Navigating Borders and Nurturing Interdisciplinary Perspectives: Reflections and Advice for International Graduate Students with Diana Bairaktarova

Diana Bairaktarova, Virginia Tech, The US

My journey as an engineer and engineering educator and researcher has been intertwined with the experiences of countless professionals, academics, undergraduate and graduate students from all over the globe. These encounters have enriched my perspective on education, cultural diversity, and the transformative power of global collaboration. In this narrative, I share insights gained from these experiences and offer advice to international graduate students embarking on their academic endeavors.

Reflection on creative experiences

I grew up in Bulgaria during the grey times of the “Iron curtain” era but my world was painted with vibrant colors of curiosity and creativity.

Raised by progressive and supportive parents, I was gifted the freedom to explore and self-discover my passions. In the charm of my family’s home, I found solace in the embrace of words and numbers – poetry danced through my mind like whispered secrets, and geometry revealed the elegance hidden within shapes. But it was not just the intangible allure of poetry and mathematics that captured my heart; it was also the allure of objects that whispered tales of their history. The attic of my parents’ house became a treasure trove of forgotten artefacts. A pottery wheel, its surface kissed by dust, carried the traces of my dad’s dreams. Textbooks, once wielded by eager minds, now rested in quiet contemplation. Each discovery ignited a spark within my imagination, illuminating not only the past but also my own path forward.

With charcoal and paper, I painted my visions of the world, capturing its essence with each stroke. But because of the current regime my dream of attending art school remained unfulfilled. Undeterred, I embarked on a new journey, navigating the corridors of mathematics and engineering, where logic and precision took center stage. As the world around me evolved, I found myself straddling two worlds—the structured beauty of numbers and the ethereal dance of artistic expression. I channeled my artistic sensibilities into my engineering pursuits, crafting solutions that were not just functional but also elegant in their simplicity. I had become a mechanical engineer, melding my love for geometry, objects, and creative problem-solving. My parents’ unwavering support and my own determination had woven a unique tapestry of opportunities.

 Beyond expectations: Becoming an engineer

In the Technical University of Sofia, I embarked on a journey that would shape my life in unforeseen ways. Despite facing gender biases that loomed like shadows, I had resolved never to regret my decision to study mechanical engineering. My studies through the rigorous degree program were marked by both accomplishments and trials. I marveled at the mechanisms that powered the world around me and relished the challenges posed by complex equations and design projects. Yet, navigating a landscape dominated by skeptical eyes was no easy feat. My determination often collided with the prejudices of some engineering professors. Dubbed “the girl” in condescending whispers, I and my fellow female students were believed to be unfit for the realm of engineering solely due to our gender. Conversations were withheld, support seemed scarce, and doubts were sown like seeds. However, my spirit was unyielding. Rather than let these obstacles deter me, I channeled my frustration into fuel for my ambitions. Each dismissal, each skeptical glance, only intensified my resolve. I saw these challenges not as roadblocks but as steppingstones toward my goal. My hard work and perseverance began to shatter misconceptions and with every project I tackled, every exam I aced, I reclaimed my space in a field that had once doubted my presence. I had defied expectations, shattered stereotypes, and earned my place. My journey was not without its scars, but every challenge I overcame turned into a badge of honor. I knew that my accomplishment was not solely for myself; it was a victory for every aspiring engineer who had faced doubt because of their gender and upbringings.

 Crafting Dreams: The journey of an engineer-artisan

As I mentioned at the beginning of my narrative, from a younger age, my fingers danced with the magic of words, crafting stories that painted vivid landscapes in the minds of readers. Tinkering with sentences was an enchantment, but destiny had a different narrative in store. As I delved into the realm of how things work, a newfound passion bloomed. The artistry of language gave way to the artistry of design. Becoming an engineer was not merely a title—it was my evolution of identity. The shift was gradual, like the sunrise painting the sky with hues of possibility. I saw human-made objects not just as entities, but as extensions of creativity. As an engineer, I became a creator, shaping the contours of existence with precision and intention. The blank canvas was replaced with blueprints, and the words woven were of gears and mechanisms. With each design, I conceived a symphony of shapes and functions. The creative energy that once flowed through words now coursed through geometrical forms and structures. The power to transform abstract ideas into tangible realities became a source of exhilaration. Tinkering with things became a new art for me. I would spend hours absorbed in the rhythm of creation, sculpting metal, and materials into harmonious arrangements. This intersection of artistry and engineering sparked a fire that could not be contained.

Embracing the role of a design engineer, I embarked on a professional journey that mirrored a lifelong passion. Complex problems became puzzles to be solved, each solution crafted with precision and ingenuity. Spatial reasoning and artistic skills, once honed through words, now navigated through the intricacies of mechanical designs. The profession did more than fuel my creativity—it nurtured it. Engineering was not a departure from artistic inclinations; it was an embodiment of them. As an engineer, I was an artisan, using knowledge and skills to forge pathways between imagination and reality.

Symphony of Expertise: Flourishing in interdisciplinary harmony

In the bustling corridors of innovation, I found myself entwined in a symphony of diverse minds and expertise. My journey is one of transcending boundaries and discovering the immense creative power that emerges when different disciplines unite in harmonious collaboration. My career in industry and in academia is a tapestry woven with threads from across the world. While working in industry, on my interdisciplinary teams, I stood shoulder to shoulder with individuals who hailed from various cultures, fields, backgrounds, and educational paths. It was a canvas painted with myriad hues, each brushstroke adding depth to the masterpiece of collective brain.

In these settings, I witnessed the remarkable fusion of skills. My engineering colleagues were not just masters of equations and blueprints; they wielded a palette of “other” talents that embellished their technical prowess.

Every day was a revelation, a testament to the boundless potential that emerges when barriers crumble. I thrived in this chaos of creativity, where engineering solutions were crafted with the brushstrokes of artistic insight. But I knew that the journey was ongoing. Just as the symphony’s notes swirled and shifted, so did my growth. The interdisciplinary landscape was ever evolving, and every day was a new movement in the grand composition of my career.

A Symbiotic Symphony: Engineering, education, and the legacy of a father

In the tapestry of my life, threads of engineering and education were interwoven with vibrant hues of inspiration and legacy. My educational journey is a testament to the profound impact of a father’s influence, the synergy of disciplines, and the pursuit of passion. The year 2009 marked a pivotal juncture – my heart was weighed down by the loss of my father—a man who had shaped my world with his wisdom and guidance. He had kindled in me a love for both learning and creativity, having been a revered teacher and pottery artisan for nearly four decades. Guided by my father’s memory, my path unfolded in an unexpected direction. Purdue University’s Engineering Education PhD program beckoned a pathway that converged my adoration for engineering with my appreciation for education. A journey, not just of academia, but of honoring my father’s legacy. The marriage of engineering and education breathed life into my aspirations. Through my father’s teachings, I had glimpsed the intricate dance between the human mind and the creations it births. By the end of 2009, my trajectory shifted. Leaving my design engineer job, at the age of close to 40, I stepped into the School of Engineering Education. My decision was driven by a profound sense of creativity—a thirst for change that would tether me closer to my father’s essence. In this act of transformation, I found solace, believing that every lecture, every research endeavor, was a whisper of connection to my father’s legacy.

Becoming an educator and researcher was more than a profession; it was a spiritual journey. As I walked in the footsteps of my father, I drew inspiration from the lives he had touched. Like him, I yearn to make a difference in the lives of my students, molding their minds and igniting their passions. Being an engineering educator and researcher, my quest deepened. Through my studies, I sought to unravel the delicate interplay between human minds and objects crafted by human hands. My journey culminated in a beautiful paradox—a harmonious symphony of education and engineering, and an unwavering connection to my father’s spirit. With the legacy of his teachings, I guide my students towards self-discovery and expression just as my father did for generations.

Lessons learned

Reflecting upon my life’s chapters, hopefully becomes clear that my journey is far from a static pinnacle, rather, it is a voyage of perpetual exploration and an embrace of change. I hope my narrative highlights that the boundless realm of true creative potential thrives in environments that celebrate diversity and nurture interdisciplinarity.

Resilience, passion, and a steadfast refusal to be confined by stereotypes hold the key for me to transforming adversity into achievement. I hope my journey is a reminder that even when confronted with challenges, the flames of passion and creativity can persistently burn bright. And remember that your journey as international graduate students is unique, and you have the chance to create your own narrative filled with accomplishments, challenges overcome, and meaningful contributions.  Stay curious and adaptable, transcend borders, and immerse yourself in a global academic community. Here is some advice based on the lessons I have learned so far:

  • Embrace your curiosity and creativity: Just like my childhood fascination with objects and artistic expression, embrace your own curiosity and creative passions. Don’t be afraid to explore unconventional paths and integrate your interests into your academic pursuits.
  • Face adversity with determination: Turn challenges into steppingstones rather than roadblocks. Remember that determination, resilience, and a refusal to conform to stereotypes can help you overcome obstacles and excel in your field.
  • Find your unique intersection: Seek out the areas where your passions and academic discipline intersect. This convergence can lead to innovative solutions and opportunities that set you apart in your field.
  • Engage in interdisciplinary collaboration: Engage with colleagues from diverse backgrounds and fields to enrich your own perspective and discover new avenues for exploration.
  • Honoring legacy and values: Whether it’s cultural heritage, family traditions, or personal values, integrating these aspects into your academic pursuits can add depth and purpose to your work.
  • Adapt to cultural transitions: You may face cultural adjustments. Embrace these transitions as opportunities for personal growth, cross-cultural learning, and expanding your global perspective.
  • Make connections across borders: Create connections and build relationships with people from various backgrounds and cultures. Networking with fellow students, professors, and professionals can help you establish a global network that enriches your academic journey and future career.
  • Balance tradition and innovation: As you blend tradition and innovation, remember that both have value. Draw from your cultural heritage while also exploring new ideas and approaches, contributing to a diverse and dynamic academic environment.
  • Pursue lifelong learning: Growth is a continuous process. Embrace lifelong learning, explore new horizons, and stay open to evolving your interests and skills throughout your academic and professional career.
  • Leave your mark: Strive to make a positive impact on those around you. Share your knowledge, mentor others, and contribute to your field in meaningful ways.
  • Value diversity and inclusion: Embrace the power of diversity and inclusivity in your academic and personal interactions. Respect and learn from people of different backgrounds, and actively contribute to creating an inclusive and welcoming community.
  • Embrace change and uncertainty: Be open to change and uncertainty. These moments can lead to unexpected opportunities and personal growth that shape your academic and professional trajectory.

Final words

As I gaze upon the pottery wheel, the dusty textbooks, and the enigmatic antiques, I am reminded that the objects that once ignited my imagination still carry the magic that propels me forward. Today, I stand as a testament to the dynamic synergy of interdisciplinary fusion and the enduring impact of a father’s love. My journey underscores that our roots, when cherished, and our curiosities, when embraced, lead not only to personal growth but also to an imprint on the hearts and minds of those who follow our paths. May my experiences inspire you, spark your own journey to transcend borders and embrace the enriching tapestry of global academia. As you traverse new territories of learning, may you, too, draw your mark on the world with determination, passion, and boundless creativity.

 

Join us for the next REEN webinar: Reviewing Engineering Education Research Papers

On September 27th, 2023, the Research in Engineering Education Network (REEN) team will be running an interactive online workshop on reviewing engineering education research papers. The workshop is facilitated by Scott Daniel and Helen Inglis, who will be joined via chat by REEN colleagues.

Reviewing papers is a great way to improve your writing – we welcome participants who have not reviewed before or have specific questions about reviewing.
In this session, the team will be discussing

  • How the conference review process works
  • How to write a helpful review (and not be Reviewer 2!)
  • How to help the conference committee make the right decision

The session is timed to help participants prepare to review papers for the upcoming REES Conference in India but is open to all. Please share this with colleagues you think will find this useful. 

When? September 27th, 2023

  • 12:30 – 14:00 Kolkata (IST)
  • 09:00 – 10:30 Johannesburg (SAST)
  • 17:00 – 18:30 Brisbane (AEST)

Please register your details below, and we will send a calendar invite with the Zoom link. Attached is a flyer for the workshop. 
https://bit.ly/REEN2023_ReviewWorkshop

Requirements for the workshop

We recommend using two devices (e.g. phone and a laptop) or two screens as we will have some audience participation through Mentimeter.
In the session, we will be critiquing the attached reviews, so be sure to have the document handy to look at.

Looking forward to interacting with you! 

Finding Your Community: the journey of one Engineering Education Researcher

Rebecca Broadbent, Aston University, The UK

The idea of the Newer Researcher Network was born in 2015, when I was a PhD student taking my first steps into the field of Engineering Education Research (EER). The Newer Researcher Network is part of the UK and Ireland Engineering Education Research Network (EERN) and it supports the development and voice of newer researchers within the field of engineering education. It is a community of those who are new to educational research, no matter where they are on their career journey.

I began my PhD in 2012, transitioning from engineering research to Engineering Education Research (EER). My background is Mechanical Engineering but I found that my passion is engineering education during outreach activities I helped to deliver as a student. I went on to undertake a part-time PhD, focused on the influence of engineering education activities on children’s engineering career aspirations, whilst working on educational projects across the UK that engaged a range of communities with engineering.

 

I loved that transition in my studies but it was not easy; I remember sitting with a dictionary looking up so many of the words I read as I delved into papers from the fields of sociology, psychology and education. It was like a new language to me. I was incredibly lucky to have had supervisors who encouraged me to participate in EERN activities which gave me a place to explore the concepts and methodologies I was reading about, and I was later invited to be a PhD student representative on the network committee. Something that I find fascinating (and heart-warming) about EER is the diversity of those involved in this endeavour. Scholars from a range of backgrounds including engineering, sociology and education, all come together with the objective of understanding and developing education for engineers globally. With this in mind, how could I as a single PhD student represent all those different voices?  More importantly, how could the EERN support this group who all take such different routes to this field? Thus, the Newer Researcher Network came into being formally, with myself and Dr Folashade Akinmolayan Taiwo co-founding and launching this community at the EERN Symposium in May 2018.

Our community began by hosting Meet and Greet events at the annual EERN symposium, providing a friendly and informal space for researchers who were new to EER to find each other and discuss their work, celebrate successes, access resources, and find support. This led to the network running workshops focused on specific topics identified by our members, including mental wellbeing for newer researchers and making your voice heard in online conferences. In addition, the network also organised online events where newer researchers could present their work and gain feedback from a range of different people within the field, thus supporting individual’s development and EER outputs. I became the first Chair of the Newer Researcher Network Committee in 2017 and stepped down from this role in 2021, with Professor Mo Zandi taking on the role and continuing to support and develop the community we have built. 

Watching the Newer Researcher community grow over this time, as well as hearing the feedback from members of the community and seeing their progress, has been an incredibly rewarding experience. The community comprises incredibly talented, passionate, compassionate people. Being part of this network continually provided me with support and opportunities for growth and challenged the way I thought, not only enabling me to develop my research but also my teaching, through bringing innovations and improvements to my classes. 

In addition, it has enabled me to develop my aspirations within academia. Leading a network of such a supportive, empowering community helped me understand the role that I wanted mentoring and the development of others to play within my career. The opportunities to learn and develop these skills through my role on the EERN have been instrumental in helping me develop as a leader and step-up to the opportunities and challenges that academia has provided me so far. Being involved in the EERN as a PhD student provided me with a research community who welcomed me and made me feel as though I belonged. I am glad that I have been able to give my time and energy to do the same for others and I hope that the network continues to provide this community of critical friends for years to come, continuing to forge wonderful professional relationships and friendships across the diverse community of researchers within EER.

Using the Engineering Ethics Toolkit in your teaching

Dr. Sarah Jayne Hitt (NMITE, Edinburgh Napier University, Engineering Professors)

In March 2022, the UK’s Engineering Professors Council (EPC) launched the Engineering Ethics Toolkit to provide engineering educators with ready-to-use classroom resources and support in integrating ethics into their teaching. In March 2023, many additional Toolkit materials were launched to help educators understand, plan for, and implement ethics learning across engineering curricula. These are all found at https://epc.ac.uk/resources/toolkit/ethics-toolkit/ 

The Toolkit is a project supported by the Royal Academy of Engineering and complements its efforts to ensure that ethics is fully embedded in UK engineering education, training, and professional development. Guided by an advisory group of passionate engineering academics and leaders, the Toolkit resources have been created to highlight current and emerging real-world issues that learners can engage with from multiple disciplinary and ethical perspectives. For instance, one case considers the ethical and technical issues surrounding a chatbot developed by a small company to provide support services in a high school, and encourages students to consider how they might balance concerns about privacy and quality of data, as well as to weigh business imperatives alongside child wellbeing. A supplementary case enhancement provides an outline of a mapping activity that educators can use in the classroom to guide students in eliciting the value assumptions and motivations of different stakeholders in the dilemma as a method of making an ethical decision. Guidance articles are also available to help educators understand the context of ethics in engineering, and to provide suggestions for things like managing tough topics in discussion or applying an activity in a large section. 

These resources were developed by academic and industry professionals working in a variety of fields across three continents and representing career stages from Master’s student through company founder. Through a process of collaboration and review, the advisory group ensured that they adhered to current scholarship and established good practice in engineering ethics education. 

Another innovative recent addition to the Toolkit is the Ethics Explorer, an interactive tool that helps educators understand, plan for, and implement ethics learning across engineering curricula and showcases its alignment with accreditation criteria and graduate attributes. Further interactivity is promoted through the establishment of a community of practice called the Ethics Ambassadors.

Getting involved or simply using the Toolkit materials supports educators in their own professional development towards research-based teaching, active learning, and values-centered practice. After all, embedding ethics in engineering teaching complements institutional efforts towards interdisciplinarity, sustainability, EDI, and community engagement. And ethics education also links to national and international initiatives towards social and environmental responsibility.

The Engineering Ethics Toolkit has already received a lot of international traffic and is one of the most visited portions of the EPC website. We hope that even more people will engage with its resources and get involved: join the Ethics Ambassadors community to hear about forthcoming Engineering Ethics Toolkit features and events, including workshops, trainings, awards, and a dedicated search function. You can even tell us how you’ve used the toolkit in your teaching, contribute or review resources, or write a blog. Visit https://epc.ac.uk/resources/toolkit/ethics-toolkit/engineering-ethics-toolkit-get-involved/ for more information.

Transforming Engineering Education and Research in India: looking forward to REES 2024!

Rohit Kandakatla and Sohum Sohoni

India is home to more than 2500 engineering colleges producing approximately 1.5 million engineering graduates annually. However, only 5% of the engineers graduate from nationally reputed government led institutions such as the Indian Institute’s of Technology (IITs) and National Institute’s of Technology (NITs), which have been established in different geographic locations of the country. The rest of the engineers graduate from privately funded colleges, which have mostly been established in the last two decades, as a result of the change in government policies to privatize higher education in India.

As reported by the “National Employability Report for Engineers 2019”, 80% of these engineering graduates are not suitable for employment after graduation, as they lack the required skills and mindset to work in the industry. Most of these institutions belong to private category and the statistics from the National Employability Report reflects the quality of engineering education they offer. The poor quality of engineering education can be attributed to multiple factors such as bad infrastructure, antiquated curriculum, lack of good faculty, students’ motivation to pursue engineering, etc.

The liberalization of the Indian economy in 1991 led a large number of international companies to enter the Indian markets. This coupled with the internet and software revolution a few years later led to a large number of IT services companies established in the country. The government’s foresight to prepare India’s youth for these emerging opportunities led to change in policies to allow the privatisation of higher education. India witnessed an exponential growth in number of engineering colleges since early 2000’s, with most of them being affiliated to a local government funded university, which prescribes the academic regulations, curriculum structure, course syllabus, and assessment process.

The Indian government in the last decade have reoriented their focus from quantity to quality to engineering education in the country in India. They have formed multiple regulatory and accreditation bodies that prescribe quality benchmarks that need to be adhered to by engineering colleges. The government has also launched national level ranking for engineering institutions to create a healthy competition among institutions and encourage them to aspire for high quality standards. Apart from the government, the transformation of engineering education in India was also led by professional organizations such as the The Indo-Universal Collaboration for Engineering Education(IUCEE).

IUCEE was founded in 2007 with the mission of improving the engineering education ecosystem in India. IUCEE predominantly works with tier-2 and tier-3 engineering colleges in India, providing various programs that aim to improve outcomes for students, faculty and the leadership at these institutions. IUCEE has also supported the Scholarship of Teaching and Learning through its annual conference, the Journal of Engineering Education Transformations, and courses on research writing, research methods, and a year-long course in engineering education research. Transforming an ecosystem and collective mindsets requires extensive efforts, and IUCEE has experimented with several initiatives in outcomes-based education, project-based learning etc. engaging several dozens of institutions in India.

In 2020, India announced the National Education Policy (NEP) which aimed to reform and transform its entire education system. NEP 2020 was designed with a principle to nurture India’s next generation into good human beings who are capable of rational thought and action, who are compassionate and empathetic, who are courageous and resilient, and possess scientific temper, creative imagination, and sound ethical values. It aims to produce engaged and productive citizens who would contribute to the development of an equitable, inclusive, and plural society as envisaged by our constitution.

Engineering education in India, now, needs to transform itself in alignment with the vision of NEP2020 and it needs to be led through systematic reflection, research, and practice. However, the aspirations of NEP are difficult to quantify and measure, and high quality research in engineering education especially qualitative methods in human-subjects research can serve as the necessary foundation for assessing progress on what NEP aims to achieve. The hosting of REES 2024i n India is therefore timely as it allows engineering educators in India to engage in thoughtful discussions with global engineering education researchers and develop a collective understanding on the potential directions engineering education research in India.

Cfp REES Conference (2-4 Jan 2024, KLE Technological University): dl for expressions of interest 25 May 2023

We are pleased to announce REES 2024 which will be held in conjunction with the Eleventh Annual International Conference on Transformations in Engineering Education (ICTIEE 2024).

REES is a biennial conference of REEN (Research in Engineering Education Network: https://reen.co/. ICTIEE 2024 as well ASF 2024 (Annual Student Forum of IUCEE), will both be held on Jan 2-4, 2024. Details of these will be available later.

Research in Engineering Education Symposium – 2024

Call for Papers and Workshops

4-6 January 2024

KLE Technological University (Karnataka, India) (www.kletech.ac.in)

Website: https://iucee.org/rees2024/

The biennial Research in Engineering Education Symposium (REES) is the signature event of the Research in Engineering Education Network (REEN) that provides a forum to share, discuss, disseminate, and propagate high-quality research and best practices through the Global Engineering Education Research community. The 10th edition of the conference, REES 2024, will be held on 4-6 January 2024 in face-to-face mode. It is being jointly hosted by KLE Technological University (KLE Tech) and Indo-Universal Collaboration for Engineering Education (IUCEE) at KLE Tech, B. V. Bhoomaraddi Campus, Vidyanagar, Hubballi, Karnataka, India (580031). The emergence of India as an important player in the global scenario and the implementation of the National Education Policy in India make it apt to choose the theme of REES 2024 as “Connecting Research-Policy-Practice for Transforming Engineering Education”. The conference aspires to galvanise the efforts of leaders, academia, policy, regulatory and monitoring agencies in engineering education worldwide to contribute and nurture the engineering education research ecosystem. In line with this aspiration, we are delighted to invite submissions of papers and workshop proposals.

  • The conference will be held in face-to – face mode only.
  • Themed clusters of papers will be presented in 90-minute sessions, including a 3-minute recording for each paper followed by a discussion on all papers in the session.
  • Workshops will be held face-to-face at KLE Tech for a duration of 90 minutes.
  • We invite you to submit abstracts/ workshop expressions of interest. Refer to the website for the templates

Important Dates

  • Call for Abstracts – 12th April 2023
  • Deadline for Abstract Submission – 25th May 2023
  • Abstract Acceptance Notication – 25th June 2023
  • Full Paper Submission Deadline – 25th August 2023
  • Full Paper Acceptance Notication – 10th October 2023
  • Final Paper Submission Deadline – 10th November 2023

Publication

Accepted papers and workshops will be presented/facilitated at the conference by registered participants. The conference proceedings will be Scopus indexed and available at Proceedings.com.

Authors must follow the templates available on the conference website.

Submission of abstracts will be via easychair only.

Refer to the website for submitting the Abstracts and Workshop Expression of Interest.

CONTACT FOR MORE INFORMATION

papers.rees2024@kletech.ac.in

registrations.rees2024@kletech.ac.in

Introducing the Engineering Education Research Network Africa (EERN-Africa)

Esther Matemba and Lelanie Smith

EERN-Africa is a community of African Engineering education researchers and practitioners established in April 2021 by Dr Esther Matemba and Dr Lelanie Smith to build capacity in engineering education research and practice. The network that engages its members through the WhatsApp group and monthly meetings, has grown organically from the two founding members to more 90 members from 21 African countries on the continent.

 

The network was a result of initiatives that started from a group of colleagues that met during a coffee break discussion at an online event, “The Big Engineering Education Research MeetUp”, organised by Prof John Mitchell from the Centre for Engineering Education at University College London (UCL) and Prof Shannon Chance (who was REEN Chair at the time), at the onset of the pandemic (14th of May 2020).  The coffee break discussion that focused on the development of engineering education research (EER) in African countries was facilitated by Dr Mike Klassen (University of Toronto, Canada), Dr Lelanie Smith (University of Pretoria, South Africa), and Prof Aida Guerra (Aalborg University, Denmark). Dr Esther Matemba (Curtin University) was one of the participants.

 

The four connected and continued to work together, meeting online through Zoom to discuss ways to represent engineering education activities and develop engineering education research in Africa. They then planned and ran a workshop called “African Engineering Education Networking Workshop” at the World Engineering Education Forum in November 2020 and gained more contacts from attendees. The passionate engagements from workshop participants made it clear that not only was there a need for a community of practice in Africa but also there were many innovative and meaningful projects and initiatives already running that have just not had the right avenue or support to be brought to the international community’s attention. The group saw a need for a community of practitioners and researchers to support each other’s work and learn from each other towards developing capacity and leadership in this sector across the continent. That is when Dr Esther Matemba and Dr Lelanie Smith decided to form an informal community using a WhatsApp group and starting by inviting the participants of the WEEF workshop and others they knew in their personal network.

 

Over the last year many connections have been made, working on conference publications and collaborating on practitioners’ projects and the most recent initiative invited and co-wrote our first journal paper on the emergence of the CoP with 16 members of the network. This first journal paper is in the second round of review, and we have started discussion for further work. We have also recently applied for two funding opportunities through our connections and are having more conversations to enable peer learning in grant application and paper writing. This year the network turns its focus on starting and coordinating 6 special interest groups (SIGs) that were proposed from organically emerging areas of research collaboration within the network.

 

The network has kept its close link with the international Engineering Education Research Network, REEN through Dr Esther Matemba, who is also the Governing Board Member representing Africa. In the beginning of 2022 REEN delivered 5 free EER workshops for our group. We have also ensured representation at other regional and international entities. Recently, some members of the Network including the founders were at WEEF & GEDC 2022 in Cape Town where we got to meet face to face for the first time. At the conference, we got a lot of opportunity to promote EER in Africa to participants including organisations like UNESCO, and RAE, IFEES and Industry partners as well as members of the GEDC. We were able to make the most of having the conference in our region with some organisers being part of EERN-Africa.

All in all this initiative has broken new ground to set in place the structure to support the emergence of a community of African engineering education researchers and practitioners.

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