Although recognised as a priority for engineering education, implementation of Sustainable Development (SD) in curricula has been mixed and limited. This episode features Marie Paretti from Virginia Tech and Maya Menon from the EdTech startup NextWork. We talk about a paper published in the European Journal of Engineering Education entitled “Understanding instructor decision-making in engineering education for sustainable development: a comparison of institutions in Denmark and the United States” which Maya and Marie co-authored with Jennifer Case and Andrew Katz. The study compared the external, internal (institutional) and individual influences on instructors’ decision-making, in relation to the incorporation of SD into the courses they teach within institutions in two different national contexts. This episode is the second in our series of episodes that take on a new format and are released at intervals along with our normal longer length shows.For the full paper, follow this link: https://doi.org/10.1080/03043797.2025.2486189Timestamps0.00 Welcome and introduction0.29 Introduction to the episode an publication1.25 How the work came about and the research team3.12 Summary of the work4.02 The research gap5.16 The research questions7.27 Terminology; Sustainability, Sustainable Development and the UN SDGs10.50 Theoretical underpinnings13.58 Comparative Case Study Methodology18.04 Data sources and analysis21.12 The findings29:49 Implications for engineering education practice32.31 Implications for engineering education research35.23 GoodbyesJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
Engineering is a global profession, with various efforts focusing on the globalisation of engineering practice. However, there are many differences between engineering education systems in different contexts.In this episode we discuss what we can learn by comparing engineering education across contexts with Professor Roger Gonzalez from The University of Texas at El Paso (UTEP), author of the monograph “Adapting Engineering Education to a Rapidly Changing World” which focuses on the differences between engineering education systems, particularly those associated with the UK and the USA.Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about the ways in which students are contributing their their own engineering education, and what we can learn from them.Timestamps0.00 Welcome and introduction to episode0.25 Podcast Intro0.50 Experiences with students collaboration from Natalie and Neil2.13 Introduction to Roger and his work5.04 Introduction to UTEP6.44 Why is this work needed and why now?10.15 How was the work conducted?12.44 Differences in terms of student admissions into engineering 15.58 Implications for widening access and participation 19.10 Why are there differences between contexts? 22.42 Differences in length and structure of programmes, teaching, learning and assessment and the role of student unions29.42 Differences in content of the degree33.01 Degree variants and the role of industry36.12 The role of Quality Assurance (QA) and student feedback and the role of funding45.24 Accreditation48.35 What can we learn from the differences?53.42 How do these learnings apply to other contexts and countries?54.47 How will engineering education change in the future; AI.1:02:35 Key Takeaways from Roger1:05:02 Key takeaways from Natalie and Neil Key ResourcesYou can access Roger’s monograph by following the link belowhttps://link.springer.com/book/10.1007/978-3-031-78908-3Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
This is our first episode which takes the new format which we will be released at intervals along with our normal longer length shows. In these episodes we will be bringing you up to date with some of the latest work within engineering education by speaking with authors of recent publications.For our first episode of this I am speaking with Madeline Polmear from Kings College London, who featured in our very first season of the podcast. And we are going to talk about a paper published in the Journal of Engineering Education entitled Exploring engagement narratives among self-identified Hispanic women's experiences in engineering counterspaces which Madeline co-authored with Elizabeth Volpe, Idalis Villanueva Alarcón and Denise Simmons.For the full paper, follow this link: https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20630Timestamps0.00 Welcome and introduction0.27 Introduction to the episode an publication1.22 The research team3.08 Summary of the work4.30 The research gap5.58 The research questions6.35 Theoretical underpinnings10.15 Methodology; Data Collection and analysis12.21 The findings15.32 Implications for engineering education practice17.12 Implications for engineering education research19.10 GoodbyesJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
We can't really talk about engineering education without talking about engineering students. But in this episode we talk to them! We attempt to bridge the gap between engineering educators and students by directly asking them what they think. In so doing, we welcome Katrijn Vandenborne (current President of BEST) and Nadica Koloska (co-ordinator for the Educational Involvement Department) from the Board of European Students of Technology (BEST).Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about the ways in which students are contributing their their own engineering education, and what we can learn from them.Timestamps0.00 Welcome and introduction to episode0.29 Podcast Intro0.46 Experiences with students collaboration from Natalie and Neil2.47 Introduction to Katrijn and Nadica6.30 The history of BEST8.04 The relationship with SEFI10.48 Managing student turnover12.11 Professional development courses14.55 Career support16.20 Symposium on Education19.02 The Education Involvement Department20.58 Stakeholders28.35 Topics of interest within BEST: professional skills, the responsible engineer, assessment and AI39.45 What should educators remove from engineering programmes?43.00 Diversifying membership and the student voice47.19 The benefits of being part of BEST53.02 What's next?56.33 How do students get involved in BEST?59.06 Key Takeaways from Katrijn and Nadica1.01.48 Key takeaways from Natalie and Neil Key Resourceshttps://www.best.eu.org/index.jspJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
Welcome to the highlights episode for season 6! We have reached the end of season 6 and 3+ years of podcasting.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 Professor Neil Cooke (University of Birmingham) for this episode in which they summarise the recent interviews.00.00 - Introduction00.38 - Welcome, podcast updates, the future of the podcast03.50 - Robyn Mae Paul and Kari Zacharias on the Iron Ring12.00 - Siara Isaac and Joelyn de Lima on the 3T Play Project for Transversal Skills18.58 - Kurt Coppens on feedback literacy 24.36 - Mariana Velho on public engagement and outreach29.29 - Call for guests, and ideas on topics and guestsJoin us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.bemusic (c) Lizzie Cooke all rights reserved.Written and produced by Neil Cooke and Natalie Wint. Hosted on Acast. See acast.com/privacy for more information.
Attracting students to study engineering, and helping society understand what engineers do, are ongoing challenges within engineering education.In this episode we spoke to Mariana Velho, Communication, Education and Outreach Manager for CERN openlab. Mariana draws upon her background in psychology, education and outreach, to manage various communication projects and campaigns, and manage stakeholder relationships.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the use of science communication and outreach in encouraging students to study engineering.Timestamps0.00 Welcome and introduction to episode0.23 Podcast Intro0.48 Experiences with science communication and outreach from Natalie and Neil3.20 Introduction to Mariana6.47 The importance of science communication7.28 ATLAS Experiment and CERN8.44 The role of psychology in science communication11.46 CERN14.44 CERN openlab16.47 Mariana's role within CERN19.28 Developing the scientists and engineers of tomorrow21.22 The Summer Placement27.36 Science communication skills31.32 Educational resources37.11 Microsoft Dreamspace and spatial skills43.24 Engineering in the future48.11 What's next?51.54 Key Takeaways from Mariana53.20 Key takeaways from Natalie and Neil Key Resourceshttps://marianadantasvelho.com/https://openlab.cern/about/collaborate-us https://atlas.cern/Resources/Colouring-Books https://dreamspace.microsoft.com/en-us/dreamspace/irelandJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
Feedback is a somewhat perennial topic within higher education (HE), with increasing emphasis on students as independent learners who should engage as active participants to fulfil the role of a self-regulated learner.In this episode we speak to Dr. Kurt Coppens who works within the ETHER (Engineering Technology Education Research) research group, at the Faculty of Engineering Technology, KU Leuven, Belgium and whose PhD focused on the feedback literacy of engineering students.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the role of feedback literacy in engineering education!Timestamps0.00 Welcome and introduction to episode0.16 Podcast Intro0.42 Experiences with feedback literacy from Natalie and Neil4.11 Introduction to Kurt7.05 ETHER at KU Leuven7.58 What do we mean by feedback literacy?9.13 What is involved in feedback literacy?11.41 What does good feedback literacy look like?13.28 Research developments in areas of feedback literacy17.52 The research gap20.07 PhD aims21.40 Study design28.22 Findings of the first study (Feedback Oreintation Scale)30.10 Findings from the reflective logs33.22 Changes in feedback literacy during first year39.28 Changes during a degree41.04 Improving feedback literacy43.10 Capacity building of educators46.15 Generalisability of findings47.27 The future of research in this area49.10 Key Takeaways from Kurt50.29 Key takeaways from Natalie and Neil Further Reading Kurt’s workKurt’s Thesis can be found by following the link below: https://kuleuven.limo.libis.be/discovery/search?query=any,contains,LIRIAS4154722&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&offset=0Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2023). Capturing student feedback literacy using reflective logs. European Journal of Engineering Education, 48(4), 653–666. https://doi.org/10.1080/03043797.2023.2185501Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2024). A mixed method approach to exploring feedback literacy through student self-reflection. Assessment & Evaluation in Higher Education, 50(2), 173–186. https://doi.org/10.1080/02602938.2024.2373792Other Key Resourceshttps://doi.org/10.1080/02602938.2018.1463354https://doi.org/10.2224/sbp.2002.30.8.821.https://doi.org/10.1177/0149206310373145https://doi.org/10.1080/02602938.2019.1667955https://doi.org/10.1007/s10459-019-09905-5https://doi.org/10.1080/13562517.2023.2263838Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.
There continues to be a growing focus on the need for engineering students to develop transversal skills. There are a number of barriers which can stifle efforts in teaching such skills and approaches increasingly focus on developing engineering educators’ ability to integrate a diverse set of skills with technical knowledge.In this episode we speak to Siara Isaac and Joelyn de Lima, part of the 3T Play project (funded by the Lego Foundation) team from Swiss Federal Institute of Technology in Lausanne (EPFL), who focused on the use of tangible objects and playfulness to support the learning process and support skills development.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the approaches to embedding trasversal skills within engineering education!Timestamps0.00 Welcome and introduction to episode0.22 Podcast Intro0.48 Experiences with transversal skills from Natalie and Neil3.18 Introduction to Siara and Joelyn and the wider 3T Play project team5.15 The start of the 3T Play project at EPFL7.22 What are transversal skills?9.31 The significance of transversal skills and why they should be explicitly taught11:18 The views of instructors and barriers to teaching transversal skills16:48 The Trident Model: Knowing, Experiencing and Learning from Experience22:47 The role of tangible objects24:40 Applying the model to a skill29:42 Flexibility to change interventions to suit the audience34:12 Conditions which help students to develop transversal skills through experiential learning39:16 Process level feedback41:56 Developing the handbook as a resource47:35 What types and level of students are these activities approriate for?50:50 The layout of the book and the chapters56:50 The impact of the project 59:34 Key Takeaways from Siara and Joelyn1:02:23 Key takeaways from Natalie and Neil Further Reading The link to the open access resource can be found herehttps://www.epflpress.org/produit/1542/9782832322895/teaching-transversal-skills-for-engineering-studentsJoin 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. Hosted on Acast. See acast.com/privacy for more information.
Welcome to the first episode of season 6 of the podcast!The Archimedean Oath, first developed in 1990 and inspired by the Hippocratic Oath, was promoted as a reflection tool during SEFI 2024. Historically, the oath was read and signed at the end of master’s level study and allowed engineers to emphasise their commitment to their institution and global responsibility. Taking an oath was viewed as supporting graduates in making ethical decisions within professional practice. However, societal and environmental needs have since changed, this triggering moves to update both the form and scope of the oath. Similarly, in Canada, the Iron Ring or Ritual of the Calling of an Engineering is a ceremony which engineering graduates traditionally take part in. In this episode we spoke to Robyn Mae Paul from the University of Calgary and Kari Zacharias from the University of Manitoba who are part of the group ‘Retool the Ring’, whose work focuses on advocating for changes to the ceremony.Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the iron ring!Timestamps0.00 Welcome and introduction to episode0.58 Podcast Intro1.20 Experiences with CBL from Natalie and Neil3.17 Introduction to Robyn and Kari9.13 Introduction to the Iron Ring 12.12 What is involved in the ceremony17.45 The obligation19.47 What are the benefits of the ritual?22.53 The start of Retool the Ring32.23 Retool the Ring Activities40.42 The Iron Ring as establishing, challenging and maintaining boundaries49.02 The use of exclusionary values and langaguge 56.47 Proposed changes1:02:26 End of the Iron Ring?1:05:47 Reactions to the work done by Retool the Ring1:09: 50 What is next for Retool the Ring1:13:42 Key takeaways from Natalie and Neil Further Reading The following links will take you to publications authored by members of the Retool the Ring group.https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1177035/full https://ojs.library.queensu.ca/index.php/PCEEA/article/view/17100Join 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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
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. Hosted on Acast. See acast.com/privacy for more information.
Welcome 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. Hosted on Acast. See acast.com/privacy for more information.
Hope 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 - Plans Hosted on Acast. See acast.com/privacy for more information.
Welcome 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. Hosted on Acast. See acast.com/privacy for more information.
Welcome 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. Hosted on Acast. See acast.com/privacy for more information.
Welcome 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/10.1007/978-981-99-5873-3 Hosted on Acast. See acast.com/privacy for more information.