Conference Agenda

The online support is available through the online Conference Platform

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

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

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

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

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.

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.

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.

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.

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

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

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

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

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)

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.

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.

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

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.

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.