WEEF-GEDC 2021
World Engineering Education Forum
International Federation of Engineering Education Societies
The Global Engineering Deans Council
15th – 18th November 2021 | Madrid, Spain
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: 2nd July 2022, 05:10:07am CEST
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Session Overview | |
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Location: Room D (3.31) Humanities Faculty Floor 3 https://goo.gl/maps/soeYZ51SJzjxv2q88 |
| Date: Monday, 15/Nov/2021 | |
| 12:00pm - 1:30pm | WS165: 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. |
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Growing a Mindset Culture for an Inclusive Classroom 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. |
| Date: Tuesday, 16/Nov/2021 | |
| 12:00pm - 1:30pm | S02: Peace of Engineering, Ethics, Global Development and Sustainability Location: Room D (3.31) Humanities Faculty Session Chair: Prof. Manuel Gericota, School of Engineering - Polytechnic of Porto, Portugal Session Chair: Federico Gastón Lerro, Universidad Nacional de Rosario, Argentine Republic Session Chair: Prof. Rosario Gil Ortego, UNED, Spain |
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Beyond Experts and Conciliators: Envisioning Engineers as Multifaceted Peacebuilders in Costa Rica 1Texas Tech University, Costa Rica; 2Fundación para la Paz y la Democracia, Costa Rica; 3Australian National University Design of a Multi-axis Prosthetic foot for the amputees in the developing world based on human’s foot bones structure for Sudanese environment SUDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY, Sudan ‘Engineering for Global Development’ in Academic Institutions: An Initial Review of Learning Opportunities Across Four Global Regions 1Engineering for Change, New York City, USA; 2University of Michigan, Ann Arbor, MI, USA Evaluation of Engineering Ethics in a Mechanical Engineering Curriculum at a Caribbean National University Univeristy of Technology, Jamaica, Jamaica Characterization of the space and process of knowledge production in technological development projects with social impact 1Facultad de Ingeniería Universidad FASTA, Argentine Republic; 2Facultad de Ingeniería Universidad Nacional de Mar del Plata, Argentine Republic; 3Instituto Balseiro y Facultad de Ciencias Exactas y Naturales Universidad Nacional de Cuyo, Argentine Republic |
| Date: Wednesday, 17/Nov/2021 | |
| 12:00pm - 1:30pm | SS1221: Preparing and Developing Skills for Better Employability for STEM and Engineering Graduates (E-STEM) Location: Room D (3.31) Humanities Faculty Session Chair: Prof. Anna Friesel, EAEEIE, Denmark Session Chair: Prof. Edmundo Tovar, Universidad Politécnica de Madrid, Spain Session Chair: Prof. Manuel Castro, UNED, Spain |
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Educational Innovation: Focusing on enhancing the skills of Generation Z workforce in STEM 1Institute for the Future of Education, School of Engineering and Sciences, Tecnologico de Monterrey, Mexico; 2Helice, Innovation Area, Engineering School, University of Chile, Chile The Global Society of Peace Engineers – advocating for the profession 1Global Society of Peace Engineers; 2Drexel University; 3Peace Innovation Institute BV. Preparing Engineers for Lifelong Learning in the Era of Industry 4.0 1Ansys UK; 2Tec de Monterrey; 3Aalborg University; 4The Hague University of Applied Sciences Soft skills for the development of social and sustainable projects in industrial engineering students Universidad de los Andes, Colombia An innovative approach to provide continuing education for industry employees at undergraduate level of engineering 1KLE Technological University, India; 2KPIT Technologies Limited, India |
| 3:30pm - 5:00pm | S04: Woman, Teamwork and Mentoring in Engineering Education Location: Room D (3.31) Humanities Faculty Session Chair: Dr. Patricia Caratozzolo, Tecnologico de Monterrey, Mexico Session Chair: Dr. Matthias Gottlieb, Technical University of Munich (TUM), Germany Session Chair: Prof. Rosario Gil Ortego, UNED, Spain |
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How women experience peer-to-peer learning model - a case study of an IT school in Russia. 1Saint Petersburg State University, Graduate School of Business, Russian Federation; 2Tomsk State University, Russian Federation; 3IT School, Russian Federation; 4Innopolis University, Russian Federation; 5Herzen State Pedagogical University of Russia, Russian Federation Women´s motivation to mentor young women students in STEM areas: A Study Case in Mexico 1Tecnologico de Monterrey, Mexico; 2Institute for the Future of Education Developing a mentorship programme for 1st year engineering students : A case study on how the programme was developed and implemented University of Johannesburg, South Africa Decolonial Ethics in Training in Computational Engineering. A Qualitative Study of Professors’ and Students’ Perspectives 1Tecnologico de Monterrey; 2Tecnologico de Monterrey; 3Tecnologico de Monterrey; 4Tecnologico de Monterrey The Grand Challenges Scholars Program, 12 years later. A new vision for the development of Trustworthy Engineers 1USC Viterbi School of Engineering, United States of America; 2Bucknell University, United States of America; 3Campbell University, United States of America; 4Louisiana Tech University, United States of America; 5Olin College of Engineering, United States of America; 6Arizona State University, United States of America; 7Olin College of Engineering, United States America Professional development support for women engineering faculty with Lean In Circles 1Tecnologico de Monterrey, School of Engineering and Sciences; 2Institute for the Future of Education |
| Date: Thursday, 18/Nov/2021 | |
| 12:00pm - 1:30pm | S05: Strengthening Engineering Education in Developing Countries Location: Room D (3.31) Humanities Faculty Session Chair: Prof. Paulo Ferreira, Polytechnic of Porto, School of Engineering, Portugal Session Chair: Dr. Jamie Gurganus, University of Maryland Baltimore County, United States of America Session Chair: Dr. Elena Ruiz Larrocha, UNED, Spain |
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Gender Distribution in Academic Leadership: An Exploratory Study of Top Universities of Bangladesh 1North South University, Bangladesh; 2Friendship NGO, Bangladesh On the ABET accreditation of academic programs and rankings of universities in Saudi Arabia University of Hafr Al Batin, Hafr Al Batin, 31991, Saudi Arabia Perceptions on online video tutorials for perceived difficult assignments in a Bachelor of Engineering Technology in Electrical Engineering subject at an African University of Technology: COVID-19 lockdown solutions Central University of Technology, Free State (CUT) Role of Indian Higher Education towards Aatmanirbhar India: Government Policies and Initiatives to promote Entrepreneurship and Innovation 1KG Reddy College of Engineering and Technology, India; 2Vardhaman College of Engineering, India; 3SR University; 4Karnataka State Council for Higher Education A decade of chemical engineering graduates: their roles and skills in the world of work Stellenbosch University, South Africa Real Engineering Problems in an Undergraduate Course: The learning methodologies and assessment tools 1UFSC, Brazil; 2PUCPR, Brazil |
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