Expectations for better performance in terms of teaching and producing competent college graduates are increasing. The need for continuous quality improvement in higher education is clear. At the University of La Laguna, the results of the degrees related to academic performance, main indicators and satisfaction of the most significant interest groups are periodically analyzed by those responsible for the centre/title and their quality commissions, monitoring their evolution for continuous improvement. The aim of this work is to compare the different indicators and results of the degrees taught at the Higher Polytechnic School of Engineering and Technology in order to analyze the differences between them and to examine the need to propose measures for continuous improvement.

Innovation is a fundamental aspect in the development processes and improvement of the quality of any organization as it allows to correct deficiencies or weaknesses of the system, or highlight its potential, through the timely incorporation of methodological, organizational innovations, technological, etc., evaluating the effect of them and integrating them in their ordinary operation. In this paper an initiative developed at the University of La Laguna about calls for educational innovation projects to teaching is presented. The purpose of this paper is to analysis, on the one hand, the innovation project modalities and thematic areas object of the calls; on the other hand, the number and type of project requested by the teachers; as well as the evolution and/or changes observed since the call for Educational Innovation Projects from the 2013/2014 academic year to the current one.

We present the results of the research whose general objective is to analyze the competences in ICT of lecturers who teach classes in the technical areas of the University of La Laguna (Spain). The study was addressed with descriptive exploratory scope; A mixed approach was used for the application of techniques in data collection and analysis. The results reveal the basic competences that lecturers have, as well as the factors that determine the incorporation of these technologies into their teaching practice. Finally, as a strategy to improve the performance of lecturers in the context of information technologies, their training is promoted in the collaborative incorporation of open educational resources in the design and implementation of instructional activities.

This paper contrasts students' and lecturers' perception in terms of the relationship between educational quality and evaluation criteria. A qualitative methodology through a group discussion technique was used. It was observed that lecturers associated the quality of the degree with their professional category; while students thought the involvement in the classroom and the availability of the lecturers were the most remarkable factors.

In this study, a saline effluent from an anaerobic membrane bioreactor was treated by nanofiltration in order to allow its agricultural reuse. Short‐term tests were conducted to investigate membrane fouling and selective rejection of ions and emerging organic contaminants (EOCs). The study has been conducted with a negatively charged commercial thin‐film composite membrane (DK, GE Osmonics). The effect of operating pressure (5–20 bar) and cross‐flow velocity (0.12–0.37 m/s) on membrane performance have been researched. Dimensional analysis of steady permeate flux indicated that the gel layer or the polarization layer can be completely removed at critical cross‐flow velocity. At a sub‐critical velocity, membrane autopsies by scanning electron microscopy (SEM) and energy dispersive X‐Ray spectroscopy revealed a complex mixture of organic matter, phosphates and colloidal silica over the membranes surface. Since the rejection of monovalent cations (76–88%) was lower than that of multivalent cations (above 96%), the treated effluent was characterized by a very high levels of sodium adsorption ratio and ammonium. In addition, moderate rejection of low molecular weight EOCs (clofibric acid and caffeine) was observed. Therefore, the treated effluent did not achieve enough quality to be reused for agricultural irrigation. © 2017 American Institute of Chemical Engineers Environ Prog, 37: 383–390, 2018

The objective of this work is to test whether the new pedagogical model of training in competences in is being applied in the implementation of grades. Specifically, the Chemical Engineering Degree of the University of La Laguna is analysed. The interviews with the coordinators of the subjects, as well as the surveys of students and teachers, reveal that, although methodological changes have been introduced, the new pedagogical model has not yet been adopted. The results indicate that the realisation of a greater number of training activities does not affect the learning outcomes of the students analysed.

Anaerobic membrane bioreactors have attracted increasing interest in the field of wastewater treatment. However, significant amounts of organic matter, nitrogen and sulphide in the effluent may limit its reuse. A photosynthetic bacteria-based membrane bioreactor is proposed for the further treatment of this effluent. A pilot-scale unit was run outdoor for over 900h to assess the process performance at short hydraulic retention time. After an initial biomass development, simultaneous removal of soluble organic matter and nitrogen was achieved (65% and 39%, respectively). In addition, a significant concentration of sulphate was detected in the permeate, revealing an evident sulphide oxidation. Despite the accumulation of biopolymer clusters in the biological suspension, membrane fouling was effectively mitigated by air-aided backwashing, allowing a sustainable operation. Several strains of bacteria were identified including the photoheterotrophic bacteria Rhodopseudomonas sp. and the nitrifying and denitrifying bacteria Chryseobacterium sp.

This paper reviews the relationship between two concepts of recurrent use in education, such as reform and change, from which points of similarities and clear differences in their educational implications can be observed, especially in relation to pedagogic autonomy and teacher professional development. Recognizing that it is a complex and multi-faceted issue, the importance of educational innovations for curriculum development is raised. For this purpose, the present study delves into curricular projects (CP) as innovation strategies from the perspective that these are a space for experimentation, renewal and curricular innovation. CP are being conceived as working hypotheses in response to the educational problems raised and are explained as a strategy to increase the resolution of these problems. Finally, we reflect on the implementation of educational innovations and suggest indicative conclusions as a final reflection. In addition, a survey was carried out on a representative sample of professors from Spanish universities (both public and private) in technical areas. In this survey, the university professors were asked about what they consider to be the most important aspects regarding the implementation of strategies for innovation and reform in learning.