Faris Tarlochan’s journey in engineering education research

Faris Tarlochan, Qatar University, Qatar

The spark that ignited my passion for education

My fascination with education began during my pre-university preparation program when I was given the opportunity to mentor adult learners who were in the same cohort as me. This experience opened my eyes to the challenges and rewards of teaching, especially when working with individuals from diverse backgrounds and life experiences. Guiding adults through complex subjects while adapting my communication and instructional techniques to meet their needs sparked a deep passion for education. I realized that teaching is not just about transferring knowledge, but also about fostering understanding, curiosity, and confidence. This early experience ignited my desire to explore education further and pursue it as a meaningful career path.

My undergraduate journey at Purdue University was a profoundly transformative experience that shaped both my personal and professional growth. Immersed in a challenging academic environment, I was constantly pushed to think critically and solve complex engineering problems, which strengthened my technical expertise. Beyond the classroom, I was fortunate to engage in hands-on projects that allowed me to apply theoretical knowledge to real-world situations, deepening my understanding of engineering principles. One possible example off my head is a design project in my Machine Design class where we had to design an oil field pump jack. This project was beyond textbook and required significant critical thinking to put all the pieces together. However, what truly left a lasting imprint on me was the unwavering support of my professors and mentors such as Professor Cipra, Professor Pennock, Professor Kokini and Professor Hillberry. Their genuine commitment to nurturing student potential sparked my passion for lifelong learning and discovery. I was inspired by their ability to not only teach but also cultivate curiosity and innovation in their students. This mentorship ignited a desire within me to give back to the field by becoming an advocate for engineering education. It became clear to me that I wanted to not only be an engineer but also contribute to shaping the next generation of engineers, fostering a learning environment where students could thrive, just as I had.

A Journey from Parenthood to Teaching Excellence

After starting a family, education has always been at the core of what I value most for my daughters. From an early age, I wanted to ensure they had access to the best learning opportunities, knowing that a strong educational foundation would open doors for their future. As I observed their growth and development, I became increasingly aware of the importance of a supportive and effective learning environment, not just for them, but for all students. A good teacher must do more than present information; they need to connect with students, understand diverse learning styles, and create a dynamic environment where students are actively involved in their own learning process. This is where the distinction between having subject expertise and having the skills to teach effectively comes into play. Being an expert in a field is important, but teaching demands more than expertise—it requires a commitment to educational innovation. To truly excel in teaching, there must be a deeper calling to push for new, creative approaches that meet the evolving needs of students. This involves embracing innovative strategies, from integrating technology in meaningful ways to fostering critical thinking and collaboration. It’s about adapting to different learning styles and constantly seeking ways to improve the educational experience. Without this drive to innovate, even the most knowledgeable individual may struggle to create lasting, impactful learning experiences.

While earning a PhD represents a significant academic achievement, it doesn’t automatically make someone a great teacher. A PhD is often focused on deep specialization in a particular field, honing research skills, and contributing new knowledge to the discipline. But teaching is a different challenge altogether—it requires the ability to engage students, communicate complex ideas clearly, and inspire a passion for learning. In essence, while a PhD reflects mastery of a subject, being a good teacher is about mastering the art of teaching itself. It’s a continuous journey that requires not just expertise but also passion, creativity, and a genuine desire to see students succeed.

Fueling a Commitment to Excellence in Teaching: A Personal Journey

This personal journey sparked my passion for quality teaching. I realized that the learning experience goes beyond textbooks and classrooms—it’s about creating a nurturing space where students feel inspired and empowered. This understanding fueled my desire to contribute to the educational system in a meaningful way. I wanted to be part of a process that promotes excellence in teaching, fosters curiosity, and ensures that every learner has the opportunity to thrive, just as I hoped for my own daughters. As I became more involved in education, my commitment to enhancing the learning environment grew stronger. Whether through implementing innovative teaching methods or ensuring that educational standards are upheld, my goal has always been to create spaces where students can excel, much like the ones I dreamed of for my daughters. I am adopting active learning in my class and moving away from traditional board and chalk (today its power point). Depending on the nature of the course, I either implement Project Based Learning or Flipped Classroom. I utilize the instructional period for discussions, in class problem solving or scaffolding activities. This journey continues to motivate me, shaping my approach to education with a personal sense of purpose and dedication.

My interest in the Scholarship of Teaching and Learning (SoTL) grew significantly after attending several workshops and conferences focused on engineering education. I really enjoyed and benefitted from The International Research Symposium on Problem Based Learning 2023 (IRSPBL 2023) and Transforming Engineering Education 2023 (TEE 2023) held at MIT in summer 2023. The way the conference was organized differed from most conferences I had attended. It really engaged all participants and the discussions were enriching. These experiences opened my eyes to the potential of transforming the teaching process into something far more dynamic and impactful. One pivotal moment was attending a workshop led by Dr. Richard Felder, a renowned figure in engineering education. His insights into how students learn, combined with his emphasis on creating more engaging and student-centered learning environments, left a lasting impression on me. Dr. Felder’s workshop, in particular, challenged the traditional approaches to teaching that many of us were familiar with. It encouraged a shift towards more evidence-based methods, such as active learning and cooperative learning, which have been proven to enhance student understanding and retention. His approach resonated with my own desire to improve the teaching and learning experience, pushing me to explore more deeply how I could apply these principles in my own teaching.

As I continued attending conferences and engaging with other educators who shared a similar passion for teaching innovation, I realized the importance of not only focusing on what we teach but also how we teach. The SoTL framework gave me a way to systematically study and improve my teaching practices, ensuring that my efforts were grounded in research and aimed at fostering meaningful student learning. This journey into SoTL has been transformative, as it has deepened my commitment to continuously refining my teaching methods, always seeking to create an environment where students can thrive both academically and personally. Recently, my academic focus has shifted toward exploring the concept of student agency, particularly in the context of sustainability. As sustainability becomes an increasingly critical global issue, I see the role of students in driving meaningful change as pivotal. Student agency—their capacity to take initiative, make choices, and effect change—holds immense potential in shaping a sustainable future. Empowering students to become active participants in sustainability initiatives not only benefits the environment but also helps cultivate critical thinking, responsibility, and leadership in them.

My engagement with the Scholarship of Teaching and Learning (SoTL) and my accumulated expertise in education have significantly influenced my approach to advancing engineering education research in Qatar. Qatar is currently at a critical juncture, with a strong emphasis on sustainability and development. The demand for innovative, well-trained engineers has never been more pressing. To realize this goal, I am collaborating with motivated academics, encouraging them to engage in SoTL by using their own teaching as a basis for scholarly inquiry, continuously reflecting on and improving their methods through research. I have initiated an “Education Clinic” to support faculty interested in incorporating active learning techniques or becoming involved in SoTL. Additionally, I am offering workshops that promote innovative teaching strategies, such as active and cooperative learning, ensuring that engineering students transition from passive recipients of information to active participants in their learning process. However, significant challenges remain. One of the primary obstacles is overcoming traditional views of education, which often resist the adoption of new teaching methodologies or question the value of educational research in engineering. Furthermore, many faculty members are overwhelmed by the demands of teaching, administrative responsibilities, and their own research, making it difficult to take on SoTL projects. Finally, not all students are familiar with or prepared for active and collaborative learning, leading to potential resistance as we move away from traditional lecture-based methods. Navigating these challenges is no easy task, but it is a meaningful and rewarding endeavor. While the journey is uphill, it is one that I find deeply engaging and essential to the future of engineering education in Qatar and on a wider scope the MENA-GCC region.

Currently, I am working on a research paper that investigates student agency for sustainability using Q-Methodology. This approach allows me to explore the diverse perspectives and subjective experiences of students as they engage with sustainability efforts. Through this research, I hope to uncover valuable insights into how we can better support and foster agency in students, particularly when it comes to addressing pressing global challenges like sustainability. In addition to the paper, I have submitted a research grant proposal focused on a similar area, aiming to deepen our understanding of student agency and how educational institutions can more effectively cultivate it. By focusing on these efforts, I believe we can create more engaged, proactive learners who are not only equipped with knowledge but also empowered to act in building a more sustainable world.

For those new to engineering education research or looking to deepen their teaching practice through scholarship, my key recommendation is to embrace a mindset of continuous learning and reflection. Start by integrating the principles of the Scholarship of Teaching and Learning (SoTL) into your practice by using your classroom as a space for inquiry, experiment with innovative teaching methods, and gather evidence to assess their impact. Begin small, perhaps by focusing on one area of your teaching that you want to improve or study. Collaboration is also essential; connect with other educators and researchers, share insights, and seek feedback. Building a network of like-minded professionals will support your growth and provide new perspectives. Most importantly, stay persistent. Engineering education is evolving, and the transition from traditional methods to more student-centered, research-driven approaches may be challenging. However, the rewards are immense, both in student outcomes and personal fulfillment. By committing to evidence-based teaching and continuous improvement, you can contribute to meaningful change and help shape the future of engineering education. Wishing you all the best.

The 11th Research in Engineering Education Symposium (REES)

We are excited to announce that the 11th Research in Engineering Education Symposium (REES) will take place from 29 September – 3 October 2025 in the beautiful city of Johor Bahru, Malaysia! The full conference will be conducted face-to face and selected sessions in hybrid and fully online to allow participation and engagement from authors of various locations.

Hosted by Universiti Teknologi Malaysia, we will create a dynamic version of REES to run alongside the 11th Regional Conference in Engineering Education (RCEE) and Research in Higher Education (RHEd). In addition to the main symposium, we will also be hosting a Doctoral Symposium, exciting pre- and post-conference workshops, and the 7th International Innovative Practices in Higher Education Expo (I-PHEX 2024) to showcase innovative practices that can be shared and emulated among academics in higher education worldwide.

Call for Papers will be out in November 2024.

Stay tunned.

REEN Call for Governing Board Members

Dear engineering education community,On behalf of the Research in Engineering Education Network (REEN) Governing Board, we are seeking nominations to fill three board positions. We are looking for individuals who are passionate about engineering education research and building capacity and representation in the following regions:

●Asia – China and Northeast Asia (1 position)

●Africa (1 position)

●Europe (1 position)

We aim to fill these positions for terms running from January 2025 – December 2028.

The REEN Governing Board is responsible for implementing the mission and goals of REEN by providing strategic direction, continuity, and overall leadership in Engineering Education Research (EER). By doing this, REEN aims to help educators generate research on good practices and innovative approaches in education contexts, and through this, support the implementation of research-based approaches in engineering education. Further information can be obtained by visiting our website: https://www.reen.co/

REEN board members, each representing a particular region (see Figure 1), serve a four-year term (in this case, starting in 2025 and running until the end of 2028). Commitment includes a 1-hour meeting (held online) once a month, and members are also asked to provide time between monthly meetings for project work such as: supporting the REES symposium (e.g., reviewing abstracts and papers), developing special focus journal issues, supporting region-specific capacity development projects, and serving on project subcommittees.
If you are interested in being a REEN governing board member for one of these regions, please send the following information as a single Word or PDF file to Homero Murzi (homero.murzi@marquette.edu) – REEN Governing Board Chair by 15 November 2024:

1. Motivation & Vision statement — approximately 200 words describing your involvement in EER and REEN, why you are interested in being on the REEN Governing board, and your vision for advancing EER in your region.
2.CV — up to two pages highlighting activity and accomplishments in EER to illustrate the perspectives, experience, expertise, and contributions you will bring to the REEN board.

Applications will be evaluated based on the five criteria elaborated below. Applicants do not need experience in every area to apply, though some exposure to and participation in REES or other REEN activities would be beneficial. Additionally, we are looking for your vision in advancing EER in your region.
We acknowledge that the extent and maturity level of EER vary in different regions. Alignment between the applicant’s experience and interests and the region for which they are applying will be taken into consideration specifically in relation to how REEN can be leveraged for current regional needs.

If you are unsure whether you meet the criteria to apply, please do not hesitate to contact the REEN Governing Board chair so that we can provide further insight.

Interviews will be held with shortlisted participants. Announcements of results will be made after the selection process.

Please visit the REEN website to learn more about our work– https://www.reen.co/. Also, consider joining our mailing list, LinkedIn Group, or follow us on Twitter/X to obtain further information about REEN.

Cancellation of REES 2025

Dear members of the REEN community,

We regret to inform you that, due to unforeseen communication and logistical challenges, the symposium scheduled for January 2025 in El Paso, Texas, has been canceled.

This decision to cancel REES 2025 was not made lightly, as we understand the significant effort and dedication authors put into preparing for a conference. The Research in Engineering Education Network (REEN) vision is “to establish and maintain an independent, international, vibrant and inclusive community that supports, discusses, and disseminates scholarly research on Engineering Education”. The community is intended to nurture new and veteran researchers through collaboration and sound methodological approaches to influence policy at all levels and teaching practices around the globe.” Part of fulfilling our vision has been focused on providing the Research in Engineering Education Symposium (REES) as a space where researchers from all over the world not only share their research but also build community and international collaborations in a safe, inclusive, and amicable environment.

This year, there were several factors that influenced our ability to provide this collaborative and supportive EER space to deliver the high-quality experience that we and our members expect and deserve. We deeply apologize for the disappointment and inconvenience this decision may cause, and ask for your understanding and patience as we navigate this situation. We are committed to addressing the issues that led to this cancellation and preventing such occurrences in the future. 

Currently, we are working on a plan to host a virtual meeting in early 2025 to gather as a community and provide authors with alternative options for sharing their work. We will provide additional information regarding these options soon, giving authors clear deadlines and time to prepare for this meeting.

If you have any questions, comments, or concerns, please contact info@reen.co. You are also welcome to contact any member of the REEN board at any time.

Once again, please accept our sincere apologies for canceling REES 2025 in El Paso.

Thank you for your support and understanding.

Best regards,

The REEN board

Workshop: Interpretive research is just a design problem

REEN is pleased to invite you to an upcoming workshop organised by Scott Daniel on research design through the Research in Engineering Education Network with Drs Jo Walther and Nicki Sochacka entitled “Interpretive Research is (just) a design problem”. Register at https://lnkd.in/g58E5hsk.

The workshop will be held online:
13:00 – 14:30 Monday July 8 – San Diego (PDT)
15:00 – 16:30 Monday July 8 – Bogota (COT)
16:00 – 17:30 Monday July 8 – New York (EDT)
21:00 – 22:30 Monday July 8 – London (BST)
22:00 – 23:30 Monday July 8 – Cape Town (SAST)
06:00 – 07:30 Tuesday July 9 – Brisbane (AEST)RRE

CFP: REES Annual Conference January 14 – 16 2025 (University of Texas at El Paso)

The Call for Papers for the Research in Engineering Education Symposium (REES) 2025 is now open! Check this link for more information: www.rees2025.org.

REES will be hosted by the University of Texas at El Paso from January 14 – 16, 2025. We also organize a pre-conference Doctoral Symposium and Workshop for engineers building their capacity in Engineering Education Research on January 13.

The Research in Engineering Education Symposium (REES) is the signature event of the international Research in Engineering Education Network (REEN) – https://reen.co/.

Abstract (200-300 words) submission deadline: April 19, 2024. Workshop and preconference calls will be announced later. Please consider submitting an abstract and share this call for abstracts with your colleagues.

Read the reflections of the past president on the 2024 conference.

For the latest news and discussion on EER join the REEN LinkedIn Group

Latest Development of Engineering Education Research in China: Observations and Reflections

Jiabin Zhu, School of Education, Shanghai Jiao Tong University  

How to nurture the new discipline of engineering education? The Chinese engineering education community are actively piloting new efforts around the country.

With the unprecedented development of engineering education scale in China, engineering education research (EER) has attracted greater and broader interest from multiple stakeholders in the Chinese educational and industrial community. According to the international comparative data published by the National Science Foundation in the U.S., China has now boasted the second largest number for Bachelor’s degree recipients in Science and Engineering and the largest number for Ph.D. recipients in Science and Engineering. The large scale of engineering education practices calls for a systematic support from engineering education research.

A report by the editor of Chinese domestic journal for publishing engineering education research-Research in Higher Education of Engineering-has highlighted the significant roles for institutionalized engineering education research. In this report, Prof. Dongsheng Yu pointed out that EER can play a critical role in facilitating the policy-making for engineering educational reform and guiding the transformational pathways for engineering education.

At present, the Chinese Ministry of Education are actively exploring the innovative ways for training excellent engineers. The Chinese Ministry of Education (MoE) initiated the “Plan for Educating and Training Outstanding Engineers” in 2010 and the “Emerging Engineering Education” (EEE) plan in 2017 to produce high-quality engineers with global competitiveness to address the demands of transformation from a labor-intensive to a knowledge-intensive economy. Both plans emphasize advancing educational innovations in engineering education, calling for the use of new teaching and learning methods such as experiential learning, project/problem-based learning, and study abroad.

To support the further reform and exploration of engineering education practices, Prof. Yu put forwards suggestions to establish EER centers and departments across China. By attracting quality EER faculty members and educating graduate students in EER, the institutionalized EER community should pursue both fundamental EER research to develop the discipline of engineering education and application-oriented research to guide the educational practices.

The calling for institutionalized EER has been echoed by quite a few universities and colleges with a strong engineering educational history, such as Tsinghua University. With increased interest and practical needs nationally for EER, the Chinese Ministry of Education has issued a policy in 2022 to pilot the establishment of the Discipline of Engineering Education (DEE) among 10 Chinese universities, including TsingHua University, Zhejiang University, Beihang University, Tianjin University and others. These universities have piloted the establishment of the DEE in the schools of education.

In 2022, representatives from the ten universities have organized the National University Engineering Education Discipline Construction lead by Tsinghua University. The Alliance is expected to mobilize and further develop the national community for EER. In the 3rd Alliance meeting hosted in Nov. 2023, the vice president of Tsinghua University, Prof. Bin Yang stated that, “The Discipline of Engineering Education has a significant role for the new-round of industrialization in China, the practice of engineering educational reform, and the formation of engineering educational scholarly community”. The first president of the Alliance, Prof. Jian Li, has pointed out in the 3rd Alliance meeting that the Disciplines of Engineering Education has a historical mission for Chinese modernization by helping the development of excellent engineering talents.

Against this context, multiple universities have piloted various efforts in EER. One of the examples took place in Shanghai Jiao Tong University. The transition between high school and undergraduate studies has been a difficult time for engineering students. These difficulties originate from the absence of suitable engineering curriculum and learning activities in the high school, middle school and primary school stages. To address this major challenge, the School of Education at Shanghai Jiao Tong University has set up an initiative to research on the relevant topics. The establishment of a center on engineering education for high/middle schools and primary schools has signified the kick-off of these efforts.

To conclude, additional efforts are blooming nation-wide around EER and the establishment of the Discipline of Engineering Education in China. The scholarly communications around EER are growing with an unprecedented opportunity along with the fast development of Chinese engineering education. Meanwhile, many of these research and piloting practices will require devoted and concerted efforts from faculty members, graduate students, industrial representatives and other stakeholders, and a long time of testing to examine their effectiveness. The fast development of EER globally is now looking forward to a Chinese way of developing engineering education research and the discipline of engineering education.  

REES 2024, Hubbali, India – Reflections on an outstanding conference

Teresa Hattingh, University of Johannesburg, South Africa, REEN Chair (2022-2023)

The Research in Engineering Education Symposium (REES) took place in Hubbali, India from the 4th to the 6th of  January 2024. The REES conference, the traditionally biannual conference of the Research in Engineering Education Network (REEN) was hosted by KLE Technological University in collaboration with the Indo Universal Collaboration for Engineering Education. The theme for the conference was Connecting Research-Policy-Practice for Transforming Engineering Education and the keynotes, workshops, parallel sessions, and my personal favourite – the panel discussions – certainly brought together these different facets of the Engineering Education ecosystem, encouraging thought-provoking reflection and discussions. The REES 2024 conference overlapped with the ICTIEE (International Conference on Transformations in Engineering Education) conference which is held annually in India to support Engineering Education in the region. I was extremely fortunate to also attend this conference, leading up to REES, which highlighted the extensive and well-established communities of practice across India that are committed to teaching innovation and excellence. This also provided a distinct perspective on the interplay between Engineering Education and Engineering Education Research in different contexts.

Hubbali isthe education centre of the Karnataka state in India and KLE Technological University is central to the development of youth in the region. Interactions with staff and students and a fascinating tour of the laboratories showcased an obvious focus on teaching and learning excellence and developing entrepreneurs to take India into the future. Our laboratory tour took us on a walk through the beautiful campus at sunset. Although KLE Tech comes across as a modern oasis, the institution is over 75 years old. The care and rejuvenation of buildings is evident as old meets new and the campus evolves with the people and technology that fill its spaces. From immaculately kept gardens, fountains and water lily ponds to modern, reflective buildings, the campus creates tranquil spaces for thinking and dreaming. Inside these beautiful buildings is a hive of activity with students, even during the vacation period, excitedly working on projects in the extensive network of laboratories. Our tour meandered through laboratories including a state-of-the-art learning factory, a visual intelligence laboratory, a hub for entrepreneurship and an electric vehicle innovation centre. At each stop along the way, students and staff enthusiastically shared their projects and work and talked about their plans for the future. At the end of the tour, it was easy to see how KLE Tech (as it is familiarly known) drives innovation and economic growth in the region.

The conference itself was meticulously organised with flawless logistics and attention to detail. The tradition of Indian culture flowed through each experience from the exquisite saris worn by delegates, delicious Chai-Masala tea every morning and endless buffets of mouthwatering Indian cuisine to the lamp lighting ceremony and welcoming flowers and hand embroidered crafts for speakers at sessions. The warmth and hospitality of each person that I interacted with was overwhelming, filling each day with kindness and joy.

The REES conference is unique in that it is an independent and global conference that supports and promotes engineering education research. Our REEN network has grown over the past 10 years to become truly representative of engineering education research regions across the globe. It was therefore wonderful to bring REES to a new region where engineering education research is emerging and to discuss and debate how contextual differences influence the complexities and progression of the discipline as a whole. During my time on the REEN board, I have gained an understanding and empathy for the diverse needs of regions and the inter-relationship between regions in the global Engineering Education Research community. My time in India once again made me realise just how special every context is and the amazing experiences that India has to share about their collective engineering education research journey.  I am also proud of the role that REEN and REES have played in shaping this journey. The REES conference is undoubtedly a catalyst for the Engineering Education research discipline in India and I am confident that the established networks and communities and passion for engineering education in this region are the perfect environment for engineering education research to blossom.

This was my fourth REES conference and at each one, I have had the opportunity to meet and catch up with people. I have worked with members of the REEN board and the organising committee of REES 2024 for several years and it was the most wonderful experience to be able to see them, after many hours of online meetings, in person. I was also able to see old friends and colleagues. The conference was attended by several of our REEN board members and three past REEN presidents!

The entire REES conference format, which is unique and special, intentionally creates equal and inclusive spaces that break down barriers between delegates and facilitate deep engagement with ideas. As always, I have made many new friends at institutions across the globe and our interactions have inspired me to find ways to work together on new and existing projects. 

If you feel as if you missed an unforgettable event, you certainly did! Fortunately, the conference ended with an announcement of the next REES conference which will take place in early 2025 at The University of Texas at El Paso. 

This event promises to once again, bring together everyone passionate about engineering education research. From those new to the field to leading authors in the discipline, REES creates a welcoming  and collegial atmosphere where lasting friendships are formed and new collaborations are born. We hope to see you there!

Navigating ASEE 2023: Reflections on my Transformative Journey

Cristián Vargas-Ordóñez, Purdue University, The US

The ASEE 2023 conference in Baltimore, MD, marked a significant milestone in my Ph.D. journey, instilling in me a newfound sense of professional capability and ambition. Being a fifth-year Ph.D. student in Engineering Education, this event held particular significance, as it was only my second in-person conference since the pandemic had disrupted the academic world. The transition from online connections to real-world engagement was overwhelming, especially as a first-generation and English as Second Language (ESL), and international professional and researcher from Colombia in the U.S.. My initial foray into in-person conferences left me contemplating the profound impact of the absence of physical academic connections in my academic voyage. However, with my second in-person experience, I felt more at ease and learned the ropes of how these conferences operate. In this blog, I will share my personal journey at ASEE 2023 and provide valuable recommendations for fellow novice engineering education researchers who are just beginning to navigate the world of academic conferences.

Day 1 – Sunday, June 25th

On the first day, I had the honor of co-leading a workshop alongside my colleagues, Tiantian (Olivia) Li and Siqing Wei. The workshop focused on the co-creation of an outline for a handbook designed to guide faculty, staff, and international graduate students in supporting the thriving of the former group. Our utilization of the Funds of Identity framework led to thoughtful and reflective outcomes, advancing on advocating for international graduate students wellbeing in the U.S. I was particularly motivated by the genuine interest of the attendees in our work. In the afternoon, I participated in the Division Mixer, representing the ASEE Commission on Diversity, Equity, and Inclusion as representative of the Multidisciplinary Engineering Division. This experience reinforced my commitment to the work of promoting diversity and inclusion in engineering education research.

Day 2 – Monday, June 26th

Day 2 was marked by a series of memorable events. I presented a poster for the paper titled “Assessing Students’ Perspectives and Attitudes Toward Social Justice and Compassion in Civil Engineering (Work in Progress),” which is a collaborative project with Professors Marika Santagata and David Yu from the Lyles School of Engineering Education. The project sought to understand students’ perceptions regarding social justice and compassion. In the afternoon, I was part of a panel discussion on “Success in Engineering Education,” hosted by the Saint Vicent College, where I learned about various approaches taken by different schools in this field. Finally, I attended the business meeting of the Multidisciplinary Engineering Education Division and presented my progress as a delegate to the ASEE Commission on Diversity, Equity, and Inclusion.

Day 3 – Tuesday, June 27th

On the third day of the conference, I had the privilege of presenting our compelling work in progress, titled “Understanding International and Domestic Graduate Engineering Students’ Well-being: What They Need to Thrive?” I collaborated with Alejandro Baquero-Sierra from the College of Education and Stephen McBride and Jacqueline McDermott, Ph.D., the College of Engineering as co-authors. The reception was truly exceptional, as we received valuable feedback and witnessed an influx of new ideas that will undoubtedly shape the future directions of our research.

Day 4 – Wednesday, June 28th

During Day 4 at the conference, I found a unique platform to engage with K-12 educators. This opportunity allowed me to share some advancements in my research, a project that delves into the intersection of the arts and engineering. The focal point of my presentation was a captivating shadow puppetry activity, carefully designed to foster the concept of epistemic justice. As I presented my work, it was inspiring to witness the enthusiastic response from educators who recognized the potential of this innovative approach in enhancing learning experiences and promoting equitable access to knowledge. This interaction underscored the vital connection between the realms of arts and engineering and reinforced my commitment to pushing the boundaries of educational practices.

Outcomes

Before attending ASEE 2023, I had certain expectations. I anticipated networking opportunities and the chance to build a community of practice. I looked forward to the interchange of ideas and learning from experts in the field. To my delight, the conference not only met but exceeded my expectations in numerous ways. Throughout the event, I had the chance to connect with like-minded individuals and engage in meaningful dialogues that left me feeling inspired. More than merely networking, I found my niche within the EER community, a revelation that ignited a new sense of purpose in my academic journey. The conference served as a platform for me to explore fresh perspectives and envision the untapped potential for advancing my work. It was an invaluable opportunity to test my ideas and receive constructive feedback from my peers.

However, I also recognized that in my eagerness to make up for lost time during the pandemic, I had overloaded myself with work. This realization is a crucial lesson, and I understand the need to strike a better work-life balance in the coming year. Nevertheless, ASEE 2023 was a transformative experience that reinvigorated my academic journey and expanded my horizons.

 Recommendations and Future Expectations

For fellow researchers in Engineering Education Research, I offer the following recommendations:

  1. Pre-Conference Strategy: Carefully select the relevant divisions for your research and explore the roles they offer. Keep an eye on deadlines for abstracts, drafts, and final submissions. Remember, you don’t need to submit every year.
  2. Make a Plan: Outline your objectives and goals before traveling, ensuring you make the most of your time there.
  3. Embrace a Learning Mindset: Once in the conference, approach every interaction as an opportunity for personal and professional growth. Keep your mind open to new ideas and fresh perspectives.
  4. Build Genuine Connections: Forge connections with fellow attendees based on a foundation of care and genuine interest, not just for utilitarian purposes.
  5. Respect Diverse Perspectives: Encourage a culture of open dialogue and inclusivity by respecting and valuing differing viewpoints. Embrace the diversity of thought that conferences bring to the table.
  6. Seek Sage Advice: Don’t hesitate to reach out to experienced scholars for guidance and insights, both in the lead-up to the conference and during the event. Their wealth of experience can be invaluable.
  7. Relax and Recharge: Conferences can be exhilarating, yet also overwhelming. Make it a point to take breaks and prioritize your well-being throughout the event. Choose social meetings of your interests. Each division hosts one and they are a good opportunity to relax and know good people.

As you conclude your conference experience, take a moment for reflection. Dive into the wealth of knowledge, connections, and inspiration you have gathered during this event. Reflect on the fresh perspectives that have broadened your horizons, the innovative ideas that have ignited your curiosity, and the profound conversations that have enriched your understanding. Consider how the conference has shaped your approach to research and ponder how the knowledge you have acquired and the relationships you have nurtured can be seamlessly integrated into your ongoing academic journey.

Lastly, but certainly not least, savor every step of this process. Recognize the hard work and dedication that have brought you to this point. You have earned this experience, and it is an essential part of your academic growth. Here’s to your continued success, and I look forward to potentially crossing paths with you in Portland next year.

Call for expressions of interest: REEN Board members representing North, Central and South America

Dear engineering education community,

On behalf of the Research in Engineering Education Network (REEN) Governing Board, we are seeking nominations to fill two board positions. We are looking for individuals who are passionate about engineering education research and building capacity and representation in the following regions:
● North America (1 position)
● Central and South America (1 position)

We aim to fill these positions for terms running from January 2024 – December 2027.


The REEN Governing Board is responsible for implementing the mission and goals of REEN by providing strategic direction, continuity, and overall leadership in Engineering Education Research (EER). By doing this, REEN aims to help educators generate research on good practices and innovative approaches in education contexts, and through this, support the implementation of research-based approaches in engineering education. Further information can be obtained by visiting our website: https://www.reen.co/

REEN board members, each representing a particular region (see Figure 1), serve a four-year term (in this case, starting in 2024 and running until the end of 2027). Commitment includes a 1-hour meeting (held online) once a month, and members are also asked to provide time between monthly meetings for project work such as: supporting the REES symposium (e.g., reviewing abstracts and papers), developing special focus journal issues, supporting region-specific capacity development projects, and serving on project subcommittees.

How to apply?
If you are interested in being a REEN governing board member for one of these regions, please send the following information as a single Word or PDF file to Teresa Hattingh (teresah@uj.ac.za) – REEN Governing Board Chair, by 15 November 2023:
1. Motivation & Vision statement — approximately 200 words describing your involvement in EER and REEN, why you are interested in being on the REEN Governing board, and your vision for advancing EER in your area.
2. CV — up to two pages highlighting activity and accomplishments in EER to illustrate the perspectives, experience, expertise, and contributions you will bring.

Applications will be evaluated based on the five criteria elaborated below. Note that applicants do not need to have experience in every area to apply, though some exposure to and participation in REES or other REEN activities would be beneficial. Additionally, we are looking for your vision in advancing EER in your region.

We acknowledge that the extent and maturity level of EER varies in different regions. Alignment between the experience and interest of the applicant and the region for which they are applying will be considered in relation to how REEN can be leveraged for current regional needs. If you are unsure of whether you meet the criteria to apply, please do not hesitate to reach out to the REEN Governing Board chair so that we can provide further insight.

Interviews will be held with shortlisted participants. Announcements of results will be made after the selection process.
Please visit the REEN website to learn more about our work. Also, consider joining our mailing list or LinkedIn Group.