Engineering Education Conference Research Articles

Research trends in international science, technology, engineering, and mathematics education conference series: An analysis of a decade of proceedings

This paper reports on the results of a descriptive analysis of 675 publications included in the proceedings of five editions of the International Science, Technology, Engineering, and Mathematics in Education Conferences held in Australia, Canada, and China over 9 years between 2012 and 2021. Peer-reviewed academic journals are traditional sources of high quality and established research. Yet these papers might take months and sometimes years to get published. On the other hand, an analysis of research foci represented at international STEM conferences can be used as a source of the most recent trends in the field, and the developments of STEM education research across time and by national origins. In this analysis, 675 abstracts from five editions of the International STEM in Education Conference were coded into eight topics, followed by a descriptive analysis of the results. Four countries were consistently the top four contributors: Australia, Canada, China, and the United States. Thus, the study conducted a descriptive analysis and discussion of the trends among these countries. The results revealed trends in STEM education research, among which policy, curriculum, assessment; K-12 teaching and learning, are dominant topics of research investigation, while postsecondary STEM teaching and learning are less investigated. The results also demonstrated the dominance of some topics over others among the countries that most contributed to the conferences. For instance, Canada dominated in the studies of culture, gender, and social issues and in postsecondary STEM education. China paid much less attention to these topics, while putting more emphasis on historical and epistemological perspectives on STEM, policy and curriculum, and K-12 teaching and learning. Australian research focused on policy and curriculum; K-12 teaching and learning; and industry. Meanwhile, the United States showed the least difference in percentages between topics. Overall the analysis indicates a relatively low interest in postsecondary STEM education research, despite the growing demand for STEM professionals. This highlights the need for STEM education research focused on institutions of higher education. This analysis interprets the trend results in light of the issues in STEM education confronting various national jurisdictions.

Environmental Engineering for the 21st Century: Increasing Diversity and Community Participation to Achieve Environmental and Social Justice.

Communities of color are disproportionately burdened by environmental pollution and by obstacles to influence policies that impact environmental health. Black, Hispanic, and Native American students and faculty are also largely underrepresented in environmental engineering programs in the United States. Nearly 80 participants of a workshop at the 2019 Association of Environmental Engineering and Science Professors (AEESP) Research and Education Conference developed recommendations for reversing these trends. Workshop participants identified factors for success in academia, which included adopting a broader definition for the impact of research and teaching. Participants also supported the use of community-based participatory research and classroom action research methods in engineering programs for recruiting, retaining, and supporting the transition of underrepresented students into professional and academic careers. However, institutions must also evolve to recognize the academic value of community-based work to enable faculty, especially underrepresented minority faculty, who use it effectively, to succeed in tenure promotions. Workshop discussions elucidated potential causal relationships between factors that influence the co-creation of research related to academic skills, community skills, mutual trust, and shared knowledge. Based on the discussions from this workshop, we propose a pathway for increasing diversity and community participation in the environmental engineering discipline by exposing students to community-based participatory methods, establishing action research groups for faculty, broadening the definition of research impact to improve tenure promotion experiences for minority faculty, and using a mixed methods approach to evaluate its impact.

The 2nd Annual Engineering and Vocational Education Conference (AEVEC)

September 17 – 20, 2020 in Surakarta, Indonesiaorganized by Center of Vocational Education Development Universitas Sebelas Maret in cooperation with the Faculty of Teacher Training and Education Universitas Sebelas MaretTheme: “Driving Engineering and Vocational Education to Address Future Challenges in a Smart Environment”The Annual Engineering and Vocational Education aims to encourage and foster discussions among educators, practitioners, policy makers, and those who are interested in engineering education as well as technical vocational education and training (TVET) as well as provide an avenue to share best practices, teaching experiences, and policies to increase student engagement and achievement in engineering education and TVETList of Organizing Committee and Scientific Committee are available in this pdf.

EDUCON 2017 Highlights by iJEP

The theme of IEEE Global Engineering Education Conference EDUCON 2017 was "Challenging the Transition from the Classic to the Emerging in the Engineering Education". The event was held in Athens, Greece April 26-28, 2017 (http://www.educon-conference.org/educon2017/index.php).

A Review of Embedded Systems Education in the Arduino Age: Lessons Learned and Future Directions

In this paper, the subject of embedded systems education in the Arduino age is examined. Arduino is an open-source microcontroller platform that has been widely popular in the past decade among hobbyists and academics. Arduino is increasingly being adopted in courses that span different disciplines in schools and universities. As a result, numerous papers are being published every year in different engineering education conferences and journals reporting the integration of Arduino in teaching. In this work, the impact of Arduino on embedded systems education is investigated. First, challenges facing embedded systems education are identified from the literature. Second, different Arduino teaching integration methodologies reported in the literature are surveyed and analyzed. Third, the question whether Arduino successfully addresses embedded education challenges or not is discussed taking both surveyed findings and recent market trends into consideration. Finally, a number of open-ended research directions are proposed.

A Blueprint for an Ecosystem for Supporting High Quality Education for Engineering

This paper presents the idea and a proposed implementation of a network of Gurukuls or Centers of Excellence for engineering education in India. Facilitated by Indo Universal Collaboration for Engineering Education (IUCEE) in partnership with institutions in India, the IUCEE Gurukuls for Learning and Outcomes Based Education (iGLOBE) program addresses a vital need for institutions to develop self-reliance towards achieving excellence in engineering education. The primary role of the Gurukul in an institution is to provide an ecosystem for faculty development in a manner that will directly contribute to enhance students' learning experience. The mission of the Gurukul is to guide and mentor its faculty in improving their teaching and learning methods, in implementing outcomes based education and in conducting engineering education research. There is a large body of literature available on effective teaching and learning through engineering education conference proceedings and journals, and in wider outlets.However, one of the key observations over the last two decades is that adoption of research based instructional techniques into engineering classrooms is extremely low. We believe that the main reason for such non-adoption is that potential adopters are unable to contextualize the pedagogical research. The paper lays out a vision for a network of discipline-based education researchers to contextualize and coordinate efforts between the Gurukuls and participants/practitioners. The paper considers lessons learned and best practices from efforts in the United States and lays out a blueprint for catalyzing high quality instruction in engineering colleges in India.

EDUCON 2014 Special Issue

The current issue of the Journal of Latin-American Learning Technologies (IEEE-RITA: Revista Iberoamericana de Tecnologías del Aprendizaje) comprises a selection of papers from the IEEE Global Engineering Education Conference – EDUCON 2014. Authors of the papers with the highest reviewers’ evaluations were selected and invited to submit an extended version of their work.

6th IEEE Global Engineering Education Conference - EDUCON2015

6th IEEE Global Engineering Education Conference - EDUCON2015

6th IEEE Global Engineering Education Conference - EDUCON2015

6th IEEE Global Engineering Education Conference - EDUCON2015

6th IEEE Global Engineering Education Conference - EDUCON2015

6th IEEE Global Engineering Education Conference - EDUCON2015

Faculty Motivation: A Gateway to Transforming Engineering Education

AbstractBackgroundTransformative change in higher education requires a continuous interplay between educational research and educational practice. In considering how to engage researchers and practitioners in “cycles of educational practice and research” (Jamieson & Lohmann, 2009), we focus on individuals and what motivates them to create and sustain innovations within the engineering education system.PurposeThrough this study, we seek to better understand why faculty do or do not engage in the research–practice cycle. Specifically, we employ expectancy value theory and examine the success and value beliefs motivating individuals' choices.Design/MethodWe used mixed methods assessment data from two engineering education conferences that focused on promoting transformational change. Data included observational notes, open‐ended written responses submitted after conference sessions, open‐ended survey questions, and quantitative survey questions. For data analysis. we used descriptive statistics and open coding techniques.ResultsWe identified expectancy of success and cost value and utility value as important to participants. Notably, the same motivation constructs generally matter for research, practice, and research‐informed practice, although practice‐informed research was nearly absent from the data. Participants cited strategies that are currently working to improve only some of the success and value categories.ConclusionsExpectancy value theory provides a useful framework for understanding faculty choices in the research–practice cycles required for change and innovation in engineering education. Our findings indicate that in addition to improving individuals' competence with critical research and teaching practices, our field should also support collective efficacy and value beliefs.

Collaboration between faculty members and the Center for teaching and learning at Polytechnique Montreal

The Center for teaching and learning at Polytechnique Montreal (PM) was created in 1977. Its mission is to encourage and help instructors to improve their teaching, and ultimately, contribute to improve student learning at both undergraduate and graduate levels. Among its many activities, the CTL provides a compulsory orientation, training, and integration program for new faculty members; offers consultations, workshops, and conferences; manages grants for pedagogical initiatives; and conducts house studies on pedagogical or academic issues. With time, CTL has had the opportunity to collaborate with PM leaders and faculty members, on a number of issues. For example, it has conducted house studies on the following topics: students’ learning strategies; students’ motivation to learn within different pedagogies (project-based; e-learning; traditional lecturing); three year follow-up study on the impact the revised programs have had on student learning and retention. CTL has published many articles whether in scientific or professional journals. CTL encourages and provides support for faculty members that publish in general or discipline specific engineering education journals. PM also funds and conducts engineering education research projects with the MATI (Maison des Technologie, house of technologies), specifically on the use of technology in the classroom and innovative pedagogy. MATI is a three-way partnership between HEC Montreal, University of Montreal and PM. They are currently working on the e-portfolio for the development of professional attributes in engineering. PM has also created a new category of instructors, called “chargé d’enseignement”. Their job is to teach full time at the undergraduate level. What sets them apart from ordinary part time instructors is that they must conduct research on their teaching, and actively participate in engineering education conferences. Finally, PM is contemplating allocating a chair for the scholarship of teaching and learning. This chair would be under a faculty member’ responsibility, and would help fund research on engineering education. It would also allow hiring PhD and master’s degree students.

4th IEEE Global Engineering Education Conference - EDUCON2013

4th IEEE Global Engineering Education Conference - EDUCON2013

4th IEEE Global Engineering Education Conference - EDUCON2013

4th IEEE Global Engineering Education Conference - EDUCON2013

3rd IEEE Global Engineering Education Conference - EDUCON2012

3rd IEEE Global Engineering Education Conference - EDUCON2012

3rd IEEE Global Engineering Education Conference - EDUCON2012

3rd IEEE Global Engineering Education Conference - EDUCON2012

3rd IEEE Global Engineering Education Conference - EDUCON2012

3rd IEEE Global Engineering Education Conference - EDUCON2012

Reflections on the Past, Present and Future of Women in Engineering

For many years a Women in Engineering Forum was run in conjunction with the Australasian Association for Engineering Education conference, but in recent years “women in engineering” has fallen off the radar to a large degree. There is a widespread perception that the issues of concern for women have been addressed, and that women are now incorporated into the mainstream of engineering education and the engineering profession. Yet Australia and other western countries still have participation rates for women in engineering education that are lower than any other field of education and that have stagnated or declined for the last decade. This paper reviews a range of recent data and studies to examine the current picture of women in engineering education: the statistics, student experience and faculty issues. It concludes with a look to the future: what still needs to be done?

IEEE Global Engineering Education Conference - EDUCON2011

IEEE Global Engineering Education Conference - EDUCON2011

IEEE Global Engineering Education Conference - EDUCON2011

IEEE Global Engineering Education Conference - EDUCON2011