Varietas delectat…
Complexity is the new normality
Proceedings
Varietas delectat…
Complexity is the new normality
SEFI 47
thAnnual Conference
Proceedings
GOLD SPONSORS
SILVER SPONSORS
Complexity is the new normality SEFI 47
thAnnual Conference
Proceedings
Varietas delectat… Complexity is the new normality
Proceedings SEFI 2019 · SEFI 47th Annual Conference · Budapest, 16-20 September, 2019 ISBN: 978-2-87352-018-2
Editors:
Balázs Vince Nagy, Mike Murphy, Hannu-Matti Järvinen, Anikó Kálmán Managing editor:
IMPRINT
TABLE OF CONTENTS
Proceedings of the SEFI 47
thAnnual Conference, 2019
SEFI – European Society for Engineering Education 23
Conference theme 24
Welcome to the 47th Annual Conference in Budapest 25
Keynote Speakers 27
Concept papers
Daniëlle Aagten, Karen Slotman, Miles MacLeod
Interdisciplinary education: a case study at the University of Twente 32 Imad Abou-Hayt, Bettina Dahl, Camilla Østerberg Rump
Teaching the limits of functions using The Theory of Didactical Situations and Problem-Based
Learning 58
Pedro Mauricio Acosta Castellanos, Araceli Queiruga Dios, Alejandra Castro Ortegón
Lack of environmental education in the training of environmental engineers in Colombia. 70 Muriel Algayres, Evangelia Triantafyllou
Combining the flipped classroom and simulation games in engineering education: a
methodological survey 83
Alexandra Badets
Addressing gender as part of a Multifactorial Model of Professional Identity Formation in a PoPBL
engineering learning environment 93
András Benedek, János Horváth Cz., David Sik
Open content development in engineering education and teacher training 105 Isabelle Blanckaert
An online tool for a multicampus Master's Theses support system 117
Pia Bøgelund, Bente Nørgaard
First-year engineering students’ perception of ‘what is a good study-day? In the tension field
between having fun and being productive 125
Katrine Brixen Bojesen, Per Goltermann
Implementing an e-learning mindset and e-learning skills among the teachers of a department 135 Dorina Bór, Márton Galbács, Éva Etzler, Emma Lógó
‘Next, next, accept, run' – the difficulties of university software licences 144 Sara Bornhöft, R. U. Franz von Bock und Polach, Caroline Thon-Gairola, Julian Hoth
Utilizing student feedback for improving learning outcomes. Examples from a master course on
ship vibrations 153
Alastair Stuart James Brook
Diversifying indigenous narratives in design education: A decolonising design critique of
affordance-based design 164
Gavin Buskes, Iuliia Shnai
Transitioning an engineering classroom from traditional lectures to a partially-flipped format 176 Anita Campbell, Ines Direito, Mashudu Mokhithi
Developing growth mindsets in engineering students: work-in-progress on a systematic
literature review 186
Celeste Campo, Daniel Segovia-Vargas, E.M. Ruiz-Navas
STEM4GirlsUC3M: reducing gender gap in engineering 196
Patricia Caratozzolo, Alvaro Alvarez-Delgado, Samira Hosseini
Enhancing interdisciplinary skills in engineering with the cognitive tools of storytelling 206 Adam R Carberry, Sara A Atwood, Matthew T Siniawski, Heidi A Diefes-Dux
A comparison and classification of grading approaches used in engineering education 216 Darren Carthy, Brian Bowe, Kevin Gaughan
Mauro Citraro, Silvano Cometta, Cristina Carcano, Lorenzo Sommaruga, Alan Righetti, Tatiana Cataldo
Startup garage: the way to apply knowledge 249
Graham Collins
Integrating industry seminars into a professional practice module to prepare students for future
engineering challenges 259
Neil Cooke, Kamel Hawwash, Bradney Smith
Python for Engineers Concept Inventory (PECI): Contextualized assessment of programming
skills for engineering undergraduates 270
Corrina Zoey Cory, Voicu Ion Sucala, Sean Carroll
The development of a Gold Standard Project Based Learning (GSPBL) engineering curriculum to
improve Entrepreneurial Competence for success in the 4th industrial revolution 280 Györgyi Dallos, László Farkas, Gábor Hornyánszky, Márta Láng Lázi, Mónika Lukács
Children’s University at Budapest University of Technology and Economics 292 Jozefien De Keyzer, Jeroen Lievens, Johan Baeten, Leen Braeken
Preparing engineering students for a lifetime of learning: a case study of curricular redesign 302 Tinne De Laet. Tom Broos, Maarten Pinxten, Greet Langie, Carolien Van Soom
Closing the feedback circle in the transition from secondary to higher education 316 Silvio Di Nardo, Claas Wagner, Markus Raschke, Jürg Schwarz
Project-induced individualized acquisition of competences in a Bachelor's degree course 328 Kourosh Dini, Elizabeth Levin
Cross Disciplinary Capstone projects for undergraduate engineering double degree students –
the good, the bad and the ugly 338
Timothy David Drysdale, Jenny Scoles
Performing engineering digital literacies in context 347
Timothy David Drysdale, Jenny Scoles, Anne-Marie Scott, Victoria Dishon, Simon Kelley, Richard James Lewis, Stephen Watts, Andrew Weightman
Post—humanistic 'practices of community' for non-traditional laboratory work 360 Peter van Duijsen, Diëgo Zuidervliet, Michael Dirksen
Enhancing laboratory learning experience: A new experimental set-up for power electronics and
electrical drive education 370
Pia Bøgelund, Bente Nørgaard
First-year engineering students’ perception of ‘what is a good study-day? In the tension field
between having fun and being productive 125
Katrine Brixen Bojesen, Per Goltermann
Implementing an e-learning mindset and e-learning skills among the teachers of a department 135 Dorina Bór, Márton Galbács, Éva Etzler, Emma Lógó
‘Next, next, accept, run' – the difficulties of university software licences 144 Sara Bornhöft, R. U. Franz von Bock und Polach, Caroline Thon-Gairola, Julian Hoth
Utilizing student feedback for improving learning outcomes. Examples from a master course on
ship vibrations 153
Alastair Stuart James Brook
Diversifying indigenous narratives in design education: A decolonising design critique of
affordance-based design 164
Gavin Buskes, Iuliia Shnai
Transitioning an engineering classroom from traditional lectures to a partially-flipped format 176 Anita Campbell, Ines Direito, Mashudu Mokhithi
Developing growth mindsets in engineering students: work-in-progress on a systematic
literature review 186
Celeste Campo, Daniel Segovia-Vargas, E.M. Ruiz-Navas
STEM4GirlsUC3M: reducing gender gap in engineering 196
Patricia Caratozzolo, Alvaro Alvarez-Delgado, Samira Hosseini
Enhancing interdisciplinary skills in engineering with the cognitive tools of storytelling 206 Adam R Carberry, Sara A Atwood, Matthew T Siniawski, Heidi A Diefes-Dux
A comparison and classification of grading approaches used in engineering education 216 Darren Carthy, Brian Bowe, Kevin Gaughan
Reconceptualising studies of engineering professional skills: moving the field on 226 Sophie Charles, Alain Jaillet, Nicolas Peyret, Laurent Jeannin, Alain Rivière
Exploring the relationship between spatial ability, individual characteristics and academic
performance of first-year students in a French engineering school 235
Sándor Fehér, Szabolcs Czifrus, János Lorincz, Tamás Varju, Attila Aszódi, Gyula Csom
Development of nuclear power plant basic principle simulators as tools for nuclear engineering
education 380
André Fidalgo, Manuel Gericota, Paulo Ferreira, Guillaume Andrieu, Thomas Fredon
EOLES Course, 4 years and going…results and experiences. 390
Benedek Forrai, Bence Sipos, Szilágyi Brigitta
An innovative course to motivate STEM students in their mathematics studies 401 Holly Jane Foss
Internationalisation and complexity: dialogues for diversity or eradicating difference? 411 Claes Fredriksson, Mauricio Dwek
A software tool for lifelong learning in engineering education 423 Søren Rosenlund Frimodt-Møller
What is the difference between a group of musicians and a team of engineering students? A
philosophical approach to the problem-based nature of engineering 433 Aharon Gero, Shai Mano-Israeli
Importance assigned by students and teachers to soft skills: The case of a two-year technical
college 446
Birger Gigla, Johannes Weinig
New framework for civil engineering programs in Germany 452
Ester Gimenez-Carbo, María Esther Gómez-Martín, Ignacio Andrés-Doménech
Integrating SDGs into the Bachelor's degree in civil engineering 462 Ester Gimenez-Carbo, Marta Roig Flores, María José Pelufo Carbonell, Pedro Serna Ros
Introducing professional ethics as a soft skill. An example in the civil engineering Bachelor degree
program in Valencia. 474
Darya Golovko
Aida Guerra, Bente Nørgaard
Sustainable Industry 4.0 501
Roger G Hadgraft, Beata Francis, Ben Halkon, Robert Fitch
Renewing mechanical and mechatronics programs using Studios 511 Patricia Haldi, Edward Crawley, Aikaterini Bagiati
Developing MIT LASER: Leadership Academy for Scientists, Engineers, and Researchers 523 Ellen Kathrine Hansen, Jon Ram Bruun-Pedersen, Lise Busk Kofoed
The creative transdisciplinary design process in a Problem Based Learning environment 530 Felix Huening
Complexity for heterogeneous classes: teaching embedded systems using an open project
approach 540
Takao Ito, Kazuyoshi Ishii, Makoto Nishi, Masako Shin, Keisuke Miyazaki
Comparison of the effects of the integrated learning environments between the social science
and the mathematics 550
Kaur Jaakma, Panu Kiviluoma
Online course for mechanical CAD education 559
Hannu-Matti Järvinen, Pia Niemelä, Ulla-Talvikki Virta
Combining flipped ideas and online learning 566
Anne-Marie Jolly, Christine Freyermuth
Looking backwards to the evolution of the recommendations emitted by an accreditation
agency. 578
Elina Kähkönen, Kalle Airo
Collaborative teaching as a tool in university development 586
Anneli Kakko
Smart collaboration for skills and competitiveness in engineering education 594 Mari-Selina Kantanen, Martta Ruottu
Towards mechanical engineers’ expertise with Problem Based Learning 604 Villads Keiding
Teaching innovation to engineer students: a proposal for an operational process model 614 Sándor Fehér, Szabolcs Czifrus, János Lorincz, Tamás Varju, Attila Aszódi, Gyula Csom
Development of nuclear power plant basic principle simulators as tools for nuclear engineering
education 380
André Fidalgo, Manuel Gericota, Paulo Ferreira, Guillaume Andrieu, Thomas Fredon
EOLES Course, 4 years and going…results and experiences. 390
Benedek Forrai, Bence Sipos, Szilágyi Brigitta
An innovative course to motivate STEM students in their mathematics studies 401 Holly Jane Foss
Internationalisation and complexity: dialogues for diversity or eradicating difference? 411 Claes Fredriksson, Mauricio Dwek
A software tool for lifelong learning in engineering education 423 Søren Rosenlund Frimodt-Møller
What is the difference between a group of musicians and a team of engineering students? A
philosophical approach to the problem-based nature of engineering 433 Aharon Gero, Shai Mano-Israeli
Importance assigned by students and teachers to soft skills: The case of a two-year technical
college 446
Birger Gigla, Johannes Weinig
New framework for civil engineering programs in Germany 452
Ester Gimenez-Carbo, María Esther Gómez-Martín, Ignacio Andrés-Doménech
Integrating SDGs into the Bachelor's degree in civil engineering 462 Ester Gimenez-Carbo, Marta Roig Flores, María José Pelufo Carbonell, Pedro Serna Ros
Introducing professional ethics as a soft skill. An example in the civil engineering Bachelor degree
program in Valencia. 474
Darya Golovko
MINTgrün Robotics Lab: Hands-on programming course as part of a university orientation
program 483
Johanna Gonçalves Martin, Florence Graezer Bideau, Eric Hoesli, Marc Laperrouza, Roland Tormey Short-term field study programmes for developing interdisciplinary skills in engineering
education 492
Isa Keller-Andreasen, Poula Helth
Innovating exam designs in lifelong learning. New exam design - Another way of learning 627 Graeme Knowles, Robin Clark, Jane Andrews
Herding cats? Reflections on Colleagues' perceptions of learning & teaching in engineering
education 639
Guri Sivertsen Korpås, Magnus Strøm Kahrs, Trine Højberg Andersen
Peer learning and concept tests in physics 651
Tatiana Kovaleva, Armin Bosten, Maria Brandão, Boglárka Tímea Forgács
The future of universities in a digitalized world from a STEM students’ perspective 658 Nárcisz Kulcsár, Éva Feketéné Szakos
Rediscovering visualization – Towards an up-to-date conceptual framework for promoting
learning of mathematics in engineering education 667
Marc Laperrouza
Use of team contracts as a reflexive tool in an interdisciplinary project-based learning context 680 Mariana Leandro Cruz, Darren Carthy, Sofie Craps
Communication activity implementation over three engineering universities: values and
challenges 689
Minna Maarit Leppänen, Pirjo Helena Kuula
Experiences from collaborative online education for degree and further education on circular
economy 699
Richard James Lewis, Timothy David Drysdale
Simulation of research-grade physics, chemistry, and engineering experiments in LabVIEW as a
flexible template for remote laboratories 710
Joerg Longmuss, Benjamin Hoehne
Agile learning in continuing education. Learning structures and materials for Work Based
Learning 726
Jorge Mendonça, Carla Pinto, Susana Nicola
Effectiveness of active-learning methodologies in Math Courses for Engineering Students 755 Diana Mesquita, Tatiana Salimova, Elena Soldatova, Shohrukh Atoev, Rui M. Lima
What can be recommended to engineering teachers from the analysis of 16 European teaching
and learning best practices? 770
Maisa Tuulikki Mielikäinen, Juhani Angelva, Tauno Tepsa
From customer projects to ECTS 780
Alexander Mittelstädt, Andrei Schliwa
Student activation in curriculum „Physics for engineers“ 787
György Molnár, Zoltán Szuts, Beáta Orosz
From drawings to digital devices - Additives to the history of content and methodological
development of engineer training in Hungary 795
Krisztina Nagy
Critical media literacy in the engineering education 805
Johanna Naukkarinen, Mikko Kuisma, Heikki Järvisalo
Hands-on work in a web-based Basic Electronics course 817
Swetha Nittala, Brent Jesiek
Engineer to manager work-role transition: A single case narrative 825 Domhnall Ó Sioradáin, Michael Carr, Lynn Van den Broeck
Mind games: An investigation into the response of Irish engineering students to a mindset
intervention 835
Desen Ozkan, Diana Bairakatrova, Michele Eodice
Reframing engineering creativity through meaningful interdisciplinary writing 843 Irina Viktorovna Pavlova, Phillip Albert Sanger
Student assessed impact of active learning methods and androgogy 851 Marcel Pelz, Martin Lang, Yasemin Özmen, Jörg Schröder, Felix Walker, Ralf Müller
Interactive online modules - Impacting the individual learning success in engineering mechanics? 862 Nicolas Peyret, Sylvain Courtois, Gael Chevallier
Combined project-based learning and teacher-practical demonstrations to help acquire global
engineering skills 871
Isa Keller-Andreasen, Poula Helth
Innovating exam designs in lifelong learning. New exam design - Another way of learning 627 Graeme Knowles, Robin Clark, Jane Andrews
Herding cats? Reflections on Colleagues' perceptions of learning & teaching in engineering
education 639
Guri Sivertsen Korpås, Magnus Strøm Kahrs, Trine Højberg Andersen
Peer learning and concept tests in physics 651
Tatiana Kovaleva, Armin Bosten, Maria Brandão, Boglárka Tímea Forgács
The future of universities in a digitalized world from a STEM students’ perspective 658 Nárcisz Kulcsár, Éva Feketéné Szakos
Rediscovering visualization – Towards an up-to-date conceptual framework for promoting
learning of mathematics in engineering education 667
Marc Laperrouza
Use of team contracts as a reflexive tool in an interdisciplinary project-based learning context 680 Mariana Leandro Cruz, Darren Carthy, Sofie Craps
Communication activity implementation over three engineering universities: values and
challenges 689
Minna Maarit Leppänen, Pirjo Helena Kuula
Experiences from collaborative online education for degree and further education on circular
economy 699
Richard James Lewis, Timothy David Drysdale
Simulation of research-grade physics, chemistry, and engineering experiments in LabVIEW as a
flexible template for remote laboratories 710
Joerg Longmuss, Benjamin Hoehne
Agile learning in continuing education. Learning structures and materials for Work Based
Learning 726
Raffaella Manzini, Luca Oneto, Linda Ponta, Gloria Puliga, Carlo Noè
Studying innovation with patents and machine learning algorithms: a laboratory for engineering
students 735
Tomoko Maruyama, Masahiro Inoue
Peer Reflection using an e-portfolio improves students’ leadership behavior 745
Despoina Pourtoulidou, Fabian Steger, Uli Burger, Harald Göllinger, Ludwig König, Erwin Obermeier, Hans-Georg Schweiger, Andreas Frey
Mission-framed Project-Based Learning: integrating an electric powertrain into a motor glider 879 Shuyu Qi
“Washington Accord” graduate attributes and its implication for the engineers’ development in
China's local universities and colleges 889
Diogenes Reyes-Viviescas, Esther Ventura-Medina, Anthony Anderson, Cristina Mio
Development of learner autonomy in student-centred learning environments in engineering 899 Uta Riedel, Sven Jakobtorweihen, Sara Bornhöft
Curricular network analysis 909
Jorge Rodriguez, Diana Bairaktarova
Application of data analytics on improvements in standarized visualization test scores 917 Luis Manuel Roseiro
Project in mechanical engineering, an experience in the involvement of students in the
development of biomechanical devices in partnership with paralympic athletes 926 Lotta Saarikoski, Svetlana Rybushkina
Developing tolerance for ambiguity and uncertainty by interdisciplinary intensive courses 936 Andres F. Salazar-Gomez, Aikaterini Bagiati, Hazel L. Sive
Designing a program on Data Science while supporting faculty capacity building in Latin America 944 L. M. Sánchez Ruiz, I. Salinas, M. H. Giménez, J. A. Monsoriu, J. A. Sans
Smartphones: a new approach to the parallel-axis theorem 953
Adriaan Herman Schelling, Jesper Molin
Umbrella courses at a BEng programme in civil engineering at the Technical University of
Denmark 959
Florian Schmidt, Johannes Ohlemacher, Vincent Hennig, Odej Kao, Jan Nordholz
Alan Seatwo
Enhancing group work learning with the Individual Peer Assessed Contribution (IPAC) 998 Anna Seidel, Franziska Weidle, Claudia Boerner, Lukas Flagmeier, Jonas Vossler
Dealing with diversity – Co-designing a game-based learning scenario in engineering studies 1010 Virginie Servant-Miklos, Aida Guerra
Examining exemplarity in problem-based engineering education for sustainability 1022 Ferenc Simon, Márta Láng Lázi, Gergo Pokol, Dávid Módos
Science Camp - Science first hand at BME 1033
Ellen Sjoer, van Jeany Beelen-Slijper, Petra Biemans, Frans Jacobs
Cross overs in technology-related jobs 1043
Bjørn Sortland, Hanne Løje
Implementing 21st century skills in education at NTNU and DTU 1054 Thomas William Staley, Diana Bairaktarova, Stephen Biscotte, Samuel Snyder
The ethical culture of a U.S. research university in transition: understanding, and working with,
undergraduate curriculum change in a complex pedagogical community 1064 Harri Sten, Tero Ahtee, Ulla-Talvikki Virta
Scrumban learning – agile, lean and transparent framework for practical learning experience 1074 Charlotte Stisen Flyger, Niels Kjaersgaard
Understanding and evaluating a business case and improving interdisciplinary competences
among Bachelor of Engineering students 1087
Carsten Strauch, Pierre Sabrowski, Sabine Przybilla, Claudia Heller, Christian Oertel, Paul Uwe Thamsen
Industry-oriented Fluid Mechanics Project Laboratory (WiSPr) as part of the MINTgrün
orientation studies at TU Berlin 1096
Voicu Ion Sucala, Sean Carroll, Corrina Zoey Cory
A new model of entrepreneurship education for engineering students 1107 Sami Suhonen, Hanna Kinnari-Korpela
Using Moodle data for early warning of dropping out 1113
Jaana Suviniitty, Maria Clavert
Attracting female adolescents into STEM studies – where’s the beef? 1123 Despoina Pourtoulidou, Fabian Steger, Uli Burger, Harald Göllinger, Ludwig König, Erwin Obermeier,
Hans-Georg Schweiger, Andreas Frey
Mission-framed Project-Based Learning: integrating an electric powertrain into a motor glider 879 Shuyu Qi
“Washington Accord” graduate attributes and its implication for the engineers’ development in
China's local universities and colleges 889
Diogenes Reyes-Viviescas, Esther Ventura-Medina, Anthony Anderson, Cristina Mio
Development of learner autonomy in student-centred learning environments in engineering 899 Uta Riedel, Sven Jakobtorweihen, Sara Bornhöft
Curricular network analysis 909
Jorge Rodriguez, Diana Bairaktarova
Application of data analytics on improvements in standarized visualization test scores 917 Luis Manuel Roseiro
Project in mechanical engineering, an experience in the involvement of students in the
development of biomechanical devices in partnership with paralympic athletes 926 Lotta Saarikoski, Svetlana Rybushkina
Developing tolerance for ambiguity and uncertainty by interdisciplinary intensive courses 936 Andres F. Salazar-Gomez, Aikaterini Bagiati, Hazel L. Sive
Designing a program on Data Science while supporting faculty capacity building in Latin America 944 L. M. Sánchez Ruiz, I. Salinas, M. H. Giménez, J. A. Monsoriu, J. A. Sans
Smartphones: a new approach to the parallel-axis theorem 953
Adriaan Herman Schelling, Jesper Molin
Umbrella courses at a BEng programme in civil engineering at the Technical University of
Denmark 959
Florian Schmidt, Johannes Ohlemacher, Vincent Hennig, Odej Kao, Jan Nordholz
Case study: Visualizing computer system programming concepts for education 970 Kirsten Schmidt, Mette Alberg Mosgaard
How students and companies learned sustainability in mutual Problem Based Learning loops 980 Katriina Schrey-Niemenmaa, Mervyn Jones
‘Quo Vadis’ engineering education? 990
Brad Tabas, Klara Kövesi
Complex thinking for diversity, attractiveness, and sustainability 1139 Alexandra Tamás, Tamás Koltai
Performance evaluation of university students participating in a simulation game with data
envelopment analysis (DEA) 1149
Mikiko Sode Tanaka
A case of project type education in Kosen: Development of a predicting system of harvest time
and tomato yield 1163
Gareth Thomson
What elements of engineering curricula do graduates really value? – A reflective survey 1173 Trond Morten Thorseth, Magnus Strøm Kahrs
On the illusion of knowledge 1183
Tuomas Kullervo Tiainen, Kaur Jaakma, Panu Juhani Kiviluoma, Raine Aimo Aleksi Viitala, Petri Olavi Kuosmanen
An automatic assessment system for CAD education 1190
Juho Tiili
Introductory engineering physics as learning environment for engineering skills 1201 Hsiao-Ping Tsai, Chin-Yu Wen
Developing innovative interdisciplinary engineering education with IoT technologies 1210 Tun Zaw Tun Zaw, Anikó Kálmán
Lifelong Learning in a (self)complex: monitor; reflect; directed learning situation 1222 Heikki Tapani Valmu, Eero Kupila, Raisa Kallio
Analysis of the significantly improved results after the implementation of a major pedagogic
reform in an engineering degree programme 1232
Wim Van Petegem, Dena Lang
Cornelise Vreman - de Olde, Chris Rouwenhorst, Janneke Alers, Jan van der Veen
E-learning on the lab with lab education software. Deeper learning & more efficiency? 1261 Jr-Ping Wang, Wen-Ling Hong
Set sail from the Old Sea? Naval architecture education in the wave of new generation learning 1271 Wei Yao, Zhaowei Chu, Shunshun Hu
Global competence of Chinese engineers in Belt and Road initiative -- An exploratory study
based on grounded theory 1277
Iryna Yustyk
Analysis of services for the project activity under the blended learning setting 1286 Imane Zergout, Souad Ajana, Soumia Bakkali, Catherine Adam
Systemic approach to address complexity in the training of engineers in innovation and
creativity: Modelling the process of implementing innovative projects 1296 Sisi Zhang, Yixia Zhao, Runqiang Wang, Yiyuan Tao, Qi Zhang
Application of continuing engineering education talent training model and mixed learning model
based on the construction of "Intelligent Chinese Academy of Sciences" in lifelong education 1307 Yixia Zhao, Yiyuan Tao, Kun Jin, Runqiang Wang
Practical research on the lifelong learning model of the largest scientific research institution in
China 1319
Gyula Zilahy, Ágnes Zsóka
Innovative methods of teaching sustainable development 1329
Research papers
Ashish Agrawal, Margaret Blackie, Renee Smit
An exploration of the second year students’ engineering way of thinking 1343 Luís Alves, Dušan Gajic, Pedro Rangel Henriques, Vladimir Ivancevic, Maksim Lalic, Ivan Lukovic,
Maria João Varanda Pereira, Srdan Popov, Paula Correia Tavares
Student entrance knowledge, expectations, and motivation within introductory programming
courses in Portugal and Serbia 1354
Una Beagon, Brian Bowe
A demographic picture of academics teaching on engineering programmes in Ireland and their
approaches to teaching (ATI) 1364
Brad Tabas, Klara Kövesi
Complex thinking for diversity, attractiveness, and sustainability 1139 Alexandra Tamás, Tamás Koltai
Performance evaluation of university students participating in a simulation game with data
envelopment analysis (DEA) 1149
Mikiko Sode Tanaka
A case of project type education in Kosen: Development of a predicting system of harvest time
and tomato yield 1163
Gareth Thomson
What elements of engineering curricula do graduates really value? – A reflective survey 1173 Trond Morten Thorseth, Magnus Strøm Kahrs
On the illusion of knowledge 1183
Tuomas Kullervo Tiainen, Kaur Jaakma, Panu Juhani Kiviluoma, Raine Aimo Aleksi Viitala, Petri Olavi Kuosmanen
An automatic assessment system for CAD education 1190
Juho Tiili
Introductory engineering physics as learning environment for engineering skills 1201 Hsiao-Ping Tsai, Chin-Yu Wen
Developing innovative interdisciplinary engineering education with IoT technologies 1210 Tun Zaw Tun Zaw, Anikó Kálmán
Lifelong Learning in a (self)complex: monitor; reflect; directed learning situation 1222 Heikki Tapani Valmu, Eero Kupila, Raisa Kallio
Analysis of the significantly improved results after the implementation of a major pedagogic
reform in an engineering degree programme 1232
Wim Van Petegem, Dena Lang
Enriching learning experiences for students to enhance their engineering competences across
cultures and nations 1243
Julie Vermeersch
Developing an instrument to monitor educational quality culture 1251
Una Beagon, Brian Bowe
A phenomenographic study to investigate what we mean by the term “Professional Skills” –
preliminary findings 1376
Una Beagon, Darren Carthy, Brian Bowe
Graduate engineering skills: A literature review & call for rigorous methodological approaches 1387 Szabolcs Berezvai, Zsófia Pálya, Áron Hives, Dániel Horváth, Brigitta Szilágyi
Innovative monitoring of study time and performance and its efficiency in first semester
Calculus course for engineers 1395
Jonte Bernhard, Anna-Karin Carstensen
Learning of complex concepts – Engineering students’ developing epistemic fluency in an
electric circuit theory course 1405
Anders Melbye Boelt, Nicolaj Riise Clausen, Lykke Brogaard Bertel
A comparative curriculum analysis of two PBL engineering programs 1415 Gunter Bombaerts, Karolina Doulougeri, Nienke Nieveen
Quality of ethics education in engineering programs using Goodlad’s curriculum typology 1424 Marco Braga, Carlos Schettini
Collective intelligence in robotics labs: Mapping the flows of information 1437 Suzanne Hallenga Brink, Fredrik Georgsson, Gareth Thomson, Miranda de Hei, Ellen Sjoer, Wilfried
Admiraal
Mapping curricular changes in European engineering education 1447 Ulrike Bulmann, Sara Bornhöft, Dorothea Ellinger
Barriers and facilitating factors for research-based learning in engineering. A multi-perspective
approach 1458
Lise Busk Kofoed, Lars Birch Andreasen, Jon Ram Bruun Pedersen, Nanna Svarre Kristensen
Integration of courses and projects - disrupting the traditional PBL semester structure 1469
Sofie Craps, Maarten Pinxten, Heidi Knipprath, Greet Langie
Exploring congruency between engineering students’ professional role preference,
competences and career choice 1506
Sofie Craps, Maarten Pinxten, Greet Langie
Industry validation of a Professional Roles Model to promote engineering employability 1519 Elmar Dammann, Julia Waldeyer, Jens Fleischer, Joachim Wirth, Detlev Leutner, Martin Lang
Predictors of study success for students of civil engineering at the beginning of their studies 1531 Hannes Englert, Corinna Schmaußer, Gerhard Müller
Peer review procedures in higher education applied to engineering studies 1541 Maria del Pilar Garcia Souto, Yassine Azma, Grammenos Ryan, Kador Thomas, Striolo Cicely,
Whyndham Matt, Vogel Mira, Richardson Mary, Gibson Adam, Britton Jane, Robinson Tristan, Hughes Gwyneth
Individual peer assessment of contribution to group work (IPAC): Key points and
recommendations 1553
Laura Gelles, Kate Youmans, Idalis Villanueva
Sparking action: How emotions fuel or inhibit advocacy around hidden curriculum in engineering 1566 Tom Goldfinch, John Vulic, Elyssebeth Leigh, Keith Willey
Student perceptions of complexity in engineering education 1576 Giovanna Leticia Gómez Anguiano, María Fernanda Mendoza Cantú
She vs. She: are female Mexican engineering students "real women"? 1585 Ryan Grammenos, Pilar Garcia Souto, Isobel Chester, Lucia Albelda Gimeno
Peer assessment of individual contribution in group work: a student perspective 1594 Wouter Groeneveld, Joost Vennekens, Kris Aerts
Software engineering education beyond the technical: A systematic literature review 1607 Cécile Hardebolle, Patrick Jermann, Francisco Pinto, Roland Tormey
Impact of a learning analytics dashboard on the practice of students and teachers 1622 Rachel Harding, Gavin Duffy, Brian Bowe
An Investigation of first year physics students’ ability and anxiety: The relationship between physics conceptual understanding, geometric thought, spatial reasoning ability and mathematics
and spatial anxiety 1633
Una Beagon, Brian Bowe
A phenomenographic study to investigate what we mean by the term “Professional Skills” –
preliminary findings 1376
Una Beagon, Darren Carthy, Brian Bowe
Graduate engineering skills: A literature review & call for rigorous methodological approaches 1387 Szabolcs Berezvai, Zsófia Pálya, Áron Hives, Dániel Horváth, Brigitta Szilágyi
Innovative monitoring of study time and performance and its efficiency in first semester
Calculus course for engineers 1395
Jonte Bernhard, Anna-Karin Carstensen
Learning of complex concepts – Engineering students’ developing epistemic fluency in an
electric circuit theory course 1405
Anders Melbye Boelt, Nicolaj Riise Clausen, Lykke Brogaard Bertel
A comparative curriculum analysis of two PBL engineering programs 1415 Gunter Bombaerts, Karolina Doulougeri, Nienke Nieveen
Quality of ethics education in engineering programs using Goodlad’s curriculum typology 1424 Marco Braga, Carlos Schettini
Collective intelligence in robotics labs: Mapping the flows of information 1437 Suzanne Hallenga Brink, Fredrik Georgsson, Gareth Thomson, Miranda de Hei, Ellen Sjoer, Wilfried
Admiraal
Mapping curricular changes in European engineering education 1447 Ulrike Bulmann, Sara Bornhöft, Dorothea Ellinger
Barriers and facilitating factors for research-based learning in engineering. A multi-perspective
approach 1458
Lise Busk Kofoed, Lars Birch Andreasen, Jon Ram Bruun Pedersen, Nanna Svarre Kristensen
Integration of courses and projects - disrupting the traditional PBL semester structure 1469 Darcie Christensen, Tarique Khan, Idalis Villanueva, Jenefer Husman
Stretched too much? A case study of engineering exam-related predicted performance,
electrodermal activity, and heart rate 1481
Robin Clark, Jane Andrews, Roger Penlington, Graeme Knowles
Fit for purpose? Engineering educators, teacher training and engineering scholarship. 1493
Jette Egelund Holgaard, Anette Kolmos
Progression in PBL competences 1643
Anikó Kálmán, Emoke Nyéki
Preferred competences by the labor market in the opinion of higher education students 1653 Anette Kolmos, Lena Gumaelius
Future engineering education: where are we heading? 1663
Susanne Kullberg, Dan Paulin
Industry advisory board members’ contributions to engineering education program development
- a case study 1673
Samuel Brüning Larsen, Niels Christian Kjærsgaard, Per Valentin Bigum, Peter Jacobsen
Understanding how students learn in project-based courses 1684
Tuoyu Li, Yujie Wang, Chen Li, Wei Wu
A systematic literature review of China's new engineering education 1694 Joyce Main, Susan Lord, Catherine Mobley, Catherine Brawner, Michelle Camacho, Christina Pantoja
Military veterans’ pathways from high school to postsecondary engineering education 1721 Joyce Main, Yanbing Wang
The career pathways of engineering PhDs 1732
Diana Adela Martin, Eddie Conlon, Brian Bowe
Engineering education, split between two cultures: an examination into patterns of
implementation of ethics education in engineering programmes in Ireland 1742 Michael Meijers, Peter Verkoeijen
The relationship between ICT based formative assessment and academic achievement in a
Mechanics of Materials course 1753
Lueny Morell, Uriel Cukierman, Eduardo Vendrell-Vidal, Rosa Buxeda, Wilson Rivera-Gallego, Harold Sjursen, Laureano Correa, Maria Guzmán, Juan Palmieri, Lorenzo Saliceti
Homero Murzi, Maia Greene-Havas, Johnny Woods
Understanding international students' barriers in their first-year at a U.S. university 1783 Marcell Nagy, Roland Molontay, Mihály Szabó
A web application for predicting academic performance and identifying the contributing factors 1794 Swetha Nittala, Shiloh James Howland, Brent K Jesiek
Changes in perceptions of ethical climate among undergraduate engineering students 1807 Charlotte Oude Alink, Jolanthe Schretlen, Tom Thomas, Thelma Stobbelaar
Making engineering students think about their study approaches 1817 Grace Panther, Sheryl Sorby, Norman Loney
Rural Locations Modify Socioeconomic Status Differences in Spatial Visualisation 1827 Sjoerd Peters, Stephan Corporaal, Milan Wolffgramm, Kristy McGovern
Preparing technicians for the 4th industrial revolution 1835
Veli-Pekka Pyrhonen, Sonja Niiranen, Eila Pajarre
Engineering graduates’ development of expertise and skills –views from academic stakeholders 1851 Henrik Worm Routhe, Pia Bøgelund
Retaining students at Aalborg University. How are we successfully reteining students? Case:
Interaction design (IxD) 2014 - 2019 1861
Kjell Erik Reinhold Staffas, Steffi Knorn
Adaptation of teaching and assessment to students' ambition levels 1873 Tanya Stanko, Elena Chernyshkova, Oksana Zhirosh
Expert views on interdisciplinarity in engineering educacion for design of a new modern
University 1882
Fabian Steger, Alexander Arbesmeier, Alexander Nitsche, Katja Brade, Hans-Georg Schweiger, Iouri Belski
Laboratory learning: influence of the perceived laboratory mode on learning outcomes 1897 Natascha Strenger
Recruiting international talent: The importance of language skills for career perspectives of
foreign engineering students in Germany 1908
Voicu Ion Sucala
Mission (im)possible? Teaching social sciences to engineering students 1916 Jette Egelund Holgaard, Anette Kolmos
Progression in PBL competences 1643
Anikó Kálmán, Emoke Nyéki
Preferred competences by the labor market in the opinion of higher education students 1653 Anette Kolmos, Lena Gumaelius
Future engineering education: where are we heading? 1663
Susanne Kullberg, Dan Paulin
Industry advisory board members’ contributions to engineering education program development
- a case study 1673
Samuel Brüning Larsen, Niels Christian Kjærsgaard, Per Valentin Bigum, Peter Jacobsen
Understanding how students learn in project-based courses 1684
Tuoyu Li, Yujie Wang, Chen Li, Wei Wu
A systematic literature review of China's new engineering education 1694 Joyce Main, Susan Lord, Catherine Mobley, Catherine Brawner, Michelle Camacho, Christina Pantoja
Military veterans’ pathways from high school to postsecondary engineering education 1721 Joyce Main, Yanbing Wang
The career pathways of engineering PhDs 1732
Diana Adela Martin, Eddie Conlon, Brian Bowe
Engineering education, split between two cultures: an examination into patterns of
implementation of ethics education in engineering programmes in Ireland 1742 Michael Meijers, Peter Verkoeijen
The relationship between ICT based formative assessment and academic achievement in a
Mechanics of Materials course 1753
Lueny Morell, Uriel Cukierman, Eduardo Vendrell-Vidal, Rosa Buxeda, Wilson Rivera-Gallego, Harold Sjursen, Laureano Correa, Maria Guzmán, Juan Palmieri, Lorenzo Saliceti
Was it worth it? Results of an engineering educator capacity building program 1763 Romain Moulignier, Maryse Gille, Klara Kovesi
Take the way of excellence! What makes French engineering schools so attractive for talented
students? 1773
Nanna Svarre Kristensen, Lars Birch Andreasen, Lise Busk Kofoed, Jon Ram Bruun-Pedersen
Balancing a change management process - A case study of how to approach curriculum change
in higher education 1926
Brigitta Szilágyi, Gábor Hornyánszky, Szabolcs Berezvai, Áron Hives, Dániel Horváth
Novel prediction test for freshmen at BME, Faculty of Chemical Technology and Biotechnology 1937 Pedro Joao Uetela
The dynamics of Higher Education in Mozambique and interplay with the working market: The
contribution of Engineering, Humanities and Social Sciences 1948 Daniela Velichová, Jana Gabková
EduScrum method in teaching mathematics to engineering students 1962 Ilmars Viksne, Janis Eriks Niedritis, Santa Puskarjova, Antoine Lanthony, Mohamed El Idrissi,
Athanassios Mihailidis, Françoise Côme, Mireille Dunez-Simon, Thomas Jouanlanne
Analysis of estimated useful and mandatory engineering skills for innovative product design 1972 Irene Visscher-Voerman, Karin Brouwer-Truijen, Cindy Poortman
Developing interdisciplinary engineering education: The role of educational leadership 1983 Irene Visscher-Voerman, Kariene Woudt-Mittendorff, Erwin van Harmelen
Interdisciplinary project-led engineering education: the coaching role of the tutor 1996 Caroline Wehrmann, Maartje Van den Bogaard
Living labs: dealing with uncertainty in solving complex problems 2009 Hannu Johannes Ylinen, Tero Juuti
Design methods for ICT-supported courses: a literature review 2019
Workshops
László Csaba Ábrahám
Hungarian industry-university showcases 2030
Becky Bergman, Anthony Norman
Making the culturally diverse classroom work: activities for successful groups 2036 Gunter Bombaerts, Diana Adela Martin
Developing Case Studies for Engineering Ethics Instruction 2039 Tinne De Laet
Recent References in Engineering Education Research 2042
Joe Diaz, Claudia Urrea, Aikaterini Bagiati
Developing hands-on learning approaches to math and physics in K-12 level learning 2043 Kristina Edström, Lisa Benson, John Mitchell, Jonte Bernhard, Maartje van den Bogaard, Adam
Carberry, Shannon Chance
Reviewing for Engineering Education Journals 2046
Claes Fredriksson, Abbie Fung
Life-Cycle Engineering and Sustainability in the Classroom: Tackling the Issue of Plastic Waste 2049 Sara Grex, Hanne Løje
Group formation processes in large classes with focus on student motivation and ownership 2051 Lena Gumaelius, Anette Kolmos
The Future Engineer 2054
Paula Kelly Hannon, Damon Berry, Shannon Chance, Mick Core, Frank Duignan
Physical Computing: A low-cost project-based approach to engineering education 2056 Péter Kovács
The Medvematek Project and the Smart Trails application 2059
Volker Kraft
Teaching Problem Solving To Engineers In The Era Of Big Data And Industry 4.0 2061 Errol la Grange, Anthony Smith, Soma Chakrabarti
Engineering Our Way to a Sustainable Future Together 2062
Marc Laperrouza
Finding common ground in cross-boundary collaboration 2065
Nanna Svarre Kristensen, Lars Birch Andreasen, Lise Busk Kofoed, Jon Ram Bruun-Pedersen
Balancing a change management process - A case study of how to approach curriculum change
in higher education 1926
Brigitta Szilágyi, Gábor Hornyánszky, Szabolcs Berezvai, Áron Hives, Dániel Horváth
Novel prediction test for freshmen at BME, Faculty of Chemical Technology and Biotechnology 1937 Pedro Joao Uetela
The dynamics of Higher Education in Mozambique and interplay with the working market: The
contribution of Engineering, Humanities and Social Sciences 1948 Daniela Velichová, Jana Gabková
EduScrum method in teaching mathematics to engineering students 1962 Ilmars Viksne, Janis Eriks Niedritis, Santa Puskarjova, Antoine Lanthony, Mohamed El Idrissi,
Athanassios Mihailidis, Françoise Côme, Mireille Dunez-Simon, Thomas Jouanlanne
Analysis of estimated useful and mandatory engineering skills for innovative product design 1972 Irene Visscher-Voerman, Karin Brouwer-Truijen, Cindy Poortman
Developing interdisciplinary engineering education: The role of educational leadership 1983 Irene Visscher-Voerman, Kariene Woudt-Mittendorff, Erwin van Harmelen
Interdisciplinary project-led engineering education: the coaching role of the tutor 1996 Caroline Wehrmann, Maartje Van den Bogaard
Living labs: dealing with uncertainty in solving complex problems 2009 Hannu Johannes Ylinen, Tero Juuti
Design methods for ICT-supported courses: a literature review 2019
Workshops
László Csaba Ábrahám
Hungarian industry-university showcases 2030
Albert Aslan
Digital learning management systems to raise engineering students' active participation and understanding: Use cases of Socrative, Matlab Grader, and Kahoot Software in Mechatronics
education 2034
Mariana Leandro Cruz, Gillian N. Saunders-Smits
Teaching other Communication Skills than Writing and Presenting – A Take Home Workshop
created as part of the PREFER Project 2067
Jeroen Lievens
Research in (Inter)Action. Collaboratively Exploring the Potential of the "Action Research"
Framework for Engineering Education 2069
Alisa Jeanne Lochner, Marloes Luttikhuis
Exploring the future of digital testing: How can multiple-choice and closed questions play a role
in engineering education? 2072
Mike Miminiris, Shannon M. Chance, Inês Direito
Understanding qualitatively different experiences of learning in Engineering: Variation as a
learning tool 2074
Joao Miguel Moita
Students’ involvement in Engineering Education development 2078 Lueny Morell, Eduardo Vendrell-Vidal
Design Thinking – the Way to Teach Design in Engineering Education 2080 Araceli Queiruga-Dios María Jesús Santos Sánchez, Ascensión Hernández Encinas
Green Logistics: Another engineering is possible 2082
Gillian N. Saunders-Smits, Maartje E.D. van den Bogaard
Inclusiveness of Neurodiverse Students in Engineering Education Curriculum Design and Delivery 2084 Kirsten Schmidt, Ana Afonso, Joao Sampaio, Elena Mulet, Maria Kalleitner-Huber
KATCH UP! Integrating circular economy in engineering education through playing a board game 2096 Katriina Schrey-Niemenmaa, Klara Kövesi
Attractiveness of engineering schools in Europe 2099
Gabriella Tarján, Anikó Pluzsik
Juho Tiili
Sharing Good Practices for Enhancing Introductory Physics Learning 2106 Natascha van Hattum-Janssen, Maaike Endedijk
An engineering curriculum or a curriculum to shape engineers? 2107 Ilmars Viksne, Santa Puskarjova, Antoine Lanthony, Mohamed El Idrissi, Athanassios Mihailidis,
Françoise Côme, Mireille Dunez-Simon, Thomas Jouanlanne
EBCC Model: The Sustainable Partnership Model among Universities, Communities and Industry 2111 Ilmars Viksne, Santa Puskarjova, Antoine Lanthony, Mohamed El Idrissi, Athanassios Mihailidis,
Françoise Côme, Mireille Dunez-Simon, Thomas Jouanlanne
EBCC Model: Rapid Prototyping Role for Acquiring Practical Skills in Product Design Engineering 2114
Committees and Reviewers
Committees 2118
Reviewers 2120
Mariana Leandro Cruz, Gillian N. Saunders-Smits
Teaching other Communication Skills than Writing and Presenting – A Take Home Workshop
created as part of the PREFER Project 2067
Jeroen Lievens
Research in (Inter)Action. Collaboratively Exploring the Potential of the "Action Research"
Framework for Engineering Education 2069
Alisa Jeanne Lochner, Marloes Luttikhuis
Exploring the future of digital testing: How can multiple-choice and closed questions play a role
in engineering education? 2072
Mike Miminiris, Shannon M. Chance, Inês Direito
Understanding qualitatively different experiences of learning in Engineering: Variation as a
learning tool 2074
Joao Miguel Moita
Students’ involvement in Engineering Education development 2078 Lueny Morell, Eduardo Vendrell-Vidal
Design Thinking – the Way to Teach Design in Engineering Education 2080 Araceli Queiruga-Dios María Jesús Santos Sánchez, Ascensión Hernández Encinas
Green Logistics: Another engineering is possible 2082
Gillian N. Saunders-Smits, Maartje E.D. van den Bogaard
Inclusiveness of Neurodiverse Students in Engineering Education Curriculum Design and Delivery 2084 Kirsten Schmidt, Ana Afonso, Joao Sampaio, Elena Mulet, Maria Kalleitner-Huber
KATCH UP! Integrating circular economy in engineering education through playing a board game 2096 Katriina Schrey-Niemenmaa, Klara Kövesi
Attractiveness of engineering schools in Europe 2099
Gabriella Tarján, Anikó Pluzsik
Gathering and sharing new methods and techniques to apply 21st century pedagogy in
engineering education 2101
Jussi-Pekka Teini, Ellen Heikkilä
Empowering Teachers to Climate Action 2105
SEFI 2019
47 th Annual Conference
SEFI — EUROPEAN SOCIETY
FOR ENGINEERING EDUCATION
SEFI is the largest network of higher engineering education institutions (HEIs) and educators in Europe.
Created in 1973, SEFI is an international non-profit organisation aiming to support, promote and improve European higher engineering education, enhancing the status of both engineering education and engi- neering in society.
SEFI is an international forum composed of higher engineering education institutions, academic staff and teachers, students, related associations and companies present in 48 countries. Through its membership and network, SEFI reaches approximately 160.000 academics and 1.000.000 students. SEFI represents more than four decades of passion, dedication and high expertise in engineering education through ac- tions undertaken according to its values: engagement and responsibility, respect of diversity and different cultures, institutional inclusiveness, multidisciplinary and openness, transparency, sustainability, creativity and professionalism. SEFI formulates ideas and positions on engineering education issues, influences en- gineering education in Europe, acts as a link between its members and European and worldwide bodies, contributes to the recruitment of good students whilst always promoting an international dimension in engineering curricula.
Our activities: Annual scientific conferences, annual conventions for engineering deans, ad hoc seminars/
workshops organised by our working groups and special committees, scientific publications (incl. the bi-monthly European Journal of Engineering Education), European projects under ERASMUS + and Hori- zon2020, position papers, European debates, cooperation with other major European and international bodies. The cooperation with partner and sister engineering organisations in Europe and in the world is also one of our priorities.
SEFI is based in Brussels. For further information please visit our website: www.sefi.be or contact office@sefi.be.
Creation is not finished! Roles and expectations for universities keep on changing in the 21st century whilst the mission of science, engineering and higher education remains substantial. Stakeholders expect aca- demia to better promote innovation, reform the knowledge economy, and manage vastly altered student populations.
Turbulence, interdependency and complexity characterize the operating environment which is also influ- enced by socio-cultural-economic, structural and political challenges. Freedom, openness and creativity de- termine the digital economy. Open content and free access to knowledge help keeping collaborative crea- tivity sustainable. New generation of learning technologies and networks are ubiquitous and mobile, which reshape access to and delivery of learning. Cutting edge fields are artificial intelligence, learning self-analyt- ics, adaptive learning, new credentialing, peer learning, user generated content, revolution of assessment.
The themes for the 47th annual conference of SEFI are (but are not limited to) the followings:
• Diversity in Engineering Education?
• Fundaments of Engineering Education: Mathematics and Physics
• Gender, Inclusion and Ethics
• How to detect and attract talents with new generations of learning technologies and networks?
• Impacts of demographics in tertiary education
• Integrated learning environments for the digital native learners
• Lifelong learning
• Network Capital
• New Complexity quest in engineering sciences
• New notions of interdisciplinarity in engineering education
• Open and online teaching and learning
Varietas delectat…
Complexity is the new normality
Industry 4.0 and Diversity in Engineering Education
WELCOME TO THE 47 TH ANNUAL CONFERENCE IN BUDAPEST
16 – 20 SEPTEMBER 2019
At the Budapest University of Technology and Economics, we believe that engineering is the science of the 21st Century. Our University’s 237 years of age is a proof that our science lasts long and with strong roots of classical knowledge, strengths in natural sciences and experience from application we may de- velop it constantly. The proximity to industry and to innovation, along with the ever changing demands of the ecosystem around us requires us to continuously research and discover new educational methodology that follows the needs of the new influx of students.
That is one of the numerous reasons why we are so excited to have the large number of top engineering educators from all the world with us at the 47th SEFI Annual Conference. We intend to receive a greater in- sight on the new trends of engineering education and cutting edge solutions, to learn from each other and to contribute to and debate on the latest achievements in this unique field of knowledge.
I’m delighted to welcome the participants of the 47th SEFI Annual Conference from Europe and from all around the world. We intend to show you Budapest, Hungary and the great traditions of the BME fla- voured with modernity.
BALÁZS VINCE NAGY
SEFI 2019 Conference Chair
Vice-Rector for International Affairs
Budapest University of Technology and Economics
KEYNOTE
SPEAKERS
KEYNOTE SPEAKERS
TIBOR NAVRACSICS
European Commissioner for Education and Sport
Tibor Navracsics is Hungarian. He holds a degree in law and a Doctoral Degree in Political Science (1999) from Eötvös Loránd University (ELTE), where he was Associate Professor at the Faculty of Law and Political Sciences. He has cov- ered a number of political duties in Hungary, such as Member of Parliament and Deputy Prime Minister. In 2014 he was appointed European Commissioner for Education, Culture, Youth and Sport.
VALÉRIA CSÉPE
President of the Hungarian Higher Education Accreditation Committee Valéria Csépe is research professor at the Research Centre of Natural Sciences (RCNS) of the Hungarian Academy of Sciences (HAS), professor of cognitive psychology and neuroscience (Technical University of Budapest, University of Pannonia), and member of the Hungarian Academy of Sciences and the Aca- demia Europaea. Her research focuses on the behavioral and brain correlates of typical and atypical cognitive development from infancy to adulthood. The research group of Neurocognitive Development founded by her at the Brain Imaging Centre of RCNS HAS, investigates brain correlates related to the de- velopment of spoken and sign language, reading acquisition and disorders, spatial navigation, music as well as executive functions and probabilistic learn- ing with various brain and behavior methods.
She served as deputy secretary General of the Hungarian Academy of Scienc- es, elected for two terms (2008 - 2014), being the first female in such a high position there. Between 2012 and 2018 she worked for the strategic commit- tee of the International Council of Science (ICSU) as elected member
and took part in the preparatory works of the International Science Council (merger of ICSU and ISSC). She is president, appointed in 2016 and 2018, of the Hungarian High Education Accreditation Committee. As of 2017 she is principal investigator of the national curriculum redesign and implementation EU project in Hungary, member of the Education 2030 focus group as well as invited expert of the Research Precariat Scoping Group of the OECD.
She has more than 350 publications, including several highly cited papers, jour- nal articles, monographs, edited books, book chapters and conference papers in English and Hungarian.
Abstract
Humans under evolutionary pressure in time of the fourth industrial revolution
The general argument of evolutionary biologists is that humans have evolved in much the same way as all other life on Earth. Mutations in genes from one generation to the next gave rise to new adaptations. The hu- man brain had gone through a remarkable evolution in a short amount of time, e.g. within a few tens of millions of years and resulted in getting bigger and more complex. Several researchers assume that the increasingly social nature of the humans’ environment might require greater cognitive abilities. However, tools of increas- ing complexity, technical and cultural inventions should have also had a great impact on the human brains’
development.
Although it is an evergreen question how our cognitive abilities change with crucial and widely distributed inventions, one of the most challenging one of the recent years is how the fourth industrial revolution may af- fect our abilities, skills, coping potential, and especially our brain. Therefore, the presentation will highlight and elaborate on four related topics:
• Models of cognitive and neural adaptation (print, math and the brain networks)
• Humans under digital pressure (facts, myths, possibilities and limitations)
• Engineers’ impact on the environment and human evolution
• Engineers’ mind (knowledge, creativity, brain networks)
How do we overcome the unfinished evolution in the time of fast and large-scale changes requiring unprec- edented skills? How the human brain’s adaptation capacity should or may change? How our education should evolve? The presentation aims at answering these and several other questions or provoke further ones.
JIAN LIN
Deputy Director of the Center for Engineering Education, Tsinghua University, Beijing, China
Professor Jian Lin is Deputy Director of the Center for Engineering Education (CEE), Tsinghua University. The mission of the CEE is serving Tsinghua and State, including participating in policy-making, the design and implementation of reform programs, and providing the suggestion and advice in engineering education, etc.
He is a Vice- Head of Expert Group for the China “national Plan for Educating and Training Outstanding Engineers (PETOE)”, a key member of Expert Group of the Ministry of Education of China for “Research and Practice for New En- gineering Disciplines”, and an Expert of the Ministry of Education of China for Colleges and University Auditing and Assessment
Professor Lin received his bachelor degree in civil engineering in 1982, master degree in system engineering and management in 1988, and PhD in manage- ment science in 1993 from Lancaster University, UK. He has been a profes- sor since 1997 and had been the Executive Dean of Management School of Beihang University (1996-1998) and the President of Wuyi University (1998- 2007).
As a nationally recognized leading expert in engineering education, Professor Lin has published over 60 academic papers in engineering education. His pa- pers recently published have been cited over 4,000 times and then made him become the most cited author in this field in the past 10 years in China. He has also been rated by a related authority as the most innovative and influential author in higher education in China. In addition, Professor Lin had published in- dependently four influential academic monographs in Chinese.
Abstract
Facing the Future: New Engineering Disciplines Construction in China
China has the largest engineering education scale in the world. Engineering education reform and development is not only a main engine driving China’s higher education towards a great power in its quality, but also a important support to Chinese national strategies. After a brief summary the current situation of engineering education in China and an overview of PETOE (a China’s national Plan for Educating and Training Outstanding Engineers), the keynote will focus on the new engineering disciplines (NEDs) construction, the 2.0 version of PEOTOE, which plays a demonstrating and leading role in the reform and development of China’s higher education and is imple- mented nationwide and guided by Chinese government, including NEDs’ connotation and its construction goal, the government policies and measures to promote NEDs construction, the emphases of NEDs construction for different types of colleges and universities, and the current situation of NEDs construction, etc.
Abstract
Responding the challenges of the Industry of the Future in a unique ecosystem?
Created to respond to the challenges of the first industrial revolution, Arts et Métiers has been able to support the evolution of needs brought about by the electrification of systems and the automation of the production lines. True Institute of Technology offering educational programmes from bachelor to doctorate, Arts and Métiers is today a talent booster for the industry of the future.
In full capacity to respond to the new needs of the territories through its 12 sites in France and strategic alliances on different continents, Arts et Métiers develops a pedagogy around the paradigm Human / Real Industrial / Digital:
- The human, at the center of the educational system, is trained in the acquisition of skills grouped into four blocks: disciplinary, personal and professional, interpersonal as well as trades of the executive or middle man- ager of the industry of the future. With 14 research laboratories, we put first the training through research.
- The real, materialized by 14 technological platforms on an industrial scale, is the construction space of the privileged competence where inductive and deductive pedagogies are alternately deployed. An Arts et Métiers student spends more than half of his time in contact with the industrial real, materializing all the operations of the life cycle of a manufactured product or a production system.
XAVIER KESTELYN
Vice-President for Academic and Student Affairs, School of Engi- neering, Arts et Métiers ParisTech, France
Xavier Kestelyn was born in Dunkirk, France, in 1971. He received the Ph.D. de- gree in electrical engineering from the University of Lille, Lille, France, in 2003.
After ten years as a teacher of electrical engineering in high school, he was an Associate Professor for ten years and is currently a Full Professor of electrical engineering in the Laboratory of Electrical Engineering and Power Electron- ics, Arts et Metiers ParisTech, Lille, France. His research interests include the modeling and control of multiphase drives and new power grids with a high penetration of power electronic converters.
He is currently the Vice-President for Academic and Student Affairs, School of Engineering, Arts et Métiers ParisTech, composed of 8 campuses with 6000 students and a 400 people teaching staff.
CONCEPT
ORDERED ALPHABETICALLY
BY LEADING AUTHOR
Interdisciplinary Education:
a case study at the University of Twente
D. Kuiphuis-Aagten1 Educational Advisor
University of Twente, Netherlands E-mail: d.aagten@utwente.nl
K.M.J. Slotman Educational Advisor University of Twente, Enschede E-mail: k.m.j.slotman@utwente.nl
M.A.J. MacLeod Assistant Professor University of Twente, Enschede E-mail: m.a.j.macleod@utwente.nl
Conference Key Areas: New notions of interdisciplinarity in engineering education Keywords: interdisciplinary learning, interdisciplinary education design, interdisciplinary skills
ABSTRACT
The ability to cross boundaries is considered fundamental to the ability of scientists, engineers and others to solve modern real-world problems. As with other educational fields engineering higher education needs to find suitable interdisciplinary approaches to meet these requirements. While there is much current study of interdisciplinary learning it remains a challenge to formulate general strategies for implementing interdisciplinary education in a way that students become skilled collaborative problem-solvers. At the University of Twente there are currently opportunities to explore different responses educators have to this challenge, through the study of the High Tech Human Touch minors: a programme which offers minor courses to meet interdisciplinary learning objectives. This case study performs a comparison between the 10 HTHT minor courses relying on the education model ADDIE, to elicit similarity and diversity, and related challenges, with respect to how instructors in each course have responded to their interdisciplinary task. To make this comparison the student-perspective has been taken into account through interviews and evaluations, in addition to desk-research and semi-structured interviews with teachers. In current literature there is little information about how students perceive interdisciplinary education, yet such information can help understand the complexity needed for an
1 INTRODUCTION
Modern engineers are expected to possess professional skills, but also the ability to operate across disciplinary boundaries in order to overcome contemporary and future challenges which cross those boundaries [1]. As such universities across the world are putting more emphasis on interdisciplinary programmes to educate students in the hope that they acquire those skills. Literature reveals that there are different strategies with respect to how interdisciplinary education can be organized. For example, an educational programme may include study material from other disciplines in its own discipline [2], or an educational programme can be set up in a way that the population of students in the course consists of students from multiple disciplines [3].
Nevertheless, there is at present a lack of concrete differentiation and categorization of the different interdisciplinary learning course structures applied in educational programmes. Mostly interdisciplinarity is conceptualized these days in terms of collaborative skills or the ability to integrate disciplines through the agency of collaboration [4].2 Additionally, there is not much reported on interdisciplinary programmes in which there is a combination of engineering disciplines and social sciences [5]. This is important, given the goals governing interdisciplinary learning for engineers often demand engineers to have the ability to address complex problems requiring the integration of environmental, medical, social and economic aspects into their work [4,6]. Overall according to the ABET criteria, solving problems subjected to multiple non-engineering constraints and non-engineering success criteria is a necessary skill engineering students need to master, to be able to function in their field [7]. This means that we need to teach students to reflect critically on their own discipline in relation to others, and recognize limitations and advantages of different perspectives [8]. Although research has been done examining these kinds of interdisciplinary skills [9], there is not much known about the student experience in interdisciplinary programmes [10]. Nevertheless, the student-perspective is of great help understanding and evaluating novel educational approaches [11].
As an answer to these challenges the University of Twente changed their bachelor education in 2013 from a subject-based approach to a more holistic approach of project-oriented education, employing what is known as the Twente Education Model (TOM). TOM aims to educate students to become entrepreneurial T-shaped professionals; students who are not afraid and capable to venture off the beaten path, apply their disciplinary knowledge in broader contexts, in collaboration with other disciplines and society [12].
The aim of this case study is to analyse the experiences of the High Tech Human Touch (HTHT) minor courses. This HTHT programme was developed in line with TOM to create space in the curriculum for interdisciplinary topics which might give monodisciplinary students skills to cross boundaries particularly into political and social realms. Instructors were given tasks to design material to fit those ends. More concrete, the goal of this study is to understand and evaluate how instructors addressed this task set by the HTHT programme, through their conceptualization of interdisciplinary visions and goals, and how well students themselves perceived and
2 In this review study two-thirds of the reviewed interdisciplinary engineering education papers reported on a collaborative project or problem-based learning course or programme structure.
conceptualized these goals and felt their expectations were met. As a result we extend knowledge on the potential educational designs of interdisciplinary programmes including in cases where biological, engineering and social scientific knowledge is involved. To extract elements of design and assess their performance, we have relied specifically on the ADDIE model, in conjunction with instructor interviews, student interviews and student evaluations.
2 BACKGROUND INFORMATION 2.1 Twente Education Model
All 19 bachelor programmes at the University of Twente implemented the Twente Education Model (TOM) in 2013; a major curriculum innovation with the aim to better prepare students for the future labour market. One of the three pillars of TOM is project-led work; an overarching didactical approach that fits the university’s vision in which students are facilitated and encouraged to develop an entrepreneurial attitude using non-academic problem-solving and co-creation skills [13].
TOM consists of a pre-defined curriculum structure, with courses of 10 weeks each 15 European Credits.
Moreover, in a bachelor programme at the University of Twente there are 4 courses a year, resulting in 12 courses in total. As shown in Figure 1, in the third year of the TOM bachelor programme students have the freedom to choose a minor course, which is a compulsory six-months of education amounting to 30 European Credits.
The university offers diverse options among which are the High Tech Human Touch (HTHT) minor courses. The HTHT courses are required to be open to students from any background and focuses on problems in society, with the aim of giving students knowledge and skills to address political, social, environmental and medical problems outside their usual disciplinary sphere of activity and to develop sustainable HTHT solutions. Naturally there is an opportunity, if not necessity, to conceptualize some of the skills required as interdisciplinary ones. The choice however of how to do that has remained with the instructors.
There are 6 minor packages of 30 EC and 4 minor courses of 15 EC. An example is the minor course ‘Aeronautical Engineering and Management’. In this minor course, students get acquainted with the development and operation of an aircraft. The
Figure 1. The TOM bachelor programme
