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Service Learning Experiences in the Bachelor’s Degree in Pedagogy

First-year courses
- Learning and personality development
- Communicative skills
Second-year courses
Third-year courses
- Advice and professional orientation
Fourth-year courses

Learning and personality development

Coordination: Gisela Ferré (gisela.ferre(ELIMINAR)@urv.cat)
Community organization: Public School of Bonavista.
Summary: Within the framework of the subject "Learning and development of personality", which shares the first-year student of 4 different degrees from the Faculty of Education and Psychology (FCEP) (Early Childhood Education, Primary Education, Social Education and Pedagogy), integration in the classroom of the 1st and 2nd elementary students of the Public School of Bonavista is addressed. The school has a maximum complexity of group C. Students of the university hold sessions of observation of the integration between equals in the classroom and elaborates a proposal of integration taking into account the evolutionary characteristics of the children. The observation sessions are held in small groups during the month of November, and in February the contributions are returned to the school.

Communicative skills

Coordination: Janaina Minelli de Oliveria Ramos (janaina.oliveira(ELIMINAR)@urv.cat)
Community organization: Familiars d' Infants i Joves amb Càncer de Tarragona Association - AFANOC
Summary: In this experience, both the students and the entities contribute and receive in the measured mateixa. Entities need to express to the public the activities they carry out and the goals they pursue. The students of Communicative Skills develop digital competence and creativity by creating four communicative fish. The entities contribute to the fish created by the students according to their interests and can see a video, a podcast, an infographic and a comic. The students contribute their creativity, their motivation in the contact with the entities and, in turn, have a real recipient for the work carried out within the framework of the subject Communication Skills.

Research and evaluation in education

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association - Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Planning and organization educational intervention

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association - Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Coordination: Mar Camacho Martí (mar.camacho(ELIMINAR)@urv.cat)
Community organizations: Association for the High Capacities of Tarragona and Terres de l'Ebre - ATHENA, La Tutela-Fundació Privada Catalana Tutelar, AFANOC Tarragona Delegation of the Association of Children with Cancer, Baix Camp Workshop, INTRESS Institute of Social Work and Social Services.
Summary: Students will put in contact the knowledge and skills acquired at a theoretical level in the first part of the subject: Planning and Organization of Educational Intervention by developing a real project and in collaboration with the participating entities.

Policy and management in education

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association - Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Coordination: M. Concepció Torres Sabaté (mariaconcepcio.torres(ELIMINAR)@urv.cat)
Community organizations: Infància Maltractada Catalan Association (ACIM), Asperger Association-TEA del Camp de Tarragona (ASPERCAMP), Down Association of Tarragona, Creu Roja Provincial Tarragona i Col·lectiu H2O (Gais, Lesbianes, Bisexuals i Transsexuals del Camp de Tarragona), Formació i Treball Privat Foundation, Hort de la Sínia,Defensa de l'Ebre i COPATE Consorci de Polítiques Ambientals de les Terres de l'Ebre Plataform, Residencia de Acogida "Sant Sebastià", Servei de Drogodependència de l'Hospital Universitari Sant Joan de Reus.
Summary: It follows the structure of the interdisciplinary work of previous courses, but now only within the subject of Educational Policy and Management, and also within the COIL (Collaborative Online International Learning) project with the Universidad del Tecnológico de Monterrey (TEC) (Mexico). Groups of mixed students from the TEC and the URV are created. They must develop a viable project in an entity or institution taking into account the UNO 2030 development goals.

Professional projection

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association- Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Psychology of adolescence, maturity and seniors

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association- Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Attention on diversity

Coordination: M. Concepció Torres Sabaté (responsable.peps(ELIMINAR)@urv.cat)
Community organizations: Adult School "Josepa Massanès", School Unit El Vendrell, Artistes de la Part Alta Association- Talleres 03.
Summary: This experience consists in that student focus groups from the 2nd year of the Degree in Social Pedagogy and Degree in Social Education carry out an interdisciplinary project in groups that includes all the subjects on the course. This project is presented in draft form and must respond to some of the needs of the institution in which it will be put into practice. Students can carry out three interviews with the heads of institutions to contextualize and identify their needs, and acquire the information they need to design the project. In their preparation of the project they should bear in mind: attention to diversity, research methodologies, planning, the legal framework of the organization and project, the psychological aspects of the users to whom it is addressed and communication skills for the oral presentation of the project. Students will also assess the specific skills of each of the subjects with some reference to the use of ICT and language. Some projects that students have done revolves around adult education, mental health disorders, elderly awareness, environmental education with visually impaired people, self-esteem in people with HSV / AIDS or the creation of a multisensory classroom for people with Alzheimer's, among others.

Advice and professional orientation

Coordination: Pilar Iranzo (pilar.iranzo(ELIMINAR)@urv.cat)
Community organization: Quilòmetre Zero Association, Bonavista Primary School.
Summary: Five students from the course educational Advice and Guidance will provide educational mentoring to 5th grade children from the Bonavista Primary School. One part of the course is devoted to educational mentoring and in the other part of the course students will analyze the educational and family context from the counseling perspective so as to increase the impact of the education.

Professional and personal development in pedagogy

Coordination: Carmen Negrillo (carme.negrillo(ELIMINAR)@urv.cat)
Community organization: Torroja i Miret School
Summary: Students on this course provide infant and primary schoolchildren with a short programme of activities to enhance the comprehensive education provided within the framework of their school's Educational Project. The activities focus on children with specific educational, social and learning needs. Through these activities, students acquire knowledge of a working environment that is intended for socioeducational intervention and gain experience in practicing social responsibility as professionals. The Educational Project of the Torroja i Miret School consists of numerous actions aimed at promoting a comprehensive education that teaches values such as social inclusion, unity, interculturality, health, public spiritedness, positive coexistence, tolerance, and solidarity. The service learning experience consists of actions such as:

- promoting the pleasure of reading through the “reading sponsors” programme and encouraging games during breaktime that stimulate cooperation,
- conducting social-emotional educational activities,
- designing, conducting and analyzing school activities for parents, and
- creating activities that promote the values outlined in the school’s Educational Project.

ICT Resources and inclusive education

Coordination: José Luis Lázaro Cantabrana (joseluis.lazaro(ELIMINAR)@urv.cat)
Community organizations: L'Arrabassada School, Torreforta School and Mossèn Ramon Bergadà School
Summary: The project aims to improve the practical training of teachers through a strategy of collaboration between the university and schools. On the one hand, the contexts of educational centers are used as real scenarios of training and research and, on the other hand, the university collaborates with them in the creation of didactic material resources, innovative and adjusted to their needs. The improvement of the quality of the training of future teachers is, according to the latest government reports and the scientific literature, to offer more practical training. Combining theory and practice in real work contexts is a key element in training competent teachers. Specifically, we focus on the development of digital competence, which is a transversal competence of the curriculum of future teachers that must be included in the work of different grade materials. At the same time, it is a growing need in the training of teachers who are in schools to which an institutional response must be given.

This experience is developed in conjunction with the Double Degree of Infant and Primary Education.

Cooperation Practicum

Coordination: Paloma Vicens (paloma.vicens(ELIMINAR)@urv.cat)
Community organization: El Sueño de la Campana Foundation
Summary: The practicum of the course 2013-14 and 2015-16 was the result of a cooperation agreement signed in the 2004-2005 academic year between the URV School of Education Sciences and Psychology (FCEP) and the El Sueño de la Campana Foundation of San Ramón in Matagalpa, Nicaragua. The main aim of the project approved by the Faculty Board is to include, as part of our students' training, supportive external practicums that will help them become both good professionals and individuals who are sensitive to the problems of the modern world and who understand how people in other countries who suffer from poverty and marginalization live. The URV School of Education Sciences and Psychology participates in the educational, psychological and social aspects of the collaboration agreement and works mainly with the most vulnerable groups, such as children, teenagers and women.

Final Degree Project - Cooperation Practicum

Coordination: Paloma Vicens (paloma.vicens(ELIMINAR)@urv.cat)
Community organization: El Sueño de la Campana Foundation
Summary: Students who have participated in the above practicum could conduct their Final Project on the same subject the course 2015-16.

Final Degree Project - Identifying schoolchildren with high intellectual abilities

Coordination: Marta Camarero Figuerola (marta.camarero(ELIMINAR)@urv.cat)
Community organization: FANJAC Tarragona
Summary: This project was presented at the 2nd Social Projects Marketplace and analyses the detection of schoolchildren with high intellectual capacities. The course 2015-16 the student analysed the relevant Education Department protocols and conducted field work both in schools (with teachers), with the community organization and with families. After the field work, the student carried out an assignment that suggests tools for identifying children with high intellectual abilities tools and demonstrates awareness of the special situation of boys and girls with high intellectual abilities.

Final Degree Project - Social and inclusive mentoring

Coordination: Marta Camarero Figuerola (marta.camarero(ELIMINAR)@urv.cat)
Community organization: Quilòmetre Zero Association
Summary: In this project, realized the academic year 2015-16, the students analysed various social and inclusive mentoring projects in Catalonia to determine criteria that are commonly used by the different projects and to identify tools and strategies designed to ensure their success. To complete this information, students will meet the coordinator of social mentoring in Catalonia in order to gain an expert perspective on the subject.

Final Degree Project - Creation of educational materials for people with intellectual disabilities

Coordination: Xavier Ferré Trill (xavier.ferre(ELIMINAR)@urv.cat)
Community organization: Tarragona Down Syndrome Association
Summary: This project developed the academic year 2015-16 sought to respond to a pressing need of the Tarragona Down Syndrome Association by providing it with a range of educational materials suitable for different levels of intellectual disability. The student was focus on the characteristics of people with Down syndrome and on the educational materials they require for an inclusive learning experience that takes into account the intrinsic needs of each individual. Students will propose new al to be able to get to create a material that is adapted to the individuals' requirements.

Final Degree Project - Design of informative material to support health professionals and families who care for children with Down Syndrome

Coordination: Xavier Ferré Trill (xavier.ferre(ELIMINAR)@urv.cat)
Community organization: Tarragona Down Syndrome Association
Summary: The objective of this project developed during the 2015-16 was to create informative material to support health professionals and families who care for children affected by Down Syndrome. This project aims to meet a need identified by in healthcare centres.

Final Degree Project - Designing an instrument for evaluating inclusive social mentoring projects

Coordination: José Miguel Jiménez González (josemiguel.jimenez(ELIMINAR)@urv.cat)
Community organization: Quilòmetre Zero Association
Summary: This project realized the academic course 2017-18 developed a system for evaluating the impact of social mentoring projects. With the work conducted by the Associació Quilòmetre Zero as the starting point, material was developed that can be extrapolated to other entities. Redesigning the material and techniques employed on previous mentoring projects enabled more, and more significant, data to be collected in this area.

Final Degree Project - Preparation of teaching materials for school workshop on the responsible ownership of pets

Coordination: Mª Dolores Varea Santiago (mariadolores.varea(ELIMINAR)@urv.cat)
Community organization: Fundació Privada pels Animals de Companyia del Camp de Tarragona (private foundation for pets in Tarragona).
Summary: This project of the academic year 2017-18 sought to prevent animals from being abandoned, to promote responsibility, public spiritedness and respect for animals, and inform the public about the Foundation's activities.Teaching units and other materials were created. These include visits to the Foundation, with activities related to the responsible ownership of pets, the problems caused when pets are abandoned by their owners, the current situation regarding kennels, and adoption rather than purchase of animals in accordance with Catalan animal protection law.

Final Degree Project - Study on the psychosocial benefits of the Cooppel game

Coordination: Marta Camarero Figuerola (marta.camarero(ELIMINAR)@urv.cat)
Community organization: Ceradai Association - Cooppel Project
Summary: Through Cooppel, emotional or peer relationships, abstraction, memory, and meaningful learning are worked on. It consists of playing as a family where, through cooperation and dialogue, the basic skills are acquired that will help them to have a memory (strategies) in the future to overcome any challenge presented to them. The game is based on the ability to make summaries and notes, to turn them into Cooppel cards and then into Cooppel board game cards. The organization organizes meetings where you play with three people, following the values and rules of the board game. They have been working on the project since 2012 and have cared for about two hundred families. The student will study the psychosocial benefits and impact on the environment of the Cooppel.

Final Degree Project - Design of leisure activities for children with cancer and their families

Coordination: Marta Camarero Figuerola (marta.camarero(ELIMINAR)@urv.cat)
Community organization: Familiars d'Infants i Joves amb Càncer de Tarragona Association - AFANOC
Summary: When the child or adolescent returns home after a long period of hospitalization, it is time to gradually resume their daily routine. For this reason, from AFANOC Tarragona they offer children and adolescents and their families, proposals of a playful and educational nature, which encourage spaces to meet other people who have gone through the disease. The student will design leisure and recreational activities for children with cancer and their families.

Final Degree Project - Design of a tool for evaluating inclusive leisure education activities

Coordination: Janaina Minelli de Oliveira Ramos (janaina.oliveira(ELIMINAR)@urv.cat)
Community organization: Esplai Blanquerna Group
Summary: This Final Degree Project, developed during the 2021/2022 academic year, focused on the creation of an assessment tool for inclusive leisure activities. The student created a rubric to analyze the level of attention to the inclusion of leisure projects offered by the Esplai Blanquerna. The methodology was of qualitative interviews conducted with professionals from the academic field, experts in leisure and in the field of inclusion; and to the professionals of different positions that are in charge of the projects "of Education in Leisure Time" of the organization.

Final Degree Project - Collection of tools for working on emotional management with young people at risk of social exclusion

Coordination: Gisela Cebrián Bernat (gisela.cebrian(ELIMINAR)@urv.cat)
Community organization: Center de Noves Oportunitats.
Summary: The student explores the perspective of professionals in relation to the emotional skills of young users of the center and an identification of the difficulties and opportunities to introduce and work on the emotional education of young people in the center from the point of view of their professionals. The student has designed a series of tools and activities to work on emotional management with young people at risk of exclusion, which is expected to have an impact on the personal and emotional well-being of young people and professionals at the center.

Final Project - Work on strategies for the emotional care of professionals working with young people at risk of social exclusion

Coordination: Gisela Cebrián Bernat (gisela.cebrian(ELIMINAR)@urv.cat)
Community organization: Center de Noves Oportunitats.
Summary: The student makes an identification of the factors that affect the emotional well-being of the professionals of the center, an exploration of the formative needs that present these professionals in relation to the area of the emotional education and a design of strategies and techniques that could improve the situation of the organization's professionals; based on the results obtained from interviews and participant observation. The student has designed a series of strategies and techniques for the emotional care of professionals, which are expected to have an impact on improving their professional practice and personal and emotional well-being.
You can see the student's testimony on student video

Final Project - Protocol for the observation and predetection of high abilities in primary education

Coordination: Gerardo Meneses Benítez (gerardo.meneses(ELIMINAR)@urv.cat)
Community organization: ATHENA - Altes Capacitats de Tarragona i Terres de l'Ebre Association.
Summary: Based on one of the great needs of the association, which is the fact of diagnosing high abilities at an early stage in order to carry out a better intervention in school; it is necessary to have action protocols that make it easier for teachers to make this first detection. The researched field of AC requires constant work with a wide continuity, which promotes a good awareness and sensitization. Early detection and diagnosis, along with the professional figures in charge of making this detection, are key. An action protocol has been proposed where a simulator has been created which would be the adaptation of the BADyG Infantil test transformed into a digitized format with much more dynamic and attractive graphics to get the attention of the students who do it.

Design and development of projects using ICT

Coordination: Sofia Moya Pereira (sofia.moya(ELIMINAR)@urv.cat)
Community organizations: Educación Animal, Sant Pere i Sant Pau School, ATHENA per les Altes Capacitats de Tarragona i Terres de l'Ebre Association, Grup Esplai Blanquerna, Centre de Noves Oportunitats, Aurora Association - Salut Mental, Territori i Paisatge.
Summary: This experience is being developed from the 2019-20 academic year. Through the work of the subject, students design educational projects for the implementation of ICT, through their own ICT. This task is based on the specific educational and learning needs of the APS entities. Students develop, in groups, all the phases of the project: development of preliminary ideas, analysis and selection of the design of learning projects, creation of a concept map, design of the project outline, selection of activities and tools , development of activities, evaluation and presentations in the classroom.
You can consult it web project of the subject of the academic year 2021-22.

Final Degree Project - Classroom Adaptation Strategies for Children with Autism Spectrum Disorder

Coordination: Maria Dolores Varea Santiago (mariadolores.varea(ELIMINAR)@urv.cat)
Community organization: Trastorn Espectre Autista de les Terres de l'Ebre Association - ATEATE
Summary: Boys and girls with autism spectrum often suffer from problems of adaptation and integration in the classroom that can range from specific difficulties in understanding a task, to difficulties in communication and relationships with others, hyper and hyposensitivity, others.
We find it interesting to be able to develop a work with career guidance based on the difficulties in communication, relationship and interaction of children with autism spectrum disorders.

They would be strategies both for adaptations to the teaching methodology for students with these characteristics, such as visual aids, structuring, complementation with images and graphics; as well as ways to work the relationship with others through cooperative work, the relationship in the playgrounds, game proposals to work on social skills in school, among others.