2. Universidad Cardenal Herrera-CEU

Introduction: Learning molecular genetics techniques is part of the program of the genetics course of the veterinary degree. It is essential to maintain motivation and interest in genetics practice by using a common thread that connects with the students’ interests. This work describes the design, implementation, and results of a gamification strategy developed during two practical sessions in which the student becomes a geneticist to identify which dog a faecal sample collected from the street belongs to, as some municipalities currently do to promote hygiene and public health in their streets. The aim was for students to understand basic concepts and techniques in molecular genetics during these two sessions. This included learning how to extract DNA from different types of samples, describing the amplification using Random Amplification Polymorphic DNA (RAPD), and getting a better understanding of molecular markers and the theory behind Polymerase Chain Reaction (PCR). Methodology: In the first practice, students extracted DNA from fresh dog faeces, while also discussing various DNA sources and extraction methods. Then they used the extracted DNA to create a simulated database of fictional dogs associated with students. They quantified the DNA, analysed its quality, and prepared a dilution to 10ng/μL. In the second practice, the students used RAPD to identify individuals by matching DNA from a simulated collected faeces sample to their fictional dogs DNA database. They performed amplification reactions with various primers pairs, followed by gel electrophoresis, to compare DNA band patterns and identify the dog and the fictional student associated with the uncollected dog faeces. The advantages and limitations of the RAPD technique were discussed, along with its potential applications in veterinary science and genetics. Results and discussion: The students were successful in extracting DNA with concentrations over 100 ng/μL in most cases as well as a good purity with respect to proteins. However, it was found that there was usually a low quality of DNA with respect to salts, although this did not influence the results of the second practice. They were able to generate reproducible RAPD profiles with all primer pairs. The unknown individual could be easily recognized within the database. Conclusions: It is concluded that this educational proposal is an effective option for teaching DNA extraction and the RAPD technique, as well as for many molecular genetics terms and concepts and contributes to the comprehensive training of future veterinary professionals. Additionally, the educational and social value of the practices are highlighted, as they promote interest in science, respect for the environment, and civic responsibility.

The development of the skills and knowledge of architecture students is largely shaped during their study at a Faculty of Architecture. There is another way of improving student knowledge of architecture and urban planning. Apart from Erasmus programmes, there are also other international academic and education programmes as well as international workshops. The Activation of the Public Spaces of Historical City Centres Based on Local Communities, jointly conducted by the Faculty of Architecture of the Cracow University of Technology and the Technical School of the University CEU Cardenal Herrera in Valencia, is one such programme. The outcomes of this form of teaching include not only the knowledge and skills allowing one to deal with new conditions that young people have to face while being put through a lot of stress, but also the effort they put into multiple-days-long conferences, workshops or the preparation of their Bachelor’s in engineering projects. International cooperation and workshops participation have contributed to the enhancement of knowledge about architecture and to the development of participating students’ characters.

Históricamente, entre los estudiantes que llegan a la educación superior existe un alto grado de percepción negativa sobre la incidencia en la creatividad que tienen las asignaturas propedéuticas como matemáticas o física. Esta afirmación se hace más evidente entre aquellos alumnos que deciden cursar estudios donde convide la adquisición de competencias para desarrollar procesos creativos y la integración de las asignaturas de carácter técnico, lo que se traduce en la dificultad de asimilar la interrelación de ambas partes. Esta situación tiene gran incidencia en estudios superiores como Arquitectura o Ingeniería en Diseño Industrial, donde los alumnos se mueven en equilibrio entre áreas creativas como dibujo o proyectos, y otras más científicas o técnicas, como física o estructuras. Con la intención de romper este habito y promover que el alumno entienda que las asignaturas propedéuticas pueden llegar a formar parte del propio proceso creativo de un proyecto, se ha iniciado una actividad en el Grado de Fundamentos de Arquitectura en la Universidad CEU-Cardenal Herrera, que pretenden fomentar un cambio en la percepción negativa de estas áreas. Mediante esta comunicación, se pretende mostrar una de estas actividades que ha consistido en la participación de los alumnos del primer curso de Arquitectura en un concurso internacional de diseño como actividad motivadora y que, como premisa de partida, la idea generadora del proyecto debe de basarse en un concepto matemático o físico. En definitiva, cambiar la percepción histórica y negativa de que los conceptos adquiridos en asignaturas básicas, no pueden formar parte del proceso creativo del proyecto.

This paper synthesizes how three Research Units from three European universities launched a research and didactic program assuming an on-field approach to explore innovative methods of public space activation. The initiative has adopted the formula of three itinerating intensive workshops involving 45 students and ten tutors covering multidisciplinary fields (from Architectural and Urban Design to Environmental Design) to define new kinds of design approaches stimulating both project makers and local communities. This alternative pedagogic method allows students (coming from majors in architecture, urban planning, and landscape architecture post-graduate courses) to test innovative approaches in response to local needs. By teaming up with colleagues and teachers familiar with the local environment, the participants can fasten the process of site understanding in terms of historical and current issues. At the same time, a survey on participants’ satisfaction has estimated the program’s performance outcomes. Results initially contribute to reformulating intensive teaching modalities like workshops, providing valuable insights for future experiences.