Abstract:

The design, planning and implementation of the teaching innovation project was rewarding for both teachers and students. The proposed contents and objectives were developed. It is true that changes are difficult, but we believe in the proposed methodology and we hope to improve and incorporate new challenges in subsequent courses. When students are involved in the learning process, teaching becomes a fully satisfactory task. Engaging the student's interest is a catalyst in the Teaching-Learning process. In this case, work both in and outside the classroom becomes more enjoyable and productive, for the teacher as well as for the students. Cooperation between teachers brings different and enriching points of view. The activities that have been developed in this Teaching Innovation Project are complementary and have been divided according to the target group. The activities for the teachers are threefold: a study of the future new structural regulations draft, a specialised course on the ANSYS finite element software and the assessment of possible effects of the future structural regulations on installations. The last activity was developed in coordination with the Electrical Engineering department. On the other hand, the activities addressed to the students were: modelling of structural elements in 3D with the ANSYS programme, making prototypes of joints for subsequent testing and problem-based learning. In the final part of the project, a survey was carried out with very positive results. All items are above 3.82 out of 5. The highest-rated items were those related to professional performance and problem-based learning methodology.

Keywords:

Teaching innovation, Mainstreaming, Structures, Building modelling, Project-Based Learning.