European engineering educators

We have reached the end of the fifth season!Neil and Natalie would like to thank all listeners and guests for their continued support in making the podcast a valuable source of information regarding contemporary topics in engineering education.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) for this episode in which they summarise the recent interviews. 00.00 - Introduction00.34 - Welcome and call for new guests02.07 -Inês Direito and Jan Van Maele on diversity, equity and inclusion (Ep. 1)08.10 Sasha Nikolic, Scott Daniel and Rezwanul Haque from the Australasian Association for Engineering Education (AAEE) on AI (Ep. 2)13.39 Ann-Kristin Winkens on systems resilience in the context of engineering education (Ep. 3)18.04 Thies Johannsen on transdisciplinary education within engineering (Ep. 4)26.05 Esther Matemba & Lelanie Smith on Engineering Education in the Afrrican context (Ep. 5)31.29 Jorge Membrillo-Hernández on Challenge Based Learning (Ep. 6)36.25 Upcoming plansJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.

Welcome back to the podcast!Engineering education is home to many different learning approaches including problem, project, and challenge-based learning, as well as studio learning. At the same time, technological advances mean that there is an increasing focus on virtual learning, and collaboration across geographical contexts. The wide variety of approaches at our disposable necessitates choices to be made regarding what, and how, ideas will be incorporated, and indeed at what scale.In this episode we speak to Jorge Membrillo-Hernández from the Technological University of Monterrey. Jorge has a wealth of experience in using a variety of teaching and assessment methods in many different contexts. Jorge incorporates challenge-based learning (CBL) at a programme level, with challenges drawn from both local and global partners. He is particularly interested in socially oriented interdisciplinary STEM education, and COIL (collaborative on-line learning classroom). He has over 100 publications with over 2000 citations and an h-index of 26) and is probably the most published author focusing on CBL within engineering!Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about an institution wide approach to CBL in a Mexican context.Timestamps0.00 Welcome and introduction to episode0.21 Podcast Intro0.47 Experiences with CBL from Natalie and Neil2.46 Introduction to Jorge5.51 Introduction to Technological University of Monterrey 6.52 Tech21 Educational model8.41 CBL within Tech2112.00 The role of the educator within CBL15.15 An example of a challenge and the interdiscplinary education team22.56 The involvement of partner organisations26.55 Fostering industrial relationship28.31 Planning a challenge that supports student development 32.35 COIL - Collaborative online international learning35.14 Student resistance to CBL41.44 Challenges associated with implementing CBL47.00 The future of CBL and research into CBL51.20 Final advice from Jorge55.27 Key takeaways from Natalie and Neil Further Reading  You can find out more about Jorge and via his institutional home pagehttps://research.tec.mx/vivo-tec/display/PID_289299His publications can also be found through ResearchGatehttps://www.researchgate.net/profile/Jorge-Membrillo-Hernandezand Google Scholarhttps://scholar.google.com/citations?user=BpZtoj8AAAAJ&hl=esJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.

Welcome back to the podcast!The isolation felt by engineering educators who are passionate about teaching and learning, but who reside in technically focused engineering departments, is widely reported. The case is no different in Africa, where few institutions recognise educational research as a valid research focus in engineering, this resulting in lack of capacity for engineering education research (EER) and meaning that African educational innovations are not well represented in the literature. Although educators within Africa may make use of research findings from elsewhere, or receive support from those in different geographical locations, the contextual nature of education research means there is a need for supportive national and regional communities.In this episode we speak to Lelanie Smith, a Senior Lecturer in the Faculty of Engineering, Built Environment and IT at the University of Pretoria and Dr. Esther Matemba, an independent Engineering education researcher, consultant, and a sessional academic at Curtin University, Australia. Together, the two co-lead the Engineering Education Research Network for Africa (EERN-Africa).Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the rewards and challenges involved in setting up an Engineering Education network.Timestamps0.00 Welcome and introduction to episode0.40 Podcast Intro1.02 Experiences with networks and communities from Natalie and Neil2.23 Introduction to Lelanie6.37 Introduction to Esther9.50 Introduction to engineering education in the African context and contextual characteristics17.36 Objectives and operation of the network27.58 The network as a community of practice (CoP)36.27 PhD and Masters programme41.41 The role of funding in development of the network48.08 Future opportunties for engineering education in Afria50.55 Becoming involved in the network51.55 Final advice59.37 Key takeaways from Natalie and Neil Further Reading  A paper about EERN-Africa as a Community of PracticeDOI: 10.1080/22054952.2023.2233340An introduction to EERN-Africa posted on the REEN websitehttps://reen.co/introducing-the-engineering-education-research-network-africa-eern-africa/A podcast episode on which Esther featureshttps://podcasts.apple.com/us/podcast/context-coalitions-and-collaborations-oh-my-dr-esther/id1334320403?i=1000646656515A link to the network LinkedIn pagehttps://www.linkedin.com/company/engineering-education-research-network-africa?trk=public_post_feed-actor-nameTo find out more about the Master’s and PhD programme visithttps://intra-africa-cb4ee.co.za/indexJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.

Welcome back to the podcast! As the problems that society faces become more complex there is increasing emphasis on the need for engineers to work across disciplines, with a focus on taking interdisciplinary and transdisciplinary approaches to engineering education. However, there can be a lack of clarity about how such terms are conceptualised within the engineering classroom, this resulting in a lack of concrete teaching interventions. In this episode we speak to Thies Johannsen, a research assistant from TU Berlin who works at the intersection between Social Sciences, Humanities, and STEM disciplines. Thies draws upon his education in Law, Social Sciences, and Politics, and Philosophy, as well as experience in policy making, advising political bodies and consulting for corporate associations and businesses.shownotes: Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about transdisciplinary engineering education.Timestamps0.00 Welcome and introduction to episode0.25 Podcast Intro0.50 Experiences in resilience from Natalie and Neil2.52 Introduction to Thies7.22 TU Berlin9.46 Why is transdisciplinary becoming more important in engineering education? Understanding disciplinary routes11.03 Specialisation, research output and impact, and innovation14.14 Defining transdisciplinary 17.05 Modes of knowledge 25.34 An example of transdisciplinary work within engineering29.43 Skills and competencies involved33.02 Transdisciplinary in the engineering classroom36.11 Classroom exercises42.32 Assessment 44.58 Challenges associated with transdisciplinary education48.03 Final advice50.27 Key takeaways from Natalie and Neil Further Reading Handbook of Transdisciplinary Learning which features Thies’ chapter entitled Cooperative Educationhttps://www.tu.berlin/en/vp-sl/transdisciplinary-learning/handbook-transdisciplinary-learningJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.

Welcome back to the podcast! Discussion around the need for engineers to navigate increasingly complex and uncertain challenges (e.g., climate change, digitalisation) features heavily within engineering education research and leads to questions pertaining to the abilities of engineering graduates. Despite this, little is known about the way in which engineering programmes support students in coping with such uncertainty and complexity (also referred to as resilience).In this episode we spoke to Dr. Ann-Kristin Winkens, a postdoctoral researcher in the Gender and Diversity in Engineering Research Group (GDI) at RWTH Aachen in Germany. Ann-Kristin draws upon her prior education in environmental engineering when researching areas of systems resilience and competencies needed when designing resilient systems.shownotes: https://www.sefi.be/2024/11/18/podcast-season-5-episode-3-european-engineering-educators-is-online/ Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about resilient systems.Timestamps0.00 Welcome and introduction to episode0.32 Podcast Intro0.53 Experiences in resilience from Natalie and Neil2.03 Introduction to Ann-Kristin4.28 Defining resilience6.36 The systematic literature review into how engineering education research addresses resilience9.56 The importance of systems resilience12.46 The competencies involved15.41 Are the competenices involved addressed in engineering programmes?19.45 Commonly addressed competencies21.36 Key recommendations for addressing competencies in engineering programmes22.46 How is systems resilience addressed in accreditation criteria?27.51 Embedding systems resilience in engineering programmes33.19 Course level learning outcomes and assessment of learning outcomes36.47 The future of engineering education research into resilient systems39.18 Final advice40.32 Key takeaways from Natalie and Neil Further Reading https://www.sefi.be/wp-content/uploads/2021/12/SEFI-Annual-Conference-2021-Blended-Learning-in-Engineering-Education.pdf.http://ww.cdio.org/knowledge-library/documents/vuca-and-resilience-engineering-education-%E2%80%93-lessons-learned.https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2179913.https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2171852.https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1005&context=sefi2023_respap.Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.

Welcome back to the podcast! Since the start of 2023, Chat GPT, and the use of generative AI (Gen-AI) more generally, has been the topic of much discussion, advice and debate within engineering education worldwide. Despite a proliferation of guidance, awareness raising and information, there has been little empirical evidence pertaining to the impact of Gen-AI on integrity of assessment and risk of plagiarism, something which has led to confusion and duplication of work.In this episode we speak to Sasha Nikolic (University of Wollongong), Scott Daniel (University of Technology, Sydney), and Rezwanul Haque (University of the Sunshine Coast) from the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) Special Interest Group of the Australasian Association for Engineering Education (AAEE), who, along with other Australian engineering educators, came together to answer questions about how ChatGPT and other Gen-AI tools may affect engineering education assessment methods, and how it might be used to facilitate learning.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn AI in the context of assessment in engineering education.Timestamps0.00 Welcome and introduction to episode0.33 Podcast Intro0.54 Experiences in AI from Natalie and Neil3.02 Introduction to Scott, Sacha and Rez4.34 Australasian Association for Engineering Education (AAEE)6.54 The work and priorities of the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) SIG10.50 Key terms in AI14.08 Introduction to the study into use of AI in engineering assessment16.58 The research methodology and process involved20.44 The main implications of the research studies29.19 Developments in AI and the second study40.39 Limitations of LLMs49.16 Developing AI literacy58.11 The role of evaluative judgement and changing assessment methods1:01:32 Reactions to the work from academics1:05:55 Final advice1:08: 22 Key takeaways from Natalie and Neil1:14:49 Bonus Easter Egg! Further Reading For more information about the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) Special Interest Group visit:https://aaee.net.au/sigs/Papershttps://doi.org/10.1080/03043797.2023.2213169https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2213169https://doi.org/10.1080/22054952.2024.2372154https://www.tandfonline.com/doi/full/10.1080/22054952.2024.2372154Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved. Written and produced by Neil Cooke and Natalie Wint.