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Over 60 million tons of E‐waste is expected to be generated in 2023, with associated significant impacts on health and the environment. To reduce the number of products sent to landfills, "Right to Repair" (RtR) movements are gaining momentum in many countries, including the UK, USA, and EU member states. While Universities are seen as important stakeholders to drive forward sustainable design practices, there is currently little work looking at training undergraduate design engineers in the principles of designing household products in support of RtR. In particular, the project‐based learning (PBL) pedagogy shows promise in engaging and training students with the skills and knowledge required to successfully design products for RtR. In this paper, a pilot‐study of teaching engineers is presented to design products compatible with RtR principles, alongside many technical skills, in a first‐year PBL course. The key outputs of this paper are the design of the module, which can be used to help inform first‐year engineering education, the high engagement of students, with 100% of respondents agreeing that they intend to try to implement sustainable design practices in future, and some of the innovative features that students implement in their projects. [ABSTRACT FROM AUTHOR]

With the aim of assisting students in acquiring the practical knowledge required for sustainable engineering practices, a new intervention method in the form of flipped micro-modules was developed. The perceived quality of the flipped micro-modules and their relationship with the students' attitudes towards using them were then evaluated using an extended technology acceptance model (TAM-extended model). The quality of the flipped micro-modules was measured based on three aspects: the quality of the framework, the quality of the content, and the quality of the operation. The findings revealed that the students considered the framework of the flipped micro-modules to be the most important aspect. The findings also demonstrated that the flipped micro-modules have the potential to improve engineering education and prepare students for future sustainable engineering practices. [ABSTRACT FROM AUTHOR]

Global challenges regarding climate changes, food and energy resources security, poverty and human rights have received serious attention in the recent years. The solutions provided by policy-makers and researchers have clearly not been able to be effective on a global scale. For instance, nearly one-third of the world's population do not have enough access to safe drinking water, the devastating effects of global warming pose threats to environment and people's health and relative poverty and conflicts have spread in many parts of the world. These situations alert global and futuristic perspectives to the sustainable development. Since the concept of sustainability is inherently complex with interdisciplinary nature including economic, environmental and social aspects, it requires sustainable development education in all fields of university study, especially for engineering students. By describing the characteristics of sustainable engineering education and a domestic and foreign literature review in this field, this article tries to provide a scheme to include the interdisciplinary aspects of sustainable development in the curriculum of engineering students. In this regard, the subject of an integrated course was proposed and analyzed with emphasis on strengthening the social knowledge of engineers and increasing their ability to find and understand the mutual effects of different aspects of sustainability. It was argued that such a subject could prepare future engineers to confront and find sustainable solutions to the complex challenges of the modern world. [ABSTRACT FROM AUTHOR]

Sustainability tools should be taught to civil engineers to make the most sustainable engineering decisions in projects. This study is conducted mainly to compare the application of the sustainability approach in civil engineering education in Iran and some developed countries. In this study, the investigated factors are measured using the comparative-descriptive method. In this regard, the importance of sustainability education is discussed in addition to examining the views of domestic and foreign professional organizations. Besides, some solutions for sustainability education in civil engineering are provided by describing sustainability education topics in some world-class universities and comparing them with the approved civil engineering education program in Iran. Studies show that the educational programs of the country's higher education centres can be revised in some aspects to teach sustainability concepts. Sustainability concepts should be taught operationally by modifying and updating teaching methods and connecting students with industry and knowledge-based companies. In this way, students will get the necessary preparation to apply these concepts in the design, construction, and operation of civil infrastructure after passing the relevant courses. The quality of teaching sustainability tools and concepts can be improved by using interactive and encouraging approaches and group activities of civil students and engineers. [ABSTRACT FROM AUTHOR]

Engineering plays a pivotal role in tackling the grand societal challenges humanity is facing. It is essential that engineers understand these challenges and realize the impact their solutions have. This means that higher education's task in fostering future engineers as transformation agents is key. In this paper we introduce initial arguments about why engineering programs need to include both sustainability and entrepreneurship as core elements for students to obtain a holistic approach towards humanity's grand societal challenges, along with specific skills, including for example critical thinking and reflection, systemic thinking, building partnerships, and collaborations An overview of the literature shows that independent sustainability and entrepreneurship have been recognized as important for engineering programs, even though the integration of both has yet to be achieved. Furthermore, a first analysis of a sample of engineering programs in Germany confirms what we observed in the literature. It would appear that the time for a transformation of engineering programs has arrived. [ABSTRACT FROM AUTHOR]

With the immersion of a plethora of technological tools in the early post-COVID-19 era in university education, instructors around the world have been at the forefront of implementing hybrid learning spaces for knowledge delivery. The purpose of this experimental study is not only to divert the primary use of a YouTube channel into a tool to support asynchronous teaching; it also aims to provide feedback to instructors and suggest steps and actions to implement in their teaching modules to ensure students' access to new knowledge while promoting their engagement and satisfaction, regardless of the learning environment, i.e., face-to-face, distance and hybrid. Learners' viewing habits were analyzed in depth from the channel's 37 instructional videos, all of which were related to the completion of a computer-aided mechanical design course. By analyzing and interpreting data directly from YouTube channel reports, six variables were identified and tested to quantify the lack of statistically significant changes in learners' viewing habits. Two time periods were specifically studied: 2020–2021, when instruction was delivered exclusively via distance education, and 2021–2022, in a hybrid learning mode. The results of both parametric and non-parametric statistical tests showed that "Number of views" and "Number of unique viewers" are the two variables that behave the same regardless of the two time periods studied, demonstrating the relevance of the proposed concept for asynchronous instructional support regardless of the learning environment. Finally, a forthcoming instructor's manual for learning CAD has been developed, integrating the proposed methodology into a sustainable academic educational process. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyse the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of sustainable development into the engineering curricula – in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering. [ABSTRACT FROM AUTHOR]

The human species' adaptive advantage is driven by its ability to build new material structures and artefacts. Engineering is the modern manifestation of this building instinct, and its advent has made the construction and use of technologies the central pattern of human life. In parallel, efficiency, the overarching narrative driving technology and related life practices, has pervaded most occupations as a value, forming a cultural backdrop that implicitly guides decisions and behaviour. We examine the process through which this backdrop has developed, and argue that it emerged through the constant presence and use of built artefacts and structures, which function as manifestations of the engineering value of efficiency. The constant presence and use of built structures leads to the slow percolation of their building values into society, forming a cultural narrative that emphasises efficiency. This narrative then feeds back, to further reinforce efficiency-driven engineering processes. This loop creates a runaway building system that is highly resistant to change, even when faced with the prospect of the species going extinct. Any effort towards sustainability can be successful only when this all-pervading - and hence invisible - building loop is made explicit, and compensated for, through a counter-loop where building manifests sustainable engineering values. As a first step in revealing this structure, we characterise the emergence of the efficiency value as a cultural narrative, and analyse its wide-ranging environmental effects. We then present the design principle of 'Solving for Pattern' (SfP) as an illustrative contrast case. SfP, first articulated by Wendell Berry, focuses on interconnectedness and flourishing of all species as central design principles. We argue that these ecological principles can be extended to engineering, and can thus support the development of a robust operational-level building movement that manifests value systems oriented towards sustainability. To ground this proposal in actual practice, we outline two case studies of technology design that illustrates SfP. We also discuss three cases that illustrate SfP at a larger scale, and examine how these extend existing design approaches such as systems engineering. We conclude with a proposal to include SfP in engineering education curricula, to facilitate a faster cultural shift towards flourishing, which is required given the limited time window available to move to sustainable building practices. [ABSTRACT FROM AUTHOR]

Inequities in opportunities to learn and become in engineering, especially for minoritized youth, are enduring and systemic. How students experience engineering education, through curriculum, pedagogy, and teacher/student interactions, all shape opportunities for identity development. In this paper we draw upon cultural studies and critical ethnography to explore how and why students engage in engineering for sustainable communities and its relationship to their identity work. We ground our work in a justice-centered asset-based stance that centers how people's lived lives and community wisdom yield powerful forms of cultural knowledge/practice relevant to learning and engaging in science, technology, engineering, and mathematics. We seek to accentuate students' ingenuity to leverage their assets for social change making; that is, in transformative and future-oriented ways. We view youths' everyday ingenuity as powerful assets for learning and participating in authentic engineering design for sustainable communities. Findings suggest that engineering for sustainable communities created opportunities for productive identity work because it created space for youth to authentically engage in engineering design in ways that allowed them to care about each other, their classroom and community, and to use both their everyday ingenuity and technical expertise to make a difference. We also suggest that students' identity work took shape through the emergence of new local contentious practices of engineering for sustainable communities that both amplified youths' ingenuity and challenged particular local, historical/sociocultural norms of engineering and schooling. These contentious local practices related to disrupting the authority to name what counts as engineering problems worth solving and disrupting narratives around what it means to persist through iterations in design. We suggest that an engineering for sustainable communities approach supports the production of local and productive contentious practice because it centers community co-ownership in the design, and supports students in leveraging their everyday ingenuity as critical knowhow in engineering design. [ABSTRACT FROM AUTHOR]

Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students’ awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students’ understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology. [ABSTRACT FROM AUTHOR]

Engineering Education faced few disruptions like Outcome Based Education, Engineering Education for Sustainable Development and the present Industry 4.0 in the recent times. These disruptions failed to change Curricula, Teaching-Learning processes, Assessment appreciably in the large number of engineering institutions in several countries across the world. Same old processes despite switching over to Outcome Based Education or EESD or Industry 4.0 are being continued. Disruption is most sought after in engineering education as it offers lot of advantages like leadership, profit and professional standing. Many Institutions offering engineering programs try to implement disruptions but fail because of lack of understanding about disruption and the associated processes, required finances, Human Resources and more importantly the innovation capabilities. Disruption is a process where a product outsmarts others through Innovation either in Technology or in Product or in processes. Disruption is building a new eco-system to meet the customer's purpose of buying a product, service or a program. Of late people are trying to implement innovations in Engineering Education with no knowledge of Disruption, its properties and processes. In this paper, we try to take an example of Kingsmen Coffee, a company trying to disrupt in the Indian market, analyse what it is offering and how they are trying to disrupt the existing players and what lessons does it offer to Engineering Educators in Disruption. Kingsmen Coffee is a coffee dispensing machine with new technology and the way it is creating win-win situations for all the stake holders involved, is a matter of interest and study for Engineering Educators. Through this study of Disruption, essential pre-requisites for disruption to happen are noted and they are used to extrapolate for realizing disruption in engineering education. Some suggestions regarding implementation of Disruption are given. [ABSTRACT FROM AUTHOR]

Engineering leadership is one of the key competencies being requested by accreditation agencies and engineering companies. Thus, it is of utmost importance that engineering colleges and schools develop leadership competencies in all its students. This paper is a follow up of a paper presented at WEEF in New Mexico [1] and describes the second phase of an undergraduate Engineering Leadership Development Program (ELP) being implemented at Beihang University in China. This signature program in the new model curriculum aspires to develop engineering leadership competencies in all its undergraduate students. Phase 2 course (ELP II) was offered in the Summer of 2019 incorporating changes decided with data from the first phase. The paper provides continuity to conference attendees and readers in the ELP implementation and results being achieved. [ABSTRACT FROM AUTHOR]

Intelligent Systems in Engineering Education for Sustainable Development is the order of the day in the field of construction, operation, maintenance and retirement of the product development. Always we are talking about multi-disciplinary engineering fields. As per the future needs the technology may replace all the existing fields and interdisciplinary and intra-disciplinary will come into the force with new shape called Intelligent Systems. The reason behind this proposal strictly speaking, there always the need of connective fields with the facts and reasoning. As per the Engineering Education System the main theme will be focused on developing a product the product to solve the problems faced by society. That means the intention should be serving the needs in an effective way. According to this system, it needs to assist and manage the people needs to provide an effective solution as per standards. Hence, the current work will show a path how engineers will collaborate together with disruptive intelligent systems. [ABSTRACT FROM AUTHOR]

Role of an engineer is imperative in improving the quality of human life and India is one of the largest producers of engineers with 23 IITs (Indian Institute of Technology), 31 NITs (National Institute of Technology) and state universities offer technical education in the form of undergraduate, graduate and postgraduate programs. Since India, a predominantly young population, IITs and NITs are not sufficient in number and hence AICTE (All India Council for Technical Education) has approved over ten thousand self-financed private engineering colleges across the country to cater the huge demand for engineering education. Except for IITs, NITs, and other premier institutes, most engineering colleges failed to give quality education to the students, which would get them suitable jobs. As per the research carried out by Aspiring Minds a leading employability assessment company, only 1.7 percent of the engineering graduates are suitable for the new age jobs and top 10 IT companies recruit only 7 percent of the engineering graduates every year which is a serious concern. [1] [ABSTRACT FROM AUTHOR]

Educational transformation in higher education places new demands on academics, especially in terms of shifting from traditional methods of teaching and learning to the application of innovative methods. Engaging with technology can be daunting for many lecturers. Especially during the times of disruption finding an alternate way of making sure that the lecturer reaches out to students in a student-centred approach. These disruptions have taken various forms and has happened in our institution as part of #feesmustfall as one of the prominent examples. There have been instances where lecturers couldn't get hold of students and the willing students didn't get an opportunity to come to campus to be facilitated or give information or even allowed to write assessments. Student attendance has been a serious issue all along and the whole sustainability of the department or the qualifications being offered. This has in a way given us lecturers to sit back reflect and think of ways that we could avoid it and make our institution sustainable as well as the future of higher education. Being a University of Technology we were fortunate enough to hold on to educational technologies to reach out to students post assessments and also adopted technology as a medium to conduct summative assessments. My presentation focuses on my own journey towards blended learning. The journey will showcase, how it started small and has subsequently moved towards introducing more tools responding to feedback from students. The session will be an amalgamation of all the blended learning methods that has been used so far and will showcase selected clips of those being used in the class to the students. The journey starts by introducing students to the LMS, online assignment submission and the use of Google Docs for a student feedback survey. It then moves on to introducing more interactive tools and activities such as role-play and digital storytelling as one form of their assessment. Finally classroom engagement, where it's either podcast or screencast the session and use the world café methodology pre and post a chapter/module. This small-step, iterative, reflective way of introducing technologies has helped me gain confidence and design learning experiences that fit my context and my students' profile. Evaluation and student feedback showed that participants benefitted from the exposure and were more confident in the classroom. This gives me an indication that using technology definitely helps students and supports and assists them on the go. It also ensures that students can be tracked back on the progress made, be it in terms of understanding of concepts and theories, or be it submission of assignments or even being part of group discussions and peer feedback. At times, it helps the disadvantaged students to gain access to resources and tasks within their comfort zone if they couldn't make it to the campus for some or the other reason. Hence I can conclude that my approach addresses to the right target group keeping the institutional and the education industry's sustainability in perspective. [ABSTRACT FROM AUTHOR]

The students in engineering institutes are expected to be tech-savvy and have an appetite for technology-based learning. Sadly, most of the courses in the current Indian engineering education scenario are taught using straight lectures where students are made to play a passive role while the teacher takes the center stage. The need of the hour is to get the students out of this passive mode of learning and bring them to the forefront in the teaching-learning cycle. Most often than not, teachers utilize the class time teaching technical intricacies that are crucial to solving problems which leave very little time to do anything else. Hence, the onus falls on the students to apply the learning in the class to solve problems on their own outside the classroom which is far from ideal. The flipped class is a model wherein much of the technical content is delivered outside the classroom via a virtual platform which in turn makes the classroom a congenial place for discussions, problem-solving and promoting active learning in the presence of the teacher. Through this paper, a study has been conducted to bring in this modern technology into engineering education. The objective is to analyze the power of technology in teaching courses that require significant work beyond class hours. The flipped classroom model was applied on 32 final year Post Graduate students through the Android Mobile Application Development course. A fundamental topic was chosen that forms the base to build sophisticated Android Apps. Since it was very difficult to grasp the topic at one go, the class was flipped so that the students get ample time to go through the learning resources and come well prepared for the class. To begin with, the students were given the task of going through a lecture video from one of the NPTEL courses on Modern Application Development. However, the video shared was 22 minutes long and to simplify the learning experiences of students, a 3-minute Introductory video on the course content was shot and posted on the course website so that the students could first go through it before going into the actual learning material. During the lecture hour, an active learning strategy based on In-Class Teams was leveraged to drive home learning. Practicing a disruptive tool like the flipped classroom model shifts the focus from the teacher to the students and assists in restoring the balance. By flipping the class, the students are expected to go through learning material employing self-study and then come prepared for the deliberations in the class. As students go through the gist of the course content in advance, it becomes easy for the teacher to turn into a facilitator and assist in students learning during the lecture hours. Through the assessment of student's interaction, preferences, and performance, the results of this study show that the students learn a whole lot better when technology is harnessed as opposed to the traditional classroom lectures. [ABSTRACT FROM AUTHOR]

Under the background of accelerating new industrial revolution, China's higher engineering education is in urgent need of cultivating a group of innovative talents in engineering science and technology. In order to improve the quality of engineering education, China proposed the "new engineering research and practice project" in June 2017. This study attempted to adopt systematic review based on 207 projects of engineering superior universities in China's new engineering research and practice project for text analysis, and discovered the common key issues such as mechanism issues, ability issues and discipline issues that are concerned in existing projects. The research findings are as follows: (1) The commonness of construction schemes is emerging. In terms of mechanism construction, the mechanism of collaborative education receives the most attention, while the talent ability pays more attention to the cultivation of soft ability; (2) The overall design of the projects are somewhat lacking innovation and features, and certain construction schemes are similar, failing to effectively combine the advantages of universities and disciplines to serve local industries and truly show its characteristics; (3) Most of the construction plans are aimed at the transformation of traditional disciplines, and there is little construction of corresponding disciplines for certain national key industries. [ABSTRACT FROM AUTHOR]

Rapid strides made in technological advancements call for a paradigm shift in engineering education. Disruptive engineering education involves identifying problems and finding solutions through unconventional, out of the box, methods. This approach requires simplicity, convenience, accessibility and affordability for sustainable development. The role of mid-career academicians is even more critical as they are often being groomed to take over from senior academicians and also acting as mentors to newly recruited members of the faculty. The study has investigated the perceptions of mid-career academicians about the disruptive engineering education. An online survey was conducted among mid-career academicians working with different institutions in India. 58% faculty are females and 42% males comprise the respondents of which 14.7% are PhD holders. Their challenges, perceptions and concerns with solutions are presented here in this study. [ABSTRACT FROM AUTHOR]

Outcome Based Education is one of the most significant developments in Indian engineering education in recent years. Outcome based approach is a shift of teaching learning paradigm from teacher centric to student centric. Outcome based education has been practiced worldwide since nineteen nineties, In India adoption of OBE was a result of signing Washington Accord. The National Board of Accreditation (NBA), apex body for monitoring quality of engineering education in India has made it mandatory as a part of accreditation. The positive results of implementing OBE in engineering education are inevitable but whether the faculty members are prepared to implement the strategy is the question to be answered. This paper discusses the impact assessment OBE in the Indian engineering education. The study is carried out through a survey. The observations are encouraging, the concept of OBE in terms of curriculum design, delivery, assessment, evaluation and reflection is penetrating in the Engineering education in India but still trainings in certain aspects are required. [ABSTRACT FROM AUTHOR]

Engineering education outcomes as prescribed by the Accreditation Board of Engineering and Technology comprise technical and scientific student educational outcomes as well as "soft skills". The scientific and technical outcomes ensure that engineering graduates possess the requisite science, math, engineering and technology skills and capabilities that will enable them to practice competently in their disciplinary engineering profession with technical, scientific and engineering rigor. Soft skills, on the other hand, which are being increasingly emphasized as critically necessary for engineering graduates to be employable and successful in the professional workspace, focus on teamwork, communication, ethics, global awareness (including social, economic, environmental and global impacts of engineering), and lifelong learning. In this essay, we posit that migrating engineering education towards "peace engineering" not only requires that faculty place increased emphasis on these soft skills, but also needs the incorporation of true impact analyses – much like an Environmental Impact Assessment – on the social, environmental and economic impacts of the solutions that students develop to engineering projects and problems. This impact analysis must go beyond an assessment of those areas mentioned in the conference's informal definition of "peace engineering", which identifies components including "...promotion of prosperity, sustainability, social equality and diversity, culture of equality, ethics, innovation and entrepreneurship." While these issues are critically important for promoting and supporting an ethos of peace engineering, we suggest that they will have minimal impact unless the thinking and analyses extends to focus on justice , extending the justice paradigm from civil, social and environmental justice to include energy justice, resource justice, information justice and technology justice. Exposing engineering students to these concepts and ideas and incorporating the notion of justice into the impacts of technology research, development and implementation will move us from a "war" based socio-technological configuration to a global peace engineering agenda that might actually move us towards engineers educated to transform their world for peace and justice. [ABSTRACT FROM AUTHOR]

Epistemic Curiosity is a trait that drives students to engage in learning and intellectual activities. Thispaper presents the results of a pilot study conducted to validate the hypothesis that epistemic curiosity levels influence the study practices of students. Understanding the relationship between epistemic curiosity and students study processes will enable teachers to design teaching-learning interventions that promote student motivation and engagement. This study uses available instruments of measuring epistemic curiosity and correlates it with thestudy approaches of first year engineering students. The I and D type epistemic curiosity scales are employed to measure the epistemic curiosity levels of first year engineering students. The study approaches are identified using the Revised Study Process Questionnaire (R-SPQ), which measures the tendencies of students to engage in deep or surface level learning motives and strategies. Results reveal that I and D type epistemic curiosity levels correlates positively with deep learning motives and strategies, and correlates negatively with surface learning motives and strategies. It is also observed that D-Type epistemic curiosity levels correlates more strongly with deep approach, than I-Type epistemic curiosity. The correlation of D-Type EC withdeep strategies was higher in comparison to deep motives. Results also reveal a higher I-Type disposition of epistemic curiosity in comparison with D-Type, among first year engineering students. Overall, the study validates the hypothesis of using epistemic curiosity levels as an effective tool in monitoring the study approaches of first year engineering students. [ABSTRACT FROM AUTHOR]

This paper describes the introduction of doing engineering through the "Engineering Project in Community Service (EPICS)" and the impact of a community-based learning approach on student motivation. Students get practical hands-on experience while working with non-profit organizations. Now a day's students find it difficult to learn in the traditional way of classroom teaching chalk and board. They want to work on real-time problems with community partners by applying engineering knowledge. EPICS program helps in grooming the students' skills in design, communication, teamwork, and develop leadership skills, facing the challenges, social awareness, multidisciplinary knowledge, solution-driven approach towards a problem and maintaining social relationships. EPICS is one of the IUCEE (Indo Universal Collaboration for Engineering Education) initiative where students are exposed to study the community needs and frame an engineering problem to work on further. [ABSTRACT FROM AUTHOR]

This paper introduces a framework for structured thinking for inventive problem-solving among working engineering professionals. For long, inventive thinking has been considered as a special skill to be trained for or as a prerogative of few maverick individuals. Based on my extensive experience as an IT professional, I find engineers at workplace learn differently than students in typical classroom environments where knowledge is delivered by several discipline-specific instructors in a linear hierarchy of topics (aka syllabus). Also, fostering skills in concept abstraction, systems thinking, technology trending and imagination is the key to inventive problem-solving. Based on metacognitive processes involved in teaching-learning as well as inventive problem-solving scenarios, the proposed SLATE framework attempts not only to provide a unified view of learning and inventive thinking but also serves as a mental model for on-demand self-learning and problem-solving for working professionals. [ABSTRACT FROM AUTHOR]

In the context of engineering education in India, a diverse set of students register for engineering programs, and it is observed that the ability of the students to excel in different courses vary and it is influenced by several factors. The demographic factor is one of the factors that can impact students' performance. Factors that include gender, rural/urban background are considered, and its impact is being studied through this research. Teamwork from the student's background perspective has been the focus of this study. The students are assessed from three perspectives that included self- assessment, peer assessment, and researcher in-person observation. The students considered for the study are the first-year engineering students in the course titled engineering exploration. This course is a project-based learning course, and teamwork is one of the enduring outcomes of this course. [ABSTRACT FROM AUTHOR]

Capstone engineering design projects are ideal for broad application of engineering concepts on open-ended research and design problems. These projects allow students to reinforce their skills and extend their expertise into specialized areas of interest. Often, the capstone projects serve as both test grounds and launch pads for students' engineering careers. Within the engineering curriculum, these projects typically span the final year of an engineering program and entail a single project within a single disciplinary area. While their significance to the educational experience is unequivocal, the benefits of a capstone project can be expanded to further reflect real-world experiences. Over the span of their careers, professional engineers work on a number of projects and assume a variety of roles within a team of engineers with a range of expertise. How do we model that experience for our students within engineering education? Rowan University's Henry M. Rowan College of Engineering adopted the Engineering Clinic Model (ECM) to replace capstone projects. With ECM students choose to work across traditional disciplinary boundaries on multiple projects over their junior and senior years. The Junior and Senior Engineering Clinics allow students to work on potentially four distinct projects with both juniors and seniors from any engineering discipline supervised by a faculty. The student teams focus on tangible objectives and present their outcomes for each term before moving to another team. The ECM has demonstrated tremendous resilience against enrollment growth and continues to be the most notable aspect of Rowan Engineering. Its resilience can be attributed to an automated process that prioritizes student preferences and faculty interests. The process begins with faculty from every engineering discipline pitching their projects at the start of the term. Students subsequently rank their preferences for those projects. A custom-developed Clinic Match algorithm assigns students to their projects based on a set criteria. The greatest benefit of this approach has been for the students to build desired competencies in a wide range of fields, regardless of the discipline. For the Spring 2019 semester, over 150 distinct projects, representing 5 engineering disciplines, were pitched to over 500 junior and senior engineering students. Students worked in teams typically ranging from 3-8 members on projects; often funded by the government and industry. This paper highlights the key features of engineering clinics within junior and senior years and supports the outcomes with quantitative trends gathered over the past 10 semesters. The Junior and Senior Engineering Clinics o ff er a powerful alternative for leveraging the capstone design project to impart a broad skill set among engineering graduates. [ABSTRACT FROM AUTHOR]

Activity-based teaching-learning describes the range of pedagogical approaches that involve learning by doing hands-on experiments or activities. It encourages students to actively participate in the teaching-learning process through problem-solving or hands-on activities, also the group based activity instructions help students to develop soft skills. The engineering exploration course is an innovative course offered to the first-year curriculum in order to transfer the student's ideas into real-life products through a number of activities such as problem-solving, engineering design process, multi-disciplinary engineering skills, project planning, communication, teamwork, ethics, and sustainability. The course includes multidisciplinary modules that fulfill the requirement of the product development process and each module is designed to teach through activity-based instructions. The aim of the engineering exploration course implementation is to develop multi-disciplinary product development skills in engineering students in the first year. All the sessions of the course delivery were well planned by considering the need statements of each project group so that students can acquire the necessary skills during activity sessions and apply those during product development. The student groups are formed heterogeneously with a maximum of four students in each group. The activity kit was designed for each session by considering team size so that all team members take active participation during various activities and develop their technical as well as soft skills. The initial result of implementation shows that students have developed excellent multidisciplinary products in the group and acquired technical knowledge as well as soft skills. The responses of the students show that 68% of the students rated this activity 10 out of 10, and also gave some suggestions for improvement as it is implemented first time. The students were very positive about this initiative and involved in each activity during the product development process. From the attainment of the course outcomes, it is observed that all five outcomes were attained more than the targeted value of 75%. [ABSTRACT FROM AUTHOR]

Today's youth is tomorrow's promise and tomorrow's promise is our students. It is said that youth period is like soft clay in the hands of a potter. We need to channelize the potentials and technical skills of the students to facilitate the growth of the society and nation. The engineering education should train the students with adequate technological skills and unfold them as best human beings along with a sense of socio-economic and civic responsibility. Today, requirements for engineering programs reflect a movement with a paradigm shift in the existing practices to resolve the current engineering education problems.Many engineering educators see service learning as a way to enhance their programs by exposing students to engineering context, moreovergiving them a chance to develop professional and interpersonal skills. During the process, qualitative and quantitative surveys were done to collect longitudinal data from electrical and electronics engineering undergraduates (n=65) who have been the winners for consecutive two years of National solar vehicle challenge (NSVC) contest. NSVC is an annual contest organized by dynamic motors with a vision to stir young technocrats to make way for India to become the largest renewable energy hub in the world. The pre-test and post-test survey consist of demographics and qualitative questions. The outcome variables analyzed are civic responsibility, eagerness in service participation, knowledge on eco-friendly projects and sustainable thinking level of the engineering undergraduates.Service participation showed significant positive effects on all the outcome measures among 25% of the actively participated engineering undergraduates. In addition, they were technically enhanced to design single /multi sitter, light weighed and efficient solar vehicles. [ABSTRACT FROM AUTHOR]

Engineering Education, today, is on the crossroads of uncertainty mainly due to the over flooding of information through the digital media leading to reduced demand for Engineering. Institutions find it very challenging to attract students and this is the right time to identify the right approach to improve the quality of education imparted by them. Technical institutions in our country are evaluated by accrediting bodies like the NBA and NAAC and Engineering aspirants select a college based on the accreditation status. Each accrediting body has its own methodology and it is difficult to face all of them simultaneously. Today, engineering education is losing its charm mainly because the youngsters are no longer attracted to pursue Engineering. This leads to a lot of vacant seats in many colleges forcing them to either close the institution. However, the demand for quality Engineer is very high and industries are in need of talented and versatile professionals. This forces the colleges to adapt various innovative schemes and procedures with the support of the following accrediting bodies like NBA, NAAC and NIRF. Outcome based approach is adapted by the accrediting agencies and hence irrespective of the accrediting agency, institutions should develop innovative approaches to the system with the main focus toward learning outcomes. Learning is categorized into knowledge, skills and attitude as Bloom's Taxonomy. These learning outcomes are attained by designing various courses for students. All courses are designed with measurable course outcomes. Courses can have sub-outcomes for detailed tasks designed for the students. All course outcomes can be mapped to knowledge (Cognitive domain), skills (Psychomotor domain) and attitude (Affective domain). The courses and their outcomes are designed to attain program outcomes. Engineering education is made up of various formats of courses like lectures, seminars, workshops, tutorials, laboratory, elective courses, self-learning courses, projects, discussions, personality development courses, soft skill courses, social science courses, extra-curricular activities and sports activities. Outcomes of these courses focus on the knowledge, skills and attitude required for employability. The proposed work analyses the various types of courses that can be included in the curriculum design engineering education. We identify the disruptions for each type of course and its impact on the three domains. Courses designed without effective learning outcomes that cannot be precisely measured will not contribute to the attainment of the course and the program outcomes. It can be concluded that all activities and courses conducted for the engineering education should be designed with a precise measurable outcome and its assessment metrics should be clearly defined. [ABSTRACT FROM AUTHOR]

VUCA (Volatile, uncertain, complex and ambiguous) characterize the engineering education scenario. Engineers form the backbone of any country's economy. Around 25% of the world's engineers are in India but it lags behind in research and innovation. At the global level, engineering education is experiencing a paradigm shift from teacher-centric to student-centric teaching- learning process, content based education to outcome based education, knowledge seeking to knowledge sharing classrooms, teachers to facilitators, traditional engineering disciplines to interdisciplinary courses, chalk and board (lecture based) learning to technology driven learning and the list goes on. But in India, still conventional teaching – learning practices with little practical training is adopted in many institutions. This is shown by the fact the Indian institutions still struggle to make a position in world ranking with few exceptions. A country which pioneered in engineering, medicine, arts and music etc. in ancient era, suffers major setbacks in technical education. Hence this study attempts to analyse the perception of stakeholders, viz. students, parents, academic faculty and industry, on engineering education and the future of engineering education. Focus group consultations with select group of respondents were carried out. The results were analysed which showed that the students perceive positively on engineering education but at the same time are apprehensive about the position of engineers in the society. Parents' perception towards engineering is solely on the job opportunities but the faculty members opined changes in the mindset of students and the impact of social media on general attitude. Industries expressed lack of employable engineers and lack of skills in new age technologies. Overall the respondents favoured the introduction of new and multidisciplinary courses to meet future demands. [ABSTRACT FROM AUTHOR]

This paper discusses online laboratories as cross reality spaces in education. Cross Reality (also XR) as a term is borrowed from the field of gaming and broadly describes the integration of immersive, augmented, mixed, and virtual reality technology within physical reality. Online laboratories form an ideal example, as different realities (the real hands-on world in real labs, the virtual world in simulated labs or even a mixture of both in context with remote labs) are merged. The connection between different realities in laboratory education and their relation to engineering education contexts are discussed by describing a three-dimensional matrix for categorizing (online) laboratories in teaching and displaying current research results in this area. On basis of this, a scholarly research study is discussed, which is making use of a remote lab in mechanical engineering education for an international student body. In this study, the lab and its application are evaluated from the learner, the system, and the course perspective. These three perspectives offer a holistic view of the lab and the students' learning. The study proofs a positive effect on the students learning experiences. The results also show which current needs and future potentials lie on the intersection of engineering education, internationalization, and digitalization in terms of collaborating and learning in Cross Reality Spaces. [ABSTRACT FROM AUTHOR]

Science, technology and engineering students, within the scope of the European Higher Education Area, often approach their subjects as chunks of knowledge due to the very construction of the teaching plans and the interdepartmental structure of the universities, that is, without deepening the interrelationship between these chunks and the future working reality that the student will have to live. During this research, a board game was designed, within the framework of STEAM education, in order to establish the dynamics of playful activities to generate a gamified learning environment. Through a planned, organized, directed and systematic research process, the effect of the use of the board game on the academic grades of engineering students was assessed, based on the hypothesis that the use of this game allows the acquisition not only of knowledge, but also of the ability to integrate the knowledge of subjects directly linked to the STEAM environment. The analysis of the results verified the initial hypothesis of this research, confirming the positive effect that the use of gamified elements has in STEAM environments. [ABSTRACT FROM AUTHOR]

Today's industry force demands for knowledgeable and skillful engineering graduates in using modern Computer Aided Design (CAD) tools. However, current practices show that there is a lack of contextual knowledge among Mechanical Engineering undergraduates and fresh graduate engineers in utilizing 3D CAD modeling software to develop a good product design. Hence, a study to address this issue is conducted by focusing on the representation of contextual knowledge in 3D CAD modeling. This article focused on presenting essential elements of contextual knowledge utilized among practicing engineers in their daily design works, in the aspect of Model Visualization. This study was conducted using a transcendental phenomenology approach. Four practicing engineers from engineering department of one shipbuilding company in Peninsular Malaysia were purposively selected to be studied. From the analysis, there are three most frequent emerging themes in the application of contextual knowledge in visualizing and presenting model using 3D CAD modeling: Realization, Design Intention and Normalization. These three elements play an important role in helping engineers to contextualize their design work during the stage of visualizing and presenting created model for new product development process. [ABSTRACT FROM AUTHOR]

Virtual and Remote Labs (VRLs) had been widely used in Engineering and Scientific Education in recent years. The purpose of this study was to explore the students' satisfaction of VRLs and their continuance intention to experience VRLs in future study. The VRL developed by Unity3D PRO was integrated into an undergraduate course named "Introduction to computer science". 240 college students from China Three Gorges University took the course and had the virtual and remote laboratory experience for 16 weeks. Students' satisfaction and continuance intention were investigated by a three-part questionnaire based on the Expectation-Confirmation Model and Flow Theory. SPSS 19.0 was used for the quantitative analysis. The results indicated that the flow experience of students in VRL was at general level while the female students' perception of flow was higher than the males. Correlation analysis found that the flow experience had an extremely significant correlation with the students' perceived usefulness, confirmation, satisfaction and continuous intention. Stepwise regression analysis found that flow experience, perceived usefulness and satisfaction were all positive predictor of the students' continuance intention. Finally, some suggestions for integrating VRLs in engineering and scientific education were provided. [ABSTRACT FROM AUTHOR]

Universities throughout the world are realigning engineering education by integrating the impact and importance the profession has on humanity, society and the natural environment. Amongst western universities it is common practice for the engineering programs to have ethics and sustainability embedded within most professional practice courses. Western universities are now understanding the important role cultural, social and emotional intelligence play in producing holistic 21st century engineers. Universities are supporting and fostering fieldtrips to resource-constrained communities, exposing students to real-world problems and finding solutions not necessarily typical in western environments. This, to a certain degree, has helped promote the concept of the Humanitarian Engineer. However, many activities run the risk of disempowering communities and incorrectly promote neo-colonialism as a positive concept to students: the exact opposite of what universities should be striving to achieve. This paper explores the concept of voluntourism and the need for holistic and sustainable solutions for universities to produce culturally, socially and emotionally intelligent engineers with a strong depth of technical knowledge. The paper provides case studies of different programs, highlighting different methods of service-learning and community empowerment. The paper provides a framework to assess program suitability to produce holistic 21st century engineering graduates. [ABSTRACT FROM AUTHOR]

Over the last decade and prompted by the United Nations (UN) 2030 Framework, significant engineering bodies have been calling for education directed towards achieving the UN Sustainable Development Goals (SDGs). In this paper, the authors reflect on progress to enable SDG knowledge and skills in engineering studies, overviewing key examples of efforts within the global professional engineering and education community, including Australia and the United States of America (the US). Acknowledging differences in language and guidance around the world, the authors discuss the need to provide clear and concise language regarding: 1) statements for desirable graduate attributes, 2) required knowledge and skill (i.e. competency) development, and 3) commentary/guiding elements and indicators. The paper concludes with recommending accreditation bodies and professional societies and colleges make use of current international review processes underway by the International Engineering Alliance (IEA) and the World Federation of Engineering Organisations (WFEO), to update accreditation and supporting documents to ensure graduates have capacity to deliver solutions for 'thriving humanity and planet' in the twenty-first century. The authors also challenge educators to review and renew their institution's desired graduate attributes and program offerings to ensure curriculum develops capacity for achieving the UN SDG goals, targets and indicators. [ABSTRACT FROM AUTHOR]

Engineering educators face a rapidly changing, and ever more challenging world. Rapidly evolving industry demands, accreditation agencies, and students themselves are calling for an engineering education with integrated multidisciplinary design knowledge, leadership, communication, business, education, entrepreneurship, sustainability, and lifelong learning explicitly included in their undergraduate programs. Students still need the core content knowledge of thermodynamics, mass, energy, and momentum balances and fluxes. They also need integrated socio‐contextual knowledge to evaluate a design for sustainability and demonstrate a net positive social benefit. There is only so much time available in an undergraduate program and learning takes time. These challenges are driving changes to both what and how we teach our students to integrate broader competencies and enhance engineering student graduate attribute achievement. A framework for engineering education includes fundamental and socio‐contextual knowledge integrated with metacognitive and professional skill development. This contribution provides practical ideas for how to infuse these dimensions into courses, support the developing engineering practice, and deepen student engagement with their courses. [ABSTRACT FROM AUTHOR]

This study investigated best practices in teaching environmental responsibility to inventors and innovators. Because successful invention includes engineering, design, and business, best practices in all three disciplines were investigated, as well as connections among them. The investigation sought best practices in curriculum, delivery methods, and administrative leadership to maximize environmental responsibility in invention education. To find best practices, interviews of 25 instructors, administrators, and graduates from sustainable innovation and entrepreneurship programs were performed; a small literature review provided background and validation. Results found that for curriculum, there was no "silver bullet" but a wide spread of topics for different contexts; however, core topics included business knowledge, measurement of impacts, systems thinking, communication, and inclusion of social justice for broader sustainability. For delivery methods, project-based learning in interdisciplinary teams was a best practice, especially when partnering with industry or other external stakeholders. For leadership, faculty leading with strong administrative support was often praised, though other models were also described, and barriers were mentioned. Leadership best practices also included involvement of all aspects of institutions: faculty, administration, students, facilities, and operations. Image 1 •.Recommended curricula 1: business skills, impact measurement (including social). •.Recommended curricula 2: systems thinking (or critical thinking), communication. •.Recommended delivery: projects in interdisciplinary teams with external partners. •.Recommended administration: faculty leading with strong administrative support. [ABSTRACT FROM AUTHOR]

Entrepreneurial mind-set, knowledge and skills to recognise opportunities and implement ideas are vital competences for achieving success in the midst of rapid global changes. The main purpose of the entrepreneurship education is to foster those competencies. The present paper focuses on the role of the university education in developing various entrepreneurship competences, and the share of entrepreneurs among the alumni. The aim is more specifically to examine the relationship between entrepreneurship education and entrepreneurship competence development in university and the later entrepreneurial activities of the engineering alumni. The analysis is based on a questionnaire survey of alumni entrepreneurship conducted in 2016 as a part of a programme 'Edu ja Tegu- Development of entrepreneurial education throughout all educational levels'. Chi-square tests, t-tests are used to compare the engineering alumni of Estonian University of Life Sciences with graduates from other fields. The overall share of entrepreneurs among the engineering alumni was 35.6%. The entrepreneurial activities were impacted by the time of graduation. It had also impact of whether the graduates had received entrepreneurship courses during their studies. In comparison with other alumni, the engineering graduates assessed that their university education helped them develop significantly better problem-solving skills, critical thinking, self- evaluation skills, ability to develop new ideas and solutions and leadership skills and obtained significantly less entrepreneurial and financial knowledge during their studies. However, in case of engineering alumni, entrepreneurship education did not have significant impact on their entrepreneurial activities and assessments of competences, thus indicating that other factors are in play. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the engineering students' perception regarding sustainability. For this, a survey was developed based on sustainability parameters from a detailed analysis of the Global Reporting Initiative (GRI) and the Brazilian Institute of Corporate Governance (BICG). The parameters were initially divided into seven groups: Financial and Productivity Aspects (FPA); Concern With Employees (CWE); Support for Local Communities (SLC); Ethical and Corporate Governance Issues (ECI); Environmental Aspects (ENA); Sustainable Aspects in the Operations Network (SON); Customers, Development of New Products and Services (CPS). The survey was conducted with engineering undergraduate students from two Brazilian universities. The data were analyzed through structural equation modeling technique, namely the PLS-SEM algorithm. The collected 162 answers enabled the validation of the model tested, and showed that the students, in general, do not consider SLC and CWE when they are analyzing sustainability. Additionally, the most important construct was the CPS. This is an exploratory study and we believe that these findings may contribute to expand the debate about the sustainability insertion in engineering courses, helping educators in their didactic activities. There were not found similar studies in the literature, which highlight the originality of the research. The statistical validation of the results and the contribution to expand the debate regarding sustainability in engineering education justify the value of this study. [ABSTRACT FROM AUTHOR]

For nearly 40 years, there has been a serious decline in the number of new technology and engineering education teachers and teacher preparation programs in the United States (Akmal, Oaks, & Barker, 2002; Daugherty & Boser, 1993; Edmunds, 1980; Greene, 2016; Moye, 2009; Volk, 1993). Currently, only 15% of the technology and engineering education degree-granting university programs remain since 1970, with nearly half of those remaining barely surviving with three or fewer students graduating annually (Rogers, 2017; Wall, 1970). Perhaps most telling about the health of technology and engineering education is the following question: With nearly half the states no longer having a technology and engineering education teacher preparation program, how can it continue to be considered a "legitimate" subject to be taught in schools? Declines in the number of technology and engineering education teachers and teacher preparation programs since the 1970s show no signs of abating. There are several reasons for this continued decline. First, the transformation of technology and engineering education programs to industrial technology and engineering eliminated the need to accommodate the preparation of teachers or continue their past mission. Second, those few technology and engineering education programs that still exist may not reflect the reality of many school programs, creating a mismatch between content and expectations when recruiting new student teachers. Finally, with justifications for technology and engineering education and its inclusion in the broader science, technology, engineering, and mathematics (STEM) umbrella being based on economic justifications and national standards, there has been an increase in corporate-driven and foundation-sanctioned technology and engineering education programs. Of particular focus is Project Lead the Way (PLTW), who's training for their program (product) reduces the need for traditional technology and engineering education teacher preparation programs. This article first examines recent trends in technology and engineering education teacher preparation programs in the United States, including the number of graduates and university programs available. Following a discussion of the aforementioned impacts on technology and engineering education teacher programs, a summation is provided, contending that the few traditional teacher preparation programs that remain are in jeopardy and that new teachers in technology and engineering education will likely come through alternative means such as PLTW. [ABSTRACT FROM AUTHOR]

According to the Encyclopadia Britannica, the establishment of the Royal Society of London for Improving Natural Knowledge (Royal Society), the "oldest national scientific society in the world," was on November 28, 1660. In 1818, the Institution of Civil Engineers (ICE), the first professional engineering body, was also set up in London. Ten years later King Georges IV granted ICE its Royal Charter. Throughout the past 200 years, the world, and Western societies in particular, have experienced deep social changes. The engineering profession has not been an exception, and today its ethos is much broader and complex than the roots and conditions that were found at its origins. What elements are required for professional self-awareness in 21st century engineers? Our goal here is to outline these potential characteristics of contemporary engineering. [ABSTRACT FROM AUTHOR]

To address complex problems in an increasingly globalized world, engineers must understand the ethical implications of their work on society. International service learning is one approach for engineers to gain this understanding. The purpose of this study is to investigate the benefits of international service learning on engineering ethics, more specifically macro-ethics, which is defined as an understanding of their impact on society through engineering. The quantitative study measured senior engineering students' macroethics understanding from a national sample of students enrolled in capstone design courses (n=2095). Students who participated in international service learning (ISL) through capstone and volunteer/work experience possess a greater understanding of macro-ethics compared to students without these types of experiences. Gender is also a contributing factor. Female engineering students possess an understanding of macro-ethics regardless of their ISL experience. Male engineering students with ISL experience have a greater understanding of macro-ethics compared to male engineering students without ISL experience. Male engineering students make up nearly 80% of engineering programs. The integration of ISL into engineering education can help these students develop an understanding of macroethics. Another approach is to recruit more women into engineering who seem to possess an understanding of macro-ethics without participating in ISL experiences. [ABSTRACT FROM AUTHOR]

There is a national conversation about a secondary teacher shortage and the lack of qualified teachers in the classroom. Over recent years, there has been a rise in the number of alternatively certified teachers to fill these positions. This is particularly true in the field of career and technical education. However, there is a debate on whether an alternatively certified teacher is as effective as a traditionally certified teacher. The level of preparedness has been identified as a critical factor in teacher effectiveness. This study looks at the differences in perceived preparedness of early career technology and engineering education teachers to determine if there is a difference between alternatively and traditionally certified teachers. The Schools and Staffing Survey Teacher Questionnaire was used as a generalizable national dataset. The results show that there is no statistically significant difference in the level of perceived preparedness of early career alternatively and traditionally certified technology and engineering education teachers. One construct within preparedness, behavior management, was statistically significant for traditionally certified teachers. By better understanding the nature of teachers in regard to preparedness and certification type, further research can be conducted to better prepare teachers in the field of technology and engineering education. [ABSTRACT FROM AUTHOR]

In this paper, we report and expand on research questions designed to improve undergraduate engineering education. These questions are based on a yearlong process that included a three-step Delphi study and a subsequent two-day workshop. The Delphi study, conducted during winter and spring of 2015, engaged subject matter experts from engineering education research and engineering academic administration. It resulted in the formation of three writing teams, one each for the critical areas of improving student learning in undergraduate engineering education, improving and diversifying pathways of engineering students to increase retention, and using technology to enhance learning and engagement in engineering. Participants in the two-day workshop, held in October 2015, were chosen for their expertise in one or more of the three areas, such that the workshop could explore priorities for research that would address each of these areas. Using results from the Delphi study and the workshop, the writing teams worked to synthesize and expand on the research questions to guide future work. This paper addresses the first area: improving student learning in undergraduate engineering education. Comprehensive, systemic, and systematic improvement of student learning in the undergraduate engineering education system will require change across numerous elements in the system. The Delphi study and the subsequent workshop clustered major issues related to these numerous elements into four themes: (1) change the organizational culture, (2) research effective assessment practices, (3) promote adoption of research-based teaching practices, and (4) characterize successful faculty development. For each of the four themes, we present a rationale to support selection of the theme and offer categories to organize the research questions. We expect these questions will catalyze scholars to generate new areas of research, will inspire engineering instructors to pursue ideas for improving teaching and assessment in their classrooms, and will galvanize administrators to apply insights to change institutional policies, teaching and assessment activities, faculty development initiatives, and, ultimately, their organizational cultures. [ABSTRACT FROM AUTHOR]

This study explores the impact on students from engagement with a humanitarian engineering pathway embedded in the core of an undergraduate engineering degree. The pathway provides multiple engagements with humanitarian engineering including assignment topics, study abroad experiences and service-learning projects. A mixed-methods study over 18 months collected survey data from education initiatives concurrently with interviews with graduates at completion of their studies, to identify outcomes from student engagement. A set of seven outcome themes were identified including additional motivations for study, the development of professional skills, and an enhanced perception of employability. The research demonstrates the contribution of humanitarian engineering to the development of contemporary engineers as well as to support greater diversity and cultural change in engineering. However, challenges were identified particularly for work experience and career opportunities. The research proposes future work evaluating outcomes from multiple universities and graduates further in their careers, to develop a more complete picture of the impacts of humanitarian engineering. [ABSTRACT FROM AUTHOR]

Senior design and capstone courses are an integral part of any engineering curriculum around the world. These courses perhaps provide the only opportunity for students to apply the theoretical knowledge and technical skills they have acquired throughout the engineering degree. Moreover, they are often the (sole) environment in which students get some of the professional and transversal skills too. In addition, such courses present a great degree of nonuniformity since the students engage in projects of different nature (e.g., research oriented versus application oriented). Furthermore, not only do these courses prepare students for real-life engineering practice, they also serve as a major component in measuring program outcomes. The survey conducted over two decades ago by Todd et al. [item in the Appendix], which collected responses from 360 departments across 173 schools, highlighted many of the issues related with capstone courses that are still relevant today. Such issues include course format, different degrees of faculty involvement, and project completion requirements. Indeed, all points highlighted thus far emphasize the importance of adequately designing and assessing capstone design courses. [ABSTRACT FROM AUTHOR]