European engineering educators

A special 22.22 minute episode for you to bring the 2nd season of the SEFI podcast to a close going into our 2nd year!We recognise that you might not have time to listen to all the episodes, and/or would appreciate a preview or recap.Join Neil Cooke (University of Birmingham) and Natalie Wint (University College London) as they share highlights from Season 2, featuring clips from the seasons guests: Madeline Polmear, Calvin Rans, Sofie Craps, Chris Smith, Gillian Saunders-Smits and Lynn Van den Broeck.Thank you to all listeners and guests for their continued support, and please continue to like and share the show on social media channels!Timestamps:0.00 General introduction0.24 Introduction to this episode0.59 Reach of the podcast and appreciation for support1.42 Madeline Polmear talks about leadership and capacity building6.35 Calvin Rans talks about blended learning. coaching and being an authentic educator11.05 Sofie Craps talks about professional identity and the PREFER project13.59 Chris Smith talks about work based learning16.16 Gillian Saunders-Smits talks about communication18.53 Lynn Van den Broeck talks about lifelong learning21.12 Information about plans for Season 3Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic by ComaStudio https://pixabay.com/users/comastudio-26079283/Written and produced by Neil Cooke and Natalie Wint.

Welcome to the final episode of Season 2 of the SEFI podcast! We focus on lifelong learning (LLL), something which we hope this podcast supports! We speak to Dr Lynn Van den Broeck, a postdoctoral researcher from the Engineering Technology Education Research Group (ETHER) in KU Leuven, who has been studying LLL as part of her role co-ordinating the European TRAINengPDP project. Lynn is able to draw upon her background in Chemical Engineering Technology, alongside her research interests in professional competencies education, educational professionalisation, teaching assistant training, study guidance, effectiveness and efficiency of educational interventions, and feedback. Show notes: https://www.sefi.be/2023/08/21/podcast-season-2-episode-6-european-engineering-educators-is-online/ Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how we can help students become lifelong learners. Timestamps0.00 Welcome and introduction to episode0.19 Podcast Intro0.34 Experiences of LLL from Natalie and Neil2.18 Lynn’s Background4.53 KU Leuven5.54 Defining LLL8.17 LLL within engineering education9.29 Why is LLL important?10.07 What role do educators play?11.04 Aims of TRAINengPDP project 12.20 LLL interventions14.58 Comparing the use of different types of intervention16.27 Learning from the medical field17.13 How are interventions linked to LLL competencies?18.28 Self-regulation19.29 Developing self regulation within an engineering context21.00 How have findings from scoping review been used in programme design?24.12 How do we ensure interventions are effective?27.46 Student attitudes towards LLL29.58 Assessment of LLL31.36 What is next for the project?33.12 Final advice from Lynn35.07 Key takeaways from Natalie and Neil. Resources: Project web pagehttps://iiw.kuleuven.be/english/trainengpdpScoping reviewhttps://kuleuven.limo.libis.be/discovery/search?query=any,contains,lirias3899177&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&foolmefull=1ASEE studyhttps://www.asee.org/publications/ASEE-Publications/ASEE-Reports For other work mentioned, see below:https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1671810https://doi.org/10.1080/02601371003700584https://doi.org/10.1016/B978-012109890-2/50031-7 Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudiohttps://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.

Welcome to the penultimate episode of Season 2 of the SEFI podcast! In this episode we focus on the development of communication skills, primarily one that you, as the audience of this podcast, will be familiar with - active listening. We talk to Dr. Gillian Saunders-Smits, an Associate Professor at the Faculty of Mechanical Engineering in the Cognitive Robotics department at Delft University of Technology, an investigator on the European PREFER project who has made use of her experience of industry to work towards reducing the gap between engineering graduate skills and industry needs. Show notes: https://www.sefi.be/2023/07/18/podcast-season-2-episode-5-european-engineering-educators-is-online/ Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how we can help students develop their listening skills Timestamps0.00 Welcome and introduction to episode0.30 Podcast Intro0.45 Experiences of teaching communication from Natalie and Neil1.48 Gillian’s Background3.56 Delft University of Technology and inclusion within Ruth Graham report6.10 What are transversal competencies?8.32 Sub skills involved in communication12.40 Reasons for the skills gap between education and industry14.18 Levels of mastery20.32 Comparing which skills are most valued by industry, academics and students24.52 Design of activities to help students to develop transversal skills; communication games27.46 Embedding communication activities within existing engineering modules29.15 Features of effective and ineffective communication30.45 Evaluating the effectiveness of the intervention31.41 Aligning activities with learning outcomes, assessment and programme32.42 Barriers to implementing interventions33.51 Final advice from Gillian35.00 Key takeaways from Natalie and Neil. Resources: For more detail on some of the findings discussed in this episode you can read Gillian’s publication “Using an industry instrument to trigger the improvement of the transversal competency learning outcomes of engineering graduates”https://www.tandfonline.com/doi/full/10.1080/03043797.2021.1909539 To access the transversal competency tool that was developed, visit https://zenodo.org/record/4675078 To access the resources needed to make use of this listening activity in your own context, visit https://ocw.tudelft.nl/transversal-skills/communicating-is-more-than-just-talking-chinese-whispers-with-a-twist/Further papers about the interventionExploring the effectiveness and the transversal competency retention of a game-based learning activity one year after student participation | Journal on Teaching Engineering (up.pt)The effectiveness of an activity to practise communication competencies: A case study across five European engineering universities - Mariana Leandro Cruz, Sofia Sá, Diana Mesquita, Rui M Lima, Gillian Saunders-Smits, 2022 (sagepub.com)   Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudiohttps://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.

Welcome to the fourth episode of Season 2 of the SEFI podcast! This episode follows on from our last episode with Sofie Craps which focused on professional identity, to discuss other ways in which we can prepare students for the workplace. In this episode we talk to Dr. Christopher Smith from Glasgow Caledonian University in Scotland (UK), co-chair of the SEFI Special Interest Group (SIG) on Continuing Engineering Education and Lifelong Learning, who has made use of his experience of graduate employment practices in industry to help him design flexible work-based learning programmes and thus gain an international reputation in the field. Show notes: https://www.sefi.be/2023/06/19/podcast-season-2-episode-4-european-engineering-educators-is-online/ Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) to learn about how we can help students develop their professional identity. Timestamps0.00 Welcome and introduction to episode0.23 Podcast Intro0.37 Experiences of work-based learning from Natalie and Neil2.38 Chris’ Background4.14 Glasgow Caledonian University6.11 What does work-based learning mean in the context of engineering education?7,49 How work-based learning fits in with the wider education system9.44 Examples of how engineering education programmes have introduced work-based learning.11.39 Gray’s topology of work-based learning (for work, at work, through work)13.30 Considerations when designing work-based learning programmes: where do we start?14.48 Framework for work-based learning17.20 Relationships between stakeholders involved.19.13 Co-creation of work-based learning: Arnstein’s ladder of participation22.23 Examples of ‘tokenism’ within work-based learning23.58 Strengthening relationships: increasing employer engagement.27.28 Challenges involved in work-based learning.29.04 Assessment practices30.32 Benefits to students33.11 Final advice from Chris36.23 Key takeaways from Natalie and Neil. Resources: A selection of Chris’ work in this area can be found below:https://researchonline.gcu.ac.uk/ws/portalfiles/portal/58495328/Smith_etal_ISEE_2022_Examining_required_flexibility_in_delivery_of_graduate.pdfhttps://researchonline.gcu.ac.uk/ws/portalfiles/portal/74519901/p1644_p1653.pdf Other work referenced in the episode:Gray’s different types of work base learning:Gray, D. (2001). A Briefing on Work-based Learning. York: Higher Education AcademyFerrandez, RM and Kekale, T and Devins, DM (2016) A Framework for Work-Based Learning: Basic Pillars and the interactions between them. Higher Education, Skills and Work-based Learning, 6 (1). ISSN 2042-3896 DOI: https://doi.org/10.1108/HESWBL-06-2014-0026Arnstein’s ladder of participation:Arnstein, S. R. (1969) A Ladder Of Citizen Participation, Journal of the American Institute of Planners, 35:4, 216-224, DOI: 10.1080/01944366908977225 Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineering educators: www.sefi.be Music by ComaStudiohttps://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.

Welcome to the third episode of Season 2 of the SEFI podcast!In this episode we will discuss the PREFER project, which involved the development of a professional roles model with Dr Sofie Craps, a member of the Study Guidance Research Group of the Leuven Engineering & Science Education Centre (LESEC) at KU Leuven. Her experience in student recruitment, study guidance, and careers counselling provided her with a strong basis to start her research, which focuses on professional identity development and professional competencies.Show notes: https://www.sefi.be/2023/05/15/podcast-season-2-episode-3-european-engineering-educators-is-online/ Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) to learn about how we can help students develop their professional identity. Timestamps0.00 Abstract0.28 Podcast Intro0.45 Experiences of professional identity formation from Natalie and Neil1.53 Sofie's Background3.49 KU Leuven5.07 Professional Identity7.04 What is involved in identity development?8.08 Barriers to developing self awareness and professional awareness9.28 Introduction to the PREFER project11.03 Development of the professional roles model; the three roles13.31 Model validation14.43 Developing role descriptors16.55 Professional competencies associated with each of the roles18.30 Which of the roles are most in demand?20.27 Do different universities focus on different roles?23.15 Diagnostic tools27.17 The use of teaching interventions28.18 Whats next? The URGENT project31.09 Final advice from Sofie35.11 Key takeaways from Natalie and Neil.ResourcesThe systematic literature review can be found here:https://www.tandfonline.com/doi/full/10.1080/03043797.2020.1781062The publication about the PREFER model can be found below:https://www.tandfonline.com/doi/full/10.1080/03043797.2021.1889468PREFER website: https://iiw.kuleuven.be/english/preferPREFER tests: https://iiw.kuleuven.be/english/prefer/instructor/prefer-testsThe plug in and play modules can be found here:https://ocw.tudelft.nl/transversal-skills/Good practices for educators: https://iiw.kuleuven.be/english/prefer/instructor/implementationPaper about implementation in education:https://inftars.infonia.hu/article.php?doi=inftars.XX.2020.2.10Details about the new URGENT project which focuses on diversity can be found below:https://iiw.kuleuven.be/onderzoek/ether/research-topics/transition-to-university/urgentJoin us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic by ComaStudio https://pixabay.com/users/comastudio-26079283/Written and produced by Neil Cooke and Natalie Wint.

Welcome to the second episode of Season 2 of the SEFI podcast!In this episode we talk to an innovator of blended learning, Dr Calvin Rans, an Associate Professor at the Faculty of Aerospace Engineering at TU Delft, where he manages two professional recording studios and supports educators in making novel blended learning experiences for students. He calls himself an 'edutainer', claiming that if learning isn’t fun, you’re doing it wrong. He draws upon his experience in research of aircraft failure to highlight the importance of students learning from failure, and advocates for reflection being part of the learning process.Show notes: https://www.sefi.be/2023/04/17/podcast-season-2-episode-2-european-engineering-educators-is-online/Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) to learn about how we can design blended learning in a way that best supports engineering students. Thanks to Calvin for 'edutaining' us!Timestamps0.00 Abstract0.28 Podcast Intro0.41 Experiences of blended from Natalie and Neil2.16 Calvin's Background3.53 TU Delft5.08 What is blended learning?6.30 What does a flipped classroom look like?8.51 How has COVID changed Calvin's approach to blended learning?10.30 Obstacles to implementing blended learning approaches13.04 The role of student feedback14.44 How do educators transition from lecturers to coaches?16.40 Student flight data recorders: the role of student reflection19.41 Student buy-in and motivation21.48 The role of story telling and being authentic24.55 being aware of 'external' factors that influence the learning process28.31 Final advice from Calvin32.00 Key takeaways from Natalie and Neil.Resourceshttps://www.calvinrans.com/https://online-learning.tudelft.nl/instructors/calvin-rans/https://repository.tudelft.nl/islandora/object/uuid:634e5166-f92d-4109-8085-0aec758a65f5?collection=researchhttps://repository.tudelft.nl/islandora/object/uuid:3d210691-c985-40e6-9511-1fd61668636c?collection=researchTruby, J. (2008). The anatomy of story: 22 steps to becoming a master storyteller. Farrar, Straus and Giroux.Join us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic by ComaStudio https://pixabay.com/users/comastudio-26079283/Written and produced by Neil Cooke and Natalie Wint.