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Objectives: Mental health problems such as anxiety and depression have been steadily rising among university students in the Philippines. While there exists literature determining students’ quality of life and health access behaviour, there remains a substantial gap in having a local framework with which to understand their vulnerabilities. In this paper, we aim to identify the socio-cultural factors that exacerbate the challenges that Filipino university students navigate in their attainment of well-being. Design: The study used an exploratory qualitative design. Setting: Data were collected from university students attending a private higher education institution in Manila, the Philippines. Method: Using a cultural epidemiological approach and a qualitative design, semi-structured interviews were conducted online with 60 university-level students. Interviews were recorded, transcribed and translated into English. Data were open coded and thematically analysed. Results: The lived experience of 60 university students revealed that factors including volatile household dynamics, intergenerational [mis]understanding of mental illness, stressful academic engagement and religious associations contributed to the individual framing of their conditions, which ranged from self-stigma to self-prescribed isolation. Various experiences linked to the Filipino value of pagdamay (sharing the burden) significantly aided students’ management of their conditions. Conclusion: Drawing on the narratives elicited, a community-based approach using the university as the core for intervention delivery is proposed that may positively impact on students’ mental health seeking behaviour.

Significant efforts have been made to promote gender equality in higher education (HE) in Europe. Examples include the establishment of the Athena Swan Charter in the UK in 2005 and the 2019 launch of the Irène Curie Fellowship scheme by Eindhoven University of Technology. But which initiatives address broader diversity, equity, and inclusion (DEI) challenges in HE? And which are specifically focused on engineering education? This exploratory study aims to improve our understanding of the ways in which a set of European HE Institutions engaged in engineering education address DEI at an organisation level, and how this is communicated within the public domain. The analysis of online data provided by a purposive sample of institutions is guided by the following research questions (RQ): 1. How is DEI addressed and defined in institution-wide strategic frameworks? 2. How many institutions describe having an institution-wide DEI organization? 3. What specific policies around DEI are being developed, and what areas are mentioned, defined, and prioritized? 4. What structures and resources noted as part of their DEI activities are specific to engineering faculties and departments? 5. What engineering-specific DEI initiatives exist that are not available in the public domain or are not written in English? Our sample is composed of the host institutions of the authors of the paper, and represent different European countries: Belgium, Denmark, France, Ireland, Portugal, Switzerland, and the UK. The findings of this exploratory study will be used to inform the design of a large-scale survey to identify DEI practices across the SEFI community. ispartof: pages:189-193 ispartof: SEFI 49th Annual Conference Proceedings 2021 pages:189-193 ispartof: SEFI 49th Annual Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting? location:Berlin, Germany date:13 Sep - 16 Sep 2021 status: published

The recent institutional submissions and conclusion of the first phase of the REF, coupled with the announcement of a wide-ranging review of research assessment in the UK, has provided space for renewed thinking on the state of research assessment. In this post, Julie Bayley, Kieran Fenby-Hulse, Chris Hewson and Anne Jolly, present reflections on the wider systemic effects of research and impact assessment within higher education institutions during the most recent round of the REF and discuss how principles derived from these observations might inform an approach to research assessment that is more inclusive, consistent and reduces unintended consequences. 1. We must recognise that impact assessment is an industry, not a harvesting of naturally occurring effects, and that this has resourcing implications which are felt unevenly across the sector 2. A clearer understanding is required of the disenfranchising effects felt by those in the broader research ecosystem, particularly individuals not portrayed as impact leaders within case study narratives 3. The sector must develop a clearer understanding of the risks inherent in instrumentalising and commodifying stakeholder relationships, and how this sits in contradiction to other parts of the research ecosystem (e.g., KEF)

Une puissance seigneuriale

Entre ciel, mer et terres. L'île monastique de Lérins (Ve-XXe siècle)

International audience; L'électronique, après avoir été une discipline très prisée par les étudiants, est maintenant l'une des matières d'ingénierie qui les attire le moins. Cela a amené Polytech Orléans à réfléchir à une pédagogie plus adaptée aux étudiants actuels: ce sont le contexte complexe et les modalités de cette réforme: réorganisation et pédagogie par projets qui sont présentées dans l'article

International audience; We have now enough background in teaching of ecodesign to make some conclusion on best practices in this area: in France this is very supported by studies of APEDEC (Association of Experts for the development of EcoDesign) that published in 2006 and 2010 the results of enquiries on those teachings. Curricula concerning ecodesign exist since 1987 but a significant number of graduates exist only since 1995, more often in engineering universities or design institutes In 2006 curriculum including at least 20 hours on ecodesign were 22 in France, they are 80 in 2010. In 2006, 7 of them could be considered as expert dedicated curriculum, 9 as leading to an ability to realize an ecodesign study and 6 as basic educations. One or two days curriculum is considered as only as able to give an idea about the field of ecodesign. At this moment the strong link was between design and ecology: at the beginning, first people to teach in this field were people making also researches in the field, often in link with material sciences (wood, textile, cars, and domestic use devices). In 2009 the threshold of 3000 graduates in ecodesign was gone over in France but only 20 curriculums can be considered as expert dedicated curriculum. At the beginning teachers dedicated much time to tools for environmental evaluation and ecolabels, they were devoted to practical realization of LCA, very often with the use of the software considered as the reference in the domain of application. When ISO 14062 norms appeared, it was also a great tendency to include it in the teaching of integrated management subjects. Now we teach ecodesign for services with a complementary view on usages but in the perspective of economy and societal impact. The development of entrepreneurship educations leads us to include the benefits of ecodesign for development of enterprises that made this choice and the link between ecodesign and innovation. Slow design is a more global view of things it is now considered as a component of ecodesign and taught in this concept integrating ethics consideration. The paper makes a description of those evolutions in teaching ecodesign and present typologies of curricula.

International audience; In the close future, our society and its engineers will have to find solutions for a better management of energy; it can be realized through: the increase of isolation of building with eco-materials, the use of renewable sources of energy, the increase of communication between energetic devices placed inside this building but also with energy production plants more fitted and the increase of the number of inside and outside sensors In the same time, the disaffection of students for electrical engineering led us to define new courses based on concepts linked to electronics, electrical networks, and sensors. We saw that electronics applied to energetic efficiency and home automation could attract students whose current interest lies much more in civil engineering or sustainable development. The teachers of all engineering department designed the course together, taking in account necessary learning outcomes. The idea of a course leading to jobs such as integrator of solutions for energetic efficiency of buildings or designer of systems for smart homes, revealed to be fitted as well with the needs of companies (Schneider, Atlantic-Thermor, Legrand...) as with the interest of young people.

International audience

International audience; The disaffection of students for electrical engineering led us to define new curricula based on concepts of electronics that could attract students. The idea of a course leading to jobs such as integrator of solutions for energetic efficiency of buildings, or designer of systems for smart homes revealed to be fitted as well with the needs of companies as with the interest of young people. The point of view of the design of the curriculum is for 2/3 the point of view of the IEEE engineer and for 1/3 the point of view of the building engineer. To go through such a transverse project, methodology of brainstorming and team efficiency is necessary. The result is a curriculum considered by major companies of the domain as necessary, and by the team of researchers-teachers of the engineering school as a project allowing a better knowledge of the fields of each other.

National audience

A altura dominante (Ho) de 120 parcelas georreferenciadas (600m² cada) foi estimada através de diversas medidas de distribuição, máximas locais e densidade derivada da varredura a laser com pequena impressão obtida em um povoamento florestal decíduo irregular. As parcelas foram distribuídas de forma a contemplar toda a variabilidade de alturas dominantes e o tipo de regeneração existente nos 112km² da área estudada, localizada na floresta de Haye, França. O modelo construído com variáveis de máxima local (Hmv5) e densidade de retornos (d9) foi capaz de estimar a Ho com alta acurácia, além de ser independente do tipo de povoamento, o que possibilitou sua aplicação em toda a floresta. A validação cruzada do modelo final mostrou que este explicou 98% da variabilidade observada nas parcelas em campo, com um RMSE de 0.77m (3.31%). Nenhum efeito drástico da escolha do MNT, densidade de retornos ou do posicionamento das parcelas foi detectado no modelo, sugerindo grande estabilidade. AbstractThe mean dominant heights of 120 georeferenced field sample plots (600m² each) were estimated from a range of canopy densities, distributions and local maxima metrics derived by a small-footprint laser scanner over various deciduous forest stands using regression analysis. The sample plots were distributed in order to better represent the variability in stand dominant height and regeneration practices throughout a 112km² study areas in Haye forest, France. The model constructed with local maxima (Hmv5) and a LIDAR density metric (d9) was able to estimate Ho with a very high accuracy and was not sensitive to stand types. Cross-validation showed that the final model explained 98% of the variability in ground-truth dominant height, with a RMSE of 0.77m (3.31%). No drastic effects of DTM, echo densities, or positioning errors were found in the models.

National audience

International audience

National audience