The Bologna Declaration established the principles for the new European Higher Education Area (EHEA) and the deadline for its implementation is 2010. However, till now few university subjects are developed following the guidelines of a docent guide, except for the pilot experiences developed in some universities, from which very useful information can be obtained in order to adapt and improve the quality of teaching and the structure of the new studies plans.
The purpose of the present communication is the presentation of a docent guide for the subject Introduction to Analytical Chemistry (first course of Chemistry), as an example of a pilot experience of ECTS implementation. The docent guide is an interesting tool, useful to adequate the subjects to the EHEA, because it implies a proper planning of the subject. Putting effort on this aspect it is possible to rethink the concept of the university and its role as teacher and educator.
The docent guide is divided in 6 main parts:
1. Descriptive data of the subject and its teaching: general information on the subject, including lecturers, requirements and tutoring hours.
2. Sense of the subject in the studies plan: relationship with other subjects of the same area, interest of the subject and comparative with the same subject in other universities.
3. Objectives of the subject and competences to develop: the objectives and competences are defined and structured by generic of attitude and own of the contents of the subject competences.
4. Contents (theoretical and practical): a specific guide of each topic that explains the sense of the subject, sections of the subject, materials to study it, recommended methodology of work, difficulties and bibliography.
5. Methodology and available resources. Structure of work in ECTS: the general methodologic lines are explained and the picture of ECTS equivalences is presented assigning the distribution of theoretical classes, seminaries, individual works, works in group, tutorials and examinations.
6. Evaluation: the evaluation criteria are exposed and two itineraries of evaluation are considered. The student chooses one of them at the beginning of the course by means of the sign of a pedagogical contract.