Conference Agenda

The online support is available through the online Conference Platform

Madrid city tour guide: Ana Velasco
Online visit through Madrid as part of the cultural and social experience of the conference. This session is expected for the Asia and East registrants, as well as for the Europa and Africa ones. Will be replicated in the session SV02 for the American registrants

Panelists:
Prof. Tariq Durrani, co-chair of the Advisory Board of the Report - Background
Dawn Bonfield,Diversity and Women in Engineering
Soma Chakrabarti, Lifelong learning in Engineering
Yuan Si and the International Centre of Engineering Education (ICEE), Inter-regional trends in engineering around the world

Engineering education has evolved over a relatively short span of three centuries, from an apprenticeship and self-regulated learning model to a structured college system with predominantly classroom delivery. The current pace of progress in knowledge and new skills driven by the industry are rapidly pressing the need for reform in engineering higher education. New paradigms have emerged in the form of microdegrees and stackable credentials, along with a focus on contextual engineering education, grounded in experiential and project-based learning. In this workshop, IFEES plans for establishing a framework for accrediting stackable credentials and micro-degrees at the global level will be discussed. By the end of this workshop, an 8-month road map for launching a global accreditation system for microdegrees and stackable credentials will be formulated, with input from participants.

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.

Arguably, student responsibility is one of the biggest factors in student success. Unfortunately, it is one of the success skills that is tacidly assumed students will acquire it on their own. Further, students and faculty rarely have a common understanding of what being responsible means. To further complicate the issue people describe responsibility in terms of specific actions, e.g., turning a paper in on time, attending classes. What they do not do is have a methodology that can be used to determine if an individual is taking responsibility or not.
This workshop will provide participants with clarity on what is meant by taking responsibility, specific methods to determine if one is taking responsibility, and clear, simple methodologies to train students in how to take responsibility for their own learning. These methods can be integrated into any class without loss of learning of the class subject matter. (Note, to increase student and faculty buy in, the methods rely on common engineering tools such as the engineering design process—although here it is used as a meta-cognitive learning tool). Opening
• Introduction of the presenter and his journey.
• Guided Activity—What’s your situation and why it doesn’t change! Yet there is hope and it comes from students acting like college students but in a new way.
B. Developing a common sense of responsibility
• What is student responsibility?
• Activity—audience creating and presenting a skit that demonstrates the basic and common fundamentals of responsibility. The skit emulates faculty’s impressions of student behaviors, beliefs, and attitudes—typically quite hilarious yet enlightening.
• Summarizing and creating a common vocabulary.
C. Developing a common picture of what happens when students are not taking responsibility:
• What is meant when we say students are not being responsible?
• Activity—audience creating and presenting a skit that demonstrates the basic and common fundamentals of a lack of responsibility.
• Summarizing and creating a common vocabulary.
D. Creating a clear picture:
• The audience will synthesize the information in the previous 2 segments and create a clear picture of student responsibility verses lack of responsibility.
E. Introducing the specifics of the method:
• All the methods are solidly grounded in engineering tools that are commonly taught and used in engineering education. This helps create buy-in from students and engineering faculty. 2) The methods require little class time for instruction.
F. Practicing what you preach and understanding the subtleties of the method:
• The audience will practice utilizing their learning in simulated scenario and present experiences.
• Issues and clarifications will be addressed.
• Practical implementation elements will be detailed and practiced.
• Specific details on full implementation will be presented.
G. Developing Lessons:
• The audience will explore their own particular issues and opportunities for implementation at their school.
H. Post workshop support:
• Support for participants implementing the methods will be provided.

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.

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IFEES Awards and Keynotes

Welcome: Alaa Ashmawy
Commemoration of Luis Scavarda: Uriel Cukierman
IFEES Duncan Fraser Award History: Ariela Sofer
Presentation by MathWorks, P.J. Boardman

Mathworks Keynote: Dr. Tanya Morton, "Tackling Climate Change with Education, Research, and Industrial Collaboration", Director Worldwide Customer Success Engineering, MathWorks
In a recent Times Higher Education Leaders survey, 80% of leaders in higher education said that the pursuit of the United Nations’ Sustainable Development Goals (SDGs) informs how their institution operates. Climate action is amongst the most critical of the SDGs - if we don’t tackle climate change, then many of the other SDGs will become unattainable. In this talk, we’ll look at the 3 elements of the Paris Agreement as a framework for climate action, and highlight examples of how engineers and scientists are contributing to the goals of the agreement. We’ll then take a deeper dive into the engineering megatrend that is the electrification of everything. We will look at examples of how engineers and scientists are collaborating across Education, Research and Industry to tackle the climate crisis. Finally, we will share resources that can help engineering educators prepare students to address the world’s grand challenges.

Introduction of Duncan Fraser Award Recipient: Ariela Sofer
Comments from Duncan Fraser Recipient: William Oakes
Presentation by Sponsor: CTI – Michael Auer, CEO and Founding President, IAoE/CTI

Introduction to Lueny Morell Award, Video, & Announcement of 2022 Lueny Morell Award: Uriel Cukierman and Waldemar Ramirez
Recipient of Lueny Morell Award Comments: Viviana Curatolo and Jorge Almiña
Questions, answers and comments
Panel and participants

Final Comments: Alaa Ashmawy

2021 Duncan Fraser Award: William Oakes
2021 Lueny Morell Award for Educational Innovation in Higher Education in STEAM Award: Viviana Curatolo and Jorge Almiña

Panelists:
Manel Martinez-Ramon, King Felipe VI Endowed Chair, Professor, University of New Mexico
Bernard Amadei, UC-Boulder, founder Engineers without Borders-USA
Bruce Cahan, UrbanLogic
Giovanna Fiorillo, Pontificia Universidad Javeriana
Carlos Fuquene, Pontificia Universidad Javeriana
Joseph Hughes, Drexel University
Ramiro Jordan, University of New Mexico
Donna Koechner, University of New Mexico
Tagwa Musa, Sudan University of Science and Technology
Mira Olson, Drexel University
Blanca Oviedo, Pontificia Universidad Javeriana
Margarita Quihuis, Peace Innovation Lab - Stanford
Aniek van Kersen, Peace Engineering Consortium
Felipe Gómez Gallo, Vice President Student Affairs IFEES and President SPEED

Madrid city tour guide: Ana Velasco
Online visit through Madrid as part of the cultural and social experience of the conference. This session is expected for the American registrants, as well as for the Europa and Africa ones. Is replicated from the session SV01 for the Asia and East registrants

Madrid Convention Bureau reception sponsorship
All onsite registrants are expected to arrive directly to the reception

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