TEACHING-LEARNING METHODOLOGY, ASSESSMENT AND RESULTS OF THE “SEISMIC DESIGN OF STRUCTURES” SUBJECT OF SECOND COURSE OF SPECIALIZED MASTER IN CIVIL ENGINEERING AT UNIVERSITAT POLITÈCNICA DE VALÈNCIA
Universitat Politècnica de València (SPAIN)
About this paper:
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Abstract:This article shows and analyzes the methodology followed to evaluate the subject "Seismic Design of Structures" of the specialized master in civil engineering called "Master Universitario en Ingeniería de Caminos, Canales y Puertos" at Universitat Politècnica de València, Spain. The subject has 4.5 ECTS, whose distribution is established as follows: 2.3 ECTS of classroom theory, 1.2 ECTS of classroom practices and 1.0 ECTS of computer lab practices. The purpose of this subject is that students learn how to design, calculate and analyze structures subjected to seismic actions.
In order to explain how we have designed the assessment of this subject, it is necessary to consider that Spain is part of the European Higher Education Area. For this reason, Spain carried out educative reforms regarding university degrees. Changes in the structure, curriculum, methodology of the teaching-learning process and, consequently, in study plans were performed by means of Bologna Plan. These changes are necessary to fulfill the demands of a current globalized socio-economical context. Therefore, in order to adapt the whole teaching-learning process to the new global needs and European requirements a profound subject reflection and modifications were necessary.
Taking into account the above considerations, we introduced changes and a new approach with regards to the subject. First of all, both theory and classroom practical classes are taught indistinctly. In addition, four workshops are programmed in which students perform the design and calculation of the most significant elements of a structural concrete building subjected to a seismic action. Moreover, a continuous evaluation is used where the theory, practical tasks and class attendance are valued.
Finally, the teaching-learning process as well as the evaluation are crucial for our students to success in this subject because it deals with advanced structures knowledge and this requires a lot of previous concepts and skills. Therefore, a profound reflection on our own work is also a part of this new approach. This way, improvement measures could be implemented in the design of the subject to enhance our learner’s possible difficulties. All this information and the results are shown in the article.
Keywords: Teaching-learning, methodology, assessment, structures, engineering.