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En abril de 2008 la UPC (Universitat Politècnica de Catalunya) aprobó el documento "Marc per al disseny i la implantació dels plans d’estudis de grau" donde se recogen una serie de orientaciones metodológicas y de evaluación que debería considerar la docencia universitaria actual, se establece la introducción de siete competencias genéricas en todas las titulaciones de grado y se plantea la forma como los planes de estudio pueden incorporarlas para garantizar así su adquisición por parte del alumnado. Cuatro de estas competencias genéricas se caracterizan por su carácter transversal a cualquier grado (Aprendizaje autónomo, Trabajo en equipo, Uso solvente de los recursos de información, Comunicación oral y escrita), dos constituyen el sello UPC (Emprendeduría e innovación, Sostenibilidad y Compromiso social) mientras la última queda establecida por ley (tercera lengua). A través de esta comunicación se pretende dar a conocer una experiencia en la que se integran diferentes actuaciones de apoyo que pueden ser tenidas en cuenta por otras universidades con el objetivo de ofrecer a su profesorado y equipos directivos orientaciones, marcos de actuación y herramientas que les permitan conjuntamente llevar a cabo un proceso de integración, desarrollo y evaluación de competencias, coherente con su modelo docente y con el Espacio Europeo de Educación Superior. ABSTRACT Process of integration and evaluation of generic skills in thE Universitat Politècnica de Catalunya.In April 2008, the Universitat Politècnica de Catalunya (UPC) approved the document Marc per al disseny i la implantació dels plans d’estudis de grau (Framework for the Design and Implementation of Undergraduate Curricula), which establishes a set of methodological and assessment guidelines that should be taken on board in current university teaching. It also stipulates the introduction of seven generic competencies in all undergraduate degrees and explores how they might be incorporated into degree curricula to guarantee that students acquire them. Four of these generic competencies (self-directed learning, team work, effective use of information resources, and oral and written communication) are transferrable across degree courses, two (entrepreneurship and innovation, and sustainability and social commitment) are hallmarks of the UPC and the last (foreign language) is established by law. In this paper, we aim to shed light on an experience that brings together various support initiatives that may be of use to other universities wishing to provide their teaching staff and management teams with guidelines, policy frameworks and tools for the integration, development and assessment of competencies in a way that is consistent with their teaching models and with the European Higher Education Area.

A partir de las fuentes archivísticas y bibliográfi cas se reconstruyen los antecedentes medievales del histórico Puente Viejo de Murcia. Se establece la tipología de algunos puentes documentados, tales como el móvil o de barcas de época musulmana, los puentecillos tendidos sobre las acequias y, sobre todo, las fases de construcción y reforma de un puente mayor, fijo, de piedra, cuya estética y fi nalidad respondían a las concepciones ideológico-artísticas del bajomedievo.

In 2014 JOTSE is facing several changes and challenges so as to improve the quality of our scientific Journal. In the first place, we have incorporated new members in our Editorial board and we hope to implement thanks to them new fields of knowledge, explore other areas and, hence, increase our internationalisation. In this sense, one of the main objectives when we set up JOTSE was to reach scholars worldwide. In fact, we have been working on attracting international authors for four years and taking teaching experiences wherever they are needed.

In this third year of our Journal JOTSE our main challenge is to publish experiences related to evaluation of competences and new strategies within the university classroom. As we have mentioned in the past, we understand competences as the combination of knowledge, skills and attitudes necessary to perform a task efficiently. One of the key skills for the professional world of engineers is ethics. In general, professional ethics instruction is introduced to students (around the world) using a case study approach.

The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career.By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills.It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place.A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives.In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities.In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework.The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth.The third article, (Best practices in academic assessment in higher education: A Case in formative and shared assessment) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment .In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills.We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation.