 Ability & Teaching Skill: Group of knowledge and skills that a professor has to properly and efficiently carry out
the educational process that the CETYS education requires:
psychology, and curricular design.
Knowledge: pedagogical, educational
Profile & duties of the CETYS professor 45
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SKILLS FOR:
I.
II.
III.
IV.
V.
VI.
Awakening the motivation towards study.
Communicating appropriately.
Leading group of students.
Guiding students.
Promoting educational activities that foster humanism and culture in general.
Carry out activities that link acquired learning by his/her students in the classroom with real situations of company
and surrounding organizations.
VII. Administering courses.
VIII.Innovating in teaching.
IX. Facilitate learning so the student learns to learn.
X. Carrying out and promoting research.
XI. Promoting culture and quality.
XII. Using the modern means and tools of information technology to improve the level of learning of the students; it is
essential the handling of the “blackboard” information technology platform if the professor is going to give classes
to students studying any of the first 5 semesters of their undergraduate degree.
Curriculum: The following factors are specifically considered:
I. Academic degree.
II. Academic degree in education.
III. English
IV. Professional experience.
V. Teaching experience.
VI. Carried out research.
VII. Publications.
VIII.Didactical update.
IX. Update in his/her specialization.
X. Academic awards.
Profile & duties of the CETYS professor 46
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CETYS’ calling, understood as the way to reach its own Mission, boils down to the actions and the teaching processes, research,
and the extension of culture through which it wants to develop persons of character with a solid culture and a scientific quality
education....
Mission CETYS Today
Faculty and their pedagogical duties before the educational model
Like we can see in the previous chapters, the educational practice lived in the classrooms of CETYS University is
supported in two big aspects. The first one is of a philosophical nature: the MISSION; the institution’s
development purpose is expressed in it. The second one, of pedagogical nature, is its educational model which it
is conceived starting from five principles: learn knowledge, learn skills and abilities, learn to learn, learn to coexist,
and learn to be well.
These model principles take us to revaluate learning as the nodal part of education development, and this doesn’t
mean, whatsoever, that the CETYS’ faculty loses legitimacy or working spaces in the classroom. As a matter of
fact, to center an educational process in learning implies a better and bigger holistic preparation on behalf of
the professor as one can see in the following statements:
The CETYS humanistic development rests in three essential values: a. to demand itself the better knowledge –
the most solid one and the frontier knowledge- b. generate-empower in the student the best skills; c. to carry out
the latter with the greatest possible fondness, affection, and passion.
The substantial value of the educational process is in learning.
Faculty and their pedagogical duties
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There is a Master’s degree Syllabus prepared by a group of expert faculty that has 4 essential ingredients:
learning outcomes, thematic units, learning strategies for both inside and outside of classroom, and evaluation
resources and instruments. Faculty from CETYS must be prepared to recognize, understand, and apply the
syllabus that is submitted to him/her. The learning outcomes cannot change as well as the thematic units. The
strategies can be applied or he/she can come up with some of his/her own that promote the educational model
centered in the one who learns. By the same token, and by the inherent conditions of the evaluation programs, at
the end of the semester he/she must submit to his/her coordinator a report of the changes he/she made to his/her
syllabus.
•
The Syllabi that we allude to explicitly handle empowerment of certain skills: of critical thinking, of relationship, of
summary of observation, of analysis, of search, and the creation of new knowledge. In addition, it points out in a
clear way the manners, resources, and activities through which such skills will be developed. In summary, the
syllabi try to empower three aspects of human learning: knowledge, skills and abilities, and the attitudes and
values.
•
The CETYS professor should not lose sight that in the classroom, order, discipline, punctuality, and honesty are
important values, but he/she should not forget to create surroundings so that dialogue, discussion, openness, and
tolerance can be fostered.
•
Given the curricular structure, the professor must locate the subject both in a vertical plane (sense and reason
must be a subject within its area) as well as a horizontal one (the role of the subject in the context with other
areas).
•
In the academic relationship of the professor with the student two things are fundamental: knowledge and the way
the student appropriates that knowledge. In this sense, the professor must be aware that the subjects must end
with products; this means that the student must have information, must know where to look for more information,
and must know how to apply it. This is the perspective that the syllabi are oriented to.
•
As we saw in previous pages, the student’s profile is an integrator. In that dimension, the demand for the
professor is to design a working methodology where we can see more than one pedagogical resource.
•
Finally, as part of the activities of a humanistic faculty, is necessary to emphasize that in education there is no
revenges, there are lessons and second opportunities to be better.
Academic freedom
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The purpose of this document is to define the position of CETYS University regarding the academic freedom of Faculty,
Researchers, and Academic Staff. All the norms pointed out stem from three fundamental documents in the Institution:
The Mission of CETYS, The General Statute of the CETYS University System, and The Educational Model of CETYS;
this is why all the activities carried out by Faculty, Researchers, and Academic Staff are dependent to the principles,
ideas, and aspirations pointed out in them.
It is very important for CETYS to define, publish, and promote its position regarding academic freedom and the
procedures to apply it, and to establish that everything related to them is carried out under the search of the common
good under the ideas established in the Mission of CETYS about the creation of social wellbeing and not to promote the
personal interests of Faculty, Researchers, and Academic Staff; we’re not also looking for the benefit of the institution as
such. The search for the common good implies academic and research freedom, and its free exposition in the search for
truth.
Academic freedom is essential for the these purposes, freedom in research is fundamental for the search for truth, and
academic freedom is fundamental regarding the learning-teaching process for protecting the rights of the professor and
the student.
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Academic freedom
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The principles of Academic Freedom:
•
Faculty has the liberty to do research and to publish the results of their research as long they carry out with the
proper results their teaching and institution collaboration academic obligations. In all the cases the research
projects must be according to the Guiding Plan and to the Research Institutional Plan. The research that
generates profits should be based in an understanding or agreement between the researcher and the CETYS’
authorities.
•
Faculty has the right to be free in the classroom to discuss the topics included in the official syllabus, but they
should be very careful not to include in their class material or controversial topics which do not have anything to
do with his/her subject. The limitations to academic freedom due to handling religious or political topics should
be clearly defined in writing at the time of their hiring or before the start of the corresponding course.
•
Faculty, Researchers, and Staff are citizens that are members of an occupation dedicated to education,
research, or the Academic Management. When they talk or write like citizens they should not be censured by
the institution, but they should be aware that their special position in the community imposes special
responsibilities and obligations. They should bear in mind that the public could judge their occupation and/or
research by their opinions; therefore, they must always be precise, carry out their profession in moderation,
show respect by other’s opinions, and to do all the efforts to point out and be clear that they are not talking on
behalf of CETYS.
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Essential aspects in managing a course 50
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CETYS will be more CETYS while better persons contribute to develop individuals so it can better comply with the society that it
serves; the best strategy is to make itself an institution able to reach every day in a better
way its purposes in the achievement of its Mission.
Mission CETYS Today
A. ASSESSMENT
In the school calendar there are certain periods to report grades to the Student Services; they represent a minimum
limit to apply a course evaluation. We mean by this that the professor has the total freedom to apply all the exams or
other assessment methods such as essays, research, reports, etcetera that he/she deems necessary during the
semester having in mind the application of a permanent evaluation that must lead to an opportune feedback directed
to the educational excellence achievement.
The total responsibility of the grade falls on the professor. It is recommended that the grade is not considered as
a simple numeric data, but it is requested that the total academic activity of the student regarding the class is
analyzed. This criteria must prevail above all when determining the final grade; where as a matter of fact, what must
be decided is whether the student acquired and exercised the required skills and abilities to continue with the
following course, or if the student must repeat the subject in question.
•
•
In regards to assessment we must consider the following aspects:
The official grading scale is of 50 failing and 70 to 100 approved. The professor can use the scale that he/she
deems convenient for his/her personal records, but at the time of reporting grades he/she should use the institutional
official scales.
The periods for reporting grades to Student Services are intermediate, final (in the Undergraduate level case the final
exam is called semester exam, in Graduate level is four-month exam; in addition, in this last level it is the only type of
evaluation there is), and extemporary exams (only for Undergraduate level). In the intermediate period we try to
evaluate what up to that moment has been given by using the assessment criteria before mentioned. This period does
not necessarily imply that an exam must be applied. Here, the only thing asked for is the assignment of a grade with a
realistic base.
Essential aspects in managing a course 51
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Semester
Evaluation
A final exam should be taken. Under no circumstance the student will be exempt from taking the exam.
The student who has not exceeded the following limit of absences, in weekly class hours, will have the right to take it:
HOURS PER WEEK
PROGRAM
2
3
4
5
UNDERGRADUATE
(18%)
6
9
12
GRADUATE
(20%)
-
-
-
15
9
The extemporary exam period is subject to the following:
•The exam should be in writing.
•It must include all the topics of the subject.
•The students that can take it will be the ones that have attended at least 60% of the classes if they are
undergraduate degree students.
•There will be no authorization of extemporary exams for those subjects that due to their nature they require of
special essays or some other type of requirements according to the rules and regulations.
•There is a maximum of two times to take an extemporary exam of the same subject in the undergraduate degree
level.
•More detailed information about the extemporary exams can be found in the corresponding student rules and
regulations.
In case there is a mistake in assigning a grade, it could be modified by the professor within the next three working days
from the day that the grade was published by Student Services.
On the other hand, when a student is caught cheating on any type of exam, the situation must be reported to the
corresponding School Director so it can go on record in the student’s file, and that will be considered a failed subject.
(According to the rules and regulations, when a student accumulates 3 reports of this kind he/she will be discharged
from the Institution).
Essential aspects in managing a course 52
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Punctuality & attendance
CETYS University considers that punctuality and attendance are fundamental elements for the good performance of all
its faculty, administrative, and service activities because its absence brings forth negative situations to the value and
intellectual qualities assigned in the Mission of CETYS University and in the Alumnus Profile.
In the particular case of the classes, it is of the outmost importance because the loss of time in a limited activity for
short periods of time, the disturbances started by the students that prevent the correct development of a class in the
neighboring classrooms, and the lack of commitment acquired by CETYS University before the community means that
we are falling back in our educational task. For CETYS University unpunctuality is not only the late initiation of a class,
but it is also considered as lack of punctuality when a class ends early.
Regarding attendance it is worth mentioning the following:
•
•
•
In case that for some reason the professor cannot be present to give a class, he/she should send a substitute as long
as the Department Director agrees both with the substitute and the frequency of the absences.
If the professor has the extremely urgent and unavoidable need of being absent due to a long trip or illness, he/she
should communicate it as soon as possible to the Department Director so he/she can take the measures that he/she
deems convenient.
When the professor hasn’t gotten a substitute or has not informed of his/her absence, he/she will be able, as a last
resource, to replace the lost classes as long as the group of students agrees on the day and time when the replacement
will be carried out.
Once the classes have been replaced he/she should notify it to the Department Director so he/she can cancel the
absences from the professor.
Regarding the student’s punctuality and attendance, CETYS University submits a provisional list before starting classes.
If for some reason the professor doesn’t have that list, he/she should pick it up in the Director of his/her School before
the first class. Later on he/she will be given the definite list.
Essential aspects in managing a course 53
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The professor should update the list to verify the student’s attendance at the start of each and every one of the
classes, and the following rules shall be observed:
a)
Delays are no different than absences, this means that if the student is present at the time the
attendance list is taken, he/she is present; if he/she is not there, he/she is absent. The strictness of this
rule is conditioned to the professor’s criterion as far as if the delay occurred in the time taken for the
attendance list, if it happens eventually, or if it is successively repeated.
b)
Regarding the absences, the professor should apply the rule in the following way: “The absences will
not be able to be nullified for any reason.”
Lastly, it is important to highlight that the student will only wait 15 minutes for the professor’s arrival; when that
time went by the student will be able to leave, and the professor shall not give an official class nor will give an
absence to the students that had left.
FINALLY, IT IS VERY IMPORTANT TO EMPHASIZE THE FOLLOWING: the top right part
of the list points out the period that they have to be submitted to Student Services. If the
professor doesn’t submit them during such period, it will also be considered as a lack
of punctuality and attendance. In addition, it affects on submitting late the report cards to
the parents.
Faculty Evaluation and Compensation System
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CETYS shares, accepts, and clearly explains the authentic values of the community that gave it its being and which it serves.
This is why CETYS is defined as a Mexican Institution. On the other hand, by being a university it has the demand to share with
other cultures: to give and to receive will allow it to carry out a better synthesis in a universal and wider perspective.
The Mission CETYS Today
This system is formed starting from a work done by faculty and administrative staff coordinated by the
Educational Department, and it is made up by three subsystems:
FACULTY
ASSESSMENT
INSTITUTIONAL
TASK
ASSESSMENT
PROFESIONAL
DEVELOPMENT
ASSESSMENT
I.Faculty Assessment Subsystem: is the one with which the tasks of the full time faculty, part time professors,
and adjunct professors get evaluated. With this subsystem they can get up to 60 points which equal 60% for the full
time faculty and part time professors, and for the adjunct professors is equal to 100%.
•Institutional Task Subsystem: is the one with which the full time faculty and part time professors get evaluated
in academic – administrative activities stemmed from the 2010 Plan. With this subsystem they can get up to 20
points.
•Professional Development Subsystem: is the one with which the academic – professional development of the
full time faculty and part time faculty get evaluated according to the Faculty Holistic Development Strengthening
Program that is derived from the 2010 Plan. With this subsystem they can get up to 20 points.
54
Faculty Evaluation and Compensation System
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Next, each one of the subsystems is described:
l. Faculty Assessment Subsystem
This is the most important subsystem because it touches those aspects referred to the work in the classroom;
this means the task of teaching, and is made up of the following factors:
Course
planning
Learning
facilitation
Evaluation
55
Faculty Evaluation and Compensation System
56
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II. Institutional Tasks Subsystem
This subsystem implies a semester evaluation of the full time faculty activities and part time professor by mutual
consent with the Department Director trying to cover at least one of the following factors:
•
•
•
•
•
•
•
•
Projects and strategic plans.
Design and development of new educational services.
Organization of academic events.
Continuous improvement process and projects.
Resource funding.
Certification and accreditation.
Support in functional areas.
Institution representation.
III. Professional Development Subsystem
This subsystem implies a semester planning of the full time faculty and part time professor by mutual consent with the
Department Director trying to cover at least one of the following factors:
•
•
•
•
•
•
Academic degree.
Continuous faculty development.
Professional and faculty research.
Continuous professional development.
Command of the English language.
Publications in the professional and teaching realm.
Faculty essential questions
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What are those simple questions that a professional makes when he/she for the first time joins CETYS to teach a class in
some of the undergraduate degrees being offered?
Next, we let you know the 15 questions we consider the most frequent ones. If you have read this Professor’s Manual
topic by topic, you would surely have answers for several of them; other answers you will find in the remaining of this text.
We ask you to write the answers, and if you don’t know some of them go to the Department Director that has hired you
and ask him/her to give you an answer.
(1) When and where must I submit my documentation for hiring
purposes?
(2) When and where can I get paid?
(3) How can I have access to Internet and to an E-mail address?
(4) What is the structure and format of my syllabus?
(5) What do I need for consulting, revising, and requesting books from
the library?
(6) What can I do to request audiovisual equipment, copy service,
and support material for my course?
(7) What can I do to fill the partial and final report card? What are the
minimum approval grade and the maximum one?
57
Faculty essential questions
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(8) What do I need to do to get or to request supports for activities with my
students such as visiting companies, study visits, essay presentations, etc?
What kind of supports can I ask for?
(9) When and where must I submit the partial grades and the final report
card of my courses? Can I change grades? Am I involved in the
extemporary exams?
(10) What do I need to do when I cannot give a class at the Campus? How
many times am I allowed to be absent?
(11) Do I have the right to know my performance evaluation? What do I
need to do to know it?
(12) How can I apply the rules and regulations regarding cases of cheating,
indiscipline, and constant absenteeism from students?
(13) How can I improve my methods and working skills in the classroom?
Who can give me and advice regarding this?
(14) Where and under what circumstances can I give advice to the
students that request it?
(15) In what academia events can I participate? How many meetings do I
have to attend throughout a semester?
(16) Am I obligated to use the Blackboard educational platform in all of my
subjects? Who can provide training in the handling of this tool?
58
Supports to the educational process 59
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CETYS reasserts primacy of Ethics over Technology: Technology at man’s and society’s service.
Faculty Development Program.
With the purpose of fostering faculty’s holistic improvement, CETYS University has a Faculty Development and
Holistic Education Program whose development areas are:
A. Faculty training
B. Professional development and updating
C. Human and cultural development
D. Health and sports
The general program detailed below tries to serve as a guide so each one of the Campus can pick and prepare a
specific faculty holistic development program.
A. FACULTY TRAINING. It is understood as the set of actions that take a CETYS professor to understand, to
improve, and to commit to his/her educational practice. Given the institution’s educational model, all the effort from
the area should be headed towards the comprehension and development of skills in the learning centered model.
The array of actions is the following:
•
Induction to philosophy and the CETYS educational model. This course is carried out at the beginning of each
semester, especially for newly admitted professors of undergraduate degree level. As an institutional action, the
presence of newly admitted professors is compulsory.
•
Curricular Redesign Project. Training in the standardized and centralized syllabi. This is a program that has as its
purpose to systematize work in the design and operation of the syllabi on each one of the undergraduate degree
levels. This implies training to a special faculty team so they can reproduce work with the rest of the undergraduate
degree faculty.
Supports to the educational process 60
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3. Certificate Program on Education Centered on Learning. This program is offered to all the undergraduate
degree level faculty of the three campi. There is a group in Mexicali, another one in Tijuana, and one more in
Ensenada. Its purpose is to train faculty to face the changes that the institution’s academic reform brings.
4. Master’s degree in education. This program started in the year 2004. It focuses in the educational paradigm
centered on learning even though the name implies general type master’s degree. The Graduate Department
has sought the program to be self-financing and it has opened spaces for institution faculty and other
institutions in the region. At this time, there are around 20 students that are part of the faculty of CETYS.
5. Doctoral degree in Education and Values. This program started in 2006 and it focuses in preparing faculty
so he/she can deepen in this important field, both in the knowledge and the research field; in both cases
according to the philosophy and the educational model of CETYS. In the first cohort the possibility opened that
half of the group could be professors of CETYS, mainly as full time and part time faculty, and the idea is to
keep this percentage in future cohorts.
6. Boost program for the Use of Education Applied Technology. As part of one of the nuances education
centered in learning, it is needed that we as faculty enter into a systematic training process in the education
applied technology. There are four courses that could be fostered in this program: use of blackboard, word,
power point, and excel.
7. Short courses. These development strategies are necessary as long as they are linked to the results of the
application of Faculty Compensation and Evaluation System (SERP in Spanish). Given the intention of
operating the educational model of CETYS, we recommend courses in: planning a course, how to create
learning situations, techniques and education resources centered in the one who learns, and alternate
evaluation ways.
Supports to the educational process 61
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B. PROFESSIONAL DEVELOPMENT AND UPTDATING.
It is understood as the set of actions that take a CETYS professor to improve, increase, and update in the area
of knowledge where he/she was trained. Given the quality standards that the institution has set, is necessary
that every time more faculty that give classes in the undergraduate degree levels of CETYS have a better
degree of level than the one they are working in; in addition, that they direct part of their working effort to the
research and of publication fields.
CETYS has several academic programs that faculty can study:
1.
Master’s degree in the Administration & Business area.
2.
3.
4.
5.
6.
Master’s degree in the Engineering area.
Master’s degree in the area of Psychology.
Doctoral degree in Administration.
Doctoral degree in Engineering.
Doctoral degree in Psychology.
The evaluation of personal projects to study a master’s degree or a doctoral degree outside the country. This is
an important action that has effects not only in quality increase of the academic programs offered, but in the
evaluation standards requested by the accrediting bodies such as FIMPES, ANUIES, and WASC. Also, insofar
as the possibility of each Campus it is recommended to promote this option.
Evaluation on research projects by participating in national and international conferences and to publish written
work. This action is part of the faculty constant updating. A criterion that must be followed so a CETYS professor
can be allowed to attend a conference or symposium is that he/she takes an essay to present it in this kind of
event, and that at a given time it could be published.
Supports to the educational process 62
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C. HUMAN AND CULTURAL DEVELOPMENT
This is a fundamental area in complying with the institution’s educational philosophy. It refers to the faculty’s
field of values and the spiritual and emotional development. Although the previous circles serve the cognitive
part and the didactical abilities, the human and cultural development focuses towards the emotional part of the
persons.
1. Awareness-raising and recognition workshops of the system of values of CETYS. On December of 2003
the design phase of the value system of CETYS was concluded. The responsible team of the Humanism Boost
Program prepared a strategy so that the internal public of CETYS know and get committed with the system; it
was approved by the President, and it’s been going on since 2004.
2. Stimulus of handling the English language, as part of integration to the development nuances of CETYS.
D. FOSTERING HEALTH AND SPORTS
This is an axle that completes the holistic education of a person. To take care of the body is considered
essential for the development of the other faculties (cognitive and emotional).
Supports to the educational process 63
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Information Center
In addition to the traditional services of accessing the bibliographical collection, magazines, and banks of
information, the information center offers support to the professor on the use and loan of equipment for the
support of his/her classes providing the professor with operation manuals and advice for the use of the following
equipment:
Use of data base.
Slide Projector.
Microcomputer.
Videocassettes.
Projector.
16 mm movie projector.
16 mm movie projector.
Video camera.
Tables for projector.
Photo camera.
8 mm movie camera.
Television.
Controller slide projectors.
Amplifier system.
Projector for a computer.
Speaker
Also faculty and the students have the availability of a big collection of movie videos, short courses,
documentaries, short movies, and conferences about specialized topics, cultural, and of general interest;
likewise, it has the reception and recording or programs, courses, and conferences broadcasted via satellite and
seen through the satellite disk from CETYS University, Mexicali Campus.
Supports to the educational process 64
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The services that the Information Center offers are:
•
ID card of the Information Center.
•
User’s guidance.
•
On-line and manual catalog.
•
Access to the catalog from your house.
•
Access to other national and international Libraries via Internet.
•
Consulting room.
•
Reading room.
•
Loan in the reading room.
•
Reserve Loan.
•
Take home book loan.
•
Interlibrary loan.
•
Newspaper and journal services.
•
Information banks (CD ROM) within the following topics: Computer, Business, Multi-disciplinary.
•
Study cubicles.
•
Counseling cubicles.
•
Audiovisual hall.
•
Photocopy service.
•
Counseling and inductions.
•
Video library services.
•
Daily news summary.
Supports to the educational process 65
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Laboratories
Next, we make a list of the laboratories that CETYS University has available for its faculty and students. When a
professor wishes to use these resources, he/she should ask the Department Director so he/she can be advised and
he/she is put in contact with the corresponding laboratory responsible person.
LABORATORY AVAILABLE IN THE CAMPUS:
MEXICALI
TIJUANA
ENSE
Computer
**
**
Language
**
**
Chemistry
**
**
*
Metallurgy
**
Materials
**
Physics
**
**
*
Electronics
**
**
*
Air conditioning
**
Machinery and equipment
**
Gessel Chamber
*
**
Photography
**
**
*
Biology and health sciences
**
**
*
Supports to the educational process 66
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SPECIAL HALLS
There are several halls distributed in different areas of CETYS University destined for certain activities that because of
their nature and equipment requirements cannot be carried out in the classroom. When the professor requires using a
hall that we are showing below, he/she should talk to the Department Director so he/she can be helped and can make
a reservation.
AVAILABLE AT THE CAMPUS:
MEXICALI
TIJUANA
ENSENADA
Audiovisual Hall
**
**
**
Auditorium
**
Drawing Hall
**
**
**
Programming Hall
**
**
**
Arts and Crafts Hall
**
Graduate Hall
**
Multiple use Hall
**
Gymnasium
**
CAT
**
**
**
**
Supports to the educational process 67
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Faculty Holistic Development
There is a Faculty Holistic Development Center that has as an object to provide educational services to the
faculty of the CETYS University System, and to provide the insight of the Educational Model through the
development of actions that provide dialogue and thought; this way fostering the collaborative work among
faculty and between Campi.
The services are for the entire faculty that make up the CETYS University System; being full time or part time
faculty, adjunct professors, and from the three educational levels. During the semester there will be an invitation
to participate in faculty development programs and courses; besides of going to the department for supporting
faculty work.
Supports to the educational process 68
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Vocational and educational guidance
We have a Student Development Center in each city, and where we centralize the student hiring and induction
functions, follow up program, and support for students with academic problems, vocational guidance, guidance,
student educational supports, outstanding student program, support for faculty development optimization, and
help on personal problems. The Center services all levels in Tijuana and Ensenada, and in Mexicali there are
two departments: one for High School and the second one for the rest of the Institution.
In virtue of having faculty of CETYS University, like in any other educational Institution, in permanent contact
with the students, we ask them to report to the corresponding undergraduate degree Director Department any
student they detect with a problem, so we can be in a position to guide them in finding their solution.
General Organization Chart
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69
Directory
70
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CETYS University System
Enrique C. Blancas de la Cruz
President
Dr. Marco A. Carrillo Maza
Vice President of Academic Affairs
Arturo Alvarez Soto
Vice President of Administrative Affairs
Miguel SalinasYañez
Dean of College of Engineering
Federico Sada De la Mora
Dean of College of Business and Management
Maria del Carmen Echeverria del Valle
Dean of School of Social Sciences and Humanities
Angel Montañez Aguilar
Director of Educative Services
Jorge Rocha Yañez
Director of Planning and Institutional Effectiveness
Hector Vargas Garcia
Director of Planning and Academic Effectiveness
Jessica Ibarra Ramone
Director of Educative Promotion and Development
Mario A. Dipp Nuñez
Operational Director of Graduate Programs
Samuel Diaz Hermosillo
Director of Extension and Continued Education
Carlos Garcia Alvarado
Director of Institutional Advancement
Directory
71
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Ensenada Campus
Diana Esther Woolfolk Ruiz
Director
Carlos Moreno
Internal Accounting and Payroll liaison
Jose Ceceña Liera
Director of Administration and Finances
Patricia Hernandez Duarte
Internal Accounting liaison
Perla Josefina Leon Bañuelos
Director of School Services
Luis Gonzalez Parra
Director of Secondary Education
Francisco Gonzalez Lujano
Director of Academic Promotion
Efrain Leree Rosales
Director of Development and Promotion
Ricardo Flores V.
Maintenance and Facilities Coordinator
Guadalupe Vega Montiel
Director of Extension, Linkage, and Graduate Programs
Dr. Scott Venezia Corral
Dean of School of Business and Management
Margarita Rubio Aguilar
Dean of School of Graphics Design
Erika Ma. Peña Olachea
Human Resources Coordinator
Elizabeth Mendez
Student Services Secretary
Isis Espinoza V.
Academic Promotion Secretary
Martha Escareño L.
Secondary Education Secretary
Carlos Garcia Andrade
Information Technology Coordinator
Luis Peralta
Sports Coordinator
Hector Leon/ Patricia Corral Moreno
High School Professor
Wendy Navarro / Luis Montiel
Attention, Referencing, and Library
Amanda Valenzuela Badillo
Director of Library and Technical Programs
Maribel Rubio V.
Director’s Assistant
Carmen Vazquez Gonzalez
Alumni Coordinator
Marcelo Peleaz Cortes
Institutional Advancement Department
Directory
72
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Ensenada Campus
Ph.D. Isaac Azuz A.
Strategic Programs
Dr. Arturo Villavicencio
Professor, Researcher, and Dean of the School of Accounting and
Management
Carlos A. Gonzalez Campos
Academic Director and Dean of School of Engineering
Socorro Lomeli
Academic Linkage
Lydia Covarrubias
Professor of Business and Management
Luis Aguirre L.
Systems Coordinator
Marinne Azuela Sanchez
Personalized Registration Program
Oliver Quintero
International Programs
Dr. Carlos A. Fuentes Hernandez
Electronic and Engineering Department Coordinator
Monica Villa
Accounts Receivable Coordinator
Gustavo Gil Gonzalez Fernandez
Student Development Center Coordinator
Areli Azuela
Continued Education Coordinator
Marcela Rodriguez
Higher Education Secretary
Damaso Ruiz Gonzalez
Academic Operation
Alejandra Serrano
Cashier and Attention to Suppliers
Carmen Vazquez
Alumni Coordinator
Maria Elena Esquer
Graduate Programs Administrative Assistant
Yasmin Avila S.
Marketing Assistant
Marisela Carrillo
High School Professor
Isabel Valdes
High School Professor
Estela Reyes
Language Center Coordinator
Miguel Angel Ventura
Student Affairs
Luisa Rosas
Engineering Accreditation Coordinator
Directory
73
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Mexicali Campus
Sergio Rebollar McDonough
Director
Ma. Elena Preciado Moreno
Director of Administration and Finances
Norma Valle Olguin
Director of Human Resources
Rocio Orozco Vazquez
Director of Net Worth
Hector Velez Garcia
Director of Accounting and Infrastructure
Fidencio Medina Hernandez
Director of General Services and Facilities
Jorge Barraza Avitia
Director of Academic Services
Sergio Jimenez Molinares
Director of Student Services
Elba E. Santaella Martinez
Director of International Affairs
Marco A. Peña Luna
Director de Information Technology and Telecommunications
Armando Robles Reyes
Director of Information Center
Juan Antonio Ortiz Peraza
Director of Institutional Advancement
Juan Rivera Yañez
Director of Alumni Relations
Maria Eugenia Espino Aguilar
Director Secondary Education
Samuel Diaz Hermosillo
Director of Extension and Continued Education
Francisco Velez Torres
Director of Continued Education
Rosa Mendoza Gutierrez
Technician Coordinator
Jose Luis Arroyo Pelayo
Linkage Director
Jose Luis Sanchez Alcantar
Director of the Language Center
Directory
74
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Mexicali Campus
Francisco J. Chavez Lopez
Director of Academic Operation
Dr. Helia Cantellano Gutierrez
Dean of the School of Business and Management
Mauro A.Chavez Lopez
Dean of the School of Engineering
Luis F. Oviedo Villavicencio
Accounting Academic Degree Coordinator
Ernesto Montaño Rodriguez
Marketing Academic Degree Coordinator
Saida Perez Cordova
International Business Academic Degree Coordinator
Maciel Garcia Fuentes
Business Administration Coordinator
Dania Licea Berduzco
Digital Graphics Design Academic Degree Coordinator
Joaquin E. Castillo Cardenas
Digital Graphics Design Academic Degree Coordinator
Ma. Luisa Walther Cuevas
School of Law Coordinator
Bernardo Valadez Rivera
Mechanics Academic Degree Coordinator
Cesar Barraza Montoya
Industrial Engineering Academic Degree Coordinator
Cristobal Capiz Gomez
Mecatronic, Electronic, and Cybernetics Academic Degree
Coordinator
Guillermo Cheang Leon
Computer Sciences Academic Degree Coordinator
Patricia Saracho Becerra
Psychology Academic Degree Coordinator
Edgar Alonso Jimenez Soto
Faculty Holistic Development Coordinator
High School academic area coordinators:
Jose Luis Romero Sanchez
Biological Chemistry Sciences
Ernesto Sanchez Valenzuela
Physics Mathematics Sciences
Patricia Pacho Ruiz
Social Historical Department Coordinator
Claudia Ceballos Bernal
Educational Psychologist
Patricia Vela Meza
Humanities and Sciences Department
Jose Mendoza Retamoza
General and Bilingual High School Academic Coordinator
Directory
75
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Tijuana Campus
Dr. Adriana Mendiolea Martinez
Director
Francisco Martinez Gonzalez
International Programs Coordinator
Alejandra Gabriela Guerrero Amaro
Director of Administration and Finances
Fatima Rodriguez Cavazos
Human Resources Coordinator
Ma. Antonieta Sanchez Arias
Credit and Collection Coordinator
Patricia Fong Bastidas
Net Worth and Purchasing Coordinator
Jorge Garcta Ruiz
Director of General Services and Facilities
Daniel Moctezuma Canchola
Director of Information Technology and Telecommunications
Brizna Rodriguez Velarde
Systems Coordinator
Mario Alberto Hernandez Catalan
Technical Support Coordinator
Raul Cervantes Lomeli
Network Services Coordinator
Jonathan Levi Ortega Bañuelos
Educative Technology Coordinator
Jessica Ibarra Ramonet
Director of Promotion and Development
Imelda Vega Subia
Academic Promotion Coordinator
Angela Arroyo
Public Relations and Communications Coordinator
Dulce Gutierrez Caldiño
Telemarketing Operations Center Coordinator
Brenda Yanina Rubio Bojorquez
Institutional Advancement Director
Marilu Castro Lizola
Productive Events Coordinator
Pedro Antonio Hernandez Flores
Special Projects Coordinator
Directory
76
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Tijuana Campus
Gustavo Gil Gonzalez Fernandez
Director of Academic Operation
Enrique Perez Santana
Director of Accounting, Administration, and Business
Roberto Salas Corrales
Director of Engineering
Jose Guadalupe Hernandez Vargas
Director of School of Psychology
Alfredo Estrada Caravantes
Director of the School of Law
Jose Luis Bonilla Esquivel
Humanities Coordinator
Raquel Espinoza Alvarez
Language Center Coordinator
Adriana Lopez Bañuelos
Faculty Holistic Development Coordinator
Dr. Maria Lourdes Gutierrez Guevara
Psychological Guidance and Attention Center Coordinator
Rosa Sumaya Tostado
Taxpayer Contribution Services Coordinator
Manuel Herrera Peña
Director of Student Services
Ivonne Valenzuela Arballo
Student Life Coordinator
Erick David Macip Marinez
Impulsa Coordinator
Francisco Trinidad Cuevas Diaz
Sports Coordinator
Yave Lobsang Castellanos Villanueva
Cultural Affairs Coordinator
Gustavo Gil Gonzalez Fernandez
Student Development Center Coordinator
Marco Antonio Ramirez Balbuena
Statistics and Evaluation Coordinator
Elizdath Peña Vela
Social Service Coordinator
Sergio Octavio Cardenas Flores
Linkage and Extension Director
Mirna Cavazos Sierra
Continued Education Coordinator
Raul Rodriguez Gonzalez
Director of Library and Information Center
Zaida Arlene Estrada Ramirez
Services Coordinator
Directory
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Tijuana Campus
Arturo Osbaldo Ponce Wilson
High School Director
Paulina Bueno
International Baccalaureate Coordinator
Dr. Margarita Bueno Avalos
Educational Psychologist Coordinator
Hajasya Maray Romero Escobar
Community Development and C. A. S. ???
Luis Hugo Perez Estrada
Humanities Coordinator
Paula Helu Fernandez
English Coordinator
Paulina Bueno Gutierrez
Chemistry-Biological Area Coordinator
Margarita Bahena Perez
Social-Historical Area Coordinator
Cecilia Hernandez Vazquez
Physics-Mathematics Area Coordinator
Eliseo Mendoza Ortiz
Information Technology Coordinator
Zeferino Mauricio Jimenez
Graduate Programs Operational Coordinator
Directory
78
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ENSENADA:
Camino Microondas s/n Colonia Moderna
Apartado postal 2727
Tel. (01 646) 174-42-20 / 4-42-22
Fax. (91 646) 174-42-44
http://www.ens.cetys.mx
MEXICALI:
Calzada CETYS s/n Colonia Rivera
Apartado Postal 3-797
PO Box 2808 Calexico, Ca. 92231
PO Box 8513 Calexico, Ca. 92231
Tel. (01 686) 567-37-00 y 67-37-35
Fax. (01 686) 565-02-41
http://www.mxl.cetys.mx
TIJUANA:
Av. CETYS Universidad s/n Fracc.
El Lago C.P. 22550
Apartado Postal 4012
Tel. (01 664) 903-1800
Fax. (01 664) 903-1801
http://www.tij.cetys.mx