European engineering educators

Female students have long been underrepresented in engineering. However, the increasing use of project- and problem-based learning (PBL) approaches raises new questions regarding how power dynamics shape their lived experiences during collaborative teamwork. This episode features Sandra Ireri Cruz Moreno and Shannon Chance (Technological University Dublin). We talk about the winner of the ‘Best Research Paper’ at the SEFI 2025 Conference entitled “Evolving gender dynamics in teamwork experiences among female engineering students in PBL settings”.Follow this link to read the full paper.Timestamps0.00 Podcast introduction0.28 Introduction to the episode1.12 Overview of the work and how it came about2.44 Summary of the paper4.48 The research gap6.42 PBL at TU Dublin 8.30 Research aims and questions9.02 Theoretical frameworks11.50 Approach16:00 Data collection and analysis17.38 Findings23.20 Implications for practice24.57 Implications for researchOther resourcesCruz Moreno, S. I., & Chance, S. (2024). Exploring analytical frameworks to investigate power dynamics in collaborative learning in engineering education. Proceedings of the 52nd Annual Conference of SEFI, Lausanne, Switzerland. https://doi.org/10.5281/ZENODO.14256915Join 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.

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.

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! 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! 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.

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 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.