Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES

Autor: Silvia Bolado Rodríguez, Susana Lucas Yagüe, Mª Teresa García Cubero, Gerardo González Benito, Pedro A. García Encina, Miguel Ángel Urueña Alonso
Rok vydání: 2008
Předmět:
Zdroj: Education for Chemical Engineers. 3:e33-e39
ISSN: 1749-7728
DOI: 10.1016/j.ece.2008.01.002
Popis: An integrated learning methodology has been developed and implemented in order to adapt the Chemical Engineering degree in the University of Valladolid (Spain) to the European Higher Education Space (EHES) philosophy. It was necessary to modify the objectives and theoretical contents of the different subjects and also the learning methodology, considering the general chemical engineering skills and also the transferable skills reached by the students, according to the recommendations of the European Federation of Chemical Engineering (EFCE) for chemical engineering education in Bologna two-cycle degree system. This methodology has been applied to the seventh semester of a 5 years Chemical Engineering degree. The main objectives of the proposed strategy were: •To provide to the student with a holistic, integrated and applied vision of the different subjects involved in chemical engineering, coordinating all of them and planning common activities as a case study based on an industrial process. •To help students to develop transferable skills by means of designing suitable teaching and learning strategies. •To prepare the students for the long-life learning. General and particular objectives were defined adapting the course to the EHES philosophy. In this sense, the programmes in terms of the learning outcomes and competences to be acquired were designed, the total student workload to get the objectives of the programme was estimated and the entire course was programmed and planned in a detailed schedule. A course guide was elaborated including all this information, resulting in a useful instrument for teachers and students. This methodology was complemented with the evaluation of the global learning process. The evaluation made was based on the next two aspects: •Student learning evaluation. Tutorial sessions, written reports, oral presentations, discussion sessions and partial and final written exams were considered. •Learning methodology evaluation. External evaluation requires carrying out inquiries, both to students and teachers involved.
Databáze: OpenAIRE
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