Following the Challenge-Based Learning methodology, the subject is based on a coordinated set of practical works that lead to the elaboration and presentation of a Report of Territorial and environmental Diagnosis on very concrete aspects of the problem posed by the local actors, finally providing some solution proposals to solve them.

The task will be carried out manly individually, suppoported by small groups of 3 students. The practical activity will be accompanied by a set of theoretical and methodological support sessions, as well as the tutoring of the whole learning process. In addition, this process will be carried out in coordination with the aforementioned subject of Qualitative Methods and Fieldwork (MQTC). In particular, part of the field trips and qualitative methods (interviews with local actors, observation, etc.) are shared with MQTC.

Field trips: Two trips will be made to the selected municipality. The content of the trips will be chosen based on the specific objective of the course. The Faculty's Field Trip Protocol will be applied to the field trips.

The stages of the challenge learning methodology are:

1. Discovery

The first phase involves a double recognition:

a) on the one hand, of the territory and the study problem for each of the working groups, coming into contact with the first actors of the territory, in this case the stakeholders involved in the selected challenge;

b) on the other, of the tools necessary to carry out the subsequent research properly: the elaboration of the diagnosis, and the procedure for the challenge's resolution.

In this phase, each group will make a Delivery on the locality monograph.

2. Research

Research should follow the process required by the selected challenge. This stage also has a double aspect:

a) On the one hand, general documents are analyzed (demographic analysis and projections, data referred to the challenge, regulatory frameworks ...).

b) On the other hand, contact is made with the assigned equipment, conducting interviews with their managersand visiting facilities, observing users and the environment. In this part, cooperation with the MQTC subject is essential.

3. Identification of needs and proposals for improvement

The third phase is characterized by obtaining results, accurately identifying the shortcomings in each of the sectors, and coming to point out proposals for improvement at an initial level for the equipment analyzed by each group.

These activities will have the reinforcement of conferences by local stakeholders or other experts realted to the challenge.

4. Presentation of Results

Communicating the results is an essential step in the process. It will be done in two formats:

• Diagnosis Report

• Oral presentations

As previously stated, the key results are expected to be presented to municipal officials and / or key actors in Terrassa’s civil society.

Learning activities

Directed

Lectures on methodology and the case study

Joint fieldwork for the first territorial analysis

Practical activity

GIS exercises for the generation of cartographic information

Supervised

Orientation and follow-up sessions on the preparation of the Report

Orientation sessions and follow-up of the presentation of the results (oral presentation)

Autonomous

Methodological readings and on the problem posed (the territory and the equipment)

Information search and analysis: documentation and statistics

Field work: visits to the facilities and interviews with managers

Elaboration of the results: Report, oral presentation, posters.

The Faculty's Field Trip Protocol will be applied on field trips.

At the beginning of the course, the teacher will explain the protocol of measures and good practices for field trips.

Note: 15 minutes of a class will be reserved, within the calendar established by the center, for the complementation by the students of the surveys of evaluation of the performance ofthe teaching staff and of the module.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

This subject does NOT provide for a single assessment system.

The assessment will take into account:

a) The final results of the process of preparing the Territorial and Environmental Diagnosis Report (Final Written Report), where the procedure and achievement in resolving the challenge posed will be evaluated.

b) The gradual learning process, based on several group and individual monitoring exercises and partial submissions of the Report.

c) Carrying out a written test (can be divided into two different days) to assess achievement of the theory, methodology and related content.

In addition, some methodological aspects of the Report will be assessed within the subject "Qualitative Methods and Fieldwork".

The subject follows a continuous learning and assessment calendar that must be followed punctually. The dates for submission of work must be respected. Late submissions will result in a penalty of 10% of the grade per day. At the time of each assessment activity, the teacher will inform students of the procedure and date of the review of grades.

The grade for the subject will be the average of the grades obtained in the different assessed items. Students will receive a grade of "Non-assessable" if they have failed to submit more than 30% of the assessment activities. In order to be able to average, at least a 4 must be obtained in each of the assessable items.

Retake: to be eligible for retake, students must have previously been assessed in a set of activities whose weight is equivalent to a minimum of 2/3 of the total grade.

The follow-up exercises and the written test will be retaken items. Partial submissions of the Report are recovered with their revision in the Final Report. Due to its nature, the Final Report cannot be recovered.

Attendance at joint Fieldwork trips is mandatory. In case of being unable to attend, a justification of the cause will be required. Failure to attend these activities without justification will result in the item not being assessable.

At the time of carrying out each assessment activity, the teacher will inform the students (Moodle) of the procedure and date of the review of the grades.

In the event that the student carries out any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded 0, regardless of the disciplinary process that may be instructed. In the event that several irregularities occur in the assessment acts of the same subject, the final grade for this subject will be 0. Those assessment acts in which there have been irregularities are not recoverable.

For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information searches, text correction, study summaries, etc. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI in this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.

Exchange students who request to advance an exam must present the professor with a written document from their home university justifying their request.