Transitioning into pedagogic research – Dual identities and discipline spanning

We’ve been investigating places to deposit data (appendices, supporting tables and charts) that can help readers of your journal articles but won’t fit in the print versions, or exceed the allowable page limits. It’s important to provide stable links, so readers in subsequent years can still access these files. 

If you are affiliated with an academic institution, you can probably load your data into the library’s open-access repository,  and then link your journal article to that. 

We here at REEN have also asked Taylor and Francis publishers this question, as they publish AJEE and EJEE. The T&F representative wrote:

I’d suggest the author look at our Author Services page on data sharing, which gives some guidance on finding a suitable data repository. If there’s no suitable subject-specific repository, I’d suggest looking at generalist repositories like Figshare, which allows authors to upload data for free and mints a persistent identifier for the dataset (I think Figshare uses DOI).

T&F currently partners with Figshare to allow authors to upload supplementary material too, so this could be a suitable route.

We will keep an eye on this topic and post updates if new recommendations emerge.

Best,

Shannon Chance, PhD, Chair of REEN 

https://www.igi-global.com/publish/call-for-papers/call-details/5172

Editors

Anabela Alves, University of Minho, Portugal
Natascha van Hattum-Janssen, Saxion University of Applied Sciences, Netherlands

Call for Chapters

Proposals Submission Deadline: April 13, 2021
Full Chapters Due: June 26, 2021
Submission Date: June 26, 2021

Introduction

Engineers are indispensable in solving the world’s challenges, especially those related to sustainable development goals and unexpected events, as related to pandemic situations and/or climate changes among other potential catastrophes. Engineering education continues to be the crucial preparation for the next generation of engineers, while engineering practices rapidly evolve pressured by technological advancements. Engineering schools are integrated into large and rigid Higher Education Institutions (HEI) that are not known for their agility. Nevertheless, engineering teachers must have the agility to go beyond HEI structures and boundaries and close the gap between the needs of the professional practice and engineering education. Many engineering teachers are highly motivated to prepare engineering students for the quick change needed and technological, social, and environmental evolution.

Objective

This book looks at the role of engineering teachers in preparing the next generation of engineers. It presents perspectives on and active learning methods for engineering education for a future generation of engineers. It will provide engineering educators with examples of engineering education practices that could be followed, including the educational underpinnings. It contains practices focused on learning how to learn that enable students to be life-long learners. As such, it contributes to bypass the compartmentalized way of course organization so typical in many HEI and prepares students for more lean and agile engineering education. The book looks at the role of the teacher, especially the engineering teacher who does not necessarily have an educational background or is a researcher in the field of active learning, with best practices in engineering education. It intends to contribute with exploratory research, case studies, action-research projects, reviews, empirical cases that present and discuss active learning methodologies, hands-on activities, serious games, learning factories, and pedagogical labs among other approaches. Those are considered suitable approaches to train engineering students in onsite or online environments, in academia, or in an industrial environment. Such approaches are fundamental to train the students for modern technological advancement because they promote an environment where students can “learn by doing”.

Target Audience

Engineering schools, engineering teachers, educational support staff for engineering education, educational engineering researchers, engineering policy advisors, educators in general, engineering students, and engineering professionals.

Recommended Topics

• Engineering Education; • Competencies; • Professional development for engineering teachers; • Active and Experiential learning; • Society needs and technological developments; • Industry-university partnerships; • e-learning/Online environment; • Global unexpected events; • Sustainable education; • Ethics; • Lean Education; • Complexity; • Serious games; • Learning factories.

Submission Procedure

Researchers and practitioners are invited to submit on or before April 13, 2021, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by April 27, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by June 26, 2021, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Training Engineering Students for Modern Technological Advancement. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery^® online submission manager.

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