Abstract:

Soft outcomes are a key point in Higher education. Students should master every professional and soft skill that they would need in their future professional life. Traditionally formation in professional outcomes is accomplished through the different subjects of the program. However, soft outcomes are not taught specifically and its learning is left to the students own formation or it is practice through the several task of every subject but without a previous formation. Nonetheless, all the soft skills are compulsory for most the university programs through national regulations and they are an important part of the requirements of the accreditation agencies like ABET or EUR-ACE. For these reasons, more emphasis should be given to the teaching of soft outcomes and its learning should be implemented in the subject not as an independent topic, but as tool for learning professional outcomes. This integrated approach will involve the student and make a more efficient use of the time and resources of the subject. By the other way, Flipped classroom (FC) is a teaching methodology that combines synchronous and asynchronous teaching inside and outside the classroom, promotes the use of technology and a more efficient student-teacher interaction. This technique allows student to learn independently with the help of the teacher. Combination of FC and soft outcome teaching is a good association as several outcomes are implicit in FC methodology. In the present communication soft outcomes and FC relationship is reviewed and advantages and disadvantages are discussed in the framework of Life Science education in the University.

Keywords:

Transversal skills, teaching methodologies, assessment.