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, 03:23:15am CEST
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Session Overview | |
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Location: Room E (9 - Numancia) Humanities Faculty Floor -2 https://goo.gl/maps/soeYZ51SJzjxv2q88 |
| Date: Monday, 15/Nov/2021 | |
| 12:00pm - 1:30pm | WS174: 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.
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Building Conceptual Models and Engineering Design Thinking in K-12 Students 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. |
| Date: Tuesday, 16/Nov/2021 | |
| 12:00pm - 1:30pm | WS129: Reflecting on your Role Modeling with a Scientific Approach Location: Room E (9 - Numancia) Humanities Faculty Session Chair: Virginia Grande, Uppsala University, Sweden Session Chair: Dr. Anne-Kathrin Peters, Royal Institute of Technology (KTH), Sweden Session Chair: Prof. Mats Daniels, Uppsala University, Sweden Session Chair: Dr. Elena Ruiz Larrocha, UNED, Spain Having a role model can be beneficial, e.g. students may have higher self-esteem, motivation and academic achievement. We are all potential role models in different contexts. What is it that we model? If we consider whether there is intention and awareness of our own role modeling, how does it affect our reflection on what others may copy from us? In this workshop, participants from all backgrounds, including educators in any career stage (teachers, course coordinators, teaching assistants,...) are invited to think about their achievements and aspects of themselves that they can model for their students (or equivalent). The discussion then broadens to include all kinds of role modeling that the participants deem needed in the contexts they belong to and who (other than the participant themselves) can model these. The results of these discussions can be used by each participant individually to reflect on their own practice and to support discussions with other stakeholders, such as program coordinators or managers. The facilitators of this workshop have relevant experience in role modeling and identity theory, computing education, and the analysis of achievements and aspects that can be modeled, such as professional competencies.
Virginia Grande’s PhD project is about developing the understanding of role modeling in engineering education, particularly in computing, through the use of theories and collected empirical data (interviewing teachers about their experiences as role models for their students). Besides the examples above, ethical theories are part of her work to analyze role modeling. She has organized international conferences and workshops in her different roles over a decade as a volunteer in the Association for Computing Machinery.
Professor Mats Daniels provides his expertise in research on professional competencies. An important topic in his work together with Virginia Grande is how development and especially attitudes towards the development of professional competencies, is connected to role model issues.
Dr. Anne-Kathrin Peters has researched the discipline as it is constructed in higher education. Her research suggests that disciplinary values and norms in education affect what role models are accessible to students, e.g. we might have women in the discipline but it may not be legitimate to endorse them for their (feminine) ways of participating in the discipline. Students may reject certain professional identities due to the lack of validation from their peers. Peters will contribute with theoretical underpinnings on disciplinary culture and identity and use those to facilitate the discussions. |
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Reflecting on Your Role Modeling With a Scientific Approach Uppsala University, Sweden Having a role model can be beneficial, e.g. for students benefits include higher self-esteem, motivation and academic achievement. Teachers are potential role models for their students. Others are potential role models in different contexts, such as a project leader. What is it that they model? If we consider whether there is intention and awareness of their own role modeling, how does it affect each teacher's reflection on what students may copy from them? In this workshop, participants from all backgrounds, including educators in any career stage (teachers, course coordinators, teaching assistants,...) are invited to think about their achievements and aspects of themselves that they can model for their students (or equivalent). The discussion then broadens to include all kinds of role modeling that the participants deem needed in the contexts they belong to and who (other than the participant themselves) can model these. The results of these discussions can be used by each participant individually to reflect on their own practice and to support discussions with other stakeholders, such as program coordinators or managers. |
| Date: Wednesday, 17/Nov/2021 | |
| 12:00pm - 1:30pm | SS132: COVID-19: Emerging Topics in Engineering Education (CETEE) Location: Room E (9 - Numancia) Humanities Faculty Session Chair: Dr. Matthias Gottlieb, Technical University of Munich (TUM), Germany Session Chair: Prof. Sven Strickroth, LMU Munich, Germany Session Chair: Prof. Matthias C. Utesch, TU Munich, Germany Session Chair: Dr. Elena Ruiz Larrocha, UNED, Spain |
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Strengthening University Computing Programs to Meet National Security Needs 1Center for Cyber Security and Forensics Education, Illinois Institute of Technology, United States of America; 2Capitol Technology University, United States of America; 3Départment de technologie de l'information et de la communication Institut Supérieur des études technologiques en Communications de Tunis, Tunis, Tunisia Consuming Security: Evaluating Podcasts to Promote Online Learning Integrated with Everyday Life Hasso-Plattner-Institute, Germany Overcoming the Gap of Social Presence in Online Learning Communities at University 1Cooperative State University Karlsruhe, Germany; 2medialesson GmbH Towards leveraging conversational agents for instructors and learners to find and access learning resources Hasso-Plattner-Institute, Germany GAMIFICATION METHOD TO IMPROVE SPEECH SKILLS AND PROFICIENCY AMONG STUDENTS: METHODOLOGY FOR IMPLEMENTATION 1Kazan Federal University, Kazan, Russia; 2Kazan State Power Engineering University, Kazan, Russia; 3IACLD CPE ANCO, Kazan, Russia; 4Agrarian University of Havana "Fructuoso Rodríguez Pérez", Cuba, Havana; |
| 3:30pm - 5:00pm | WS06: Electrification, AI and the Future of Engineering Education Location: Room E (9 - Numancia) Humanities Faculty Session Chair: Carlos Sanchis, MathWorks, Spain Session Chair: Dr. Blanca Quintana, UNED, Spain The electrification megatrend is driving the replacement of less efficient technologies and helping us achieve a more sustainable future. With the switch to power electronics, batteries and electric machines of all sizes, it has become commonplace to deploy more and more embedded devices to control them. At the same time, with more access to data and computing power than ever before, machine learning is providing us with new ways to develop algorithms. When combined with ever more electronic and more programmable machines, we are facing the opportunity and the challenge to build increasingly autonomous systems. How can engineers architect such complex systems, iterate quickly and validate their designs along the way? For many companies across industries, from renewable energies to mechatronics or transportation, the answer is Model-Based Design. In this presentation, we will look at how they are leveraging MATLAB® and domain-specific tools, with Simulink® as an integration platform to model multi-domain systems, validate their behavior and deploy code for them. With such convergence of mechanics, electronics and software, how must the skills of future engineers evolve? We will share examples of how leading universities around the world are adapting their curricula to include more active learning with professional tools to help their students gain interdisciplinary skills and systems thinking. Carlos Sanchis Carlos holds an MSc in Industrial Engineering (with majors in Electronics and Controls) from the Technical University of Valencia (UPV) and an MPM in Project Management from the La Salle Business Engineering School. For 13 years he has been applying MATLAB, Simulink and other technologies to Data Analytics, Electronics R&D, Power Grid Modelling and Programming at different companies. Today he is a senior member of the MathWorks Academic Group, a team of engineers consulting with the academic community and collaborating with leading institutions on innovative teaching and research projects with MATLAB and Simulink. |
| Date: Thursday, 18/Nov/2021 | |
| 12:00pm - 1:30pm | S07: Student-Centered Learning Environments Location: Room E (9 - Numancia) Humanities Faculty Session Chair: Dr. Jordi Cuadros, IQS Universitat Ramon Llull, Spain Session Chair: Alberto Real-Fernández, University of Alicante, Spain Session Chair: Prof. Elio San Cristóbal, UNED, Spain |
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Enablers and Barriers to Implementing Service-Learning in India – A Case-Study of Two Service-learning Models Integrated into Undergraduate Engineering Curriculum 1Hyderabad Institute of Technology and Management (HITAM), India; 2Purdue University, USA; 3KG Reddy College of Engineering and Technology, India; 4Purdue University, USA; 5KLE Technological University, India Setting up an authentic learning environment using hybrid approach for transformative learning experience: Experiences from a Field Exercise Course in Higher Sustainability Education University of Tokyo, Japan Experiential learning methodology adopted for effective delivery of Computer Communication Networks course during Covid-19 pandemic KLE Technological University, India Learning Environment - What Matters for the High Ability Computer Science Students? Innopolis University, Russian Federation Transformation in Course Delivery Augmented with Problem-Based Learning and Tutorial K L E technological University, India Evaluation of engineering students output during covid-19 pandemic lockdown 1Federal University Oye-Ekiti, Nigeria; 2Ekiti State University, Ado Ekiti, Nigeria; 3University of South Africa, Florida, Johannesburg, South Africa |
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