Abstract:

The new degrees in Chemistry and Food Science and Technology were introduced in the University of Burgos in 2009. With regard to the novel pedagogic trends established by the Bologna Process and based on the formation in competences and continuous assessment, the Science Faculty is highly involved in developing new materials and instruments for the acquisition and evaluation of those transversal competences (TCs) attributable to our degrees according to the accreditation memories.

Thus, a working group of teachers of both degrees was formed in order to propose adequate activities and evaluation procedures for the implementation of the above-mentioned competences in a coordinated manner.

In this communication we want to present an analytic summary of the materials prepared so far related to the TCs considered as more significant in our degrees.

In particular, we have chosen to work on five different transversal competences, namely:
(1) oral skills in academic/scientific presentations,
(2) spoken and written English in science,
(3) writing scientific reports,
(4) collaborative working and
(5) Information and Communications Technology (ICT) management.

In the first stage of the project, we have elaborated reference documents or cards for every of these TCs, including aspects such as competence definition, related competences, activities for the development and acquisition of the competence, and assessment procedures and tools [1].

Then, in a second stage we have selected two different activities for every TC and we have prepared reference documents or cards for every activity. Two activities were selected for each competence according to the following scheme:
(1) Oral skills in academic/scientific presentations:
(1.a) Debates and
(1.b) Oral presentations;
(2) Spoken and written English in science:
(2.a) Reading and critical analysis of an English written article and
(2.b) Development of a Scientific Blog in English;
(3) Writing scientific reports:
(3.a) Monographic informs and
(3.b) Laboratory reports;
(4) Collaborative working:
(4.a) Portfolio and
(4.b) Auto-assessment;
(5) ICT management:
(5.a) Use of Scientific Databases and
(5.b) Preparation of a document with a presentation editor.

Each of the activity cards includes the activity description, the objectives, the main and secondary competences developed through the activity, the estimated chronogram, some indications on materials for both students and lectures, and finally suggested assessment procedures and tools.
What is more, in the third stage we have worked on the production of reference cards with advanced assessment tools for every of the activities. Finally, now, we are involved in the implementation of these materials in different subjects, trying to test and validate its usefulness in the acquisition and evaluation of these TCs. This last step will finish with the evaluation of the results obtained through this methodology by mean of a survey that will be filled by the students.

Acknowledgements:
This work was supported by Vicerrectorado de Profesorado y de Personal de Administración y Servicios de la Universidad de Burgos (Proyecto de Innovación y Mejora Docente 2012/13).

References:
[1] García, M. J., Terrón, M. J. y Blanco, Y. (2010). Desarrollo de recursos docentes para la evaluación de competencias básicas. ReVisión, 3(2).

Keywords:

Faculty of Science, pedagogic activities, transversal competencies.