Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 29th June 2022, 08:17:16pm CEST

 
 
Session Overview
Date: Monday, 15/Nov/2021
9:30am - 5:30pmSup05: Registration and ONSITE conference support
Location: Main Hall Lobby Humanities Faculty
9:30am - 9:00pmSup06: Online conference support
The online support is available through the online Conference Platform
The online support is available through the online Conference Platform
10:00am - 11:30amP01: P01: Diversity in Engineering Education: Support and Technologies
Location: Main Hall Humanities Faculty
Session Chair: Dr. Carina Soledad González-González, University of La Laguna, Spain
Session Chair: Prof. Nilza Aples, University of Technology, Jamaica, United States of America
Panelists:
Prof. Dr. Paloma Diaz, Dean of the School of Engineering, Telefónica-UC3M Chair on Women and Technology, Universidad Carlos III de Madrid, Spain
Prof. Dr. Manuel Förster, Professor for Economics and Vocational Education, School of Education, Technical University of Munich, Germany
Dr. Marlene Kanga, AM FTSE Hon. FIChemE Hon.FIE (Aust), President 2017-2019 World Federation of Engineering Organisations, Australia
Prof. Dietmar Rempfer, Director, School of Engineering, Purdue University Northwest, USA
Didem Demir, Arcelik
Our current society expects engineers being socially responsible by deploying solutions that put social benefits and interest ahead other criteria. Diversity is without doubt a key issue to be addressed in this context. There are many examples of engineered products that have been conceived and tailored keeping in mind a stereotyped user who only fits a very specific type of person, chiefly middle aged white men. This situation has led to biased products that are not useful for more than half of their potential users. For this reason, the panel will focus on this topic and show some examples on how to integrate activities that contribute to open up our students perception about their role as engineers in terms of design for diversity and inclusion.
Besides, the Covid situation has accelerated the use of e- and blended learning concepts to a great extent. From an ethical perspective of learning, it should be ensured that as far as possible all learners are promoted -or at least not disadvantaged - by the use of digital concepts and media. However, it has not yet been clarified whether digital measures promote the learning success of all learners in the best possible way or whether certain groups (high-performing vs. low-performing students, female vs. male students, students with and without a migration background) benefit in particular or maybe more than others. The panel will raise the question of what ethical standards education must meet and what general factors influencing learning with digital media.
Finally, the panel will discuss about the International Engineering Benchmarks for Graduate Attributes and Professional Competencies for engineers of the future. Implementation of the Graduate Attributes and Professional competencies Framework has commenced and is expected to transform engineering education and practices with engineers who are inclusive and able to work effectively in diverse teams, think critically and thoughtfully about the impact of their work, considerate of broad ethical considerations and be committed to adapting to new technologies and pedagogies as well as lifelong learning.
10:00am - 11:30amP10: Emerging Education and Technology Challenges in Africa and Sustainable Solutions
Location: Room A Humanities Faculty
Session Chair: Prof. Christian Bolu, Covenant University, Nigeria
Session Chair: Prof. Adagbonyin Moses Obiazi, Ambrose Alli University Ekpoma Nigerian, Nigeria
Session Chair: Dr. África López-Rey, UNED, Spain
Panelists:
Prof Funso Falade, President, African Engineering Education Association
Prof Adagbonyin Moses Osekuyenim, President, African Engineering Deans Council
Prof Theresa Mkandawire, Malawi University of Business and Applied Sciences
Dr Tagwa Ahmed Musa, Sudan University of Science and Technology
Dr. Claude Domfang, Directeur CREC, Cameroon

The COVID-19 pandemic brought to the fore new and emerging education and technology challenges in Africa that requires sustainable solutions. The pandemic disrupted the educational system, as most African countries temporarily closed all their educational institutions to contain the spread of the disease. As a result, education delivery changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. New challenges arose as a result of the varying degree of preparedness of the institutions, lack of infrastructure, paucity of funds and policies issues in the African education sector. Beyond these challenges and despite the immense benefits of the e-learning platforms available for students, including access to coursework from anywhere at any time, there are several other problems that hindered participation of students during organised learning programmes such as irregular power supply and internet connectivity. Additionally, limited laboratories to accommodate the growing number of engineering and technology students is becoming more pronounced with the need to study remotely. This session will discuss the emerging education and technology challenges in Africa and the collaborative efforts towards developing sustainable solutions by African engineering personnel.
11:30am - 12:00pmCof01: Coffee social break
Location: Main Hall Lobby Humanities Faculty
12:00pm - 1:30pmP02: Students Projects and Leadership
Location: Main Hall Humanities Faculty
Session Chair: Prof. Sunil Maharaj, University of Pretoria, South Africa
Session Chair: María Laura Polo González, Student Platform for Engineering Education Development (SPEED), United States of America
Panelists:
FH-Prof. Dr. Eithne Knappitsch, Program Director, Intercultural Management, School of Management I Carinthia University of Applied Sciences, Austria
Dr. Mrs. Sushma S. Kulkarni, Ph.D., M.E Civil (C&M), B.E.Civil, Director, Rajarambapu Institute of Technology, Sangli, Maharashtra, India Vice Chair, Global Engineering Deans Council (GEDC) India Chapter. Convener CII Industry-Academia Relationship Cell, Southern Maharashtra Chapter
Anna Zinenko
Svetlana Buko
Yashin Brijmohan, Co-Chairperson: Africa Asia Pacific Engineering Council & Chair: Engineering Education, FAEO
Shivani Khare, Global Manager (Operations & Product), University of Emerging Technologies, India
12:00pm - 1:30pmP12: Inclusion, Diversity, Equity, and Access to STEM Education
Location: Room C (Philosophy) Humanities Faculty
Session Chair: Dr. Renetta Garrison Tull, University of Calfornia Davis, United States of America
Session Chair: Dora Smith, Siemens, United States of America
Session Chair: Dr. Elena Ruiz Larrocha, UNED, Spain
Panelists:
Stephanie Farrell, Experiential Engineering Education Department (ExEED) Professor and Founding Department Head at Henry M. Rowan College of Engineering, NJ, USA
Deborah Blaine, Associate Professor in Mechanical and Mechatronics Engineering at Stellenbosch University, South Africa
David Delaine, Assistant Professor within the Department of Engineering Education at The Ohio State University’s College of Engineering and Leader of Inclusive Community-based Learning – iCBL (Inclusive Community-based Learning) Program
María Elena Gavilán Alfonso, Senior Marketing Manager for Higher Ed and Research, MathWorks
Rudi Ngnepi, Global Director, Digital Sales Enablement Platform, NI
Nichelle Grant, Head of Diversity, Equity and Inclusion, Siemens Corporation
Felipe Gómez Gallo, Vice President Student Affairs IFEES and President SPEED
Sri Yeswanth (Yash) Tadimalla, Doctoral student at UNC Charlotte, under the Interdisciplinary track in the College of Computing and Informatics
As tenets of Inclusion, Diversity, Equity, and Accessibility to STEM Education (IDEA) continue to be a foundation for the progression of engineering education worldwide, the World Engineering Education Forum (WEEF) developed this session to identify key concepts, evidence-based approaches, and a surveying overview of IDEA within the realm of STEM education and industry opportunities. Join Dr. Renetta Tull, Vice Chancellor of Diversity, Equity and Inclusion from the University of California Davis and Adj. Professor of Electrical & Computer Engineering, and Dora Smith, Senior Director, Global Academic Program from Siemens and VP of D&I for IFEES, as they address sustainable strategies and best practices to ultimately make programs more inclusive, diverse, equitable, and accessible to all.
This session, supported by the International Federation of Engineering Education Societies (IFEES) and the Global Engineering Deans Council (GEDC), will explore IDEA in the context of academia, industry, and student perspectives. With this diverse unveiling of global experiences, participants will learn how engineering can serve as a platform for social change.
12:00pm - 1:30pmWS119: How to Teach Critical Thinking
Location: Room A Humanities Faculty
Session Chair: Prof. Uriel Ruben Cukierman, UTN, Argentine Republic
Session Chair: Dr. Eduardo Vendrell Vidal, Universitat Politècnica de València, Spain
Session Chair: Dr. África López-Rey, UNED, Spain
There is a common understanding in Higher Education, and particularly in STEAM teaching, about the need of developing the so called “21st Century skills” also referred to as the 4C’s, including Critical Thinking, Creative Thinking, Communication and Collaboration. While the last two skills are probably more familiar for faculties, developing Creative and Critical Thinking skills in our students is much more difficult and hardly achievable without a proper training and guidance. The proposed Workshop will give participants an insight about what does it mean Critical Thinking, which are its components and some technics for teaching and assessing this skill in STEAM courses.
Uriel R. Cukierman Electronic Engineer by UTN (Argentina) and M.Sc. in Information Technologies by Universidad Politécnica de Madrid (Spain). Professor and Researcher and Director of the Center for Educational Research and Innovation at UTN. Research Professor at University of New Mexico (USA). President of the Argentinean Section of IGIP (International Society for Engineering Pedagogy). Member of Institute of Education in Engineering, National Academy of Engineering. Associate Director of InnovaHiEd. Former President of the International Federation of Engineering Education Societies (IFEES). Honorary Professor at Universidad Ricardo Palma (Perú). IEOM Distinguished Educator Award (EUA). IGIP International Engineering Educator Award (Austria). Eduardo Vendrell Vidal Informatics BSc and PhD by Universitat Politècnica de València (UPV). International Engineering Educator ING.PAED.IGIP certified by the International Society for Engineering Pedagogy, IGIP. Associate Professor at the UPV. Former Director of the School of Informatics of the UPV. Past-President of the European Quality Assurance Network for Informatics Education (EQANIE). Past-President of the Spanish Council of Conference of Deans and Directors of Informatics (CODDII) of Spain. Member of the Engineering Education Committee of the World Federation of Engineering Organizations (WFEO).
 

How to teach Critical Thinking

Uriel Ruben Cukierman1, Eduardo Vendrell Vidal2

1UTN, Argentine Republic; 2UPV, Spain

There is a common understanding in Higher Education, and particularly in STEAM teaching, about the need of developing the so called “21st Century skills” also referred to as the 4C’s, including Critical Thinking, Creative Thinking, Communication and Collaboration. While the last two skills are probably more familiar for faculties, developing Creative and Critical Thinking skills in our students is much more difficult and hardly achievable without a proper training and guidance. The proposed Workshop will give participants an insight about what does it mean Critical Thinking, which are its components and some technics for teaching and assessing this skill in STEAM courses.

 
12:00pm - 1:30pmWS130: Effective Gamification Workshop
Location: Room B Humanities Faculty
Session Chair: Prof. Paloma Diaz, Universidad Carlos III de Madrid, Spain
Session Chair: Dr. Mohammad Hajarian, Universidad Carlos III de Madrid, Spain
Session Chair: Prof. Clara Perez, UNED, Spain
Recently, gamification showed tremendous success in different fields of science. It can enhance active learning in engineering education and increase user engagement in software applications. In this workshop, participants will learn and practice effective gamification: a novel gamification guideline developed and presented by the presenters of this workshop at the WEEF-GEDC 2021 conference. As a result, in addition to learning gamification for making mobile and web applications more engaging, participants will learn state-of-theart principles of using interactivity, utility, and social networking features to make gamification effective in the long run. This workshop consists of three parts, and it will be held in 90-minute sessions. Principles, several examples, and case studies will be reviewed during this session, and participants will use the given tools to collaboratively design a gamified app based on the learned principles. At the end of the session, they will receive feedback about their designs. Moreover, for better understanding and future use, the presented guideline, which describes the building blocks of effective gamification in a stepby- step manner, will be given to the participants along with the required tools.
Prof. Paloma Diaz is a Full Professor in the Computer Science and Engineering Department of University Carlos III de Madrid with more than 25 years of teaching experience. She is the Head of the Interactive Systems research group focused on the design of interactive systems and has led projects related to the workshop topic applied to informal learning and citizen participation. She has participated in the organization of international events such as womENcourage 2019, IEEE ICALT 2008, IEEE VLHCC 2010, and IS-EUD 2015, ISCRAM-MED 2016, as well as tracks in conferences such as Social Networking and Collaboration at ISCRAM 2010-2013, Serious games and simulation at ISCRAM 2014-2015 or Creativity in Collaborative Design at ACM Cognition and Creativity 2015. During two years, she also organized the “Large-Scale Idea Management and Deliberation Systems” workshop that was run using the world cafe method. She has also taught this topic in different courses. Mohammad Hajarian is an Assistant Professor with several articles and a book about gamification and personalization. He has experience in conducting a conference workshop and developing successful gamified mobile and web pplications.
 

Effective Gamification Workshop

Paloma Díaz, Mohammad Hajarian

Universidad Carlos III de Madrid, Spain

Recently, gamification showed tremendous success in different fields of science. It can enhance active learning in engineering education and increase user engagement in software applications. In this workshop, participants will learn and practice effective gamification: a novel gamification guideline developed and presented by the presenters of this workshop at the WEEF-GEDC 2021 conference. As a result, in addition to learning gamification for making mobile and web applications more engaging, participants will learn state-of-the-art principles of using interactivity, utility, and social networking features to make gamification effective in the long run. This workshop consists of three parts, and it will be held in 90-minute sessions. Principles, several examples, and case studies will be reviewed during this session, and participants will use the given tools to collaboratively design a gamified app based on the learned principles. At the end of the session, they will receive feedback about their designs. Moreover, for better understanding and future use, the presented guideline, which describes the building blocks of effective gamification in a step-by-step manner, will be given to the participants along with the required tools.

 
12:00pm - 1:30pmWS165: Growing a Mindset Culture for an Inclusive Classroom
Location: Room D (3.31) Humanities Faculty
Session Chair: Dr. Stephanie Cutler, Penn State, United States of America
Session Chair: Dr. Sarah Zappe, Penn State, United States of America
Session Chair: Prof. Elio San Cristóbal, UNED, Spain
Have you ever thought about you the innate abilities of your students? Does your class structure and messaging tell them they can grow and learn and improve as they complete your course? These questions link to a factor that has been shown to impact student success across underrepresented groups - mindset. Mindset here refers to Dweck’s fixed (innate) and growth (malleable) nature of intelligence and other characteristics. This workshop will present how organizational and classroom culture with respect to messages around mindset can impact the experience of underrepresented students. Specifically, the mindset beliefs of the course instructor with respect to the nature of their students’ ability (fixed or growth) can have substantial and significant impact on closing the achievement gaps for underrepresented students. This workshop will focus on reflecting on faculty instructional practices, messaging, and perspectives to move towards promoting a growth mindset and an inclusive classroom.
The facilitators both work within a teaching and learning center housed within the College of Engineering at a US landgrant institution. The team has educational backgrounds in engineering education and educational psychology. They have extensive experience leading workshops for faculty in in-person and remote environments and have received multiple awards for their innovative workshops. Dr. Stephanie Cutler holds degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an associate research professor and the assessment and instructional support specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She served as a Director for the Educational Research and Methods (ERM) division in 2020/2021 and is currently serving as the 2022 Vice Chair of Programs. She has served on the executive leadership team to establish the ASEE Faculty Development Division and aided in developing their inaugural program in 2018 and continued to further the program by serving as the division’s Program Chair for the 2019 and 2020 annual ASEE Conferences. Her primary research interest includes faculty development, the peer review process, the doctoral experience, and the adoption of evidencebased teaching strategies. Dr. Sarah Zappe is a research professor and director of assessment and instructional support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She leads the portfolio of faculty development initiatives that are offered within the College of Engineering. Zappe is an Educational Psychologist with a background in applied test development and measurement. She has worked in a faculty development role for more than 15 years. In addition to her role in the College of Engineering, she also holds an affiliate faculty position in the Educational Psychology department at Penn State. She is a national leader in engineering education research and has served as an external evaluator on many NSF grants. Her research background is varied, focusing on evidence-based instructional support, faculty development, and entrepreneurship education. In addition to her role in the Leonhard Center, Zappe is deputy editor of the Journal of Engineering Education and served as the division chair for the Educational Research and Methods Division of the American Society for Engineering Education (ASEE) from 2019-2021.
 

Growing a Mindset Culture for an Inclusive Classroom

Stephanie Cutler, Sarah Zappe

Penn State, United States of America

Have you ever thought about you the innate abilities of your students? Does your class structure and messaging tell them they can grow and learn and improve as they complete your course? These questions link to a factor that has been shown to impact student success across underrepresented groups - mindset. Mindset here refers to Dweck’s fixed (innate) and growth (malleable) nature of intelligence and other characteristics. This workshop will present how organizational and classroom culture with respect to messages around mindset can impact the experience of underrepresented students. Specifically, the mindset beliefs of the course instructor with respect to the nature of their students’ ability (fixed or growth) can have substantial and significant impact on closing the achievement gaps for underrepresented students. This workshop will focus on reflecting on faculty instructional practices, messaging, and perspectives to move towards promoting a growth mindset and an inclusive classroom.

 
12:00pm - 1:30pmWS174: Building Conceptual Models and Engineering Design Thinking in K-12 Students
Location: Room E (9 - Numancia) Humanities Faculty
Session Chair: Dr. Nancy Ruzycki, University of Florida, United States of America
Session Chair: Dr. Krista Marie Dulany, University of Florida, United States of America
Session Chair: Dr. Lorelie Dela Fuente Imperial, University of Florida, United States of America
Session Chair: Dr. Blanca Quintana, UNED, Spain
This 90 minutes workshop will engage participants in understanding how engineering design practices can be brought into core content classes to support conceptual model development in students as part of the model development cycle. Participants will have a chance to map this learning using frameworks developed by the facilitators. The Engaged Quality Instruction Through Professional Development (EQuIPD) is a teacher professional development project funded by the US Department of Education through the Supporting Effective Educator Development (SEED) program. EQuIPD experts will lead this workshop with the aim of supporting teachers as they develop the capacity and build competency in creating and using conceptual models of the core content that they teach. This workshop will engage participants in understanding how engineering design practices can be brought into core content classes to support conceptual model development in students as part of the model development cycle. Participants will have a chance to map this learning using frameworks developed by the facilitators through collaborative, hands-on activities during each stage of the session. They will work through the workshop activities either in a face-to-face or virtual format. After the eliciting and developing stages, participants will go into small groups or breakout rooms to deploy the workshop findings into their own work. Participants will come back together at the end to receive feedback to refine their lessons or outcomes.
Main Presentors Dr. Nancy Ruzycki holds a PhD in Physics from Tulane University, is a certified teacher, and holds National Board Certification in Physics. She is a “Modeler” and has trained at Florida International University for Modeling Physics. She teaches at the University of Florida and conducts research on engineering education and the use of models, process maps, and system thinking in teaching. She has received over 5 million US dollars in grant funding in the past three years and is the Principal Investigator on the EQuIPD grant. Dr. Lorelie Imperial holds a PhD in Curriculum and Instruction - Science Education from the University of Florida and is currently a post-doc for the EQuIPD grant. She specializes in conceptual model development and how to incorporate models into lessons. She also specializes in teaching Chemistry. Supporting Presentors Coaches Dr. Krista Dulany, Jared Carter, Seleka Naomi Kerr, Christine Angel Danger and Leigh Arnold are Instructional Coaches on the EQuIPD grant and work as facilitative coaches for teachers in the grant. They have created multiple frameworks for use with teachers to develop lessons that build conceptual models in students.
 

Building Conceptual Models and Engineering Design Thinking in K-12 Students

Nancy Jean Ruzycki, Lorelie Dela Fuente Imperial, Krista Dulany, Jared Carter, Seleka Naomi Kerr, Christine Angel Danger, Leigh Arnold

University of Florida, Gainesville, FL, United States of America

The Engaged Quality Instruction Through Professional Development (EQuIPD) is a teacher professional development project funded by the US Department of Education through the Supporting Effective Educator Development (SEED) program. EQuIPD experts will lead this workshop with the aim of supporting teachers as they develop the capacity and build competency in creating and using conceptual models of the core content that they teach. This workshop will engage participants in understanding how engineering design practices can be brought into core content classes to support conceptual model development in students as part of the model development cycle. Participants will have a chance to map this learning using frameworks developed by the facilitators through collaborative, hands-on activities during each stage of the session. They will work through the workshop activities either in a face-to-face or virtual format. After the eliciting and developing stages, participants will go into small groups or breakout rooms to deploy the workshop findings into their own work. Participants will come back together at the end to receive feedback to refine their lessons or outcomes.

 
1:00pm - 2:00pmLunch01: Lunch ONSITE
Location: Coffee Shop Humanities Faculty
The onsite lunch will be in picnic style, to allow the onsite participants to participate in the sessions they prefer. There will not be stop between the main sessions as we will maximize the worldwide participation.
The onsite participants can pickup the picnic lunch and can eat it inside the coffee shop tables or in any room of the conference EXCEPT in the Main Hall where is not allowed to enter any meal.

https://goo.gl/maps/soeYZ51SJzjxv2q88
1:30pm - 3:30pmOpen: Opening session and Keynotes
Location: Main Hall Humanities Faculty
Session Chair: Prof. Michael Auer, IAOE, Austria
Session Chair: Prof. Paloma Diaz, Universidad Carlos III de Madrid, Spain
Opening session:
Participants:
Ricardo Mairal, Rector UNED
Guillermo Cisneros, Rector UPM
Maria Joao Viamonte, President ISEP
Juan Romo, Rector UC3M
Alaa Ashmawy, President of IFEES
Sirin Tekinay, Chair of GEDC
Antonio Luque, IEEE Region 8 Director
Felipe Gómez Gallo, Vice President Student Affairs IFEES and President SPEED

Keynotes:
Themis Christophidou, Director-General for Education, Youth, Sport and Culture, European Commission
Brenda Discher, Senior VP, Business Strategy & Marketing, Siemens
Xavier Fouger, Global Academia Programs Senior Director, Dassault Systems
Keynotes:
Themis Christophidou, Director-General for Education, Youth, Sport and Culture, European Commission

Brenda Discher, Senior VP, Business Strategy & Marketing, Siemens

Xavier Fouger, Global Academia Programs Senior Director, Dassault Systemes
3:30pm - 5:00pmP03: Inclusive and Sustainable Online Education
Location: Main Hall Humanities Faculty
Session Chair: Dr. Russ Meier, Milwaukee School of Engineering, United States of America
Session Chair: Dr. Michael K J Milligan, ABET, United States of America
Panelists:
Prof. Saurabh Sinha, Deputy Vice-Chancellor: Research and Internationalisation, University of Johannesburg, South Africa
María Isabel Pozzo, Researcher at National Scientific and Technical Research Council of Argentina, Full Professor at National University of Rosario, Argentina
Prof. Babak D. Beheshti, Dean, College of Engineering and Computing Sciences, New York Institute of Technology, USA
Leslie Martinich, President, Competitive Focus, USA
Lauren Muller, Director, EMEA, Coursera, UK
The COVID-19 period has been challenging for higher education institutions (HEIs) around the world. During this period, a number of HEIs have moved to an online approach. Over the past 3-years, HEIs have been challenged to prepare students for a changing future world of work. For both HEI staff and students, it appears that COVID-19 has catalysed this. The post-COVID-19 period appears to be a dawn of a new horizon, a period of renewed hope, how do we re-invent ourselves to sustain the innovations?
5:00pm - 5:30pmCof02: Coffee social break
Location: Main Hall Lobby Humanities Faculty
5:30pm - 7:00pmGEDCLATAM: GEDC LATAM General Member Assembly
Location: Room Meetings (6.19) Humanities Faculty
Session Chair: Dr. Blanca Quintana, UNED, Spain
5:30pm - 7:00pmP1205: Academic-Industry Partnership Ecosystems
Location: Room A Humanities Faculty
Session Chair: Jennifer Bradford, Siemens, United States of America
Session Chair: Janelle Simmonds, UM-Ann Arbor, Center for Academic Innovation, United States of America
Session Chair: Dr. África López-Rey, UNED, Spain
Panelists:
Professor George Halow, Professor, Aerospace Engineering, University of Michigan
Tyler Pangerl, Recent graduate who participated in partnership programming
Emily O’Connell, Student, Captain of the University of Michigan eVTOL student project team and a former Systems Engineering Co-op at Collins Aerospace
Morgan Serra, Aerospace Engineering student, MBSE Leadership Lab, CAD and Manufacturing Director for M-SAAVE student team
Lauren Atkins Budde, University of Michigan
David Taylor, Siemens
Janelle Simmonds, University of Michigan
Jennifer Bradford, Siemens Digital Industries Software

When industry and academia work together to create a nurturing, entrepreneurial and inclusive ecosystem in which learners are able to apply the knowledge and theory taught in the classroom to the problems and opportunities within their own communities, engineering education becomes not just an individual pursuit, but a means by which we collectively “increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship."
Indeed, academic-industry collaboration creates an environment conducive to lifelong learning that benefits not only traditional “college aged” learners, but also workers seeking to re- or up-skill, the industries in which they work, the institution and the greater public good.
The future of work is quickly changing due to quickly-evolving technologies, socio-economic dynamics, and changing demographics. Employees of the future now need to "return to learning" multiple times throughout their careers in order to learn or improve the skills needed for a highly-developed workforce. Innovative academic-industry programming is key to creating high-quality learning experiences based in authentic, real-world challenges and opportunities.
 

Academic-Industry Partnership Ecosystems

Jennifer Bradford1, Lauren Budde2

1Siemens, USA; 2University of Michigan, USA

 
5:30pm - 7:00pmP1256: Lifelong Learning in a Changing World: A Vision from the eMadrid Project
Location: Main Hall Humanities Faculty
Session Chair: Dr. Sergio Martin, UNED - Universidad Nacional de Educación a Distancia, Spain
Session Chair: Dr. Pedro Muñoz-Merino, Universidad Carlos III de Madrid, Spain
Panelists:
Carlos Delgado Kloos, Universidad Carlos III de Madrid (UC3M)
Ruth Cobos Pérez, Universidad Autónoma de Madrid (UAM)
Baltasar Fernández-Manjón, Universidad Complu-tense de Madrid (UCM)
Miguel Rodríguez Artacho, Universidad Nacional de Educación a Distancia (UNED)
Edmundo Tovar, Universidad Politécnica de Madrid (UPM)
Ángel Velázquez Iturbide, Universidad Rey Juan Carlos (URJC)

The effect of a changing world is being analyzed by this panel from the eMadrid network with respect to how the educational system should be not just at the traditional years of Bachelor and Master studies, but also along the whole life. Technologies change our daily life and the future of work, and therefore what needs to be studied and what skills need to be taught. They also impact the teaching process itself liberating itself from space and time.
The world is changing continuously, but there are milestones where one can recognize significant changes. These milestones are not single points in time, they are periods of transition. Not recognizing these fundamental shifts or not willing to accept them due to inertia are a bad basis for a bright future. Life and work are not the same in the agricultural era than in the industrial era. And so are the education systems. Apprenticeships were replaced by universities shaped by metaphor of the conveyor belt.
The question now is: how should education be in the information society? Higher-education institutions still follow today the patterns of the industrial society, but many aspects are changing. Let’s mention a few: rapid increase of knowledge volume, changing professions and appearance of new ones, changing demography and migration, longer lives, need for new skills, new teaching methods and tools, lifelong and life-wide learning, … The field is broad and has many different implications. Much has been written [1] and action needs to be taken urgently.
This broad and important field is being analyzed by this panel from different perspectives.
eMadrid (https://www.emadridnet.org/index.php/en/) is the Excellence Network about educational technology funded by the Regional Government of Madrid. The panelists are members of the Management Committee of eMadrid, representing the 6 universities that are partners in the project.
 

Lifelong Learning in a Changing World: A Vision from the eMadrid Project

Carlos Delgado Kloos1, Ruth Cobos Pérez2, Baltasar Fernández-Manjón3, Miguel Rodríguez Artacho4, Edmundo Tovar5, Ángel Velázquez Iturbide6

1Universidad Carlos III de Madrid, Spain; 2Universidad Autónoma de Madrid, Spain; 3Universidad Complutense de Madrid, Spain; 4UNED, Spain; 5Universidad Politécnica de Madrid, Spain; 6Universidad Rey Juan Carlos, Spain

 
5:30pm - 7:00pmWS01: Supporting Mental Wellbeing in Engineering Education Environments
Location: Room C (Philosophy) Humanities Faculty
Session Chair: Dr. Kim Johnston, University of Calgary, Canada
Session Chair: Robyn Paul, University of Calgary, Canada
Session Chair: Prof. Rosario Gil Ortego, UNED, Spain
Recent surveys of engineering undergraduate students indicate that a majority of students report feelings of being overwhelmed, sad, lonely and hopeless. Despite a majority of students reporting these challenging feelings, very few (less than 5-10%) of students access mental health resources available on campus. This has highlighted the need to develop curricular and co-curricular programs to support student wellbeing and connect students to existing supports. In this workshop, a framework for discussing mental wellbeing in and out of classrooms will be presented. Examples of student support programs implemented in an engineering school will be discussed. Time will be given for participants to work in groups to discuss potential supports that they can bring back to their communities at their own home institutions.
Dr. Kim Johnston is the Associate Dean (Teaching and Learning; Student Professional Development) for the Schulich School of Engineering (SSE) and a tenured Senior Instructor in the Department of Chemical and Petroleum Engineering. She joined the leadership team in 2018. Dr. Johnston became an academic after completing her PhD in Petroleum Engineering at the University of Calgary in 2017 where she focused her research on the phase behavior of bitumen solvent systems. Dr. Johnston worked in industry after completing her BSc in Chemical Engineering at the University of Calgary in 2005. She advanced her career with Devon Canada, moving from field engineer to production engineer to reservoir simulation engineer between 2005 and 2011. Today, Dr. Johnston is focused on engineering education innovation and advancing mental wellbeing supports during the engineering education process.
 

Supporting Mental Wellbeing in Engineering Education Environments

KIm Johnston

Schulich School of Engineering, University of Calgary, Calgary, Canada

Recent surveys of engineering undergraduate students indicate that a majority of students report feelings of being overwhelmed, sad, lonely and hopeless. Despite a majority of students reporting these challenging feelings, very few (less than 5-10%) of students access mental health resources available on campus. This has highlighted the need to develop curricular and co-curricular programs to support student wellbeing and connect students to existing supports. In this workshop, a framework for discussing mental wellbeing in and out of classrooms will be presented. Examples of student support programs implemented in an engineering school will be discussed. Time will be given for participants to work in groups to discuss potential supports that they can bring back to their communities at their own home institutions.

 
5:30pm - 7:00pmWS04: Preparing future engineers for the convergence of AI and simulation (Altair)
Location: Room B Humanities Faculty
Session Chair: Dr. Armin Veitl, Altair Engineering Inc., Germany
Session Chair: Livio Mariano, Altair, Italy
Session Chair: Prof. Elio San Cristóbal, UNED, Spain
Data science elevates simulation driven design to a new level. A control design process can be drastically shortened by an AI based system identification while the flexibility increases.
The Workshop utilizes a ball balancing table to demonstrate this transition away from a traditional physics- based approach. It builds the basis of a project-based learning class that let students explore the possibilities and limitations that arises with data science.
The new approach will be introduced in the context of different approaches of modern control design:
* The simulation-based approach uses digital twins of various complexities: linear, nonlinear and full 3D based twins - which can be replaces by the real system finally.
* The data scienced based approach uses a short set of data to teach an AI based identification of the dynamic system. The results will lead in a control configuration that can be applied on the real system directly.
A straight comparison of flexibility, stability and performance demonstrates the power of AI based control design.

http://www.altair.com/ is a global technology company that provides software and cloud solutions in the areas of simulation, high-performance computing (HPC), and artificial intelligence (AI). Altair enables organizations across broad industry segments to compete more effectively in a connected world while creating a more sustainable future.
http://www.altairuniversity.com/ supports universities and faculty to prepares future engineers to drive decisions leveraging the convergence of simulation and data science. Our industry proven tools with a unified user experience make coordinated curricula even more efficient. As part of the Academic Program:
* We provide free software to students and student teams worldwide. 
* Our comprehensive learning library enables users to explore and experience product development techniques that go beyond state of the art.
* Universities benefit from our compelling course-based packages. 
* Altair's active community forums give access to our global network of experts.
Dr. Armin Veitl, Senior Director Global Academic Programs, Based out of Germany – Stuttgart
Armin Veitl currently leads Altair's global academic program. In this role, he combines all activities in the regions to promote teaching and learning with the latest simulation technologies. Prior to his current position, he supported Altair's global indirect business as Technical Director. From 2016 to 2018, he led the technical team in Greater China from our regional office in Shanghai. He gained his technical expertise through numerous service projects in the field of lightweight design in the automotive and aerospace industries for German and European customers. He joined Altair in 2000 after completing his studies in multi-body dynamics at the Technical University of Munich with a PhD.
Livio Mariano, Director, Math &Systems, Based out of Italy – Torino
Livio Mariano work in the field of Model-Based Development at Altair Engineering. With his experience of more than 10 years in the applied mathematics and systems domain, he hold the global responsibility for business development. In his previous positions he gained knowledge in design of experiments and data analysis. He earned a bachelor's degree in mechanical engineering and a master's degree in mechanical engineering with specialization in Mechatronics and Robotics at Polytechnic University of Milan.
7:30pm - 9:00pmP04: Conversatorio sobre Salud Mental Universitaria en Pandemia
Location: Room A Humanities Faculty
Session Chair: Prof. Guillermo Oliveto, Universidad Tecnológica Nacional - Facultad Regional Buenos Aires, Argentine Republic
Session Chair: Dr. Adriana Cecilia Paez Pino, GEDC Latam, Colombia
Session Chair: Prof. Manuel Castro, UNED, Spain
Ponentes:
Jesennia Cárdenas Cobo, Analista de Sistemas y Licenciada en Sistemas de Información - Escuela Superior Politécnica del Litoral (ESPOL)
Elka Jennifer Almeida Monge, Docente Titular y Directora de Evaluación y Perfeccionamiento Académico, Universidad Estatal de Milagro
Felipe Gómez Gallo, Vice President Student Affairs IFEES and President SPEED
Jesennia Cárdenas Cobo, Analista de Sistemas y Licenciada en Sistemas de Información - Escuela Superior Politécnica del Litoral (ESPOL), Diplomada en Educación Superior por Competencias-Universidad Técnica de Ambato, Magíster en Administración de Empresas - Universidad Tecnológica Empresarial de Guayaquil. Doctora en Ingeniería Informática por la Universidad de Sevilla (España).
Docente Titular y Decana de la Facultad de Ciencias e Ingeniería la Universidad Estatal de Milagro (actualidad).
Experiencia Profesional:
Cuenta con más de 18 años de experiencia profesional en el área de educación superior, se desempeñó en la Universidad Estatal de Milagro como Vicerrectora Académica y de Investigación (UNEMI, 2014-2017), Decana de la Facultad de Ingeniería (UNEMI, 2012-2014, primer periodo) (UNEMI, 2017-Actualidad, segundo periodo), Directora de carrera de Sistemas (2005-2012), docente investigadora desde el 2003, docente en el programa de Tecnología y Computación (ESPOL, 2002-2003), lideró el proceso de Diseños, Rediseños y Acreditación de Carreras alineado a normativas del CES Y CEAACES en Ecuador, analista y jefa de proyectos de desarrollo de Software en el área comercial y gubernamental en importantes empresas del sector público y privado como Municipio de Guayaquil, Consejo Provincial del Guayas, Unión Europea, Subsecretaria de Turismo del Guayas, Administradora del Laboratorio de Computación en la Licenciatura de Turismo de la Escuela Superior Politécnica del Litoral ESPOL, Municipio de Simón Bolívar entre otras.
Área de Investigación:
• Línea de productos de software & inteligencia artificial aplicado a la enseñanza de ingeniería.
• Aseguramiento de la calidad en la educación superior.

Elka Jennifer Almeida Monge
• Psicóloga Clínica y Magister en Psicología Clínica de la Universidad de Guayaquil
• Magister en Gerencia Educativa de la Universidad Estatal de Milagro
• Directora de Carrera de Psicología
• Docente Titular y Directora de Evaluación y Perfeccionamiento Académico, Universidad Estatal de Milagro (ACTUALIDAD)
Experiencia profesional:
• Laboró como Directora departamental y Orientadora Vocacional en varias instituciones de nivel de educación media en Ecuador y fue par evaluador en en Consejo de Aseguramiento a la calidad de la educación superior del Gobierno Ecuatoriano, en el proceso de acreditación de Carreras.
• Consejo de Aseguramiento a la calidad de la educación superior del Gobierno Ecuatoriano, en el proceso de acreditación de Carreras.
Área de Investigación:
Sus líneas de investigación están enfocadas en la educación emocional y su incidencia en el aprendizaje, el aprendizaje basado en la investigación como práctica docente, estrategias metodológicas adaptando recursos tecnológicos al silabo docente, clima social familiar y su influencia en la conducta violenta en los escolares y universitarios.

Felipe Gómez Gallo, Vice President Student Affairs IFEES and President SPEED
7:30pm - 9:00pmWS1255: Cómo Enseñar Pensamiento Crítico
Location: Room B Humanities Faculty
Session Chair: Prof. Uriel Ruben Cukierman, UTN, Argentine Republic
Session Chair: Dr. Eduardo Vendrell Vidal, Universitat Politècnica de València, Spain
Session Chair: Dr. África López-Rey, UNED, Spain
Existe un entendimiento común en la educación superior, y particularmente en la enseñanza STEAM, sobre la necesidad de desarrollar las llamadas "habilidades del siglo XXI", también conocidas como las 4C, que incluyen el pensamiento crítico, el pensamiento creativo, la comunicación y la colaboración. Si bien las dos últimas habilidades probablemente sean más familiares para las facultades, desarrollar habilidades de pensamiento creativo y crítico en nuestros estudiantes es mucho más complicado y difícilmente alcanzable sin una capacitación y orientación adecuadas. El taller propuesto dará a los participantes una idea de lo que significa el Pensamiento Crítico, cuáles son sus componentes y algunas técnicas para enseñar y evaluar esta habilidad en los cursos STEAM.
Uriel R. Cukierman Electronic Engineer by UTN (Argentina) and M.Sc. in Information Technologies by Universidad Politécnica de Madrid (Spain). Professor and Researcher and Director of the Center for Educational Research and Innovation at UTN. Research Professor at University of New Mexico (USA). President of the Argentinean Section of IGIP (International Society for Engineering Pedagogy). Member of Institute of Education in Engineering, National Academy of Engineering. Associate Director of InnovaHiEd. Former President of the International Federation of Engineering Education Societies (IFEES). Honorary Professor at Universidad Ricardo Palma (Perú). IEOM Distinguished Educator Award (EUA). IGIP International Engineering Educator Award (Austria). Eduardo Vendrell Vidal Informatics BSc and PhD by Universitat Politècnica de València (UPV). International Engineering Educator ING.PAED.IGIP certified by the International Society for Engineering Pedagogy, IGIP. Associate Professor at the UPV. Former Director of the School of Informatics of the UPV. Past-President of the European Quality Assurance Network for Informatics Education (EQANIE). Past-President of the Spanish Council of Conference of Deans and Directors of Informatics (CODDII) of Spain. Member of the Engineering Education Committee of the World Federation of Engineering Organizations (WFEO).
 

Cómo enseñar pensamiento crítico

Uriel Ruben Cukierman1, Eduardo Vendrell Vidal2

1UTN, Argentine Republic; 2UPV, Spain

Existe un entendimiento común en la educación superior, y particularmente en la enseñanza STEAM, sobre la necesidad de desarrollar las llamadas "habilidades del siglo XXI", también conocidas como las 4C, que incluyen el pensamiento crítico, el pensamiento creativo, la comunicación y la colaboración. Si bien las dos últimas habilidades probablemente sean más familiares para las facultades, desarrollar habilidades de pensamiento creativo y crítico en nuestros estudiantes es mucho más complicado y difícilmente alcanzable sin una capacitación y orientación adecuadas. El taller propuesto dará a los participantes una idea de lo que significa el Pensamiento Crítico, cuáles son sus componentes y algunas técnicas para enseñar y evaluar esta habilidad en los cursos STEAM

 
7:30pm - 9:00pmWS1257: Laboratorios Remotos de LabsLand para Electrónica y Diseño Digital
Location: Room C (Philosophy) Humanities Faculty
Session Chair: Dr. Luis Rodríguez-Gil, LabsLand, Spain
Session Chair: Jose Luis Moya, LabsLand, Spain
Session Chair: Dr. Javier García-Zubía, University of Deusto, Spain
Session Chair: Dr. Blanca Quintana, UNED, Spain
La pandemia actual y las tendencias cambiantes en la educación están aumentando la necesidad de flexibilidad y de una mayor experiencia práctica en el aula en un modo de enseñanza en línea. Esto es especialmente importante cuando se trata del ámbito de la ingeniería, para la que las prácticas son fundamentales. LabsLand ayuda a los educadores haciendo que esta transición sea lo más suave posible. El objetivo de esta sesión es familiarizar a los educadores de ingeniería con las tecnologías de laboratorio remoto y con los laboratorios remotos más populares. Durante el taller, presentaremos estas tecnologías. A continuación, describiremos brevemente dos de los laboratorios remotos más populares utilizados en universidades de todo el mundo: Para dispositivos FPGA y para electrónica general. A continuación, los participantes tendrán la oportunidad de experimentar ellos mismos con esos laboratorios mediante sesiones específicas de práctica guiada. Se hará hincapié en la aplicación práctica de esos laboratorios a los cursos de ingeniería. Los participantes también dispondrán de un acceso gratuito y limitado en el tiempo a los laboratorios para que puedan seguir probando y practicando con ellos después del taller.
Luis Rodríguez Gil es co-fundador y CTO de LabsLand. Realizó su doctorado en Ingeniería Informática en la Universidad de Deusto titulado "Improving the remote laboratory experience through augmented characteristics beyond the experiment core", que obtuvo tras su Máster en Seguridad de la Información y su doble título en Ingeniería Informática y en Ingeniería en Organización Industrial en 2013. Ha trabajado durante años en el campo de los laboratorios remotos y de la investigación en este área. Ha colaborado con el equipo de investigación WebLab-Deusto desde 2009. Luis es actualmente miembro Senior de IEEE y miembro de IEEE HKN, y es co-autor de múltiples publicaciones científicas en el área de los laboratorios remotos.
José Luis Moya. I feel passionate about this challenging moment in which technology opens brand new paths in education. After doing a BA in English Studies I have always been linked to education. I hold a master degree in e-learning and education in the UOC and another one in Customer Experience in La Salle IGS. I own a proven sales track in publishing and education, being responsible for business development and key accounts over ten years. LabsLand remote labs Business Developer nationwide.
Javier García-Zubía es catedrático de la Facultad de Ingeniería de la Universidad de Deusto, España. Sus campos de investigación son la experimentación remota y el diseño de sistemas VHDL / FPGA. Es director del grupo de investigación WebLab-Deusto (incluido en Deustek Research Group) que lleva más de 15 años desarrollando laboratorios remotos. Ha publicado cientos de trabajos en libros, congresos y revistas y ha coeditado tres libros sobre experimentación remota con la Universidad de Deusto. Ha participado en proyectos nacionales, europeos e internacionales apoyados por FP7, H2020, Erasmus +, NSF, etc. Ha sido ponente en varios congresos nacionales e internacionales y ha recibido premios de diversas instituciones y asociaciones. Recientemente ha publicado con World Scientific Publishers el libro titulado “Remote laboratories- Empowering STEM education with Technology”.
 

Laboratorios Remotos de LabsLand para Electrónica y Diseño Digital

Luis Rodriguez Gil1, Jose Luis Moya1, Javier Garcia-Zubia2, Pablo Orduña3

1LabsLand, Spain; 2University of Deusto, Spain; 3LabsLand, USA

La pandemia actual y las tendencias cambiantes en la educación están aumentando la necesidad de flexibilidad y de una mayor experiencia práctica en el aula en un modo de enseñanza en línea. Esto es especialmente importante cuando se trata del ámbito de la ingeniería, para la que las prácticas son fundamentales. LabsLand ayuda a los educadores haciendo que esta transición sea lo más suave posible. El objetivo de esta sesión es familiarizar a los educadores de ingeniería con las tecnologías de laboratorio remoto y con los laboratorios remotos más populares. Durante el taller, presentaremos estas tecnologías. A continuación, describiremos brevemente dos de los laboratorios remotos más populares utilizados en universidades de todo el mundo: Para dispositivos FPGA y para electrónica general. A continuación, los participantes tendrán la oportunidad de experimentar ellos mismos con esos laboratorios mediante sesiones específicas de práctica guiada. Se hará hincapié en la aplicación práctica de esos laboratorios a los cursos de ingeniería. Los participantes también dispondrán de un acceso gratuito y limitado en el tiempo a los laboratorios para que puedan seguir probando y practicando con ellos después del taller.

 

 
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