Workshop on “Transitioning into pedagogic research – Dual identities and discipline spanning”

The Society for Research into Higher Education (SHRE) provides excellent workshops. Now online due to the pandemic, SHRE’s recent offerings have been free to attend. This one is, and our REEN Chair can highly recommend it:

Transitioning into pedagogic research – Dual identities and discipline spanning


Workshop presenters: Dr Mark J.P. Kerrigan & Dr Simon Pratt-Adams

Target Audience: MA/MSc/PhD/Academic

Workshop content: This workshop will focus on pedagogic research and the role of the pedagogic researcher in higher education. The focus is to support those transitioning into pedagogical research from another discipline. It will explore the interrelationship between learning, teaching and research at a time when there is increasing emphasis on multidisciplinary research across the HE sector.

It will consider the dual relationship between discipline-centred research and pedagogic research areas and the transitioning between these, with a focus on research methodologies and publication. Taking an interactive approach, this workshop will be an opportunity to share knowledge, experiences and develop strategies and networks between participants  

Learning Outcomes: By the end of this session, the successful participant will be expected to be able to:

  • Discuss the opportunities for developing as a dual-researcher and the position of a pedagogical researcher within the HE environment;
  • Critically evaluate the similarities and differences between research areas and how to manage and transition between these;
  • Explore research methodologies and paradigms, aligned to pedagogical research and develop a critical understanding of how these may differ to one’s own current practice
  • Develop a strategy, and networks, to support the successful transition into research into educational research in Higher Education.

Assumed participant knowledge: Participants should have knowledge of what pedagogical research is and may have research experience at UG level or higher. 

Materials required: Zoom including breakout rooms, Padlet

Register here:

REES 2021 call for abstracts

The Research in Engineering Education Symposium and Australasian Association for Engineering Education Annual Conference (REES AAEE 2021) will be held jointly on 5-8 December 2021:

  • face-to-face at The University of Western Australia, Perth, Western Australia
  • hybrid during Perth business hours, and
  • online outside Perth business hours.

 We are delighted to invite submissions of papers and workshop proposals.

Structured abstracts (up to one page) should be submitted by 30 April 2021. Please see for details.

Looking forward to seeing you, literally or virtually, in Perth!

Data repositories for your journal tables

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.


Shannon Chance, PhD, Chair of REEN 

SEFI Ethics Spring School

SEFI Ethics Spring School

Experiencing Engineering Ethics Education: Reflections, evidence and perspectives on engineering ethics education in practice

25-26 March 2021 – online. Register here
The SEFI SIG Spring School 2021 will offer one and a half days of interactive workshops, papers and discussions on new ideas and practices in teaching and researching engineering ethics.The audience for the Spring School is teachers and programme leaders who address or would like to address engineering ethics in their teaching, researchers who are working on understanding or advancing the field, and students who study or care about ethics in the engineering professions..

Free webinar with SEFI Ethics

SEFI Ethics webinar: Using case studies in engineering ethics education

4 March 2021, 15:00- 17:00 CET. Register here

The seminar aims to respond to the need for guidance in the area of engineering ethics case instruction, bringing together four educators who have experience with developing and using case studies. Each of the four speakers will present an engineering ethics case study they developed, hoping to inspire engineering instructors in the use of case studies, as well as fostering a discussion about the broader goals and frameworks related to their application.
For further information you may contact the organiser, Diana Adela Martin (TU Dublin)

Call for Conference Papers (ICL & IGIP)

Call for Papers

24th International Conference on Interactive Collaborative Learning (ICL2021)

50th IGIP International Conference on Engineering Pedagogy

„Mobility for Smart Cities and Regional Development – Challenges for Higher Education”

TU Dresden und HTW, Dresden, Germany, 22-24 September 2021


Intelligent mobility is a key component of growth in modern cities and rural areas, when networking and automating traffic and transportation systems with high efficiency and great comfort.

This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.

Partner Event

2021 GEDC Industry Forum, organized by Petrus Communications and the Global Engineering Deans Council from 20-23 September 2021.

Important Deadlines & Presentation Formats

Although we hope that our colleagues and friends again can come in person to our conference, we plan the event as a hybrid one. So, everybody who can’t travel to Dresden will be able to take part in the conference online too, as presenter or participant.

26 Mar 2021 Submission of: (i) structured abstracts (for full (2 pages) and short papers (1 page)) for the main conference (ii) special session proposals
22 April 2021 Notification of acceptance for abstracts for the main conference.

Special Sessions notification and announcement

01 Jun 2021      Submission of complete papers for special sessions and the main conference, Work in Progress Papers, Workshop proposals
25 Jun 2021 Notification of acceptance
23 Jul 2021 Author registration deadline and Camera-ready due
22 Sep 2021 Conference  opening

Conference Proceedings

The conference proceedings will be published as ICL 2021 Proceedings in the Springer series “Advances in Intelligent Systems and Computing”. Books of this series are indexed with ISI Proceedings, EI-Compendex, DBLP, SCOPUS, Google Scholar and SpringerLink.


Topics of interest include, but are not limited to:

  • Academia-Industry partnerships
  • Adaptive and intuitive environments
  • Collaborative learning
  • Computer aided language learning (CALL)
  • Educational virtual environments
  • Engineering education in individual transport sectors
  • Engineering education in public mobility transport
  • Engineering Pedagogy Education
  • Entrepreneurship in Engineering Education (EiEE)
  • Ethics and Engineering Education
  • Evaluation and outcomes assessment
  • Flipped classrooms
  • Games in Engineering Education (GinEE)
  • Impacts of globalization
  • Learning culture & diversity
  • Lifelong learning
  • Mobile learning applications
  • New learning models and applications
  • Pilot projects / products / applications
  • Platforms and authoring tools
  • Project based learning
  • Public policy in engineering education
  • Real world experiences
  • Remote and virtual laboratories
  • Research in Engineering Pedagogy
  • Semantic metadata for e-learning
  • Teaching best practices
  • Technical Teacher Training (TTT)
  • Virtual and Augmented learning (VAL)
  • Virtual mobility and platforms
  • Women in engineering careers


Technical Co-sponsors


Decolonization of the curriculum – what does it mean for you? Today 2 March at 12:30

Live Lounge is today 2 March at 12:30 (British time)

Decolonization of the curriculum – what does it mean for you?

Have you been following the decolonization of the curriculum discussion? And how have you been able to make adjustments to capture the context and history of engineering? One of the challenges is that the importance, in a Times Higher Ed survey, was ranked as more important by non-white respondents (53%) than white respondents (40%). Can we level the importance?
This is the kind of discussion we have on the Live Lounge Lunch session – a forum for learning and sharing insights. A free hour to connect and chat Sign up here for the Zoom link  

Feel free to pass along to colleagues – we set the agenda by who is present.

As usual, our monthly round-up brings some tips, insights, and practical steps.

Good wishes for some sunshine and happiness

Jan and Helen

Call for Chapters: Training Engineering Students for Modern Technological Advancement


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


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.


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 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.


Engineering-education mailing list

Do you teach engineering at a polytechnic?

TU Dublin is hosting the Polytechnic Summit 2021 on 1st – 4th June (which was postponed from June 2020). Many of the themes will be of interest to engineering education researchers. 
This will be a virtual, online summit. For further details & abstract submission please visit:
Should any further information be required please email: 

Workshop on Inclusivity in EER

Inclusivity in Engineering Education & Engineering Education Research? A Misnomer or Mismatch of Expectations?

The UK and Ireland Engineering Education Research Network are pleased to invite you to our next Roundtable Discussion: Inclusion in Engineering Education – The Role of EER. 

The Event will take place on MS Teams on 11th March 2021, from 1100-1300.  

Grounded in research conducted by the presenters, a number of key variables will be considered in the context of Engineering Education and EER including social class, mental health, gender and ethnicity.  Each conversation will start with a 5 minute presentation and will raise a number of questions for discussion. 


1100: Welcome 

1105: Conversation 1- Jane Andrews & Robin Clark: Mental Health & Attrition in Engineering

1125: Conversation 2: Anne Nortcliffe: Expanding the recruitment pool – WP in action

1145: Conversation 3: Roger Penlington: Extending WP into the Research Community

1205: General Discussion 

1220: Future Network Research Project – An exchange of ideas

1230-1300: Post Event Informal Networking and virtual coffee