Abstract:

Teaching environmental subjects in engineering degrees is often a difficult task. Engineering students are used to be taught theoretical concepts, solving analytical problems and deal with abstract concepts. It isn´t easy for engineering students when they have to face the idea of change their point of view in subjects such as ecology or environmental engineering. In both subjects there is also a theoretical component, but it has to be applied in a field where things, ecosystems, are constantly changing and cannot always be studied with a fix value. Most times a complex study must be hold during months or years and creative solutions have to be developed.

This paper describes the experience of teaching Ecology (4th year) and Environmental Engineering (3rd year) in a Civil Engineering Degree at Extremadura University. During the first part of the course the teaching was based on master classes where students weren´t really involved with the subjects. While the course was progressing different participative activities were introduced to make the students be more active in class. The analysis of real case study problems or teamwork activities where proposed to them to be carried out during class time. These activities made the students be more interested and motivated. Besides another activity was proposed to Ecology students reduced group, they had to prepare and present part of the subject to the rest of the class. In this case they had to face the challenge of being evaluated by their partners. All these changes introduced in how to handle the situation where a success since these activities let students open their minds and have made them be more interested and participative in class. Their exams results also improved.

Keywords:

Educational experience, adaptive teaching, civil engineering degree.