European engineering educators

Concerns for student mental health have grown over the last decade, particularly within engineering disciplines, which are often associated with heavy workloads and difficult assessment. There is subsequently an increasing need to understand the stressors that impact engineering students, and the ways in which we can support them to thrive.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. Timestamps0.00 Welcome and introduction to episode0.23 Podcast Intro0.45 Experiences with student mental health from Natalie and Neil2.32 Introduction to Karin and Faith 7.06 University of Michigan9.38 Key definitions, terminology and use of language15.27 How concerns regarding mental health have changed 20.11 The role of engineering culture24.21 Making changes at different levels of the system26.32 Measuring stress and identifying stressors within engineering education34.53 How do educators perceive mental health concerns36.51 Thriving 38.09 Translating finding into teaching practices 47.21 How is the research being used to support other educators48.29 Staff mental health 51.09 Future work52.33 Takeaways from Karin and Faith55.54 Key takeaways from Natalie and Neil ResourcesDetails 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/)Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

Despite the increasing magnitude and frequency of disasters, it remains unclear whether civil engineers possess the ability to understand disaster risk and design resilient infrastructures.  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.Timestamps0.00 Welcome and introduction0.27 Introduction to the episode an publication1.08 How the work came about and the research team4.25 Summary of the work5.18 The research gap7.36 Disaster risk reduction (DRR)10.58 The research questions12.10 Methodology 13.38 The findings16.58 Implications for engineering education research and practice20.24 Contextual differences 22.48 Staff and student perceptions to integrating DRR and resilience26.27 What's next?Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

The rising complexity of modern societal challenges has intensified interest in interdisciplinary engineering education.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. Timestamps0.00 Welcome and introduction to episode0.25 Podcast Intro0.52 Experiences with interdisciplinary from Natalie and Neil2.30 Introduction to Anette and Henrik7.20 Aalborg University (AAU)9.18 Introduction to InterPBL13.00 Examples of the challenges associated with interdisciplinary project work14.34 Aims of the InterPBL project17.04 Interdisciplinary in engineering practice21.00 Definitions 24.25 Cognitive trust and boundary objects31.00 How does interdisciplinary work impact identity?35.28 A typology of interdisciplinary projects48.32 Students' motivation50.57 Leadership 55.21 Assessment of interdisciplinary 58.41 Implications for staff and capacity building1:00:50 Measuring the effectiveness of interdisciplinary learning and teaching1:05:40 Introducting interdisciplinary in your own context1:09:56 Mega-projects (M-Project) and broad interdisciplinary1:15:25 Key Takeaways and implications from Anette and Henrik1:25:38 What is next for research in this area?1:28:48 Key takeaways from Natalie and Neil ResourcesA small sample of papers which focus on the InterPBL project are linked belowThis paper focuses on student learning outcomes of interdisciplinary workhttps://ieeexplore.ieee.org/document/10171180This provides insights from a narrow interdisciplinary curriculum project named “leadENGhttps://vbn.aau.dk/en/publications/interdisciplinary-problem-based-projects-for-first-year-engineeri/This paper focuses on development of leadership competencieshttps://vbn.aau.dk/ws/portalfiles/portal/752930995/17_ijee4479.pdfThese papers focus on the different project typeshttps://www.mdpi.com/2227-7102/15/2/138https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2267476Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

 Although recognised as a priority for engineering education, implementation of Sustainable Development (SD) in curricula has been mixed and limited.  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/10.1080/03043797.2025.2486189Timestamps0.00 Welcome and introduction0.29 Introduction to the episode an publication1.25 How the work came about and the research team3.12 Summary of the work4.02 The research gap5.16 The research questions7.27 Terminology; Sustainability, Sustainable Development and the UN SDGs10.50 Theoretical underpinnings13.58 Comparative Case Study Methodology18.04 Data sources and analysis21.12 The findings29:49 Implications for engineering education practice32.31 Implications for engineering education research35.23 GoodbyesJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

Engineering is a global profession, with various efforts focusing on the globalisation of engineering practice. However, there are many differences between engineering education systems in different contexts.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.Timestamps0.00 Welcome and introduction to episode0.25 Podcast Intro0.50 Experiences with students collaboration from Natalie and Neil2.13 Introduction to Roger and his work5.04 Introduction to UTEP6.44 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 unions29.42 Differences in content of the degree33.01 Degree variants and the role of industry36.12 The role of Quality Assurance (QA) and student feedback and the role of funding45.24 Accreditation48.35 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 Roger1:05:02 Key takeaways from Natalie and Neil Key ResourcesYou can access Roger’s monograph by following the link belowhttps://link.springer.com/book/10.1007/978-3-031-78908-3Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

This is our first episode which takes the new format which we will be released at intervals along with our normal longer length shows. In these episodes we will be bringing you up to date with some of the latest work within engineering education by speaking with authors of recent publications.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.20630Timestamps0.00 Welcome and introduction0.27 Introduction to the episode an publication1.22 The research team3.08 Summary of the work4.30 The research gap5.58 The research questions6.35 Theoretical underpinnings10.15 Methodology; Data Collection and analysis12.21 The findings15.32 Implications for engineering education practice17.12 Implications for engineering education research19.10 GoodbyesJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

We can't really talk about engineering education without talking about engineering students. But in this episode we talk to them! We attempt to bridge the gap between engineering educators and students by directly asking them what they think. In so doing, we welcome Katrijn Vandenborne (current President of BEST) and Nadica Koloska (co-ordinator for the Educational Involvement Department) from the Board of European Students of Technology (BEST).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.Timestamps0.00 Welcome and introduction to episode0.29 Podcast Intro0.46 Experiences with students collaboration from Natalie and Neil2.47 Introduction to Katrijn and Nadica6.30 The history of BEST8.04 The relationship with SEFI10.48 Managing student turnover12.11 Professional development courses14.55 Career support16.20 Symposium on Education19.02 The Education Involvement Department20.58 Stakeholders28.35 Topics of interest within BEST: professional skills, the responsible engineer, assessment and AI39.45 What should educators remove from engineering programmes?43.00 Diversifying membership and the student voice47.19 The benefits of being part of BEST53.02 What's next?56.33 How do students get involved in BEST?59.06 Key Takeaways from Katrijn and Nadica1.01.48 Key takeaways from Natalie and Neil Key Resourceshttps://www.best.eu.org/index.jspJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

Welcome to the highlights episode for season 6! We have reached the end of season 6 and 3+ years of podcasting.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 - Introduction00.38 - Welcome, podcast updates, the future of the podcast03.50 - Robyn Mae Paul and Kari Zacharias on the Iron Ring12.00 - Siara Isaac and Joelyn de Lima on the 3T Play Project for Transversal Skills18.58 - Kurt Coppens on feedback literacy 24.36 - Mariana Velho on public engagement and outreach29.29 - Call for guests, and ideas on topics and guestsJoin us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.bemusic (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.

Attracting students to study engineering, and helping society understand what engineers do, are ongoing challenges within engineering education.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.Timestamps0.00 Welcome and introduction to episode0.23 Podcast Intro0.48 Experiences with science communication and outreach from Natalie and Neil3.20 Introduction to Mariana6.47 The importance of science communication7.28 ATLAS Experiment and CERN8.44 The role of psychology in science communication11.46 CERN14.44 CERN openlab16.47 Mariana's role within CERN19.28 Developing the scientists and engineers of tomorrow21.22 The Summer Placement27.36 Science communication skills31.32 Educational resources37.11 Microsoft Dreamspace and spatial skills43.24 Engineering in the future48.11 What's next?51.54 Key Takeaways from Mariana53.20 Key takeaways from Natalie and Neil  Key Resourceshttps://marianadantasvelho.com/https://openlab.cern/about/collaborate-us https://atlas.cern/Resources/Colouring-Books https://dreamspace.microsoft.com/en-us/dreamspace/irelandJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

Feedback is a somewhat perennial topic within higher education (HE), with increasing emphasis on students as independent learners who should engage as active participants to fulfil the role of a self-regulated learner.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!Timestamps0.00 Welcome and introduction to episode0.16 Podcast Intro0.42 Experiences with feedback literacy from Natalie and Neil4.11 Introduction to Kurt7.05 ETHER at KU Leuven7.58 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 literacy17.52 The research gap20.07 PhD aims21.40 Study design28.22 Findings of the first study (Feedback Oreintation Scale)30.10 Findings from the reflective logs33.22 Changes in feedback literacy during first year39.28 Changes during a degree41.04 Improving feedback literacy43.10 Capacity building of educators46.15 Generalisability of findings47.27 The future of research in this area49.10 Key Takeaways from Kurt50.29 Key takeaways from Natalie and Neil Further Reading Kurt’s workKurt’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=0Coppens, 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/10.1080/03043797.2023.2185501Coppens, 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/10.1080/02602938.2024.2373792Other Key Resourceshttps://doi.org/10.1080/02602938.2018.1463354https://doi.org/10.2224/sbp.2002.30.8.821.https://doi.org/10.1177/0149206310373145https://doi.org/10.1080/02602938.2019.1667955https://doi.org/10.1007/s10459-019-09905-5https://doi.org/10.1080/13562517.2023.2263838Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Hosted on Acast. See acast.com/privacy for more information.

There continues to be a growing focus on the need for engineering students to develop transversal skills. There are a number of barriers which can stifle efforts in teaching such skills and approaches increasingly focus on developing engineering educators’ ability to integrate a diverse set of skills with technical knowledge.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!Timestamps0.00 Welcome and introduction to episode0.22 Podcast Intro0.48 Experiences with transversal skills from Natalie and Neil3.18 Introduction to Siara and Joelyn and the wider 3T Play project team5.15 The start of the 3T Play project at EPFL7.22 What are transversal skills?9.31 The significance of transversal skills and why they should be explicitly taught11:18 The views of instructors and barriers to teaching transversal skills16:48 The Trident Model: Knowing, Experiencing and Learning from Experience22:47 The role of tangible objects24:40 Applying the model to a skill29:42 Flexibility to change interventions to suit the audience34:12 Conditions which help students to develop transversal skills through experiential learning39:16 Process level feedback41:56 Developing the handbook as a resource47:35 What types and level of students are these activities approriate for?50:50 The layout of the book and the chapters56:50 The impact of the project 59:34 Key Takeaways from Siara and Joelyn1:02:23 Key takeaways from Natalie and Neil Further Reading The link to the open access resource can be found herehttps://www.epflpress.org/produit/1542/9782832322895/teaching-transversal-skills-for-engineering-studentsJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome to the first episode of season 6 of the podcast!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!Timestamps0.00 Welcome and introduction to episode0.58 Podcast Intro1.20 Experiences with CBL from Natalie and Neil3.17 Introduction to Robyn and Kari9.13 Introduction to the Iron Ring 12.12 What is involved in the ceremony17.45 The obligation19.47 What are the benefits of the ritual?22.53 The start of Retool the Ring32.23 Retool the Ring Activities40.42 The Iron Ring as establishing, challenging and maintaining boundaries49.02 The use of exclusionary values and langaguge 56.47 Proposed changes1:02:26 End of the Iron Ring?1:05:47 Reactions to the work done by Retool the Ring1:09: 50 What is next for Retool the Ring1:13:42 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/17100Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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 have reached the end of the fifth season!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 - Introduction00.34 - Welcome and call for new guests02.07 -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 plansJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast!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.Timestamps0.00 Welcome and introduction to episode0.21 Podcast Intro0.47 Experiences with CBL from Natalie and Neil2.46 Introduction to Jorge5.51 Introduction to Technological University of Monterrey 6.52 Tech21 Educational model8.41 CBL within Tech2112.00 The role of the educator within CBL15.15 An example of a challenge and the interdiscplinary education team22.56 The involvement of partner organisations26.55 Fostering industrial relationship28.31 Planning a challenge that supports student development 32.35 COIL - Collaborative online international learning35.14 Student resistance to CBL41.44 Challenges associated with implementing CBL47.00 The future of CBL and research into CBL51.20 Final advice from Jorge55.27 Key takeaways from Natalie and Neil Further Reading  You can find out more about Jorge and via his institutional home pagehttps://research.tec.mx/vivo-tec/display/PID_289299His publications can also be found through ResearchGatehttps://www.researchgate.net/profile/Jorge-Membrillo-Hernandezand Google Scholarhttps://scholar.google.com/citations?user=BpZtoj8AAAAJ&hl=esJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast!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.Timestamps0.00 Welcome and introduction to episode0.40 Podcast Intro1.02 Experiences with networks and communities from Natalie and Neil2.23 Introduction to Lelanie6.37 Introduction to Esther9.50 Introduction to engineering education in the African context and contextual characteristics17.36 Objectives and operation of the network27.58 The network as a community of practice (CoP)36.27 PhD and Masters programme41.41 The role of funding in development of the network48.08 Future opportunties for engineering education in Afria50.55 Becoming involved in the network51.55 Final advice59.37 Key takeaways from Natalie and Neil Further Reading  A paper about EERN-Africa as a Community of PracticeDOI: 10.1080/22054952.2023.2233340An introduction to EERN-Africa posted on the REEN websitehttps://reen.co/introducing-the-engineering-education-research-network-africa-eern-africa/A podcast episode on which Esther featureshttps://podcasts.apple.com/us/podcast/context-coalitions-and-collaborations-oh-my-dr-esther/id1334320403?i=1000646656515A link to the network LinkedIn pagehttps://www.linkedin.com/company/engineering-education-research-network-africa?trk=public_post_feed-actor-nameTo find out more about the Master’s and PhD programme visithttps://intra-africa-cb4ee.co.za/indexJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast! 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.Timestamps0.00 Welcome and introduction to episode0.25 Podcast Intro0.50 Experiences in resilience from Natalie and Neil2.52 Introduction to Thies7.22 TU Berlin9.46 Why is transdisciplinary becoming more important in engineering education? Understanding disciplinary routes11.03 Specialisation, research output and impact, and innovation14.14 Defining transdisciplinary 17.05 Modes of knowledge 25.34 An example of transdisciplinary work within engineering29.43 Skills and competencies involved33.02 Transdisciplinary in the engineering classroom36.11 Classroom exercises42.32 Assessment 44.58 Challenges associated with transdisciplinary education48.03 Final advice50.27 Key takeaways from Natalie and Neil Further Reading Handbook of Transdisciplinary Learning which features Thies’ chapter entitled Cooperative Educationhttps://www.tu.berlin/en/vp-sl/transdisciplinary-learning/handbook-transdisciplinary-learningJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast! 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.Timestamps0.00 Welcome and introduction to episode0.32 Podcast Intro0.53 Experiences in resilience from Natalie and Neil2.03 Introduction to Ann-Kristin4.28 Defining resilience6.36 The systematic literature review into how engineering education research addresses resilience9.56 The importance of systems resilience12.46 The competencies involved15.41 Are the competenices involved addressed in engineering programmes?19.45 Commonly addressed competencies21.36 Key recommendations for addressing competencies in engineering programmes22.46 How is systems resilience addressed in accreditation criteria?27.51 Embedding systems resilience in engineering programmes33.19 Course level learning outcomes and assessment of learning outcomes36.47 The future of engineering education research into resilient systems39.18 Final advice40.32 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 EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast! 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.Timestamps0.00 Welcome and introduction to episode0.33 Podcast Intro0.54 Experiences in AI from Natalie and Neil3.02 Introduction to Scott, Sacha and Rez4.34 Australasian Association for Engineering Education (AAEE)6.54 The work and priorities of the Australasian Artificial Intelligence in Engineering Education Centre (AAIEEC) SIG10.50 Key terms in AI14.08 Introduction to the study into use of AI in engineering assessment16.58 The research methodology and process involved20.44 The main implications of the research studies29.19 Developments in AI and the second study40.39 Limitations of LLMs49.16 Developing AI literacy58.11 The role of evaluative judgement and changing assessment methods1:01:32 Reactions to the work from academics1:05:55 Final advice1:08: 22 Key takeaways from Natalie and Neil1:14:49 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/Papershttps://doi.org/10.1080/03043797.2023.2213169https://www.tandfonline.com/doi/full/10.1080/03043797.2023.2213169https://doi.org/10.1080/22054952.2024.2372154https://www.tandfonline.com/doi/full/10.1080/22054952.2024.2372154Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Welcome back to the podcast! 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:Timestamps0.00 Welcome and introduction to episode0.35 Podcast Intro0.54 Experiences in DEI from Natalie and Neil3.09 Inês' Background7.35 Jan's Background13.20 The start of a collaboration17.02 Changes in the SIG and defining key terms21.09 The changing nature of DEI work24.37 The SEFI 2023 DEI SIG workshop27.00 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 ([email protected]) and Inês ([email protected]) 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 EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.bemusic (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.

Hope you are having a great Summer ...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 - Introduction00.45 - Listening insights -popular and least popular03.35 - Thanks04.55- 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 problems13.30 - Diana Martin on Intercultural ethics (Ep3) - Values and western dominance20.30 - Tim Drysdale on Remote laboratories (Ep4) - AI and Digital/Humanism25.40 - Plans Hosted on Acast. See acast.com/privacy for more information.

Welcome back to the fourth episode of this fourth season of the SEFI podcast! 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: Timestamps0.00 Welcome and introduction to episode0.27 Podcast Intro0.47 Experiences in non-traditional practical work from Natalie and Neil2.17 Tim's Background4.28 Engineering at Edinburgh5.43 Technology as not replacing humans: a post critical humanist approaches and less instrumentalist approaches to practical work10.22 Different types of non-traditional practical work 13.00 The benefits of non-traditional practical work15.04 How to select the best approach to take based on our aims and learning outcomes18.23 Student engagement and limitations22.10 The user experience 26.35 Use of dangerous and specialist equipment27.39 The user interface 31.07 Challenges to implementation33.24 Maturity of non-traditional practical work38.16 The role of AI40.42 Getting buy-in: evaluation of non-traditional practical work to produce an evidence base45.13 Final advice from Tim47.02 Key takeaways from Natalie and Neil Further Reading The following provides a link to work in which Tim describes different types of NTPLhttps://www.tandfonline.com/doi/full/10.1080/23752696.2020.1816845The 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-laboratFor more information about student (user) experience you can refer to the following pieces of workhttps://journals.sagepub.com/doi/full/10.1177/03064190221081451https://ieeexplore.ieee.org/document/10399863Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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 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/Timestamps0.00 Welcome and introduction to episode0.38 Podcast Intro0.59 Experiences in teaching ethics to engineering students from Natalie and Neil2.31 Diana's Background10.18 How Diana's experiences in different global contexts inform her approach to engineering ethics education11.38 How ethics and intercultural ethics are conceptualised12.37 Individual and collective responsibilities (microethical vs macroethical approaches)16.44 Relevant values within engineering ethics and value sensitive design24.00 The power of engineers in creation of technological artefacts: Introducing participatory/community-based approaches27.15 Variation in meanings and emphasis on values in different contexts and cultures34.33 WEIRD populations37.16 How do we do this in the classroom? Use of PBL to support ethics education during design45.30 Student response to ethics education48.23 The global state of engineering ethics education: International Handbook of Engineering Education Research Chapter 53.56 Final advice from Diana1.01.46 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=302206b2-3b33-41f7-8d16-3f11278b0a09This 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 evidencehttps://link.springer.com/article/10.1007/s10516-023-09689-9Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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.show-notes: https://www.sefi.be/2024/05/20/podcast-season-4-episode-2-european-engineering-educators-is-online/Timestamps0.00 Welcome and introduction to episode0.39 Podcast Intro0.58 Experiences with problem, project and challenge used learning from Natalie and Neil2.37 Rogers's Background5.21 Engineering education in Australia8.04 Terminology: Changes to approaches to engineering education11.50 Drivers for change15.27 Studio based learning19.07 Assessment of studio-based learning22.22 Disrupting engineering education24.28 Doblin's ten types of innovation and application of the framework in engineering education36.58 Capacity building and buy-in43.57 Resistance to change in engineering education48.16 Looking to the future56.56 Final advice from Roger1:00:11 Key takeaways from Natalie and NeilResources: https://www.tandfonline.com/doi/abs/10.1080/03043799308923248https://opus.lib.uts.edu.au/handle/10453/137664https://opus.lib.uts.edu.au/handle/10453/132516https://opus.lib.uts.edu.au/handle/10453/141604https://opus.lib.uts.edu.au/handle/10453/138648https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003287483-7/disrupting-engineering-education-euan-lindsay-roger-hadgraft-fiona-boyle-ron-ulsethhttps://link.springer.com/chapter/10.1007/978-981-99-5873-3_11https://link.springer.com/chapter/10.1007/978-981-99-5873-3_10https://link.springer.com/book/10.1007/978-981-99-5873-3 Hosted on Acast. See acast.com/privacy for more information.

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. Timestamps0.00 Welcome and introduction to episode0.16 Podcast Intro0.35 Experiences in teaching ethics to engineering students from Natalie and Neil2.34 Sarah's Background5.45 The Engineering Professors Council (EPC)7.35 The role of Liberal Arts in Engineering Education9.52 The Joint Statement of Ethical Principles and its role in the toolkit12.33 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 contributors22.08 Navigating the Ethics Explorer and the landscape 25.55 The growth and future of the toolkit27.04 What makes a good case study?29.56 An example of a case study from the toolkit33.12 Consideration for micro and macro ethics35.00 Guidance documents 39.33 What still needs to be done?42.22 Final advice from Sarah44.01 Key takeaways from Natalie and NeilResources: 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.pdfhttps://raeng.org.uk/media/kr0j2ejr/rae-engineering-ethics-full-report_v7.pdfhttps://serc.carleton.edu/geoethics/Decision-Makinghttps://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 EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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 introduction0.24 Introduction to this episode0.41 Reach of the podcast and appreciation for support1.34 Introduction to the season theme2.51 Mike Murphy from TU Dublin on Transformation 6.40 José Carlos Quadrado from ISEL Portugal on recognition and quality assurance12.06 Bill Williams from IST Portugal on changes in the landscape of engineering education research15.43 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 Publishing27.16 Xavier Fouger from Dassault Systèmes France on changes in engineering practice33.51 Information about plans for Season 4Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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.Timestamps0.00 Welcome and introduction to episode0.46 Podcast Intro1.00Experiences in working with industry from Natalie and Neil2.23 Xaviers's Background5.33 Dassault Systèmes and its impact on modern engineering practice9.16 3 Changes to engineering education since the start of Xavier's career: engineering, students, and education14.17 Remote collaboration: the production of a car over international borders and different time zones21.22 Remote collaboration in engineering education23.03 Engineering in context: sharing work before it is finished and working with uncertain specifications26.17 Operators, technicians and engineers - aligning education at the three levels33.11 AI and digital twins41.28 Skills for AI44.37 Standards for digital representations49.25 Generalised experiential learning1:03:10 Final advice from Xavier1:06:41 Key takeaways from Natalie and NeilJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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.Timestamps0.00 Welcome and introduction to episode0.47 Podcast Intro1.01 Experiences of publishing and EJEE from Natalie and Neil2.38 Kristina's Background9.22 KTH and EER at KTH12.14 Start of the journal and links to SEFI13.09 Comparison to JEE and the USA: EER as a 'rigorous discipline'15:35 Changes on the European side17.03 Tensions in what EJEE should be18.45 Kristina's aims and ambitions as a new Editor-in-Chief20.50 Bottlenecks and reviewers24.09 The functions of peer review and guidance to reviewers30.10 Aims and scope of the journal: usefulness and scholarliness35.03 SEFI Journal of Engineering Education Advancement38.29 Trends is authorship and topics44.16 Trends in methods and working with other disciplines48.30 Practical advice regarding planning and submission of research52:33 Two elephants in the room59.23 The EER publishing landscape1.02.50 The future of EJEE1.07.46 Final advice from Kristina1.09.49 Key takeaways from Natalie and Neil.Resourceshttps://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/9962423https://www.researchgate.net/publication/371816010_Reviewing_manuscripts_in_engineering_education_research_journals_fairly_constructively_effectivelyJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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.Timestamps0.00 Welcome and introduction to episode0.32 Podcast Intro0.50 Experiences of ASEE from Natalie and Neil2.22 Jacqueline's Background6.30 History and Evolution of ASEE12.05 Engineering Landscape in the USA: Societies and Communities16.02 Differences and similarities between USA and other parts of the world20.37 The Structure of ASEE23.42 Diversity, Equity and Inclusion (DEI) Efforts within ASEE30.12 The Impact of New Technologies on Engineering Education32.11 Member activities and benefits36.31 What does ASEE have to offer Europe?38.35 What is next for ASEE?40.47 Achievements Jacqueline is most proud of44.05 Final advice from Jacqueline45.55 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. Timestamps0.00 Welcome and introduction to episode0.14 Podcast Intro0.30 Experiences in engineering education research (EER) from Natalie and Neil1.38 Bill's Background4.13 First steps into sharing EER more widely-global capacity for EER9.56 The drive for development of EER and motivation for legitimacy: analyzing research papers12.11 Quality criteria for judging papers and impact of research16.06 Overcoming barriers to pathways into EER and personal motivations for EER20.16 Navigating the EER landscape24.24 Trends in EER: how global is EER?31.28 EER in countries across Europe36.33 Emerging trends and future work40.23 Final advice from Bill49.10 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.xFull 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=trueJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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/ Timestamps0.00 Welcome and introduction to episode0.29 Podcast Intro0.48 Experiences as 'professional' engineering educators from Natalie and Neil1.39 José's Background4.57 The Lisbon Higher Institute of Engineering6.12 How the ENTER project came about7.15 How the relevant competencies of professional engineering educators were determined8.30 Tensions between different engineering traditions10.11 Examples of differences between different contexts11.18 Are we converging towards a certain global standard?12.09 Accreditation as a driver of standardisation15.07 Areas in which engineering education is underdeveloped: creativity17.25 Professional development opportunities from educators when teaching new concepts18.35 The ENTER Project website20.16 The stages involved in registration: evidence of competencies, peer review and development25.01 Benefits of registering with the ENTER network28.26 How can institutions become involved in informing the competencies required of engineering educators29.40 The number and diversity of educators registered and global trends36.00 The six different professional levels of educators42.44 Final advice from José44.37 Key takeaways from Natalie and Neil. ResourcesFor more information about ENTER, visit the website.www.enterprof.orgThis 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_USThe 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/10.31992/0869-3617-2020-29-6-75-82https://www.researchgate.net/profile/Kseniya-Zaitseva/publication/342641865_Sustainable_Development_Principles_for_Engineering_Educator/links/5f9060ea299bf1b53e37f93a/Sustainable-Development-Principles-for-Engineering-Educator.pdfJoin us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: 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. Timestamps0.00 Welcome and introduction to episode0.31 Podcast Intro0.53 Experiences of change from Natalie and Neil1.55 Mike’s Background5.05 TU Dublin and the Technological University Sector in Ireland9.15 Mike's Key ingredients for a successful transformation13.17 Strengths and Challenges at DIT17.19 From industry to academia and attending conferences20.23 From inward to outward facing: the role of Fulbright Scholars and external validation in development of EER23.40 Milestones and objectives in the transformation journey28.37 The role of external forces on influencing change34.20 Bumps in the road39.53 Lessons learnt about leading change43.17 The role of external communities46.11 Final advice from Mike50.29 Key takeaways from Natalie and Neil. Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudiohttps://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 introduction0.24 Introduction to this episode0.59 Reach of the podcast and appreciation for support1.42 Madeline Polmear talks about leadership and capacity building6.35 Calvin Rans talks about blended learning. coaching and being an authentic educator11.05 Sofie Craps talks about professional identity and the PREFER project13.59 Chris Smith talks about work based learning16.16 Gillian Saunders-Smits talks about communication18.53 Lynn Van den Broeck talks about lifelong learning21.12 Information about plans for Season 3Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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 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. Timestamps0.00 Welcome and introduction to episode0.19 Podcast Intro0.34 Experiences of LLL from Natalie and Neil2.18 Lynn’s Background4.53 KU Leuven5.54 Defining LLL8.17 LLL within engineering education9.29 Why is LLL important?10.07 What role do educators play?11.04 Aims of TRAINengPDP project 12.20 LLL interventions14.58 Comparing the use of different types of intervention16.27 Learning from the medical field17.13 How are interventions linked to LLL competencies?18.28 Self-regulation19.29 Developing self regulation within an engineering context21.00 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 LLL29.58 Assessment of LLL31.36 What is next for the project?33.12 Final advice from Lynn35.07 Key takeaways from Natalie and Neil. Resources: Project web pagehttps://iiw.kuleuven.be/english/trainengpdpScoping reviewhttps://kuleuven.limo.libis.be/discovery/search?query=any,contains,lirias3899177&tab=LIRIAS&search_scope=lirias_profile&vid=32KUL_KUL:Lirias&foolmefull=1ASEE studyhttps://www.asee.org/publications/ASEE-Publications/ASEE-Reports For other work mentioned, see below:https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1671810https://doi.org/10.1080/02601371003700584https://doi.org/10.1016/B978-012109890-2/50031-7 Join us! Become a member of the European Society for EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudiohttps://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: 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 Timestamps0.00 Welcome and introduction to episode0.30 Podcast Intro0.45 Experiences of teaching communication from Natalie and Neil1.48 Gillian’s Background3.56 Delft University of Technology and inclusion within Ruth Graham report6.10 What are transversal competencies?8.32 Sub skills involved in communication12.40 Reasons for the skills gap between education and industry14.18 Levels of mastery20.32 Comparing which skills are most valued by industry, academics and students24.52 Design of activities to help students to develop transversal skills; communication games27.46 Embedding communication activities within existing engineering modules29.15 Features of effective and ineffective communication30.45 Evaluating the effectiveness of the intervention31.41 Aligning activities with learning outcomes, assessment and programme32.42 Barriers to implementing interventions33.51 Final advice from Gillian35.00 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 interventionExploring 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 EngineeringEducation, SEFI, Europe's largest network of engineeringeducators: www.sefi.be Music by ComaStudiohttps://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 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: 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. Timestamps0.00 Welcome and introduction to episode0.23 Podcast Intro0.37 Experiences of work-based learning from Natalie and Neil2.38 Chris’ Background4.14 Glasgow Caledonian University6.11 What does work-based learning mean in the context of engineering education?7,49 How work-based learning fits in with the wider education system9.44 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 learning17.20 Relationships between stakeholders involved.19.13 Co-creation of work-based learning: Arnstein’s ladder of participation22.23 Examples of ‘tokenism’ within work-based learning23.58 Strengthening relationships: increasing employer engagement.27.28 Challenges involved in work-based learning.29.04 Assessment practices30.32 Benefits to students33.11 Final advice from Chris36.23 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.pdfhttps://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 AcademyFerrandez, 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-06-2014-0026Arnstein’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 EngineeringEducation, SEFI, Europe's largest network of engineering educators: www.sefi.be Music by ComaStudiohttps://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 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. Timestamps0.00 Abstract0.28 Podcast Intro0.45 Experiences of professional identity formation from Natalie and Neil1.53 Sofie's Background3.49 KU Leuven5.07 Professional Identity7.04 What is involved in identity development?8.08 Barriers to developing self awareness and professional awareness9.28 Introduction to the PREFER project11.03 Development of the professional roles model; the three roles13.31 Model validation14.43 Developing role descriptors16.55 Professional competencies associated with each of the roles18.30 Which of the roles are most in demand?20.27 Do different universities focus on different roles?23.15 Diagnostic tools27.17 The use of teaching interventions28.18 Whats next? The URGENT project31.09 Final advice from Sofie35.11 Key takeaways from Natalie and Neil.ResourcesThe systematic literature review can be found here:https://www.tandfonline.com/doi/full/10.1080/03043797.2020.1781062The publication about the PREFER model can be found below:https://www.tandfonline.com/doi/full/10.1080/03043797.2021.1889468PREFER website: https://iiw.kuleuven.be/english/preferPREFER tests: https://iiw.kuleuven.be/english/prefer/instructor/prefer-testsThe 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/implementationPaper about implementation in education:https://inftars.infonia.hu/article.php?doi=inftars.XX.2020.2.10Details about the new URGENT project which focuses on diversity can be found below:https://iiw.kuleuven.be/onderzoek/ether/research-topics/transition-to-university/urgentJoin us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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 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.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!Timestamps0.00 Abstract0.28 Podcast Intro0.41 Experiences of blended from Natalie and Neil2.16 Calvin's Background3.53 TU Delft5.08 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 approaches13.04 The role of student feedback14.44 How do educators transition from lecturers to coaches?16.40 Student flight data recorders: the role of student reflection19.41 Student buy-in and motivation21.48 The role of story telling and being authentic24.55 being aware of 'external' factors that influence the learning process28.31 Final advice from Calvin32.00 Key takeaways from Natalie and Neil.Resourceshttps://www.calvinrans.com/https://online-learning.tudelft.nl/instructors/calvin-rans/https://repository.tudelft.nl/islandora/object/uuid:634e5166-f92d-4109-8085-0aec758a65f5?collection=researchhttps://repository.tudelft.nl/islandora/object/uuid:3d210691-c985-40e6-9511-1fd61668636c?collection=researchTruby, 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.beMusic 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 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.*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 :-)Timestamps0.00 Abstract0.31 Podcast Intro0.44 Experiences of teaching leadership from Natalie and Neil1.32 Madeline's Background3.02 Vrije Universiteit Brussel (VUB)4.47 How is leadership conceptualised within engineering education?5.37 Capacity Building7.23 Breaking leadership down: the skills and competencies involved9.05 What do engineering educators think about leadership?11.21 How do students view leadership?14.00 Teaching approaches18.18 Capacity building activities19.42 Capacity building models22.42 Barriers to capacity building in leadership26.31 Assessing leadership29.00 Final advice from Madeline31.00 Key takeaways from Natalie and Neil.ResourcesSome of Madeline’s work about leadership can be found below: https://doi.org/10.1080/03043797.2022.2043243https://peer.asee.org/37182https://doi.org/10.1061/(ASCE)EI.2643-9115.0000031Join us! Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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 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 (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=PLgbdO3TmP943SOB9BDGRrffTG6tShZSXzThank 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 introduction0.36 Introduction to this episode0.48 Reach of the podcast and feedback we have received2.37 Summary of what we will discuss3.43 Theme 1: Theory vs. practice7.59 Theme 2: Working with others10.46 Theme 3: Educators in the spotlight13.22 Theme 4: The whole student19.09 Summary of themes19.47 Information about Season 2Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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, our guest is Professor Gary Wood, 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 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 studentsTimestamps:0.00 Abstract0.27 Podcast intro0.50 Experiences of student engagement from Neil and Natalie1.56 Gary’s background3.28 NMITE 6.58 Differences in terminology: active and passive approaches8.50 Examples and benefits of the ‘student as partners’ approach12.54 Action Research Methodologies13.57 Different approaches to treating students as partners15.41 Barriers to treating students as partners17.12 Two factor theory21.28 The benefits to students22.55 Inclusive student engagement24.30 How to face challenges encountered when using such approaches27.03 Final advice from Gary29.07 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.beMusic 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.

Happy 2023!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 Abstract0.45 Podcast intro1.18 What we will talk about1.36 Experiences of teaching empathy from Neil and Natalie2.48 Nicki’s background5.20 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 orientation13.31 An example of using the model in the classroom15.28 The ‘being’ aspect of the model17.34 Can empathy be taught?19.17 How to operationalize the theory: research into practice21.35 Mode switching25.00 The Empathy Modules Workbook and assessment ideas27.30 Overcoming challenges31.05 Teaching neurodiverse students32.11 What’s next for Nicki: dissemination and propagation of research33. 44 Final advice from Nicki35.07 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:10.1080/00091383.2017.1357098Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic: Sunrise 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.

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* 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 Abstract0.40 Podcast intro1.07 What we will talk about1.21 Experiences of interdisciplinary from Neil and Natalie2.45 Jan’s background4.40 TU Eindhoven5.28 What do we mean by interdisciplinary?7.07 The need for interdisciplinary8.00 Students’ perception of interdisciplinary8.43 Terminology: multidisciplinary, interdisciplinary, or transdisciplinary10.22 Boundary crossing11.48 Implementation, teaching teams and support14.10 Example of interdisciplinary in action; Mechanical Engineering, Product Design and Business Studies.15.51 Problems provided by external collaborators17.31 Challenges19.09 Opportunities for new degree programmes22.40 Assessment of interdisciplinary skills25.40 Disciplinary identities28.00 The future of interdisciplinary29.30 Final advice from Jan30.28 Key takeaways from Natalie and Neil.Resources:Eindhoven School of Education (tue.nl)https://onlinelibrary.wiley.com/doi/full/10.1002/jee.20347Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic 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, 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 (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 Abstract0.45 Podcast intro1.15 Experiences of teaching teamwork from Neil and Natalie2.10 Emanuela's background3.35 UCL and the Integrated Engineering Programme (IEP)4.45 What is teamwork in engineering?6.00 Attributes for teamwork6.55 Defining good teamwork as both operational skills and character qualities8.25 Identifying good teamwork through processes9:55 Tools for supporting teamwork at a large scale11:13 Support mechanisms within the IEP: teaching interventions13:55 Use of Gallup Clifton Strengths themes questionnaire16:13 Team formation19:00 Role of reflection, peer assessment and team contracts26:05 Valuing the strengths of students from a variety of backgrounds28:45 Psychological safety and trust32:20 Final advice from Emanuela33:40 Key takeaways from Natalie and Neil.Resources:Gallup CliftonStrengths: What Are the 34 CliftonStrengths Themes? | EN - GallupFor more information about teamwork at UCLDireito_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.beLeave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8Music: 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.

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.*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 Abstract0.44 Podcast intro1.10 Experiences of teaching statistical thinking from Neil and Natalie2.20 Mia's background3:10 Introduction to JMP4:50 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 industry11:52 Visual Six Sigma15:10 Barriers to teaching statistics in a practical, ‘hands-on’ way17:33 Mia’s experience of teaching statistics to engineering students20:25 Design of Experiments (DOE)24:40 The STIPS (Statistical Thinking for Industrial Problem Solving) course28:00 Use of STIPS in industry29:00 Big data and what’s next for statistical thinking30:13 Final advice from Mia31:20 Accessing the STIPS course32:12 Key takeaways from Natalie and Neil.Resources:https://www.jmp.com/en_no/online-statistics-course.htmlVisual 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.beLeave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8Music 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.

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.*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: Abstract0.50: Podcast intro1.35: Experiences of teaching engineering ethics from Neil and Natalie2.35: Roland's background6.00: The relevance of ethics to engineering.7.20: Four elements of ethical behaviour8.20: Considering students' life experience9.50: The Minnesota approach: different stages of moral reasoning16.45: Methods that help develop post-conventional moral reasoning18.30: Thinking processes vs. emotional processes23.00: The role of emotions in making ethical design decisions26.20: Pitfalls to avoid when teaching using case studies29.30: Having the right level of emotion.31.00: How we should assess ethical thinking skills34.30: Final advice from Roland35.50: 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.pdfRoland Tormey’s other publications: https://people.epfl.ch/roland.tormeyLeave us feedback/comments/suggestions: https://forms.gle/tMDHxf1JA8P9RYMY8Become a member of SEFI, Europe's largest network of engineering educators: www.sefi.beMusic: 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.

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 welcome0.28 who are we1.18 about SEFI2.00 about the podcast5.10 other similar podcasts.6.03 who this podcast is aimed at6.40 when and how to listen7.00 why you will benefit from listening.8.05 launch plans.8.35 get in touchThe 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/tMDHxf1JA8P9RYMY8Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.beMusic: ComaStudio https://pixabay.com/users/comastudio-26079283/ Hosted on Acast. See acast.com/privacy for more information.

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/tMDHxf1JA8P9RYMY8Follow us wherever you get your podcastshttps://shows.acast.com/european-engineering-educatorshttps://feeds.acast.com/public/shows/62a9d6687c3e450012b8f41b Hosted on Acast. See acast.com/privacy for more information.