Turmo, J.; Estela, M. Rosa; Chacon, R.; Gironella, X.; Lloberas-Valls, O.; Oliver, J.; Poblet-Puig, J.; Puigvi, M.; Valls, S.; Diez, P. International Forum for High-Rise and Special Constructions p. 49-58 Data de presentació: 2017-10 Presentació treball a congrés
The educational programs of Civil Engineering schools have evolved to adapt to changes in society demands and regulations. Specifically, Civil Engineering curricula in Spain was highly impacted by the Bolonia Declaration as the European Higher Education Area (EHEA) was launched to promote homogeneous Civil Engineering programs in all European countries. Moreover, in the last years, the construction crisis has changed significantly the Civil Engineering profession panorama in Spain. This scenario has reduced significantly the demand for studying in Civil Engineering Schools. These are forced, for the first time, to attract students. Furthermore, the world economy has been globalized and construction has been industrialized. This asks for professionals able to work worldwide and with new capabilities. To face these new challenges, the School of Civil Engineering of Barcelona (ETSECCPB)
considered the EHEA modifications as an opportunity to reinvent itself to become more attractive for students and more useful to society. This paper will show which are the paths chosen to shift from a teacher to a student centered education and how the communication of the School has improved. Specific examples will be given (flipped classroom, project based learning, Massive Open Online Course-MOOCs, workshops) focusing not only on the results, but also on the challenges that were overcome in order to educate professionals able to excel in a worldwide market.
Estela, M. Rosa; Codina, A.; Poblet-Puig, J.; Pardo, P.; Puigvi, M.; Pujadas, E.; Valls, S.; M.D. Alvarez; Guaus, E.; Hervada-Sala, C.; Macanás, J.; Masip-Alvarez, A.; Morillo, M.; Nejjari, F. IEEE Frontiers in Education Conference p. 1-5 Data de presentació: 2016-10-13 Presentació treball a congrés
For the past five years, Engineering students from Barcelona School of Civil Engineer in UPC BarcelonaTech have shown that educational intervention in first-year engineering programs can positively affect students’ awareness of Science, Technology, Engineering and Mathematics (STEM) concepts by introducing students to basics concepts and motivating them to follow next ones. At Terrassa School of Industrial, Aerospace and Audiovisual Engineering, also belonging to UPC BarcelonaTech, STEM concepts are strengthen to high school students by means of the Mercat de Tecnologia, (a science fair among schools) and by some recommended but not compulsory propaedeutic courses of basic subjects, carried out the week prior to the official start of university studies. Still, many students entering university show
some lacks on theoretical items, particularly those who do not follow the usual way to access to tertiary studies after obligatory secondary education but a parallel and more practical one. In fact, there is a large heterogeneity in terms of the average previous knowledge of every subject as well as in the individual curriculum of each student, since they might have enrolled different courses before entering the university. Due to those lacks, some professors at both aforementioned
schools have developed a MOOC oriented to new university students. The designed MOOC is useful in order to improve the basic knowledge of new students regarding these sciences.
Puigvi, M.; Osetsky, Y.; Serra, A. Materials science and engineering A. Structural materials properties microstructure and processing Vol. 365, num. 1-2, p. 101-106 DOI: 10.1016/j.msea.2003.09.013 Data de publicació: 2004-01 Article en revista
Puigvi, M.; Serra, A.; de Diego, N.; Osetsky, Y.; Bacon, D.J International Conference of Computer Simulation of Radiation Effects in Solids p. 15 Data de presentació: 2002 Presentació treball a congrés
Pujades, L.G.; Canas, J.; Egozcue, J. J.; Puigvi, M.; Gallart, J.; Lana, X.; Pous, J.; Casas, A. Geophysical journal international Vol. 100, num. 2, p. 285-302 DOI: 10.1111/j.1365-246X.1990.tb02486.x Data de publicació: 1990-01 Article en revista
Several attenuation studies have established a frequency dependence law of the anelastic attenuation factor Q in the form Q = Q0(f/f0)v for the approximate 1–10 Hz frequency range. We propose a method that leads to the determination of Q0, which is a function of the reference frequency f0, and the real exponent v with a single station. To carry out the problem we determine a set of master curves as a function of v. We discuss the method, and the different features of the master curves, when it is applied to the complicated regions of the Iberian Peninsula and to several instruments with different responses. Using this new method and the seismographic stations available in the Iberian Peninsula we have mapped iso-Q0 lines, at a reference frequency of 1 Hz, applying inversion methods. The Q0 values determined for Iberia vary between about 100 and about 600. Values close to 100 correspond to the southern part of Iberia. In general, Q0 values increase from south to north with values about 600 near the NW part of Iberia. The Pyrenees Mountains and adjacent areas present Q0 values between about 200 and about 350. These results suggest a strong Q0 lateral variation in Iberia. A considerable frequency dependence of coda-Q has also been determined. The v values vary between 0.3 and 0.8. The Q0 values obtained in the Iberian Peninsula show very good agreement with several Q0 values obtained in other regions of the world. Comparison between the iso-Q0 lines and other geophysical parameters, like regional variations of Pn velocities, heat flow, isoseismal intensity distribution and crustal thickness, indicates that lower Q0 values are associated with higher isoseismal intensity attenuation, higher heat flow, lower Pn velocities and thinner crust.