Abstract:

Defense University Center (CUD), located in Marin (Pontevedra, Spain) is attached to the University of Vigo and reports directly to the Ministry of Defence. Since 2010 teaches the degree in Mechanical Engineering as part of the teaching activity received by officers of the Spanish Army. Teaching methodology is conditioned by the characteristics of the training center, with a total of 80 students per course, organized into two theoretical groups (40), 4 groups of laboratory (20) and 8 seminar groups (10) for reinforcement activities and review with the presence of the teacher.
Since its establishment, some areas have been identified for improvement, as the location of exams after the Christmas holidays, the lack of motivation of students with failed subjects and the need to recoup the study period between the exams of the 2nd semester and extraordinary exams.
This article aims to show the adaptation performed in the initial model to achieve greater performance and achievement of the academic year by the student.
From the organizational point of view and course structure, we analyze the results obtained after the temporary redeployment of two four-month terms, initially symmetric, into two four-month asymmetric terms, before and after Christmas holidays.
Special emphasis is placed on those students with more difficulties in certain matters. This article assesses the degree of satisfaction and the results obtained for the following cases: first, students who must attend to an extraordinary exam, those who have not passed one or more subjects at the first call. A special intensive course has been introduced consisting of several weeks of student support, which are held after regular exams. Universities do not provide additional support to students in that period beyond office tutorials with the professor. We present here the results obtained after implementation of this measure. On the other hand, for students who repeat subjects are organized in groups. Classes are focused on core competencies.
All the experiences and teaching techniques shown in this article as well as those arising in the future are made under a common base that include a background of "motivation", leading to better results for students with more difficulties and those who pass subjects at first try.

Keywords:

Teaching techniques, asymmetric terms, student support.