Abstract:

Students in the field of environmental engineering receive excellent training to address the problems of the different subjects studied in the master's degrees in Hydraulic Engineering and Environment and master's degree in Environmental Engineering (water quality, air, soil, waste management, transport of pollutants, environmental impacts, etc). However, there is a certain lack with regard to the integration of all environmental problems and analysis from a holistic point of view. Therefore, it is considered that the preparation of the students is not worked in depth so that they can face the challenge of addressing real environmental problems, which will be presented to them throughout their professional life.

To reinforce this aspect, a team of professors from the different subjects involved (water quality, soil, waste and environmental impacts) has implemented a training activity in which the holistic approach is used in the study of environmental problems. Thus, active methodologies of learning and information and communication technologies (ICT) are used in combination, given their high effectiveness demonstrated by numerous teachers.

Specifically, a profile has been created in one of the most used social networks by students (Facebook). It is focused on environmental issues. The students of the different subjects participate actively in its maintenance. This profile represents a platform for continuous knowledge exchange throughout the course. The activities to be carried out by students are diverse: publications, news on environmental issues, current environmental problems, case studies, etc. For this purpose, they use various resources (texts, spreadsheets, videos) available among the different technological tools offered by the Universitat Politecnica de Valencia (polimedias, screencast ...), interviews with professionals of the sector, analysis of the repercussion of the profile and its publications, or other activities at the initiative of the students. All publications are supervised by teachers to ensure that they are correct, contrasted and meet the criteria of ethical, environmental and professional responsibility.

The tasks carried out by the students are evaluated, through a rubric designed by the teaching team, and their assessment represents at least 15% of the final grade of each subject, in order to stimulate their motivation. The success of the methodology is assessed by means of a satisfaction survey of the participants and by means of different indicators.

Thus, this communication shows how a methodology has been implemented. The first results show that the application of active teaching-learning methodologies has facilitated an approach to professional reality. The students have developed the ability to learn with other colleagues and professionals, exchanging ideas, opinions and points of view. The active learning of students in environmental issues has been increased, developing their capacity for critical and integrated analysis, using ICT tools with which they are familiar.

Keywords:

Active methodology, Social networks, ICT, environmental engineering, water quality, air, soil, environmental impact.