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RESUMEN En el presente trabajo se discuten los resultados obtenidos en la adaptacion al Espacio Europeo de Educacion Superior (EEES) de la asignatura Recursos Energeticos , de la Titulacion de Ingeniero Tecnico Industrial, especialidad en Quimica Industrial. La adaptacion se ha llevado de manera progresiva en tres cursos academicos consecutivos. En el primero, los profesores recibieron formacion docente adecuada y se fomento la motivacion de los alumnos, dada la elevada tasa de abandono que presentaba la asignatura. En el segundo, se elaboro la guia docente de la asignatura y se realizo un diagnostico de las horas de trabajo de los alumnos. Finalmente, se realizo un rediseno metodologico de la asignatura pasando a un sistema en varios niveles: utilizacion de bibliografia especializada, material audiovisual, prototipos de pequeno tamano, practicas de laboratorio y visitas a instalaciones industriales. Se modifico la evaluacion por un sistema diversificado basado en las diferentes actividades realizadas y en las competencias objetivo. Como resultado de este proceso de adaptacion progresiva, se ha alcanzado un alto nivel de motivacion y una elevada tasa de exito (89%), aunque se ha encontrado una limitacion fundamental en el numero de alumnos maximo con el que es posible desarrollar una gran parte de las actividades. ABSTRACT This work deals with the results obtained in the adaptation to the European Space for Higher Education of an Energy Resources course. This adaptation has been developed progressively in three consecutive academic years. In the first one, the teachers received suitable teaching training and they tried to increase the student motivation, due to the very low ratio of student attending the final evaluation exam respect to the number of students enrolled on the course. The second year was focused on the elaboration of teaching guides and the evaluation of the true student working time. Finally, in the third year, the course was methodologically redesigned and structured in several levels: use of specialized bibliographic material, audiovisual material, small scale prototypes, practical laboratory courses and visits to industrial facilities. The evaluation method was changed to a diversified system based on the different proposed activities and the abilities to be developed. As a result of this progressive adaptation process, a high level of motivation and success rate (89%) were reached. Nevertheless, the application of those new methodologies was found to be restricted to a not very high number of students per group to carry out most of the activities.

Adaptación al Espacio europeo de Educación superior: experiencia en una asignatura de recursos energéticos