Abstract:
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The aim of this paper is to develop and implement a progressive project to evaluate the current
teaching/learning process in our universities. We will also consider the fact that in order to measure
and certify the acquisition of cross curricular competencies, such as being able to search for specific
information, working in a group, etc., we will have to identify the roles and responsibilities of the
teaching professional in the team involved in the courses: Subject Head, Student Body Tutor,
Project Co-ordinator and Head of the Centre's teaching plan. We also include a sample of the
teaching/learning process divided into four phases: Reflection, Active methodologies plan, Execution
and Assessment. Next, we describe the application of this approach inside the current
Engineering Degree curriculum in the Vilanova i la Geltrú's Higher School of Engineering
(Technical University of Catalonia). We will include examples of the use of PBL (Problem-/
Project-Based Learning) and Cooperative Learning in subjects in the MsC Engineering curricula
Automation and Industrial Electronics Engineering in two High Schools at the Technical
University of Catalonia (UPC). Through these experiences we will illustrate the conjoining and
coordinating of subjects and how the competencies of our students are measured in order to make
academic changes much easier and, therefore, give us more confidence in facing the imminent
European Higher Education convergence. |