Browsing by Subject "engineering degrees"

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  • Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Martinez-de-Pison-Ascacibar, Fco. Javier; Urraca, Valle, Ruben; Antonanzas-Torres, Javier; Sanz Garcia, Andres (UNIVERSITAT POLITECNICA DE VALENCIA, 2017)
    An assessment program to evaluate microproject-based teaching/ learning (MicroPBL) methodology on the technical subject Manufacturing Technology was implemented for four consecutive academic years. Students from three engineering degrees were involved providing feedback through various surveys that allowed us to perform a proper evaluation. More specifically, students' surveys were anonymous after each academic year, except the last one, which included both non-anonymous pre and postsurveys. The polls were mainly meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic ones (using questions concerning soft-skills). Students' satisfaction with the methodology and with the signature, in general, were also checked. Nonanonymous surveys enabled us to study the correlation between polls results and students' final scores. Note that students' self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average final score of this subject from student's perception was slightly higher than the real value. Moreover, student's self-perception on soft-skills increased at the end of the course. In general, the proposed MicroPBL methodology demonstrated a beneficial impact on students of Manufacturing Technology keeping high-motivation levels in students as well as high success rates and scores.
  • Pernia-Espinoza, Alpha; Sodupe-Ortega, Enrique; Pecina-Marqueta, Sergio; Martinez-Banares, Sergio; Sanz Garcia, Andres; Blanco-Fernandez, Julio (UNIVERSITAT POLITECNICA DE VALENCIA, 2017)
    Nowadays, in addition to the expected technical knowledge, labor markets demand engineers with personal, interpersonal and system building skills, according to the CDIO (Conceive-Design-Implement-Operate) syllabus. But the current higher education systems are mostly teaching theoretical concepts rather than practical or applied cases. Makerspaces could become a bridge between universities and industry, particularly in STEM (Science, Technology, Engineering, and Math) careers. Makerspaces, also known as hackerspaces, hack labs, and fab labs, are open-access spaces where tools, machines and knowledge are shared with the purpose of implementing an idea. This communication evaluates the current status of the makerspaces at the world's top 10 universities in engineering and three of the most well-known Spanish ones, as well as the new campus makerspace created at the University of La Rioja. All the information was collected from universities' websites. Most of these reviewed universities have created outstanding makerspaces generally for the entire academic community. The Spanish 'Maker UPV' has been exceptionally successful promoting activities and projects in spite of the lack of resources reported. Lastly, the implementation of a new makerspace at the University of La Rioja (UR-Maker) is described with information about its organization, funding sources and activities already performed. This experience can represent an attractive guide for the academic community as other universities can explore the creation of new makerspaces on their own campus.