About this paper

Appears in:
Pages: 1869-1874
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1417

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain


D. Wróblewska

Gdansk University of Technology, Faculty of Civil and Environmental Engineering (POLAND)
The required effects of higher education are defined by national qualifications frameworks (NQF) compatible with the overarching framework of the European Higher Education Area and ECTS grading scale. NQF defines three categories of descriptors of learning outcomes: knowledge, skills and social competences. They are achieved in traditional education process, in most cases based on teacher oriented learning, supported by curricular activities such as lectures, projects, seminars, laboratories, classes exercises and summer practice. The whole education system is to control learning - outcomes approach, standards in validation as well as standards in quality of qualifications. As the result of the process students gain the qualifications proved by diplomas and certificates.

Apart from education process based on the curricular activities, the whole set of co-curricular activities (CCAs) can help students to develope both expert knowledge and social skills. These activities are separated from academic course, sometimes placed outside of school or after regular school hours. Co-curricular activities such as students' scientific circles, workshops, conferences or festivals of science, publication, honor societies or academic clubs or contests are not granted and are not examined in the same way as academic curriculum. But the effects of these activities are quite well recognized. By addressing areas of potential students tension and challenge, co-curricular activities can benefit in students strong self-efficacy and development of the range of skills and attributes that are important for graduates. From the educators point of view, co-curricular activities enrich the educational process and promote student- oriented learning.
Studing at the Gdańsk University of Technology in Poland, students have the possibility to participate in several circles and student organisations (for ex. IASTE, ERASMUS, CEPRIM – ESTIEM, Local Group Gdańsk Gdańsk BEST Student Association (Board of European Students of Technology) as well as to develop sports skills within sport groups, to sing in Academic Choir of Gdańsk University or to listen to music concerts, etc.

Apart from the general, mentioned above co-curricular activities, there is the set of activities directly dedicated to students of Geodesy and Cartography, studing at the Faculty of Civil and Environmental Engineering.

The article presents the set of co-curricular activities enhancing social interaction, leadership, self - discipline and self - confidence as well as geodetic knowledge. All presented activities are voluntary, are not part of the regular curriculum and are not graded or do not earn credits. All of them are supervised by academic teachers employed in Department of Geodesy.
author = {Wr{\'{o}}blewska, D.},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1417},
url = {https://dx.doi.org/10.21125/iceri.2016.1417},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1869-1874}}
AU - D. Wróblewska
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1417
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1869
EP - 1874
ER -
D. Wróblewska (2016) CO-CURRICULAR ACTIVITIES IN TEACHING GEODESY, ICERI2016 Proceedings, pp. 1869-1874.