Assessment of Transverse and Specific Competences in Civil Engineering Studies: ‘Critical Thinking’

García-Segura, Tatiana; Yepes, Víctor; Molina-Moreno, Francisca; Martí, José V.

doi:10.21125/inted.2017.0090

Cited by 3 publications

(3 citation statements)

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“…Regarding the validity and reliability of an uniform, unique tool for employability measurement, in the recent international literature we also identified other types of framework and/or tools with an appropriate aim, i.e., STELEM (Socio-Technical E-learning Employability System of Measurement) [17], self-perceived employability (SPE) scale [40,41], work ability index (WAI) or the single-item work ability score (WAS) [13], standardized competence assessment procedure [42], data mining techniques being in fact the single tool that it shows their weaknesses that they need to overcome for being employable in various companies [6], extra and co-curricular activities (ECCAs assessment) [43], novel methodology for assessment of transverse and specific competences in civil engineering [44,45], pilot tests [46], CAT (Competency Assessment Tool) [47], WIL-Work-integrated learning [48], fuzzified expert system for employability assessment [49], CBT(competencies-based training systems) [50] or assessment tool for sustainable employability [51].…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights from Employers

2019

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Employability remains an important subject in the European and international context. This is the first qualitative and quantitative transnational research of the perception of the heterogeneous sample of employers regarding a sustainable and experimental innovative tool for the assessment of competencies to support employability. The aim of this study is an empirical examining of the employers perception from Austria, Romania and Sweden, from five different sectors of activity regarding a sustainable and innovative online tool for continuous assessment of skills to support employability. In the study, a quantitative analysis was carried out using data based on Eurostat indicators for quality of employment and a qualitative analysis using face-to-face interviews. Our results show that even if there are significant statistically differences regarding the quality of employment according to the Eurostat indicators, all these countries have a good, equally and strong perception with an innovative and sustainable tool for continuous assessment of skills to support employability. The research results fill a gap in the existing literature and offer a new and argued point of view regarding the continuous assessment of competences from the employer’s point of view from the three different countries as regarding the social, economic and political aspects.

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Section: Literature Reviewmentioning

confidence: 99%

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights from Employers

2019

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“…The research group has carried out several studies related to multi-criteria decision-making and/or heuristic techniques in the field of engineering [8,9]. In addition, other types of studies have been undertaken, such as the evaluation of tools and active methodologies in the degree and in the evaluation of different transversal competencies, such as critical thinking, to the studies of the most technical branch of engineering [10][11][12][13] without setting aside the students' awareness of sustainability [14]. The group has also researched practical examples related to the optimization of walls [15,16].…”

Section: Introductionmentioning

confidence: 99%

Case Study of the Evaluation of the Life Cycle of a Facade Using the Flip Teaching Method

Ata-Ali¹,

Martínez-Muñoz²,

Yepes³

et al. 2019

ICERI Proceedings

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In the constant search for new and innovative pedagogical strategies, a model of teaching is proposed in which the learning of the student and the acquisition of all possible skills is the main thing. This article shows the study carried out by students of the subject "Methods and Advanced Technologies in work", taught in the Master's Degree in Planning and Management in Civil Engineering (MAPGIC) of the Universitat Politècnica de València. By means of the "flip teaching" or "flipped classroom" technique, students carry out the evaluation of the life cycle of a type of facade enclosure. This method gives students the responsibility to review the theoretical content so that they can solve their doubts and work on the concepts in class, individually or collaboratively way, as well as knowing, understanding and applying constructive procedures to advanced construction works. In Addition, it will acquire transversal competencies, such as decision-making and problem-solving capacities in terms of designs and projects to be carried out, taking into account ethical, environmental and professional responsibility.

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“…The group has carried out studies on the application of heuristic techniques in engineering education [4] and multicriteria decision-making [5]. In addition, the group made an assessment of the tools and methodologies active in the degree [6] and the assessment of transversal competences in engineering studies [7]- [9]. In addition, case studies have been carried out on the application of optimization techniques to walls [10]- [13], road vaults [14], [15], bridges [16], [17] and other applications, such as the prediction of the transfer length of prestressing strands [18].…”

Section: Introductionmentioning

confidence: 99%

Application of Flipped Learning to the Life Cycle Assessment of a Composite Pedestrian Bridge

Martínez-Muñoz¹,

Ata-Ali²,

Martí³

et al. 2019

ICERI Proceedings

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This study describes the introduction of the life cycle assessment methodology to a postgraduate course through a flipped classroom. The analysis was carried out in the subject predictive models and optimization of concrete structures framed within the studies of the Master's Degree in Concrete Engineering. In this course, students are introduced to optimization methods through the application of algorithms, as well as other concepts, such as multi-criteria decision-making, the design of experiments and predictive and regression methods. In this case, the life cycle assessment of a 28 m span length steel-concrete composite pedestrian bridge was carried out. The section consists of a steel beam topped by a concrete slab. For this, computer tools were used that implement different scenarios to model the different possibilities. The database used was Ecoinvent and the software employed to assess the life cycle of the structure was openLCA, developed by Greendelta. This methodology allows the student to acquire transversal competencies, such as ethical and environmental responsibility, knowledge of contemporary problems, critical thinking and the use of specific instruments, all of them framed within the institutional project of the Universitat Politècnica de València. This work also presents future studies related to the life cycle assessment of footbridges, not only from energy and environmental points of view, but also accounting for economic and social factors. This learning process was achieved with a reverse teaching methodology that allows the student to acquire knowledge in a more efficient way.

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Assessment of Transverse and Specific Competences in Civil Engineering Studies: ‘Critical Thinking’

Cited by 3 publications

References 0 publications

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights from Employers

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights from Employers

Case Study of the Evaluation of the Life Cycle of a Facade Using the Flip Teaching Method

Application of Flipped Learning to the Life Cycle Assessment of a Composite Pedestrian Bridge

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