Improving skills in master's degree contextsNew experiences with professionals and craft companies

Referencias bibliográficas

• Accreditation Board for Engineering and Technology (ABET), criteria for accrediting engineering programs 2017–2018, http://www.abet.org/accreditation/accreditation-criteria/accreditation-policy-and-procedure-manual-appm-2017-2018/
• AlMunifi, A. A., & Aleryani, A. Y. (2019). Knowledge and Skills Level of Graduate Civil Engineers Employers and Graduates’ Perceptions. International Journal of Engineering Pedagogy (iJEP), 9(1), 84–101. https://doi.org/10.3991/ijep.v9i1.9744 DOI: https://doi.org/10.3991/ijep.v9i1.9744
• Beagon, U., Carthy, D. & Bowe. B. (2019, September 16-19) Graduate Engineering Skills A Literature Review & Call for Rigorous Methodological Approaches. 47th SEFI Annual Conference. Budapest. Hungary.
• Bishop, J. L., & Verleger, M.A. (2013 June). The Flipped Classroom: A Survey of the Research, Proceedings of the Annual Conference of the American Society of Engineering Education. Atlanta, USA.
• Chu, H. C., Chen, J. M., Hwang, G. J., & Chen, T. W. (2019). Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses. Universal Access in the Information Society, 18(2), 221-230. https://doi.org/10.1007/s10209-017-0588-y DOI: https://doi.org/10.1007/s10209-017-0588-y
• De La Fuente Arias, J., Vicente, J. M. M., Sánchez, F. J. P., & Berbén, A. B. G. (2010). Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education. Psicothema, 22(4), 806-812.
• Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R., Platt, T., Varma-Nelson P., & White, H. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education 36(4), 262-273. https://doi.org/10.1002/bmb.20204 DOI: https://doi.org/10.1002/bmb.20204
• Esteban-Rodríguez, M. A., Frechilla-Alonso, M. A., & Saez-Pérez, M. P. (2018). Implementation of the evaluation by pairs as a learning tool in large groups. Teaching experience between universities. Advances in Building Education 2, 66–82. https://doi.org/10.20868/abe.2018.1.3694 DOI: https://doi.org/10.20868/abe.2018.1.3694
• Evensen, D. (2000). Observing Self-Directed Leraners in a Problem-Based Learning Context: Two Case Studies. In D.Evensen, and C. Hmelo (eds). Problem-based learning: A research perspective on learning interactions(pp.263-298). Routledge, Taylor and Francis Group. DOI: https://doi.org/10.4324/9781410604989
• Falco Boudet, J. M., & Huertas Talon, J.L. (2012). Use of Wiki as a Postgraduate Education Learning Tool: A Case Study. International Journal of Engineering Education, 28(6), 1334-1340.
• Fittipaldi, D. (2020). Managing the dynamics of group projects in higher education: Best practices suggested by empirical research. Universal Journal of Educational Research, 8(5), 1778-1796. https://doi.org/10.13189/ujer.2020.080515 DOI: https://doi.org/10.13189/ujer.2020.080515
• Flening, E.,Asplund, F. & Grimheden, M.E. (2022): Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise. European Journal of Engineering Education, 47(1) 117-143 https://doi.org/10.1080/03043797.2021.1967883 DOI: https://doi.org/10.1080/03043797.2021.1967883
• Graham, R.H. & Porterfield, T.E. (2018, june 24-27). Preparing Today’s Engineering Graduate: An Empirical Study of Professional Skills Required by Employers. 2018 ASEE Annual Conference & Exposition. Salt Lake City, Utah, USA. https://doi.org/10.18260/1-2--30887 DOI: https://doi.org/10.18260/1-2--30887
• Hopster-den Otter, D., Wools, S., Eggen, T. J. H. M., & Veldkamp, B. P. (2019). A General Framework for the Validation of Embedded Formative Assessment. Journal of Educational Measurement, 56(4), 715-732. https://doi.org/10.1111/jedm.12234 DOI: https://doi.org/10.1111/jedm.12234
• Hortigüela Alcalá, D., & Pérez Pueyo, Á. (2016). Peer assessment as a tool for the improvement of the teaching practice. Opcion, 32(7), 865-879.
• Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for Problem-based learning, The Interdisciplinary Journal of Problem-based Learning 2(2), 6-28. https://doi.org/10.7771/1541-5015.1080 DOI: https://doi.org/10.7771/1541-5015.1080
• Lakin, J. M., Wittig, A. H., Davis, E. W., & Davis, V. A. (2020). Am I an engineer yet? Perceptions of engineering and identity among first year students. European Journal of Engineering Education, 45(2), 214-231. https://doi.org/10.1080/03043797.2020.1714549 DOI: https://doi.org/10.1080/03043797.2020.1714549
• Marín-Granados, M. D., Bláquez-Parra, E. B., Mora-Segado, P., Miravet-Garret, L., Ortiz-Zamora, F. J., Gómez-Hermosa, F., & Olvera-García, E. Implementation of learning by doing method in the graphical engineering field. In . F. Cavas-Martínez, B. Eynard, F.J. Fernández Cañavate, D. G. Fernández-Pacheco, P. Morer , V. Nigrelli (Eds.)Advances on Mechanics, Design Engineering and Manufacturing II, (pp.789-797). Springer InternationalPublishing. DOI: https://doi.org/10.1007/978-3-030-12346-8_77
• Mason, G., Shuman, T.R., & Cook, K.E. (2013a june 23-26). Inverting (Flipping) Classrooms – Advantages and Challenges. Proceedings of the Annual Conference of the American Society of Engineering Education. National Academy of Engineering, Atlanta, Georgia, USA.
• Mason, G., Rutar, T. Shuman, & Cook, K. (2013b). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course, IEEE Transactions on Education, 56(4), 430-435. https://doi.org/10.1109/TE.2013.2249066 DOI: https://doi.org/10.1109/TE.2013.2249066
• Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103064 DOI: https://doi.org/10.1016/j.tate.2020.103064
• Poole, G. (2013). The coming and going: the work of educational developers when admission criteria and desired outcomes change simultaneously. International Journal for Academic Development, 18(4), 344-355. https://doi.org/10.1080/1360144X.2012.696195 DOI: https://doi.org/10.1080/1360144X.2012.696195
• Revilla-Cuesta, V. (2021). Aprendizaje colaborativo en ingeniería como herramienta para la adaptación al entorno laboral: Análisis de un caso práctico. En A.L. González-Hermosilla (Coord.), Reflexiones y propuestas para los desafíos de la educación actual (pp. 56-65). Adaya Press.
• Revilla-Cuesta, V., Skaf, M., Manso, J. M., & Ortega-López, V. (2020). Student perceptions of formative assessment and cooperative work on a technical engineering course. Sustainability, 12(11),. https://doi.org/10.3390/su12114569 DOI: https://doi.org/10.3390/su12114569
• Ronnie, L. (2017). Dyadic processes in postgraduate education: Insights from MBA student experiences. International Journal of Management Education, 15(3), 513-519. https://doi.org/10.1016/j.ijme.2017.09.002 DOI: https://doi.org/10.1016/j.ijme.2017.09.002
• Sáez-Pérez, M.P., Kelert, K., Rodríguez-Navarro, C., Ruiz-Agudo, E., Ibáñez-Velasco, A., Cardell-Fernández, C., Blanc-García, M.R., Cultrone, & G., Bel-Anzue, P. (2021). Virtual environments of teaching learning for training in experimental techniques. Innovation in multidisciplinary groups. Advances in Building Education, 5(3), 27–40. https://doi.org/10.20868/abe.2021.3.4736 DOI: https://doi.org/10.20868/abe.2021.3.4736
• Sáez-Pérez, M. P., Frechilla-Alonso, M. A., & Rodríguez-Esteban, M. A. (2015). La rúbrica: metodología evaluativa-formativa en el grado en edificación. Experiencia interuniversitaria, Opción, 4, 846-867.
• Sáez-Pérez, M. P. (2010, june 15-18). Binomio formación-competencia profesional, en busca del tándem perfecto (la innovación docente en ingeniería de edificación). VII Foro sobre evaluación de la calidad de la investigación y de la educación superior, Murcia, Spain.
• Sáez-Pérez, A. Burgos-Núñez, J.C., & Olmo-García, J. C. (2011, september 26-27). Metodologías activas y aprendizaje. Propuesta de innovación en el grado de ingeniería de edificación. II Jornadas sobre innovación docente y adaptación al EEES en las titulaciones técnicas, Experiencia docente interdisciplinar: colaboración metodológica entre asignaturas, Granada, Spain.
• Sáez-Pérez, M.P., & Burgos-Núñez, A. (2010, september 9-10). Innovación metodológica para la adquisición de competencias propuesta entre distintas asignaturas de la titulación de grado de Ingeniería de Edificación. Granada. I Jornadas sobre innovación docente y adaptación al EEES en las titulaciones técnicas, Granada, Spain.
• Sáez-Pérez, M. P. (2018). Innovación docente y profesión. Competencias y metodologías activas en áreas técnicas. Advances in Building Education, 2(3), 45-64. https://doi.org/10.20868/abe.2018.3.3832 DOI: https://doi.org/10.20868/abe.2018.3.3832
• Sáez-Pérez, M.P., Verdú-Vázquez, A., Nicolau-Corbacho, A., & Gil-López, T. (2021). PBL in university technical subjects, improvement in professional skills. Evaluation of teaching-learning process as teaching innovation. En Buzón-García, Romero-García y Verdú-Vázquez (Coord), Innovaciones metodológicas con TIC en innovación. Colección conocimiento contemporáneo. (pp. 3552-3571). Dykinson S.L.
• Saleh, H. & Lamsali, H. (2020). Fundamental general skills and engineering skills as an important skills for engineering graduates employability: a fundamental study. International Journal of Scientific & Technology Research, 9(2):3370-3373.
• Savery, J.R. (2006). Overview of problem-based learning: Definitions and distinctions, Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. https://doi.org/10.7771/1541-5015.1002 DOI: https://doi.org/10.7771/1541-5015.1002
• Seifan, M., Dada, O. D., & Berenjian, A. (2020). The effect of real and virtual construction field trips on students’ perception and career aspiration. Sustainability, 12(3), 1200. https://doi.org/10.3390/su12031200 DOI: https://doi.org/10.3390/su12031200
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environments Research, 15, 171-193. https://doi.org/10.1007/s10984-012-9108-4 DOI: https://doi.org/10.1007/s10984-012-9108-4
• Strobel, J., Wang, J., Weber, N.R., & Dyehouse, M. (2013). The role of authenticity in design-based learning environments: The case of engineering education, Computers & Education, 64, 143-152.
• https://doi.org/10.1016/j.compedu.2012.11.026 DOI: https://doi.org/10.1016/j.compedu.2012.11.026
• Yan, J., Li, L., Yin, J., & Nie, Y. (2018). A comparison of flipped and traditional classroom learning: A case study in mechanical engineering. International Journal of Engineering Education, 34(6), 1876-1887.
• Yildirim, T. P., Shuman, L., & Besterfield-Sacre, M. (2012). Model-Eliciting activities: Assessing engineering student problem solving and skill integration processes, International Journal of Engineering Education, 26(4), 831-845.