call for AJEE special issue on Capacity Building

Australasian Journal of Engineering Education

Special Issue ‘Engineering Education Research Capability Development’

Call for Papers

Since the late 20th century, engineering education research has been expanding as a formal field (Wankat et al., 2002), although its identity is varied across institutions and countries around the world (Godfrey & Hadgraft, 2009; Kumar et al., 2021). This diversity in how engineering education research is experienced across contexts also impacts how capability is developed in engineering education, including identities, knowledges, practices, graduate programs communities, agendas, funding, and pathways. Having a collective discussion on the diverse approaches to capability development, including who engages with engineering education research, how engineering education research is undertaken, and the associated outcomes, will expand the global understanding of the field and inform future capacity building.

We are soliciting original manuscripts for a special issue of the Australasian Journal of Engineering Education exploring ‘Engineering Education Research Capability Development’. Guest Editors for the issue are Dr Sarah Dart, Queensland University of Technology, Dr Jillian Seniuk Cicek, University of Manitoba, and Dr Sohum Sohoni, Milwaukee School of Engineering.

Participants of the Research in Engineering Education Symposium – Australasian Association for Engineering Education Conference (REES AAEE 2021) themed interactive paper sessions are invited to develop papers, including those focused on the conference subthemes. Additionally, papers may be expanded from a research paper presented at REES AAEE 2021, or they may be original papers on the theme.

Full papers for the special issue must be submitted to the Journal by 31 July 2022 for consideration for review. The Editorial Team plans to publish the special issue in May 2023.

The guest editors envision a range of empirical studies, theoretical and conceptual explorations, and reviews, on developing engineering education research capability in local, national and international contexts involving, but not limited to, topics such as:

  • Faculty/academic development, training, and practice
  • Stakeholder engagement in the field (e.g., students, academics, graduate researchers, mentors, reviewers, editors, authors, funders, industry partners, research teams, professional staff, university policy-makers, governments)
  • Development of research communities
  • Impact of research agendas on the field
  • Graduate programs (e.g., graduate students, supervisors, advisors)
  • Pathways, trajectories, and careers (e.g. graduate students, professional development programs, early-career engineering education researchers; challenges, barriers, opportunities)
  • Developing academic capability in embedding Aboriginal/Indigenous perspectives in curriculum
  • Developing capabilities related to inclusion, intersectionality, diversity, decoloniality, equity, accessibility, and cultural relevancy
  • Enhancing student capabilities in engineering

 

Authors should ensure that manuscripts align with the Aims and Scope, and submission guidelines, of the Journal (https://www.tandfonline.com/journals/teen20). The international relevance or relevance to the Australasian region must be clear. Paper should by 5000 to 7000 words including references.

 

Papers must be submitted through the journal website (https://www.editorialmanager.com/teen/default1.aspx). In the submission process, authors should select ‘Special Issue: Engineering Education Research Capability Development’.

 

The lead guest editor is:

Jillian Seniuk Cicek, Ph.D. (she/her)

Assistant Professor|Fellow, CEEA-ACÉG

Centre for Engineering Professional Practice & Engineering Education

333 Stanley Pauley Engineering Building|97 Dafoe Road

Price Faculty of Engineering|University of Manitoba

Winnipeg MB|R3T 5V6 Canada

Jillian.SeniukCicek@umanitoba.ca

 

 

References

 

Godfrey, E., & Hadgraft, R. (2009). Engineering education research: Coming of age in Australia and New Zealand. Journal of Engineering Education, 98(4), 307-308.

Kumar, S. S., Gamieldien, Y., Case, J. M., & Klassen, M. (2021). Institutionalizing Engineering Education Research: Comparing New Zealand and South Africa Research in Engineering Education & Australasian Association for Engineering Education Conference,  https://aaee.net.au/wp-content/uploads/2021/11/REES_AAEE_2021_paper_310.pdf

Wankat, P. C., Felder, R. M., Smith, K. A., & Oreovicz, F. S. (2002). The scholarship of teaching and learning in engineering. In M. Taylor Huber & S. P. Morreale (Eds.), Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp. 217-237). American Association for Higher Education.

 

fully funded Maths Ed PhD at TU Dublin, Ireland

Please find details of a fully funded Maths Ed PhD at the following link:

https://www.findaphd.com/phds/project/phd-project-enablers-and-barriers-an-investigation-into-students-thoughts-when-engaging-with-procedural-and-problem-solving-tasks-in-mathematics/?p143237

PhD project: Enablers and Barriers: An investigation into students’ thoughts when engaging with procedural and problem-solving tasks in mathematics at Technological University Dublin on FindAPhD.com

PhD Project – PhD project: Enablers and Barriers: An investigation into students’ thoughts when engaging with procedural and problem-solving tasks in mathematics at Technological University Dublin, listed on FindAPhD.com

www.findaphd.com

Expressions of interest will be sent to  researchadministration.tallaght@tudublin.ie and Fiona.faulkner@tudublin.ie. 

I appreciate you mentioning this to students/colleagues for whom it may be of interest.

Thanks.

Fiona, Paul and Ciaran

SJEE special issue on Engineering Ecosystems and the Development of Engineering Skills in Africa

Southern Journal of Engineering Education (SJEE) Special Issue Call for papers: Engineering ecosystems and the development of engineering skills in Africa

Full call document is available at: https://sjee.org.za/ojs/index.php/sjee/announcement

Overview

Engineering education does not exist in a vacuum. As a professional field of study, it operates in a dynamic relationship with educational institutions, industry and the makers of policy that influence how engineering functions in society. Each actor emphasises in different ways the knowledge, skills and purpose of the profession. The relative emphasis of engineering education and the characteristics of institutions that define and deliver it, can vary enormously across different contexts. This special issue aims to explore this interconnectedness with the aim of strengthening engineering education taking into consideration local contexts, especially in the Global South (Matemba, 2022). To do so, it draws on the notion of engineering ecosystems (Klassen & Wallace, 2019), which offers a potential framework on which to build, and which can evolve.

The notion of an ‘engineering ecosystem’ uses a metaphor from biology to highlight the interconnectedness of social, technological and organisational actors involved in engineering practice. It implies a diversity of actors and policies, embedded in multiple levels of hierarchies and multiple feedback loops. One way of visualising an engineering ecosystem is shown in the diagram below, highlighting the complexity of actors, the tensions and feedback between research structures, the undergraduate teaching/curriculum, and the role of different types and sizes of industry partners in the process. This is only one way of depicting an ecosystem; we hope to draw out other visualisations and conceptualisations through the special issue.

Research on engineering ecosystems in Africa needs to pay attention to the local context and political economy: what are the important national actors and policies shaping engineering education? How is practice organised and what legislation underpins it? What is the role of accreditation bodies in shaping the curricula offered by universities? And how do industries interact with higher education institutions (HEIs) to shape future engineering practitioners? These are all important research questions, and their answers will vary across countries.

Research on engineering ecosystems in Africa needs to pay attention to the local context and political economy: what are the important national actors and policies shaping engineering education? How is practice organised and what legislation underpins it? What is the role of accreditation bodies in shaping the curricula offered by universities? And how do industries interact with higher education institutions (HEIs) to shape future engineering practitioners? These are all important research questions, and their answers will vary across countries.

Potential topics to be explored in this issue include, but are not limited to: • Models for strengthening university-industry partnerships; • Student-focused initiatives to develop engineering skills; • Industry policies and participation in skills development; • The role of professional bodies in engineering accreditation; • Tensions and alignments between research and teaching missions in engineering schools, including different experiences of graduate vs. undergraduate students; • Professional development for graduate and early career engineering practitioners; • Culture and socialisation in engineering education, including gendered social norms; • Work-based learning; • Practice-oriented pedagogies (e.g. problem based learning) and the influence of professional voices/actors in shaping their uptake.

Submission information and timeline Information session / informal workshop: 5 May 2022 Submission of 1,000-word extended Abstract: 15 May 2022 Notification of reviewer feedback and Invitation to submit full papers: 15 June 2022 Deadline for submission of full papers: 1 September 2022

Instructions for authors – extended abstracts Extended abstracts should clearly outline the research questions, theoretical framework, methodology and an early indication of findings and their implications. Abstracts should explain which aspects of the engineering ecosystem are included in the study and why, and which key relationships are being explored/investigated. In addition, some basic context on the African country/countries in the study should be included to frame the ecosystem, and to identify unique features of the educational and professional systems in question.

Note that authors are also welcome to submit a full paper directly for consideration in the special issue, provided it meets the above requirements for an extended abstract.

Correspondence: ecosystem.editors@gmail.com More information about the journal and instructions for submission may be found on the website: www.sjee.org.za. This call is under Announcements.

Special Issue Guest Editors • Manimagalay Chetty, SJEE and Cape Peninsula University of Technology, South Africa • Gussai Sheikheldin, Research Fellow, Science Technology Innovation Policy Research Organisation, Dar Es Salaam, Tanzania • Esther Matemba, Curtin University, Western Australia • Mike Klassen, University of Toronto, Canada

References

Klassen, M., & Wallace, M. (2019) “Engineering ecosystems: a conceptual framework for research and training in Sub-Saharan Africa” AEEA conference, Nigeria. https://www.researchgate.net/publication/336681167_Engineering_ecosystems_A_conceptual_fr amework_for_research_and_training_in_sub-Saharan_Africa

Matemba, E. (2022). Redefining the dominated power position in global engineering and in globalization studies in engineering education. SEFI editorial. https://www.sefi.be/2022/02/02/redefining-the-dominated-power-position-in-global-engineeringand- in-globalization-studies-in-engineering-education/

Matemba, E., & Lloyd, N. (2017). Internationalisation of Professional Engineers: A Review of Globalisation of Engineering Education and Accreditation-Challenges from an African Perspective. International Journal of Engineering Education, 33(6), 2083–2097.

Sheikheldin, G., & Nyichomba, B. (2019). Engineering education, development and growth in Africa. Scientific African, 6, e00200. https://doi.org/10.1016/j.sciaf.2019.e00200

Handbook of Engineering Ethics Education: Join the team of authors!

Please consider contributing to the upcoming Handbook of Engineering Ethics Education. 

You can express your interest in joining the team of authors of the Handbook of Engineering Ethics Education by submitting your details no later than May 1st, 2022. Further information and link to the expression of interest form are both available via:

https://www.sefi.be/2022/03/15/handbook-of-engineering-ethics-education-join-the-team-of-authors/

University of Johannesburg seeking Associate Professor OR Senior Lecturer (Faculty of Engineering & The Built Environment: Deans Office)

The University of Johannesburg (UJ) is re-posting this job advert:  https://jobs.uj.ac.za/applicant/index.php?controller=Adverts&method=view&advertid=dd78c40b-d896-4a8f-95c3-bf60e60bb5c3

It is similar to the call we distributed previously,  but now at Associate Professor OR Senior Lecturer level.  UJ did not get enough applicants to appoint at the Associate Professor level the first time around. 

The call was sent to REEN by Dr Zachary Simpson,  Senior Lecturer, Engineering Education (zsimpson@uj.ac.za).

2022 Horizons in STEM Higher Education conference at University College London

The 2022 Horizons in STEM Higher Education conference at University College London (UCL) on the 29th and 30th June 2022. It will run as a hybrid event with the hope that most will come to London to participate. To support the conference aims of Making Connections, Innovating and Sharing Pedagogy, the conference committee welcomes theme-based submissions in any STEM subject area. The intention is to provide opportunities where teaching innovation and pedagogy might be shared with all STEM colleagues, or where more subject-specific discussions might ensue, these will be of interest to a range of STEM disciplines. In each case, the conference is all about making connections and we would particularly encourage abstracts from early-career colleagues.  We also welcome international contributions that explore any of these themes.

The call for abstracts is now open. Abstract submission deadline is 5pm (London) on Friday 25th February 2022.

https://ukstemconference.com/welcome/call-for-papers/

 

PAEE/ALE’2022 conference call for abstracts

This mail is to make you aware that the deadline for abstract submission for PAEE/ALE’2022 International Conference on Active Learning in Engineering Education is February 13th 2022 (two weeks from now).

https://mcusercontent.com/ba6901d8a736b846813bbaf74/images/a7aa6591-3cd7-b70d-c1ca-e172066afd83.jpg

Abstract submission: Regardless of the type of submission, in a first stage, contributors are invited to submit an abstract of 300 words using the web submission platform: https://easychair.org/conferences/?conf=paeeale2022.

We welcome student contributions to the conference. Students who develop project work in their undergraduate or graduate engineering degrees are invited to submit papers on their learning experiences in project work. Student papers will be candidates for the best Student Paper Award.
 

Important dates:

  • Abstract Submissions: February 13, 2022.
  • Notification of acceptance: March 15, 2022.
  • Full Paper Submissions: June 03, 2022.
  • Early bird registration: June 13, 2022.
  • Conference dates: July 6 – 8, 2022.

Best regards,

Miguel Romá (University of Alicante, Spain)
Valquíria Villas-Boas (Universidade de Caxias do Sul, Brazil)
(PAEE/ALE’2022 conference chairs)

REES/AAEE2021 Best Paper awards

Congratulations to the authors recognized for “Best Papers” at REES/AAEE2021 in Perth, Australia! 

Duncan Fraser Award for Best Student Paper, sponsored by Engineering Institute of Technology

Winner: ‘Rural knowledge practices and engineering study: a case study from South Africa’ by Hellen Agumba and Zach Simpson (South Africa)

 

Best Paper, Research Category

Commendation: ‘Volunteer Professionals in an Undergraduate Design Challenge: Contributing to and Practicing Globally Responsible Engineering ’by Bryce Neuman and Jonathon Truslove (Germany, UK)

Commendation: ‘Recentering local knowledge and developing collaborative relationships: reflections on the design of a localized engineering program for former “street youth” in western Kenya using an asset-based framework’ by Dhinesh Radhakrishnan,  Jennifer DeBoer, and Nrupaja Bhide (USA)

Winner: ‘Professional Shame as a Socio-Psychological Mechanism for Marginalization in Engineering Education’ by Mackenzie B. Sharbine,  James L. Huff,  Nicola W. Sochacka, and Joachim Walther (USA)

 

Best Paper, Practice Category

Winner: ‘Evaluating Outcomes in Two Engineering “Clinic” Subjects’ by Glenn J. Bradford, Paul N. Beuchat, and Gavin Buskes (Australia)

 

Australasian Journal of Engineering Education – Best Paper Volume 25

Winner: ‘Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs’ by Cassandra McCall,  Ashley Shew, Denise R. Simmons, Marie C. Paretti, and Lisa D. McNair (USA)

REES2021 resounding success, 3 workshops left!

Congratulations and a job well done for REES/AAEE2021, a ground-breaking, time-zone spanning symposium with truly global attendance. Thanks to Sally Male,  Andrew Guzzomi and their team in Australia for organizing and to everyone who facilitated sessions and contributed content, time and effort to make the event a success!
A very high number of people registered/attended this conference, far exceeding past years.
Don’t forget, we still have 3 very interesting workshops on the programme for today, so please consider attending!