Abstract:

Competency-based learning is essential for students since it allows them to develop academic, professional and social skills. It is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. Therefore, it is University’s responsibility to provide full development of the individual, which can be achieved through progressive work on a set of competences.

The monitoring of a group of transversal competences was done in students of first and second year of Architecture Degree. A set of three competences of technical subjects were selected: self-confidence, communication skills and time management. These competences were developed along four semesters, corresponding to the first and second year. Four courses were involved in this study: Applied Mathematics, Physics, Structural Mechanics and Construction; and a sample of five students joined the experience.

The basis of this research was that these students were monitored along the whole experience. Different levels of the same competence were measured and developed by using active methodologies and activities of increasing difficulty. Specific rubrics were designed and used to assess the evolution of the students; so that different levels of acquisition of the competences could be measured. Direct observation of the students was also useful to complete the evaluation.

Indicators showed that the five students gained in self-confidence, communication skills and time management; which were developed at different domain levels along the four semesters.

The close and permanent contact with the students was crucial to carry on this study. Results showed that they significantly improved the group of selected competences. In conclusion, it is necessary to promote a good communication among the teachers all across the academic itinerary of the student; so that the fully achievement of the competences can be ensured.

Keywords:

Transversal competences, technical courses, monitoring competences, competence development.