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. Project-Based Learning (PBL) methodology, considered an essential learning methodology for students, has been applied since the beginning. Different proposals were made for first-, second- and third-year students, and each involved all the subjects taught in the respective courses.

Since its launch, it has allowed students of the different promotions to be able to work in a coordinated and cooperative way in real study cases, implementing in a transversal way the skills acquired in different subjects, as if it were a professional job.

During academic year 2019-20120, a coordinated vertical project of the 1st, 2nd and 3rd PBL has been implemented, facilitating its following for students by coordinating and harmonizing scheduled activities, as well as the delivery and presentation of their works. This method tries to avoid an overload of work for students, to improve the quality of the learning process, delivered works and presentations, as well as the results.

This paper analyses the application of coordinated vertical project inside of PBL of TAD at the UJI. The Project, undertaken during academic year 2019-2020 in Vila-Real for 1st course and residential buildings from the 70s to the 90s for 2nd and 3rd course, 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:

Vertical project, project-based learning, cooperative work, Technical Architecture.