| 1. |
- Brink, Suzanne, et al.
(författare)
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Curriculum agility at faculty, department, program and course level
- 2022
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Ingår i: 50th annual conference of the European society for engineering education. - 9788412322262 ; , s. 1872-1877
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Konferensbidrag (refereegranskat)abstract
- This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect the willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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| 2. |
- Gunnarsson, Svante, 1959-, et al.
(författare)
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On the connectons between the CDIO framework and challenge-based learning
- 2022
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Ingår i: Proceedings of the 50th SEFI Annual Conference. - Barcelona : Universitat Politècnica de Catalunya. - 9788412322262
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Konferensbidrag (refereegranskat)abstract
- Challenge-based learning (CBL) is a learning approach that has received increased attention during the last years. In some of the publications about CBL the connections to the CDIO (conceive-design-implement-operate) framework is discussed, and the purpose of this paper is to discuss these connections further. CBL has connections to both Problem-based learning (PBL) and Project-based learning (PjBL), but while these are learning approaches, the CDIO framework has a program perspective, including aspects of learning approaches, and hence a wider scope. The connections and differences between CBL and CDIO are discussed based on the components of the CDIO Standards.
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| 3. |
- Junaid, Sarah, et al.
(författare)
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What is the role of ethics in accreditation documentation from a global view?
- 2022
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Ingår i: SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education: towards a new future in engineering education, new scenarios that european alliances of tech universities open up. - Barcelona : Universitat Politècnica de Catalunya. - 9788412322262 ; , s. 369-378
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Konferensbidrag (refereegranskat)abstract
- Ethics in engineering has long been an important element in engineering programmes, however these subjects are often taught at a basic learning level with little attempt to connect to demonstrative learning outcomes. In recent years there has been a step change in the importance of ethics as an integral part of engineering programmes and is reflected in the text of accreditation documents. In this paper we expand our analysis from an earlier study, which focused on four European countries, to understand the role of ethics on a more global scale. We conducted a multi-country analysis on how and where ethics features in accreditation documents in twelve countries across five continents (Belgium, Canada, Colombia, France/Switzerland, Ireland, Japan, Romania, South Africa, Sweden, UK and USA). We identified explicit or implicit references to ethics education, extracted verbs relating to learning outcomes, and compared definitions of key terms. A comparison to Bloom's taxonomy showed considerably higher frequency of verbs linked to ethics teaching associated to lower levels of cognitive learning. Definitions of terms relating to the process of accreditation were often lacking in documents, highlighting a need for setting terms of reference. This study highlights differences in how ethics is described in accreditation documents. However, more needs to be done to explicitly highlight ethics as an integral part of engineering education. Relying on implicit links to ethics leaves the role of ethics open to interpretation, resulting in uneven emphasis in the translation of ethics within programme designs.
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| 4. |
- Kövesi, K., et al.
(författare)
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International practice of capacity building in engineering education : a comparative case study
- 2022
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Ingår i: SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education: towards a new future in engineering education, new scenarios that european alliances of tech universities open up. - Barcelona : Universitat Politècnica de Catalunya. - 9788412322262 ; , s. 379-390
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Konferensbidrag (refereegranskat)abstract
- Capacity building is a corner stone for having well prepared and effective teaching staff in engineering education. Despite the importance of capacity building in engineering education, there is relatively little research on this topic. In this paper, we address this gap by reporting on an international comparative study on capacity building practices in university-level engineering education. We examine how capacity building is organised in seven European institutions (in Belgium, Finland, France, Germany, Hungary, Sweden, UK) and Australia, based on institutional education policies and practices. We compare the preparation of teaching staff, their initial training, and continuing capacity building activities throughout their careers. To do this, we applied a qualitative approach, collecting data through (1) a structured questionnaire answered by the members of the SEFI SIG on Capacity building and (2) written notes produced during an international workshop on capacity building at the 2021 SEFI conference. We then conducted a comparative case study, exploring similarities and differences between incentives for permanent academic staff to engage in capacity building, how capacity building is organised, and at what point in their careers staff engage in it. Our findings indicate very diverse approaches, rules and practices as well as different obstacles and challenges for engineering education. The outcomes of our study can be used by policy makers to inform capacity building practices and engineering education in HEIs (Higher Education Institutions), and our questionnaire provides a tool for monitoring and reporting practices throughout the sector.
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