The University aspires to train qualified professionals, who cultivate their own particular potential and develop their unique qualities and aptitudes; who do not lose the capacity for amazement nor to fair and constructive criticism; that do not allow the virtue of wonder to be numbed in front of the prodigious balance of nature; that enhance the attraction to investigate, imagine and create; and that feel invited to contribute to the establishment of better and more favorable forms of social interaction.

The University hopes that the personal development of its students and professionals who graduate from its classrooms, will allow them to face their lives and responsibilities in a balanced and optimistic way, and thus approach the reach of authentic, albeit, limited satisfactions that earthly existence can bring. Overall, the University expects to train people to live their lives fully, to nurture friendship, to know how to enjoy themselves, but also to dedicate an important part to the pursuit of their harmonious and comprehensive training from an intellectual viewpoint. Thus, its educational work goes beyond a simple educational process: it is promoted as part of daily management, an effective interaction among authorities, academics and students, since the development of a straightforward and formative relationship between teachers and disciples considered eminently positive and enriching.

This interrelation is framed in the purposes of transmitting information and knowledge, facilitating the meeting and participation of students in activities that promote the exchange of ideas and experiences, in a plan of harmony and responsible coexistence.

The development of sports activities also occupies a place of importance within a balanced education, recognizing the impact they have on the formation of youth and the development of beneficial practices for spiritual and physical health.

Also importantly, it implies the search for excellence in academic achievement. We aspire for our students to practice active learning, where they become the main agents of their own development. Therefore, our academics will stimulate the investment of time in the task of learning and collaborative learning, where students organize themselves to study, learn and mature together, solve problems and seek information. Another dimension of a balanced education, no less important than the previous ones, is the development of the capacity to undertake new challenges.

For the University it is important that its alumni stride to be pioneers rather than followers, where imagination, proactive thinking and flexibility play a vital role.

The achievement of a balanced education implies establishing goals as transversal objectives of the course curriculum. The interest for researching to research, the experience of the processes and principles of science, knowing how to value the importance of technology, professional training focused on contemporary problems and being an entrepreneur, are life attitudes. This is not achieved only by a set of courses; it requires the formation of habits, skills, values and the acquisition of strategies over time.

That is why our course curricula are structured by areas that are transversal to the training of our students and that allow the learning, reflection and maturation of our students to grow as they progress in their studies.

The most challenging aspect of current development is the advancement of knowledge. It seems nonessential to maintain the tradition of the curricular structures where fragmented, encyclopedic and lecture-style instruction has been privileged. It is therefore important that, along with the revision and modernization of course curricula, both students and faculty make an important effort to promote autonomous learning.

It is necessary therefore, to provide young people with strategies that help them to develop this capacity, introducing segments of their courses or even the complete courses where the student works with computer media or complements face to face classes with self-learning textbooks, the development of projects, case studies, resolution of problems and research that requires bibliographical analysis, among other modalities. These methodologies favor self-learning, but above all, active learning.

The University has already embarked on e-learning courses and plans to offer instances of professional growth through virtual education. In this sense, much has already been done since the institution, in addition to having an adequate computing infrastructure, offers free access to the internet and the possibility of providing electronic mail to all authorities, faculty and students. Students can find multiple possibilities of interaction on their institutional website.