A new way of teaching different subjects in a foreign language in the Building Engineering Degree at the Universidad Politécnica.

The European Union has been promoting linguistic diversity for many years as one of its main educational goals. This is an element that facilitates student mobility and student exchanges between different universities and countries and enriches the education of young undergraduates. In particular, a higher degree of competence in the English language is becoming essential for engineers, architects and researchers in general, as English has become the lingua franca that opens up horizons to internationalisation and the transfer of knowledge in today’s world. Many experts point to the Integrated Approach to Contents and Foreign Languages System as being an option that has certain benefits over the traditional method of teaching a second language that is exclusively based on specific subjects. This system advocates teaching the different subjects in the syllabus in a language other than one’s mother tongue, without prioritising knowledge of the language over the subject. This was the idea that in the 2009/10 academic year gave rise to the Second Language Integration Programme (SLI Programme) at the Escuela Arquitectura Técnica in the Universidad Politécnica Madrid (EUATM-UPM), just at the beginning of the tuition of the new Building Engineering Degree, which had been adapted to the European Higher Education Area (EHEA) model. This programme is an interdisciplinary initiative for the set of subjects taught during the semester and is coordinated through the Assistant Director Office for Educational Innovation. The SLI Programme has a dual goal; to familiarise students with the specific English terminology of the subject being taught, and at the same time improve their communication skills in English. A total of thirty lecturers are taking part in the teaching of eleven first year subjects and twelve in the second year, with around 120 students who have voluntarily enrolled in a special group in each semester. During the 2010/2011 academic year the degree of acceptance and the results of the SLI Programme have been monitored. Tools have been designed to aid interdisciplinary coordination and to analyse satisfaction, such as coordination records and surveys. The results currently available refer to the first and second year and are divided into specific aspects of the different subjects involved and into general aspects of the ongoing experience.

Multidisciplinary Learning, Another way of Teaching Maths in Engineering

Multidisciplinary training is widely appreciated in industry and business, and nevertheless usually is not addressed in the early stages of most undergraduate programs. We outline here a multidisciplinary course for undergraduates studying engineering in which mathematics would be the common language, the transverse tool. The goal is motivating students to learn more mathematics and as a result, improve the quality of engineering education. The course would be structured around projects in four branches in engineering: mechanical, electrical, civil and bio-tech. The projects would be chosen among a wide variety of topics in engineering practice selected with the guidance of professional engineers. In these projects mathematics should interact with at least two other basic areas of knowledge in engineering: chemistry, computers science, economics, design or physics.

"Innovatio educativa tertio millennio": 12 years evoluting from learning from learning to teaching in courses on educational innovation and collaboration with the UNESCO chair of mining and industrial heritage

Twelve years ago a group of teachers began to work in educational innovation. In 2002 we received an award for educational innovation, undergoing several stages. Recently, we have decided to focus on being teachers of educational innovation. We create a web scheduled in Joomla offering various services, among which we emphasize teaching courses of educational innovation. The “Instituto de Ciencias de la Educacion” in “Universidad Politécnica de Madrid” has recently incorporated two of these courses, which has been highly praised. These courses will be reissued in new calls, and we are going to offer them to more Universities. We are in contact with several institutions, radio programs, the UNESCO Chair of Mining and Industrial Heritage, and we are working with them in the creation of heritage courses using methods that we have developed.

The introduction of teaching innovations into the traditional teaching of construction and building materials

The traditional teaching methods used for training civil engineers are currently being called into question as a result of the new knowledge and skills now required by the labor market. In addition, the European Higher Education Area is requesting that students be given a greater say in their learning. In the subject called Construction and Building Materials at the Civil Engineering School of the Universidad Politécnica de Madrid, a path was set three academic years ago to lead to an improvement in traditional teaching by introducing active methodologies. The innovations are based on cooperative learning, new technologies, and continuous assessment. The writers’ proposal is to offer their experience as a contribution to the debate on how students can be encouraged to acquire the skills currently demanded from a civil engineer, though not overlooking solid, top-quality training. From the outcomes obtained, it can be concluded that using new teaching techniques to supplement a traditional approach provides more opportunities for students to learn while boosting their motivation. In our case, the introduction of these changes has resulted in an increased pass rate of 29% on average, when such a figure is considered in the light of the mean value of passes during the last decade.

First steps in the discovery of patterns in the academic results of telecommunication engineering students in the subjects Analysis of Circuits and Mathematics

In this paper, the results of six years of research in engineering education, in the application of the European Higher Education Area (EHEA) to improve the performance of the students in the subject Analysis of Circuits of Telecommunication Engineering, are analysed taking into consideration the fact that there would be hidden variables that both separate students into subgroups and show the connection among several basic subjects such as Analysis of Circuits (AC) and Mathematics (Math). The discovery of these variables would help us to explain the characteristics of the students through the teaching and learning methodology, and would show that there are some characteristics that instructors do not take into account but that are of paramount importance

Health and safety in the construction : subject pending to be included in the curriculum of architecture in Spain

The art of construction is a risky activity that directly affects the life and physical integrity of persons. Since the approval of Law 31/1995, of November 8, Prevention of Occupational Risks was the first legislation that established the current basis in all sectors and then transposed into Spanish law Directive 92/57/CEE called Royal Decree 1627/1997 of October 24, on minimum safety and health dispositions in construction works, measures have been proposed to develop a mixed body of scientific literature composed of researchers and professionals in the field of occupational safety and health, but even today there is still no clear and firm proposal, showing a lack of awareness in the occupational risk prevention and, therefore, a consolidation of the culture of prevention in society. Therefore, the technicians, who make up the building process, can incur in very high responsibilities, such as: Author of the project, Coordinator of Safety and Health during the preparation of the project and during the execution of works, Site Management: Site Manager. This involves the immediate creation of a general training in prevention for all architects starting when still studying, as well as specific training, appropriate and complementary to all the architects that will be devoted to the specialty of occupational safety and health in construction works. That is, first, we must make the responsible bodies aware of the urgent need to integrate risk prevention in the curricula of architecture and later in the continuing education of the profession. It is necessary that our teaching must conform to the laws on safety and health, due to the fact that the law recognizes our academic degrees and professional qualifications to perform functions in that area

New ICT Literacies and Holistic Approaches for the Effective Learning of Languages in Tertiary Education

Abstract: This paper summarizes the evolution of different subjects of English for Specific Purposes and English for Academic and Professional Purposes. The aim here is to show a continuum of changes that have not started and nished in one subject alone but affect the whole curriculum. After the discussion section where advantages and drawbacks of the changes introduced are analyzed, we arrive at some conclusions regarding this ve year period of development in the approach to the teaching and learning of the specific or academic English language in the Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid. Resumen: Este trabajo resume la evolución que han experimentado distintas asignaturas de Inglés para Fines Especí cos e Inglés para Fines Académicos y Profesionales. El objetivo principal es mostrar cómo el esfuerzo por mejorar las asignaturas afecta al currículo como un todo y no sólo a cada una de las asignaturas. Tras el análisis de algunas de las ventajas e inconvenientes de los cambios introducidos, se alcanzan algunas conclusiones sobre la evolución que han sufrido este tipo de asignaturas durante los últimos cinco años en la Escuela Universitaria de Ingeniería Técnica de Telecomunicación, Universidad Politécnica de Madrid.

Teaching in Landscape

“We, the landscape architects, concerned with the future development of our landscapes in a fast changing world, believe that everything, influencing the way in which the outdoor environment is created, used, and maintained is fundamental to sustainable development and human well-being. We, being responsible for the improvement of the education of future landscape architects to enable them to work for a sustainable environment within the context of our natural and cultural heritage”. (IFLA/UNESCO 2005) CHARTER FOR LANDSCAPE ARCHITECTURAL EDUCATION) Nowadays, respect and appreciation of the landscape sustainably grow. Landscape Architecture professionals are makers encourage and guide this growth. However, there is still no legal recognition of the landscape profession in Spain. For this reason we present this paper that shows the current framework in which appear a professional educated with masters and specialized courses, but it lacks a defined work area and unique in its business learned. We present the demands of both IFLA and the EFLA and teaching lines proposed by these organizations at European level are distinguished. Furthermore, we analyze the national scene and major training centres are distinguished.

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.

Traditional education vs modern education. What is the impact of teaching techniques' evolution on students learning process?

The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties and use of presentation software in the nineties, to the video, electronic board and network resources nowadays. Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher conditions the student using the new teaching technique, improving soft skills but maybe leading either to encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific, technology and specific levels. In the same way, we study the process of adaptation required for teachers, the differences in the processes of information transfer and education towards the student, and even the existence of teachers who are not any longer appealed by their work due which has become much simpler due to new technologies and the greater ease in the development of classes due to the criteria described on the new Grade Programs adopted by the European Higher Education Area. Moreover, it is also intended to understand the evolution of students’ profiles, from the eighties to present time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements acquired over the semesters within the degree Programs. As an Educational Innovation Group, another key question also arises. What will be the learning techniques in the future?. How these evolving matters will affect both positively and negatively on the mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements involved in universities’ education? Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and their sequence, greatly facilitates the understanding and adaptation later on to the business world, but does not answer to the unknowns regarding the knowledge and the full development of achievement’s indicators in basic skills of a degree. This is the underlying question which steers the roots of the presented research.

Analysis of teaching experience based on teaching by the case method. Application to reinforcing wooden floors

The technique of reinforcement of wooden floors is a matter clearly multidisciplinary. The teaching of the subject using the "traditional" method, explaining the theory first and then proposing and solving problems has not been successful. This paper discusses the results of a teaching experiencie. It has been the teaching of the subject by the case method. The results are clearly superior to those obtained with the traditional methodology.

Máquinas o atmósferas: La estética de la energía en la arquitectura, 1750-2000 = From Machines to Atmospheres: The Aesthetics of Energy in Architecture, 1750-2000

La energía es ya un tema arquitectónico, pero su incorporación al proyecto ha sido hasta ahora fundamentalmente técnica, dando pie a una especie de funcionalismo ecológico cuyo destino es acaso repetir los errores de los viejos funcionalismos en su confianza de encontrar modos ‘objetivos’ de transmutar la energía en forma construida, pero sin que en tal proceso parezca haber hueco para mediaciones de tipo estético. Sin embargo, son precisamente tales mediaciones las que necesitan analizarse para que la adopción de los temas energéticos resulte fructífera en la arquitectura, y asimismo para dar cuenta de otras perspectivas complementarias —filosóficas, científicas, artísticas— que hoy forman el complejo campo semántico de la energía. Partiendo de la fecha de 1750 —que da comienzo simbólicamente al proceso de contaminaciones ‘modernas’ entre la arquitectura y otras disciplinas—, esta tesis analiza los diferentes modos con los que proyectos y edificios han expresado literal y analógicamente ciertos temas o ideales energéticos, demostrando la existencia de una ‘estética de la energía’ en la arquitectura y también de una tradición proyectual e intelectual sostenida en ella. Con este fin, se han seleccionados siete metáforas que vinculan tanto técnica como ideológicamente a la arquitectura con la energía: la metáfora de la máquina, asociada al ideal de movimiento y la autorregulación; las metáforas del arabesco, del cristal y del organismo, afines entre sí en su modo de dar cuenta del principio de la morfogénesis o energía creadora de la naturaleza; la metáfora de la actividad interna de los materiales; la metáfora del gradiente, que expresa la condición térmica y climática de la arquitectura, y, finalmente, la de la atmósfera que, recogiendo los sentidos anteriores, los actualiza en el contexto de la estética contemporánea. La selección de estas siete metáforas se ha llevado a cabo después de un barrido exhaustivo de la bibliografía precedente, y ha estructurado un relato cuyo método combina la perspectiva general —que permite cartografiar las continuidades históricas— con la cercana —que atiende a las problemas específicos de cada tema o metáfora—, complementándolas con una aproximación de sesgo iconográfico cuyo propósito es incidir en los vínculos que se dan entre lo ideológico y lo morfológico. El análisis ha puesto de manifiesto cómo detrás de cada una de estas metáforas se oculta un principio ideológico común —la justificación de la arquitectura desde planteamientos externos procedentes de la ciencia, la filosofía y el arte—, y cómo en cada uno de los casos estudiados las asimilaciones más fructíferas de la energía se han producido según mecanismos de mímesis analógica que inciden más en los procesos que en las formas que estos generan, y que en último término son de índole estética, lo cual constituye un indicio de los métodos de la arquitectura por venir. ABSTRACT Although it is already an architectural theme, the matter of incorporating energy into projects has up to now been mainly technical, giving rise to a kind of ecological functionalism which may be bound to old funcionalist mistakes in hopes of finding “objective” ways of transmuting energy into built forms without aesthetic considerations. However, it is precisely such considerations that need to be analyzed if the adoption of energy issues in architecture is to bear fruit and also to account for other complementary perspectives – philosophical, scientific, artistic – which today form the complex fabric of the energy semantic field. Beginning in 1750 – symbolic start of ‘modern’ contaminations between architecture and other disciplines –, this thesis analyzes the different ways in which projects and buildings have literally and analogically expressed certain subjects or ideals on energy, and demonstrates the existence of an “aesthetics of energy” in architecture, as well as of an intellectual and design tradition based on such aesthetics. For this purpose, seven metaphors are selected to link energy to architecture both technically and ideologically: the machine’s metaphor, associated with the ideal of mouvement and self-regulation; the arabesque, glass and the organism’s metaphors, which account for the morphogenesis principle, i.e. creative energy of nature; the metaphor linked to matter and the ideal of internal activity; the gradient’s metaphor, which expressed the thermal and climatic condition of architecture, and, finally, that of the atmosphere which, collecting the above meanings, updates them in the context of contemporary aesthetics. The selection of these seven metaphors was carried out after a thorough scan of the preceding literature, and has structured a reasoning that combines the overview method – which accounts for historical continuities – with the nearby one – which meets the specifics problems of each theme or metaphor –, both supplemented with an iconographic bias, the purpose of which is to visually express the links existing between the ideological and the morphological. So presented, the analysis shows how, behind each of these metaphors, lies a common ideological principle – the justification of architecture from scientific, philosophical and artistic “external” angles –, and how in each of the studied cases the most successful assimilation of energy were those produced by aesthetic mechanisms of analogical mimesis not focused in forms but in processes that generate them: an indication of the methods of architecture to come.