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Confronting learning challenges in the field of maritime and coastal engineering: Towards an educational methodology for sustainable development — Miguel Ortega-Sanchez, Antonio Monino, Rafe! J. Bergillos’, Pedro Magafia, ‘Maria Clavero, Manuel Diez-Minguito, Asuncién Baquerizo Ag Sra ns ra ina tf th rm er ney of ‘kane a and ea len | Tis pe pens an ogo craton ethaalbyto pond ber marche want | Sent ia eamnecrng deci The mebodotogy tegraes both esting and a ac fk 10 | ore many he eon hk: ean compere vw ea eos, wing | edna ommumeston abe and Hand aan numeral des an scene op | Gene by tne sthos hhc mnemonic opr mci red pes Inreac nthe maton apd prc of teste te more ate lees proce ey | fete more confles ad rntoted they fe. The plemented tous abo help ter Stent ‘ives | ites towards « mpi, ntpaed and inate aprouch o fice einen peb- SR | inc tating repens towering with manre artes thology wat dercoped for Tea | teed of marine an esta ener oeeome upeotany cals sho robles Be Fiabe mete fame Sita eget emptor ang | ‘Scum te L Seat ome | inate chung Meets tan bees etd ee emaern ipins pani (© 207 eve dA eights reserved 1. introduction In recent yeas a shift has ocurred in the ole played by pro= fessional enginers in addition to handling corwentonal eng reefing formulations tols and. procedures, curent problems demand handling” state-of theart technologies (H-Zein. and Hedertann, 2016 Jones et al, 2017) apd iterated approaches achieve sustainable Solutions that work with nature (De Vind tt al, 2015; De Schipper eta, 2016) The implications in educa- tion, at bot graduate and master evel, at significant nd involve new way t0 provide students with the required capacities and Shs (Habe etal, 2015; De Andrade eal, 2016) Te practice of profesional engineering ha a wide range of practical applications (Dean and Datymple, 2002; Marve etal. 2008). Ts requires teaching techniques and modes that allow students no ony © havea broad basis of theoretical knowledge but sor achieve the necessary skis o apply engineering prncples and develop their ‘eer (Pertenet etal, 2000; Woods eta. 2000) However, these Tacs collide with the excessive toad of theoretical content that preva in many schoo which in tun hinders student arin Processes to some extent often reducing ther motivation (it 2001; Brophy. 2013) In addition, teamwork is not adequately ‘encouraged in many educational settings (Dun, 2005" Goll tal, 2008), {ass approaches to practical teaching, such asthe resolution ‘of numerical eerelses, ae insufcient to provide students with 3 ‘omplete overview and understanding of problems (Viegas eta S016), These practical exercises are in many cases far from programming routines ad numerical models equ oslve real ‘environmental and engincering problems (Mathews 1992; Chapra Sd canale, 2012) At present Wielong. and project-orented Tearing for engineers is considered fundamental (Nsimpally tal, 2012; Leal Pho et aly 2016) However, companies must Ives in practical training for thei workers (new and Sosice, 1088; Noe, 2010}, even immethately ater incorporation, The learning process therefore extended in terms time efor ane ‘money. Communication skis and erical thinking ables re ‘sential competences fr engineers concerning the safeguarding oF i, property, economic interests. public welfare or the env= onment, amy athe ings However, thse shlsare ot Sl ‘ently well acquired by meas of standard educational approaches {Cipman, 2003 Hax and Reybold, 2006) In non-English speaking counties, students also have diclties communicating in Ex fish, thus representing an aditional imitation towards Integra Som inthe global market (Fers and Tag, 196; llr and Endo, 2004). Gen these facts i lear that seme of the most widely sed teaching practices do not guarantee the development of a proper engineering epistemology (Felder and Siverman, 1988; Felder eal 2000) A ey factor in the faring process concerns the assessment methods they must ensure that competencies and sks ae 2c ‘quired wile encouraging student motation in many countries, mainly provides 3 final mark on the sublet. According to the ‘experience ofthe authors in the eld of marine and coastal en inering. with exam based assessments, students frequent do ot ocus on acquiring the necessary background and competencies but ony focus on passing the final exam This fac resus in ne Fectie learning processes and unfair evaluations in many cases, since a unique test doesnot guarantee the eflent aquistion of the required skills (Gis ct a, 2005; Arends, 2004) In the Framework ofthe European Higher Education Aa, the Bologna process pursues the improvement of sme af the aforementioned Shortcomings (Renalds and Kulesea Mictkowsi, 2005; Uho ‘oid 2009), hs implementtion forced the redesign of curse, ‘ject content and teaching practices in both bachelors and masters programs (Hesimann, 2005; Ketim and. Teicher, 20003, Malis and Paatero, 2015) “The aim of this work is to present an integrated. earning ethology tat achieves the following objectives: (1) mpl iment asa faring too the methods applied by companies to handle engineenngproblens providing sustainable pathways (2) toencourage teamwork aswell as improve te communicative and tcl thinking abilities of students, and (3) to provide a exible and muli-tasi-based leaming process. To date the methodology hus been implemented in both the Bachelor Degree Program in il Enginering and the Master Program in Envionmental Hydraulics at the University of Granada, The purpose of these teaching methods, which are feasibly extensible ether branches ofc ‘ation. ist bridge the gap between aadernic background and the Tabor marke, "Tit paper is structured as follows. Section 2 synthesizes the main dings of previous works on education for sustainable ‘development. Section 3 decibes the implementation, evaluation land observed results of teaching methods Section discusses how iis work ues in with previous studies. The conclusions based 08 tly resus and the navel contain of the work othe exiting baedy of knowledge ae detailed in Section 5.