Integration of Core Subjects into Project-Based Learning

Abstract

The Technical Architecture Bachelor's Degree (TAD) was first introduced at the Universitat Jaume I (UJI, Castellon, Spain) during academic year 2009-2010, according to Royal Decree 1393/2007, to meet Bologna Process requirements., the 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. Almost all the subjects (nine out of ten) taught in the first TAD studies programme year are common core subjects in most Engineering Degrees, subjects such as 'Fundamentals of Mathematics', 'Descriptive Geometry', Fundamentals of Physics', 'Numerical Methods and Statistics', 'Graphic Expression' and 'Materials' are also involved in PBL. This is a serious challenge for teachers since very general contents must be adapted to the practical case studies related to students' future professional practice. Coordination among teachers is also essential to help those students who have just arrived at University to develop professional skills, such as teamwork, self-learning processes or decision making. This paper analyses the application of PBL during the first year of TAD at the UJI. The project undertaken during academic year 2013/2014 in Sant Joan de More (SJM) 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.