IMPLEMENTING THE BOLOGNA PROCESS IN THE SUBJECT OF AGRICULTURAL CHEMISTRY AND ANALYSIS

The Bologna process is a common framework for introducing new skills that enhance the connection between the student and the labor market. This change leads a methodological revolution where the education is focussed on the student. To date, Spanish Universities have been characterized by knowledge acquisition. However, nowadays, it is necessary to acquire abilities and capabilities such as data interpretation, communication, working in groups, etc. In this new system, the teacher plays an important role that includes planning activities to motivate the student to learn the subject. On the other hand, the student (up to now mostly passive), in order to achieve the proposed competences, needs to be more responsible with their obligations and more participative in the planned activities. The methodology used to carry out the activities should focus on autonomous, active and cooperative learning. The "innovative approaches" (case studies, problem-based learning, project-based learning, collaborative learning, etc.) have become an important tool for students to acquire the competencies proposed in University degrees. At the moment, no document provides methodological approaches that are best suited to implement this process across Europe. In this study, we compare the results obtained in the subject of Agricultural Chemistry and Analysis after the implementation of the Bologna process (two academic years: 2010-11 and 2011-12) with an average of the last 5 years (2004-09) of Instrumental Analysis, the subject taught before the implementation of the Bologna process. Both subjects are part of the degree plan (new and old) that is offered at E.U.I.T. Agricola, Technical University of Madrid (UPM).
The new methodologies were introduced in a gradual way during the first two years of the implementation of the Bologna process. In the first year, we used case studies, problem-based learning, laboratory classes and collaborative learning. In the second year, we also introduced the portfolio and some dynamic activities such as puzzles. The principal objectives of the study were to assess the effect of the new methodologies on the dropout rate (students who abandoned the subject / total students enrolled), success rate (students who passed the subject / students who took the exam) and the efficiency rate (students who passed the subject / total students enrolled) according to the first exam (June).
Comparing the results before and after implementing the Bologna process, we observed an improvement in each rate. The dropout rate decreased by 10 and 23% (1st year and 2nd year respectively) compared with the pre-Bologna results; while the efficiency and success rate increased by 21 and 15% (1st year) and by 32 and 7% (2nd year). One of the most relevant observations was that students who opted for continuous evaluation got higher marks than those who opted for a final exam. The questionnaire filled-out by the students showed that they prefer continuous evaluation and that they were happy with some activities such as the portfolio and laboratory classes, which, in their point of view, made the subject easier.
In general, this study shows that the methodology implemented as part of the Bologna process should be introduced gradually and according to the degree year, subject and student profile.