In this episode we speak to Karin Jensen, an Assistant Professor and Faith Gacheru a first-year graduate student, both from the University of Michigan. Karin was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs and recognized with a Presidential Early Career Award for Scientists and Engineers, awarded by US President Biden in January 2025, whilst Faith recently presented a poster entitled A Mixed-Methods Study to Support Undergraduate Engineering Student Well-Being at ASEE 2025.

Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about stressors within engineering education and ways by which to encourage help-seeking behaviour.

Timestamps

0.00 Welcome and introduction to episode

0.23 Podcast Intro

0.45 Experiences with student mental health from Natalie and Neil

2.32 Introduction to Karin and Faith

7.06 University of Michigan

9.38 Key definitions, terminology and use of language

15.27 How concerns regarding mental health have changed

20.11 The role of engineering culture

24.21 Making changes at different levels of the system

26.32 Measuring stress and identifying stressors within engineering education

34.53 How do educators perceive mental health concerns

36.51 Thriving

38.09 Translating finding into teaching practices

47.21 How is the research being used to support other educators

48.29 Staff mental health

51.09 Future work

52.33 Takeaways from Karin and Faith

55.54 Key takeaways from Natalie and Neil

Resources

Details about Karin’s lab and work can be found here https://kjens.engin.umich.edu/ including The Engineering Stress Culture (ESC) Scale, a 10-item measure of undergraduate student perceptions of engineering stress culture and The Undergraduate Engineering Stressors Questionnaire (U-ESQ) (https://kjens.engin.umich.edu/research-well-being/)

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This episode features Anup Shrestha from Water and Development Research Group, School of Engineering, Aalto University (Finland). 

We talk about the winner of the ‘Best Student Paper’ at the SEFI 2025 Conference entitled “Are Disaster-Prone Countries’ Undergraduate Students Prepared? Insights from a Civil Engineering Program in Nepal” which Anup co-authored with Julia Sundman, Josias Láng-Ritter, Maija Taka, Olli Varis (Aalto University) and Sudeep Lamsal (Sagarmatha Engineering College). 

The paper considers the degree to which undergraduate civil engineering students in disaster-prone countries are adequately prepared. The research involves the use of a questionnaire to evaluate Nepalese students’ knowledge of Disaster Risk Reduction (DRR), resilience concepts, and related competencies. Students were found to exhibit DRR knowledge, but had limited opportunities to participate in DRR courses, workshops, or training. Whilst they possessed the basic concepts of resilience, there was a notable gap in their ability to apply these concepts in designing resilient structures. The research team thus suggest that additional efforts focus on integrating these competencies into engineering curricula. 

For the full paper, follow this link:https://acris.aalto.fi/ws/portalfiles/portal/202473945/SEFI2025_040.pdf

This is the third episode from the new SEFI Podcast: Publication Spotlight series which aims to complement our normal, longer length shows. In these episodes, we speak with authors of recent publications to bring you up to date with some of the latest work within engineering education.

Timestamps

0.00 Welcome and introduction

0.27 Introduction to the episode an publication

1.08 How the work came about and the research team

4.25 Summary of the work

5.18 The research gap

7.36 Disaster risk reduction (DRR)

10.58 The research questions

12.10 Methodology

13.38 The findings

16.58 Implications for engineering education research and practice

20.24 Contextual differences

22.48 Staff and student perceptions to integrating DRR and resilience

26.27 What's next?

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In this episode we speak to Professor Anette Kolmos (Professor in Engineering Education and PBL) and Dr Henrik Worm Routhe (Postdoctoral Researcher) from Aalborg University (AAU) in Denmark, about InterPBL and the different approaches that can be taken to interdisciplinary learning and teaching.

Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about the many different ways in which we can integrate interdisciplinary projects into our engineering courses.

Timestamps

0.00 Welcome and introduction to episode

0.25 Podcast Intro

0.52 Experiences with interdisciplinary from Natalie and Neil

2.30 Introduction to Anette and Henrik

7.20 Aalborg University (AAU)

9.18 Introduction to InterPBL

13.00 Examples of the challenges associated with interdisciplinary project work

14.34 Aims of the InterPBL project

17.04 Interdisciplinary in engineering practice

21.00 Definitions

24.25 Cognitive trust and boundary objects

31.00 How does interdisciplinary work impact identity?

35.28 A typology of interdisciplinary projects

48.32 Students' motivation

50.57 Leadership

55.21 Assessment of interdisciplinary

58.41 Implications for staff and capacity building

1:00:50 Measuring the effectiveness of interdisciplinary learning and teaching

1:05:40 Introducting interdisciplinary in your own context

1:09:56 Mega-projects (M-Project) and broad interdisciplinary

1:15:25 Key Takeaways and implications from Anette and Henrik

1:25:38 What is next for research in this area?

1:28:48 Key takeaways from Natalie and Neil

Resources

A small sample of papers which focus on the InterPBL project are linked below

This paper focuses on student learning outcomes of interdisciplinary work

https://ieeexplore.ieee.org/document/10171180

This provides insights from a narrow interdisciplinary curriculum project named “leadENG

https://vbn.aau.dk/en/publications/interdisciplinary-problem-based-projects-for-first-year-engineeri/

This paper focuses on development of leadership competencies

https://vbn.aau.dk/ws/portalfiles/portal/752930995/17_ijee4479.pdf

These papers focus on the different project types

https://www.mdpi.com/2227-7102/15/2/138

https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2267476

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This episode features Marie Paretti from Virginia Tech and Maya Menon from the EdTech startup NextWork. We talk about a paper published in the European Journal of Engineering Education entitled “Understanding instructor decision-making in engineering education for sustainable development: a comparison of institutions in Denmark and the United States” which Maya and Marie co-authored with Jennifer Case and Andrew Katz. The study compared the external, internal (institutional) and individual influences on instructors’ decision-making, in relation to the incorporation of SD into the courses they teach within institutions in two different national contexts.

This episode is the second in our series of episodes that take on a new format and are released at intervals along with our normal longer length shows.

For the full paper, follow this link: https://doi.org/10.1080/03043797.2025.2486189

Timestamps

0.00 Welcome and introduction

0.29 Introduction to the episode an publication

1.25 How the work came about and the research team

3.12 Summary of the work

4.02 The research gap

5.16 The research questions

7.27 Terminology; Sustainability, Sustainable Development and the UN SDGs

10.50 Theoretical underpinnings

13.58 Comparative Case Study Methodology

18.04 Data sources and analysis

21.12 The findings

29:49 Implications for engineering education practice

32.31 Implications for engineering education research

35.23 Goodbyes

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In this episode we discuss what we can learn by comparing engineering education across contexts with Professor Roger Gonzalez from The University of Texas at El Paso (UTEP), author of the monograph “Adapting Engineering Education to a Rapidly Changing World” which focuses on the differences between engineering education systems, particularly those associated with the UK and the USA.

Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about the ways in which students are contributing their their own engineering education, and what we can learn from them.

Timestamps

0.00 Welcome and introduction to episode

0.25 Podcast Intro

0.50 Experiences with students collaboration from Natalie and Neil

2.13 Introduction to Roger and his work

5.04 Introduction to UTEP

6.44 Why is this work needed and why now?

10.15 How was the work conducted?

12.44 Differences in terms of student admissions into engineering

15.58 Implications for widening access and participation

19.10 Why are there differences between contexts?

22.42 Differences in length and structure of programmes, teaching, learning and assessment and the role of student unions

29.42 Differences in content of the degree

33.01 Degree variants and the role of industry

36.12 The role of Quality Assurance (QA) and student feedback and the role of funding

45.24 Accreditation

48.35 What can we learn from the differences?

53.42 How do these learnings apply to other contexts and countries?

54.47 How will engineering education change in the future; AI.

1:02:35 Key Takeaways from Roger

1:05:02 Key takeaways from Natalie and Neil

Key Resources

You can access Roger’s monograph by following the link below

https://link.springer.com/book/10.1007/978-3-031-78908-3

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For our first episode of this I am speaking with Madeline Polmear from Kings College London, who featured in our very first season of the podcast. 

And we are going to talk about a paper published in the Journal of Engineering Education entitled Exploring engagement narratives among self-identified Hispanic women's experiences in engineering counterspaces which Madeline co-authored with Elizabeth Volpe, Idalis Villanueva Alarcón and Denise Simmons.

For the full paper, follow this link: https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20630

Timestamps

0.00 Welcome and introduction

0.27 Introduction to the episode an publication

1.22 The research team

3.08 Summary of the work

4.30 The research gap

5.58 The research questions

6.35 Theoretical underpinnings

10.15 Methodology; Data Collection and analysis

12.21 The findings

15.32 Implications for engineering education practice

17.12 Implications for engineering education research

19.10 Goodbyes

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educators: www.sefi.be

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Join Dr. Natalie Wint (University College London) and Prof. Neil Cooke (University of Birmingham) to learn about the ways in which students are contributing their their own engineering education, and what we can learn from them.

Timestamps

0.00 Welcome and introduction to episode

0.29 Podcast Intro

0.46 Experiences with students collaboration from Natalie and Neil

2.47 Introduction to Katrijn and Nadica

6.30 The history of BEST

8.04 The relationship with SEFI

10.48 Managing student turnover

12.11 Professional development courses

14.55 Career support

16.20 Symposium on Education

19.02 The Education Involvement Department

20.58 Stakeholders

28.35 Topics of interest within BEST: professional skills, the responsible engineer, assessment and AI

39.45 What should educators remove from engineering programmes?

43.00 Diversifying membership and the student voice

47.19 The benefits of being part of BEST

53.02 What's next?

56.33 How do students get involved in BEST?

59.06 Key Takeaways from Katrijn and Nadica

1.01.48 Key takeaways from Natalie and Neil

Key Resources

https://www.best.eu.org/index.jsp

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educators: www.sefi.be

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Neil and Natalie would like to thank all listeners and guests for their continued support in making the podcast a valuable source of information regarding contemporary topics in engineering education.

Join Dr. Natalie Wint (University College London) and Professor Neil Cooke (University of Birmingham) for this episode in which they summarise the recent interviews.

00.00 - Introduction

00.38 - Welcome, podcast updates, the future of the podcast

03.50 - Robyn Mae Paul and Kari Zacharias on the Iron Ring

12.00 - Siara Isaac and Joelyn de Lima on the 3T Play Project for Transversal Skills

18.58 - Kurt Coppens on feedback literacy

24.36 - Mariana Velho on public engagement and outreach

29.29 - Call for guests, and ideas on topics and guests

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music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

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In this episode we spoke to Mariana Velho, Communication, Education and Outreach Manager for CERN openlab. Mariana draws upon her background in psychology, education and outreach, to manage various communication projects and campaigns, and manage stakeholder relationships.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the use of science communication and outreach in encouraging students to study engineering.

Timestamps

0.00 Welcome and introduction to episode

0.23 Podcast Intro

0.48 Experiences with science communication and outreach from Natalie and Neil

3.20 Introduction to Mariana

6.47 The importance of science communication

7.28 ATLAS Experiment and CERN

8.44 The role of psychology in science communication

11.46 CERN

14.44 CERN openlab

16.47 Mariana's role within CERN

19.28 Developing the scientists and engineers of tomorrow

21.22 The Summer Placement

27.36 Science communication skills

31.32 Educational resources

37.11 Microsoft Dreamspace and spatial skills

43.24 Engineering in the future

48.11 What's next?

51.54 Key Takeaways from Mariana

53.20 Key takeaways from Natalie and Neil

Key Resources

https://marianadantasvelho.com/

https://openlab.cern/about/collaborate-us 

https://atlas.cern/Resources/Colouring-Books 

https://dreamspace.microsoft.com/en-us/dreamspace/ireland

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educators: www.sefi.be

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In this episode we speak to Dr. Kurt Coppens who works within the ETHER (Engineering Technology Education Research) research group, at the Faculty of Engineering Technology, KU Leuven, Belgium and whose PhD focused on the feedback literacy of engineering students.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the role of feedback literacy in engineering education!

Timestamps

0.00 Welcome and introduction to episode

0.16 Podcast Intro

0.42 Experiences with feedback literacy from Natalie and Neil

4.11 Introduction to Kurt

7.05 ETHER at KU Leuven

7.58 What do we mean by feedback literacy?

9.13 What is involved in feedback literacy?

11.41 What does good feedback literacy look like?

13.28 Research developments in areas of feedback literacy

17.52 The research gap

20.07 PhD aims

21.40 Study design

28.22 Findings of the first study (Feedback Oreintation Scale)

30.10 Findings from the reflective logs

33.22 Changes in feedback literacy during first year

39.28 Changes during a degree

41.04 Improving feedback literacy

43.10 Capacity building of educators

46.15 Generalisability of findings

47.27 The future of research in this area

49.10 Key Takeaways from Kurt

50.29 Key takeaways from Natalie and Neil

Further Reading

Kurt’s work

Kurt’s Thesis can be found by following the link below: https://kuleuven.limo.libis.be/discovery/search?query=any,contains,LIRIAS4154722&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&offset=0

Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2023). Capturing student feedback literacy using reflective logs. European Journal of Engineering Education, 48(4), 653–666. https://doi.org/10.1080/03043797.2023.2185501

Coppens, K., Van den Broeck, L., Winstone, N., & Langie, G. (2024). A mixed method approach to exploring feedback literacy through student self-reflection. Assessment & Evaluation in Higher Education, 50(2), 173–186. https://doi.org/10.1080/02602938.2024.2373792

Other Key Resources

https://doi.org/10.1080/02602938.2018.1463354

https://doi.org/10.2224/sbp.2002.30.8.821.

https://doi.org/10.1177/0149206310373145

https://doi.org/10.1080/02602938.2019.1667955

https://doi.org/10.1007/s10459-019-09905-5

https://doi.org/10.1080/13562517.2023.2263838

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In this episode we speak to Siara Isaac and Joelyn de Lima, part of the 3T Play project (funded by the Lego Foundation) team from Swiss Federal Institute of Technology in Lausanne (EPFL), who focused on the use of tangible objects and playfulness to support the learning process and support skills development.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the approaches to embedding trasversal skills within engineering education!

Timestamps

0.00 Welcome and introduction to episode

0.22 Podcast Intro

0.48 Experiences with transversal skills from Natalie and Neil

3.18 Introduction to Siara and Joelyn and the wider 3T Play project team

5.15 The start of the 3T Play project at EPFL

7.22 What are transversal skills?

9.31 The significance of transversal skills and why they should be explicitly taught

11:18 The views of instructors and barriers to teaching transversal skills

16:48 The Trident Model: Knowing, Experiencing and Learning from Experience

22:47 The role of tangible objects

24:40 Applying the model to a skill

29:42 Flexibility to change interventions to suit the audience

34:12 Conditions which help students to develop transversal skills through experiential learning

39:16 Process level feedback

41:56 Developing the handbook as a resource

47:35 What types and level of students are these activities approriate for?

50:50 The layout of the book and the chapters

56:50 The impact of the project

59:34 Key Takeaways from Siara and Joelyn

1:02:23 Key takeaways from Natalie and Neil

Further Reading

The link to the open access resource can be found here

https://www.epflpress.org/produit/1542/9782832322895/teaching-transversal-skills-for-engineering-students

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Written and produced by Neil Cooke and Natalie Wint.

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The Archimedean Oath, first developed in 1990 and inspired by the Hippocratic Oath, was promoted as a reflection tool during SEFI 2024. Historically, the oath was read and signed at the end of master’s level study and allowed engineers to emphasise their commitment to their institution and global responsibility. Taking an oath was viewed as supporting graduates in making ethical decisions within professional practice. However, societal and environmental needs have since changed, this triggering moves to update both the form and scope of the oath. Similarly, in Canada, the Iron Ring or Ritual of the Calling of an Engineering is a ceremony which engineering graduates traditionally take part in.

In this episode we spoke to Robyn Mae Paul from the University of Calgary and Kari Zacharias from the University of Manitoba who are part of the group ‘Retool the Ring’, whose work focuses on advocating for changes to the ceremony.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the iron ring!

Timestamps

0.00 Welcome and introduction to episode

0.58 Podcast Intro

1.20 Experiences with CBL from Natalie and Neil

3.17 Introduction to Robyn and Kari

9.13 Introduction to the Iron Ring

12.12 What is involved in the ceremony

17.45 The obligation

19.47 What are the benefits of the ritual?

22.53 The start of Retool the Ring

32.23 Retool the Ring Activities

40.42 The Iron Ring as establishing, challenging and maintaining boundaries

49.02 The use of exclusionary values and langaguge

56.47 Proposed changes

1:02:26 End of the Iron Ring?

1:05:47 Reactions to the work done by Retool the Ring

1:09: 50 What is next for Retool the Ring

1:13:42 Key takeaways from Natalie and Neil

Further Reading

The following links will take you to publications authored by members of the Retool the Ring group.

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1177035/full

https://ojs.library.queensu.ca/index.php/PCEEA/article/view/17100

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

Neil and Natalie would like to thank all listeners and guests for their continued support in making the podcast a valuable source of information regarding contemporary topics in engineering education.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) for this episode in which they summarise the recent interviews.

00.00 - Introduction

00.34 - Welcome and call for new guests

02.07 -Inês Direito and Jan Van Maele on diversity, equity and inclusion (Ep. 1)

08.10 Sasha Nikolic, Scott Daniel and Rezwanul Haque from the Australasian Association for Engineering Education (AAEE) on AI (Ep. 2)

13.39 Ann-Kristin Winkens on systems resilience in the context of engineering education (Ep. 3)

18.04 Thies Johannsen on transdisciplinary education within engineering (Ep. 4)

26.05 Esther Matemba & Lelanie Smith on Engineering Education in the Afrrican context (Ep. 5)

31.29 Jorge Membrillo-Hernández on Challenge Based Learning (Ep. 6)

36.25 Upcoming plans

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educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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Engineering education is home to many different learning approaches including problem, project, and challenge-based learning, as well as studio learning. At the same time, technological advances mean that there is an increasing focus on virtual learning, and collaboration across geographical contexts. The wide variety of approaches at our disposable necessitates choices to be made regarding what, and how, ideas will be incorporated, and indeed at what scale.

In this episode we speak to Jorge Membrillo-Hernández from the Technological University of Monterrey. Jorge has a wealth of experience in using a variety of teaching and assessment methods in many different contexts. Jorge incorporates challenge-based learning (CBL) at a programme level, with challenges drawn from both local and global partners. He is particularly interested in socially oriented interdisciplinary STEM education, and COIL (collaborative on-line learning classroom). He has over 100 publications with over 2000 citations and an h-index of 26) and is probably the most published author focusing on CBL within engineering!

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about an institution wide approach to CBL in a Mexican context.

Timestamps

0.00 Welcome and introduction to episode

0.21 Podcast Intro

0.47 Experiences with CBL from Natalie and Neil

2.46 Introduction to Jorge

5.51 Introduction to Technological University of Monterrey

6.52 Tech21 Educational model

8.41 CBL within Tech21

12.00 The role of the educator within CBL

15.15 An example of a challenge and the interdiscplinary education team

22.56 The involvement of partner organisations

26.55 Fostering industrial relationship

28.31 Planning a challenge that supports student development

32.35 COIL - Collaborative online international learning

35.14 Student resistance to CBL

41.44 Challenges associated with implementing CBL

47.00 The future of CBL and research into CBL

51.20 Final advice from Jorge

55.27 Key takeaways from Natalie and Neil

Further Reading

You can find out more about Jorge and via his institutional home page

https://research.tec.mx/vivo-tec/display/PID_289299

His publications can also be found through ResearchGate

https://www.researchgate.net/profile/Jorge-Membrillo-Hernandez

and Google Scholar

https://scholar.google.com/citations?user=BpZtoj8AAAAJ&hl=es

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Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

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The isolation felt by engineering educators who are passionate about teaching and learning, but who reside in technically focused engineering departments, is widely reported. The case is no different in Africa, where few institutions recognise educational research as a valid research focus in engineering, this resulting in lack of capacity for engineering education research (EER) and meaning that African educational innovations are not well represented in the literature. Although educators within Africa may make use of research findings from elsewhere, or receive support from those in different geographical locations, the contextual nature of education research means there is a need for supportive national and regional communities.

In this episode we speak to Lelanie Smith, a Senior Lecturer in the Faculty of Engineering, Built Environment and IT at the University of Pretoria and Dr. Esther Matemba, an independent Engineering education researcher, consultant, and a sessional academic at Curtin University, Australia. Together, the two co-lead the Engineering Education Research Network for Africa (EERN-Africa).

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the rewards and challenges involved in setting up an Engineering Education network.

Timestamps

0.00 Welcome and introduction to episode

0.40 Podcast Intro

1.02 Experiences with networks and communities from Natalie and Neil

2.23 Introduction to Lelanie

6.37 Introduction to Esther

9.50 Introduction to engineering education in the African context and contextual characteristics

17.36 Objectives and operation of the network

27.58 The network as a community of practice (CoP)

36.27 PhD and Masters programme

41.41 The role of funding in development of the network

48.08 Future opportunties for engineering education in Afria

50.55 Becoming involved in the network

51.55 Final advice

59.37 Key takeaways from Natalie and Neil

Further Reading

A paper about EERN-Africa as a Community of Practice

DOI: 10.1080/22054952.2023.2233340

An introduction to EERN-Africa posted on the REEN website

https://reen.co/introducing-the-engineering-education-research-network-africa-eern-africa/

A podcast episode on which Esther features

https://podcasts.apple.com/us/podcast/context-coalitions-and-collaborations-oh-my-dr-esther/id1334320403?i=1000646656515

A link to the network LinkedIn page

https://www.linkedin.com/company/engineering-education-research-network-africa?trk=public_post_feed-actor-name

To find out more about the Master’s and PhD programme visit

https://intra-africa-cb4ee.co.za/index

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educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

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As the problems that society faces become more complex there is increasing emphasis on the need for engineers to work across disciplines, with a focus on taking interdisciplinary and transdisciplinary approaches to engineering education. However, there can be a lack of clarity about how such terms are conceptualised within the engineering classroom, this resulting in a lack of concrete teaching interventions. In this episode we speak to Thies Johannsen, a research assistant from TU Berlin who works at the intersection between Social Sciences, Humanities, and STEM disciplines. Thies draws upon his education in Law, Social Sciences, and Politics, and Philosophy, as well as experience in policy making, advising political bodies and consulting for corporate associations and businesses.

shownotes:

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about transdisciplinary engineering education.

Timestamps

0.00 Welcome and introduction to episode

0.25 Podcast Intro

0.50 Experiences in resilience from Natalie and Neil

2.52 Introduction to Thies

7.22 TU Berlin

9.46 Why is transdisciplinary becoming more important in engineering education? Understanding disciplinary routes

11.03 Specialisation, research output and impact, and innovation

14.14 Defining transdisciplinary

17.05 Modes of knowledge

25.34 An example of transdisciplinary work within engineering

29.43 Skills and competencies involved

33.02 Transdisciplinary in the engineering classroom

36.11 Classroom exercises

42.32 Assessment

44.58 Challenges associated with transdisciplinary education

48.03 Final advice

50.27 Key takeaways from Natalie and Neil

Further Reading

Handbook of Transdisciplinary Learning which features Thies’ chapter entitled Cooperative Education

https://www.tu.berlin/en/vp-sl/transdisciplinary-learning/handbook-transdisciplinary-learning

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educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

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Discussion around the need for engineers to navigate increasingly complex and uncertain challenges (e.g., climate change, digitalisation) features heavily within engineering education research and leads to questions pertaining to the abilities of engineering graduates. Despite this, little is known about the way in which engineering programmes support students in coping with such uncertainty and complexity (also referred to as resilience).

In this episode we spoke to Dr. Ann-Kristin Winkens, a postdoctoral researcher in the Gender and Diversity in Engineering Research Group (GDI) at RWTH Aachen in Germany. Ann-Kristin draws upon her prior education in environmental engineering when researching areas of systems resilience and competencies needed when designing resilient systems.

shownotes: https://www.sefi.be/2024/11/18/podcast-season-5-episode-3-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about resilient systems.

Timestamps

0.00 Welcome and introduction to episode

0.32 Podcast Intro

0.53 Experiences in resilience from Natalie and Neil

2.03 Introduction to Ann-Kristin

4.28 Defining resilience

6.36 The systematic literature review into how engineering education research addresses resilience

9.56 The importance of systems resilience

12.46 The competencies involved

15.41 Are the competenices involved addressed in engineering programmes?

19.45 Commonly addressed competencies

21.36 Key recommendations for addressing competencies in engineering programmes

22.46 How is systems resilience addressed in accreditation criteria?

27.51 Embedding systems resilience in engineering programmes

33.19 Course level learning outcomes and assessment of learning outcomes

36.47 The future of engineering education research into resilient systems

39.18 Final advice

40.32 Key takeaways from Natalie and Neil

Further Reading

https://www.sefi.be/wp-content/uploads/2021/12/SEFI-Annual-Conference-2021-Blended-Learning-in-Engineering-Education.pdf.

http://ww.cdio.org/knowledge-library/documents/vuca-and-resilience-engineering-education-%E2%80%93-lessons-learned.

https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2179913.

https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2171852.

https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1005&context=sefi2023_respap.

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

Since the start of 2023, Chat GPT, and the use of generative AI (Gen-AI) more generally, has been the topic of much discussion, advice and debate within engineering education worldwide. Despite a proliferation of guidance, awareness raising and information, there has been little empirical evidence pertaining to the impact of Gen-AI on integrity of assessment and risk of plagiarism, something which has led to confusion and duplication of work.

In this episode we speak to Sasha Nikolic (University of Wollongong), Scott Daniel (University of Technology, Sydney), and Rezwanul Haque (University of the Sunshine Coast) from the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) Special Interest Group of the Australasian Association for Engineering Education (AAEE), who, along with other Australian engineering educators, came together to answer questions about how ChatGPT and other Gen-AI tools may affect engineering education assessment methods, and how it might be used to facilitate learning.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn AI in the context of assessment in engineering education.

Timestamps

0.00 Welcome and introduction to episode

0.33 Podcast Intro

0.54 Experiences in AI from Natalie and Neil

3.02 Introduction to Scott, Sacha and Rez

4.34 Australasian Association for Engineering Education (AAEE)

6.54 The work and priorities of the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) SIG

10.50 Key terms in AI

14.08 Introduction to the study into use of AI in engineering assessment

16.58 The research methodology and process involved

20.44 The main implications of the research studies

29.19 Developments in AI and the second study

40.39 Limitations of LLMs

49.16 Developing AI literacy

58.11 The role of evaluative judgement and changing assessment methods

1:01:32 Reactions to the work from academics

1:05:55 Final advice

1:08: 22 Key takeaways from Natalie and Neil

1:14:49 Bonus Easter Egg!

Further Reading

For more information about the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) Special Interest Group visit:

https://aaee.net.au/sigs/

Papers

https://doi.org/10.1080/03043797.2023.2213169

https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2213169

https://doi.org/10.1080/22054952.2024.2372154

https://www.tandfonline.com/doi/full/10.1080/22054952.2024.2372154

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

Terms such as inclusion, diversity, equity, and equality, have long featured in discussions relating to engineering education, and are often used interchangeably. Their meaning both evolve over time and vary significantly across context. Such changes and variation have implications for the areas in which efforts towards DEI, are focused, as well as to learn from good practice and monitor progress.

In this episode we speak to Dr. Inês Direito, an Assistant Researcher at the Centre for Mechanical Technology and Automation, University of Aveiro (Portugal) and Dr Jan Van Maele, Professor in Language and Communication at the Faculty of Engineering Technology at KU Leuven (Flanders, Belgium). Our two guests bring together their complimentary expertise (Inês in Psychology and in researching student experience and mental health, and Jan in teaching languages in a context in which language policies have created obstacles to creating cultural diversity) to discuss their work exploring how the engineering education community believe DEI related terms are understood and implemented in their own institution and in other contexts around the globe.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn DEI in the context of Engineering Education worldwide.

shownotes:

Timestamps

0.00 Welcome and introduction to episode

0.35 Podcast Intro

0.54 Experiences in DEI from Natalie and Neil

3.09 Inês' Background

7.35 Jan's Background

13.20 The start of a collaboration

17.02 Changes in the SIG and defining key terms

21.09 The changing nature of DEI work

24.37 The SEFI 2023 DEI SIG workshop

27.00 Homero Murzi (North-American and a Latin-American perspective)

34.14 Karin Wolff, President of SASEE (South African perspective)

44.47 Xinrui XU (Chinese perspective)

49.14 Final advice

51.18 Key takeaways from Natalie and Neil

Email Jan (jan.vanmaele@kuleuven.be) and Inês (ines.direito@ua.pt) to share your perspectives as part of this project.

Further Reading

To watch the video from which these clips were taken, visit:

https://play.chalmers.se/media/DEI_Video_ver_3/0_2p6ns0g5

For the paper about the SEFI 2023 workshop mentioned see:

https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1004&context=sefi2023_wkshp

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

music (c) Lizzie Cooke all rights reserved.

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

We originally conceived the podcast as a project which would run for two years with monthly episodes.

As we approach its second anniversary, Neil and Natalie would like to thank everyone listeners and guests for their support in making it into a valuable source of information about the SEFI community and contemporary topics in engineering education.

In this episode we summarise the recent interviews and our future plans for the show.

00.00 - Introduction

00.45 - Listening insights -popular and least popular

03.35 - Thanks

04.55- Sarah Jayne Hitt on Ethics toolkit (Ep1) - role of liberal arts and the toolkit.

09.15 - Roger Hadgraft on Disruption (Ep2) - Doblins framework and synthesis problems

13.30 - Diana Martin on Intercultural ethics (Ep3) - Values and western dominance

20.30 - Tim Drysdale on Remote laboratories (Ep4) - AI and Digital/Humanism

25.40 - Plans

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In this first episode we talk to Professor Tim Drysdale, Chair of Technology Enhanced Science Education in the School of Engineering at the University of Edinburgh. Tim is responsible for developing an entirely new approach to online laboratories to support non-traditional online practical work activities across multiple campuses.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about nontraditional practical work.

shownotes:

Timestamps

0.00 Welcome and introduction to episode

0.27 Podcast Intro

0.47 Experiences in non-traditional practical work from Natalie and Neil

2.17 Tim's Background

4.28 Engineering at Edinburgh

5.43 Technology as not replacing humans: a post critical humanist approaches and less instrumentalist approaches to practical work

10.22 Different types of non-traditional practical work

13.00 The benefits of non-traditional practical work

15.04 How to select the best approach to take based on our aims and learning outcomes

18.23 Student engagement and limitations

22.10 The user experience

26.35 Use of dangerous and specialist equipment

27.39 The user interface

31.07 Challenges to implementation

33.24 Maturity of non-traditional practical work

38.16 The role of AI

40.42 Getting buy-in: evaluation of non-traditional practical work to produce an evidence base

45.13 Final advice from Tim

47.02 Key takeaways from Natalie and Neil

Further Reading

The following provides a link to work in which Tim describes different types of NTPL

https://www.tandfonline.com/doi/full/10.1080/23752696.2020.1816845

The following provides a link to work whereby Tim makes use of a post-humanist lens.

https://www.research.ed.ac.uk/en/publications/posthumanistic-practices-of-community-for-non-traditional-laborat

For more information about student (user) experience you can refer to the following pieces of work

https://journals.sagepub.com/doi/full/10.1177/03064190221081451

https://ieeexplore.ieee.org/document/10399863

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

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In this first episode we talk to Dr. Diana Martin, a Senior Research Fellow within the Centre for Engineering Education (CEE) at University College London (UCL). Diana applies knowledge obtained during her study of both philosophy and liberal arts in her work into the implementation of ethics, sustainability and societal aspects within engineering education, having completed her PhD project entitled “Towards a Sociotechnical Reconfiguration of Engineering and an Education for Ethics, a Critical Realist Investigation into the Patterns of Education and Accreditation of Ethics in Engineering Programmes” in July 2020.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about incorporating a more globalised approach to engineering ethics education.

shownotes: https://www.sefi.be/2024/06/17/podcast-season-4-episode-3-european-engineering-educators-is-online/

Timestamps

0.00 Welcome and introduction to episode

0.38 Podcast Intro

0.59 Experiences in teaching ethics to engineering students from Natalie and Neil

2.31 Diana's Background

10.18 How Diana's experiences in different global contexts inform her approach to engineering ethics education

11.38 How ethics and intercultural ethics are conceptualised

12.37 Individual and collective responsibilities (microethical vs macroethical approaches)

16.44 Relevant values within engineering ethics and value sensitive design

24.00 The power of engineers in creation of technological artefacts: Introducing participatory/community-based approaches

27.15 Variation in meanings and emphasis on values in different contexts and cultures

34.33 WEIRD populations

37.16 How do we do this in the classroom? Use of PBL to support ethics education during design

45.30 Student response to ethics education

48.23 The global state of engineering ethics education: International Handbook of Engineering Education Research Chapter 

53.56 Final advice from Diana

1.01.46 Key takeaways from Natalie and Neil

Further Reading

This link is for the chapter in the International Handbook for Engineering Education Research entitled “Developing a Global and Culturally Inclusive Vision of Engineering Ethics Education and Research”

https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003287483-6/developing-global-culturally-inclusive-vision-engineering-ethics-education-research-diana-martin-alison-gwynne-evans-aleksandra-kazakova-qin-zhu?context=ubx&refId=302206b2-3b33-41f7-8d16-3f11278b0a09

This paper argues that mainstream value-sensitive approaches to design have been based on narrow understandings of personhood and social dynamics, which are biased toward Western Educated Industrialized Rich and Democratic cultures and contradicted by empirical evidence

https://link.springer.com/article/10.1007/s10516-023-09689-9

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In the second episode we talk to Professor Roger Hadgraft, Director of Educational Innovation and Research in the Faculty of Engineering and Information Technology at the University of Technology, Sydney (UTS). Roger draws upon more than 30 years of experience in improving engineering educating, having been instrumental in introducing a project-based curriculum within civil engineering at Monash University and in several disciplines at Royal Melbourne Institute of Technology.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the different ways in which we can innovate within engineering education.

show-notes: https://www.sefi.be/2024/05/20/podcast-season-4-episode-2-european-engineering-educators-is-online/

Timestamps

0.00 Welcome and introduction to episode

0.39 Podcast Intro

0.58 Experiences with problem, project and challenge used learning from Natalie and Neil

2.37 Rogers's Background

5.21 Engineering education in Australia

8.04 Terminology: Changes to approaches to engineering education

11.50 Drivers for change

15.27 Studio based learning

19.07 Assessment of studio-based learning

22.22 Disrupting engineering education

24.28 Doblin's ten types of innovation and application of the framework in engineering education

36.58 Capacity building and buy-in

43.57 Resistance to change in engineering education

48.16 Looking to the future

56.56 Final advice from Roger

1:00:11 Key takeaways from Natalie and Neil

Resources:

https://www.tandfonline.com/doi/abs/10.1080/03043799308923248

https://opus.lib.uts.edu.au/handle/10453/137664

https://opus.lib.uts.edu.au/handle/10453/132516

https://opus.lib.uts.edu.au/handle/10453/141604

https://opus.lib.uts.edu.au/handle/10453/138648

https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003287483-7/disrupting-engineering-education-euan-lindsay-roger-hadgraft-fiona-boyle-ron-ulseth

https://link.springer.com/chapter/10.1007/978-981-99-5873-3_11

https://link.springer.com/chapter/10.1007/978-981-99-5873-3_10

https://link.springer.com/book/10.1007/978-981-99-5873-3

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In this first episode we talk to Professor Sarah Jayne Hitt, who, amongst her many roles, project manages the Engineering Professors Council or EPC’s Ethics Toolkit, a resource designed to help engineering educators embed ethics in teaching.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about the power of crowdsourcing in capacity building in teaching engineering ethics.

Timestamps

0.00 Welcome and introduction to episode

0.16 Podcast Intro

0.35 Experiences in teaching ethics to engineering students from Natalie and Neil

2.34 Sarah's Background

5.45 The Engineering Professors Council (EPC)

7.35 The role of Liberal Arts in Engineering Education

9.52 The Joint Statement of Ethical Principles and its role in the toolkit

12.33 How the toolkit came about

14.44 What does the toolkit consist of?

16.37 The crowdsourcing process and creation of the toolkit

19.31 The role and benefits of the review process

20.11 The benefits of crowdsourcing and diversity of contributors

22.08 Navigating the Ethics Explorer and the landscape

25.55 The growth and future of the toolkit

27.04 What makes a good case study?

29.56 An example of a case study from the toolkit

33.12 Consideration for micro and macro ethics

35.00 Guidance documents

39.33 What still needs to be done?

42.22 Final advice from Sarah

44.01 Key takeaways from Natalie and Neil

Resources:

Ethics Explorer - Engineering Professors Council (epc.ac.uk)

Educating the Whole Engineer by Integrating Engineering and the Libera (taylorfrancis.com)

https://www.ijee.ie/latestissues/Vol38-3/07_ijee4189.pdf

https://raeng.org.uk/media/kr0j2ejr/rae-engineering-ethics-full-report_v7.pdf

https://serc.carleton.edu/geoethics/Decision-Making

https://epc.ac.uk/toolkit/tackling-tough-topics-in-discussion/

https://epc.ac.uk/resources/toolkit/about-toolkits/contribute-a-resource-to-one-of-our-toolkits/

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

This season focused on changes in European engineering education and engineering education research over the last few decades.

Join Neil Cooke (University of Birmingham) and Natalie Wint (University College London) as they share highlights from Season 3, featuring clips from the season's guests: Mike Murphy, José Carlos Quadrado, Bill Williams, Jacqueline El-Sayed, Kristina Edström and Xavier Fouger.

Thank you to all listeners and guests for their continued support, and please continue to like and share the show on social media channels!

Timestamps:

0.00 General introduction

0.24 Introduction to this episode

0.41 Reach of the podcast and appreciation for support

1.34 Introduction to the season theme

2.51 Mike Murphy from TU Dublin on Transformation

6.40 José Carlos Quadrado from ISEL Portugal on recognition and quality assurance

12.06 Bill Williams from IST Portugal on changes in the landscape of engineering education research

15.43 Jacqueline El-Sayed from the American Society of Engineering Education (ASEE) on the growth of networks and communities

18.04 Kristina Edström (Editor in Chief EJEE) from KTH Sweden on Publishing

27.16 Xavier Fouger from Dassault Systèmes France on changes in engineering practice

33.51 Information about plans for Season 4

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In this episode we talk to SEFI Fellow, Xavier Fouger from Dassault Systèmes, a global leader in engineering education who has worked at the interface of industry and academia through many technological changes which have shaped our roles as educators.

show notes:

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about changes to both engineering practice and engineering education over the last few decades.

Timestamps

0.00 Welcome and introduction to episode

0.46 Podcast Intro

1.00Experiences in working with industry from Natalie and Neil

2.23 Xaviers's Background

5.33 Dassault Systèmes and its impact on modern engineering practice

9.16 3 Changes to engineering education since the start of Xavier's career: engineering, students, and education

14.17 Remote collaboration: the production of a car over international borders and different time zones

21.22 Remote collaboration in engineering education

23.03 Engineering in context: sharing work before it is finished and working with uncertain specifications

26.17 Operators, technicians and engineers - aligning education at the three levels

33.11 AI and digital twins

41.28 Skills for AI

44.37 Standards for digital representations

49.25 Generalised experiential learning

1:03:10 Final advice from Xavier

1:06:41 Key takeaways from Natalie and Neil

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

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In this episode we talk to Kristina Edström who has been Editor-in-Chief of the European Journal of Engineering Education (EJEE) since 2018. Kristina has played a pivotal role in creating change within EER in Europe, enhancing the EJEE’s scholarly value and practical relevance. Her efforts in fostering a diverse network of reviewers and authors from various backgrounds have strengthened the journal’s position. We talk to Kristina about the purpose and audience of EER, fostering an inclusive community, and how we ensure the usefulness and scholarliness of our work.

show notes: https://www.sefi.be/2024/01/25/podcast-season-3-episode-5-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about publishing within EJEE.

Timestamps

0.00 Welcome and introduction to episode

0.47 Podcast Intro

1.01 Experiences of publishing and EJEE from Natalie and Neil

2.38 Kristina's Background

9.22 KTH and EER at KTH

12.14 Start of the journal and links to SEFI

13.09 Comparison to JEE and the USA: EER as a 'rigorous discipline'

15:35 Changes on the European side

17.03 Tensions in what EJEE should be

18.45 Kristina's aims and ambitions as a new Editor-in-Chief

20.50 Bottlenecks and reviewers

24.09 The functions of peer review and guidance to reviewers

30.10 Aims and scope of the journal: usefulness and scholarliness

35.03 SEFI Journal of Engineering Education Advancement

38.29 Trends is authorship and topics

44.16 Trends in methods and working with other disciplines

48.30 Practical advice regarding planning and submission of research

52:33 Two elephants in the room

59.23 The EER publishing landscape

1.02.50 The future of EJEE

1.07.46 Final advice from Kristina

1.09.49 Key takeaways from Natalie and Neil.

Resources

https://www.tandfonline.com/doi/full/10.1080/03043797.2018.1433112

https://www.tandfonline.com/doi/full/10.1080/03043797.2018.1501840

https://www.tandfonline.com/doi/full/10.1080/03043797.2017.1401596

https://ieeexplore.ieee.org/document/9962543

https://ieeexplore.ieee.org/document/9962423

https://www.researchgate.net/publication/371816010_Reviewing_manuscripts_in_engineering_education_research_journals_fairly_constructively_effectively

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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In this episode we are seeking inspiration from across the pond. We speak to Jacqueline El-Sayed the first female Chief Executive Officer and Executive Director of the American Society for Engineering Education (ASEE) to find out what we can learn from the world’s largest society for engineering education. Jacqueline shares how her leadership experience in K-12 education, academia, industry, and government has supported her work at ASEE, whose members span multiple sectors. 

show notes: https://www.sefi.be/2023/12/18/podcast-season-3-episode-3-european-engineering-educators-is-online-2/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how SEFI, and engineering educators within Europe, can learn from and become involved in ASEE.

Timestamps

0.00 Welcome and introduction to episode

0.32 Podcast Intro

0.50 Experiences of ASEE from Natalie and Neil

2.22 Jacqueline's Background

6.30 History and Evolution of ASEE

12.05 Engineering Landscape in the USA: Societies and Communities

16.02 Differences and similarities between USA and other parts of the world

20.37 The Structure of ASEE

23.42 Diversity, Equity and Inclusion (DEI) Efforts within ASEE

30.12 The Impact of New Technologies on Engineering Education

32.11 Member activities and benefits

36.31 What does ASEE have to offer Europe?

38.35 What is next for ASEE?

40.47 Achievements Jacqueline is most proud of

44.05 Final advice from Jacqueline

45.55 Key takeaways from Natalie and Neil.

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In this episode we speak to Bill Williams who serves as an associate editor of the European Journal of Engineering Education, published by SEFI and the Journal of Engineering Education, and has published numerous articles about the development of EER.

show notes: https://www.sefi.be/2023/11/21/podcast-season-3-episode-3-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how engineering education research has developed and grown over the last few decades.

Timestamps

0.00 Welcome and introduction to episode

0.14 Podcast Intro

0.30 Experiences in engineering education research (EER) from Natalie and Neil

1.38 Bill's Background

4.13 First steps into sharing EER more widely-global capacity for EER

9.56 The drive for development of EER and motivation for legitimacy: analyzing research papers

12.11 Quality criteria for judging papers and impact of research

16.06 Overcoming barriers to pathways into EER and personal motivations for EER

20.16 Navigating the EER landscape

24.24 Trends in EER: how global is EER?

31.28 EER in countries across Europe

36.33 Emerging trends and future work

40.23 Final advice from Bill

49.10 Key takeaways from Natalie and Neil.

 Resources

·   

https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2007.tb00938.x

https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2010.tb01048.x

Full article: Advancing global capacity for engineering education research: relating research to practice, policy and industry (tandfonline.com)

https://www.tandfonline.com/doi/abs/10.1080/03043797.2013.867316

https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20131

https://www.tandfonline.com/doi/abs/10.1080/03043797.2016.1153043

https://aaee.net.au/wp-content/uploads/2018/10/AAEE2013-Gardner_Willey-Australian_engineering_education_research_landscape.pdf

https://www.tandfonline.com/doi/full/10.1080/03075079.2016.1162779?scroll=top&needAccess=true

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

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Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In this episode we speak to Professor José Carlos Quadrado from The Lisbon Higher Institute of Engineering and President of the ENTER (EngineeriNg educaTors pEdagogical tRaining) network, an international entity that regulates the profession of engineering teaching worldwide. The international ENTER project was developed as part of an EU Erasmus program which focused on developing a new approach in pedagogical training of engineering teachers which is considered as necessary to support the development of a modern generation of engineers for the future.

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about recognising engineering educators as professional teachers.

Show notes: https://www.sefi.be/2023/10/16/podcast-season-3-episode-2-european-engineering-educators-is-online/

Timestamps

0.00 Welcome and introduction to episode

0.29 Podcast Intro

0.48 Experiences as 'professional' engineering educators from Natalie and Neil

1.39 José's Background

4.57 The Lisbon Higher Institute of Engineering

6.12 How the ENTER project came about

7.15 How the relevant competencies of professional engineering educators were determined

8.30 Tensions between different engineering traditions

10.11 Examples of differences between different contexts

11.18 Are we converging towards a certain global standard?

12.09 Accreditation as a driver of standardisation

15.07 Areas in which engineering education is underdeveloped: creativity

17.25 Professional development opportunities from educators when teaching new concepts

18.35 The ENTER Project website

20.16 The stages involved in registration: evidence of competencies, peer review and development

25.01 Benefits of registering with the ENTER network

28.26 How can institutions become involved in informing the competencies required of engineering educators

29.40 The number and diversity of educators registered and global trends

36.00 The six different professional levels of educators

42.44 Final advice from José

44.37 Key takeaways from Natalie and Neil.

 Resources

For more information about ENTER, visit the website.

www.enterprof.org

This paper provides information about the stages of the project which led to the formation of the network.

https://vovr.elpub.ru/jour/article/view/2296?locale=en_US

The following paper focuses on the justification and incorporation of sustainable development course into the certified training of engineering educators.

Quadrado, J.C., Galikhanov, M.F., Zaitseva, K.K. (2020). Sustainable Development Principles for Engineering Educator. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 29, no. 6, pp. 75-82. DOI: https://doi.org/10.31992/0869-3617-2020-29-6-75-82

https://www.researchgate.net/profile/Kseniya-Zaitseva/publication/342641865_Sustainable_Development_Principles_for_Engineering_Educator/links/5f9060ea299bf1b53e37f93a/Sustainable-Development-Principles-for-Engineering-Educator.pdf

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Education, SEFI, Europe's largest network of engineering

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Music by ComaStudio: https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In this episode we speak to Professor Emeritus Mike Murphy, former president of SEFI (2017-2019). We talk about Mike’s return to academia and his role in successful establishment of TU Dublin, Ireland’s first designated technological university and how, as Director of the Faculty of Engineering, he helped build TU Dublin’s reputation for both engineering teaching and research.

After obtaining his undergraduate degree at what became the Dublin Institute of Technology, Mike moved to the USA to student towards a Masters and PhD at Stevens Institute of Technology. After a year as an assistant professor, he decided to move to industry and worked for Bells Labs and Bellcore, whilst still maintaining relations with academia as agile faculty. It is Mike’s experience in industry and academia, as well as internationally and in high tech industries, that enabled him to become Dean of Engineering. His management roles include Faculty Director of Engineering, and Director and Dean of the College of Engineering and Built Environment. In 2022 he was appointed interim national coordinator for the EU funded €40 million national initiative to transform teaching and learning across the technological university sector in Ireland.·   

Show notes: https://www.sefi.be/2023/09/11/podcast-season-3-episode-1-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about managing transformational change.

Timestamps

0.00 Welcome and introduction to episode

0.31 Podcast Intro

0.53 Experiences of change from Natalie and Neil

1.55 Mike’s Background

5.05 TU Dublin and the Technological University Sector in Ireland

9.15 Mike's Key ingredients for a successful transformation

13.17 Strengths and Challenges at DIT

17.19 From industry to academia and attending conferences

20.23 From inward to outward facing: the role of Fulbright Scholars and external validation in development of EER

23.40 Milestones and objectives in the transformation journey

28.37 The role of external forces on influencing change

34.20 Bumps in the road

39.53 Lessons learnt about leading change

43.17 The role of external communities

46.11 Final advice from Mike

50.29 Key takeaways from Natalie and Neil.

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

Music by ComaStudio

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Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

We recognise that you might not have time to listen to all the episodes, and/or would appreciate a preview or recap.

Join Neil Cooke (University of Birmingham) and Natalie Wint (University College London) as they share highlights from Season 2, featuring clips from the seasons guests: Madeline Polmear, Calvin Rans, Sofie Craps, Chris Smith, Gillian Saunders-Smits and Lynn Van den Broeck.

Thank you to all listeners and guests for their continued support, and please continue to like and share the show on social media channels!

Timestamps:

0.00 General introduction

0.24 Introduction to this episode

0.59 Reach of the podcast and appreciation for support

1.42 Madeline Polmear talks about leadership and capacity building

6.35 Calvin Rans talks about blended learning. coaching and being an authentic educator

11.05 Sofie Craps talks about professional identity and the PREFER project

13.59 Chris Smith talks about work based learning

16.16 Gillian Saunders-Smits talks about communication

18.53 Lynn Van den Broeck talks about lifelong learning

21.12 Information about plans for Season 3

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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We speak to Dr Lynn Van den Broeck, a postdoctoral researcher from the Engineering Technology Education Research Group (ETHER) in KU Leuven, who has been studying LLL as part of her role co-ordinating the European TRAINengPDP project. Lynn is able to draw upon her background in Chemical Engineering Technology, alongside her research interests in professional competencies education, educational professionalisation, teaching assistant training, study guidance, effectiveness and efficiency of educational interventions, and feedback.

Show notes: https://www.sefi.be/2023/08/21/podcast-season-2-episode-6-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how we can help students become lifelong learners.

Timestamps

0.00 Welcome and introduction to episode

0.19 Podcast Intro

0.34 Experiences of LLL from Natalie and Neil

2.18 Lynn’s Background

4.53 KU Leuven

5.54 Defining LLL

8.17 LLL within engineering education

9.29 Why is LLL important?

10.07 What role do educators play?

11.04 Aims of TRAINengPDP project 

12.20 LLL interventions

14.58 Comparing the use of different types of intervention

16.27 Learning from the medical field

17.13 How are interventions linked to LLL competencies?

18.28 Self-regulation

19.29 Developing self regulation within an engineering context

21.00 How have findings from scoping review been used in programme design?

24.12 How do we ensure interventions are effective?

27.46 Student attitudes towards LLL

29.58 Assessment of LLL

31.36 What is next for the project?

33.12 Final advice from Lynn

35.07 Key takeaways from Natalie and Neil.

Resources:

Project web page

https://iiw.kuleuven.be/english/trainengpdp

Scoping review

https://kuleuven.limo.libis.be/discovery/search?query=any,contains,lirias3899177&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&foolmefull=1

ASEE study

https://www.asee.org/publications/ASEE-Publications/ASEE-Reports

For other work mentioned, see below:

https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1671810

https://doi.org/10.1080/02601371003700584

https://doi.org/10.1016/B978-012109890-2/50031-7

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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We talk to Dr. Gillian Saunders-Smits, an Associate Professor at the Faculty of Mechanical Engineering in the Cognitive Robotics department at Delft University of Technology, an investigator on the European PREFER project who has made use of her experience of industry to work towards reducing the gap between engineering graduate skills and industry needs. 

Show notes: https://www.sefi.be/2023/07/18/podcast-season-2-episode-5-european-engineering-educators-is-online/

Join Dr. Natalie Wint (University College London) and Dr. Neil Cooke (University of Birmingham) to learn about how we can help students develop their listening skills

Timestamps

0.00 Welcome and introduction to episode

0.30 Podcast Intro

0.45 Experiences of teaching communication from Natalie and Neil

1.48 Gillian’s Background

3.56 Delft University of Technology and inclusion within Ruth Graham report

6.10 What are transversal competencies?

8.32 Sub skills involved in communication

12.40 Reasons for the skills gap between education and industry

14.18 Levels of mastery

20.32 Comparing which skills are most valued by industry, academics and students

24.52 Design of activities to help students to develop transversal skills; communication games

27.46 Embedding communication activities within existing engineering modules

29.15 Features of effective and ineffective communication

30.45 Evaluating the effectiveness of the intervention

31.41 Aligning activities with learning outcomes, assessment and programme

32.42 Barriers to implementing interventions

33.51 Final advice from Gillian

35.00 Key takeaways from Natalie and Neil.

Resources:

For more detail on some of the findings discussed in this episode you can read Gillian’s publication “Using an industry instrument to trigger the improvement of the transversal competency learning outcomes of engineering graduates”

https://www.tandfonline.com/doi/full/10.1080/03043797.2021.1909539

To access the transversal competency tool that was developed, visit https://zenodo.org/record/4675078

To access the resources needed to make use of this listening activity in your own context, visit https://ocw.tudelft.nl/transversal-skills/communicating-is-more-than-just-talking-chinese-whispers-with-a-twist/

Further papers about the intervention

Exploring the effectiveness and the transversal competency retention of a game-based learning activity one year after student participation | Journal on Teaching Engineering (up.pt)

The effectiveness of an activity to practise communication competencies: A case study across five European engineering universities - Mariana Leandro Cruz, Sofia Sá, Diana Mesquita, Rui M Lima, Gillian Saunders-Smits, 2022 (sagepub.com)

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering

educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In this episode we talk to Dr. Christopher Smith from Glasgow Caledonian University in Scotland (UK), co-chair of the SEFI Special Interest Group (SIG) on Continuing Engineering Education and Lifelong Learning, who has made use of his experience of graduate employment practices in industry to help him design flexible work-based learning programmes and thus gain an international reputation in the field.

Show notes: https://www.sefi.be/2023/06/19/podcast-season-2-episode-4-european-engineering-educators-is-online/

Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) to learn about how we can help students develop their professional identity.

Timestamps

0.00 Welcome and introduction to episode

0.23 Podcast Intro

0.37 Experiences of work-based learning from Natalie and Neil

2.38 Chris’ Background

4.14 Glasgow Caledonian University

6.11 What does work-based learning mean in the context of engineering education?

7,49 How work-based learning fits in with the wider education system

9.44 Examples of how engineering education programmes have introduced work-based learning.

11.39 Gray’s topology of work-based learning (for work, at work, through work)

13.30 Considerations when designing work-based learning programmes: where do we start?

14.48 Framework for work-based learning

17.20 Relationships between stakeholders involved.

19.13 Co-creation of work-based learning: Arnstein’s ladder of participation

22.23 Examples of ‘tokenism’ within work-based learning

23.58 Strengthening relationships: increasing employer engagement.

27.28 Challenges involved in work-based learning.

29.04 Assessment practices

30.32 Benefits to students

33.11 Final advice from Chris

36.23 Key takeaways from Natalie and Neil.

Resources:

A selection of Chris’ work in this area can be found below:

https://researchonline.gcu.ac.uk/ws/portalfiles/portal/58495328/Smith_etal_ISEE_2022_Examining_required_flexibility_in_delivery_of_graduate.pdf

https://researchonline.gcu.ac.uk/ws/portalfiles/portal/74519901/p1644_p1653.pdf

Other work referenced in the episode:

Gray’s different types of work base learning:

Gray, D. (2001). A Briefing on Work-based Learning. York: Higher Education Academy

Ferrandez, RM and Kekale, T and Devins, DM (2016) A Framework for Work-Based Learning: Basic Pillars and the interactions between them. Higher Education, Skills and Work-based Learning, 6 (1). ISSN 2042-3896 DOI: https://doi.org/10.1108/HESWBL-06-2014-0026

Arnstein’s ladder of participation:

Arnstein, S. R. (1969) A Ladder Of Citizen Participation, Journal of the American Institute of Planners, 35:4, 216-224, DOI: 10.1080/01944366908977225

Join us! Become a member of the European Society for Engineering

Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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In this episode we will discuss the PREFER project, which involved the development of a professional roles model with Dr Sofie Craps, a member of the Study Guidance Research Group of the Leuven Engineering & Science Education Centre (LESEC) at KU Leuven. Her experience in student recruitment, study guidance, and careers counselling provided her with a strong basis to start her research, which focuses on professional identity development and professional competencies.

Show notes: https://www.sefi.be/2023/05/15/podcast-season-2-episode-3-european-engineering-educators-is-online/

Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) to learn about how we can help students develop their professional identity.

Timestamps

0.00 Abstract

0.28 Podcast Intro

0.45 Experiences of professional identity formation from Natalie and Neil

1.53 Sofie's Background

3.49 KU Leuven

5.07 Professional Identity

7.04 What is involved in identity development?

8.08 Barriers to developing self awareness and professional awareness

9.28 Introduction to the PREFER project

11.03 Development of the professional roles model; the three roles

13.31 Model validation

14.43 Developing role descriptors

16.55 Professional competencies associated with each of the roles

18.30 Which of the roles are most in demand?

20.27 Do different universities focus on different roles?

23.15 Diagnostic tools

27.17 The use of teaching interventions

28.18 Whats next? The URGENT project

31.09 Final advice from Sofie

35.11 Key takeaways from Natalie and Neil.

Resources

The systematic literature review can be found here:

https://www.tandfonline.com/doi/full/10.1080/03043797.2020.1781062

The publication about the PREFER model can be found below:

https://www.tandfonline.com/doi/full/10.1080/03043797.2021.1889468

PREFER website: https://iiw.kuleuven.be/english/prefer

PREFER tests: https://iiw.kuleuven.be/english/prefer/instructor/prefer-tests

The plug in and play modules can be found here:

https://ocw.tudelft.nl/transversal-skills/

Good practices for educators: https://iiw.kuleuven.be/english/prefer/instructor/implementation

Paper about implementation in education:

https://inftars.infonia.hu/article.php?doi=inftars.XX.2020.2.10

Details about the new URGENT project which focuses on diversity can be found below:

https://iiw.kuleuven.be/onderzoek/ether/research-topics/transition-to-university/urgent

Join us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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In this episode we talk to an innovator of blended learning, Dr Calvin Rans, an Associate Professor at the Faculty of Aerospace Engineering at TU Delft, where he manages two professional recording studios and supports educators in making novel blended learning experiences for students. He calls himself an 'edutainer', claiming that if learning isn’t fun, you’re doing it wrong. He draws upon his experience in research of aircraft failure to highlight the importance of students learning from failure, and advocates for reflection being part of the learning process.

Show notes: https://www.sefi.be/2023/04/17/podcast-season-2-episode-2-european-engineering-educators-is-online/

Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) to learn about how we can design blended learning in a way that best supports engineering students.

Thanks to Calvin for 'edutaining' us!

Timestamps

0.00 Abstract

0.28 Podcast Intro

0.41 Experiences of blended from Natalie and Neil

2.16 Calvin's Background

3.53 TU Delft

5.08 What is blended learning?

6.30 What does a flipped classroom look like?

8.51 How has COVID changed Calvin's approach to blended learning?

10.30 Obstacles to implementing blended learning approaches

13.04 The role of student feedback

14.44 How do educators transition from lecturers to coaches?

16.40 Student flight data recorders: the role of student reflection

19.41 Student buy-in and motivation

21.48 The role of story telling and being authentic

24.55 being aware of 'external' factors that influence the learning process

28.31 Final advice from Calvin

32.00 Key takeaways from Natalie and Neil.

Resources

https://www.calvinrans.com/

https://online-learning.tudelft.nl/instructors/calvin-rans/

https://repository.tudelft.nl/islandora/object/uuid:634e5166-f92d-4109-8085-0aec758a65f5?collection=research

https://repository.tudelft.nl/islandora/object/uuid:3d210691-c985-40e6-9511-1fd61668636c?collection=research

Truby, J. (2008). The anatomy of story: 22 steps to becoming a master storyteller. Farrar, Straus and Giroux.

Join us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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In this episode we discuss how leadership is conceptualised within engineering education with Dr Madeline Polmear, a Marie-Curie, EUTOPIA Science & Innovation COFUND Fellow within the Law Science Technology and Society Research Group at Vrije Universiteit Brussel in Brussels. Her interdisciplinary background is in engineering education research with a focus on bridging technical and nontechnical competencies to foster engineering students’ societal responsibility, workforce preparation, and leadership. Madeline combines these expertise with those she holds in capacity building, to propose ways in which engineering educators can be empowered to develop their ability to teaching leadership to engineering students.

*must read show notes* https://www.sefi.be/2023/03/20/podcast-season-2-episode-1european-engineering-educators-is-online/

Madeline explains how the focus of leadership literature has shifted from considering traits and behaviours of leadership to taking more of a relational perspective, and the implications this has for the teaching practices we adopt. She also explains the role of capacity building in helping educators to develop the confidence and competence to teach leadership.

Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) to learn about how we can best support engineering students in developing their leadership skills.

Thanks to Madeline for helping us to kick-off the second series :-)

Timestamps

0.00 Abstract

0.31 Podcast Intro

0.44 Experiences of teaching leadership from Natalie and Neil

1.32 Madeline's Background

3.02 Vrije Universiteit Brussel (VUB)

4.47 How is leadership conceptualised within engineering education?

5.37 Capacity Building

7.23 Breaking leadership down: the skills and competencies involved

9.05 What do engineering educators think about leadership?

11.21 How do students view leadership?

14.00 Teaching approaches

18.18 Capacity building activities

19.42 Capacity building models

22.42 Barriers to capacity building in leadership

26.31 Assessing leadership

29.00 Final advice from Madeline

31.00 Key takeaways from Natalie and Neil.

Resources

Some of Madeline’s work about leadership can be found below:

https://doi.org/10.1080/03043797.2022.2043243

https://peer.asee.org/37182

https://doi.org/10.1061/(ASCE)EI.2643-9115.0000031

Join us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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We recognise that you might not have time to listen to all the episodes, and/or would appreciate a preview or recap.

Join Neil Cooke (University of Birmingham) and Natalie Wint (University College London) as they share some of their highlights parts from Season 1, and identify four themes that reflect the current areas of interest in engineering education, featuring clips from the seasons guests: Roland Tormey, Mia Stephens, Emanuela Tilley, Jan van der Veen, Nicki Sochacka, and Gary Wood.

By popular demand, season 1 is also now available on the SEFI Youtube channel if you'd like to listen with subtitles in your own language:

https://youtube.com/playlist?list=PLgbdO3TmP943SOB9BDGRrffTG6tShZSXz

Thank you to all listeners and guests for their continued support, and please continue to like and share the show on social media channels!

Timestamps:

0.04 General introduction

0.36 Introduction to this episode

0.48 Reach of the podcast and feedback we have received

2.37 Summary of what we will discuss

3.43 Theme 1: Theory vs. practice

7.59 Theme 2: Working with others

10.46 Theme 3: Educators in the spotlight

13.22 Theme 4: The whole student

19.09 Summary of themes

19.47 Information about Season 2

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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Written and produced by Neil Cooke and Natalie Wint.

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*must read show notes with further insights: https://www.sefi.be/2023/02/20/podcast-episode-6-european-engineering-educators-is-online/ *

Gary explains the differences between passive and active forms of student engagement and suggests ways in which we can understand ways of increasing student motivation and satisfaction, instead of primarily focusing on sources of dissatisfaction. He explains how action research methodologies can be effective approaches by which to approach such work.

Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) for this sparkling discussion.

Thanks to Gary and NMITE for making the time to explain how we may go about these newer approaches to working with our students

Timestamps:

0.00 Abstract

0.27 Podcast intro

0.50 Experiences of student engagement from Neil and Natalie

1.56 Gary’s background

3.28 NMITE 

6.58 Differences in terminology: active and passive approaches

8.50 Examples and benefits of the ‘student as partners’ approach

12.54 Action Research Methodologies

13.57 Different approaches to treating students as partners

15.41 Barriers to treating students as partners

17.12 Two factor theory

21.28 The benefits to students

22.55 Inclusive student engagement

24.30 How to face challenges encountered when using such approaches

27.03 Final advice from Gary

29.07 Key takeaways from Natalie and Neil.

Resources:

https://www.garycwood.uk/

Gibbs, B & Wood, G. C. (2021) How can student partnerships stimulate organisational learning in higher education institutions?, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1913722.

Wood, G.C. & Gibbs, B. (2019). Students as Partners in the Design and Practice of Engineering Education: Understanding and Enabling Development of Intellectual Abilities. In: Malik, M., Andrews, J., Clark, R., & Broadbent, R. (eds) Realising Ambitions: 6th Annual Symposium of the UK&I Engineering Education Research Network. Portsmouth: University of Portsmouth.

For more information about two factor theory see Herzberg, F., Mausner, B., & Snyderman, B.B. (1959). Motivation to Work. New York: Wiley.

For more information about single and double loop learning, see Argyris, C., and D. Schön. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco, CA: Jossey-Bass Publishers.

HEA Guides Student engagement through partnership in higher education | Advance HE (advance-he.ac.uk)

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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We start the year with an incredible discussion on the very frontiers of engineering education - teaching empathy - with Dr Nicola Sochacka from the University of Georgia.

Nicola spent the last decade researching this topic and has created some brilliant resources we can all use to bring the teaching of empathy into our contexts. She believes that engineers should not only understand the end users of engineering designs but should also develop an affinity with those they interact with. She presents a model of empathy in engineering as a teachable and learnable skill, a practice orientation, and a professional way of being,

*detailed show notes including further reflections and tools to take back to your own contexts: https://www.sefi.be/2023/01/16/podcast-episode-5-european-engineering-educators-is-online/ *

Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) for this informative discussion.

Thanks to Nicola for taking time during vacation to speak with us!

Timestamps:

0.00 Abstract

0.45 Podcast intro

1.18 What we will talk about

1.36 Experiences of teaching empathy from Neil and Natalie

2.48 Nicki’s background

5.20 University of Georgia 

7.08 What we mean by empathy skills and why they are important for engineers?

10.48 A model of empathy in engineering: skills, being and orientation

13.31 An example of using the model in the classroom

15.28 The ‘being’ aspect of the model

17.34 Can empathy be taught?

19.17 How to operationalize the theory: research into practice

21.35 Mode switching

25.00 The Empathy Modules Workbook and assessment ideas

27.30 Overcoming challenges

31.05 Teaching neurodiverse students

32.11 What’s next for Nicki: dissemination and propagation of research

33. 44 Final advice from Nicki

35.07 Key takeaways from Natalie and Neil.

Resources:

Model:

https://doi.org/10.1002/jee.20159

Empathy Modules Workbook:

https://eeti.uga.edu/project/the-empathy-project-an-interdisciplinary-research-effort-to-develop-a-transferable-theory-of-empathy-in-engineering/

google study:

https://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team.html

The paper mentioned in relation to dissemination and propagation:

DOI:10.1080/00091383.2017.1357098

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

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We discussed this with Professor Jan van der Veen, who chairs the Eindhoven School of Education at TU Eindhoven in the Netherlands, where he focuses on teaching training and projects within engineering higher education. Jan was inspired by both his time as a physics teacher and the silos formed by different disciplines within higher education. Jan believes that interdisciplinary education is becoming more important for engineers who face complex problems such as progress towards the United Nations (UN) Sustainable Development Goals (SDGs). He describes the differences between multidisciplinary, interdisciplinary and transdisciplinary and provides examples of integrating interdisciplinary within engineering programmes.

*must read show notes* https://www.sefi.be/2022/12/19/podcast-episode-4-european-engineering-educators-is-online/

Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) for this informative discussion.

Thanks to Jan for tolerating both of us suffering from colds while recording!

Timestamps:

0.00 Abstract

0.40 Podcast intro

1.07 What we will talk about

1.21 Experiences of interdisciplinary from Neil and Natalie

2.45 Jan’s background

4.40 TU Eindhoven

5.28 What do we mean by interdisciplinary?

7.07 The need for interdisciplinary

8.00 Students’ perception of interdisciplinary

8.43 Terminology: multidisciplinary, interdisciplinary, or transdisciplinary

10.22 Boundary crossing

11.48 Implementation, teaching teams and support

14.10 Example of interdisciplinary in action; Mechanical Engineering, Product Design and Business Studies.

15.51 Problems provided by external collaborators

17.31 Challenges

19.09 Opportunities for new degree programmes

22.40 Assessment of interdisciplinary skills

25.40 Disciplinary identities

28.00 The future of interdisciplinary

29.30 Final advice from Jan

30.28 Key takeaways from Natalie and Neil.

Resources:

Eindhoven School of Education (tue.nl)

https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20347

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

Music by ComaStudio https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

*must read* show notes including further reflections and talking points to take back to your own contexts: https://www.sefi.be/2022/11/14/podcast-episode-3-of-european-engineering-educators-is-online/

Emanuela believes that good teamwork can take place when students understand themselves and are able to balance their individual and shared interests. She describes the need for staff to start by providing operational tools, for example, support in time management and organization skills, before moving onto psychological issues such as trust. Emanuela explains that the use of the Gallup CliftonStrengths tools has helped students to understand the role they play in teamwork, and to appreciate the benefit of working within a diverse group.

Join Neil Cooke (University of Birmingham) and Natalie Wint (University College London) for this informative discussion.

Thanks to Emanuela and UCL for sharing their knowledge on team building in one of our early and therefore slightly choppy recordings!

Thanks also to Dr Jennifer Griffiths from UCL for co-writing the episode show notes and creative input.

Timestamps:

0.00 Abstract

0.45 Podcast intro

1.15 Experiences of teaching teamwork from Neil and Natalie

2.10 Emanuela's background

3.35 UCL and the Integrated Engineering Programme (IEP)

4.45 What is teamwork in engineering?

6.00 Attributes for teamwork

6.55 Defining good teamwork as both operational skills and character qualities

8.25 Identifying good teamwork through processes

9:55 Tools for supporting teamwork at a large scale

11:13 Support mechanisms within the IEP: teaching interventions

13:55 Use of Gallup Clifton Strengths themes questionnaire

16:13 Team formation

19:00 Role of reflection, peer assessment and team contracts

26:05 Valuing the strengths of students from a variety of backgrounds

28:45 Psychological safety and trust

32:20 Final advice from Emanuela

33:40 Key takeaways from Natalie and Neil.

Resources:

Gallup CliftonStrengths: What Are the 34 CliftonStrengths Themes? | EN - Gallup

For more information about teamwork at UCL

Direito_OA_IJGST_640-4405-1-PB.pdf (ucl.ac.uk)

Microsoft Word - SEFI2017 FINAL 163.docx (ucl.ac.uk)

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

Leave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8

Music: ComaStudio https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

*must read* Show notes including further reflections and talking points to take back to your own contexts: https://www.sefi.be/2022/10/17/podcast-episode-2-of-european-engineering-educators-is-online/

In this episode Mia explains that statistical thinking is key to understanding engineering processes and process variation, and thus process improvement. She explains that many academic programs don’t teach students to think statistically, and about the existence of a skills gap between what is taught and what industry needs. She introduces us to STIPS (Statistical Thinking for Industrial Problem Solving), a free online statistics course which introduces the statistical thinking process through 7 modules (statistical thinking and problem solving; exploratory data analysis; quality methods; decision making with data; correlation and regression; design of experiments; and predictive modelling and text mining.

Join Dr Natalie Wint (University College London) and Dr Neil Cooke (University of Birmingham) for this informative discussion.

Thanks to Mia for spending the time to talk to us about this ever-important topic and to everyone at JMP for supporting SEFI in its mission! 

Timestamps:

0.00 Abstract

0.44 Podcast intro

1.10 Experiences of teaching statistical thinking from Neil and Natalie

2.20 Mia's background

3:10 Introduction to JMP

4:50 How do we define statistical thinking and why is it important to teach?

7:00 JMP’s expert survey into skills gap between teaching and industry

11:52 Visual Six Sigma

15:10 Barriers to teaching statistics in a practical, ‘hands-on’ way

17:33 Mia’s experience of teaching statistics to engineering students

20:25 Design of Experiments (DOE)

24:40 The STIPS (Statistical Thinking for Industrial Problem Solving) course

28:00 Use of STIPS in industry

29:00 Big data and what’s next for statistical thinking

30:13 Final advice from Mia

31:20 Accessing the STIPS course

32:12 Key takeaways from Natalie and Neil.

Resources:

https://www.jmp.com/en_no/online-statistics-course.html

Visual Six Sigma: Making Data Analysis Lean | JMP

*must read* Show notes including further reflections and talking points to take back to your own contexts: https://www.sefi.be/2022/10/17/podcast-episode-2-of-european-engineering-educators-is-online/

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

Leave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8

Music by ComaStudio https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

*Must read* Show notes including background and further reflections to take back to your own contexts: https://www.sefi.be/2022/09/19/european-engineering-educators-podcast-is-online/

Drawing on his work into the formal and hidden curricula of ethics in engineering education, he stresses the importance of ensuring that we teach ethics in a way that makes it relevant to engineers, and defines four elements which combine to give rise to ethical behaviour. He takes the view that our standard approach to teach moral reasoning using classic case studies don’t go far enough. Indeed, he argues that examples must be carefully selected, and that we need a greater emphasis on emotional intelligence and awareness. 

Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) for this inspiring discussion.

Thanks to Roland for helping us to get this podcast off the ground by volunteering to be one of our first guests!

Timestamps:

0.00: Abstract

0.50: Podcast intro

1.35: Experiences of teaching engineering ethics from Neil and Natalie

2.35: Roland's background

6.00: The relevance of ethics to engineering.

7.20: Four elements of ethical behaviour

8.20: Considering students' life experience

9.50: The Minnesota approach: different stages of moral reasoning

16.45: Methods that help develop post-conventional moral reasoning

18.30: Thinking processes vs. emotional processes

23.00: The role of emotions in making ethical design decisions

26.20: Pitfalls to avoid when teaching using case studies

29.30: Having the right level of emotion.

31.00: How we should assess ethical thinking skills

34.30: Final advice from Roland

35.50: Key takeaways from Natalie and Neil.

*Must read* Show notes including background and further reflections: https://www.sefi.be/2022/09/19/european-engineering-educators-podcast-is-online/

Resources: 

Key publication: https://www.sefi.be/wp-content/uploads/2017/09/56039-R.-TORMEY.pdf

Roland Tormey’s other publications: https://people.epfl.ch/roland.tormey

Leave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8

Become a member of SEFI, Europe's largest network of engineering educators: www.sefi.be

Music: ComaStudio https://pixabay.com/users/comastudio-26079283/

Written and produced by Neil Cooke and Natalie Wint.

Hosted on Acast. See acast.com/privacy for more information.

In this preview we're going to talk about the podcast, who we are, what we do, what we're going to include on our show, why we're doing it, when, and how!

Timestamps:

0.00 welcome

0.28 who are we

1.18 about SEFI

2.00 about the podcast

5.10 other similar podcasts.

6.03 who this podcast is aimed at

6.40 when and how to listen

7.00 why you will benefit from listening.

8.05 launch plans.

8.35 get in touch

The podcast officially launches September 19th.

Show notes: https://www.sefi.be/2022/08/31/sefi-podcast-european-engineering-educators/

Leave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8

Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be

Music: ComaStudio https://pixabay.com/users/comastudio-26079283/

Hosted on Acast. See acast.com/privacy for more information.

The European engineering educators podcast from SEFI with Neil Cooke and Natalie Wint offers key insights into the minds of researchers and practitioners who have built international reputations in the field of engineering education with knowledge and advice to share.

Leave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8

Follow us wherever you get your podcasts

https://shows.acast.com/european-engineering-educators

https://feeds.acast.com/public/shows/62a9d6687c3e450012b8f41b

Hosted on Acast. See acast.com/privacy for more information.