Experiences of Spanish visiting professors teaching environmental engineering in Italy
DOI:
https://doi.org/10.26507/rei.v20n39.1342Keywords:
university teaching, visiting professor, course planning, class development, student-professor interaction, evaluation system, between-country differencesAbstract
A level of awareness of educational differences between home and host institutions when acting as a visiting professor is useful for proper teaching. The experiences of two Spanish visiting professors that had recently followed academic stays in Italy to teach environmental engineering are analysed in this research and contrasted with the experiences of two other engineering visiting professors. The research was focused on planning, evaluation, and relationships with the students. The differences that they noted between both teaching environments were discussed and classified into four groups: general aspects, class development, interaction with students, and evaluation. These aspects are discussed from a generic perspective, so they can be useful for future teachers acting as visiting professors in engineering. Finally, it is worth mentioning the support of their colleagues at the host university was always key for successful teaching in the opinions of all the visiting professors.
Author Biographies
Víctor Revilla-Cuesta, University of Burgos
Civil Engineer from the University of Burgos in 2018 and Ph.D. from the University of Burgos in 2021. Currently, Assistant Professor at the University of Burgos and member of the Department of Civil Engineering. His teaching focuses on hydraulics and sustainable construction. His main line of research deals with the performance of sustainable building materials.
Vanesa Ortega-López, Universidad de Burgos
Agricultural Engineer (2004) and Ph.D. from the University of Burgos (2011). She is Full Professor in the Area of Continuous Media Mechanics and Structures of the University of Burgos since 2004. She has taught more than 2,500 hours of lessons. She has supervised a large number of Degree Theses and, since 2013, has been Director of the Teaching Innovation Group "Transition from High School to the University", having always been committed to the correct adaptation of future engineers both to the future development of professional practice and to the beginning of university studies.
Flora Faleschini, Università degli Studi di Padova
Environmental Engineer (MEng.) from the University of Padova in 2011 and Ph.D. from the same university in 2015. She is currently an Associate Professor in the Department of Civil, Environmental and Architectural Engineering of the University of Padova, Italy. Member of the Professional Society of Civil and Environmental Engineers, Padova, Italy. Her research activity covers topics such as the use of recycled components for structural materials, and reinforced concrete structures design and assessment.
Klajdi Toska, CY Cergy Paris Université
Civil Engineer (MEng.) and Ph.D. from the University of Padova in 2022. He currently holds a Marie Skłodowska-Curie Postdoctoral Fellow (EUTOPIA-SIF COFUND) at CY Cergy Paris University. His research interests include concrete structures, seismic assessment & retrofitting techniques, and composite materials. Author of several scientific articles and proceedings in international conferences related to these topics.
References
O. López-Zaldívar, A. Verdú-Vázquez, T. Gil-López, and R. V. Lozano-Diez, The implementation of building information modeling technology in university teaching: The case of the Polytechnic University of Madrid, International Journal of Engineering Education, vol. 33, no. 2, pp. 712-722, 2017.
F. Ameri, M. Dastani, A. Gholami, and M. Heidari, Challenges Faced by University Teachers in Virtual Education During Coronavirus Disease 2019 (COVID-19) Pandemic: A Systematic Review, Strides in Development of Medical Education Journal, vol. 20, no. 1, pp. 20-28, 2023. https://doi.org/10.22062/sdme.2023.197931.1123
M. Liesa-Orus, R. Lozano Blasco, and L. Arce-Romeral, Digital Competence in University Lecturers: A Meta-Analysis of Teaching Challenges, Education Sciences, vol. 13, no. 5, 2023, Art no. 508. https://doi.org/10.3390/educsci13050508
J. Sánchez-Santamaría, B. I. Boroel-Cervantes, F. M. López-Garrido, and D. Hortigüela-Alcalá, Motivation and evaluation in education from the sustainability perspective: A review of the scientific literature, Sustainability (Switzerland), vol. 13, no. 7, 2021, Art no. 4047. https://doi.org/10.3390/su13074047
Z. Mestari, M. Rivard, and C. Mello, Learning from educators: Implementation of a positive behavior support program targeting challenging behavior in children with autism, Evaluation and Program Planning, vol. 107, 2024, Art no. 102491. https://doi.org/10.1016/j.evalprogplan.2024.102491
W. Wei and X. Yanmei, University teachers’ reflections on the reasons behind their changing feedback practice, Assessment and Evaluation in Higher Education, vol. 43, no. 6, pp. 867-879, 2018. https://doi.org/10.1080/02602938.2017.1414146
P. Mtika, D. Robson, and R. Fitzpatrick, Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives, Teaching and Teacher Education, vol. 39, pp. 66-76, 2014. https://doi.org/10.1016/j.tate.2013.12.006
M. H. Hulsbergen, J. de Jong, and M. J. van der Smagt, Exploring the use of Online Simulations in Teaching Dialogue Skills, Psychology Learning and Teaching, vol. 22, no. 1, pp. 55-73, 2023. https://doi.org/10.1177/14757257221138936
T. T. Zhu, F. Yang, and Y. J. Zhang, Evaluating the efficiency of online course resource allocation in universities of China, Evaluation and Program Planning, vol. 107, 2024, Art no. 102481. https://doi.org/10.1016/j.evalprogplan.2024.102481
E. Alberdi et al., Building sustainability: multidisciplinary contribution from the university, Dyna (Spain), vol. 99, no. 1, pp. 1-5, 2024. https://doi.org/10.6036/11019
M. M. Pérez Hernández, H. F. Suárez, and J. M. Barriola, Diseño y construcción de un banco de pruebas versátil para sistemas de fluidos en estado no estacionario, Revista Educación en Ingeniería, vol. 19, no. 38, pp. 1-11, 2024. https://doi.org/10.26507/rei.v19n38.1302
R. A. Barba-Martín, D. Hortigüela-Alcalá, Á. Pérez-Pueyo, and J. Sánchez-Santamaría, Conceptual analysis of influential factors in the motivation and involvement of the university student towards the assessment in physical education, Sustainability (Switzerland), vol. 12, no. 21, 2020, Art no. 8842. https://doi.org/10.3390/su12218842
E. Edelhauser and L. Lupu-Dima, One year of online education in covid-19 age, a challenge for the romanian education system, International Journal of Environmental Research and Public Health, vol. 18, no. 15, 2021, Art no. 8129. https://doi.org/10.3390/ijerph18158129
B. A. Shah, J. Y. Jeon, E. P. Crane, N. A. Baffoe, and B. Joseph, Collaboration, collegiality, and sharing of resources: Benefits of a visiting professor exchange program in breast imaging, Journal of Breast Imaging, vol. 2, no. 5, pp. 492-500, 2020. https://doi.org/10.1093/jbi/wbaa045
W. Fishwick, Developing Countries and Foreign Universities, European Journal of Engineering Education, vol. 14, no. 2, pp. 141-148, 1989. https://doi.org/10.1080/03043798908903348
B. E. Hayes, "Hiring Criteria for Japanese University English-Teaching Faculty," in Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education: Channel View Publications, 2013, pp. 132-146. https://doi.org/10.21832/9781847698704-013
N. Scott, Training engineers is a partnership between academia and industry. How could links between these be strengthened for the benefit of the profession?, Structural Engineer, vol. 92, no. 6, pp. 10-13, 2014.
D. Barceló, Experiences as visiting professor at King Saud University, Riyadh, Saudi Arabia, Analytical and Bioanalytical Chemistry, vol. 402, no. 1, pp. 31-34, 2012. https://doi.org/10.1007/s00216-011-5513-2
M. Kudumovic, D. Kudumovic, N. Mesanovic, and E. Huremovic, Modern information comunication technologies and educational technologies applied to education of medicine, HealthMED, vol. 4, no. 1, pp. 158-162, 2010.
S. L. Wong et al., School-based research agenda on healthcare simulation for nursing education in Hong Kong, BMJ Simulation and Technology Enhanced Learning, vol. 7, no. 5, pp. 435-437, 2021. https://doi.org/10.1136/bmjstel-2020-000774
E. Bernstein and J. Euchner, 2022 IRI CTO Forum Summary: The 2022 IRI CTO Forum identified key issues facing CTOs in a VUCA world and specific actions they can take to address them, Research Technology Management, vol. 66, no. 1, pp. 26-29, 2023. https://doi.org/10.1080/08956308.2023.2142014
A. Mamdouh, M. Abdelkader, and T. Samir, Analysis of the gap in architects’ skills of lifelong learning, Ain Shams Engineering Journal, vol. 13, no. 6, 2022, Art no. 101805. https://doi.org/10.1016/j.asej.2022.101805
C. Finesilver, Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic, Educational Studies in Mathematics, vol. 110, no. 2, pp. 271-290, 2022. https://doi.org/10.1007/s10649-021-10123-3
V. Revilla-Cuesta, M. Skaf, M. Navarro-González, and V. Ortega-López, Reflections throughout the COVID-19 lockdown: What do I need for successful learning of engineering?, International Journal of Environmental Research and Public Health, vol. 18, no. 21, 2021, Art no. 11527. https://doi.org/10.3390/ijerph182111527
D. H. Alcalá, Á. P. Pueyo, and A. M. Doña, How do we teach future teachers? Documentary analysis and contrast between students and teachers perceptions, Estudios Pedagogicos, vol. 42, no. 3, pp. 207-221, 2016. https://doi.org/10.4067/s0718-07052016000400011
A. J. Gajewski et al., Making Meaning of Surviving the Oklahoma City Bombing Seven Years Later, Psychiatry, vol. 86, no. 1, pp. 42-52, 2023. https://doi.org/10.1080/00332747.2022.2120309
V. Revilla-Cuesta, M. Skaf, A. B. Espinosa, and V. Ortega-López, Teaching lessons learnt by civil-engineering teachers from the COVID-19 pandemic at the University of Burgos, Spain, PLoS ONE, vol. 17, no. 12 December, 2022, Art no. e0279313. https://doi.org/10.1371/journal.pone.0279313
I. Koribská, Š. Chudý, and J. Plischke, Benefits and Limits of Flipped Classroom Implementation in Higher Education, New Educational Review, vol. 70, pp. 107-117, 2022. https://doi.org/10.15804/tner.2022.70.4.09
T. Alajbeg, T. Horvat, and T. Novak, The organization of classes and assessment system using Moodle, 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2014 - Proceedings, pp. 639-642, 2014. https://doi.org/10.1109/MIPRO.2014.6859645
J. de la Fuente Arias, J. M. M. Vicente, F. J. P. Sánchez, and A. B. G. Berbén, Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education, Psicothema, vol. 22, no. 4, pp. 806-812, 2010.
M. Seifan, O. D. Dada, and A. Berenjian, The effect of real and virtual construction field trips on students' perception and career aspiration, Sustainability (Switzerland), vol. 12, no. 3, 2020, Art no. 1200. https://doi.org/10.3390/su12031200
M. Imran, M. Baig, M. A. Murad, and S. H. Almurashi, Factors disturbing undergraduate students’ interaction during lectures: A university-based survey, Pakistan Journal of Medical Sciences, vol. 38, no. 7, 2022. https://doi.org/10.12669/pjms.38.7.5101
A. Khaldi, R. Bouzidi, and F. Nader, Gamification of e-learning in higher education: a systematic literature review, Smart Learning Environments, vol. 10, no. 1, 2023, Art no. 10. https://doi.org/10.1186/s40561-023-00227-z
J. D. Lilly, K. Wipawayangkool, and M. Pass, Teaching Evaluations and Student Grades: That’s Not Fair!, Journal of Management Education, vol. 46, no. 6, pp. 994-1023, 2022. https://doi.org/10.1177/10525629221084338
T. Saka and T. Inaltekin, Examining the type and quality of questions asked by a science teacher, Journal of Baltic Science Education, vol. 22, no. 1, pp. 83-99, 2023. https://doi.org/10.33225/jbse/23.22.83
A. Wojtowicz, B. Wojtowicz, and K. Kopeć, Descriptive Geometry in the Time of COVID-19: Preliminary Assessment of Distance Education During Pandemic Social Isolation, Advances in Engineering Education, vol. 8, no. 4, pp. 1-10, 2020.
M. Y. L. Yeung, H. H. M. Cheng, P. T. W. Chan, and D. W. Y. Kwok, Communication Technology and Teacher–Student Relationship in the Tertiary ESL Classroom During the Pandemic: A Case Study, SN Computer Science, vol. 4, no. 2, 2023, Art no. 202. https://doi.org/10.1007/s42979-023-01667-7
D. W. Gatchell, B. Ankenman, P. L. Hirsch, A. Goodman, and K. Brown, Restructuring teamwork pedagogy in a first-year engineering design program: Lessons learned and future plans, 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education, 2014.
R. Durandt, S. Herbst, and M. Seloane, Teaching and learning first-year engineering mathematics at a distance: A critical view over two consecutive years, Perspectives in Education, vol. 40, no. 1, pp. 143-163, 2022. https://doi.org/10.18820/2519593X/PIE.V40.I1.9
S. Cross, M. Aristeidou, K. D. Rossade, C. Wood, and A. Brasher, The Impact of Online Exams on the Quality of Distance Learners’ Exam and Exam Revision Experience: Perspectives from the Open University UK, Online Learning Journal, vol. 27, no. 2, pp. 27-45, 2023. https://doi.org/10.24059/olj.v27i2.3761
D. Bennouar, An automatic grading system based on dynamic corpora, International Arab Journal of Information Technology, vol. 14, no. 4A Special Issue, pp. 552-564, 2017.
D. Bores-García, D. Hortigüela-Alcalá, F. J. Fernandez-Rio, G. González-Calvo, and R. Barba-Martín, Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years, Research Quarterly for Exercise and Sport, vol. 92, no. 1, pp. 146-155, 2021. https://doi.org/10.1080/02701367.2020.1719276
M. A. Camilleri, Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook, International Journal of Quality and Service Sciences, vol. 13, no. 2, pp. 268-281, 2021. https://doi.org/10.1108/IJQSS-03-2020-0034
How to Cite
Downloads
Downloads
Published
Issue
Section
License
Total or partial reproduction of the documents published in the journal is authorized only when the source and author are cited.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
