Improving skills in master's degree contexts

New experiences with professionals and craft companies

Autores

  • Mª Paz Saéz-Pérez Universidad de Granada
  • Susana Robles Sánchez Universidad da Coruña

DOI:

https://doi.org/10.37467/revhuman.v11.4182

Palavras-chave:

Active Methodologies, Professional skills, Master’s Degree, Cultural Heritage, Craft companies, Innovation, Building-renovation

Resumo

This research evaluates the improvements that the use of Active Teaching and Learning Methodologies entails regarding the acquisition of professional skills of future graduates of the Masters dealing with intervention in Architectural Heritage, including product and resource improvements. The objectives address students’ training, oriented toward professional activity, determining the effectiveness of innovation. The real problems were exposed to be faced at a professional level and were solved through different parts, which were developed in different phases. The results obtained allowed us to conclude that teaching and performing practical tasks related to professional competencies are verified as an advance in the subject.

Referências

Accreditation Board for Engineering and Technology (ABET), criteria for accrediting engineering programs 2017–2018, http://www.abet.org/accreditation/accreditation-criteria/accreditation-policy-and-procedure-manual-appm-2017-2018/

AlMunifi, A. A., & Aleryani, A. Y. (2019). Knowledge and Skills Level of Graduate Civil Engineers Employers and Graduates’ Perceptions. International Journal of Engineering Pedagogy (iJEP), 9(1), 84–101. https://doi.org/10.3991/ijep.v9i1.9744

Beagon, U., Carthy, D. & Bowe. B. (2019, September 16-19) Graduate Engineering Skills A Literature Review & Call for Rigorous Methodological Approaches. 47th SEFI Annual Conference. Budapest. Hungary.

Bishop, J. L., & Verleger, M.A. (2013 June). The Flipped Classroom: A Survey of the Research, Proceedings of the Annual Conference of the American Society of Engineering Education. Atlanta, USA.

Chu, H. C., Chen, J. M., Hwang, G. J., & Chen, T. W. (2019). Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses. Universal Access in the Information Society, 18(2), 221-230. https://doi.org/10.1007/s10209-017-0588-y

De La Fuente Arias, J., Vicente, J. M. M., Sánchez, F. J. P., & Berbén, A. B. G. (2010). Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education. Psicothema, 22(4), 806-812.

Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R., Platt, T., Varma-Nelson P., & White, H. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education 36(4), 262-273. https://doi.org/10.1002/bmb.20204

Esteban-Rodríguez, M. A., Frechilla-Alonso, M. A., & Saez-Pérez, M. P. (2018). Implementation of the evaluation by pairs as a learning tool in large groups. Teaching experience between universities. Advances in Building Education 2, 66–82. https://doi.org/10.20868/abe.2018.1.3694

Evensen, D. (2000). Observing Self-Directed Leraners in a Problem-Based Learning Context: Two Case Studies. In D.Evensen, and C. Hmelo (eds). Problem-based learning: A research perspective on learning interactions(pp.263-298). Routledge, Taylor and Francis Group.

Falco Boudet, J. M., & Huertas Talon, J.L. (2012). Use of Wiki as a Postgraduate Education Learning Tool: A Case Study. International Journal of Engineering Education, 28(6), 1334-1340.

Fittipaldi, D. (2020). Managing the dynamics of group projects in higher education: Best practices suggested by empirical research. Universal Journal of Educational Research, 8(5), 1778-1796. https://doi.org/10.13189/ujer.2020.080515

Flening, E.,Asplund, F. & Grimheden, M.E. (2022): Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise. European Journal of Engineering Education, 47(1) 117-143 https://doi.org/10.1080/03043797.2021.1967883

Graham, R.H. & Porterfield, T.E. (2018, june 24-27). Preparing Today’s Engineering Graduate: An Empirical Study of Professional Skills Required by Employers. 2018 ASEE Annual Conference & Exposition. Salt Lake City, Utah, USA. https://doi.org/10.18260/1-2--30887

Hopster-den Otter, D., Wools, S., Eggen, T. J. H. M., & Veldkamp, B. P. (2019). A General Framework for the Validation of Embedded Formative Assessment. Journal of Educational Measurement, 56(4), 715-732. https://doi.org/10.1111/jedm.12234

Hortigüela Alcalá, D., & Pérez Pueyo, Á. (2016). Peer assessment as a tool for the improvement of the teaching practice. Opcion, 32(7), 865-879.

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for Problem-based learning, The Interdisciplinary Journal of Problem-based Learning 2(2), 6-28. https://doi.org/10.7771/1541-5015.1080

Lakin, J. M., Wittig, A. H., Davis, E. W., & Davis, V. A. (2020). Am I an engineer yet? Perceptions of engineering and identity among first year students. European Journal of Engineering Education, 45(2), 214-231. https://doi.org/10.1080/03043797.2020.1714549

Marín-Granados, M. D., Bláquez-Parra, E. B., Mora-Segado, P., Miravet-Garret, L., Ortiz-Zamora, F. J., Gómez-Hermosa, F., & Olvera-García, E. Implementation of learning by doing method in the graphical engineering field. In . F. Cavas-Martínez, B. Eynard, F.J. Fernández Cañavate, D. G. Fernández-Pacheco, P. Morer , V. Nigrelli (Eds.)Advances on Mechanics, Design Engineering and Manufacturing II, (pp.789-797). Springer InternationalPublishing.

Mason, G., Shuman, T.R., & Cook, K.E. (2013a june 23-26). Inverting (Flipping) Classrooms – Advantages and Challenges. Proceedings of the Annual Conference of the American Society of Engineering Education. National Academy of Engineering, Atlanta, Georgia, USA.

Mason, G., Rutar, T. Shuman, & Cook, K. (2013b). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course, IEEE Transactions on Education, 56(4), 430-435. https://doi.org/10.1109/TE.2013.2249066

Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103064

Poole, G. (2013). The coming and going: the work of educational developers when admission criteria and desired outcomes change simultaneously. International Journal for Academic Development, 18(4), 344-355. https://doi.org/10.1080/1360144X.2012.696195

Revilla-Cuesta, V. (2021). Aprendizaje colaborativo en ingeniería como herramienta para la adaptación al entorno laboral: Análisis de un caso práctico. En A.L. González-Hermosilla (Coord.), Reflexiones y propuestas para los desafíos de la educación actual (pp. 56-65). Adaya Press.

Revilla-Cuesta, V., Skaf, M., Manso, J. M., & Ortega-López, V. (2020). Student perceptions of formative assessment and cooperative work on a technical engineering course. Sustainability, 12(11),. https://doi.org/10.3390/su12114569

Ronnie, L. (2017). Dyadic processes in postgraduate education: Insights from MBA student experiences. International Journal of Management Education, 15(3), 513-519. https://doi.org/10.1016/j.ijme.2017.09.002

Sáez-Pérez, M.P., Kelert, K., Rodríguez-Navarro, C., Ruiz-Agudo, E., Ibáñez-Velasco, A., Cardell-Fernández, C., Blanc-García, M.R., Cultrone, & G., Bel-Anzue, P. (2021). Virtual environments of teaching learning for training in experimental techniques. Innovation in multidisciplinary groups. Advances in Building Education, 5(3), 27–40. https://doi.org/10.20868/abe.2021.3.4736

Sáez-Pérez, M. P., Frechilla-Alonso, M. A., & Rodríguez-Esteban, M. A. (2015). La rúbrica: metodología evaluativa-formativa en el grado en edificación. Experiencia interuniversitaria, Opción, 4, 846-867.

Sáez-Pérez, M. P. (2010, june 15-18). Binomio formación-competencia profesional, en busca del tándem perfecto (la innovación docente en ingeniería de edificación). VII Foro sobre evaluación de la calidad de la investigación y de la educación superior, Murcia, Spain.

Sáez-Pérez, A. Burgos-Núñez, J.C., & Olmo-García, J. C. (2011, september 26-27). Metodologías activas y aprendizaje. Propuesta de innovación en el grado de ingeniería de edificación. II Jornadas sobre innovación docente y adaptación al EEES en las titulaciones técnicas, Experiencia docente interdisciplinar: colaboración metodológica entre asignaturas, Granada, Spain.

Sáez-Pérez, M.P., & Burgos-Núñez, A. (2010, september 9-10). Innovación metodológica para la adquisición de competencias propuesta entre distintas asignaturas de la titulación de grado de Ingeniería de Edificación. Granada. I Jornadas sobre innovación docente y adaptación al EEES en las titulaciones técnicas, Granada, Spain.

Sáez-Pérez, M. P. (2018). Innovación docente y profesión. Competencias y metodologías activas en áreas técnicas. Advances in Building Education, 2(3), 45-64. https://doi.org/10.20868/abe.2018.3.3832

Sáez-Pérez, M.P., Verdú-Vázquez, A., Nicolau-Corbacho, A., & Gil-López, T. (2021). PBL in university technical subjects, improvement in professional skills. Evaluation of teaching-learning process as teaching innovation. En Buzón-García, Romero-García y Verdú-Vázquez (Coord), Innovaciones metodológicas con TIC en innovación. Colección conocimiento contemporáneo. (pp. 3552-3571). Dykinson S.L.

Saleh, H. & Lamsali, H. (2020). Fundamental general skills and engineering skills as an important skills for engineering graduates employability: a fundamental study. International Journal of Scientific & Technology Research, 9(2):3370-3373.

Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions, Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. https://doi.org/10.7771/1541-5015.1002

Seifan, M., Dada, O. D., & Berenjian, A. (2020). The effect of real and virtual construction field trips on students’ perception and career aspiration. Sustainability, 12(3), 1200. https://doi.org/10.3390/su12031200

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environments Research, 15, 171-193. https://doi.org/10.1007/s10984-012-9108-4

Strobel, J., Wang, J., Weber, N.R., & Dyehouse, M. (2013). The role of authenticity in design-based learning environments: The case of engineering education, Computers & Education, 64, 143-152.

https://doi.org/10.1016/j.compedu.2012.11.026

Yan, J., Li, L., Yin, J., & Nie, Y. (2018). A comparison of flipped and traditional classroom learning: A case study in mechanical engineering. International Journal of Engineering Education, 34(6), 1876-1887.

Yildirim, T. P., Shuman, L., & Besterfield-Sacre, M. (2012). Model-Eliciting activities: Assessing engineering student problem solving and skill integration processes, International Journal of Engineering Education, 26(4), 831-845.

Downloads

Publicado

2022-12-20

Como Citar

Saéz-Pérez, M. P., & Robles Sánchez, S. . (2022). Improving skills in master’s degree contexts: New experiences with professionals and craft companies. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 14(6), 1–13. https://doi.org/10.37467/revhuman.v11.4182

Edição

v. 14 n. 6 (2022): Monografía: "Propostas para um novo ensino"

Seção

Artigos de pesquisa (monográfico)

Licença

Os autores/as que publicam nesta revista concordam com os seguintes termos:

  1. Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
  2. Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
  3. No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org.