European engineering educators: Recent Episodes
SEFI European society for engineering education
The European engineering educators podcast from SEFI brings you key insights into the minds of university researchers and practitioners who have built international reputations in the field of engineering education with knowledge and advice to share. Find out from Europe's largest network of engineering educators how engineering is evolving to address the challenges of the modern world, and develop your expertise.
Your hosts are Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (Swansea University).
We want to bring the frontiers of engineering education to you, regardless of your speciality, in an easy to digest format- you don't have to be an education researcher to benefit. You might be an academic teaching engineering or a related subject, an engineer who wants to keep up with the latest insights, some other professional in education, or even a student!
Based in Brussels, SEFI is the European society for engineering education, a non-profit organisation active since 1973, and Europe's largest network of engineering educators. Our mission is to improve engineering education and its image in society.
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Welcome back to the third episode of this fourth season of the SEFI podcast!
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.
Welcome back to the fourth season of the SEFI podcast!
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.
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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Welcome back to the fourth season of the SEFI podcast!
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.
We recognize that you might not have time to listen to all the episodes, and/or would appreciate a preview or recap and so this is a special episode to bring the 3rd season of the SEFI podcast to a close.
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
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.
Welcome to the final episode of this special season of the SEFI podcast which marks the 50th anniversary of SEFI and in which we discuss changes to engineering education and engineering education research (EER) occurring in Europe over the last few decades.
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.
Hosted on Acast. See acast.com/privacy for more information.
Welcome to the penultimate episode of this special season of the SEFI podcast which marks the 50th anniversary of SEFI and in which we discuss changes to engineering education and engineering education research (EER) occurring in Europe over the last few decades.
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
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.
Welcome to the fourth episode of Season 3 of the SEFI podcast! During this season we discuss changes in European engineering education and engineering education research over the last few decades
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.
Hosted on Acast. See acast.com/privacy for more information.
Welcome to the third episode of Season 3 of the SEFI podcast! During this season we discuss changes in European engineering education and engineering education research over the last few decades
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
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.
Welcome to the second episode of Season 3 of the SEFI podcast! During this season we discuss changes in European engineering education and engineering education research over the last few decades
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
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.
Welcome to the first episode of Season 3 of the SEFI podcast! During this season we will discuss changes in European engineering education and engineering education research over the last few decades and its release coincides with SEFI 2023 being hosted by TU Dublin in Ireland.
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
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.
A special 22.22 minute episode for you to bring the 2nd season of the SEFI podcast to a close going into our 2nd year!
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
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.
Welcome to the final episode of Season 2 of the SEFI podcast! We focus on lifelong learning (LLL), something which we hope this podcast supports!
We speak to Dr Lynn Van de 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:
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
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.
Welcome to the penultimate episode of Season 2 of the SEFI podcast! In this episode we focus on the development of communication skills, primarily one that you, as the audience of this podcast, will be familiar with - active listening.
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: TBC
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)
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Written and produced by Neil Cooke and Natalie Wint.
Hosted on Acast. See acast.com/privacy for more information.
Welcome to the fourth episode of Season 2 of the SEFI podcast! This episode follows on from our last episode with Sofie Craps which focused on professional identity, to discuss other ways in which we can prepare students for the workplace.
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: placeholder
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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Welcome to the third episode of Season 2 of the SEFI podcast!
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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Welcome to the second episode of Season 2 of the SEFI podcast!
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.
must read show notes link to follow
Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (Swansea University) 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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Written and produced by Neil Cooke and Natalie Wint.
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Welcome to Season 2 of the Sefi podcast!
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.
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.
must read show notes on the sefi website coming soon
Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (Swansea University) 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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A special episode for you to bring Season 1 of the sefi podcast to a close!
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 (Swansea University) 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.
Hosted on Acast. See acast.com/privacy for more information.
In this episode, our guest is Professor Gary Woods, Academic Director of NMITE where he leads delivery and development of new approaches to engineering education through challenge-led, industry-linked programmes. He is a National Teaching Fellow, Senior Fellow of the Higher Education Academy and also contributes to regional skills development, drawing on his expertise in employability, professional skills, and entrepreneurship education. Gary’s approach to education is informed by his background in linguistics, a discipline in which transferable skills are highly valued, partly because of the lack of a distinct career path for students following graduation.
*must read show notes coming soon *
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 (Swansea University) 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
Written and produced by Neil Cooke and Natalie Wint.
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Happy New Year 2023! We start the year with an incredible discussion on the frontier of engineering education - creating empathic engineers with Nicki Sochacka
What are the challenges and opportunities in educating the next generation of empathic engineers? Can it be taught, and if so, how?
We discussed this with Dr Nicola Sochacka, previously of the University of Georgia, who has spent the last decade researching this topic. 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.
Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (Swansea University) for this informative discussion.
Thanks to Nicki for taking the time out from a busy time of travelling
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
- 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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to do: redo timestamps
What is interdisciplinary engineering education, how difficult is it to teach, and why is it considered an integral part of modern engineering studies?
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 coming soon
Join Dr Natalie Wint (Swansea University) 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
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In this episode, our guest is Professor Emanuela Tilley, who is currently a Board Director at SEFI and Director of the Integrated Engineering Programme, a teaching framework embedded in the learning experiences of undergraduate students across Engineering at University College London. Emanuela’s approach is informed by both her own experiences of problem based, authentic learning and her time as an engineering project consultant working in interdisciplinary teams in the built environment.
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 (Swansea University) 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
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For our second episode we welcome Mia Stephens, an Advisory Product Manager with JMP (pronounced jump), a corporate partner of SEFI, and part of SAS Institute, an American multinational developer of analytics software. Mia is responsible for providing technical support for JMP academic users. Prior to joining SAS, she was an Adjunct Professor of Statistics at University of New Hampshire, a founding member of the North Haven Group and a trainer and consultant with the George Group. As well as being a co-author of four books and several papers, she has developed training materials, taught, and consulted within a variety of fields and industries.
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 (Swansea University) 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: 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
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Production: Neil Cooke.
Show notes and corresponding article: Natalie Wint.
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For our launch episode, our guest is Dr Roland Tormey, current co-chair of the SEFI Ethics Special Interest Group, and a senior scientist in the College of Humanities at Ecole Polytechnique Federale Lousanne (EPFL) in Switzerland. Roland’s training as a sociologist has provided the basis for his work into both emotion and inter-cultural education, and his pioneering research in teacher training and engineering ethics is changing how we think about engineering education.
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 (Swansea University) 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/
Hosted on Acast. See acast.com/privacy for more information.
An introduction to the European engineering educators podcast by SEFI from your hosts Neil Cooke and Natalie Wint.
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/
Launches September 19th!
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
https://shows.acast.com/european-engineering-educators
https://feeds.acast.com/public/shows/62a9d6687c3e450012b8f41b
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