DEVELOPMENT AND ASSESSMENT OF TRANSVERSAL KEY COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY M.D. Rivero-Pérez*, M.L. González-SanJosé, P. Muñíz, J.M. Ena Dalmau, M. Ortega- Herás, M. Cavia-Saiz, B. González-González Department of Biotechnology and Food Science, University of Burgos (SPAIN) VIRTUAL PRESENTATION 7th International Conference of Education, Research and Innovation Seville - 17th-19th November 2014

Keywords: transversal key competences, communication skills, degree in Food Science and Technology. 1Introduction 2Methodology 3 Results & Discussion

INTRODUCTION 1

Organice por secciones FOOD SCIENCES AND TECHNOLOGY DEGREE Fields of interest: new product development, food business management, ingredient technology, food safety, food analysis, process development, technical consulting and more…

KEY COMPETENCES Key competences mean the ability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations. Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Interpersonal, intercultural and social competences and civic competence Transversal development

Organice por secciones The aim of this work is evaluate the competence in linguistic communication in students of Food Science and Technology and design a strategic approach in improving student s ' competences. AIM: COMPETENCE IN LINGUISTIC COMMUNICATION: IMPROVING METODOLOGY

Knowledge of basic vocabulary and grammar Awareness of the main types of verbal interaction Range of literary and non-literary texts Knowledge of main features of different styles and registers of language Skills to read and write different types of texts Skills to search, collect and process information Ability to find and use aids Ability to express own arguments in a convincing and appropriate way COMPETENCE IN LINGUISTIC COMMUNICATION: DESCRIPTION OF THIS COMPETENCE

Students in their access to University should to have basic levels of these competences. However the evidence shows that many students have not acquired sufficient maturity in the development of these skills. In general, the process of competence assessment has been somewhat neglected in Spanish higher education. COMPETENCE IN LINGUISTIC COMMUNICATION IN FOOD SCIENCE AND TECHNOLOGY DEGREE In this regard, degree in Food Science and Technology required of students the acquisition and development of this linguistic competence in all its facets.

2 METHODOLOGY

2  METHODOLOGY STEP 1: DEVELOPMENT OF A RUBRIC STEP 2: DIAGNOSIS OF THE INITIAL SITUATION STEP 3: IMPLEMENTATION OF STRATEGIES

Rubric for written comunicative competence included the following indicators: Use of language Grammar and spelling Quality of written report, Formal structure of the work Bibliography STEP 1: DEVELOPMENT OF A RUBRIC “An assessment rubric usually consists of a range of performance criteria with ratings or descriptors to further delineate the assessment criteria.”

The diagnosis of the initial situation involves the application of the rubric in practice report After performing laboratory practices students must make various reports to show the results obtained with a coherent explanation of everything done. STEP 2: DIAGNOSIS OF THE INITIAL SITUATION

Subjects were selected from each of the academic courses, First year: Biology (83 students), Second year: Molecular Biology (47 students) Third year: Biotechnology (44 students) Fourth year: Food Technology (Cereal and Beverages) (26 students) A set of 200 degree students in Food Science and Technology divided into 4 academic years were evaluated according to their competence. Data were collected during the academic year STEP 2: DIAGNOSIS OF THE INITIAL SITUATION

Developing strategies aims to promote the comprehensive development of linguistic communication skills, research and communication of scientific knowledge. STEP 3: IMPLEMENTATION OF STRATEGIES

3 RESULTS & DISCUSSION

1. DEVELOPMENT OF A RUBRIC In each of the points of the rubric the teacher assessment four evaluation levels (“Excelent”, “Good”, “Satisfactory” and “Fail Expectations”). The rubric level 2 is reflected in the table 1, we considered the most representative to correspond to an intermediate level. The steps followed in the process were as follows: Define the components of the specific competence Competence levels set for each of the components Plan activities to integrate competition gradually Suggest correction rubrics for each component and level of competence

1. DEVELOPMENT OF A RUBRIC Table 1. Rubric used for teacher’s evaluation of written communicative competence (level 2)

2. DIAGNOSIS OF THE INITIAL SITUATION The results of the application of the rubric to students of different academic courses is represented in the form of figures. 1st year 2nd year 3rd year 4th year Figure 1. Figure 2. Figure 3. Figure 4.

1st YEAR DEGREE Figure 1. Results of evaluation in written communicative competence in 1st year of degree Food Science and Tecnology students during the academic year n= 83 students FAIL

Figure 2. Results of evaluation in written communicative competence in 2nd year of degree Food Science and Tecnology students during the academic year n= 47 students 2nd YEAR DEGREE FAIL

Figure 3. Results of evaluation in written communicative competence in 3th year of degree Food Science and Tecnology students during the academic year n= 44 students 3rd YEAR DEGREE FAIL

Figure 4. Results of evaluation in written communicative competence in 4th year of degree Food Science and Tecnology students during the academic year n= 26 students 4th YEAR DEGREE FAIL

2. DIAGNOSIS OF THE INITIAL SITUATION In summary, the main aspects to reinforce each academic year are: First year: Quality of written report and Bibliography Second and third year: Bibliography Fourth year: Formal structure of the work However, a joint evaluation of all results, identifies that as students will progress in the various academic courses are getting more value next to excellence, increasing the percentage of this evaluation.

3. IMPLEMENTATION OF STRATEGIES AREAS OF IMPLEMENTATION Use of language: Emphasize the importance of the language used, introducing knowledge activities of scientific language. Grammar and spelling: Indicate the importance of correct spelling and grammar. Offer an individualized feedback to students, warning of the importance of making spelling mistakes. The co-evaluation of these activities can be interesting. Quality of the written report: Influence realization of written reports periodically that will be corrected by the teacher, from a grammatical point of view not only from a scientific point of view. Formal structure of the work: Include in the description of the activities outlined how to organize the report (cover, index, paragraphs, margins...). Bibliography: Give clear and precise as correctly indicate the literature and encourage the use of reliable sources and scientific.

3. IMPLEMENTATION OF STRATEGIES The following issues of implementing Integration of competence in all courses of the degree: This requires a joint effort of all teachers involved, considering this competence as transverse. Collaboration of accounting and Spanish faculty: To develop activities to improve language skills. Joint work upon the advice of experts in the field. Assignment design: Indicating as redesigning the existing homework to serve the needs of implementation. Feedback process: Structure a system of feedback for small, medium, and large class sections; for oral and written work; and for individual and group work. Revisions in courses to accommodate a communication skills program: Previous revisions of the evaluation system to detect deficiencies in skills implemented. Resources and motivation: Motivation for both teachers and students involved.

The use of a rubric prior assessment of the initial situation of degree students revealed to be a useful tool to describe the situation and actions to address specific improvements. This accuracy is defined in terms of levels and academic courses so that the major academic deficiencies in skills development can be detected accurately. The method described in this work for such a specific competence should be extended to different aspects of key competences. CONCLUSIONS

Acknowledgements The study was funding by the University of Burgos through the “Education Innovation Project” awarded in the 2013 call for Teaching Innovation Group GID-ALIMENT.

DEVELOPMENT AND ASSESSMENT OF TRANSVERSAL KEY COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY M.D. Rivero-Pérez*, M.L. González-SanJosé, P. Muñíz, J.M. Ena Dalmau, M. Ortega- Herás, M. Cavia-Saiz, B. González-González Department of Biotechnology and Food Science, University of Burgos (SPAIN) VIRTUAL PRESENTATION 7th International Conference of Education, Research and Innovation Seville - 17th-19th November 2014