Open Access. Powered by Scholars. Published by Universities.®
- File Type
Articles 1 - 9 of 9
Full-Text Articles in Engineering
Who, What, How? Tackling Skills Challenges: Future Relevance, Stakeholder Differences, And Teaching Hurdles, Neil Cooke, Raffaella Manzini, Matteo Di Benedetti, Natalie Wint, Jenny Griffiths, Francesc Torres, Thies Johannsen, Ann-Kristin Winkens, Emanuela Tilley, Kamel Hawwash, Nicolau Morar
Who, What, How? Tackling Skills Challenges: Future Relevance, Stakeholder Differences, And Teaching Hurdles, Neil Cooke, Raffaella Manzini, Matteo Di Benedetti, Natalie Wint, Jenny Griffiths, Francesc Torres, Thies Johannsen, Ann-Kristin Winkens, Emanuela Tilley, Kamel Hawwash, Nicolau Morar
Workshops
The Engineering Skills Special Interest Group (SIG) ran a workshop on the current challenges in teaching engineering skills. This workshop employed the “world café” participatory method where attendees visited three tables for a structured discussion with a member of the SIG. Each table posed a different question: On the What? table we discussed which skills are most relevant for future practitioners. The Who? table focussed on the differences in the way that various professional skills are conceptualised by main stakeholders. Finally, at the How? table we discussed the facilitators and barriers in designing and delivering skills education. The outcome of …
Supporting Students From Different Universities And Backgrounds To Improve Their Academic And Social Outcomes: Euniwell Masoee Project Workshop, Neil Cooke, Jörgen Forss, Enrica Caporali, Pascal Chargé, Kamel Hawwash, Jesper Andersson, Gianni Bartoli, Sarah Chung, Daniel Cottle
Supporting Students From Different Universities And Backgrounds To Improve Their Academic And Social Outcomes: Euniwell Masoee Project Workshop, Neil Cooke, Jörgen Forss, Enrica Caporali, Pascal Chargé, Kamel Hawwash, Jesper Andersson, Gianni Bartoli, Sarah Chung, Daniel Cottle
Workshops
There is a notable discrepancy between the relative prosperity of Europeans and the global security and sustainability challenge. The mission of the ERASMUS+ 2020 European University for Well-Being (EUniWell) alliance is to address this. Our project, “Maximizing Academic and Social Outcomes in Engineering Education” (MASOEE) interprets this contradiction for engineering educators, exploring how to ensure graduates make the utmost contribution to societal wellbeing by narrowing attainment gaps. We are combining the expertise of British, French, Italian, and Swedish faculties to identify, share, and ultimately transfer best practices for professional, business, and sustainability skill teaching that is aligned to the EU …
A Look At Vocational And Academic Student Backgrounds In Ability To Solve Practical Problems, Gareth Thomson, Mark Prince
A Look At Vocational And Academic Student Backgrounds In Ability To Solve Practical Problems, Gareth Thomson, Mark Prince
Research Papers
While most students in the UK will enter engineering degrees with traditional academic qualifications, a significant proportion will come from backgrounds which use vocational based qualifications to gain entry to degree level study. Indicators show that students from lower socio-economic backgrounds are more likely to be among those using vocational qualifications to gain entry to University and may not progress as well. This is often linked to difficulties in traditional academic elements of the degree such as mathematics where both the content and learning approaches are much less familiar to students with a vocational background. These academic skills are not …
Reflective Practice In Stem Degrees To Support Adaptability And Lifelong Learning, Gareth Thomson, Klara Kovesi
Reflective Practice In Stem Degrees To Support Adaptability And Lifelong Learning, Gareth Thomson, Klara Kovesi
Workshops
The benefits and importance of reflective learning is widely recognized for the development of STEM students. However, the implementation of reflective practices in the curriculum remains a significant challenge for educators. The main purpose of this paper is to help educators overcome this challenge: to better support students to develop their approaches to reflective learning, to better develop ownership of their own learning processes and to foster skills to support lifelong learning. First, we describe the results of a recent survey among engineering academics to look at the issue of reflective learning and the extent to which it is deployed …
From Group Work To Team Work: Comparative Analysis In Three European Institutions, Isabelle Lermigeaux-Sarrade, Jean-Luc Sarrade, Stephane Perrin, Sorana Cimpan
From Group Work To Team Work: Comparative Analysis In Three European Institutions, Isabelle Lermigeaux-Sarrade, Jean-Luc Sarrade, Stephane Perrin, Sorana Cimpan
Research Papers
Addressing the complex challenges of sustainability demands for good teamwork abilities for future technicians and engineers. In our three institutions we adopted project-based learning to facilitate the development of these skills – but is this enough? Since group project-based learning involves dealing with complex technical tasks and at the same time learning to work as a team, we wondered how students handle this double challenge. By analysing their perceptions, we attempt to identify what teaching practices could be helpful to shift their experience from groupwork to effective teamwork.
The Power Of Perspective Dialogue: Unlocking Transformative Reflection In Engineering Education (Practice), Pleun Hermsen, Sjoerd Van Dommelen, Paula Hueso Espinosa, Maartje Van Den Bogaard
The Power Of Perspective Dialogue: Unlocking Transformative Reflection In Engineering Education (Practice), Pleun Hermsen, Sjoerd Van Dommelen, Paula Hueso Espinosa, Maartje Van Den Bogaard
Practice Papers
Engineers need to be socially responsible, ethically aware and deliver positive contributions to the wicked problems2 of today's global challenges. In navigating these challenges, being able to reflect is a necessary prerequisite. But if we simply ask students reflective questions, they tend to give us mostly socially desirable answers. Our university initiated an institute-wide program focused on creating learning experiences and environments for transformative reflection instead of superficial reflection. In this paper we present design principles for transformative reflection based on a literature overview and the program's accumulated experience. The principles are I) Six domains for reflection on engineering issues, …
Reshaping The Bio Medical Curriculum To Include Socialisation And Subjectification, Renate Gerarda Klaassen, Linette R.H. Bossen, Costanza Milano, Hans Hellendoorn
Reshaping The Bio Medical Curriculum To Include Socialisation And Subjectification, Renate Gerarda Klaassen, Linette R.H. Bossen, Costanza Milano, Hans Hellendoorn
Practice Papers
University students are asked to become all-round human beings, knowing how to be engaged in Engineering in the future, as well as wholly socialised and going through personal development steps. However, how and where are the students supposed to acquire these skills? Do we already have them in the Higher Education programmes and curricula? This article explores low threshold steps that can be taken to tweak the curriculum and implicit professionalisation of staff towards incorporating transversal skills and reflective activities that allow students to develop to their full potential.. One is a roadmap Workshop identifying guiding principles and touchpoint activities …
Euniwell: Maximising Academic And Social Outcomes In Engineering Education, Neil Cooke, S Chung, Kim Hawwash, D Cottle, E Caporali, G Bartoli, J Forss, J Andersson, P Chargé
Euniwell: Maximising Academic And Social Outcomes In Engineering Education, Neil Cooke, S Chung, Kim Hawwash, D Cottle, E Caporali, G Bartoli, J Forss, J Andersson, P Chargé
Practice Papers
The ERASMUS+ European University for Well-Being (EUniWell) alliance’s mission aims to resolve the paradox of Europeans’ relative prosperity against the global security and sustainability challenge. “Maximising Academic and Social Outcomes in Engineering Education” is a project which interprets this contradiction for engineering educators; how to best teach non-technical skills to ensure engineers make the utmost contribution to societal wellbeing? Appreciably, the social outcome for the person who becomes an engineer is positive because the profession is relatively well-paid. Therefore, engineering education is good for social mobility providing the learning environment narrows attainment gaps between disadvantaged and mainstream cohorts. Accordingly, our …
International Observations: United Nations Sustainable Development Goals (Sdgs) And Digitalisation, Mike Murphy
International Observations: United Nations Sustainable Development Goals (Sdgs) And Digitalisation, Mike Murphy
Presentations
•Superficial thoughts on SDGs and Digitalisation •International Observations: –Skills and competences –Networking •Including a word about the EU –Broadening the Curriculum