< < < PLANNING EVALUATION PROJECT MANAGEMENT HUMAN DEVELOPMENT SUSTAINABLE MANAGEMENT BIODIVERSITY

EDUCATIONAL MODEL

The Master summarized in this document is a personalized and logical teaching-learning process. Professors, tutors and students who join this Master accept this idea freely and commit to maintaining this educational model.

Fundamentals of the educational model

1. The Master has as mission to provide to participants a specialization in subjects and content that is directly related to professional activity in the field of planning, evaluation and projects of rural-local development and sustainable management of the  environment.
2. All activities that are carried out in the Master are developed with respect for freedom of conscience in accordance with its strategy of theoretical-practical training.
3. The Master is fully integrated within the European Space for Higher Education (EEES). Its methodological aspects are focused on the replacement of “teaching” by “learning”, giving the student a more active role in the learning process. The Master adopts in all its activities the European Credit Transfer System (ECTS). This system enables measurement of each student’s ability to acquire knowledge and the abilities and skills necessary to understand the different subjects in the study plan.
4. Thus, it is about a new educational approach based on “learning”. The Master replaces “teaching” by “learning” giving the student a more active role in the educational process.  It also changes the role of the professor who becomes a “guide” in the process. The principles that support this approach are as follows:

  • Greater involvement and autonomy of the student.

  • Use of more active methodologies: practical case studies, teamwork, debates, tutoring sessions, conferences-discussions, seminars, study visits, specialized conferences, multimedia technology, research study.

  • Flexibility and participation to facilitate the interchange of experiences and knowledge between the classroom and professional life, as well as between the students and professors and between theory and what is learned through the experience.

5. Role of the teaching staff as designers of environments of learning and joint reflection.
6. The learning is being reinforced by the participation, debate and interchange of experiences so that all participants commit to acquire a proactive and communicative aptitude in order to share their knowledge and learning and enrich their learning with the contributions of the rest of the participants.
7.The Master subjects and its different training activities guide the learning process to develop a series of technical, personal and contextual competences that students must acquire. The effort and performance of the student are the main resources to obtain this objective.
8. The Master’s Academic and Quality Commission is made up of members of several institutions that organize the Master. It constitutes the reference organ of the training program, delegating certain functions to the coordinators of each of the modules. The Commission Labor enables the adjustment of contents of several Modules; the election of professors; the maintenance of permanent relationships with the teaching staff; the promotion of actions for training improvement; and the coordination of the Master evaluation process.

Coordinators, professors and tutors

9. The Master will try to give personalized attention to all students, making it possible for all to reach maximum development of their competences, abilities and aptitudes; develop their own opinions; and obtain the maturity and knowledge necessary to develop their decisions freely, with honesty and a sense of responsibility.
10.The coordinators of each subject, within the framework of the Polytechnic University of Madrid and the Mater’s Academic and Quality Commission, act with autonomy and responsibility in the following functions: to ensure the quality and coherence of the subject matter; to propose the contents and professors of the subject to the Master’s Commission; to keep a permanent communication with professors and facilitate the appropriate methodological instructions; to provide updated bibliography and information for students; to define work to be completed by the student and instructions for its evaluation.
11. The planning of activities is structured in each subject in accordance with the workload necessary for the acquisition of knowledge, abilities and skills demanded by the plan of studies.
12. The coordinator must promote in his/her subject the planning of activities orientated to achieve technical, personal and contextual competences related to its contents, through teamwork and interchange of experiences, as well as research about real situations that turn each subject into a forum for professional improvement.
13.Each Master student will have a tutor-professor. Within the ordinary educational program, the tutor must meet a student’s personal needs and guide the student in preparing the research paper that will be the student’s Final Master’s Thesis (TFM).
14. The tutor-professor must also coordinate and facilitate the field or laboratory work that could be necessary for the research of the tutoring sessions.
15. The professors of subjects develop their teaching activity in accordance with the coordinator’s criteria and the competences the students are expected to acquire in each subject.
16. Master’s coordinators, tutors and professors will be invited to become part of the Board of Examiners of Final Master’s Thesis, taking into account their relationship with the topic of research chosen by the student.
17. Coordinators, tutors, professors and students will promote the development of personal competences and civic virtues that are required to acquire habits of personal and social responsibility, coexistence, solidarity and mutual respect.

 

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desarrollo humano

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