http://hdl.handle.net/2099/11247 2013-05-23T20:28:58Z http://hdl.handle.net/2099/11263 Title: Design and analysis of questionnaires for survey skills in chemical engineering Authors: Lucas, Susana; Coca Sanz, Mónica; González Benito, Gerardo; Cartón López, Angel; García Cubero, Maite Abstract: The new reorganization of university education has involved relevant changes in teaching and learning methodologies in order to help students to learn more effectively and to develop important skills and competences demanded by the professional world. In this sense the new configuration of the degree in Chemical Engineering required the identification of the main general and transferable skills, the implementation of the new teaching and learning strategies necessary to achieve them and, in addition, an evaluation procedure for determining the importance and the degree of development of a student´s skills and competences. In this exercise, two obligatory chemical reactor engineering subjects of the still in effect Chemical Engineering degree were chosen as examples of competence-based learning disciplines. For each one, a significant group of transferable and specific skills were selected to be developed. The identification and selection of skills was made according to the recommendations of the European Federation of Chemical Engineering (EFCE) together with the established requirements in the ministerial order for the new Chemical Engineering Degree (Ministerial order CIN/351/2009). In order to check the effectiveness of teaching strategies in helping students to acquire these abilities, specific questionnaires were designed. These tests allowed for the utility of the competences in question to be evaluated in terms of the students´ professional work as future chemical engineering graduates and also facilitated the perception of skill development acquired through the methodology implemented in these subjects. The results of the skill evaluation questionnaires revealed the importance that both university collectives (students and professors) give to the development of transferable skills. These skills included the ability to communicate effectively (including in English), to work in multidisciplinary teams and learn on one’s own accord, and to be aware of the need for life-long learning. Furthermore, students and teachers agreed that there is a direct correlation between the higher development of specific skills and the chemical engineering learning outcomes. In this sense, an important effort should be devoted to the development of a students´ transferable skills by way of modifying the current teaching-learning system (partial substitution of lectures with tutorials and seminars, strategies based on problem-solving, projects and case studies (individual or student team-work), use of internet and electronic tools, etc.). 2011-11-03T00:00:00Z http://hdl.handle.net/2099/11262 Title: Best practices in academic assessment in higher education Authors: López Pastor, Victor Manuel Abstract: The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors´ and students´ evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors. The design is based on a single case study. The study analyzes the results obtained in a third- year course at the University of Valladolid (Spain) that participated in an ECTS pilot program. Data was collected during academic year 2009-10. Total number of registered students was 77. This paper describes the procedure to develop a formative assessment system and collect data, as well as the main techniques to obtain and analyze data. Findings indicate that there are important differences in student academic performance depending on the learning and assessment method employed in an academic course. Courses are using formative and on going assessment result in significantly higher student academic performance than courses using other learning and assessment methods. Lastly, empirical data suggest that the workload is in line with the ECTS European Credit Transfer System, and is no excessive for the professor. However, students´ subjective perception is that this method involves a heavier workload. These findings may be important, given the current process of convergence towards the new Degrees and ECTS credit system, and the need to adapt these degrees and credits to students’ real workload. 2011-11-03T00:00:00Z http://hdl.handle.net/2099/11261 Title: Realising pedagogical potencial of the bologna process third cycle Authors: González Geraldo, José Luis; Trevitt, Chris; Carter, Susan Abstract: The European Higher Education Area (EHEA) has been achieved, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post grade studies. More specifically, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This doctoral case study is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, collaboration and competition, and language and writing. 2011-11-03T00:00:00Z http://hdl.handle.net/2099/11260 Title: Reflections and conclusions of the work developed by the electronics teaching innovation group at the University of Valladolid Authors: Herrero de Lucas, Luis Carlos; Pardo Seco, Fernando Rafael; Fernando Velázquez, Maria Luisa; González González, Maria Luisa Abstract: We present the main conclusions and reflections obtained by the Electronics Teaching Innovation Group (Grupo de Innovación Docente en Electrónica, GIDEN) in the University of Valladolid (UVa) about its main working topics. This group is composed of teachers from the Industrial Engineering Degree, major speciality in Industrial Electronics, and Electronic and Automatic Industrial Engineering Degree, at the School of Industrial Engineering, who are interested in the introduction of active methodologies. Sharing ideas, reflections and conclusions in such a cooperative environment between teachers with common interests has driven the success of the different teaching activities carried out by the members of the GIDEN, which forms the work presented in this paper. 2011-11-03T00:00:00Z http://hdl.handle.net/2099/11259 Title: Good learning practices in the field of Science and Technology Authors: Amante García, Beatriz; Martínez Martínez, María del Rosario Abstract: The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career. By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills. It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place. A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives. In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities. In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework. The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth. The third article, (Best practices in academic assessment in higher education: A Case in formative and shared assessment) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment . In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills. We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation. 2011-11-03T00:00:00Z