Abstract:

The Technical Architecture Bachelor’s Degree (TAD) was first introduced at the Universitat Jaume I (UJI, Castellón, Spain) during academic year 2009-2010 according to Royal Decree 1393/2007 to meet Bologna Process requirements. Since the beginning, the Project-Based Learning (PBL) methodology was applied, considered an essential learning methodology for students. Different proposals were used for first, second and third year students, which all involved all the subjects taught during the respective courses.

Almost all the subjects (nine out of ten) taught during the first TAD studies programme year are core subjects common in most Engineering Degrees. Subjects such as ‘Fundamentals of mathematics’, ‘Descriptive Geometry’, ‘Fundamental of physics’, ‘Numerical Methods and Statistics’, ‘Graphic Expression’ and ‘Materials’ are also involved in PBL, which is a serious challenge for teachers since very general contents must be adapted to the practical case studies related to students' future professional practice. Coordination among teachers is also essential to help those students who have just arrived at University to develop professional skills such as team work, self-learning processes or decision making,

In this paper the application of Project-Based Learning during the first Technical Architecture Degree year at the UJI is analysed. The project developed during academic year 2013/2014 is examined from a global perspective and also in terms of the individual subjects involved. The main advantages and disadvantages of this teaching methodology, together with possible future improvements, are discussed.

Keywords:

Core subjects, project-based learning, self-learning methods, Technical Architecture.