Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The ability to work in multidisciplinary teams and to communicate the solutions efficiently is mandatory requirement asked for by employers and by the international accreditation committees at global level in the profile for graduate engineers. Nevertheless, the traditional curriculum in the construction sector related careers is defined to emphasize the application of specific knowledge and in an isolated way between its different knowledge areas. Peru belongs to this reality. Engineering students are neither trained to work in teams nor in multidisciplinary projects. This makes it difficult for the project production to have an integral vision and to respond with greater relevance to the real needs and physical and social characteristics considering the peculiarities of the different territories. An innovation project in university teaching oriented towards developing competence to work in teams and multidisciplinary projects is introduced. The design and development of the course has three main core actions: (1) the academic content of a civil engineering course is restructured, integrating architectural study career’s teachers and students; (2) it is done coordinating with a course in architectural study taking a common problem situation and a case study for the field and office work; (3) an intermediate city which experiences negative effects of the climate change from the Peruvian north is chosen. The results are geared towards contributing in risk management plans and designing public spaces. The methodology used is based on the approach of project-based learning (PBL) applied to develop risk disaster management plans. The theoretical, methodological and procedural contents are directed for the making of the risk diagnosis and solution proposals. This content includes participative methodology and university social responsibility which combines the local knowledge and the technical know-how to create new knowledge. The innovation is applied towards the buildup of information through participatory workshops, the first for the risk diagnosis and solution guidelines; and the second for proposal validation. The first workshop include field work, urban routes, working sessions, mind maps and exhibitions carried out by diverse groups of course teachers and students, local actors (authorities, municipal and sectorial officials, local university students and neighbors). In these activities, the local actors are the protagonists that contribute to strengthen their capacities. The course teachers and students are the advisers and they get enriched by the local expertise. The students are the protagonists of the second workshop: they present the results of the project and answer the questions of the authorities and neighbors. The improvement on student competence through focusing on participative and multidisciplinary learning was a positive achievement. This is reflected by the integration of the solution criteria stated by architecture and engineering students in both courses. The multidisciplinary and participative experience went beyond the academic scope since the proposals were coproduced with the local actors in the study. The proposals were validated and delivered to the city hall. The authorities accepted the proposals and included them in their future actions.
Santa Cruz, S. C., & Fernández de Córdova, G. D. C., & Vilela, M. (2018, June), Innovation in the Course Disaster Risk Management to Improve the University Student’s Competence for Multidisciplinary and Participatory Work Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30665
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