The Bologna Process requires a change in the learning methodology. The education process involves the definition of learning objectives and intended learning outcomes, promoting active and experiential knowledge [1]. A vast majority of the students will work in an increasing internationalized labour market and in a changing technology world. To learn how to solve problems could be an important help in their future professional life [2]. The engineering studies at Spain are adapting to this new scenario, with different speediness depending on the universities [3]. In the next period (2008-2009) most of the new students of the Carlos III de Madrid University (Madrid, Spain) will initiate their studies in degrees adapted to the Bologna Declaration. In the adjustment process, some subjects were selected through Academic Innovative Projects to perform progressive modifications, tuning the learning process to the new challenges.
The present paper analyzes the progressive adaptation of the learning process in an obligatory subject of the last years of the Industrial Engineering degree, with 4 ECTS credits. The subject is imparted in the first semester of 4th year in the previous degree and will be included in the 1st year of the second cycle of the new (Bologna adapted) degree. On average, 250 students accomplish the course each year, with 4 professors. In this subject, Electric Systems, fundamentals and technological issues of the electric systems are presented, as basis for the power flow and control studies performed in following subjects. Transmission lines, three-phase short-circuits, representation of generators and loads, selection of conductors and protections are the essential themes developed in the course. The traditional learning scheme included theoretical lessons, resolution of problems and laboratory works (performed by specific staff). To promote the active participation of the students in the learning process, three realistic projects were added to the course programme along a two-year process. The main objective of the projects is to apply in a practical way the fundamentals of the electric systems. The projects were individually evaluated, because the data of each problem were different for each student. Surveys of opinion were carried out to assess the efficiency of the method. The interest of the students was evaluated as 7.1 (in a 10 base). The number of approved students in the first year of evaluations increased to 76%, 15% upper to the 2005-2006 period (last year with the old methodology). In the full paper, additional details about the projects and student’s answers are included.

References
[1] Challenges of engineering education and curriculum development in the context of the Bologna process, G. Heitmann, European Journal of Engineering Education, vol. 30/4, Dec. 2005, pp 447-458.
[2] Undergraduate engineering education challenged by the Bologna Declaration, T. Clausen, IEEE Transactions on Education, vol.48/2, May 2005, pp 213-215.
[3] The impact of Bologna on engineering studies: comments on the Spanish case, F. de Cuadra García, International Journal of Electrical Engineering Education, 44/2, April 2007, pp. 139-145