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European engineering educators
#16 José Carlos Quadrado from ISEL Portugal on recognition
Season 3, Ep. 2
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Welcome to the second episode of Season 3 of the SEFI podcast! During this season we discuss changes in European engineering education and engineering education research over the last few decades
In this episode we speak to Professor José Carlos Quadrado from The Lisbon Higher Institute of Engineering and President of the ENTER (EngineeriNg educaTors pEdagogical tRaining) network, an international entity that regulates the profession of engineering teaching worldwide. The international ENTER project was developed as part of an EU Erasmus program which focused on developing a new approach in pedagogical training of engineering teachers which is considered as necessary to support the development of a modern generation of engineers for the future.
Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about recognising engineering educators as professional teachers.
Show notes: https://www.sefi.be/2023/10/16/podcast-season-3-episode-2-european-engineering-educators-is-online/
Timestamps
0.00 Welcome and introduction to episode
0.29 Podcast Intro
0.48 Experiences as 'professional' engineering educators from Natalie and Neil
1.39 José's Background
4.57 The Lisbon Higher Institute of Engineering
6.12 How the ENTER project came about
7.15 How the relevant competencies of professional engineering educators were determined
8.30 Tensions between different engineering traditions
10.11 Examples of differences between different contexts
11.18 Are we converging towards a certain global standard?
12.09 Accreditation as a driver of standardisation
15.07 Areas in which engineering education is underdeveloped: creativity
17.25 Professional development opportunities from educators when teaching new concepts
18.35 The ENTER Project website
20.16 The stages involved in registration: evidence of competencies, peer review and development
25.01 Benefits of registering with the ENTER network
28.26 How can institutions become involved in informing the competencies required of engineering educators
29.40 The number and diversity of educators registered and global trends
36.00 The six different professional levels of educators
42.44 Final advice from José
44.37 Key takeaways from Natalie and Neil.
Resources
For more information about ENTER, visit the website.
www.enterprof.org
This paper provides information about the stages of the project which led to the formation of the network.
https://vovr.elpub.ru/jour/article/view/2296?locale=en_US
The following paper focuses on the justification and incorporation of sustainable development course into the certified training of engineering educators.
Quadrado, J.C., Galikhanov, M.F., Zaitseva, K.K. (2020). Sustainable Development Principles for Engineering Educator. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 29, no. 6, pp. 75-82. DOI: https://doi.org/10.31992/0869-3617-2020-29-6-75-82
https://www.researchgate.net/profile/Kseniya-Zaitseva/publication/342641865_Sustainable_Development_Principles_for_Engineering_Educator/links/5f9060ea299bf1b53e37f93a/Sustainable-Development-Principles-for-Engineering-Educator.pdf
Join us! Become a member of the European Society for Engineering
Education, SEFI, Europe's largest network of engineering
educators: www.sefi.be
Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/
Written and produced by Neil Cooke and Natalie Wint.
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4. #30 Thies Johannsen from TUB Germany on Transdisciplinary
54:00||Season 5, Ep. 4Welcome 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.3. #29 Ann-Kristin Winkens from RWTH Germany on Resilience
44:13||Season 5, Ep. 3Welcome 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.2. #28 Scott Daniel, Sasha Nikolic & Rezwanul Haque from AAEE Australia on Generative AI
01:36:25||Season 5, Ep. 2Welcome 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.1. #27 Inês Direito and Jan Van Maele on Diversity Equity and Inclusion
56:23||Season 5, Ep. 1Welcome back to the podcast! Terms such as inclusion, diversity, equity, and equality, have long featured in discussions relating to engineering education, and are often used interchangeably. Their meaning both evolve over time and vary significantly across context. Such changes and variation have implications for the areas in which efforts towards DEI, are focused, as well as to learn from good practice and monitor progress. In this episode we speak to Dr. Inês Direito, an Assistant Researcher at the Centre for Mechanical Technology and Automation, University of Aveiro (Portugal) and Dr Jan Van Maele, Professor in Language and Communication at the Faculty of Engineering Technology at KU Leuven (Flanders, Belgium). Our two guests bring together their complimentary expertise (Inês in Psychology and in researching student experience and mental health, and Jan in teaching languages in a context in which language policies have created obstacles to creating cultural diversity) to discuss their work exploring how the engineering education community believe DEI related terms are understood and implemented in their own institution and in other contexts around the globe.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn DEI in the context of Engineering Education worldwide. shownotes:Timestamps0.00 Welcome and introduction to episode0.35 Podcast Intro0.54 Experiences in DEI from Natalie and Neil3.09 Inês' Background7.35 Jan's Background13.20 The start of a collaboration17.02 Changes in the SIG and defining key terms21.09 The changing nature of DEI work24.37 The SEFI 2023 DEI SIG workshop27.00 Homero Murzi (North-American and a Latin-American perspective)34.14 Karin Wolff, President of SASEE (South African perspective)44.47 Xinrui XU (Chinese perspective)49.14 Final advice 51.18 Key takeaways from Natalie and Neil Email Jan (jan.vanmaele@kuleuven.be) and Inês (ines.direito@ua.pt) to share your perspectives as part of this project. Further Reading To watch the video from which these clips were taken, visit:https://play.chalmers.se/media/DEI_Video_ver_3/0_2p6ns0g5 For the paper about the SEFI 2023 workshop mentioned see:https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1004&context=sefi2023_wkshp 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.5. #26 Season 4 Highlights and podcast update
26:57||Season 4, Ep. 5Hope you are having a great Summer ...We originally conceived the podcast as a project which would run for two years with monthly episodes. As we approach its second anniversary, Neil and Natalie would like to thank everyone listeners and guests for their support in making it into a valuable source of information about the SEFI community and contemporary topics in engineering education. In this episode we summarise the recent interviews and our future plans for the show.00.00 - Introduction00.45 - Listening insights -popular and least popular03.35 - Thanks04.55- Sarah Jayne Hitt on Ethics toolkit (Ep1) - role of liberal arts and the toolkit.09.15 - Roger Hadgraft on Disruption (Ep2) - Doblins framework and synthesis problems13.30 - Diana Martin on Intercultural ethics (Ep3) - Values and western dominance20.30 - Tim Drysdale on Remote laboratories (Ep4) - AI and Digital/Humanism25.40 - Plans4. #25 Tim Drysdale from UoE Scotland on Non-traditional practical work
50:23||Season 4, Ep. 4Welcome back to the fourth episode of this fourth season of the SEFI podcast! In this first episode we talk to Professor Tim Drysdale, Chair of Technology Enhanced Science Education in the School of Engineering at the University of Edinburgh. Tim is responsible for developing an entirely new approach to online laboratories to support non-traditional online practical work activities across multiple campuses.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about nontraditional practical work. shownotes: Timestamps0.00 Welcome and introduction to episode0.27 Podcast Intro0.47 Experiences in non-traditional practical work from Natalie and Neil2.17 Tim's Background4.28 Engineering at Edinburgh5.43 Technology as not replacing humans: a post critical humanist approaches and less instrumentalist approaches to practical work10.22 Different types of non-traditional practical work 13.00 The benefits of non-traditional practical work15.04 How to select the best approach to take based on our aims and learning outcomes18.23 Student engagement and limitations22.10 The user experience 26.35 Use of dangerous and specialist equipment27.39 The user interface 31.07 Challenges to implementation33.24 Maturity of non-traditional practical work38.16 The role of AI40.42 Getting buy-in: evaluation of non-traditional practical work to produce an evidence base45.13 Final advice from Tim47.02 Key takeaways from Natalie and Neil Further Reading The following provides a link to work in which Tim describes different types of NTPLhttps://www.tandfonline.com/doi/full/10.1080/23752696.2020.1816845The following provides a link to work whereby Tim makes use of a post-humanist lens.https://www.research.ed.ac.uk/en/publications/posthumanistic-practices-of-community-for-non-traditional-laboratFor more information about student (user) experience you can refer to the following pieces of workhttps://journals.sagepub.com/doi/full/10.1177/03064190221081451https://ieeexplore.ieee.org/document/10399863Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.3. #24 Diana Martin from UCL (UK) on Intercultural ethics
01:05:38||Season 4, Ep. 3Welcome back to the third episode of this fourth season of the SEFI podcast! In this first episode we talk to Dr. Diana Martin, a Senior Research Fellow within the Centre for Engineering Education (CEE) at University College London (UCL). Diana applies knowledge obtained during her study of both philosophy and liberal arts in her work into the implementation of ethics, sustainability and societal aspects within engineering education, having completed her PhD project entitled “Towards a Sociotechnical Reconfiguration of Engineering and an Education for Ethics, a Critical Realist Investigation into the Patterns of Education and Accreditation of Ethics in Engineering Programmes” in July 2020.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about incorporating a more globalised approach to engineering ethics education.shownotes: https://www.sefi.be/2024/06/17/podcast-season-4-episode-3-european-engineering-educators-is-online/Timestamps0.00 Welcome and introduction to episode0.38 Podcast Intro0.59 Experiences in teaching ethics to engineering students from Natalie and Neil2.31 Diana's Background10.18 How Diana's experiences in different global contexts inform her approach to engineering ethics education11.38 How ethics and intercultural ethics are conceptualised12.37 Individual and collective responsibilities (microethical vs macroethical approaches)16.44 Relevant values within engineering ethics and value sensitive design24.00 The power of engineers in creation of technological artefacts: Introducing participatory/community-based approaches27.15 Variation in meanings and emphasis on values in different contexts and cultures34.33 WEIRD populations37.16 How do we do this in the classroom? Use of PBL to support ethics education during design45.30 Student response to ethics education48.23 The global state of engineering ethics education: International Handbook of Engineering Education Research Chapter 53.56 Final advice from Diana1.01.46 Key takeaways from Natalie and Neil Further Reading This link is for the chapter in the International Handbook for Engineering Education Research entitled “Developing a Global and Culturally Inclusive Vision of Engineering Ethics Education and Research”https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003287483-6/developing-global-culturally-inclusive-vision-engineering-ethics-education-research-diana-martin-alison-gwynne-evans-aleksandra-kazakova-qin-zhu?context=ubx&refId=302206b2-3b33-41f7-8d16-3f11278b0a09This paper argues that mainstream value-sensitive approaches to design have been based on narrow understandings of personhood and social dynamics, which are biased toward Western Educated Industrialized Rich and Democratic cultures and contradicted by empirical evidencehttps://link.springer.com/article/10.1007/s10516-023-09689-9Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.2. #23 Roger Hadgraft from UTS Australia on Disruption
01:03:58||Season 4, Ep. 2Welcome back to the fourth season of the SEFI podcast! In the second episode we talk to Professor Roger Hadgraft, Director of Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology, Sydney (UTS). Roger draws upon more than 30 years of experience in improving engineering educating, having been instrumental in introducing a project-based curriculum within civil engineering at Monash University and in several disciplines at Royal Melbourne Institute of Technology. Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the different ways in which we can innovate within engineering education.show-notes: https://www.sefi.be/2024/05/20/podcast-season-4-episode-2-european-engineering-educators-is-online/Timestamps0.00 Welcome and introduction to episode0.39 Podcast Intro0.58 Experiences with problem, project and challenge used learning from Natalie and Neil2.37 Rogers's Background5.21 Engineering education in Australia8.04 Terminology: Changes to approaches to engineering education11.50 Drivers for change15.27 Studio based learning19.07 Assessment of studio-based learning22.22 Disrupting engineering education24.28 Doblin's ten types of innovation and application of the framework in engineering education36.58 Capacity building and buy-in43.57 Resistance to change in engineering education48.16 Looking to the future56.56 Final advice from Roger1:00:11 Key takeaways from Natalie and NeilResources: https://www.tandfonline.com/doi/abs/10.1080/03043799308923248https://opus.lib.uts.edu.au/handle/10453/137664https://opus.lib.uts.edu.au/handle/10453/132516https://opus.lib.uts.edu.au/handle/10453/141604https://opus.lib.uts.edu.au/handle/10453/138648https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003287483-7/disrupting-engineering-education-euan-lindsay-roger-hadgraft-fiona-boyle-ron-ulsethhttps://link.springer.com/chapter/10.1007/978-981-99-5873-3_11https://link.springer.com/chapter/10.1007/978-981-99-5873-3_10https://link.springer.com/book/10.1007/978-981-99-5873-31. #22 Sarah Jayne Hitt from EPC UK on Ethics Toolkit
48:02||Season 4, Ep. 1Welcome back to the fourth season of the SEFI podcast! In this first episode we talk to Professor Sarah Jayne Hitt, who, amongst her many roles, project manages the Engineering Professors Council or EPC’s Ethics Toolkit, a resource designed to help engineering educators embed ethics in teaching. Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the power of crowdsourcing in capacity building in teaching engineering ethics. Timestamps0.00 Welcome and introduction to episode0.16 Podcast Intro0.35 Experiences in teaching ethics to engineering students from Natalie and Neil2.34 Sarah's Background5.45 The Engineering Professors Council (EPC)7.35 The role of Liberal Arts in Engineering Education9.52 The Joint Statement of Ethical Principles and its role in the toolkit12.33 How the toolkit came about 14.44 What does the toolkit consist of? 16.37 The crowdsourcing process and creation of the toolkit 19.31 The role and benefits of the review process 20.11 The benefits of crowdsourcing and diversity of contributors22.08 Navigating the Ethics Explorer and the landscape 25.55 The growth and future of the toolkit27.04 What makes a good case study?29.56 An example of a case study from the toolkit33.12 Consideration for micro and macro ethics35.00 Guidance documents 39.33 What still needs to be done?42.22 Final advice from Sarah44.01 Key takeaways from Natalie and NeilResources: Ethics Explorer - Engineering Professors Council (epc.ac.uk)Educating the Whole Engineer by Integrating Engineering and the Libera (taylorfrancis.com)https://www.ijee.ie/latestissues/Vol38-3/07_ijee4189.pdfhttps://raeng.org.uk/media/kr0j2ejr/rae-engineering-ethics-full-report_v7.pdfhttps://serc.carleton.edu/geoethics/Decision-Makinghttps://epc.ac.uk/toolkit/tackling-tough-topics-in-discussion/https://epc.ac.uk/resources/toolkit/about-toolkits/contribute-a-resource-to-one-of-our-toolkits/Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/ Written and produced by Neil Cooke and Natalie Wint.