|
Type A
|
Code |
Competences Specific | | | A33 |
Adequate knowledge of conventional construction systems and their pathologies. |
| | A35 |
Adequate knowledge of industrialized construction systems.
|
| | A45 |
Ability to concieve, execute and oversee construction design projects. |
| | A46 |
Ability to concieve, execute and oversee urban projects. |
| | A47 |
Ability to concieve, execute and oversee construction works. |
| | A49 |
Ability to create functional programmes of buildings and urban spaces |
| | A53 |
Ability to catalogue, plan and protect the built and urban heritage. |
| | A56 |
Ability to design and execute urban layouts and projects of urbanization, gardening and landscaping. |
| | A70 |
Adequate knowledge of the mechanisms for writing and managing development plans at any scale. |
|
Type B
|
Code |
Competences Transversal | | | B1 |
Learning to learn |
| | B2 |
Resoldre problemes complexos de forma efectiva en el camp de l'Arquitectura. |
| | B3 |
Critical, logical and creative thinking, and an ability to innovate |
| | B4 |
Autonomy, responsibility and initiative |
| | B5 |
Teamwork, collaboration and sharing of responsibility |
| | B7 |
Sensitivity to environmental issues |
| | B8 |
Management of complex technical or professional projects |
|
Type C
|
Code |
Competences Nuclear | | | C2 |
Be advanced users of the information and communication technologies |
| | C3 |
Be able to manage information and knowledge |
| | C4 |
Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
| | C5 |
Be committed to ethics and social responsibility as citizens and professionals |
| | C6 |
Be able to define and develop their academic and professional project |
|
Type A
|
Code |
Learning outcomes |
| | A33 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
Know and use the technical means most frequently used by professionals in the field of architecture
| | | A35 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
| | | A45 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
Know and use the technical means most frequently used by professionals in the field of architecture
| | | A46 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
| | | A47 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
| | | A49 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
Know and use the technical means most frequently used by professionals in the field of architecture
| | | A53 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
| | | A56 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
| | | A70 |
To put into operation, in the professional field of architecture and in an integrated way, the specific specific, transversal and nuclear competences indicated
Integrate the theoretical knowledge with the projects, which can be applied
To know institutions and organizations linked to the field of architecture and urban planning
Be able to apply the techniques learned in the context of the profession of architect
Know and use the technical means most frequently used by professionals in the field of architecture
|
|
Type B
|
Code |
Learning outcomes |
| | B1 |
Learn by asking questions and take an interest in clearing up doubts.
Ask intelligent questions that challenge what they have learned and show initiative in their search for information.
Set their own learning objectives.
| | | B2 |
Identify problems and take decisions to solve them.
Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis.
Adopt a method of analysis that enables them to identify non-obvious causes and evaluate their impact on problems.
Present possible solutions that are mostly effective at solving problems.
Find appropriate solutions.
| | | B3 |
Reflect on new ways of doing things.
Analyze the risks and benefits of innovation.
Find new methods for doing things.
Apply innovative techniques and obtain results.
| | | B4 |
Do the work planned in accordance with the quality criteria provided.
Use data to take correct decisions.
Decide how to manage and organize work and time.
Take correct decisions at key moments confidently, consistently and systematically.
| | | B5 |
Participate actively and share information, knowledge and experience.
Finish the tasks assigned to them in the time allowed and with the resources available.
Bear in mind the opinions of others and give constructive feedback.
Accept and comply with the rules of the group.
| | | B7 |
Identify the problems and consequences of sustainable development.
Understand sustainability from an interdisciplinary perspective, bearing in mind the global situation and the challenges it
poses.
| | | B8 |
Describe situations and justify the need for projects.
Set clear objectives for projects.
Ensure that the objectives of projects are consistent with the needs detected in the context.
|
|
Type C
|
Code |
Learning outcomes |
| | C2 |
Understand basic computer hardware.
Understand the operating system as a hardware manager and the software as a working tool.
| | | C3 |
Locate and access information effectively and efficiently.
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
| | | C4 |
Produce well structured, clear and effective oral texts.
Produce oral texts that are appropriate to the communicative situation.
Produce well-structured, clear and rich written texts
| | | C5 |
Be respectful of the values of a culture of peace and democracy.
| | | C6 |
Identify their own academic and professional interests and motivations.
Develop resources and strategies that will ease their transition into working life.
|
| Selection technique and assignment |
| Procedures |
|
The student can look for, and
choose for himself, a company, architecture studio or public institution where
he wishes to do the practices/internship. Alternatively, he can also send his
resume to the internship coordinator, when there is an offer on the job board.
It is recommended to prepare a curriculum/resume or a graphic portfolio with
projects and work done at the school, so that the company, studio or
institution can make a previous selection with good knowledge and criteria. |
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Mechanisms for coordinating and monitoring external work experience |
|
1 |
0 |
1 |
| Selection/assignation of an external work experience programme |
|
1 |
0 |
1 |
| Work placement |
|
0 |
89 |
89 |
| Presentation and defence of external work-experience assignments |
|
1 |
1 |
2 |
| Report |
|
1 |
5 |
6 |
| |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Specific action plan / execution |
| |
Description |
| Introductory activities |
Explanation to the student of the mechanisms of External Practices/internship. Explanation of the documentation necessary to register the activity. |
| Mechanisms for coordinating and monitoring external work experience |
Coordination and follow-up of the student's external practices/internship. It may also involve prior knowledge of previous work, and the adjustment of the student's abilities to the internship requirements. |
| Work placement |
Time that the student dedicates to the tasks commissioned by the company, studio or institution. |
| Presentation and defence of external work-experience assignments |
The student presents a compilation of the works carried out during the internship (in the form of a report) |
| Report |
The student prepares a report that includes the work done during his internship. |
| Coordination and monitoring mechanisms |
|
Es durà a terme una coordinació interna (per part de la universitat) i una coordinació externa (per part del centre de pràctiques). |
|
Description
|
|
The coordination and follow-up
tasks of the internship are undertaken together by the coordinator and the
student in order to adapt the learning outcomes to the internship tasks. It may
also involve prior knowledge of previous work carried out by other students in
practice, and the adjustment of the student's abilities to the practice site. A
report by the tutor of external internships is required to explain and score
the work carried out by the student. The student must present to the internship
coordinator a memory-summary of the tasks carried out so that the latter can
evaluate it. |
| Evaluation criteria and procedures |
| Es durà a terme una avaluació interna (per part de la universitat), una valoració externa (per part del centre de pràctiques) i una autovaloració (per part de l’estudiant). |
| Methodologies |
Competences |
Description |
Weight |
|
|
|
|
| Work placement |
|
A report and an assessment by the internship tutor of the company where he has worked must be presented. |
20 |
|
| Presentation and defence of external work-experience assignments |
|
The student must present the work done. Variety in the tasks performed will be valued. The coordinator will assess the fact that the student has entered into a world where the tasks are varied and complex, has taken advantage of them, and he later is able to consider and explain them verbally. |
40 |
|
| Report |
|
The report is the document where the student explains and shows the work done. Variety in the tasks performed will be valued. The coordinator will assess the fact that the student has entered into a world where the tasks are varied and complex, has taken advantage of them and he is later able to explain them graphically and with documents. |
40 |
|
| Others |
|
|
|
| |
| Other comments and second exam session |
|
|
| Basic |
|
|
| Complementary |
|
|
| |
| Other comments |
|
50% of the credits of the Degree must have been approved at least. It is recommended that student are on their 4th year, at least. |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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