SEFI Book Complete

40th annual
conference
Engineering
Education 2020:
MEET THE
FUTURE
Conference Proceedings:
Keynote Lectures and Extended Abstracts
23-26 September 2012 Thessaloniki, Greece

Aristotle University of Thessaloniki Faculty of Engineering
16 - 17 Workshop Russian - INDEX 354-384_Layout 1 18/09/2012 1:43 .. Page 353
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Proceedings of the 40th SEFI Annual Conference 2012

Engineering Education 2020: Meet the Future
Co-organised by SEFI and the Faculty of Engineering of the Aristotle University of Thessaloniki
SEFI, Brussels, Belgium

SEFI-Socit Europenne pour la Formation des Ingnieurs
119, rue de Stassart, B-1050 Brussels
Editor : Aris Avdelas, Aristotle University of Thessaloniki, Greece
ISBN : 978-2-87352-005-2
Engineering Education 2020:
MEET THE
FUTURE
In this time of change, the Faculty of Engineering of the Aristotle University wishes to express its optimism for the future of Engineering Education and for the generations of young engineers to come. Facing a moment of transformation, Europe - and SEFI - have set a number of priorities to achieve before 2020. They are all related to growth, and engineering has of course always been closely connected with growth.
Therefore, in order to better prepare future engineers for this challenge,
many aspects of the engineering education have to be adapted, especially as far as teaching and learning methods are concerned.
The objective of the 40th Annual Conference of the European Society
for Engineering Education - SEFI - is to contribute to the reflection on this
near future and to recommend ways for the implementation of new and
innovative actions.
ABOUT SEFI
SEFI, established in 1973, is the largest network of engineering education institutions and educators in Europe. SEFIs aims and objectives are to contribute to the development and to the improvement of engineering education in
Europe, to reinforce the position of the engineering professionals in society, to provide services to our members, to
promote information about engineering education and improve communication and exchanges between teachers, researchers and student, to develop co-operation between educational engineering institutions and establishments of higher technical education, to promote co-operation between industry and engineering education actors,
to be a link between our members and international organizations, and to promote the European dimension in higher engineering education.
SEFI serves as a European Forum to its members, composed of institutions of higher engineering education, academic staff and teachers, students, related associations and companies in 47countries.
The objectives of SEFI are encountered through a series of activities such as the Annual Conferences, Ad hoc seminars and workshops organised by SEFIs working groups, Task forces on specific topics, the organization of the
European Engineering Deans Conventions, Publications (incl. the European Journal of Engineering Education), European projects, Position papers
A large part of SEFIs activities is dedicated to the cooperation with other major European associations and international bodies the European Commission, the UNESCO, the Council of Europe or the OECD.
ABOUT THE ARISTOTLE UNIVERSITY OF THESSALONIKI (AUTh)

AUTh has been established in 1925 and is named after the ancient Greek philosopher Aristotle. Today it is considered the largest university in Greece and in Southeastern Europe. AUTh is an inclusive university with 7 Faculties organized in 33 Schools, 5 single-School Faculties, as well as 4 independent Schools (a total of 42 Schools). AUTh has
an extensive research activity, participating in both European and international projects and research consortia. It is
estimated that each year, 600-700 new research projects are starting, with an average duration of three years. Sectors in which research projects are currently implemented are: the environment (natural and structured), new materials, IT and communications, agricultural research, biotechnology, medical research, architectural research, new
technologies and nanotechnology, research in social and economic sciences, research in issues of language and
culture, etc. AUTh cooperates closely with Universities, research centres, organisations and companies in Greece
and abroad. Thanks to its large number of Faculties and Schools, as well as its 250 laboratories, it has the capacity
to implement research, technological, educational and training projects, as well as Service Provision Projects.
Under the Auspices
FACULTY OF ENGINEERING
ARISTOTLE UNIVERSITY OF THESSALONIKI
The Organising Committee would like to thank its sponsors and supporters
for their contribution to the Conference
Major Sponsors
Sponsors
Supporters
COMMITTEES
PROGRAMME / SCIENTIFIC COMMITTEE
From the Aristotle University of Thessaloniki
Prof. Aris Avdelas
Prof. Charalambos Baniotopoulos
Assist. Prof. Konstantinos Spyridonidis
Prof. Petros Patias
Prof. Zissis Samaras
Prof. Christos Antonopoulos
From the National Technical University of Athens

Prof. Charis Gantes
From the Technical University of Crete

Prof. Georgios Stavroulakis
From SEFI
Dr. Esat Alpay, Imperial College London (UK), Chair WG on Ethics in Engineering Education
Prof. Burkhard Alpers, University of Applied Science Aalen (D), Chair WG on Mathematics and Engineering Education
Prof. Jos Carlos Quadrado, ISEL (P), SEFI Vice-President, IFEES President-Elect, Global Mobility and
International Cooperation
Prof. Robin Clark, Ashton University (UK), Chair WG on Engineering Education Research
Prof. Urbano Dominguez, University of Valladolid (E), Chair WG on Curriculum Development
Dr. Pieter De Vries, Delft University of Technology (NL), Chair WG on Information and Communication Technologies
Mr. Xavier Fouger, Dassault Systems (F), SEFI Vice-President, Chair Task Force on University-Business Cooperation
Prof. Kamel Hawwash, University of Birmingham (UK), Chair WG on Attractiveness of Engineering Education
Prof. Susanne Ihsen, TU Munchen (DE), Chair WG on Gender and Diversity in Engineering Education
Prof. Anne-Marie Jolly, PolytechOrlans, TF on Sustainability in Engineering Education
Prof. Anette Kolmos, University of Aalborg (DK), Past President, Chair Task Force on Bologna Process
and Cooperation with EU Institutions
Prof. Greet Langie, Campus de Nayer (B), Chair WG on Physics and Engineering Education
Prof. Francesco Maffioli, Politecnico di Milano (I), Co-Chair Task Force Accreditation Quality Assurance
Kirsti Mittienen, Aalto University (SF), Chair WG on Continuing Engineering Education
Ms. Marina Sainz Comas (ES), BEST, Chair Task Force Cooperation with the Students
Dr. James Uhomoidhi, University of Ulster (UK), Chair Task Force on Cooperation with Africa
Prof. Angela Varadi, University of Miskolc (HU), Co-Chair Task Force Accreditation Quality Assurance
ORGANISING COMMITTEE
Chair: Prof. Aris Avdelas, Aristotle University of Thessaloniki
Prof. Wim Van Petegem, KU Leuven, SEFI President
Ms. Franoise Cme, SEFI Secretary General
Mr. Jacques Schibler, SEFI Communication Officer
LOCAL ORGANISING COMMITTEE

Prof. Aris Avdelas
Assoc. Prof. Epameinondas Sidiropoulos
Prof. Georgios Chasapis
Assoc. Prof. Anastasia Zampaniotou
Ms. Pinelopi Ralli
Ms. Alexandra Englezou
Mr. Dimitris Zimos (Local BEST Group Thessaloniki)
Ms. Spyridonidou Alexia (Local BEST Group Thessaloniki)
REVIEWERS
Name
Topic
Esat Alpay
Burkhard Alpers
Jos Carlos Quadrado
Robin Clark
Urbano Dominguez
Pieter De Vries
Xavier Fouger
Kamel Hawwash
Susanne Ihsen
Anne-Marie Jolly
Greet Langie
Kirsti Mittienen
Jos Carlos Quadrado
Angela Varadi
Wim Van Petegem
Ethics in Engineering Education

Mathematics and Engineering Education
Global Mobility and International Cooperation
Engineering Education Research
Curriculum Development
Information and Communication Technologies
University-Business Cooperation
Attractiveness of Engineering Education
Gender and Diversity in Engineering Education
Sustainability in Engineering Education
Physics and Engineering Education
Continuing Engineering Education and Lifelong Learning
Cooperation with the Students
Accreditation Quality Assurance
The Challenge of 2020: Issues and Actions
40th annual 23-26 September 2012

conference T h e s s a l o n i k i , G r e e c e
11
TABLE OF CONTENTS
Keynote Speakers
21
The Antikythera Mechanism:

Astronomy and Technology in Ancient Greece, J. H. Seiradakis
31
Keynote Lectures
32
European Engineering Universities as key actors in Regional

and Global Innovation Ecosystems, M. A. Markkula
34
Homo Fabiens Redux: Engineering Education in the 21st Century, D. Evangelou
46
Preparing Students to Accelerate Innovation through simulation-based

Engineering and Science, J. Ryan, A. Tarchini
52
Nowadays Challenges in Engineering Education The point of view of industry, L. Abraham
57
Turning Engineering Green: Sustainable Development

and Engineering Education, A. Jamison
60
Attracting Students and making them Stay - The importance

of expectations and experiences in the recruitment and retention
of engineering students, L. Ulriksen
68
"The XXIst Century Da Vinci: A Systems Engineer?", X. Fouger
82
Leonardo da Vinci Medal
90
Attractiveness of Engineering Education
94
025 Responding to the Challenges of Engineering Attractiveness,

K. Schrey - Niemenmaa, M. E. Jones
96
028 Attracting Students to Science, Technology and Engineering

Higher Education, A. Reis, C. Patrocnio, P. Lourtie
98
040 The Cultivation of Engineering Talent, M. Rabl, G. Hillmer
100
044 General Engineering - Student Motivations towards Flexibility

and Breadth in the Engineering Curriculum, E. Alpay
102
067 Enhancing Engineering Education and its Role into the European
Professional Scenario, C. Borri, E. Guberti, F. Maffioli, F. Pirr
104
087 Knowledge Management for Increased Student Interaction,

Ir. P. A.M. van Kollenburg, Drs. S. R.G. Kawarmala
106
088 Development, Creation and Implementation of e-learning and Web Based

Programs for Manufacturing Engineering Teaching, Prof. Dr. Ing. I. Kuric
108

090 Knowing our Students - Different Approaches to Student Retention,

U. Rintala, A. K. Kairamo, K. Kelly, I. Gonalves, A. Lucas, A. Tabacco
110
093 Footprint: Visualising and Monitoring Student Retention

in Study Programmes across Europe, B. Marklund, A. K. Kairamo, U. Rintala
112
116 Changing the Conversation [1]: A new role for technical communication
in the engineering curriculum, A. Berndt
114
133 An Innovative Experience to Make the University

more Appealing to Future Students at the School
of Design Engineering ETSID, E. Ballester - Sarrias,
L. Contat - Rodrigo, J. A. Monsoriu - Serra, L. M. Snchez - Ruiz
116
147 Career Advising in Cypriot High Schools,

K. Katzis, C. Dimopoulos, K. Hawwash
118
160 A Competence Based Framework for Engineering Education,

M. Mo Jakobsen
120
122
001 Identifying and Mapping Pivotal Concepts and Critical Skills Concept mapping a Freshmore Engineering Curriculum,
J. French, D. Shah, J. Rankin, A. Bagiati, L. Breslow
124
007 Learning through Projects in Engineering Education,

S. Chandrasekaran, A. Stojcevski, G. Littlefair, M. Joordens
126
009 Emphasizing Soft Skill Learning and Training as part

of an Engineering Curriculum Revision, S. Pedrazzini
128
012 Using Hands-On Activities to Engage Students

in Engineering Mechanics, T. Lucke
130
015 What should we Teach? Defining your discipline to drive

curriculum renewal: an environmental engineering case study,
D. G. Dowling, R. G. Hadgraft
132
032 An Autodidactic Programming Curriculum Application

for Early Education: Pilot Studies and Improvement Suggestions,
C. Florou, A. Bagiati, I. Kosmopoulou, E. Houstis
134
045 Curriculum Development for Ph.D. Students to Cultivate Literacy

and Competency, Y. Yokono, M Mitsuishi
136
047 Developing a Teaching and Learning Culture - The Case of Faculty

of Engineering at Lund University, R. Andersson, P. Warfvinge
138
048 Written and Oral Communication across the Engineering Curriculum An integrated learning trajectory, L. Versteele, Y. Berbers, E. Londers
140

13
054 Enabling Innovation in Engineering Education by providing

Flexible Funds for teaching Staff, N. Friese, C. Terkowsky, D. May,
Prof. Dr.-Ing. A. E. Tekkaya, K. Schuster, Dr. phil. A. Richert,
Prof. Dr. rer. nat. S. Jeschke
142
061 Making Principled Decisions about Curriculum Development:

Outcomes of a Realist Evaluation Across 13 Universities,
C. Crosthwaite, L. Jolly, L. Brodie, L. Kavanagh, L. Buys
144
070 Development and Analysis of a Professional-Oriented Clil Model

for University Level Mechanical Engineering Education, P. Haapanen,
D. Erent, H. Eskelinen, J. Wunderlich, J. Varis
146
085 Training Engineers on Communication Skills in English, V. Kazamia
148
092 Educating Future Managers in Higher Engineering Education, P. Lappalainen
150
101 Peer Feedback: Quality and Quantity in Large Groups,

N. van Hattum - Janssen, J. M. Fernandes
152
119 Finnish Graduate Feedback Survey Results: Employment

and Competencies of the Newly Graduated M.Sc. Engineers and Architects,
P. Hyotynen, K. Harmaala, P. Jalasjoki
154
121 The European Higher Education Area.

Spanish Engineering Education, U. Domnguez, J. Magdaleno
156
135 Development of an Environmental and Resources

Engineering Education Framework,
E. Caporali, A. Tuneski, C. Borri
158
160
004 Project-based Learning for a Biosciences Laboratory

in an Engineering Curriculum, M. Nrhi, O. Natri, K. Nordstrm
162
008 The Effectiveness of Interventions from the Perspective

of Teachers and Students in the Field of Engineering Education
at Universities in Germany, W. Schneider, S. Ihsen
164
014 Teaching Symbolic Language to non-native Speakers,

J. Bonet-Dalmau, M. Alsina
166
024 Student Competencies in Structural Engineering: Modelling Cultural

Environment in Qassim University, T. Ucol-Ganiron Jr.
168
026 Examining Perceptions of Engineering Work and Identity across

Generations in the USA, M. Pilotte, I. Ngambeki, S. Branch, D. Evangelou
170
027 Impact of Motivation, Language and Social Network

on Learning Process, S. Heikkinen
172

033 Research in Engineering and Technology Education:

Staff Perspectives, J. Chandran, A. Stojcevski
174
037 Comparing Group and Individual Problem Solving: A Case Study

from Newtonian Mechanics, M. Berge, T. Adawi
176
038 Prediction of Study Results of first year Engineering Students?

A Comparison of Tools, J. Van den Bossche, A. Vermeyen, E. Schyvinck,
E. Danckaert, T. Stevens, J. Buijs, G. Desamblanx, A. Lauwers, E. Van Hoof
178
041 Using Models to Promote Scholarly Development

in Engineering Education, Th. Olsson, T. Rox
180
046 Development and Implementation of a Coaching Model for Project-Based

Learning in Science and Engineering Education, M - C. Peeters, W. Van der Hoeven
182
049 Standards for Quality of Research in Engineering Education A prolegomenon, J. Bernhard, C. Baillie
184
060 Orientations to Studying in Engineering Education

and their Relations to Study Engagement and Well-being,
H. Heiskanen, K. Lonka, K. Keltikangas, J. Korhonen, H. Kettunen
186
069 Developing a Methodological Taxonomy of EER Papers, L. Malmi,

E. de Graaff, T. Adawi, R. Curmi, G. Duffy, C. Kautz, P. Kinnunen, B. Williams
188
071 A Technical Writing Program Implemented in a first year

Engineering Design Course at Ku Leuven, C. Heylen, J. Van der Sloten
190
075 Study Track Dependent Values and Exam Results for Master Students
in Engineering Technology, G. Langie, G. Valkeneers, G. De Samblanx,
E. Mees, I. De Nil, S. Boukhlal, G.-J. Moons, C. van Tilburg, M. Gastmans
192
077 Evaluating and Developing Project-Based Learning An empirical approach to evaluating CDIO, R. P. Clark, J. E. Andrews
194
081 Student Understanding of Filters in Analog Electronics Lab Courses,

P. Coppens, M. De Cock, C. Kautz
196
082 Construction Safety Simulations and Students Perception of Stress,

M. Jaeger, D. Adair
198
086 International Best Practices of Engineering Education Discussion from student point of view, A. Kauppinen, A. Hiekkanen,
N. Kiiskinen, A. Laukia, E. Luttunen, T. Peltokallio, J. Tirkkonen
200
094 On Reinforcing Learning in Engineering Education

by Means of Interactive Pen Displays, J. Fabra, J. Civera,
J. R. Asensio
202
095 Conceptual Knowledge and Learning as a Reflection

of Students' Motivation, P. S. Pietikinen, A. M. Mauno
204
096 Rubric for Assessing Epistemological Understanding

of Students who are Learning Design, S. M. Chance
206

15
098 Effectiveness of Sustainability in Engineering Education:

Research Methods, M. Arsat, J. E. Holgaard, E. de Graaff
208
102 Is The Use of Psychological Types Relevant to Improving

Engineers Innovation Training? R. Bary, L. Morel, M. Tani
210
103 Representing Engineering Practice, B. Williams, J. Figueiredo
212
108 Building Interdisciplinary Collaboration Skills through

a Digital Building Project, D. Gnaur, K. Svidt, M. K. Thygesen
214
114 Prediction of Student Performance in Engineering Programs A case study using entrance information, K. Kelly, C. Patrocnio, C. Marshall
216
118 The Role of four-hour Blocks in Promoting Active Learning Strategies:

The impressions of students and teachers, J. M. Nunes de Oliveira
218
136 Educating Building Science Engineers: Links between Geometry

and Building Science, A. S. Skaraki, D. F. Fakli, A. A. Aliefs
220
139 Learning Experiences of Engineering Students Related

to Cultural Differences in group work, T. H. Maken, E. de Graaff
222
144 Bibliometric Analysis of Engineering Education Research Publications A Reference Discipline Approach, P. Neto, B. Williams
224
148 In Search of new Learning Environments in Electrical Engineering,

K. Keltikangas, H. Kettunen, J. Korhonen
226
228
011 The Role of Personality Factors in Engineering Students

Ethical Decisions, D. Bairaktarova, D. Evangelou, A. Woodcock, W. Graziano
230
021 Comparison of Plagiarism Rates between oncampus

and offcampus Engineering Hydrology Students, I. M. Brodie, L. Hellyer
232
079 A Responsibility Diptych - Two workshops on philosophical ethics,

J.G. de Zwart MSc MA
234
140 Gap year in French Engineering Curricula Ethical Issues

of a Trendy Educational Device, C. Didier, P. Simonnin
236
The Challenge of 2020: Issues and Actions
238
002 Approaching Institutional Transplantation through Faculty Development,

A. Bagiati, V. Sakhrani, S. Sarma, R. de Neufville
240
017 Setting up a New Culture of Teaching: Ways of enhancing the quality

in teaching and learning at Technische Universitt Berlin, C. Raue, P. Thurian
242

050 A View on Electrical & Computer Engineering Education: Challenges

toward convergence of different disciplines, G. A. Kyriacou
244
051 Train Inventive Engineers for the Future - Invention of new products
as a basis for studying the method of innovation and product development
for first year Engineering students, HGM Geraedts
246
157 Higher Engineering Education by 2020 - The world class player

on future economy's stage, A. Sz. Vradi, Gy. Patk, L. Szentirmai
248
Mathematics and Engineering Education
250
019 The Role of Mathematics - In Engineering practice

and in the formation of Engineers, E. Goold, F. Devitt
252
030 Calculation of Partial Derivatives by Using Rooted Trees,

Q. D. Gjonbalaj
254
031 Promoting Engineering Students Mathematical

Modeling Competency, C.H. Huang
256
039 The Mathematical Reasoning Competency for a practice-oriented

Study Course in Mechanical Engineering, B. Alpers
258
056 ViPLab - A Virtual Programming Laboratory for Mathematics and Engineering,

Th. Richter, S.Rudlof, D. Boehringer, C. Grninger, C. Rohde, A. Stock
260
122 Model Computer Program for Preliminary Building Plans:

An initial design and construction educational tool, A. S. Skaraki,
D. F. Fakli, A. A. Aliefs
262
132 Situated Acquisition of Mathematical Knowledge Teaching mathematics within electrical engineering courses,
M. Hennig, B. Mertsching
264
Gender and Diversity in Engineering Education
266
029 Gender Issues in Attracting Students to Science, Technology

and Engineering higher Education, A. Reis, C. Patrocnio, P. Lourtie
268
043 Less is Not More - Female Engineers Career Paths Five Years
from Graduation, A. T. Paloheimo, H. H. Auvinen, P. H. Putila
270
072 The Background and Motivation of first year Engineering Students

at Ku Leuven in Relation to Gender, C. Heylen, K. Geraedts,
I. van Hemelrijck, M. Smet, J. Vander Sloten, C. Creemers, L. Froyen
272
078 Breaking Down Barriers: Teenage Girls Perceptions

of Engineering as a Study and Career Choice, J. E. Andrews, R. P. Clark
274

17
111 Gender of Students and Graduates from a USA HBCU School

of Engineering, Q. Pang, R. W. Whalin
276
115 How do French Engineers Learn from their International Experience?

A Dialogue between Engineers and Researchers, C. Morace, A. Gourvs-Hayward
278
141 Exploring Bourdieu for Engineering Education Research, J. Devine
280
Global Mobility and International Cooperation
282
005 Student Ambassadors: Developing an Older Student Cohort,

D. Fisher, A. Bagiati, S. Sarma
284
062 English - medium Instruction - a Friend or a Foe, J. M. Suviniitty
286
068 Virtual Internships, M. Majeri, A. Enea, W. Villerius
288
073 Adde Salem Project - Promoting mobility South American Europe and enhancing the employability at the graduate level through
joint degrees, G. Spinelli, J. A. Paez
290
152 Irish and Chinese Students College Experience

On a Joint Engineering Programme, L. McAuley, S. Tiernan
292
294
058 Documenting Knowledge to the Undergraduate Education

of Professional Engineers: A Case Study in Microcontroller Education,
D. E. Bolanakis, E. Glavas, G. A. Evangelakis, K. T. Kotsis, T. Laopoulos
296
063 Attractiveness of Learning Physics by Means of Video Analysis

and Modeling Tools, P. Hockicko
298
149 Bragg Sensors in Engineering Education,

C. Leito, C. Novo, G. Yang, C. Tang, J. L. Pinto
300
Information and Communication Technologies
302
010 Interdisciplinary Collaboration as Important Success Factor

of Technical Innovations in Adaptable Ambient Living Assistance,
W. Schneider, K. Scheibl, S. Ihsen
304
097 How to Improve Students Satisfaction Using Mobile Devices,

L. Podest, I. V. Shelenkova
306
156 An Authentic Learning Strategy for Engineering Students

to Acquire Integrated Management Competences,
P. de Vries, R. Kortmann, M. van den Bogaard
308

Cooperation with the students
310
064 How to Guide Students to make the Right Choices, P. Lahti, K. Vahtikari
312
112 Improving Engineering Students Design Skills in a Project-based Learning

Course by Addressing Epistemological Issues, G. Duffy, S. M. Chance, B. Bowe
314
158 The Benefits of Volunteer Work in Student Unions The students work readiness, A. af Hllstrm
316
Continuing Engineering Education and Lifelong Learning
318
042 Opportunities and Challenges in the Implementation

of the Knowledge Triangle, E. Sjoer, B. Nrgaard, M. Goossens
320
099 Laugh your Mistakes Away - Using self-deprecating humour to mask

occasional problems in public speaking, B. A. Andeweg, J.C. de Jong, M. J.Y. Wackers
322
109 Formal - nonformal Learning Acknowledgement

to the new Employment Competencies, A. Klmn
324
Sustainability in Engineering Education
326
055 What are the Common Knowledge & Competencies for Education
for Sustainable Development and for Engineering Educationfor
Sustainable Development? A. Guerra
328
091 Social Responsibility in Engineering Curricula,

N. van Hattum-Janssen, M. D. Snchez Fernndez, S. Caires, S. Kahn
330
145 The Role of Engineering Educational Laboratories at a Thesis Level,

Z. G. Pandermarakis, A. B. Sotiropoulou, D. S. Passa, G. D. Mitsopoulos
332
Quality Assurance and Accreditation
334
020 Education Assessment Exercise (EAE) - A path to quality

enhancement in engineering education? S. Karlsson, P. Berglund
336
022 European Quality Labels in Chemistry, E. A. Varella
338
124 National Processes to Support Continuous Improvement

in Engineering Education in Australia, R. W. King
340
University - Business Cooperation
342
016 Semantic Web Approach for Determining Industry Qualifications

Demand on Real-time Bases, S. AbdElall, C. Reise, G. Seliger
344

19
018 Design of a new Course Aimed at Increasing the Number

of new Innovative Enterprises, A. M. Jolly, F. Ros, C. Lger, C. Grillet
346
023 Universities and Industry - Experience from the Technology Agency

of the Czech Republic, L. Muslek
348
129 The Birmingham Grand Challenge Project:

Enhancing Student Employability Skills across the STEM Disciplines,
K. I. M. Hawwash, J. S. Illingsworth
350
151 Exploring Facilities Management - towards Future Campuses,

E. Rytknen, S. Krn, S. Nenonen
352
Student Contest
354
1st Prize
International Best Practices of Engineering Education Discussion from Student Point of View, A. Kauppinen, A. Hiekkanen,
N. Kiiskinen, A. Laukia, E. Luttunen, T. Peltokallio, J. Tirkkonen
356
2nd Prize
A social web application for learnig, Team BioPojat, P. Risnen, A. Rautiainen
358
3rd Prize
Summer Courses-Contest United Engineering, I. Grauleviit, V. Godviait
360
Workshop: Curriculum design in Russia with reference to Federal State

and EUR-ACE standards - The TEMPUS ECD-EAST project
362
WS 1 Challenges of Curriculum Design Referring to External

Quality and Accreditation Standards, G. Heitmann
364
WS 2 ECD-EAST: Engineering Curricula Design Aligned with EQF

and EUR-ACE Standards, O. V. Boev and M. S. Tayurskaya
366
WS 3 Comparison of EUR-ACE and Russian National Standards Requirements for master degree programmes in computer science, A. I. Surygin
368
WS 4 Curriculum Design Aligned with Russian National and EUR-ACE

Standards - Master degree programme in the field of information technology
and computers, A. I. Surygin, E. V. Potekhina, V. V. Potekhin
370
WS 5 Faculty Exchange Effects on the Development of the Curricula

and Modules of Russian Higher Education Institutions - Implementing tempus project.
Engineering curricula design aligned with EQF and EUR-ACE standards
No 511121-TEMPUS-1-2010-1-DE-TEMPUS-JPCR, Dr. D. Dumiuvien
372
Authors Index
374
Engineering
Education 2020:
MEET THE
FUTURE

21
Keynote Speakers


Markku Markkula
Aalto University,
Rapporteur of the EU Committee of the Regions
Mr. Markkula is a member of the EU Committee of the Regions, CoR (20102014). He is the Chairman of the EPP/CoR Task Force on Europe 2020. His
CoR role also includes being the rapporteur on the Digital Agenda for Europe,
the rapporteur on the Role of local and regional authorities in achieving the targets of the Europe 2020 strategy, as well as the rapporteur on the Horizon 2020
(the EU 8th Framework Programme for Research).
Mr. Markku Markkula works within Aalto University as the Advisor to Aalto Presidents, focusing on European strategic issues. He is a former member of the
Finnish Parliament (1995-2003) with the membership roles in the Committee for
Education, Science and Culture and the Committee for the Future.
In Finland his role has included memberships in the boards of several companies and other organizations, among others Tekes, the Finnish Funding Agency
for Innovation and Technology. He is the Chairman of the Espoo City Planning
Board and has been the Chairman of the boards of the Finnish Association of
Graduate Engineers TEK and the Finnish Information Society Development
Centre TIEKE.
Having an engineering professional career with a focus on change management Mr. Markkulas special competence areas are lifelong learning, innovation, knowledge management, as well as science, technology and innovation
policy. Mr. Markkula has published several books and given hundreds of conference presentations.
He is the SEFI Fellow and he has been the chairman of the SEFI Working Group
on Continuing Education. As a tribute to his achievements he was in 2008 elected to the International Adult and Continuing Education Hall of Fame.

23
Demetra Evangelou, PhD

Purdue University
Prof. Evangelou is credited with introducing the concept of developmental engineering, a new area of research and education that explores engineering and
human development. In 2011 she was awarded by President Obama the Presidential Early Career Award for Scientists and Engineers (PECASE) which is the
the highest honor bestowed by the US Government on Science and Engineering professionals in the early stages of their independent research career. The
award citation read for outstanding research into how early experiences can
lead children to pursue engineering later in life and for working with teachers
from diverse schools to develop new teaching materials and methods that can
help students become innovative and more technologically literate.
Prof. Evangelous group is actively involved in research into early childhood antecedents of engineering thinking, developmental factors in engineering pedagogy, technological literacy and human-artefact interactions. Their research is
cross-disciplinary involving active collaborations with colleagues from Education, Psychology and Engineering. Prof. Evangelou has served on the faculty of
Aristotle University and the University of Thessaly. She holds a PhD from the University of Illinois at Champaign-Urbana and is a member of several scientific and
professional societies, including the Sigma Xi Science Honor Society. In 2009
she was awarded the prestigious NSF CAREER Award.

Alessandro Tarchini
EMEA EDU Business and Market Development
MathWorks
Born in Genova in 1962, since 1982 he has worked in ICT, initially developing
firmware for numeric control systems, then spending three years at the computing data center "Sergio Borgogno", developing Finance applications for the
public administration.
From 1985 to 1990 Alessandro Tarchini worked in Stratos a company providing services to Aerospace and Defense, as a consultant to aerospace companies, representing Italy in international project teams defining and developing
processes for the engine management in the civil aviation business.
In 1992, after moving to Teoresi, he expanded his interests to software systems
for number crunching, modelling and simulation; since 1993 Tarchini has
worked in favor of advanced numerical analysis techniques facilitating the adoption of MATLAB in Italy. In 2002, when the Italian operations of MathWorks Inc.
were opened, Tarchini was appointed as the managing director of the new company.
After managing MathWorks Italian operations for 10 years, Alessandro has now
moved to the role of EMEA EDU Business and Market Development.

25
Lszl Csaba brahm
General Manager, National Instruments Hungary Ltd.

Dr. Lszl Csaba brahm graduated at Budapest University of Technology
and Economics as an electrical engineer, and then in 1979, he got a communication engineer degree on postgraduate qualification. Along with this, he has a
PhD on Television Signal Processing. He started his career at Videoton as an engineer, then he became a Team Lead, then the Technical Director and later the
Deputy CEO. He was the Managing Director at JSCH Kft. from 1991. He
worked as a Production Manager at IBM from 1995 and from 1998 he led the
ARTESYN company successfully. He has been the General Manager of National Instruments-Hungary Kft. since 2001. His role was to start up the factory in
Debrecen where the hardware units of the virtual instruments are produced on
the SMT production lines representing cutting edge technology. More than
90% of the production of the corporation is manufactured by more than 1000
employees with great efficiency and excellent qualitative index. NI Hungary Kft.,
besides the production, gives place to several office centers and also employs
graduate employees at different kind of departments such as Finance, IT, Legal
and linguistic fields. Mr. Abraham was the Manager of the year 2008. Besides
governing the company, he is committed to the next generation that is why he
takes role in several areas connected to education. He created an SMT course
book hand in hand with the AmCham where he is the chairman of Electronic
Manufacturers Committee. He also takes part in the local business life, he is a
member of the Chamber of Commerce and Industry of Hajdu-Bihar county.

Andrew Jamison
Aalborg University
Born August 22, 1948
Education/Degrees
B.A. in History and Science, magna cum laude, Harvard University, 1970.
Ph.D. in Theory of Science, University of Gothenburg, Sweden, February 1983
Positions/Appointments
Lecturer, Science and Society, University of Copenhagen, 1976-1984
Visiting associate professor, University of California, Los Angeles, 1985-86
Associate professor, Research Policy Institute, University of Lund, 1988-1996
Course director, Graduate Program in Science and Technology Policy, 1986-1995
Professor, Technology and Society, Aalborg University, 1996Guest professor, Environmental Science, Malm University College, 2003-2008
Coordinator, PhD Program in Planning and Development, 2011Selected Publications
Books
The Making of the New Environmental Consciousness, co-author with Jacqueline Cramer and Ron Eyerman (Edinburgh University Press, 1990)
Social Movements. A Cognitive Approach, co-author with Ron Eyerman (Polity, 1991)
Music and Social Movements, co-author with Ron Eyerman (Cambridge University Press, 1998)
The Making of Green Knowledge. Environmental Politics and Cultural Transformation (Cambridge University Press, 2001)
Hubris and Hybrids. A Cultural History of Technology and Science, co-author with Mikael Hrd (Routledge, 2005)
A Hybrid Imagination: Science and Technology in Cultural Perspective, co-author with Steen Hyldgaard
Christensen and Lars Botin (Morgan & Claypool, 2011)
Articles
Technology's Theorists: Conceptions of Innovation in Relation to Science and Technology Policy, in
Technology and Culture, July 1989
(with Aant Elzinga) Changing Policy Agendas in Science and Technology, in S Jasanoff, et al, eds, Handbook of Science and Technology Studies. Sage 1995
The Shaping of the Global Environmental Agenda: The Role of Non-Governmental Organisations, in S
Lash, B Szerszynski, and B Wynne, eds, Risk, Environment and Modernity: Towards a New Ecology,
Sage, 1996
Science, Technology and the Quest for Sustainable Development, in Technology Analysis and Strategic Management, nr 1, 2001
Participation and Agency: Hybrid Identities in the European Quest for Sustainable Development, in R
Paehlke and D Torgerson, eds, Managing Leviathan, Broadview Press, 2005
In Search of Green Knowledge: A Cognitive Approach to Sustainable Development, in S Moore, ed,
Pragmatic Sustainability. Routledge, 2010

27
Lars Ulriksen
University of Copenhagen
2007- :
Associate professor at the Department of Science Education,

University of Copenhagen, Denmark.
2005-2007:
Associate Professor at the Danish University of Education, Denmark.
1999-2005:
Associate Professor at the Roskilde University.
1996-1999:
Assistant Professor in educational studies at Roskilde University.
1995-1996:
Research Assistant in educational studies at Roskilde University.
1995 :
Ph.D. in Educational Studies from Roskilde University.
1991:
Master in Danish and Communication Studies from Roskilde University, Denmark.
Research
Lars Ulriksens research focuses on the encounter between the students and
the educational programmes they enter, mainly within science and engineering.
This encounter represents a meeting between the students expectations and
the expectations of the institutions. These institutional expectations are expressed through the curriculum, through the teaching and learning formats,
through the values and cultures, and by the teachers. When the students have
entered the programmes they need to balance their expectations and their experiences of the educational context they are entering. This act of balancing is
crucial for the students persistence.
He has been the leader of the Danish work package in the EU FP7 research project IRIS (Interests and Recruitment in Science) (2009-2012). The work package
focuses on retention of students who had entered higher education in the field
of science, technology, engineering and mathematics (STEM). There was a particular focus on the transition of students from high school to STEM university
studies, and how the students strive to cope with their experiences in the new institutional context.
Also, he was leading a research project about students, learning and learning
environment at htx (an upper-secondary school programme with an emphasis
on technology and where many students move on to engineering programmes)
(2006-2008). The study provided insights, inter alia, in the need for a more complex understanding of boys and girls attitudes to science and technology.

Selected Publications
- Holmegaard, HT, Madsen, LM & Ulriksen, L (in prep). The process of choosing what to study. A longitudinal study of upper secondary students identity
work when choosing higher education. Holmegaard, Ulriksen, Madsen.
Scandinavian Journal of Educational Research.
-
Ulriksen, L, Madsen, LM & Holmegaard, HT (2011), ' Hvorfor bliver de ikke?:

Hvad fortller forskningen om frafald p videregende STEM-uddannelser? ', MONA: Matematik og Naturfagsdidaktik, vol 2011, nr. 4, s. 35-55.
Ulriksen, L, Rump, C & Hansen, HW (eds.) (2011), Improving University

Science Teaching and Learning: Pedagogical Projects 2010 Improving University Science Teaching and Learning, vol. 3, nr. 1. Institut for Naturfagenes Didaktik, Kbenhavns Universitet, Kbenhavn.
Ulriksen, L, Madsen, LM &Holmegaard HT (2010). What do we know about

explanations for drop out/opt out among young people from STM higher
education programmes? Studies in Science Education 46 (2), 209-244.
Ulriksen, L. (2009): The Implied Student. Studies in Higher Education 34 (5).

August. (517-532)

29
Xavier Fouger
Program Director, Global Academia,
Dassault Systemes
Xavier Fouger created Dassault Systemes Academy, the corporate organization supporting skills in Product Lifecycle Management (PLM) and 3D applications by means of global and local education and certification programs through
a network of partners and thousands of academic institutions worldwide.
He works with educators to sustain the attractiveness of engineering professions, faster align curricula with employability requirements, and invent educational practices which involve virtual laboratories, search-based applications,
community-based teaching and learning, gaming technology and 3D engineering software. As an early supporter of GEDC, he organized the councils founding meeting in May 2008 and supported the proliferation of the councils inaugural statement, the Paris declaration.
Working with policy makers in various countries, he provides expertise in building educational programs to serve socio-economical objectives.
He graduated as industrial engineer at Ecole Centrale de Lille, served as Attach
for Science and Technology at the French embassy in Vienna and as vice-president of the International Federation of Engineering Education Societies (IFEES).
He is vice-president of the European Society for Engineering Education (SEFI)
and of the Cartagena Network of Engineering.
He provides lectures on Innovation Management in several world class educational institutions.

John H. Seiradakis
Aristotle University
John Hugh Seiradakis was born in Chania, Crete. He obtained his degree in
Physics from the University of Athens. His postgraduate studies were undertaken at the Victoria University of Manchester (Jodrell Bank): M.Sc. (1973) and Ph.D.
(1975).
From 1975 to 1985 he worked as a Post Doc researcher at the Max-Planck-Institute for Radio Astronomy, Bonn, Germany, at the University of Hamburg, Germany and at the University of California, San Diego (UCSD), U.S.A. In 1985 he
was elected as Associate Professor at the Aristotle University of Thessaloniki,
Greece and in 1996 as full Professor, a position that he holds until today.
His major scientific interests in Astronomy focus on neutron stars (pulsars), neutral
hydrogen modelling in nearby galaxies, the centre of our Galaxy, flare stars, the
Moon and Archaeoastronomy. He has written 3 course books and has published
more than 100 articles in refereed (mainly) and other scientific journals, volumes or
conference proceedings. He has also written popular astronomy books and published a few tens of articles in newspapers or popular magazines.
He has supervised PhD Theses, has participated in several international conferences and represented Greece in international resolutions. He has also participated in or chaired several Evaluation Committees of research projects or programmes and represented Greece in large European networks (OPTICON, ILIAS, CRAF, etc)
In December 2005, the highest EU prize Descartes was awarded to the neutron
stars research network, PULSE, in which he is a one of the founding members.
He is a member of the Antikythera Mechanism Research Group. Since 2005, he
has given more than 100 lectures, public or scientific, in Greece and around the
world for the Antikythera Mechanism.
Finally he has served as Member, Chairman or Director in several Committees in
the University of Thessaloniki. He is a Member in several national or international
scientific organizations. He has served as Member, Secretary or Chairman of
the Greek National Committee for Astronomy and Secretary or President of the
Hellenic Astronomical Society.

31
The Antikythera Mechanism:

Astronomy and Technology in Ancient Greece
J. H. Seiradakis
Aristotle University, School of Physics
Laboratory of Astronomy, Thessaloniki, Greece
jhs@astro.auth.g
he Antikythera Mechanism was a portable (laptop-size), geared mechanism, built ca. 150100
BCE, which calculated and displayed, with high precision, the movement of the Sun and the
Moon on the sky and the phase of the Moon for a given epoch. It could also predict eclipses and
calculate the dates of the Olympic Games. It had one dial on the front and two on the back. Its 30, precisely cut, gears were driven by a manifold, with which the user could select, with the help of a pointer,
any particular epoch (at the front dial). While doing so, several pointers were synchronously driven by the
gears, to show the above mentioned celestial phenomena on several accurately marked annuli. It contained an extensive users manual. The exact function of the gears has finally been decoded and a large
portion of the manual (~3000 letters) has been read after 2000 years by a major new investigation, using
state of the art equipment.
No complicated geared instruments are known before the Antikythera Mechanism and for several centuries after. Therefore, this astronomical device stands out as an extraordinary proof of high tech in ancient times.
Engineering
Education 2020:
MEET THE
FUTURE

33
Keynote Lectures


European Engineering Universities as key actors

in Regional and Global Innovation Ecosystems
M. A. Markkula
Advisor to the Aalto Presidents
Aalto University
Espoo, Finland
markku.markkula@aalto.fi
Keywords: innovation, ecosystem, Europe 2020, change
INTRODUCTION
he Europe 2020 strategy is both an overarching structural reform plan and a crisis exit strategy.
In addition in the light of the EU Annual Growth Surveys, it encompasses a wider set of objectives
and more integrated economic governance. [1]. The role of universities has always been not
merely to educate people and offer solutions to problems, but especially to tackle the grand societal
challenges by introducing new openings from different perspectives to the dialogue between science
and society, by defining targets and priorities for research to meet the societal change needs, as well as
by making the desired changes happen by creating innovations. As in todays reality, the challenges are
more complex and more global with enormous cultural varieties, European universities seem to have
lost their strong societal role. This presentation will highlight the recent EU policy developments and integrate to this the need for action at universities.
Brave leaps forward must be taken on a practical level, giving all levels of government throughout Europe local and regional as well as central greater ownership and involvement among the stakeholders. What could and should the role of universities be in this? In addressing this, I will link my long university experience to my political roles and responsibilities at city, national and EU levels. Special depth to
this comes from my role as the EU Committee of the Regions rapporteur on Horizon 2020, the new
framework programme for renewing the European research and innovation policy.
The EU Committee of the Regions encourages regions to develop regional innovation platforms, which
act as demand-based service centres and promote the use of international knowledge to implement
smart specialisation, European cooperation according to the interests of regions, and the Europe 2020
strategy. For this to happen, we need to apply the new dynamic understanding of regional innovation
ecosystems, in which companies, cities and universities as well as other public and private sector actors (the "Triple Helix") learn to work together in new and creative ways to fully harness their innovative
potential. [2]. In all of this, universities are the drivers for success.

35
OPEN INNOVATION AND INNOVATION ECOSYSTEMS
Professor Martin Curley, Director of Intel Labs Europe, challenged the readers of the EU Open Innovation Yearbook 2012 with his message: Open Innovation 2.0 could be defined as the fusion of Henry
Chesbroughs open innovation concept and Henry Etzkowitzs triple helix innovation concept. Triple
Helix is about achieving structural innovation improvements through proactive collaborations between
industry, academia, and government. The impact of this collaborative innovation goes well beyond the
scope of what any organisation could achieve on their own. [3].
Ecosystem is a buzzword we see often in todays media. A natural ecosystem is defined as a biological
community of interacting organisms together with their physical environment. In the same way, a business ecosystem is "the network of buyers, suppliers and makers of related products or services together with the socio-economic environment, including the institutional and regulatory framework. A
digital ecosystem is a self-organising digital infrastructure aimed at creating a digital environment for networked organisations that supports the cooperation, the knowledge sharing, the development of open
and adaptive technologies and evolutionary business models. [4].
Professor C.K. Prahalad gave a clear message also to universities by defining three critical aspects of innovation and value creation: 1) Value will increasingly be co-created with customers. 2) No single firm has
the knowledge, skills, and resources it needs to co-create value with customers. 3) The emerging markets can be a source of innovation. And one of his main conclusions should be taken into particularly thorough consideration in creating the new role for universities: The competitive arena is shifting from a product-centric paradigm of value creation to a personalized experience-centric view of value creation. [5].
What is this phenomenon that has changed the global business logics so thoroughly? Digitalisation and
globalisation have changed the business world in a few years. Companies and other organisations create value through networks in which they cooperate and compete simultaneously. Such extended networks with changing number of different actors and their customers, sub-contractors and competitors
are called business ecosystems. The world is moving towards an era of true value network competition
and advantage, where innovation and knowledge brokering will take place in increasingly open, shared
settings. The future success of innovation ecosystems is measured increasingly in innovation actors
abilities to connect and manage their talent, partnerships, clusters and practical innovation processes in integrating the local knowledge base into the global innovation power grid. Active networking relationships with global top-runner environments boost local abilities to attract a continuous flow of global players. [6]. The dynamic nature, especially the intuitive reaction speed of an innovation ecosystem needs
to be increasingly emphasized.
This complexity is reviewed by the Finnish Funding Agency for Technology and Innovation Tekes, in analyzing the success of building capabilities for Finnish innovation system. The study describes the ongoing globalisation:

Ecosystems link one firms competences or resources to those of other firms to draw on a broader
range of competences, to acquire desired competences more quickly, or to extend the reach of current competences into new competitive domains.
For a firm to sustain superior performance in an open economy with rapid innovation and dispersed
sources of invention, innovation, and manufacturing capabilities, it must shape the rules of the
game within the ecosystem. This is the result of co-evolution and complex interaction between the
ecosystem participants and involves learning, interpretation, and creative activity.
The business model is under constant re-evaluation, as the environment in which the firm exists is
dynamic. For the firm, customers represent an immediate contact with the external environment.
Other actors within the value constellation, such as co-suppliers or competitors also provide the
firm with feedback information, based on which the firm will consider a possible redesign of its business model. [7].
The conclusions include several recommendations focusing especially on the global nature of ecosystems, as well as the orchestration capabilities to be properly built in the ecosystems.
Modernizing the Triple Helix concept will not take place on its own. Strong commitment to collaborative
change, together with the prioritisation of appropriate measures is needed. Good methods needed for
the implementation will be developed and the use of necessary instruments will be partly financed through
the EU Cohesion Policy Funds. Transferring the scope of the Digital Agenda for Europe, one of the seven
EU Flagships, on a local and regional level is an obligatory step to be taken. Local Digital Agendas based
on Smart Specialisation are needed, as well as good conceptualisation and orchestration. This includes a
definition process to enable decision-makers to recognise grand societal challenges, to translate them to
regional and local priorities, and commit to the renewal often radical renewal that is required.
Interlinking the Aalto University bottom-up activities to the strategic targets of the surrounding region,
we have understood the significant development needs of mental models, working practices and a
culture of partnerships. The key to success is to work in all these in close collaboration between the political decision-makers, private and public sector stakeholders, as well as with researchers and students. This is accomplished especially:
-
with the help of testing and implementing demonstration projects related to sustainable development: studying, piloting, demonstrating and verifying new models;
in collaboration with the significant businesses, universities, and research institutions of the region:
partnerships to create a working culture, innovative concepts and methods to support them;
by developing the decision-making processes needed to address societal challenges: using the
best international knowledge and collaboration expertise, developing the required competencies
and methods to support decision-makers. [8].

37
EUROPEAN TRANSFORMATION THROUGH THE REGIONS
Globalisation has placed new issues at the top of the European policy agenda. Humankind has began
to recognise and accept the growing need to react fast to tackle such major societal challenges as sustainable development and access to clean water. At the same time, however, fundamental questions
about our European culture and mentality have become more pressing than ever: are we in Europe
ready to bear global responsibility for issues such as climate change? Do we have the will and the means
to develop and share European prosperity, and to take care of fellow citizens in our communities and regions across Europe and to certain extent also around the globe? Attitudes and culture are of decisive
importance: we need to encourage hard work and create a community-minded approach and team
spirit; we need to be able to, and have the courage to, make tough choices to achieve the targets of
smart, sustainable and inclusive growth. The richness of European culture should also be stressed, i.e.
the cultures of different European regions complement each other and encourage each other's development through innovation, at the same time valuing the past. The cornerstone of a solid future for Europe is high level education, and in relation to that, the motivation to sustain high level personal professional skills and competencies. Learning is what drives change and the quality of life.
The key questions include: will regions include RDI as an essential part of their core policy agenda, and
will Horizon 2020 create the conditions in which local and regional governments will actively promote innovation, take risks and invest in the practical application of research?
The outcomes of the CoR Forum "EU research and innovation: What role for regions and cities after
2013?" are extremely useful when looking for answers to these questions. The Forum's presentations
and debate included several key statements on the role of Horizon. CoR President Mercedes Bresso
(CoR) called for regions and cities to become the living labs of the Horizon programme. She also called
for a 46% increase in funding for research and innovation to be primarily devoted to putting regions and
cities at the centre of the new research and innovation policies. Director of Policy Coordination at DG Regional Policy, Rudolf Niessler, confirmed that Horizon 2020 has strong synergies with other policies.
Michael Kitson, senior lecturer at the University of Cambridge and member of the Innovation Research
Centre, UK, urgently stressed the need to focus more on knowledge-using locations, and pointed out
that the impact would be much greater in terms of employment and output than if the focus was simply
on knowledge generation. At the closing plenary debate, Director-General Robert-Jan Smits (DG Research and Innovation) emphasised the importance of regional innovation strategies and the crucial role
of regions in Horizon. He defined the focus of Horizon as European excellence and the focus of cohesion policy as capacity-building, and noted the strong synergies between these two. [9].
The desired development means an enormous challenge for universities: the Knowledge Triangle collaboration model that accentuates the synergy between universitys different functions (research, education and innovation), needs to gain ground. Dialogue between different actors is needed because colearning takes place through sharing. The Knowledge Triangle should become a culture of "trialogue",

meaning there are three perspectives and even more actor roles which need to communicate effectively
together and create a new multidimensional knowledge co-creation atmosphere and environment. This
is more difficult to facilitate and execute than the traditional research-education dialogue, which is, already in many cases, challenging enough.
3
HORIZON 2020: NEW CHALLENGES FOR UNIVERSITIES
3.1 Synergy between horizon 2020 and cohesion funds

The name of the EU's new funding programme for research and innovation Horizon 2020 reflects the
ambition to deliver ideas, growth and jobs for the future. Horizon 2020 brings together all existing Union
research and innovation funding, including the Framework Programme for Research, the innovation-related activities of the Competitiveness and Innovation Framework Programme and the European Institute of Innovation and Technology (EIT). [10].
The alignment of Horizon 2020 and cohesion policy, by creating strong synergy between the EU's various programmes and financial instruments, is absolutely appropriate. To quote from a report by the Expert group that assessed the scheme as a whole: In order to promote greater synergies between education and research/innovation programmes, the Lifelong Learning Programme as well as the European Social Fund (ESF) should become more innovation-oriented and should support more strongly
skills for innovation, entrepreneurship, cooperation between universities and economic actors as well
as multidisciplinary education conducive to innovation." [11].
Universities have been the key actors using the EU funding of the framework programmes and different
cohesion funds to help in achieving the EU strategic development targets. Their role will be even more instrumental when the funding schemes are renewed for the EU programme period 2014-2020. According to EU policy guidelines, the cohesion funding will be targeted especially for capacity building and innovation and one of the major targets in Horizon 2020 is to obtain more innovation out of research.
3.2 Horizon 2020 focus on real life impacts
The programme architecture of Horizon 2020 is based on three pillars: Excellent science in Europe, industrial leadership, and societal challenges. The goal will be more than ever to bring excellent research
results to the market by cutting red tape, by strengthening innovation, by reversing the brain drain, by
closing the research and innovation divide in Europe, and by developing industrial leadership and competitiveness, including for SMEs.
The Committee of the Regions CoR has stressed that the key issues throughout Europe address ways
of speeding up the implementation of the most relevant flagship activities, and ways of learning to exploit existing research knowledge by sharing best practices and other relevant knowledge. CoR is challenging both the Commission and the regions themselves to get the most out of Horizon 2020. Local
and regional authorities face the challenge of developing cross-territorial and pan-European coopera-

39
tion. In particular, they need to be able to develop joint platforms, such as innovation forums and testbeds for cooperation by integrating real and virtual worlds, to foster open innovation and regional innovation ecosystems, see figures 1 and 2. Active European cooperation would result in economies of
scale and the creation of wider markets for local businesses and other local developments. Smart specialisation as the key guiding principle both of Horizon 2020 and of cohesion policy is opening up
new avenues to all this. [12].
Fig.1. CoR Regional Innovation Ecosystems
Fig.2. CoR EU Pioneering Region
In order to increase the regional impact of European research, development and innovation RDI activities, CoR points out several key issues:
-
raising public awareness of innovation and the impact and scalability of RDI;
the development of value metrics to help in increasing regional collaboration to tackle grand societal
challenges and in creating and running joint platforms for open innovation and public-private-people
partnerships;
encouraging the dialogue between science and society, and through that, deepening the understanding of the systemic nature of innovation and foresight;
defining the role of RDI in renewing the traditional public-sector processes, including decision making;
increasing the relevance and usability of the outcomes of EU flagship initiatives and based on that,
speeding up the implementation of these activities;
learning to exploit and market existing research and innovation knowledge through public-private
partnerships and by sharing best practices and other relevant knowledge. [13].
Horizon 2020 has a clear target to obtain more innovation out of research, by resorting to the innovation
potential. It is therefore essential that already before the new programme period starts regional poli-

cy-makers and locally-based universities and research institutes begin to actively develop joint regional
innovation strategies and implementation programmes that are strategically based on smart specialisation and jointly funded from different sources, including municipal budgets, business contributions and
a number of EU financial instruments. It is important in this connection for the European research and innovation agenda and national and regional innovation strategies to be coordinated. However, the drivers of improvement should clearly be the universities themselves.
The Smart Specialisation Platform has published a guide named "Regional innovation strategies for
smart specialisation" (RIS3). This maintains that many regional innovation strategies suffer from a lack
of international and transregional perspective, i.e. the regional innovation and economic system is often
considered in isolation. Strategies are not in tune with the industrial and economic fabric, and not sufficiently driven by business. A sound analysis of a region's assets is often lacking. In addition, there is a
"picking winners syndrome": priorities are often identified and best performers simply copied. [14].
The universities are the key actors in the Smart Specialisation process, since the policy guidelines are
clear. According to the EU RIS3 Guide: Smart Specialisation links research and innovation with economic development in novel ways, such as the entrepreneurial process of discovery and the setting of
priorities by policy makers in close cooperation with local actors. Another important set of criteria
stems from the fact that the regions are forced to be ambitious but realistic about what can be achieved
while linking local assets and capabilities to external sources of knowledge and value chains. [15].
3.3 Horizon 2020 three pillars
The three-pillar structure of Horizon 2020 creates opportunities to achieve the EU 2020 strategic targets.
In terms of evaluation and funding criteria, the emphasis is on global excellence; all activities draw from
scientific expertise. It should be highlighted, however, that each pillar needs to have its own criteria of excellence: in the first, it should be scientific excellence; in the second, the excellence of industrial innovations and business renewal; and in the third it should be the excellence and impact of societal innovations.
Horizon 2020 focuses on the EU-level RDI and one of its key targets is to catalyze RDI in the Member
States and regions. CoR has urged the Commission to emphasise in different pillars the following, which
all have a strong message also to universities when they are preparing for the new programme period:
a) In the Excellence Science priority pillar, increasing emphasis should be placed on the significance of
the multidisciplinary nature of Future and Emerging Technologies. The impact assessment criteria
should include, in addition to scientific publications and patents, also other forms of knowledge flows
between the various actors from knowledge creators through knowledge users to final beneficiaries.
b) In the Industrial Leadership pillar the emphasis should strongly be on combining several technologies in RDI to increase the growth potential of European companies, particularly SMEs. This could
include promoting SMEs participation in public-private consortia. Tackling industrial complexities

41
also requires increasing RDI agility, thus necessitating increased SME participation. Technologies
should be viewed as enablers of fast development, even on the level of radical change, which
stresses that the main emphasis should be on integrating digitalisation, human behavior, and market dynamics.
c) In the Societal Challenges pillar the emphasis should be on combining the best European expertise
to large-scale co-creation projects, allowing Europe to implement large system-level structure-renewing changes over traditional boundaries. Discipline-centred research is not sufficient to create
knowledge to solve grand societal challenges. Focus should be directed to multidisciplinary RDI activities that yield concepts and components needed in these system-level structure-renewing
changes. At the core of research lie experimentation and piloting. A good example is the extensive
Smart City operating field. An essential part of all this is scalability of results in different conditions
throughout Europe. [16].
4
MORE FOCUS ON SMART CITIES AND SMART REGIONS
When setting the target for Europe to become a global leader in tackling the grand societal challenges,
as already stated in Horizon 2020, the research, development and innovation activities need to have a
strong regional dimension based on a deep understanding of innovation ecosystems. The laboratories
for innovation are no longer traditional university facilities, but regional innovation ecosystems operating
as test-beds for rapid prototyping of many types of user-driven innovations: new products, services,
processes, structures and systems, which need to be of transformative and scalable nature.
A change of mindset is required in order to reach the set goals. CoR calls for pioneering regions to form
European consortiums integrating different capabilities to create ground-breaking societal innovations
for Europe-wide use. It also calls for increased performance capabilities of regions and cities to benefit
from Horizon 2020 and other similar initiatives. The focus should be, in particular, on making full use of
digitalisation and new key enabling technologies to modernise regional innovation policy. Furthermore,
CoR encourages the regions to move towards open innovation, within a human-centred vision of partnerships between public and private sector actors, with universities and other knowledge institutions
playing a crucial role. [17].
Good examples of this are the smart city and smart region developments. Several activities have been
started around Europe. To speed up the desired change we need new kind of innovation platforms to
enable demonstrations and rapid prototyping. These can boost quality and more efficient public and
private spending, thus creating significant potential to create new growth and jobs.
The smart city concept needed is strongly based on integrating the three factors which political decision
making is facing in trying to tackle the grand societal challenges: a) Society with people and their human
potential and choices being the core driver or preventer of change; b) Technology and economy impacted by the digitalization that enables new approaches and new business concepts creating prerequi-

sites and conditions for the desired well-being development; c) The environment with limited tolerance
and requiring much more attention than in the past. [18].
All of this is strongly characterised by digitalisation. The European political, cultural and economic model is
based on diversity, subsidiarity, collaboration, and pervasive creativity across all of society. All the key elements exist that are needed for creating the European Open Innovation Ecosystem to become a source of
profitable and fast business growth. Therefore, European distributed innovation should be the basis for a
new smart and sustainable economic model underpinned by open architectures and standards for Internet-connected environments that allow interoperability, governed privacy, and data portability. [19].
Francesca Bria has proposed a synthetic model that can help to understand the evolution of the
Internet ecosystem and to encourage a productive conversation on the possible models and strategies for Europe to exploit the technological and commercial opportunities in the digital economy, while
fostering societal innovation. The model Future Internet Ecosystem for Smart Cities and Regions is
based on the frame of five layers describing a holistic approach with not only the technological requirements and developments, but also regulatory, social and business issues: constituencies, governance,
applications, cloud platform, and ICT Infrastructures. European development and potential can be understood by dividing the frame into these layers. The first and second layers of constituencies and regulations are structurally coupled with the technology and business infrastructure layer and the
application layer. Due to the impact of the Future Internet-enabled services on the life of citizens, cities
and regions should therefore be fully involved in the process of governance related to the deployment
of digital infrastructures and Internet-enabled services. They represent a critical mass, able to scale up
and reuse the new applications and services developed. [20].
The general attitude and work culture towards success can be characterized by orchestrated collaboration, knowledge sharing and co-use of resources. As an example, in the Helsinki Region we recognize
phenomena such as Venture Garage Mindset and Regional Innovation Ecosystem within the multidisciplinary research-based Aalto University where new approaches and manifold preconditions to encourage new forms of innovation and entrepreneurship have been created. To stress the mindset we
use the metaphor of gardening, see figure 3.
5
PIONEERING REGIONAL INNOVATION ECOSYSTEMS
Europe needs pioneering large-scale programs like Finlands Energizing Urban Ecosystems (EUE) research program. The duration of the EUE is 4 years with the estimated research volume (both industrial
research and academic research) of 20 Million. The EUE research work will be carried out by about
twenty industrial and research partners. The activities are demonstrated in the Helsinki Metropolitan Region, especially in Espoos Innovation Triangle Area Otaniemi-Keilaniemi-Tapiola (T3); this area of five
square kilometres is already the largest concentration of science, innovation and related businesses in
Northern Europe. An aerial overview of T3 including some infrastructural plans can be seen in figure 4.

Fig. 3. EUE the gardening metaphor
43
Fig. 4. Innovation Triangle T3-Area
The EUE is one of the research programs operating under the Strategic Centre for Science, Technology
and Innovation for Built Environment (RYM). The program realizes the Centres strategic research agenda through far-reaching, collaborative and multidisciplinary research work accomplished jointly by companies, universities and research centres.
The EUE research program advocates fundamentally new approaches in addressing the comprehensive challenge of planning, designing and managing the future urban ecosystems. It is built on progressive visions and key notions on the development of future urban ecosystems, which will enable proactive and effective planning, designing and managing of ecologically sustainable, digitalized and innovative living environments with respect to local site conditions, values and culture. The program focuses on studying the core elements of pioneering urban ecosystems, which can combine advanced
technical solutions (engineering, digital, mobile and processes) and complementary social systems
(for innovation, learning and accumulation of knowledge) that result in competitive business models
and solutions. [21].
The future urban ecosystems are viewed as combinatory assemblies of intelligent sub-systems and architectures (e.g. housing, mobility, energy, water, services, community, security), which can be put together to create the functional, urban whole. They transform to function as mutually complementing
ecosystems where collaborating actors seek for optimal balance between 1) urban economic activities,
2) a comfortable, invigorating and human-scale living environment and 3) complementing innovation
processes for continuous renewal. In this way, the future urban ecosystems can be seen in a much
broader context than before, as orchestrated platforms for testing the emerging concepts and technological solutions for sustainable tomorrow. Essentially, the key question is: How to develop novel, holistic concepts, solutions and architectures that meet the future urban living needs and requirements in an
ecologically sustainable and digitally empowered way? And then: How to turn the accumulating knowhow into competitive and successful business models, processes and operations?

Consequently, the EUE research approach promotes the interdisciplinary themes of mixed-use urban
systems and communities; urban infrastructure asset management and value development; sustainable lifestyles, work-life balance and people flows; as well as smart, emission-free regional energy and
communication systems. The future urban ecosystems are seen as core platforms for mutually complementing innovation activities and processes, which can develop regional competitiveness and pioneering competencies for complementary product/solution development in the global markets.
6
SUMMARY
The complex challenges of digitalisation and globalisation are reshaping the local value creation mechanisms. Increasing productivity and systemic innovativeness have been of primary importance for Europe public sector organisations as well as private industries for years. The reality is that they are no
longer measurable with traditional methods and concepts. Decisive for the economic foundations of
business success and general well-being are the intangible capital of citizens, work communities, and
especially societys capacity for co-creation and renewal. The key question is how to increase intangible
capital in practice.
The importance of renewal capital as an essential part of intangible capital is growing. It is an instrumental success factor also in societal policy making. We the university communities should get the decision makers throughout Europe to commit on foresight issues and on developing their own strategic
agility capabilities with special emphasis on motivating organisational innovativeness. This means focusing more than so far on innovation ecosystems, mindset change and shared ownership on key development activities.
The challenges we are facing can be described by the key program-level research questions which have
been defined in the Energizing Urban Ecosystems research program:
1) What kinds of elements and processes are critical in creating dynamic, sustainable, energetic and
evolving urban ecosystems, to meet and respond to the complexities of ever-changing needs and
behavioural patterns of urban actors?
2) What are the mechanisms to increase the renewal capital in our society and especially in the work
communities? And in order to make this to happen in practice, how to maximize the potential value
of the available and emerging enablers for modern urban development, such as advanced technological solutions, gradually converging public-private-partnerships intelligence and accumulating
design competencies?
To conclude, linear thinking is not the solution to the challenges of a complex, non-linear, world. The key
set of success factors for regions to reach the global leadership in competitiveness for a better quality
of life is, most likely, comprised of enablers helping create the favourable conditions for systems think-

45
ing and increasing the renewal capital within the region. The main criterion in measuring the renewal is
the spirit of becoming forerunner individuals and communities with open and enthusiastic mindsets towards societal innovations.
REFERENCES
[1] European Commission, (2011), European Semester and Annual Growth Survey (COM(2011) 11), pp. 2-10.
[2] EU Committee of the Regions, (2011), Opinion CdR 72/2011 fin, The role of local and regional authorities in
achieving the objectives of the Europe 2020 strategy.
[3] Curley M, (2012), Introduction, Open Innovation Yearbook 2012, European Commission, p.5.
[4] European Commission, www.digital-ecosystems (30.8.2012).
[5] Prahalad C K, Krishnan M S, (2008), The New Age of Innovation, McGraw-Hill, pp. 1-25.
[6] Launonen M, Viitanen J, (2011), Hubconcepts the Global Best Practice for Managing Innovation Ecosystems and
Hubs, Hubconcepts Inc., Helsinki, p. 331.
[7] Wallin J (ed.), (2012), Capabilities for innovation activities, Impact study, Tekes, pp. 10-11.
[8] Markkula M, Kune H, (2012), Pioneering regions and societal innovations as enablers for the Europe 2020 strategy,
Open Innovation Yearbook 2012, European Commission, p. 56.
[9] Forum of the Committee of the Regions 13 December 2011, Brussels.
[10] European Commission, (2011), Horizon 2020 The Framework Programme for Research and Innovation,
COM(2011) 808 final.
[11] European Commission, (2011), Synergies between FP7, the CIP and the Cohesion Policy Funds, Expert Group of
DG Research and Innovation, (2011), p. 5.
[12] EU Committee of the Regions, (2011), Opinion CdR 402-2011, Working Document on Horizon 2020 by the
Rapporteur Markku Markkula.
[13] EU Committee of the Regions, (2012), Opinion CdR 402-2011 fin, CoR Opinion on Horizon 2020, pp.4-5.
[14] European Commission, (2012), EU Guide to Research and Innovation Strategies for Smart Specialisations (RIS 3),
Smart Specialisation Platform, May 2012, p.11.
[15] European Commission, (2012), EU Guide to Research and Innovation Strategies for Smart Specialisations (RIS 3),
Smart Specialisation Platform, May 2012, pp.15-16.
[16] EU Committee of the Regions, (2012), Opinion CdR 402-2011 fin, CoR Opinion on Horizon 2020, pp. 5-6.
[17] EU Committee of the Regions, (2012), Opinion CdR 402-2011 fin, CoR Opinion on Horizon 2020, p.7.
[18] Markkula M, (2011), Pacts for Europe 2020: Good Practices and Views from EU Cities and Regions, unpublished
paper, EU Committee of the Regions Territorial Dialogue 22.2.2011, Brussels, p.3.
[19] Bria F, (2012), New governance models towards a open Internet ecosystem for smart connected European cities
and regions, Open Innovation Yearbook 2012, European Commission, p. 70.
[20] Bria F, (2012), New governance models towards a open Internet ecosystem for smart connected European cities
and regions, Open Innovation Yearbook 2012, European Commission, p. 64-66.
[21] RYM, (2012), Energizing Urban Ecosystems, not publicly available research plan.

Homo Fabiens Redux:

Engineering Education in the 21st Century
D. Evangelou
Assistant Professor
Purdue University
West Lafayette, IN, USA
evangeloud@purdue.edu
Keywords: engineering education, artefacts, early engineering, motivation
INTRODUCTION
omo Fabiens is the engineer of the 21st Century, it is the fusion of the two distinct, in equivalent and yet converging notions: Homo Sapiens and Homo Faber. This is the Century of
their convergence, the Century of a new Engineer, one that integrates technology with the
humanities, scientific thinking with literature, gadgetry with art, and infrastructure with economic and
social thinking.
H
1
ENGINEERING IS A FUTURE ORIENTED ACTIVITY
Engineering is at crossroads. During the last couple decades, the end of the Cold War and the massive
relocation of manufacturing and to a lesser but significant degree engineering design in emerging markets has led to a precipitous decline in demand for engineering positions in the developed world as well
as reduced interest for Engineering Education amongst the young.
The dissertation work of Mary Pilotte at Purdue University states that:
In the United States, over 10,000 people a day are retiring from the workforce, leaving with years of accumulated institutional understanding. For industry, this presents the real threat of losing competitive advantage over competitors. For the practice of engineering, the retirements are likely to produce significant
gaps in technical understanding, require process and product knowledge to be re-created, and present
situations wrought with undo technical/professional risk for engineering teams and departments.
Her work involves exploring the un-clarified dimensions of the engineering culture with the goal of improving knowledge sharing and transfer in the engineering workplace. Grounded in Alvessons Theory
of Expansive Learning and Hofstedes Occupational Cultural Values model, Pilotte hopes to better define and quantify the engineering culture(s), while determining if factors such as engineering discipline,
industry sector, generation, gender and race play a role in its formation.

47
The agonies of our era, the grand global challenges of inexpensive energy, sustainable environmental
conditions, inclusive development, sustainable economies, will require, according to some estimates,
3/4ths of the workforce of the 21st Century to have post-secondary education especially in the Science
Technology Engineering and Mathematics (STEM) fields.
How can this be achieved while reduced interest for Engineering Education is observed? Global challenges, European challenges, Greek challenges, the list is long and addressing them all successfully will
rely on the full participation of engineers. This in return charges us with the high task of educating future
engineers with all the tools of a state of the art pedagogy.
2
CONTEMPORARY ENGINEERING EDUCATION
Across the engineering education landscape there is a flurry of activity and a renewed interest in educational innovation. New programs are developed and traditional ones restructure their curricula and orchestrate educational experiences aiming to sensitize, prepare and ready engineers today for the complex future ahead. In many engineering schools the doors have swung open for educational ideas, pedagogical innovations and other influences from the fields of communication, sociology, and history to interface with traditional practices. These trends have begun to alter the landscape of engineering education
experiences for students and professors alike. For the most part though, they are incremental rather than
transformative as evidenced by the fact that some of the persistent problems in engineering remain persistent: women and minority participation, diminishing prestige, low public awareness, to name a few.
In effect, we have improved the training but not the education; and for that we will need to think a little
more boldly about the essence of engineering.
3
THE IMPORTANCE OF ARTEFACTS
Is engineering learning and thinking universal, a mere variation of all human learning or are the ways engineers learn and think unique, peculiar and characteristic to them? Assuming engineering epistemology and knowledge construction result from ways that are idiosyncratic to engineers, what aspects of
the thinking are relevant to education and practice?
Activity theory posits that it is the interaction of the individual with people and things in the environment
that results in cognition and that it is this interaction that results in the creation of artefacts. These tools
are then manifestations or material representations of mental processes. With origins in Platonic and
Hegelian philosophies, this conceptual framework was explored empirically by Lev Vygotsky whose lifeworks sought to unify individual and social activities positing that the two are fundamentally interconnected and through consciousness and awareness they flow seamlessly into one another. Activity theory is dialectic and designed to reveal the value of human thought expressed symbolically through material transformations. Human potential thus conceived, is a fusion of cognitive processes (thinking and
imagination) and the cultural tools, natural language being the most prominent one available but also

physical tools, to achieve specific goals. In this manner, tools are not neutral; they are a part of a given
activity system. An activity theory derived approach to learning will need to pay close attention to the
tools being used and how they are used.
3.1 Engineers and Atrefacts
Engineering knowledge is aimed at doing, at making, at producing the new; its focus is not the past (Buciarelli, 2003). While science and technology may rely on each other in various ways, they constitute two
distinct forms of knowledge since they aim at different ends. Science aims to explain and
technology/engineering aims to create, manipulate, and improve artefacts (Vincenti 1990). The material
aspects of our civilized world are well within the purview of engineering. Consider, for example, the following loose definitions of selected engineering disciplines: chemical engineering can be defined as
dealing with the design and creation of new materials and techniques or the conversion of raw materials
to more useful forms; civil engineering as the design, construction and manipulation of the built and natural environments to serve specific purposes; computer engineering as the design, construction and
manipulation of hardware and software for computing purposes; electrical engineering as the harnessing of electrical and electromagnetic forces to design and build useful systems; industrial engineering as
the development, management, and evaluation of integrated socio-economic and physical systems;
and mechanical engineering as the application of physical principles to the design, creation and improvement of machines and tools. The common threads in these definitions are the intervention of the
human to design/create/improve or otherwise manipulate the subject towards useful purpose and that
the manipulated or resulting subject in every case is at least partially materially based. These two characteristics are also the two central characteristics of artefacts: human made and materially based.
Our research on the pedagogy of artefacts is exploring the following areas.
3.1.1
Developmental Engineering
The following working hypothesis is proposed as an effort to understand the universal principles of human
development as they underlie future engineering activities resting on a backdrop of creativity, ingenuity,
desire to address the needs of others and an overall disposition to affect positive changes in the world.
Developmental engineering focuses on the systematic investigation of early childhood education precursors to engineering thinking. It is multifaceted and complex and brings distinctive knowledge about
the what and why and how of human-made things in custom- made ways. It fosters abstract thinking in
developmentally appropriate ways. It engenders the potential for addressing most significant school
problems and can revolutionize curriculum. But it can also present us with challenges as great, if not
greater, than the challenge to Science Education presented by Sputnik in the late 1950s (Consortium
for Longitudinal Studies, 1983). We must explore and capitalize on such challenges and opportunities
by introducing pedagogical innovation and demonstrate how engineering thinking can be a complete
vehicle for learning in modern society. (Evangelou in Adams et.al, 2011)

3.1.2
49
Disassemble Analyse Assemble (DAA)
The work of Odesma Dalrymple, now at the Arizona State University, aims to understand the educational potential of engineering artefacts as tools for pedagogy, instruction and motivation.
These findings provide experimental support for the views of others studying the incorporation of DAA
activities in engineering curriculum (Bedard Jr., 1999; Hess, 2000, 2002; Lamancusa, Torres, Kumar, &
Jorgensen, 1996; Ogot, 2002; Ogot & Kremer, 2006; Otto et al., 1998; Sheppard, 1992; Wood et al.,
2001). Professor Hess from the Department of Engineering at the College of New Jersey described reverse engineering, a DAA activity incorporated in a manufacturing processes course, as the instructors fire keg that lights the imaginations of the engineering students, (Hess, 2002). The findings also reinforce the outcomes of previous studies of motivation associated with DAA. For example, Carlson,
Schoch, Kalsher & Racicot (1997) used an affective or reaction type instrument to assess the extent to
which students enjoyed an introduction to electronics engineering course that utilized DAA activities in
addition to other pedagogical methods. Okudan & Mohammed (2008) captured students perceptions
of a dissection activity that preceded a redesign task.
Our research adds to this work by providing two important components. First, the measures of motivation specifically targeted the DAA and GMA experiences as opposed to a global measure of course satisfaction (for a course that includes DAA as a component). This makes the motivation ratings more attributable specifically to the DAA activity as opposed to other factors. Second, the comparison to a
control activity that involved more traditional instruction during the same laboratory session allows examination of the relative benefits of DAA. The targeted motivation questions, participants comments,
and their transfer performance all suggest that the DAA activity was instructionally more effective than
the more traditional GMA activity. (Dalrymple, Sears & Evangelou, 2011).
3.1.3
Motivation and the Person/Thing Orientation
The work of Ida Ngambeki, now at the College of Technology at Purdue University, made important inroads in understanding the motivational aspects of personality as predictors of the development of interest in Engineering.
External activities are often mediated by artefacts and these artefacts are both influenced by and influencers of internal activity (Kaptelinin & Nardi, 2009; Wertsch, 1998). This allows us to establish a preliminary foundation for TO based on the contention that as creators and users of artefacts, engineers have
a unique relationship to artefacts and in fact use them as a vehicle for distributed cognition therefore, developing high TO or the increased interest in object mastery. However, as artefact interactions are not
themselves the goal but undertaken in pursuit of intersubjectivity, it follows that the essence of TO may
lie not in the artefact itself but in the processes that can be accessed through the artefact i.e. the process
that is embodied in how the artefact was made, works, or what it is used for. Therefore TO is a process
orientation rather than an entity orientation. We will use this paper to build on this theoretical foundation. (Ngambeki, Evangelou & Graziano, 2011)

3.1.4
Early Engineering
Introducing engineering into pre-college education appears so far to be following a 12-K approach. Effort is mainly centered on high school and middle school students, and some programs have been developed for the upper elementary grades. (Bagiati &Evangelou, 2011)
In her doctoral work Katerina Bagiati (Bagiati, 2011), now at MIT, defines the field of early engineering as:
Exploring the relationship between early childhood development and education and the fields of engineering. In this new field, a number of large questions emerge, such as how can contemporary interdisciplinary notions of STEM include early education and development? Is this inquiry reasonable, possible, feasible or even desirable (Evangelou 2010)? What would be the effects, the potential impact, and
the relation to larger questions of social impact and national importance (Katehi, Pearson and Feder
2009)? Responses to these questions will emerge from a variety of sources including policy conversations and scholarly debates, but they should ultimately include research evidence derived from empirical studies. (Bairaktarova, Evangelou, Bagiati & Brophy, 2011)
Connections between early education and engineering are still very limited. (Bagiati, Yoon Yoon, Evangelou, Ngambeki, 2010). However childrens interaction with artefacts and curricula introducing longterm hands on design projects appear to be very promising approaches so far.
3.1.5
Learning with mechanical artefacts in the engineering classroom
The dissertation of Diana Bairaktarova at Purdue University, underway, states:
Engineering is a practicing profession, a profession devoted to the creation and production of physical
artefacts. It is clear that the overall goal of engineering education is to prepare students to practice engineering and, in particular, to deal with the design, creation, and manipulation of the physical world. The
review of the literature confirms the relationship between engineering and human made, material and
function based objects. However, in our technologically complex world engineering students seem to
have less exposure to real objects when in the inquiry and problem solving environment. During laboratory time, engineering students have the opportunity to interact with mechanical objects that practicing
engineers use (tools) and to create (engineered products). Each of these interactions has the potential
to help students develop an authentic feel for engineering and understand more about how engineers
think. Literature shows that students experience difficulties with lab equipment (Feisel and Rosa, 2005),
however engineering educators do not typically include authentic ways to increase the interaction between engineering students and real objects. In fact, in recent years the reverse process has been observed as classrooms replace physical equipment with simulation or virtual environments to improve
student experiences or mitigate student difficulties.
Dianas study is designed to replicate the practitioner work experience. It aims to confirm the importance of the relationship between mechanical objects and the engineering learner.

51
SUMMARY AND ACKNOWLEDGMENTS
It is impossibly hard for us to say much about what will really happen in the 21St Century other than express our wishes and desires.
The sophistication and complexity of the artefacts that presently surround us and stand as tools, language and emblems of modern civilization point to engineering as the embodiment of advanced thinking.
Our pedagogical investigations of early learning experiences point to engineering as an important medium for advancing human thinking.
In the end, it may well turn out to be that of the greatest challenges in the 21st Century will be a very old
one: Can we learn and teach to self-reflect, to examine ourselves as Homo Fabiens, as educators, as
engineers, as citizens, as the custodians of a world that can not be possessed, but only be inherited to
future human beings. Can we measure up to the old Socratic ideal:
.
We wish to acknowledge the support of the National Science Foundation of the United States, CAREER
grant 0955085 and IEECI 0935175.
REFERENCES
[1] Adams, R., Evangelou, D., English, L., Dias, De A., Mousoulides, N., Pawley, A., Svinicki, M., Martin, J., Wilson, D.
(2011). Multiple Perspectives on Engaging Future Engineers. Journal of Engineering Education, 100 (1), pp.48-88.
[2] Alvesson, M. (1993). Cultural Perspectives on Organizations. Cambridge: Cambridge University Press.
[3] Bagiati, A. (2011) Early engineering: A developmentally appropriate curriculum for young children. School of
Engineering Education, Dissertation Work, Purdue University.
[4] Bagiati, A. Yoon Yoon, S. Evangelou, D. Ngambeki, I.(2010) Engineering Curricula in Early Education: Describing
the Landscape of Open Resources. Early Childhood Research & Practice V12(2).
[5] Bagiati, A., Evangelou*, D. (2011). Starting young: Outcomes of a Developmentally Appropriate PreK Engineering
Curriculum, Research in Engineering Education Symposium, Madrid, Spain, October 4-7.
[6] Bairaktarova, D. Evangelou, D. Bagiati, A., Brophy, S. Early Engineering in Young Childrens Exploratory Play with
Tangible Materials. (2011) Children, Youth and Environments 21 (2), pp. 212-235.
[7] Bucciarelli, L. L. (2003) Engineering Philosophy. The Netherlands: Delft University Press.
[8] Dalrymple, O., Sears, D., Evangelou, D. (2011). The Motivational and Transfer Potential of
Disassemble/Analyze/Assemble (DAA) Activities, Journal of Engineering Education, 100 (4), pp. 741-759.
[9] Feisel, L. and Rosa, A. (2005). The role of the laboratory in undergraduate engineering education. Journal of
Engineering Education, Vol. 1, 121-130.
[10] Hofstede, G. (1991). Culture and organizations: Software of the mind. London, UK: McGraw Hill.
[11] Ngambeki*, I., Evangelou*, D., Graziano, W. (2011). Investigating the nature of thing orientation. Research in
Engineering Education Symposium, Madrid, Spain, October 4-7.
[12] Vincenti, Walter. What Engineers Know and How They Know It. (1990). Baltimore: Johns Hopkins Press.

Preparing Students to Accelerate Innovation

through simulation-based Engineering and Science
J. Ryan
Global Academic Program Manager
MathWorks
Natick (Boston), United States(12 pt, Arial font)
Jim.Ryan@mathworks.com
A. Tarchini
EMEA EDU Business and market Development
MathWorks
Turin, Italy
alex@mathworks.com
Keywords: Modelling, Simulation, MATLAB, Engineering curriculum
INTRODUCTION
n U.S. ManufacturingGlobal Leadership Through Modeling and Simulation [1], a white paper
published by the U.S. Council on Competitiveness, the authors concluded that: modeling and
simulation are fundamental analytical tools underlying the new way product design is conducted
with virtual engineering and tests replacing costly/wasteful physical processes. Employing computational models will reduce development costs, certification costs, re-engineering costs, design cycle
time, and improve performance and efficiency while reducing waste such as emissions, noise, and raw
material use. Modeling and simulation also facilitates innovations not previously possible such as modeling complex systems in energy (e.g., the Smart Grid), transportation, and health care and can help
lead the way toward the creation of new jobs, industries, and markets.
This viewpoint has led many engineering companies to conclude that to remain competitive and survive
they must strive to accelerate innovation through simulation-based engineering and science (SBE&S).
Moreover, many forward-looking companies are now focused on enabling their engineers to explore
digitally, confirm physically.[2]
1
MODEL-BASED DESIGN
1.1 Product design is conducted with modelling and simulation

Using Model-Based Design, a significant number of design variations can be explored and assessed in
software to help ensure that the first physical prototype works as intended and serves to confirm the selected design.

53
This need to explore and test new product concepts digitally (i.e., virtually, on computers) has only increased as products have become increasingly complex systems-of-systems. Some of todays most
complex technologies are motivated by the pursuit of more sustainable development. Consider, for example, the complexities involved with designing and building complete wind farms comprising dozens
of wind turbines whose design and performance affect each other as well as the electric grid to which
they are all connected.
The replacement of combustion engines in commercial vehicles with alternative-energy power sources
is another area in which modeling and simulation are driving innovation in green technology. According
to a 2010 Design News article, GM engineering teams said they employed model-based design and
simulation in the prototyping of the [Chevy] Volt's propulsion and battery management systems, even
as the technology was barely emerging from the research stage.[3]
Later that same year, at an annual SAE conference, a GM engineer explained that In the latest powertrain development for the Volt, nearly 100% of the software for many modules was generated automatically using tools from MathWorks[4].
1.2 Industry needs expertise in simulation-based engineering and science (SBE&S)
While companies have access to the tools needed for SBE&S, they do not always have enough engineers with the required skills. According to NIST, Lack of access to expertise is the most cited reason
for lack of SBE&S by industry.[5]
Companies need more engineers who can immediately apply simulation-based engineering tools and
techniques to help accelerate innovation in new product development. To fulfill this need, they are looking to universities to prepare and graduate students who have practical knowledge of Model-Based Design tools and techniques.
Model-Based Design encompasses:
Modeling and simulation for design exploration
Verification at both system and subsystem levels, using multi-domain models
Use of automatic code generation to rapidly prototype designs, implement them on real systems,
and test them
More and more engineering schools are using project-based learning to expose their students to Model-Based Design as it is used in industry. For example, on a typical project involving the design and development of a ground-based robot, engineering students would:
Apply modeling and simulation by constructing a virtual robot to test their ideas on the computer
first. Via simulation, they could assess how the robot will move, whether controller

Algorithms will work as intended, and so on.

Engineer systems-of-systems that will work well together by considering and understanding all the
interactions and trade-offs involved with the various subsystems.
Use multidisciplinary models to identify and evaluate the interactions between electrical and mechanical components and control algorithms. For example, these models can show how mechatronic actuators and controllers will work together.
Perform rapid prototyping to refine the design and deploy the controller algorithms onto physical
hardware by automatically generating the real-time control code. Numerous hardware and software platforms are available to complement MATLAB and Simulink for project-based learning.
Through modeling and simulation, with a direct path to implementation on a real system, students can
explore designs virtually and confirm them on actual hardware, thus accelerating their learning and
building confidence in their ability to innovate.
At the Technische Universitt Mnchen (TUM), Dr. Florian Holzapfel, professor at the Institute for Flight
System Dynamics, says that With Model-Based Design we can close the gap between the theoretical
foundation and the practical application, and that is how we measure success At TUM, our goal is to
close this gap and produce graduates who are outstanding candidates for our partner companies or for
our own research team.
1.3 Simulation must no longer be relegated to the peripheries of an engineering students skill set
According to Simulation-Based Engineering Science, a report of the U.S. National Science Foundation Blue Ribbon Panel: Simulation must no longer be relegated to the peripheries of an engineering
students skill set instead, it should be a core part of the engineering curriculum, where it plays a role in
effective pedagogy. [6]
Unfortunately, many schools do still relegate simulation to the peripheries of their engineering students skill
sets by not planning and implementing curricula that truly integrate simulation-based engineering activities
and the theoretical underpinnings with skills development. For instance, schools might use tools for technical computing and Model-Based Design only for graduate-level research; or they might use them only in one
or two undergraduate courses having little or no connection to one another with no coordinated master plan.
On the other hand, more and more schools are making great strides through a more carefully planned,
technology-integrated curriculum. The following four Best Practices have been collected from the experiences of leading universities worldwide.
1.3.1
Best Practice #1: Ensure reuse of concepts and tools across multiple courses
Within an engineering department, multiple faculty members should coordinate the efficient reuse of
the same technology and related concepts across multiple courses in multiple terms and years, in grad-

55
uate and undergraduate programs. Through this scaffolding, students better understand the value of
learning and applying software, and can reuse what they learned previously to continue their engineering problem-solving in other courses.
Moreover, course instructors and teaching assistants can leverage resources made available by technology providers, such as interactive tutorials and classroom resources for MATLAB and Simulink. This
helps avoid undesirable situations in which teachers have to develop all instructional materials themselves or students have to figure out how to learn MATLAB and Simulink entirely on their own.
1.3.2
Best Practice #2: Provide all first-year students with a solid grounding in applying
tools they will reuse
First-year students need a solid foundation to build upon throughout their academic careers. An Introduction to Engineering course, oriented toward problem-solving and programming, and incorporating
flexible software tools that can be reused in subsequent courses, provides such a foundation.
Dr. Stormy Attaway, at Boston University, recently led a task force there to reconsider how to include
both programming and problem-solving concepts in the first-year course ENG EK 127 Introduction to
Engineering Computation. Faculty from the electrical and computer engineering department initiated
the change, telling the committee that they would like all students to learn basic programming concepts
using MATLAB so that students could then effectively use MATLAB in their upper-level courses and beyond. The feedback was uniformly positive.
According to Dr. Attaway: In open meetings with sophomores and juniors who took the MATLAB based
course as freshmen, we heard over and over how pleased they were to have learned MATLAB in their first
year at BU, Ive heard nothing but positive remarks about the course from the engineering faculty as well.
Im working with several professors to further integrate MATLAB into the engineering curricula. We plan,
for example, to use it more extensively in the linear algebra and engineering mechanics classes.
1.3.3
Best Practice #3: Coordinate tool use throughout an entire departments curriculum
Throughout an engineering department, its a valuable practice to teach at least one course every semester using the same tools for technical computing or simulation. That way, students proficiency with
these tools doesnt atrophy during semesters of no use, but rather grows stronger through reinforcement. Higher-level courses taught in the third and fourth year and at the graduate level can then cover
more concepts and students can begin to use Model-Based Design as it is applied in industry.
In an effort spearheaded by Dr. Jon Sticklen and Dr. Daina Briedis, the chemical engineering department at
Michigan State University integrated MATLAB across the undergraduate curriculum, using it during required
courses in all four years. We selected MATLAB because it is suitable for a broad range of problems because
it is suitable for a broad range of problems and because it is becoming the de facto standard in many university engineering programs, reflecting the increasing use of MATLAB in industry, said Dr. Sticklen.

1.3.4
Best Practice #4: Thoroughly integrate the same tools throughout curricula for all
applicable departments
With thought leadership and high-level support from multiple engineering department heads and the
dean of engineering, the coordinated, integrated curriculum implemented at the department level can be
extended across multiple engineering departments and in some cases to math and science departments as well. Dean Satish Udpa at Michigan State provided the executive sponsorship that his faculty
needed to design and implement the integrated curriculum there: Our vision is to attract and develop
passionate engineering students who are well-equipped to make a difference in the world. That vision includes MATLAB integration throughout the entire engineering curriculum. This will enable a holistic
teaching-and-learning approach where students can readily transfer skills within their coursework and
beyond, into industry.
2
CONCLUSIONS
To conclude, here are a few questions for you to contemplate and perhaps include in future discussions
focused on curriculum design at your university:
How is your university adjusting its engineering education programs to meet the needs of todays
companies? To what extent would those companies say graduating engineers are equipped with
the knowledge and skills they need to succeed in the simulation-based engineering approaches
used to solve complex engineering challenges?
How much time must your students spend learning new tools each semester? What if they spent
that time learning and applying more real-world engineering concepts with just a few industry-standard tools?
How much effort is being invested at your university to map out and implement a technology integrated curriculum throughout your own engineering department or throughout your entire college?
Which of the Best Practices shared here have you already implemented at your school? What steps
can you take to ensure your students are being adequately prepared to accelerate innovation?
REFERENCES
[1] U.S. ManufacturingGlobal leadership Through Modeling and Simulation, Council on Competitiveness, White
Paper, 04-March- 2009
[2] Federal Agency (NSF) View of Simulation-Based Engineering and Science (slide 9 of 26)
[3] Murray, J, Charles (2010), Automakers Opting for Model-Based Design, Design News, 5-Nov-2010
[4] SAE Automotive Engineering International online, 1-Nov-2010
[5] Simulation-Based Engineering and Science for Discovery and Innovation; NIST (slide 6 of 11)
[6] Simulation-Based Engineering Science, Council on Competitiveness, White Paper, 04-March-2009

57
Nowadays Challenges in Engineering Education

The point of view of industry
Laszlo Abraham
General Manager
NI (National Instruments) Hungary Ltd.
Debrecen, Hungary
laszlo.abraham@ni.com
Keywords: challenge, engineer education, National Instruments
s a result of misperceptions by young graduates, the U.S. National Academy of Engineering

identified 14 grand challenges that great engineering must solve to make the difference in our
society. This serves as to rally all of us to the kind of impact that great engineering can have. Because of all these challenges and the other part of the world where engineers are needed we have to
find the best ones. The talented young minds who can help changing the world. So the question is:
where are they?
If we see the New York Times study about science we could see the decline in these fields during the
past several years. While the interests in engineering ad computer science has been started to grow in
the late seventies and had the peak in the mid eighties, after these great years a negative direction has
started in both faculties. The computer science could enjoy a second peak point, but the engineering
decline was constant, from 9.9% it fell down to 5.4%, which means the interest reduced almost 50%
which is a tremendous change in this area.
There is another fact we have to consider. 40% to 50% of the engineering students switch to other majors or drop out. Can you imagine that the half of the students who decided to study engineering and become engineer change their minds or not able to meet the expectations? So who will solve the grand
challenges? Unfortunately the solution is not as easy as it seems. The goal is manifest but the way is not
straight. Becoming an engineer means a lot of money mostly from the parents side, many-many studying hours, so the theoretic and technical knowledge are match and can easily use, the equipment
should be in the focus as well, and last but not least the English should be the second mother tongue for
an engineer. From John Dewey sentence - A problem well-defined is a problem half-solved we know
we are closer to the solution but we have to keep it in our mind that becoming an engineer needs extra
from everyones side. And why it is good if we invest in engineering studies? Because we can get a motivated and talented young mind who can solve challenges and working on different tasks like the
women in front of you. If there is a professor and an engineer next to each other and we get a women in

front of them and ask them to work on how they can reach the lady with the only criteria, they have to half
their route. We will get the result, the professor dont want to start this wonderful journey, because he realize this is a never ending sequence, despite he, the engineer will start his trip the thoughts in his mind
I can get enough close so I can wait for her, or in front of the lady other solutions can come into my mind
how I can really reach her. It is a very nice example how great professors and great engineers are thinking and why are they different and why the society needs both of them. So we can see there are two
types of knowledge the material or theoretical and the technical. The theoretical minds would like to
understand the world better while the technical minds would like to create a new world.
The competition has started. The competition of meeting a nowadays challenge and working on the solution and if we are lucky getting a success result before meeting with the bad physics teacher who has
no passion in their class so no one would like to become a person like them.
It seems we got the formula. But there is another trap during this becoming an engineer trip the software era, which area offer easier results with less work. We have to teach the young engineers the
unique values of the hardware engineering.
How can we do this? How National Instruments can help us to get the best engineers?
Our company created a six step program where the students can deepen their technical knowledge
with products which are easy to use. NI offers solutions for the university students who can have the
whole laboratory in their pockets with our myDAQ. This product won two innovation award last year in
Hungary, so not only the students but the professionals can see the value of it. After the first intro steps
to engineering myDAQ can be a good solution for everydays measurement, so more than 1000 universities use it. Our companys softwer product the LabVIEW is a good program for everyone. For more
than 20 years, engineers and scientists around the world have depended on LabVIEW to meet their spe-

59
cific application needs. Because every project is different, the LabVIEW graphical development environment is modular, making it easier for users to configure a package just for them. Every user starts with a
development system and then can add application tools or deployment targets depending on requirements. This flexible packaging enables LabVIEW functionality to grow as users tackle more complex
projects. Unlike most traditional circuit simulation tools, Multisim offers a high level of versatility in defining the simulation setup for a circuit design, including running interactive mode simulations directly from
within the schematic environment. In addition to the fixed set of 20 simulation analyses and the 22 virtual
instruments included in Multisim, engineers can use signal generation, simulation, analysis, and virtual
instrumentation utility tools developed in LabVIEW and made available to the Multisim community to
better evaluate circuit performance, optimize their designs and overall make better decisions more
quickly by using these powerful pre-built engineering and measurement and tools.
For the industry where engineers develop and working on the latest technology NI offers control systems.
National Instruments delivers fast, flexible, and accurate RF hardware powered by NI LabVIEW software to meet the ever-changing demands of the wireless industry and see the engineering process
through from design to validation to production.
To keep pace with the constantly growing number of standards, LabVIEW graphical design software offers a set of tools for signal generation, analysis, visualization, and processing of standard and custom
digital and analog modulation formats. Tailored software and flexible hardware address a wide range of
test needs including WLAN, GPS, WiMAX, MIMO, ZigBee, and RFID. This software-designed approach
delivers the powerful and cost-reducing wireless test systems that engineers have come to rely on from
National Instruments.
Students can use all of our products to measure and design. So they can make solutions at the university which can be used for the industry.
NI offers products and solution for next generation of engineers from Kindergarten to rocket science
and give solutions to the kids, schools in need as well the Planet NI. Planet NI is an initiative designed
to empower engineers and students in developing countries to achieve economic prosperity and sustainable development through access to National Instruments technology. NI is committed to nurturing
local innovation and entrepreneurship and, through Planet NI, the company is making engineering tools
affordable, accessible, and relevant to groups focused on improving the socioeconomic development
of their communities. These groups include academic institutions, small and medium enterprises
(SMEs), and organizations working on environmental and health solutions.
REFERENCES
www.ni.com and company presentations

Turning Engineering Green:

Sustainable Development and Engineering Education
Andrew Jamison
Professor, Technology, Environment and Society, Aalborg University
andy@plan.aau.dk
A PARADIGM SHIFT?
ince the 1970s, there has been a noticeable change in the way in which the aims of engineering
are talked about, both among insiders and outsiders. In particular there has been a change in regard to the kind of socio-economic development to which engineers are meant to contribute.
For over 150 years, the theory and practice of development had generally been characterized in material terms, as the promotion of economic growth and scientific-technological progress. Across the political spectrum, from conservatism to liberalism to social-democracy, for both communists and capitalists, imperialists and anti-imperialists, the pursuit of material, science-based progress and economic
growth served as the dominant development paradigm for the (Cotgrove 1982).
The concept of sustainable development that was presented in Our Common Future, the report of the
World Commission on Environment and Development in 1987 served to shift the paradigm, at least in
terms of how development was defined. The high-level commission, headed by former Norwegian environmental minister and prime minister, Gro Harlem Brundtland, declared that development needed to
take natural resources and the needs of future generations into account. It In the years since, however,
there have been fundamental disagreements as to what sustainable development might actually mean
in practice (Mitcham 1995, Jamison 2001).
Many, if not most, of those are make decisions and policies about engineering and engineering education have tended to see sustainable development primarily as a continuation of economic growth by
other means - a kind of greener or cleaner kind of growth and have translated sustainability into the
language of business and management, while others have seen the sustainability challenge primarily in
professional, or academic terms, and have thus sought to add new fields or subfields of sustainable science and engineering to the curriculum. Still others see the challenge as intrinsically human and political, requiring a fundamental reconstruction of science, engineering and society and have thus called for
a more active integration of social and cultural understanding into the education of scientists and engineers (Jamison et al 2011).

61
While the aims of engineering education have been getting greener, at least rhetorically, on a practitioner,
or micro level, there have arisen a number of other challenges to engineering and engineering education
stemming from what has been termed technoscience - or a new mode of knowledge production. As
Michael Gibbons and his co-authors characterized the situation in their influential account in the 1990s,
scientific research and technological development are increasingly being carried out in a transdisciplinary manner (Gibbons et al 1994). The boundaries that had previously distinguished scientific research,
or philosophical-theoretical knowledge what the Greek philosopher Aristotle famously referred to as
episteme - from technological development, or practical-technical knowledge Aristotles techn - have
been blurred, or transgressed in many, if not most fields of contemporary science and engineering.
In such newer domains of knowledge production as electronics and communications, health and agriculture, energy distribution and environmental protection, and, more recently, multimedia, the nanosphere, and synthetic biology - as well as in many traditional fields - there is no longer a clear line of demarcation between scientific theory and technological practice. What Gibbons and his co-authors have
called a new mode of knowledge production, or mode 2 is knowledge which emerges from a particular context of application with its own distinct theoretical structures, research methods, and modes of
practice but which may not be locatable on the prevailing disciplinary map (Gibbons et al 1994, p 168).
The coming of technoscience, or mode 2, thus raises important questions about what engineers need
to know and how they are to learn and be taught.
In between the discursive and practitioner levels, on what might be termed an institutional, or meso level, there have been significant changes in how engineering work and engineering education are organized, due to the permeation of science and technology into ever more areas of our economies, our societies, and our everyday lives. For the most part, engineering is now carried out in less permanent structures than in the past, in temporary or ad hoc groups or networks, in which engineers collaborate with
people from other parts of society. In both actual and virtual reality, university-based, or academic engineers work ever more often together with corporate employees and government officials on particular
projects in what has been called a triple helix linking the state, the market and the academy in web-like
relationships (cf. Etzkowitz and Leydesdorff, eds 1997). To be able to work effectively in these new organizational frameworks requires new kinds of design skills and forms of communicative competence
on the part of engineers, and most importantly perhaps, a more ambitious understanding of societal
processes than engineers have previously received in their education.
In the Program of Research on Opportunities and Challenges in Engineering Education in Denmark
(PROCEED) we have taken our point of departure in these three very different sorts of challenges that
confront engineering and engineering education:
the sustainability challenge, or the overarching need for scientists and engineers as well as for humanity in general - to relate to the problems brought to light in the debates about environmental protection, resource exploitation, and climate change,

the technoscience challenge, the mixing in many fields of contemporary science and engineering of
scientific knowledge and engineering skills in new combinations, and
the various societal challenges, due to the permeation of science and technology into society, and
calling for socio-technical competencies and a sense of social responsibility on the part of scientists
and engineers.
Experiences throughout the world, as well as in Denmark, have shown that it is difficult to meet these
rather different challenges in a comprehensive way. Rather, a tension, or contradiction has emerged
that has served to pull engineering and engineering education in different directions into a wide variety
of efforts to foster a new kind of global, or commercial engineering identity, on the one hand, versus a reinforcement of more traditional professional roles and academic identities, on the other.
The main response to the challenges has tended to be market-driven and has sought to convert the
challenges into commercial opportunities in accordance with the new precepts of academic capitalism (Slaughter and Rhoades 2004). In regard to the educational curriculum, this strategy has meant
that many engineering programs have come to include courses and instruction in such areas as marketing, innovation and entrepreneurship, as well as various types of on-the-job training in an attempt to
educate engineers who can help companies, countries and continents compete successfully in the
global marketplace.
A second response has been a professional, or academic approach by which educators have tried to
meet the challenges facing engineering in the contemporary world in a more traditional scientific manner. In relation to curricular construction, courses and even entire programs have been developed in
new specialty areas such as sustainability science and technology, nanoscience and nanotechnology,
industrial, urban and even eco-design. In this response strategy, the ambition has primarily been to educate engineers who can be new kinds of professional experts while upholding a more traditional engineering identity. As a result, among different universities, as well as within many of the same ones, there
is an ongoing tension or competition between the practical, market-oriented approaches and the scientific, academic-oriented approaches, which makes it difficult for students to receive a well-rounded and
comprehensive education.
THE COMMERCIAL, OR MARKET-ORIENTED RESPONSE
Following the fall of the Soviet empire, and the so-called Earth Summit in Rio de Janeiro in 1992 (the UN
Conference on Environment and Development), where the ideas of the Brundtland report about sustainable development were translated into the Agenda 21 document, new approaches to greening science and engineering proliferated in the 1990s. Particularly prominent were the efforts to encourage
more practical, market-oriented solutions to environmental problems. The general approach can be
thought of as an incorporation of environmental concern into the world of business. In the course of the

63
1990s, there emerged a range of activities in such areas as environmental management, cleaner technology, eco-efficiency, environmental impact assessment, industrial and urban ecology, and green
product development, which are explicitly commercial: this was engineering knowledge that was
meant to be sold on the market.
These forms of knowledge-making became especially important in several European countries, where social-democratic governments, often with the support of green parties, pursued policies of ecological
modernization as did the Clinton-Gore administration in the United States. In Germany, Great Britain,
Denmark, Sweden and the Netherlands, as well as at the European Commission, ecological modernization sought to combine environmental concern with economic growth. As climate change became a more
integral part of environmental politics in the 1990s, it was the market-oriented approaches that tended to
dominate the international deliberations, both in Kyoto, as well as within intergovernmental administrative
and scientific advisory bodies, such as the Intergovernmental Panel on Climate Change (IPCC).
The rise of market-oriented environmentalism, or green business was shaped by the broader neo-liberal
movement, which has provided the dominant story-line of the past two decades, both in regard to science and technology in general, and environmental science and technology, in particular. Much of the
knowledge-making activity within green business tends to be organized in commercial networks, with
university scientists and engineers working together with companies on specific projects. There are also a number of movement intellectuals in the commercial media as well as in private consulting companies who serve to articulate the underlying importance of meeting the sustainability challenge in commercial terms (Jamison 2010). The cognitive praxis of green business exemplifies the dominant approaches of academic capitalism in the promotion of commercially-oriented technological innovation
and green product development.
The cosmology of green business is based on a belief in a convergence between economic growth
and environmental protection, and depending on the context, it has been termed ecological modernization, eco-efficiency, corporate sustainability, or green growth. In the words of Maarten Hajer, what
was central to the political discourse of ecological modernization in the 1990s was the fundamental
assumption that economic growth and the resolution of the ecological problems, can in principle, be
reconciled. Hence, although some supporters may individually start from moral premises, ecological
modernization basically follows a utilitarian logic: at the core of ecological modernization is the idea
that pollution prevention pays (Hajer 1995, p 27). In the course of the past fifteen years, particularly
in China and other Asian countries, this fundamental assumption is central to major national programs in green growth.
In relation to engineering education it has led to a wide range of courses and educational programs in
such topics as sustainable innovation and environmental management, as well as more specialized areas, such as sustainable energy planning, mobility management, and sustainable design. Many of

these initiatives, such as those at my own university, in Aalborg Denmark, are built on collaborative efforts between business firms and engineering teachers and involve internships and other forms of onthe-job training in companies as part of the educational program.
THE PROFESSIONAL, OR ACADEMIC-ORIENTED RESPONSE
Already in the 1980s, Aant Elzinga noted how established epistemic criteria, that is, the ways in which
truth claims are justified by scientists and engineers, were in a state of flux, as scientists and engineers
increasingly found themselves in a condition of what he termed epistemic drift:
the process whereby, under strong relevance pressure, researchers become more concerned with external legitimation vis--vis policy bureaucracies and funding agencies than with
internal legitimation via the process of peer review. This may be seen as a process of erosion of
the traditional system of reputational control (Elzinga 1985, p 207).
Since then the traditional norms or values of scientists and engineers have been increasingly challenged
by the transition to new ways, or modes of doing research. To borrow a term from the French sociologist
Pierre Bourdieu (2004: 65), the habitus of science and engineering, a way of life based in distinct academic disciplines and professional identities, which provided what Bourdieu characterized as a collective capital of specialized methods and concepts, has been invaded by other forms of organization and
ways of working.
Not all scientists and engineers have accepted the new world of academic capitalism. A good many of
them have reacted quite critically to the changing contextual conditions, and have sought to reaffirm a
more academic, or professional approach to science and engineering as a way to respond to the challenges. And while it certainly is valuable to uphold the importance of academic quality and professional
standards, such responses tend to become anachronistic, in that they all too often merely reassert the
traditional norms of academic life and professional behavior, without recognizing that those norms and
values have, to a large extent, become outmoded (Hyldgaard Christensen and Ern-Kjlhede 2006).
As part of this strategy, it has become popular to refer to the norms of science, which were influentially
formulated in the 1940s by the American sociologist Robert Merton (1942). These have long been seen
by many natural and social scientists, as well as engineers and large segments of the general public, as
well, as core values in science and engineering. The norms of communalism, universalism, disinterestedness and, not least, organized skepticism continue to be seen as defining features of science, even
though the practice of science has fundamentally changed since Merton characterized them. But the
Mertonian norms continue to be propagated and considered to be part of the identities of scientists and
engineers, particularly in relation to contentious issues such as sustainable development and climate
change, where, among others, the Danish political scientist Bjrn Lomborg has been particularly successful in promoting the value of organized skepticism (Jamison 2004).

65
In relation to engineering education, the reassertion of professional values and norms has led to an educational strategy of academicization by which the various challenges facing engineering tend to be
translated into new scientific, or disciplinary programs for training in specialized areas of expertise.
Such fields as ecological economics, sustainability science, and the various subfields of climate science
atmospheric chemistry, oceanography and hydrology, climate modeling, etc have spawned become subjects of educational programs either as stand-alone disciplines on their own or as sustainability minors or electives that are added onto traditional science and engineering programs. What is
stressed in these programs is the scientific credentials of the teachers and the adherence to the traditional academic values and professional norms. Particularly in relation to climate change, this skepticism has been a part of the political debate and, not least, criticism of the policy proposals of the transdisciplinary and highly networked scientists and engineers who have called for major expenditures on
renewable energy systems and other green business ventures.
A HYBRID IMAGINATION
In order to meet the challenges facing science and engineering in the world today it is my contention that
it is not sufficient to reaffirm a traditional faith in reason and truth and reassert the importance of a largely
outmoded form of engineering professionalism. There is instead a need to foster a hybrid imagination,
connecting science, technology and society in new ways, by combining scientific knowledge and technical skills with cultural understanding.
There are a growing, but still relatively small, number of cases of collaboration between academics and
activists in universities and local communities in trying to deal with climate change and other environmental problems in just or equitable ways (Hess 2007, Worldwatch Institute 2010). New forms of community-based innovation and knowledge-making can be identified in local food movements around the
world, as well as in a range of not-for-profit engineering projects in such areas as sustainable transport,
renewable energy, and low-cost, environmentally-friendly housing. Such projects as the Alley Flat Initiative at the University of Texas in which students and teachers from the School of Architecture have designed low-cost, climate-smart housing in East Austin in cooperation with local housing suppliers and
neighborhood groups show what can be done (Jamison 2009).
The Alley Flat Initiative emerged as part of a larger project on sustainable development, directed by architecture and planning professor Steven Moore. Moore had combined with his colleagues a number of
course in different departments into a sustainability portfolio that students can acquire along with their degrees, a sort of green credential. He also established a design studio for masters students in architecture
and planning not only taught by Moore but also by Louise Harpman and a visiting professor, Sergio
Palleroni, who had previously carried out community-oriented architectural projects with students at the
University of Washington. Looking for a specific focus for the studio, the students spent time in East
Austin, the area of the city that in the early 20th century had been segregated through the provisioning of
infrastructure as an African-American, Latino and industrial area. Like many such areas in many American

cities, east Austin became threatened by so-called gentrification when Blacks and Latinos cleaned up industrial brownfields over six or seven decades, making the area attractive to more wealthy whites.
The motivation behind the initiative was to find a way to learn architecture by doing something useful for
the community, and after looking through maps and reading about the history of the area the students
came up with the idea of designing climate-smart alley flats, or second houses along the alleys what
used to be called granny flats because they were where grandparents lived - that could help the residents pay their escalating property taxes and fight off gentrification, and also contribute to the transition
to a low-carbon society. As described on the initiatives website:
The initial goal of the project was to build two prototype alley flats - one for each of two families in
East Austin - that would showcase both the innovative design and environmental sustainability
features of the alley flat designs. These prototypes were built to demonstrate how sustainable
housing can support growing communities by being affordable and adaptable. The first of these
prototypes celebrated its house warming with the community in June of 2008 and the second
prototype was completed in August of 2009. The long-term objective of the Alley Flat Initiative is
to create an adaptive and self-perpetuating delivery system for sustainable and affordable housing in Austin. The "delivery system" would include not only efficient housing designs constructed
with sustainable technologies, but also innovative methods of financing and home ownership
that benefit all neighborhoods in Austin (AFI 2011).
Unfortunately, however, such activities fall well outside of the mainstream and remain quite marginal at
universities throughout the world, although, in recent years, several universities in the United States
have established programs in engineering for sustainable community development (Lucena et al 2010).
In some of these programs there is a similar kind of institutional outreach that was so characteristic of
the movement activities that took place in the 1970s, but most of them have a difficult time establishing themselves at universities. The increasing encroachment of a commercial and entrepreneurial value
system at universities makes it difficult for concerns with social justice and cultural change to be given
the attention they deserve in science and engineering education.
As such, the greening of engineering and engineering education can be seen as an ongoing process of
contention between three very different approaches or strategies. The dominant approach can be considered a part of what has been termed the new mode of knowledge production, or mode 2 in which the
borders between the academic and business worlds are increasingly transgressed. On the other hand,
there is an academic or professional approach to engineering and engineering education that is based on
a more traditional conception of science-based, expert knowledge. In this approach, education tends to
be carried out in accordance with the more traditional scientific disciplines and engineering fields.
A third approach that explicitly connects the quest for sustainable development to concerns of global
justice and fairness is comparatively weak at the present time. Since the challenges facing engineering

67
in the world today, and not least the sustainability challenge is so all-encompassing and multifaceted, I
have suggested that it will be necessary in this emerging third approach to engineering education to foster a hybrid imagination, mixing natural and social, local and global, academic and activist forms of
teaching and learning in new combinations.
REFERENCES
AFI (2011) The website of the Alley Flat Initiative, http://www.thealleyflatinitiative.org/ accessed March 29, 2011
Bourdieu, Pierre (2004) Science of Science and Reflexivity, translated by Richard Nice. Cambridge: Polity
Christensen, Steen Hyldgaard and Erik Ern-Kjlhede (2006) Reengineering Engineers, in Jens Christensen, Lars Bo
Henriksen and Anette Kolmos, eds, Engineering Science, Skills and Bildung. Aalborg University Press
Cotgrove, Stephen (1982) Catastrophe or Cornucopia: The Environment, Politics and the Future. Chichester: John
Wiley
Elzinga, Aant (1985) Research, bureaucracy and the drift of epistemic criteria, in Bjrn Wittrock and Aant Elzinga, eds.,
The University Research System. The Public Policies of the Home of Scientists. Stockholm: Almqvist & Wiksell
Etzkowitz, Henry and Loet Leydesdorff, eds (1997) Universities and the Global Knowledge Economy: A Triple Helix
of University-Industry-Government Relations. London: Cassell
Gibbons, Michael, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott, and Martin Trow (1994)
The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies.
London: Sage
Hajer, Maarten (1995) The Politics of Environmental Discourse. Ecological Modernization and the Policy Process.
Oxford University Press
Jamison, Andrew (2001) The Making of Green Knowledge. Environmental Politics and Cultural Transformation.
Cambridge University Press
Jamison, Andrew (2004) Learning from Lomborg, or Where Do Anti-Environmentalists Come From? in Science as
Culture, June
Jamison, Andrew (2009) Educating Sustainable Architects. Reflections on the Alley Flat Initiative at the University of
Texas. Unpublished manuscript
Jamison, Andrew (2010) Climate Change Knowledge and Social Movement Theory, in Wiley Interdisciplinary Reviews:
Climate Change, November
Jamison, Andrew, Steen Hyldgaard Christensen and Lars Botin (2011) A Hybrid Imagination. Science and Technology
in Cultural Perspective. Morgan & Claypool
Lucena, Juan, Jen Schneider and Jon Leydens (2010) Engineering and Sustainable Community Development. Morgan
& Claypool Publishers
Merton, Robert (1942) Science and technology in a democratic society, in Journal of Legal and Political Sociology, 1
Mitcham, Carl (1995) The Concept of Sustainable Development: Its Origins and Ambivalence, in Technology in Society,
vol 17, nr 3
Mitcham, Carl and David Muoz (2010) Humanitarian Engineering. Morgan & Claypool
Slaughter, Sheila and Gary Rhoades (2004) Academic Capitalism and the New Economy. Baltimore: Johns Hopkins
University Press
Worldwatch Institute (2010) State of the World 2010. London: Earthscan

Attracting Students and making them Stay

The importance of expectations and experiences
in the recruitment and retention of engineering students
L. Ulriksen
Associate Professor
Department of Science Education, University of Copenhagen
Copenhagen, Denmark
ulriksen@ind.ku.dk
Keywords: student experience, retention, academic integration
INTRODUCTION
he title of this paper refers to recruitment and retention. These are two pivotal aspects of increasing the number of graduates within the field of engineering. It is not just of socio-economic relevance, but also a concern about young peoples options. The two terms also indicate that the
huge focus on increasing recruitment to the science and engineering [1] only makes sense if the institutions succeed in having the students complete the programmes.
In the paper I will address both the recruitment and the retention issue, but with more emphasis on the latter.
1
THEORETICAL BACKGROUND
1.1 Understanding students choice of study programme

Students choice of higher education has been a concern through many years. Bergerson [2] noted that
much research had a focus on students background (not least their socio-economic and ethnic origin)
and on developing comprehensive models of college choice. It is a common trend in the recent research reviewed by Bergerson that it strives for finding a way of combining the individual differences and
broader social and cultural elements. The introduction of the work of Bourdieu (for instance, [3]) in the
research field is one way of doing this.

69
More specifically concerning the recruitment of students to the field of STEM (science, technology, engineering, and mathematics), Be and colleagues [4] have argued that the expectancy-value model of
achievement-related choices developed by Eccles and colleagues [5] provides a fruitful framework for
understanding students choices of higher-education programmes. The model includes different components, including the students social and cultural background and their previous educational attainment, but also their self-schemata and the expectations and stereotypes present in the young peoples
social environment. Be et al. pointed at identity as an important approach to understanding students
choices and preferences [4, 6, 7]. Archer et al. [8] showed that even though children could find science
interesting this did not imply that they would choose a science track, and that science apparently did not
offer an attractive identity position for the children to relate to.
Understanding students choice of programme therefore should both consider the students background and the students subjective interests and aspirations. These interests are neither independent
of nor determined by the students background. They are constructed and revised by the students over
time [9], inter alia, drawing on the resources available to them in their social and cultural environment. A
key aspect is what kind of identity the students are offered if choosing science and whether that identity
appears attractive to them.
1.2 Understanding student retention
A large part of the research into student retention and non-completion has, like the research in the
choice of studies, focused on factors related to the students background. Not least does the parents
educational background appear to be consistently linked to students retention [10]. Still, when attending to student persistence Harvey et al. [11] suggested that it would be more fruitful to consider the students learning experiences at university in general than retention in itself.
In a longitudinal study of Swedish engineering students, Stiwne [12] showed how the study experience
and retention of the students were related to several factors where the prior experiences and anticipations of the students interacted with the social, academic, and pedagogical environment of the study
programme.
The model of student departure developed by Vincent Tinto [13, 14] is one of the most influential approaches concerning student non-completion [15]. It has also been criticised, not least for being insensitive to the differences in students conditions and experiences when entering higher education. Tierney [16] argued that the model presupposes that minority students should discard of their cultural background while precisely maintaining the relation with that background had been suggested to help minority students persist at college.
Although there definitely is a risk of interpreting Tintos model as a claim for assimilation of students,
that is, their submission to the norms and values of the university system (hence, making the question

of retention being a question of fitting in), it is equally possible to use it as a way of grasping the different
components being simultaneously at stake in students higher-education experiences. In the 1993version of the model [14] it includes both the academic and social integration of the students, their relations and commitments outside the institution, while still acknowledging the role of pre-entry attributes such as, e.g., cultural and socio-economic background and commitment. Furthermore, the academic integration considers not only the students abilities to meet the requirements of the programme (like passing the exams), but also the students experience of the academic content and the
informal interaction with staff. It allows for an approach that appreciates the multitude of interrelated
and interacting factors affecting the students higher-education experiences (cf. [17]).
Student non-completion should be considered as a relation between students and the institution
where the culture and academic requirements of the institution as well as the students experience
of being able to construct an identity that appears both attractive and viable to the students [18].
Just as identity was important in the students choice of programme it is in the students decisions to
stay. Studying, therefore, is not simply a matter of learning and developing competences it is also
identity work.
1.3 The implied student
One way of approaching the relation between the students and the institution they enter is through the
concept of the implied student [19]. The core of the concept is that each educational context implies a
particular student in order to succeed. It takes as a starting point that attending higher education is also a process of socialisation where the students enter a disciplinary culture [20] that they have to relate
to, and with a particular practice that the students are more or less well equipped to engage in
[21].What is implied of the student is a particular interest and attitude towards the study, particular
ways of engaging in teaching and learning activities, particular preferences in taste and in bodily practices (how to dress, to pose, to move). The students should possess or develop a particular way of seeing, but also a particular kind of blindness. They should learn what is of interest and what they should
consider irrelevant, both in relation to the ways of thinking and practicing in the subject (cf. [22] and
[12]) and in a wider cultural perspective.
The implied student acts through the teaching methods, the selection and sequencing of the content, much of which Bernstein labels the pedagogic discourse [23]. It also acts through the buildings and rooms, through the expectations of the teachers and of fellow students and through extracurricular activities at the programme. Hence, the implied student relates to the way the students
act, but also to how they should interpret and appreciate their experiences. The concept, thus,
brings together several of the components from Tintos model, and the student experience could be
understood as a process of coping with the implied student. In this coping, it is important that the implied student is not monolithic, but that there may be differences in what is implied by, for instance,
different teachers who themselves have developed particular ways of coping with the culture, or be-

71
tween teachers and the teaching methods [19]. Students therefore need to decode the implied (and
sometimes different) expectations and to find a way to cope with these expectations from the study
and the interests and expectations the students had themselves when the students decided to enter the programme.
2
THREE CASES
In the following I will present three cases that can serve as examples of different experiences with choosing and attending an engineering programme.
2.1 The empirical data
The data stems from a study of students choice of and their transition to higher-education programmes. Two months before completing upper-secondary school in 2009, 134 students from six upper-secondary school classes completed a questionnaire concerning their educational experiences
and considerations concerning higher education. Of these, 38 also participated in qualitative interviews. During the following 2 years 20 of the students were followed more closely. These interviews
followed the students as they had a gap year, entered first-year higher education, dropped-out or
moved on to second year. Most of the students were interviewed in upper-secondary school and at
least twice thereafter. Three were only interviewed once after high-school graduation. Two of the classes were technical upper-secondary school programmes with teaching and subjects more akin to engineering programmes than the classic science-oriented upper-secondary school.
The interviews were conducted using a narrative method focusing on getting the students to tell about
their experiences with choosing and entering higher-education. The 20 students were selected because they intended to pursue a STEM study path, though a few were selected because the expressed
great interest in science, but doubted that they would enter a STEM higher-education programme. The
methods of inquiry and the selection of interviewees is described by Holmegaard et al. [9].
2.2 First case: Emily
Emily attended a technical upper-secondary programme with a focus on biology and chemistry. When
interviewed at the end of upper-secondary school she told that one of the things she appreciated about
science was that it describes the reality and how the things relate to each other. An example could be
how a pharmaceutical was made and how it worked. It made the subject more meaningful to her,
knowing that its not just something of no importance you are working with and it may make a difference
if you do research in something (uss1).
The parenthesis indicates the time of the interview: uss means upper-secondary school. he means after having
entered higher education. The number indicates if it is the first or second year. The letter (a, b, c) indicates what number of
interview within that year.

She was completely sure that she would study engineering at the Technical University (DTU). One reason was that she imagined she could be working with environmental issues, but also that she expected
the social environment at the DTU would appeal to her and be similar to what she had experienced at
the technical upper-secondary school programme. Finally, she imagined that engineering would offer
job opportunities where she would work with different topics, and where she would spend a lot of time
on her job, but also having time to do something else than working.
Almost two months after having entered the 3-year professional-engineering programme she told she
had been surprised by the teaching and the workload. She found the rote learning difficult, and she did
not experience that the lectures helped that much in understanding the content. In math, she told, the
pace was very high which meant that she just had to take notes, and then try to understand it afterwards. The amount of time she had to spend on assignments and reading made it impossible for her to
do anything else, and still she experienced that she incessantly was falling behind with her study work.
The prospect of failing a couple of exams after the first semester, as they had been told was not unusual
in, for instance, physics, did not make the second semester look that fun either, as Emily put it.
Still, she felt motivated and interested:
If I sit down and think about it I find it interesting. But the thing is too hold on to that thought when you are
running around the entire day (he1a)
By the end of the first semester, Emily had experienced doubts as to whether she was able to meet the
demands of the programme and complete the study. She had experienced the teaching as really difficult and having been sitting at home with that feeling of not understanding anything of it (he1b). She
told that her motivation for the programme had suffered significantly, because when you are sitting
there with the feeling of I dont understand anything of it, then its kind of difficult to find it much fun
(he1b). Still, she would like to work as a chemical engineer.
Even though she had experienced the teaching as being of little help in understanding, and that she
would have liked more practical hands-on elements in the teaching, she still expressed that whether she
would complete or not depended on whether she could get into the right way of studying. It was up to
herself, she said.
Eventually, Emily decided to leave the engineering programme a few weeks into the second semester.
She failed one of her exams, but she also experienced more fundamental doubts:
I felt stupid in all the courses and I couldnt figure things out. I was not motivated to study and it became
too tough and I did not feel that I could keep my self confidence and self respect when I got that feeling
of being stupid everyday (he1c)

73
The inability to meet the requirements of the programme developed into a more fundamental undermining of her sense of whom and what she was. Leaving the study was a case of self-defence, even though
it was also leaving the path she had always believed she should follow.
It may be that Emily simply was not skilled and clever enough. We cannot tell. She definitely was motivated for studying engineering, but the study experience with very little room for practical work or
examples differed from what she imagined engineering to be like. Furthermore, the pace and the
workload were overwhelming, and the teaching appeared to be of little help to her. In the end, her
motivation to work as an engineer could not bring her over the difficulties she experienced as an engineering student.
Emily was a motivated chooser who was lost not only for that particular study, but for engineering and
science as a whole. At least, that was Emilys own conclusion six months after having left the programme.
2.3 Second case: Filip
In upper-secondary school, Filip was sure he would study engineering. His only concern was which
branch of engineering one aiming at building or one aiming at production and construction. All his life,
as he said in the interview in upper-secondary school, he had believed he would opt for building, but
when visiting the university he had second thoughts.
What he appreciated about engineering was that it would feel like a safe choice for the future there
would always be a need for engineers. The prospect of a job was important to him, but the choice
should also meet his dreams: You shouldnt let your dreams down, I think, as he put it. While he emphasised the dreams, he also told that he could become engaged in different things:
I think I could become interested in almost anything, at least involve myself in it. And then I wish to engage myself in the thing that contributes the most to the development of the society and what the society can use the most. (us)
At the end of the day, he opted for production and construction. In an interview about six weeks after he
began studying he told about his interests in the study programme. The courses were mainly about construction in the beginning, but later they would be working more with production which was also more
about management. Filip told he had a lot of interest in the human part of engineering, about how the engineer should manage processes and leading the work of craftsmen on projects.
Six weeks later, Filip told that his interests had changed a bit. All new students got a teacher assigned
as a personal tutor. After having talked with his tutor he decided to shift his focus from management to
a more technical approach:

He [the tutor (lu)] says, dont study too much management, because it is too arrogant to enter the labour
market as an engineer, saying, I would like to be the manager around here. Im not that good at math,
and Im not that good at technical stuff, but I would like to be your manager. (he1b)
Moreover, he told that they had had some guest talks, inter alia, by a engineer who had started her own
business. Those talks had convinced him that being a manager was really interesting, but also really
hard work which would make it impossible to be a manager and a family man at the same time: So, I
would really like to become a manager one day, I think, but I dont mind beginning with trying not to be a
manager (he2). Therefore, Filip decided to focus on a speciality in energy and take some management
also. The energy line was also interesting because of the debate about climate change, because there
are a lot of jobs in Denmark in that sector. He would both become attractive to the labour market and I
like the idea about you participate in society as an important part, as somebody who can change things
in society (he1b).
Filip completed the first year, and during the autumn semester, that is, about a year after the interview
where he told about the change from management to energy with management on the side, he was interviewed again. His interest was still energy, but he told that he had had some doubts in the beginning
of first year, but that he chose to pursue the energy line. When the interviewer asked him if he could remember when he began considering energy, Filip replied:
I think when it comes to it, I have been in that direction for many, many years. When I was a kid I thought
that motors were cool, and motors that is an energy-transmitting machine. And once I found nuclear
power to be really great, and thats the energy business too. So, it really was many years ago I sowed
the seed for that sprouting flower. (he2)
By the time of the interview at the second year, he was considering the options for taking a semester
abroad. He was deeply engaged in his study and had participated in the induction activities that older
students set up for new first-year students.
Filip was a successful chooser of engineering. He was motivated from the beginning, and even though
he had not experienced all the courses as easy, he had retained his motivation and focus. He was also
a highly adaptable student who refocused his interests according to what the tutor considered the proper approach and priority of an engineering student.
2.4 Third case: Christian
In upper-secondary school, Christian said that the choice of study should be rooted in interest, but also
in the nature of the future job perspectives. It should be possible to change between jobs or functions to
avoid the work becoming monotonous. He told that he would study computer science at university, because computers and programmers would become an increasingly important part of the everyday life.

75
He also hoped the study would be somewhat practical, because he had not been that keen on doing
homework in school.
During his gap year he had a disappointing visit to the university, and reconsidered where to study. Instead,
he decided on software engineering at the technical university, something that he found even broader than
computer science, and therefore also providing him with the most opportunities to change later on.
Entering first year at the engineering programme, he experienced difficulties with getting into study
habits that allowed him to keep up with the teaching and the assignments, and therefore he also experienced the subjects as difficult. Due to this, he did not find any of the subjects particularly interesting.
His own explanation was that he had continued with bad study habits from upper-secondary school.
Im too lazy, he said (he1a). His plan was to set up rules for his studying and using the autumn holidays
for catching up on the reading. His perspective was to have a project-based IT-job where each new project would be a new challenge.
When interviewed just before Christmas, he was still struggling with his study habits. He was still in what
he called upper-secondary school mode: I take things as they come, and if you say so, then OK then
Ill take it from there. [The engineering mode is] to say, OK, how can I use this in real life (he1b). At the
same time, he had involved himself in the voluntary IT-network group at his hall of residence, but also
working with small programming and hacking projects of his own. His intention, though, was to get into
better study habits. He was looking forward to the following semester where he would take fewer courses that he did not like and more that were aiming at his future.
In the interview in the second semester, this had changed. Not only did he still experience much of the
course content as irrelevant, but he had also more or less decided not to try to follow the lectures. Independent studying was an option, as he put it. He did the necessary course work to pass the courses, but
he put most of his efforts in programming and working with computers outside class where he and a
friend did penetration testing and attended extra-curricular courses (not delivered by the university) to
improve on that. This, he considered to be more relevant for his future career:
I believe that much of the knowledge I am going to get and the work I will be doing, that is knowledge that
I acquire personally and on my own by playing and pottering with the stuff. The only thing I need the masters and the bachelor for is as a diploma for the companies to tell them, look, I can actually do this (he1c)
His career idea was within IT-security work and he did not experience the university courses as relevant
in that respect.
In one perspective, Christian was not a very successful student. He did not follow classes, he experienced the requirements as demanding, and his achievements at the exams were in the lower end of the

scale. In another perspective, he was a student who successfully prioritised his time in a way to obtain
most competences within the field where he expected to pursue a career. Even though he presumably
would never be mentioned as a role model (and most likely not by himself, either), there was still something about his study practices that resisted an unambiguous label as wrong.
3
CHOICE AND EXPERIENCES
Even though students study experiences and trajectories will always differ from each other when considered in detail, the three cases represent some patterns and commonalities in the material.
3.1 Choice of engineering
Looking at their choice of an engineering programme it is noteworthy that the three students have their
focus on what will happen when have completed the engineering programme. They all emphasise the
possibility of working with something that is relevant to the world or the society, and through this their
choice of study is rooted in interest. They are not studying to get any job; they are studying to get a job
that can meet particular hopes and requirements, for instance, being relevant, making a difference, being challenging and not monotonous.
At the same time, they are not particularly concerned about what the form and content of the programme is like. Perhaps (but this was not articulated explicitly) they anticipate the teaching and learning
activities during the course would be similar to the way they expect the job to be. That means, being
practical, focusing on relevance and applicability. This is not least the case for Emily (who missed the
practical lab work) and Christian (who sought the practical projects elsewhere). Also Filip, who managed to adapt to the programme, had the future career in the foreground, and continuously related the
course content to his ideas about what would be useful when entering the labour market.
This means, that even if the choice of engineering is mainly a choice of a profession it still holds implications for the students expectations of what they will experience as students. Also, some of the students applying for engineering rather than science programmes will, like the three students presented here, do so due to the more real-life practical air of the engineering profession. This, however, was
not what the students in this study experienced. It is worth noticing, that a project-oriented teaching
format would improve the students experiences. As already mentioned, Christian set up his own
projects, and even when Emily was at the verge of leaving she reconsidered a final time due to more
motivating experiences in a three-week project course between first and second semester. That project work better meets the interests of the students and motivates them was found for other students
in the study as well.
A more general point to be made is that even though the students interests and choice were related
to their imagined future positions as engineers, this does not mean that they adopted an instrumental approach to their studying from the beginning. Rather, they anticipated that the characteristics

77
of the engineering profession would be mirrored in the teaching, but this was not what they experienced. The changing attitude of Christian could be considered adopting a more instrumental approach with his focus on the diploma. However, it could also be interpreted as a change of study
within the study where he changed from the official course-based programme to an un-official project-based programme.
3.2 Academic integration and negotiations
The academic integration both related to the students meeting the academic demands of the programme, including adopting the explicit and implicit academic preferences of the programme, and the
students socialisation to become a member of that particular academic community. The latter could,
as Tinto remarked [13], be considered the students evaluation of the institution whereas the former is
the institutions evaluation of the student.
The experience of both Emily and Christian was influenced by their difficulties in meeting the requirements of the programme. When they faced lectures and assignments that were difficult to understand
and to solve, they also experienced a decline in their motivation to invest the effort necessary to keep up
with the pace of the teaching. Hence, the students abilities to meet the formal academic demands were
important in their integration at the programme. It is therefore tempting to claim that had the students
been more able, they would not have experienced the same disappointment with the programme. Conversely, one could claim that had the two students experienced teaching and content that were more
like the expectations of the students, Emily might have persisted and Christian might have involved himself more in the course work he found irrelevant as it was. The two sides of the academic integration are
related and act on each other.
Rather than trying to establish whether the students were insufficiently prepared or the programme
was unable to include these two students, it is worthwhile noting that for all three students with their
quite different levels of academic integration there was a process of negotiation taking place when
they were interpreting their experiences [24]. For Emily and Christian, the negotiation during the first
months of the first year was concerned with why they experienced the teaching as difficult and what
they could do about it.
The interviews with Emily conveyed a continuous search for finding out where her problems were rooted and therefore here narrative both includes criticism of the teaching, the teachers, and of her own
study behaviour. She told about poor teaching and lack of practical examples and hands-on experiences, but also of how she ought to work harder and with more discipline. Conversely, Christians negotiations brought him to a somewhat detached relation to the dominant discourse of the discipline.
While he during the first semester adopted a view of himself as lazy and unable to practice the more
structured way of studying, he in the second semester more deliberately chose not to involve himself
more than necessary in the courses.

While Emily did not succeed in becoming academically integrated, Christian became integrated in an
academic subculture that did not appear to be facilitated by the institution (that is, it did apparently not
reflect the preference of any subculture amongst the staff, though, Christian mentioned a teacher at a
future course who was said to challenge the students to hack his computer).
The third case, Filip, also had to negotiate in order to become integrated. His idea about becoming an
engineer was questioned by the representative of the official academic community, the personal tutor.
Therefore, Filip had to revise his ideas about where the study should take him from having a focus on
management in the first first-year interview, through having management as an element next to the energy line in the second interview, until the management interest was absent deleted in the interview
at second year.
The adjustment that Filip had to make was apparently less troublesome, but still represented a significant change of focus. However, he appeared to be able to adapt and to identify with the expectations of
the programme in a way so that his first interests had disappeared from his narrative. It is of some importance that he succeeded in relating the new narrative to one of the interests he had previously expressed (in the interview in upper-secondary school), namely an interest in motors, but also that he
could refocus his interest in the practical implications of the engineering programme from management
to energy technology. Filips academic integration was into the officially acknowledge conception of being an engineering student.
3.3 The implied and the ideal student
The academic integration is one expression of how well the student fit with the implied student of the
programme. However, as mentioned previously a programme may contain different implied students.
For instance, one course may expect the students to take initiatives, be creative, and construct knowledge while another expects the students to accept and absorb what is presented to them and patiently
postpone their more individual ideas until later in the programme. Another point, that is also made by Stiwne [12], is that there may be a discrepancy between the programmes explicit intentions with the programme and what the students should do and the study practice that is implied in the pedagogical discourse of the programme [19]. To put it bluntly, the programme asks for and gets another kind of student than what it imagines.
Based on the narratives of the students, the student practice implied by the engineering programmes
require the students to endure a sense of irrelevance, to accept theory without application, and to approach the different parts of the programme as they are expressed through the courses to be detached
from each other. It is a practice where the students should submit to the logic of the programme that is
rather different from what they expected the end goal to be like. Thus, the students have to either accept
the lack of coherence between the engineering profession (solving problems, working with academic
knowledge in a practical context) and the engineering programme; or, they have to reconsider what

79
working as an engineer will be like. In either case, they need to negotiate their expectations and their experiences and the result of this negotiation is if not decisive, then highly important, for their persistence
at the programme.
It is worth noticing, that Emily was not thrown out of the programme for failing the exams. She was not
doing particularly worse than many other students. She opted out because she was not able to negotiate her experiences in a way that was compatible with her anticipations and her sense of identity.
The two stayers, Filip and Christian, had adopted different strategies. Filip without any doubt was the one
who appeared to have the best prospects of succeeding due to the successful integration, while Christians strategy appeared more dubious. It is, however, worth considering whether Christian was right
when he explained that his alternative strategy would prepare him better for the labour market he was
aiming at. Would he in fact develop competences through his parallel academic community of penetration testing that would not be facilitated through the ordinary programme? And would he be lacking other
competences that he would have developed had he obeyed to the course structure of the programme.
To put it differently: Is the implied student of this engineering programme the kinds of students and engineers it would like? Could it, perhaps, be considered that the programmes could make room for more
different ways of being an engineering student and becoming an engineer?
4
SUMMARY
The three cases serve to exemplify that the process of choosing a programme and of staying at a programme is linked to a negotiation of the students expectations and their experiences. Therefore, firstly,
the choice of programme is not completed once the students have entered the programme. The experiences, not least during the first year, feed into a perpetual negotiation about how to be a student and
whether the programme is the right one for the student.
Secondly, the cases convey different ways of negotiating and integrating into the study programme.
They show that the students experiences with meeting the academic requirements interrelate with the
impression they get of the academic community the programme offers them to enter. Both aspects of
the academic integration are of importance when it comes to the students decision to stay or leave.
Thirdly, the cases suggest that the implied student at the programme leaves a relatively limited room for integration within the official community, but that students may establish subcultures. A possible consequence of this is that some students who could have met the demands of the programme and who had an
interest in engineering are excluded because they differ too much from the implied student. This, however,
is not necessarily the same as their way of studying would be irrelevant to the engineering profession.
A possible way forward could be to strive for programmes that are inclusive to different interests, practices, and prior knowledge and experiences.

ACKNOWLEDGMENTS
The work underpinning this paper was carried out with my colleagues, Henriette T. Holmegaard and
Lene Mller Madsen.
A substantial part of the research was part of the project Interest and Recruitment in Science (IRIS) funded by the EU 7th Framework Programme.
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[23] B. Bernstein, (2000), Pedagogy, symbolic control and identity. Theory, research, critique, Lanham: Rowman &
Littlefield Publishers Inc.
[24] H. T. Holmegaard, L. M. Madsen, and L. Ulriksen (submitted), A journey of negotiation and belonging:
Understanding students' transitions into higher education science and engineering, Cultural Studies of Science
Education.

"The XXIst Century Da Vinci: A Systems

Engineer?"
X. Fouger
Academic Programs
Dassault Systemes
Paris, France
xfr@3ds.com
Keywords: Systems engineering, model based design, product engineering, systems engineering education
INTRODUCTION
renaissance thinker like Leonardo Da Vinci could be a universal engineer at a time of human history when many sciences and technologies could be internalized by a single individual. These
times are definitely over, but there is one discipline which maintains the ambition of encompassing the diverse technical and non-technical aspects of a product, a service, a solution. Indeed systems
engineering is emerging as a profession which integrates the numerous dimensions, sometimes far beyond technical disciplines, of an optimized solution to human problems.
A simple definition of systems engineering is provided by the International Council on Systems Engineering (INCOSE):
An interdisciplinary approach and means to enable the realization of successful systems. It focuses on defining customer needs and required functionality early in the development cycle, documenting requirements, then proceeding with design synthesis and system validation while considering the complete problem: Operations, Cost & Schedule, Performance, Training & Support, Test,
Disposal, and Manufacturing. Systems engineering integrates all the disciplines and specialty
groups into a team effort forming a structured development process that proceeds from concept to
production to operation. Systems Engineering considers both the business and the technical
needs of all customers with the goal of providing a quality product that meets the user needs. [1]
A constant trend in the profile of an engineers innovation activity during the last decades has been the
need to consider a constantly growing field of constraints originating in new levels of complexity:
-
Complexity of the creation process. New products had to be engineered by increasingly large teams
in an integrated fashion. Interdependencies across the production of various, sometimes dispersed,
stakeholders within a project team were made more visible at earlier stages of the innovation process.

83
Complexity of the created product/systems. The proliferation of electronics in mechanical product

and of programs in electronics has opened a vast field of innovation, produced myriads of popularly
called smart products and, above all, it has redefined the terms of product competitiveness, since
a key differentiating characteristic of a product is now increasingly its intelligence. A next level of
this complexity is now emerging as a consequence of the connectivity among smart products
which enables interactions between them. Such concerts of products require a new science dealing with systems of systems and the promising notion of internet of things.
Complexity of the operating environments. Because new products need to be optimized in the context
of their use, they have to consider various constraints which originate from domains which are not familiar to traditional engineers. The psychology of consumers, social behaviours in large urban systems,
business models, planetary phenomena, behaviours of biologic systems are some of such constraints.
This new field of constraints produces new forces on the engineering profession which translate in numerous challenges for engineering educators. Educational institutions are expected by employers to
implement the necessary means, knowledge and pedagogical methods to develop curricula which will
produce new outcomes in terms of the human skills, operative methods and enabling technologies to:
- engineer products in large dispersed teams,
- combine multiple heterogeneous disciplines,
- master methodologies to apprehend higher order levels of system complexity.
These attributes of the XXIst century engineer define the profile of a contemporary Leonardo, not anymore an isolated genius, but a multi-disciplinary engineer, mastering socio-technical methods and enabling technologies.
1
A SIMPLIFIED REVIEW OF COMPLEXITIES
1.1 Complexity of the creation process: the example of design-in-context

Practices for combining numerous stakeholders work-in-progress at a given stage of the creation of a new
product have been routinely performed since the early ages of industry while building and analysing a prototype. Pioneered by companies creating complex products such as cars or airplanes, the method of assembling numerous computer models of a systems components into a digital mock-up created the baseline for the collective practice of a permanent prototype build. By updating on a daily basis the virtual assembly of data produced by thousands of engineers, companies could provide all stakeholders with upto-date inputs originating essentially in the geometric assembly of in-work component models. Know as
design in context, this collective working method produced significant advances since the early 90ies.
With the integration in geometric models of behavioural information such as physical properties, logical characteristics and program behaviours, the digital mock-up and its derived work process, design-in-context,
have gained the level of completeness required to constantly produce conclusions originating not only in the
geometric assembly but also in the functional behaviour of in-work systems and sub-systems definitions.

In essence, design-in-context is a bottom up workflow which collects individual expert contributions into a single digital model. Such process alone cannot provide the guiding intent that drives dispersed
participant towards a single optimized outcome. Including behavioural models in data associated to
this workflow just exacerbates the need for a rigorous top-down and purpose driven, architectural
process, commonly symbolized by the V-shaped succession of requirement, functional, logical and
physical definitions. This succession requires engineers to work on computer representations of the future product at each of these levels of semantic. By easily navigating across complex sets of Requirement, Functional, Logical and Physical models (RFLP, Fig.1.), trade-offs are greatly facilitated, resulting in more optimized products. Since these different models are associative i.e. the computer applications keeps track of changes in one representation level and propagates it across the other levels- engineers get visibility and access to different semantics. This creates a profound impact on engineers
skills. By removing job partitions between requirements management, functional architecture, logical
and physical modelling, the integrated computer model of an in-work product definition provides seamless opportunities for design engineers, specification engineers, technical marketing specialist, control
engineers and test engineers to interact with each others domain of specialization.
Well managed, this interaction can unleash considerable innovation potential. It requires however each
participant to possess a minimal sense of each others expertise and a minimum of knowledge of the
overarching systems engineering process.
In each engineer is a systems engineer.
Fig. 1. An educational implementation of the integrated RFLP (Requirements, Functional, Logical, Physical)
models in the CATIA V6 software, applied to popular Lego Mindstorms.

85
1.2 Complexity of the created product/systems

The aerospace and defence industries have been strong drivers in the emergence and the development
of systems engineering as the integrative science of product creation. Systems in these industries are
complex and mission critical. They embark sophisticated software and electronics in complex mechanical machines operating under stringent field requirements. Moreover, these systems must interoperate in broad systems of systems to provide orchestrated action of various mobile vehicles. The US Department of Defence, alone, employs 38 000 systems engineers of which 30% will be eligible to retirement by 2014. [2]
Other sectors have evolved towards systems engineering practice to enhance services provided by
their product from Automotive (the share of software in total vehicle cost has grown from 4% in 2002 to
13% in 2010) to transportation, medical systems and consumer products. When representatives of
these sectors describe in industry forums the competency profile of the systems engineers they are
looking for, their essential requirements are consistent:
-
Expertise in own discipline
Breadth: understanding of other functional areas than the one they are employed in, understanding
of the overall system architecture and lifecycle, knowledge on the interfaces between their own field
of expertise and other disciplines, knowledge of systems engineering methodologies and supporting technologies.
Leadership: ability to make decisions within complex technical problem solving processes, ability to
negotiate with other experts based on holistic arguments, curiosity and anticipation.
1.3 Complexity of the operating environments: the example of experience innovation

Beyond the increasingly diverse technical areas a system engineer has to deal with, business, nature
and people determine the complete field of constraints to consider for maximising optimization in product creation.
When, for instance, considering people in the field of constraints, an interesting trend has become visible
during the last decade. Product innovation in most companies is a low productivity activity: only a small
portion of ideas mature into market success, a large portion of these ideas never reaches the industrialization stage. One fundamental reason is that new product development is too often led by product specifications while the market success of a product is a function of the experience of its user. To overcome
this difficulty, companies more and more start a new product lifecycle by designing the experience of its
use. The technical features of a product become secondary to their combination into scenarios of peoples interactions with this product. The booming market adoption of smart phones or capsule packaged
coffee is a typical effect of innovation driven by user experience. Such experience not only becomes the
driver of the product specification process (experience design) or the requirements catalogue, it also
serves downstream as the expression of the products value for its potential user (experiential marketing).

Engineering a product experience emerges as an integral part of the work of engineers involved in innovation processes and relies upon three fundamental activities:
a) Internalization: Engineers are required to build an intimate understanding of the users problem to
solve or of the users aspirations to satisfy. Typical practices to that end are: interacting with consumers, with social scientists, with anthropologists, with city operators, etc.
b) Ideation: Engineers have to create a sharable representation of the users experience. Gaming environments are ideal instruments to that end (Fig.2). They provide a sensitively realistic model
through interactivity and immersion, they can include technical computer models (geometry, precise behavioural models), they serve as computer based context for further detailed design and
they can be reused for experiential marketing (involving the potential users) and for game-based
training (involving the actual users).
c) Integration: When designed at the beginning of an innovation process, a user experience broadens
the scope of the solution engineering and may lead to reinvent an integrated business model instead
of improving a product. Capsule packaged coffee provides a clear example. Incremental product improvement in the coffee product would have generated marginal additional market success. By
reengineering, not only the packaging but also the brewing system (specific coffee machines) and
the shopping environment (specific shops), coffee companies have created a new market.
Two common aspects of experience innovation should be noticed:
-
It creates new business opportunities in sophisticated market and therefore provides economic
perspectives for high salary economies such as Europe,
It requires the engineering of the system instead of the improvement of the product. This expansion
of the innovation scope can lead to complex technical solutions. Car sharing systems are not only
complex per se, they are also part of a system of systems, where smart phones inform geo-localized
users about the nearest free battery refill spot.
Fig. 2. Application of 3DVIA software in the

planning of the city of Shenzhen, China. Gaming
interactivity and immersive realism are combined to
model citizens experience prior to building the city.

87
THE CHALLENGES ON ENGINEERING EDUCATION
2.1 Starting Young

Employers often refer to the notion of system thinking to describe an attribute of systems engineers
which is not just an aptitude but suggests more an attitude which encompasses both the holistic approach of a technical object and the mental association between its physical representation, its functional decomposition and its purpose (requirements). One then can understand the value of cultivating
system thinking at young ages. This understanding has driven multiple educational initiatives. Two of
them are described in this section.
a) The new terminal cycle of French technological secondary education. Concerning the two last
years of technological secondary education (age 16-18), this nation-wide program, Science and
Technology for Industry and Sustainable Development (French: STI2D) started in 2011 and involves 17000 students. Its focus on systems engineering is reflected multiple times in the official
program description [3]:
... Acquire the competency base to understand and explain the structure and/or behaviour
of systems.Read and understand system models: SysML diagrams, energy flow graph,
kinematic, electrical, fluid schemes....
The program represents a significant shift from specialized technologies teaching to the development
of multi-faceted understanding of synthetic systems.
b) The DARPA MENTOR project. The US Defense Advanced Research Projects Agency (DARPA)
has launched an educational project combining participation based engineering with systems
engineering in a prize-based competition for high schools: Manufacturing Experimentation and
Outreach (MENTOR) [4]. With a funding of 10 M USD, this 4 year project targets a deployment
within 1000 high schools. The solicitation announcement reflects the expected role of systems
engineering:
The overarching objective of MENTOR is to develop and motivate a next generation cadre
of system designers and manufacturing innovators, and to ensure that high school-age
youths are exposed to the principles of modern prize-based design and foundry-style digital
manufacturing
The principal desired capability is for students within a single high school and across multiple high schools to independently contribute to a shared outcome, i.e., a joint design of a cyber-electro-mechanical system of moderate complexity
These two examples illustrate the general concern in developed countries, to deeply anchor systems
engineering in the mental equipment of coming generations. After all, was it not at the age of fourteen
that Leonardo started his apprenticeship in Verrocchios workshop where he learned the principles

and practice of multiple artistic and technical disciplines such as drafting, chemistry, metallurgy, mechanics and carpentry? [5]
2.2 Working with industry
In higher education, efficient learning of systems engineering requires to import the broad context described above into realistic learning environments. An interesting collaborative approach of industry inspired curriculum design is represented by the PLACIS project.
As part of a funding program launched in 2012 by the French National Research Agency in support of
educational innovation, the PLACIS (French acronym for Collaborative Systems Engineering Platform) project has been granted 4,3M EUR for the development of a new Master level curriculum in
Collaborative Systems Engineering. PLACIS is a joint multi-year effort of the Institut Suprieur de Mcanique de Paris (SUPMECA), the Politecnico di Torino, the Politecnico di Milano, the Universit
degli Studi di Napoli and the Esslingen University of Applied Sciences. The project combines three
essential characteristics:
a) It strongly reflects industry practices by focusing on collaborative systems engineering based upon
up-to-date Product Lifecycle Management (PLM) technologies and intends to provide students
with a realistic experience of dispersed engineering of complex systems, based upon a shared integrated computer model of Requirements, Functional, Logical, and Physical representations. (Cf.
paragraph 1.1 of this paper),
b) It further imbeds industry realism by completely articulating the curriculum design around industry
submitted case studies and industry participation in the course design and in student projects.
c) In terms of educational practices, it will also explore the value of educational experiences across dispersed teams involved in the same project without co-location of learners, industry mentors or educators by means of a social network infrastructure.
By virtue of an embryonic form of globalization, Leonardo Da Vinci shared his life between Italy and
France. However there is a limit to the analogy with the international nature of modern systems engineering: unlike renaissance globalization which was essentially motivated by competition among states,
XXIst century education in the international context also relies on cooperation.
3
CONCLUSION
The development of Systems Engineering and Systems Engineering education is an imperative for the
economic competitiveness of advanced economies. Exacerbated by the complexity of contemporary
engineering problems, the need for developing systems engineering skills and a systems engineering
culture, poses multiple challenge at all levels of education. For educators and for leaders of academic institutions, the development of systems engineering concentrates almost all of the pedagogic transformations which are relevant to modern engineering education:

Interdisciplinary curricula,
International collaborative engineering,
Model based engineering methodologies,
Versatile, industry inspired educational content,
Practices proliferation from higher to secondary education.
89
In other words, systems engineering education is about the scalable contemporary Leonardo.
REFERENCES
[1] International Council on Systems Engineering (INCOSE), Administrative Offices, 7670 Opportunity Road, Suite
220, San Diego, USA
[2] Welby S.P. (2012), American Society for Engineering Education, Engineering Deans Institute (EDI), April 15 - 18,
2012, Kauai, Hawaii, USA.
[3] Official Bulletin of the Ministry of National Education n 3, March 17 2011, Paris, France.
[4] Manufacturing Experimentation and Outreach (MENTOR), Broad Agency Announcement, Tactical Technology
Office (TTO), DARPA-BAA-11-19, October 18, 2010.
[5] Martindale A., The Rise of the Artist. Thames and Hudson, 1972, ISBN 0-5000-56006.
[6] Information Letter of the French Ministry of Higher Education and Research, N21 March 30 2012, Paris, France.
Engineering
Education 2020:
MEET THE
FUTURE

91
Leonardo da Vinci Medal


Professor Joseph Sifakis

Professor Joseph Sifakis (http://www-verimag.imag.fr/~sifakis) is a leading researcher well-known for his pioneering work in theoretical and practical aspects of
concurrent systems specification and verification, notably the area of modelchecking. His current research activities include component-based design, modelling, and analysis of real-time systems with focus on correct-by-construction
techniques.
Born in Crete, Greece, Professor Sifakis studied Electrical Engineering at the National Technical University of Athens and Computer Science at the University of Grenoble. Professor Sifakis received a doctorate (1974) and a state doctorate (1979) from the University of Grenoble, and a Dr.h.c. from the cole Polytechnique Fdrale de Lausane, Switzerland (2009). Professor Sifakis holds the INRIA-Schneider endowed industrial chair and works at the Verimag Laboratory, Grenoble, of which he is a founder. He is the
director of the Carnot Institute Intelligent Software and Systems" in Grenoble (http://www.carnotlsi.com) and coordinates Artist2, the European Network of Excellence for research on Embedded Systems. Professor Sifakis has received the CNRS Silver Medal in 2001 and the Turing Award for 2007. He
is a Grand Officer of Frances National Order of Merit (2008) and a Commander of Frances Legion of Honour (2011). He is a member of the French Academy of Engineering (2008) and of the French Academy
of Sciences (2010).
Academic Positions
Full Professor at EPFL (Ecole Polytechnique Fdrale de Lausanne), Director of the Rigorous System Design Laboratory (October 2011-today)
CNRS researcher at VERIMAG laboratory since 1974 currently Research Director (Exceptional
Class)
Director of the Center for Integrative Research on Intelligent Software and Systems (2010-today)
Founder and director of the VERIMAG laboratory (1993-2006)
Director of the Department of Doctoral Studies in Computer Science, Grenoble 1992-1997.
INRIA-Schneider endowed industrial chair (2008-2011)
Taught courses: automata theory, logic, languages, formal verification, real-time systems, component-based engineering, system design
Other Academic Responsibilities
Scientific Director of the ARTIST European Network of Excellence on Embedded Systems Design
(2004-2012)
Founding member and member of the Steering Board of the ARTEMISIA industrial association on
Embedded Systems
Supervised more than 30 PhDs.
Involvement in Companies and Consulting
Founding member and stakeholder of Synesys SA (France), ASTUS SA (France), Kalray SA
(France), ISD SA (Greece)
Consulting: Airbus, Astrium, Thales, STMicroelectronics, Schneider Electric, France Telecom.

93
MAIN CONTRIBUTIONS AND ACHIEVEMENTS

Model-checking
Model-checking is today the most widely used verification technique for the validation of computing systems including hardware, software and web-based applications (http://en.wikipedia.org/wiki/
Model_checking). It is extensively used in industry to improve quality of systems and guarantee their essential properties, by companies such as Intel, IBM, Microsoft and Google. It is based on theoretical results developed by Joseph Sifakis, Ed Clarke and Allen Emerson in the beginning of the 80s. For their
contribution, the inventors have received in 2007, the Turing Award recognized as the highest distinction in Computer Science and the Nobel Prize of Computing. Joseph Sifakis has worked for more than
25 years on model checking. Joseph Sifakis works, including but not limited to combining model
checking and model reduction have been essential for the development of several tools that are part of
industrial EDA (Electronic Design Automation) for integrated circuits.
Embedded Systems
Since 1995 Joseph Sifakis has focused his research activities on embedded systems design. Embedded systems are electronic components integrating software and hardware jointly and specifically designed to provide given functionalities, which are often critical. They are hidden in devices, appliances
and equipment of any kind: mobile phones, cameras, home appliances, cars, aircraft, trains, medical
devices etc. Embedded Systems break with traditional computing systems such as desktop computers and servers. They must jointly meet technical requirements such as reactivity that is responding
within a known and bounded delay, autonomy that is providing continuous service without human intervention, and dependability that is invulnerability to threats including attacks, hardware failures, and software execution errors. Joseph Sifakis has developed original and groundbreaking work on the formalization of embedded systems design a process leading from given technical requirements to trustworthy and optimized implementations. His work includes the development and implementation of the BIP
component framework encompassing a rigorous system design flow. BIP is unique for its expressiveness. It can describe mixed hardware/software systems and relies on a small set of primitives encompassing a general concept of system architecture. BIP has been successfully used in many industrial
projects in collaboration with companies such as Thales, STMicroelectronics, Astrium and EADS.
Verimag Laboratory
Joseph Sifakis founded in 1993 the Verimag industrial laboratory, a joint-venture between IMAG (Computer Science and Applied Mathematics laboratory) and VERILOG SA. Verimag has been funded by
Airbus and Schneider Electric to develop methods and tools based on results produced by Joseph
Sifakis and his team.
Contributions to Teaching
For more than 25 years, Joseph Sifakis has actively contributed to teaching formal methods for system design at the University of Grenoble and the Institut Polytechnique de Grenoble. He has been the Chair of the
Department of Doctoral Studies in Computer Science for five years. He has actively contributed to the definition of curricula in Computer Science. As the Scientific Director of the Artist European Network of Excellence
he has coordinated Working Groups, organized Workshops and contributed to publications on teaching
embedded systems. He is the director of the prestigious International Artist Design School organized yearly
in France. For detailed activities see http://www.artist-embedded.org/artist/-Education,839-.html.
01 Attractiveness 094-121_Layout 1 18/09/2012 1:29 .. Page 94
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Attractiveness
of Engineering Education


Attractiveness
025
Responding to the Challenges
of Engineering Attractiveness
K. Schrey - Niemenmaa
Senior Lecturer
Helsinki Metropolia University of Applied Sciences
Helsinki, Finland
katriina.schrey@metropolia.fi
M. E. Jones1
Distinguished Research Fellow
Imperial College London
London SW72AZ, UK
m.jones@imperial.ac.uk
Conference Topic: Attractiveness of Engineering Education
Keywords: Attractiveness, pre-university, enthusiasm
s part of our 2011 paper [1] we had categorized the challenges associated with engineering attractiveness into several broad, but distinct, areas of concern: (a) pre-university experiences, (b)
transitioning to university level studies, (c) maintaining enthusiasm, (d) graduating and starting a
working life, and finally (e) following a lifetime career. While all of these are important, educators are not
necessarily the best professionals to address every one of these. However there are key aspects that
are central to the concerns of educators and that they can and should be addressing if they are to make
an impact in overcoming the issues that affect the profession. In this paper we concentrate of the challenges posed by (a), (b) and (c) and examine some of the issues and possible pitfalls that these present
and how the academic community might respond to them. A few examples are given here. During a preuniversity time pupils may have only a vague idea of engineering, its various branches, what they might
expect to be doing as professional engineers and what skills they might need to be effective. Their
teachers maybe no wiser, as they themselves might have little experience, other than in schools. An ex-
M. E. Jones, e-mail: m.jones@imperial.ac.uk

97
tensive Finnish study into competences sought by universities, and also those perceived by students
leaving school, has highlighted some important areas for development [2]. By various means, teachers
at schools and academics and their students can be very effective in establishing enthusiasm and enhancing application levels. Drop-out from courses is an area of concern, and much can be done to inhibit this, through changes in approaches to students, to teaching styles and recognition of the type of
graduate that is hoped to be produced. In this paper the facets of these specific issues will be considered, together with possible ways by which they might be addressed in an effective way.
REFERENCES
[1] Schrey-Niemenmaa, K S & Jones M E (2011), Attractiveness in Engineering Education: Is all as it seems? Proc. SEFI
Annual Conference, Lisbon.
[2] HautamkiJ & al (2012) Lukion tuottamat jatkokoulutusvalmiudet korkeakoulutuksen nkkulmasta, ISBN 978951-39-4667-8, http://www.edev.fi./portal/julkaisu_59.

Attractiveness
028
Attracting Students to Science, Technology
and Engineering Higher Education
A. Reis1
Researcher at Ncleo de Estatstica e Prospectiva
Instituto Superior Tcnico
Lisboa, Portugal
anabela.reis@ist.utl.pt
C. Patrocnio
Coordinator of Ncleo de Estatstica e Prospectiva
Lisboa, Portugal
carla.patrocinio@ist.utl.pt
P. Lourtie
Professor
Lisboa, Portugal
lourtie@dem.ist.utl.pt
Keywords: engineering education, student perceptions, student interests, STEM studies
he benefits of science, technology, engineering and mathematics (STEM) to society are widely
recognised, since, to remain competitive in the global economy and maintain the level of innovation, the education system must provide an ever expanding and highly talented pool of STEM
professionals (see [1] and [2]). However, the number of science and technology graduates is not increasing fast enough to keep up with demand from industry and academia [3] and therefore, recruiting
students to STEM programmes is seen as a major problem in most European countries [4].
The ATTRACT research project Enhance the Attractiveness of Studies in Science and Technology,
has emerged to meet these challenges and it aims at increasing the knowledge of different aspects of
student recruitment to STEM education and understanding how students retention in these areas can
be improved (see [5] for detailed information about the project). This paper reports on first-hand Instituto
Superior Tcnico (IST) results, as part of WP7 research, which chiefly focuses on how to attract students to STEM programmes.
1
A. Reis, anabela.reis@ist.utl.pt

99
The study involved the comparison of 583 secondary students and 1796 IST freshmen students background and perceptions on three key areas: parental background, motivation to undertake a university
programme and perceptions of engineering studies and profession. In addition, it was compared how
those students perceive other professions in terms of difficulty of the profession, effort required to undertake the programme, pay level and employers recognition, since knowing how these perceptions
diverge may shed some light on new approaches to attract students to STEM programmes.
Key findings from the two surveys reveal that typically, engineering students are more likely to have at
least one of the parents who have studied engineering or teaching. Notice however that IST students
might not distinguish clearly between an engineering background and a teaching background when
parents teach at an engineering institution. Either way, this could provide an exposure to engineering
that could influence students career path [6].
In most aspects both secondary and IST students have similar reasons to choose the programmes and
universities. However, engineers importance to the country development is perceived differently, while
most of the engineering students believe that engineers play a very important role in countrys development (72%), only around 30% of the secondary students seem to share this view. Moreover, IST freshmen perceive engineering as being much more difficult to perform, as well as requiring much more effort
to undertake the programme, than secondary students. Likewise, they believe that the pay level and the
employers recognition are better than secondary students do.
Results and outputs among secondary and freshmen students point out that there is a misalignment
between their perceptions. A strategy to recruit more students to the engineering field should benefit
from an alignment of secondary students perceptions. This paper brings contributions relevant at different levels, namely to academic discussion on the topic, to higher education organization management
and also to help guiding policy making and design of specific public policies aimed at attracting more
students to STEM programmes.
REFERENCES
[1] Be M. V., Henriksen E. K., Lyons T. and Schreiner C. (2011), Participation in Science and Technology: Young
people's achievement-related choices in late modern societies, Studies in Science Education, Vol. 47, No. 1,
pp. 37-72.
[2] EU (2010), A European Strategy for smart, sustainable, and inclusive growth, European Commission, Brussels.
[3] OECD (2006), Changing Supply and Demand for S&T Professionals in a Globalised Economy, OECD Publishing.
[4] EU (2004). Europe needs more scientists!, European Commission, Directorate-General for Research, High Level
Group on Human Resources for Science and Technology in Europe, Brussels.
[5] Hanson, M., Engstrm, E., Kairamo, A., and Varano, M. (2010), Enhance the attractiveness of studies in science
and technology, Joint International IGIP-SEFI Annual Conference, IGIP-SEFI, Trnava, Slovakia.
[6] Whiston S. C., Keller B. K. (2004), The in uences of the family of origin on career development: a review and
analysis, The Counseling Psychologist, Vol. 32, No. 4, pp. 493568.

Attractiveness
040
The Cultivation of Engineering Talent
M. Rabl1
Research and Teaching Assistant
Industrial Engineering & Management
MCI Management Center Innsbruck
Innsbruck, Austria
maria.rabl@mci.edu
G. Hillmer
Head of Department
Industrial Engineering & Management
MCI Management Center Innsbruck
Innsbruck, Austria
gerhard.hillmer@mci.edu
Keywords: Holistic Engineering Education, Reflective Competence
he paper raises the question how engineers can be educated and trained sufficiently in order to
meet 21st centurys needs with its complexity, its vast technological development and its various societal needs.
Engineers play a key role in transforming ideas and inventions into innovations that create value for users [1].
But successful innovation requires a broad set of skills that is beyond a profound technological knowledge,
as for example communication skills, the ability to work in a team or competences in project management.
The National Academy of Sciences [2] draws an interesting scenario for future engineers in the year 2020 referring to societal, global, and professional contexts of engineering practice. The most meaningful change
with a tremendous impact on todays engineering education can be identified as an accelerating global
economy. The worlds economy has become increasingly interlinked over the last few decades due to technological innovations which unfolds the importance of efficient collaboration in international teams. Furthermore, the steady increase in knowledge leads to a growing complexity which requires a systems perspective on engineering problems. In consequence, the collaboration of multidisciplinary teams of experts is inevitable and shows the challenges in communication and teamwork which engineers will have to face.
The academic outlook by the National Academy of Sciences summarizes in a very extensive way various perceptions concerning current developments in engineering education. Additional to a scientific
point of view, challenges for todays engineering education can also be derived from industrys actual
requirements. However, surveys (e.g. [3]; [4]) reveal a gap between the industrys needs and university
curricula and graduates perceive similar lacks in education themselves. To successfully meet these
needs a paradigm shift in engineering education that focuses on a more comprehensive approach and
on the development of human potential is necessary (e.g. [5]).
1
M. Rabl, maria.rabl@mci.edu

101
Hence, ways of implementing a holistic engineering education including approaches for sustainable career development will be discussed by using the example of MCI (Management Center Innstbruck), an
Austrian engineering school. To complete the idea of supporting the individual development as professional and to increase the degree of adaptability to dynamic changes in global markets and technologies a reflective approach is introduced. Based on Weinerts understanding [6], competences are conceptualized as context-related dispositions that enable people to successfully solve problems. From an
engineering educators point of view, this draws the attention on how students can be supported in developing this sort of competence and what contribution can be made to foster this disposition and to facilitate a more holistic engineering education. Becoming a professional, in the sense of being a full member of a community of practice [7], is a lifelong process which additionally requires reflective competence in order to identify and develop ones individual potential. Thus, fostering reflective competence
is supposed to be an indispensable part of engineering education. This way individual experience can
be used more productively to increase engineering students employability by actively designing their
personalized curriculum and benefiting from individual talents.
Preparing graduates for a lifelong learning process also has to include the preparation for the handling
of individual experience in communities of practice. The reflective competence which is required to profit from experience and to increase the possibility of transfer can already be supported in engineering
schools. The increased consideration of individual experience in learning processes and in the support
of a sustainable career development shows how important it is to allow for experience not only during internships in companies but also during the whole technical study program. Therefore, creating a constructivist learning environment instead of the predominant model talk and chalk [8] - in engineering
education is necessary although not always easy to realize. But there are some promising approaches,
e.g. project-based learning, that enable experience that is close to professional reality since the biggest
part of an engineers professional practice is project related. The paper ends with pointing out tools to
enlarge the sustainability of practical experience which are suitable to accompany learning processes
and foster the engagement with the individual learning history.
REFERENCES
[1] Wnek G. E., Williamson S. (2010), Engineering Value propositions: Professional and Personal Needs, in Holistic
engineering education: Beyond technology (Eds: D. Grasso, M. B. Burkins), Springer. New York.
[2] National Academy of Engineering (2004), The engineer of 2020: Visions of engineering in the new century, National
Academies Press, Washington, D.C.
[3] Becker F. S. (2010), Why don't young people want to become engineers? Rational reasons for disappointing
decisions, European Journal of Engineering Education, Vol. 35, No. 4, pp. 349-366.
[4] Hillmer, G., Wiedenbrg, R., Bunz, A. (2012), Competences Required by Industry from Early-Career Engineering
Graduates, in Innovations 2012: World Innovations in Engineering Education and Research (Eds: W. Aung).
Potomac, USA in press.
[5] Grasso, D., Burkins, M. B. (Eds.) (2010),Holistic engineering education: Beyond technology, Springer, New York.
[6] Weinert, F. E. (2001), Concept of Competence: A Conceptual Clarification, in Defining and selecting key
competencies (Eds: D. S. Rychen, L. H. Salganik), Hogrefe & Huber. Seattle.
[7] Lave, J., Wenger, E. (1991), Situated learning: Legitimate peripheral participation, 19th ed., Cambridge Univ. Press,
Cambridge.
[8] J. E. Mills, D. F. Treagust (2003), Engineering Education - Is Problem-Based or Project-Based Learning the Answer?,
Online: http://champs.cecs.ucf.edu/Library/Journal_Articles/pdfs/Engineering%20Education.pdf. [20.06.2012]

Attractiveness
044
General Engineering - Student Motivations
towards Flexibility and Breadth
in the Engineering Curriculum
E. Alpay
Faculty of Engineering
Imperial College London
London, United Kingdom
e.alpay@imperial.ac.uk
Keywords: General Engineering; Combined Degrees; Skills Development
cross Europe concerns remain of a shortfall of graduates to meet industry needs and maintain
competitive advantage ([1]-[2]). The problem is in part due to student attractiveness to the discipline, but also the variability in progression from a degree course to an engineering career due to
motivational changes in educational need ([3], [4]). Several UK universities (as in many other European
countries) currently provide a General Engineering (GE) entry to students. The advantages of such entry
are typically reported as: (i) the provision of a broader foundation in engineering fundamentals (e.g. engineering maths and science) as well as skills-related components (e.g. design, communication and
problem analysis); (ii) allowing students a more informed choice in degree specialisation selection, e.g.
the option for students to defer specialisation until course tasters are sampled, or greater awareness of
personal preferences in engineering work / application are realised; (iii) the preparation of students for a
more versatile career, i.e. graduates who are able to apply their training to other engineering contexts.
In this paper, the attractiveness of GE to student recruitment is explored through a national (UK) survey
on pre-university (16-18 age group) students. Specifically, attention was given to student motivations towards flexibility in engineering specialisation, combined degree options (e.g. engineering and management) and exposure to other non-technical courses such as politics, business studies and languages.
The study therefore addresses the following questions:
1. Is GE entry attractive to students who intend to study engineering?
2. Can GE entry help attract students into engineering who are considering studying a non-engineering mathematics/science based degree? How does this compare to a combined degree option?
3. What are the broader educational elements of university education that are particularly attractive to
students?

103
The survey was restricted to students who were undertaking qualifications that enabled entry into engineering degree programmes, e.g. A-levels in both mathematics and physics; a response rate of 1538
from this group was achieved. Attention was given to student motivations towards flexibility in discipline
specialisation, combined degree options (e.g. engineering and management) and exposure to other
non-technical courses such as politics, business studies and languages.
Of those respondents who indicated a desire to enrol on an engineering degree (N=775; 50.4%), 30.7%
were undecided on their choice of specialisation and 81.6% indicated a favourable response to a GE
type programme. Of those respondents who were not considering an engineering career (N=763),
35.7% indicated a favourable response to a GE programme, i.e. given such a programme, 32.7% would
possibly reconsider applying to engineering, and 3% would definitely reconsider. Also for this cohort, 32.9% indicated a favourable response to a combined degree, i.e. 29.4% would possibly consider applying to such a programme and 3.5% would definitely consider. As part of broader university
education, important aspects of other engineering disciplines was ranked highest by students who
were considering an engineering degree, followed by education in leadership, teamwork, environmental and sustainability studies and business skills. Students not considering an engineering degree
ranked education in leadership as highest, followed by teamwork, self-awareness / personal development, business skills and international studies. The data indicates the potential attractiveness of GE to
student recruitment. Student desires for wider engagement in professional skills development are also
apparent, specifically in areas of leadership, teamwork, business skills and self-awareness / personal
development.
REFERENCES
[1] Lamb, F., Arlett, C., Dales, R., Ditchfield, R., Parkin, B, Wakeham, W.A. (2008), Royal Academy of Engineering
Report: Engineering graduates for industry, Royal Academy of Engineering, London. See:
www.raeng.org.uk/education/scet/pdf/Engineering_graduates_for_industry_report.pdf (visited March 2012).
[2] Institution of Mechanical Engineers (IMechE) Report (2011), Meeting the challenge: demand and supply of
engineers in the UK, IMechE, London. See: www.imeche.org/Libraries/Position_StatementsEducation/Skills_Report_-_September_2011_1.sflb.ashx (visited March 2012).
[3] Alpay, E., Ahearn, A.L., Graham, R.H., Bull, A.M.J. (2008), Student enthusiasm for engineering: charting changes
in student aspirations and motivation, European Journal of Engineering Education, Vol. 33, pp. 573-585.
[4] Hawwash, K. (2007), Attractiveness of Education, In: Teaching and Research in Engineering in Europe
(Eds. C. Borri and F. Maffiolo), Firenze University Press, Firenze, Italy.

Attractiveness
067
Enhancing Engineering Education and its Role
into the European Professional Scenario
C. Borri
Full Professor and Vice-Dean for International Relations
University of Florence, Faculty of Engineering
Florence, Italy
intreling@unifi.it
E. Guberti
Head of International Relations Office
Florence, Italy
intreling@unifi.it
F. Maffioli
EUGENE Scientific Advisor
Politecnico di Milano
Milan, Italy
maffioli@elet.polimi.it
F. Pirr
International Relations Office
Florence, Italy
intreling@unifi.it
Keywords: Competitiveness, evolution, innovation, research
he paper introduces at first the continuous evolution in which Engineering Education (EE) in Europe is developing its many facets, i.e. under the stimulus of economic globalisation, of the
Bologna Process, and of many other factors. Helping guiding this evolution towards a better and
better system for EE, or more exactly towards a set of systems, is the ambition to adopt in order to contribute to the development of the EHEA.
Furthermore the attractiveness of Engineering Education will be dealt with, in its close relationship with
the adaptation of the study programmes to the requirements of a changing society. Especially in Science
and Technology the best balance between the hard skills demanded by the discipline and the generic
skills of the profession needs to be found in order to better satisfy the expectations of the industry.

105
The paper will also draw a rough response to a key question: how to prepare students for entrepreneurship and facilitate their competitive and effective role into the professional world emphasizing first the urgency of changing the learning methodology? For instance more attention needs to be paid to vertical
mobility (at the transition from bachelor to master cycle for example), to joint international programmes
and to the establishment of a European Systems of accreditation of 1st and 2nd level courses of study.
Further progresses must be strongly supported in these and other fields. Accreditation Systems do indeed play a key role as an element for attracting students.
Although EE and Research in Europe is generally well recognised worldwide, the attractiveness of
EHEA and its degree of efficiency and innovation is still not at the most advanced stage (if compared
with other major regions of the world).
In order to promote its recognition in Europe, as it already happens in other regions of the world, EE
needs to be treated as a true research area: this issue is also treated in the paper. In fact in order to develop the potential of European Higher Education institutions it is of paramount importance to identify
aspects of the learning process where innovation is needed, developing the required research activities. These will require the contribution of researchers from the EE community as well as from other
fields, as for instance social sciences and psychology, whenever possible already active in the study of
the learning processes in science and engineering.
REFERENCES
[1] Blasi, P., (2006) The European University - Towards a Wisdom-Based Society, Higher Education in Europe, 14698358 Volume 31, Issue 4 December 2006 , pp. 403 - 407
[2] Dale R. (2007) Changing Meanings of "the Europe of Knowledge" and "Modernizing the University," from Bologna
to the "New Lisbon", European Education, M.E. Sharpe.
[3] European Commission (2010) The EU contribution to the European Higher Education Area, Luxembourg,
Publication Office of the European Union.
[4] Education, Audiovisual and Culture Executive Agency EACEA P9 Eurydice (2010) Focus on Higher Education in
Europe 2010 The impact of the Bologna Process, Luxembourg, Publication Office of the European Union ISSN
1830-3471.
[5] European Network for the Accreditation of Engineering Education (2008) EUR-ACE Framework Standards for the
Accreditation of Engineering Programmes, retrieved from www.enaee.eu
[6] Ischinger, B. (2010) Education Today 2010. The OECD Perspective Paris, OECD Publication.
[7] Re-engineering Engineering Education in Europe edited by Claudio Borri and Francesco Maffioli. Firenze University
Press, 2007. ISBN 978-88-8453-675-4
[8] Hawwash, K. (2007). Attractiveness of education. In C. Borri & F. Maffioli (Eds.), TREE: Teaching and research in
engineering in Europe: Re-engineering engineering education in Europe, Firenze University Press
[9] Borri C., Guberti E., Maffioli F. (2011) Crucial milestone for EUGENE: from vision to action. Proceedings of the
SEFI Annual conference 2011, Lisbon, PT

Attractiveness
087
Knowledge Management
for Increased Student Interaction
Ir. P. A. M. van Kollenburg1
Lecturer Fontys Engineering
Fontys University of Applied Sciences
PO box 347
5600 AH Eindhoven, The Netherlands
p.vankollenburg@fontys.nl
Drs. S. R. G. Kawarmala
Lecturer Fontys Engineering
PO box 347
5600 AH Eindhoven, The Netherlands
s.vanderkuyp@fontys.nl
Keywords: Active learning, knowledge management
eaching classes, a traditional way of transferring knowledge, is what we didnt want to do in our
new to develop course Customer Oriented Innovation (COI).
Fig 1. A Graphic Depiction of Nonakas & Takeuchis. Theory on Knowledge Creation, the SECI model [2]
1
Peter A.M. van Kollenburg, p.vankollenburg@fontys.nl

107
Nonaka's and Takeuchi's [1] relevant work allowed us to understand easily and clearly how knowledge
may be shared by transforming tacit knowledge into more explicit forms.
Although their book The Knowledge-Creating Company was written for application in companies the
SECI model (Socialization-Externalization-Combination-Internalization) can also be used in a learning
environment. The central thought of the model is that knowledge held by individuals is shared with other
individuals so it interconnects to new knowledge. The spiral of knowledge or the amount of knowledge
so to say, grows all the time when more rounds are done in the model (see Figure 1). The COI course was
developed in 2009 along this road map of knowledge creation.
The different activities lead to a more student- active learning. Such activities are:
Interaction between students through class discussion, coming prepared to class, topics are approached from divers angles, forming own opinions based on what they have read, producing a video
instead of a presentation [3] on the research results. These activities indorse student ownership, accountability, and control of their learning process. Students respond positive to this teaching method.
A challenge in this teaching method for the lecturer is coaching, and not lecturing, the students during
this process. The lecturer must be able to guide this process in such a way that the students stay in control of their learning process and the learning curve increases. The student presentations and discussions are activities where not always the desired quality of learning is reached. In our paper we will discuss in detail the setup of the course, the student reflections and future adaptions of the course.
REFERENCES
[1} Nonaka I. & Takeuchi H., The Knowledge-Creating Company, (Oxford University Press, 1995) Review:
http://usineaprojet.wikispaces.com/file/view/km_beckwith.pdf
[2] McLean L.D., University of Minnesota, USA, A review and critique of Nonaka and Takeuchis theory of
organizational knowledge
creation.http://mcleanglobal.com/public/MGC/publications/Nonaka%20and%20Takeuchi.pdf
[3] Peter Willmot, Mike Bramhall and Keith Radley (2011), Introducing audio-visual media for inspirational learning and
positive engagement. SEFI 2011 Annual Conference

Attractiveness
088
Development, Creation and Implementation
of e-learning and Web Based Programs
for Manufacturing Engineering Teaching
Prof. Dr. Ing. Ivan Kuric
Head of Department of Automation and Production Systems
University of Zilina, Faculty of Mechanical Engineering
SK-010 26 Zilina, Slovak republic
ivan.kuric@fstroj.utc.sk
Keywords: e - learning, WEB based education, mechanical engineering
here is a big need to implement new methods to the educational process in technical universities.
Information technologies such as Internet and Intranet applications, e-learning, Web Learning
System, Web Based Training and multimedia programs seem to be good candidates for improving the teaching and make the educational process more effective and attractiveness.
The paper deals with development and creation of e-learning programs and WEB based educational
programs oriented on manufacturing engineering. Special attention is given to area of programming of
CNC machine tools and to programs for process planning of manufacturing processes. The benefits,
outputs and international collaboration connected with utilization of the e-learning programs, multimedial programs and WEB based programs will be described on the conclusion.

109
REFERENCES
[1] Hria, M. - amba, J. - Bella, M. - Giertli, V.: Creation of multimedia programs in University of Zilina., KMA, SjF U
ilina, 2004, VSPRM/239-2004
[2] uboov, N - Kumikov, D. - Kuric, I.: Utilisation of the Multimedia Educational Programs in Education Process,
E-learn 2003, U ilina, pp. 15.-24., ISBN 80-8070-045-1
[3] Stuchly,V. - Poprock.R.: E-learning for project control based on Microsoft project. In: Proceedings of conference
eLearn 2006 : 8.-9.2.2006. - Zilina: ISBN 80-8070-505-4.

Attractiveness
090
Knowing our Students - Different Approaches
to Student Retention
U. Rintala1
Project Coordinator
Aalto University
Espoo, Finland
ulla.rintala@aalto.fi
A. K. Kairamo
Training Manager
Aalto University
Espoo, Finland
anna-kaarina.kairamo@aalto.fi
K. Kelly
Assistant Professor
School of Engineering, Trinity College Dublin
Dublin, Ireland
kevin.kelly@tcd.ie
I. Gonalves
Tutoring Office Coordinator
Instituto Superior Tcnico, U.T.L.
Lisbon, Portugal
isabel.goncalves@ist.utl.pt
A. Lucas
Tutoring Office Technician
Instituto Superior Tcnico, U.T.L.
Lisbon, Portugal
ana.a.lucas@ist.utl.pt
A. Tabacco
Professor
Politecnico di Torino
Turin, Italy
anita.tabacco@polito.it
Conference Topic: Attractiveness of Engineering Education, Curriculum Development
Keywords: Retention, Academic integration, Benchmarking
U. Rintala, ulla.rintala@aalto.fi

111
he issue of retention in institutions of higher education may be viewed from a wide variety of perspectives. Also the information needs and actions taking place vary among different stakeholders. Generally, we can divide different actors into three major strands, which represent the different approaches and perspectives. Societal macro level represents the educational system and global
alliances approach focusing on ideology, social context and policy-making. Meso level represents the
organisational and institutional conditions: plans, policies and everyday management. Micro level deals
with cognitive and emotional aspects of learning and teaching including individuals learning history,
learning styles, etc. taking place in classrooms and peer interactions.
In this paper we provide three different perspectives towards information and actions based on the
work done in the ATTRACT project working group Student Retention. ATTRACT (Enhance the Attractiveness of Studies in Science and Technology) is a European Commission supported project aiming to
increase knowledge and inform practice about student recruitment and retention in engineering and
technology education. The project compares situations in partner countries and broadens national discussion on European level.
As Becher [1] has demonstrated, comparative studies in higher education tend to focus on macro-level
contrasts between the structures of one system and another. In the ATTRACT project, however, we
wanted to explore deeper the different practices carried out by the participating universities. In the last
year of the project several trials took place and provided different approaches to information and actions:
Footprint
Working with questionnaires
Interaction, academic integration and tutoring
The first trial aimed to test and evaluate a method of visualising and monitoring student retention in a socalled footprint in selected fields of programs. This trial typically represents the organisational and societal level of information gathering and visualisation.
The purpose of the second trial was to benchmark practices in gathering information from large groups of
students on their perceptions of studies, orientation, study choices and academic integration. This trial focused on serving the meso level, but also provided background information for actions on the micro level.
Finally, the third trial focused on the issue of interaction between students and staff with special emphasis
on the interaction supporting academic integration of students and student progression, and the early
identification of students at risk. The third trial, thus, focused on the institutional factors of educational
persistence, but on micro level. Within this trial, good practices in different universities were collected.
REFERENCE
[1] Becher, T (1994), The Significance of Disciplinary Differences, Studies in Higher Education, Vol. 19, No. 2, 1994,
pp. 151161

Attractiveness
093
Footprint: Visualising and Monitoring Student
Retention in Study Programmes across Europe
B. Marklund1
Senior Administrative Officer
KTH Royal Institute of Technology
Stockholm, Sweden
bjornm@kth.se
A. K. Kairamo
Training Manager
Aalto University
Espoo, Finland
anna-kaarina.kairamo@aalto.fi
U. Rintala
Project Coordinator
Aalto University
Espoo, Finland
ulla.rintala@aalto.fi
Keywords: Retention, Throughput, Drop out, Graduation rate
ost of the universities across Europe have their own way of measuring and monitoring student progression, retention, attrition, drop out, etc. The way of holding statistics and calculating indicators differs as well as the demands of different stakeholders within the universities and society.
ATTRACT (Enhance the Attractiveness of Studies in Science and Technology) is a European Commission supported project aiming to increase knowledge and inform practice about student recruitment
and retention in engineering and technology education. Within this project partners agreed to test and
evaluate a method of visualising and monitoring student retention in a so-called footprint in selected
fields of programmes. The tool was originally developed in the Swedish project Ung Ingenjr
http://www.kth.se/unging
1
B. Marklund, bjornm@kth.se

113
The test had three sub aims:

1. The overall level was to test if the visualising method can be used to compare/benchmark engineering education in Europe concerning retention.
2. The next level was to test and evaluate how the method can be used in assessing engineering education.
3. The final level aimed to test if the method can be used to compare different student groups concerning study background coupled to retention.
Retention Footprint: Mechanical Engineering
The footprint itself can only be an indicator as such and the reasons behind study progress, drop out,
low graduation rate etc. can only be found through further quantitative and qualitative analysis and discussions.
The results from this exercise show the complexity of finding reasons and proper actions. The results also show that the way of monitoring facts and figures in a visual presentation trigs the viewer to dig deeper and do further analysis.

Attractiveness
116
Changing the Conversation [1]:
A new role for technical communication
in the engineering curriculum
A. Berndt
Senior Instructor
The University of British Columbia
Vancouver, Canada
ayberndt@apsc.ubc.ca
Keywords: Community Service-Learning, Global Engineering, Professional Communication, Technical Writing
s university classes become larger in a climate of economic austerity, the call for high-engagement, high-impact [2] activities becomes louder. Faculty members in every discipline are encouraged to develop personalized experiential learning opportunities for their students in order
to offset the impact of fiscal restraint in their classrooms. Many engineering educators in North America
are looking to Community Service-Learning as a possibility [3].
This paper explores a possible new role for technical communication courses in the engineering curriculum, as exemplified by a Reading Week (Spring Break) project in Applied Science XXX: Technical Communication at The University of X in Y. At The University of X, Applied Science XXX is a regular, required
credit course for engineering students in all disciplines: enrollment is 30-35 students per section, with
approximately 28 sections per academic year. Students must pass this course to register for their final
year of the Bachelor of Applied Science programme in Engineering. As such, it is highly standardized,
with the same syllabus, the same textbook, and the same assignments and exams for all sections. The
course introduces engineering students to several aspects of technical and professional communication: proposals, formal reports, team presentations, mechanism descriptions, instruction sets, and
business correspondence, such as letters and memoranda, in response to socially contextualized case
studies. In the January-April 2012 term, over half the students in one section opted to write a proposal
and formal report that incorporated critical reflection on their experiences of mentoring elementary
school children in various science projects at inner-city schools in Y.

115
If community service-learning is an educational approach that integrates service in the community with
intentional learning activities [4], how does this optional Community Service-Learning opportunity
specifically reinforce the core concepts of audience and purpose in technical communication? And
further, how might it change the conversation of engineering, as posited by the National Academy of
Engineering [1]?
A variety of Community Service-Learning opportunities in technical communication can be made relevant to engineering students in all disciplines if they are framed in terms of a larger social context, with
explicit reference to economic, pedagogical, and ethical drivers. Emerging ideas of global engineering [5], [6] both at micro- and macro-levels will be explored as they relate to the pedagogy of engineering
as service. How various professional codes of ethics play a key role in effecting social change will also
be discussed.
This larger discussion serves as a framework for examination of team proposals and formal reports in APSC XXX. Drawing upon critical reflections in these two written assignments (used with permission), it is argued that technical communication courses are uniquely positioned to change public mis/perception of
engineering, directly contributing to social change at a grassroots level if scaffolded appropriately.
A possible new role for technical communication is that of a broader role, as it moves from its marginal
status as handmaid servicing the engineering profession to a mainstream community participant
serving humanity.
REFERENCES
[1] National Academy of Engineering, (2008), Changing the Conversation: Messages for improving public
understanding of engineering, National Academies Press, Washington, DC.
[2] Kuh, G., (2008), High-Impact Educational Practices: What they are, who has access to them, and why they matter,
Association of American Colleges and Universities, Washington, DC.
[3] Lima, M., and Oakes, W., (2006), Service-Learning: Engineering in your Community, Oxford University Press, New
York, NY.
[4] Canadian Alliance for Community Service-Learning, (n.d.), What is Community Service-Learning?, [Online], Ottawa,
ON.
[5] Galloway, P., (2008), The 21st-Century Engineer: A proposal for engineering education reform, American Society of
Civil Engineers, Reston, VA.
[6] Douglas, D., and Papadopoulos, G., (2010), Citizen Engineer: A handbook for socially responsible engineering,
Prentice Hall, Upper Saddle River, NJ.

Attractiveness
133
An Innovative Experience to Make the University
more Appealing to Future Students at the School
of Design Engineering ETSID
E. Ballester - Sarrias
Dean of the School of Industrial Design Engineering ETSID
Universitat Politcnica de Valncia
Valencia, Spain
eballest@isa.upv.es
L. Contat - Rodrigo
Associate Dean for Teaching Innovation at ETSID
Valencia, Spain
lcontat@ter.upv.es
J. A. Monsoriu - Serra
Associate Dean for Professional Activites at ETSID
Valencia, Spain
jmonsori@fis.upv.es
L. M. Snchez - Ruiz1
Associate Dean for International Relations at ETSID
Valencia, Spain
lmsr@mat.upv.es
Keywords: Prospective Undergraduates, Engineering Higher Education
uring 2010/2011, the Universitat Politcnica de Valncia (UPV), Spain, in collaboration with the
Secretary of State of Education at the Regional Government of Valencia, started up Praktikum
Campus, an innovative programme intented for High School Students to have a first contact
with the University [1, 2]. Its purpose was to facilitate the election of the students future university studies. Within the framework of this programme, a selection of first year High School students of Valencia
(equivalent to grade 11 students) with majors in Science and Technology and excellent academic
record, performed a small project within a research group at UPV, on some of the areas covered by the
UPV Bachelor Engineering (BEng) degrees.
D
1
L. M. Snchez-Ruiz, lmsr@mat.upv.es

117
The School of Industrial Design Engineering (ETSID) at UPV has participated in this first edition of Praktikum Campus by offering projects in the field of its different BEng degrees, all of them belonging to the
Industrial and Aeronautics discipline [3]. Every morning, students performed their project (individually
or in groups of 2-4 students) within a research group at ETSID and under the supervision of 1-2 teachers.
Afterwards, each student filled an on-line blog in which they described the tasks they had been performing that day within their assigned project, the main results they had obtained, and their personal opinions and impressions about the programme [3]. Afternoons were devoted to other activities at UPV: in
some of them, students could visit research laboratories and facilities at ETSID, while in other occasions, joint activities were organised with the rest of the students taking part in the Praktikum Campus
programme, so that the exchange of experiences between all of them could be promoted. Finally, each
student prepared a presentation summarising the main results of his/her research work that was later
recorded on video and published in the UPV PoliTube channel [4].
In this paper, the development of the Praktikum Campus programme at ETSID has been analyzed, focusing on the participation rate and the satisfaction degree of the students taking part in this experience.
In general, the ETSID participation in this initiative has been very satisfactory: 21% of the Praktikum
Campus projects were carried out at ETSID, involving 21% of the students enrolled in this programme
and 25% of the UPV teachers taking part in this initiative. These results indicate that, in this first edition
of Praktikum Campus, ETSID has been the UPV School with the largest number of projects and participants (both students and teachers).
On the other hand, results of the assessment survey that 71% of the students participating in Praktikum
Campus filled the last day they attended the UPV, show that 94% of the students have valued very positively this initiative, 90% of the students would recommend this programme to their peers, and 91% of
the students consider that this experience has contributed to help them to better understand the BEng
degree related to the research work they had carried out. Furthermore, the analysis of the blog written
by the students who attended ETSID during Praktikum Campus reveals that a great majority of them coincide in highlighting the key role of this initiative to help establish a first contact with UPV and the university in general, as well as to provide information on its BEng degrees, thus facilitating the election of their
future university studies.
These satisfactory results are very encouraging for the new edition of Praktikum Campus that is going
to be held at UPV in July 2012.
REFERENCES
[1] Lpez-Martin, A.J. (2010), Attracting Prospective Engineering Students in the Emerging European Space for Higher
Education, IEEE Transactions on Education, Vol. 53, No. 1, pp. 46-52.
[2] Yilmaz, M., Jianhong, R., Custer, S., Coleman, J. (2010), Hands-On Summer Camp to Attract K-12 Students to
Engineering Fields, IEEE Transaction on Education, Vo.53, No. 1, pp. 144-151.
[3] http:://www.praktikum2011etsid.blogs.upv.es.
[4] http:://www.praktikum2011etsid.blogs.upv.es/videos-alumns.

Attractiveness
147
Career Advising in Cypriot High Schools
K. Katzis1
Assistant Professor / Chairperson
Dept. of Computer Science and Engineering, European University Cyprus
Engomi, Nicosia, Cyprus
K.Katzis@euc.ac.cy
C. Dimopoulos
Associate Professor
Dept. of Computer Science and Engineering, European University Cyprus
Engomi, Nicosia, Cyprus
C.Dimopoulos@euc.ac.cy
K. Hawwash
Professor
School of Civil Engineering, University of Birmingham
Edgbaston, Birmingham
K.I.M.Hawwash@bham.ac.uk
Keywords: Attractiveness, Engineering Education, School Counsellors, Career Advising
he number of students studying engineering has been falling, prompting warnings about serious
shortage of skilled engineers around Europe [1-4]. As a result, societies lack of qualified engineers
who are necessary for the implementation of fundamental societal functions. This has led to the
growing need to increase attractiveness of engineering studies and promote their awareness to potential students of engineering degrees. Furthermore it has prompt the importance identifying the right sort
of students for a degree in engineering, ensuring that only those who really want to become engineers
are enrolled, thus decreasing the number of dropout students. Previous work [5] investigated ways that
Universities employ to attract students into engineering disciplines.
In the context of the Academic Network of European and Global Engineering Education (EUGENE), a
line of activities has been formulated which examines the concept of attractiveness of engineering studies within the European educational area. One of the main objectives of these activities has been to identify and disseminate the good practices in attracting students to engineering disciplines and degrees
[5]. The purpose of this work is to go a step backwards by looking how students are guided and advised
through the last three years of their high-school life (Unified Lyceum). This is a regional based survey that
was designed and implemented for the educational system of Cyprus.
1
K. Katzis, K.Katzis@euc.ac.cy

119
The outcome of this work stressed the role of the SCs and showed that it is a provision in schools that is
employed by many countries. The duties and responsibilities are specified according to the needs of
each countrys educational system. Regarding the Cypriot school counselling model, the results of our
survey-based methodology depicted that very few school counsellors come from an engineering related background or in fact other related science backgrounds. Furthermore, most of the SCs have a postgraduate degree in school counselling related area. Advising is taking place in collaboration with the students and their parents. Students are advised to select a number of courses that will allow them to study
a degree. This is done based on their skills, inclination and general interests. In addition, engineering related degrees are not as popular as others. However it is unknown whether the SCs have the capacity
and the eligibility to give enough details and stir the interest of the students to follow an engineering discipline. In our view it is important that school counsellors who provide career advising to students who
want to study engineering, should have engineering background themselves and should be in touch
with the industry. An alternative solution from employing additional school counsellors coming from an
engineering discipline is to involve people from industry who better understand the requirements of the
current and future market and are up-to-date with the technological advances in industry.
REFERENCES
[1] Winckler, G. and Fieder, M., 2006. Declining demand among students for science and engineering? In: L.E. Weber
and J.J. Duderstadt, eds. Universities and business: Partnering for the knowledge society. London: Economica,
233241.
[2] Johnson, W.C. and Jones, R.C., 2006. Declining interest in engineering studies at time of increased business need.
In: L.E. Weber and J.J. Duderstadt, eds. Universities and business: Partnering for the knowledge society. London:
Economica, 243252.
[3] Goossens, M., 2007. Where is the shortage of engineers in Europe coming from? A historical perspective. SEII
Round Table conference, 9 November 2007. Official report. 2331. http://www.nuttin.info/SEII/doc/ReportTRI.pdf [Accessed April 2011].
[4] Becker, S. B. Why don't young people want to become engineers? Rational reasons for disappointing decisions.
European Journal of Engineering Education, 35, 4 (2010), 349-366.
[5] Dimopoulos C., Katzis K., Hawwash K.I.M. (2011), Attracting Students to Engineering Education Studies: A Survey
of Practices, 1st World Engineering Education Flash Week, Lisbon, Vol. 1, pp. 452-456.

Attractiveness
160
A Competence Based Framework
for Engineering Education
M. Mo Jakobsen
Ph.D, Senior Advisor
The Norwegian Association of Higher Education Institutions (UHR)
Oslo, Norway
mmj@uhr.no
Keywords: Engineering competences, qualifications framework, sustainability, systems approach
he Engineer - community committed creative and empowered, with the ability to actively contribute to challenges of the future! For many young people, their choice of education is based on
emotion and the identity they want to build, rather than rational, logical choice. They want to realize themselves and many of them want to do something related to sustainability/ environment.
http://www.naturfagsenteret.no/prosjekt/vis.html?tid=1519408. For our challenges to obtain sustainable solutions, knowledge in science and technology is important, and education programs within
these areas must attract young people. This paper is about the development of a new competence
based framework for Norwegian engineering education on bachelors level, and the challenge to make
this education attractive through meeting the expectations of young people and show them how they
can realize themselves through engineering and that they through the engineering profession can contribute to sustainable future changes. The vision above, as well as background, analysis, survey and
materials essential for the project, its process and its results are presented and discussed in the paper.
NOKUT the Norwegian Agency for Quality Assurance in Education performed an evaluation of Norwegian
engineering education in 2008. In 2009, a national qualifications framework for higher education, based on
The European Qualifications Framework for higher education, was adopted. On this background the Norwegian Ministry of Education and Research initiated a project to revise the framework for engineering education. The work was initiated in 2010, and the framework will be fully implemented starting the academic
year 2012/2013. An implementing process focusing on cooperation and concentration, a main goal within
Norwegian higher education, is planned and is central in exploiting the potential given by the new framework. It was a goal of the committee, appointed by the ministry, to develop a framework which made it possible to strengthen totality, systems thinking and diversity in engineering education, with the vision that engineers in the future are seen as community committed, creative and empowered, with the ability to actively
contribute to challenges of the future. Other important goals were to attract new student groups, particularly women and to develop an education which is integrated and holistic and make use of a much broader
variety of teaching and learning strategies than commonly used by todays engineering education. The paper presents the process and the results of developing the new framework for Norwegian engineering edu-

121
cation, consisting of mandatory regulations and supporting national guidelines. Competences; learning
outcome, described as knowledge, skills and general competences for all engineering candidates regardless of engineering area is the central part of the regulations (examples in table 1).
Knowledge The candidate has extensive knowledge that provides a comprehensive system approach to
LU-K-1
engineering in general, with specialization in own engineering subject
Skills
The candidate can identify, plan and carry out professional engineering projects, assignments, tests
and experiments, both independently and in teams.
LU-F-3
General
expertice
The candidate has understanding of environmental, health, social and economic impact of products
and solutions within their field and can put these in an ethical perspective and a life cycle perspective.
LU-G-1
Table 1. Examples of learning outcome for Norwegian engineering candidates
Many of the expected learning outcomes, competencies, for engineering candidates will result in both
new ways of learning and evaluating as well as the need to build up new knowledge, skills and general
expertise that are only poorly covered within todays study programs.
The following topics, established based on analysis of background material from both theory and empirics, the mandate and objectives was central: corporate social responsibility, ethics and the engineer's role
in society, systems thinking, integration of theory and practice, co-operation and student mobility, nationally and internationally, international term, admission, degree and transition to master level, interdisciplinarity, innovation and entrepreneurship, research based education as well as environment and ethics.
A successful implementation of new engineering education will provide an engineering education with the
following expected characteristics: Integrated and holistic education, In front by means of professional updating, Updated and varied learning- and evaluation methods , Research and development orientation, Professional competence and practical skills, International expertise, Interdisciplinarity, innovation and entrepreneurship, Study effort and coping, Engineering formation. Examples of indicators are shown in table 2.
Characteristics
Integrated and holistic education
Indicators
Good academic progress in the engineering academic courses that build
on the qualifications in science and social topics.
Updated learning- and evaluation methods

Interdisciplinarity, innovation and
entrepreneurship
Teaching methods to activate critical, reflective and conscious thinking.
Engineering Formation
The program and its implementation contribute to social responsibility,

environmental awareness, ethical responsibility and understanding of the
consequences of technology.
The program and its implementation develop high professional qualifications, understanding of the systems view and respect for other disciplines
Teaching methods and evaluation methods to stimulate collaboration

across engineering disciplines and interdisciplinary approaches in a
broader perspective.
Table 2. Example of characteristics and indicators of quality
Even if the full implementation starts the academic year 2012/2013, five institutions started fall 2011. Experience from these institutions already giving programs in accordance with the framework, show more
motivated and engaged students, and more interaction between staff. An interesting further study is to
follow and evaluate results from broad implementation, particularly how the use of learning outcome influence content, learning and evaluation.
02 Curriculum Development 122-159_Layout 1 18/09/2012 1:31 .. Page 122
Engineering
Education 2020:
MEET THE
FUTURE

123


001
Identifying and Mapping Pivotal Concepts
and Critical Skills
Concept mapping a Freshmore Engineering Curriculum
J. French
Postdoctoral Associate, Teaching and Learning Laboratory*
jfrench@mit.edu
D. Shah
Associate Director, Teaching and Learning Laboratory*
dnshah@mit.edu
J. Rankin
Senior Associate Director, Teaching and Learning Laboratory*
jrankin@mit.edu
A. Bagiati
Postdoctoral Associate, MITSUTD Collaboration*
abagiati@mit.edu
L. Breslow1
Director, Teaching and Learning Laboratory*
lrb@mit.edu
*Massachusetts Institute of Technology, Cambridge, MA, USA
Conference Topic: Curriculum Development
Keywords: educational video, concept map, curriculum development, interdisciplinary engineering concepts
he Massachusetts Institute of Technology (MIT) has collaborated with the government of Singapore to create a new university, the Singapore University of Technology and Design (SUTD); the
first SUTD students began classes in May 2012. MIT contributed to the development of SUTDs
undergraduate curriculum, and, as part of that effort, MITs Teaching and Learning Laboratory (TLL)
identified pivotal concepts and critical skills from what is called SUTDs freshmore year, which encompasses the first three semesters of the students course of study. The goal of identifying pivotal concepts and critical skills was to see how they supported learning throughout the SUTD curriculum, generally, and, specifically, how they were connected across disciplines.
T
1
L. Breslow, lrb@mit.edu

125
Using a constructive alignment process advocated by John Biggs and Catherine Tang, who recommend beginning the construction of a curriculum with intended learning outcomes, and a process for
clarifying content priorities advocated by Grant Wiggins and Jay McTighe, we began the difficult task
of identifying pivotal concepts and critical skills. We were fortunate in that faculty and instructional staff
from MIT had already begun the process of defining SUTDs curriculum. Most of the courses in the
freshmore year already had a number of intended learning outcomes associated with them. By considering what concepts and skills would support these intended learning outcomes, concepts considered
to be truly interdisciplinary according to the literature on integrated curricula, and concepts documented to be problematic for students in the literature on student misconceptions and misunderstandings,
we began to refine our list of pivotal concepts and critical skills.
In the end, a concept or skill was identified as pivotal when it satisfied one of two criteria: (1) it was prerequisite for multiple concepts that would be taught in upper-level courses; or (2) it was pervasive across
disciplines.
The result of this process was an Engineering Curriculum Map (the Map), which diagrams, for both
faculty and students, the crucial ideas and capabilities SUTD students should master in their first three
semesters. The Map also visually represents the interdisciplinary connections among concepts that
may otherwise appear to be from disparate disciplines (e.g., physics, math, biology, chemistry).
After the Map was developed, it guided the creation of a set of 15-minute videos narrated by MIT faculty
and graduate students, called concept vignettes, which contribute to the curricular materials available to SUTD. These videos teach pivotal concepts and critical skills by utilizing animations, visualizations, and/or demonstrations.
The intention of the Map and concept vignettes is to provide students with a coherent educational
framework by bringing pivotal concepts to the forefront of the learning experience. We hope the Engineering Curriculum Map will be of interest to curriculum developers, department chairs, and professors
of both introductory and more advanced engineering courses. By highlighting pivotal concepts that
reappear throughout the curriculum, our goal is to help instructors and faculty provide additional opportunities for students to revisit these concepts within their courses.

007
Learning through Projects
in Engineering Education
S. Chandrasekaran
PhD Candidate in Engineering Education
Deakin University
Geelong, Australia
schandra@deakin.edu.au
A. Stojcevski1
Professor of Electrical & Electronics Engineering
Deakin University
Geelong, Australia
alex.stojcevski@deakin.edu.au
G. Littlefair
Professor and Head of School School of Engineering
Deakin University
Geelong, Australia
guy.littlefair@deakin.edu.au
M. Joordens
Associate Head Learning & Teaching
Deakin University
Geelong, Australia
matthew.joordens@deakin.edu.au
Keywords: Engineering projects, engineering education, project based learning
his paper explores different styles of project work carried out in engineering curriculum and presents some novel frameworks and ideas used for learning through projects in engineering education. Projects can influence an engineering curriculum in various ways. This can be done at a
course level and/or program level. Educators, students and industry clients are approaching project
work as a key for social, academic and industrial partnership.

127
In most Australian universities, in the final year, the students complete an individual project involving the
application of skills and knowledge attained during their earlier years of their degree program. Through
these projects students develop new abilities for application to a real-world problem, learn the art of
modeling and simulation, design, development and management of an industry based or research
based projects. Through project based learning teachers, students, and employers undertake different
activities with varying purposes. This paper firstly presents data collected from final year undergraduate
engineering units in all different engineering programs across the country.
The findings from this research illustrate how students in various disciplines perform projects and as important shows the alignment or non-alignment of delivery, learning outcomes, and assessment activities. The types of projects available to students in the universities are also presented. Based on the findings, the research suggests that styles of teaching and learning environments can be adapted to the
students learning mode that could meet the requirements of our society at present. Based on this, the
paper presents some novel frameworks in curriculum development to assist with constructive alignment when an engineering curriculum is based on learning through projects. This is then mapped to the
local context in engineering at Deakin University Australia, which looks at the learning through projects
theme in specially designed engineering learning spaces.
Learning through projects has a positive effect on student content knowledge and the development of
skills such as collaboration, critical thinking, and problem solving which increase their motivation and
engagement. It is challenging task of teaching and teachers finding hard to implement the system, to integrate technology into projects in meaningful ways. When we look at the method of learning through
Projects, it is a benefit for all the stakeholders such as students, industry, community, university involved
in it. It provides us a framework for embedding experiential and rich learning activities, integrated with
discipline-based curriculum that improves employment and career outcomes. The benefits of Project
based learning include enhanced students' participation in the learning process (active learning and
self-learning), enhanced communication skills, addressing of a wider set of learning styles, and promotion of critical and proactive thinking.

009
Emphasizing Soft Skill Learning and Training
as part of an Engineering Curriculum Revision
S. Pedrazzini
Professor, Dean of CS Engineering Curriculum
SUPSI, University of Applied Sciences of Southern Switzerland
6928 Lugano-Manno, Switzerland
sandro.pedrazzini@supsi.ch
Keywords: Soft skills in engineering, work in team, interpersonal communication
t is largely recognized that engineers of the future must be able to do more than just perform technical tasks ([1], [3]). The engineer profile has developed from the professional and scientific engineer
of the last century to the enterprising engineer ([2]). This must also have an impact to the engineering
education. While the new structure will, almost certainly, continue to be based on a solid preparation in
mathematics and sciences, it is likely to emphasize the professional role of the engineer, and the demand of soft skills. In this paper we will explain how we tried to introduce soft skills elements into our new
revision of the bachelor curriculum in computer science engineering.
There are many reasons why a curriculum must be renewed in its structure. If you take into account a
computer sciences engineering curriculum, you will certainly argue that the main need for renewal derives from the continuously evolving technologies, which generates new needs for technical skills in the
future engineers. The engineer is daily confronted with many technical disciplines, and needs to be able
to interact with peers from other fields. At the same time the importance of the engineer in the society is
such that we cannot limit his role to the technical competences. He often holds responsibilities in his work
that one should not underestimate. These are the reasons why we tried to consider further skills when redesigning our CS engineering bachelor curriculum during or last renewal process, started two years ago.
We call here soft skills all required skills that are not strictly technical ones or basis mathematical skills,
as required during the first semesters. The more visible soft skills are related with the personal communication, but this is only one aspect. Other ones have to do with the ability to work in team, the ability to
take decisions, the readiness to adapt to new situations, etc. Interdisciplinary elements are also considered soft skills, even if they are more related to technology aspects, because what we want to train with
interdisciplinary courses is not the specific mix of different technical disciplines, but the ability to afford
more than one single aspect, having to do with different profiles, and the latter is clearly more related

129
with soft abilities. Let us bring some figures to be able to get a quantitative overview of the new skills required and considered in the curriculum revision. Of course not all soft skills described here are new in
the curriculum, some of them were already trained before. We give here however the current situation.
Out of 180 ECTS, the total number of credits we consider for the bachelor studies, almost 70 are quite
directly related with soft skills. Of course not all new skills are taught and exercised through dedicated
courses. We have dedicated courses and courses where such non-technical skills are fostered as part
of technical practical works and exercises. What we want to reach through dedicated courses within
the curriculum is: general improvement in communication (oral and written communication, understanding the problems of intercultural communication), new language learning, career development, interpersonal skills, team building, and entrepreneurship. All these topics are learned and exercised within dedicated courses to an amount of 24 ECTS. The same and other skills will be learned and trained
through works in laboratories (15 ECTS), where the students are expected to work divided in groups.
Each group needs to be self-organized, will have an own customer (and need to understand its importance), will analyze the requirements (activity requiring strong interpersonal skills) and will need to present the results. The presentation is considered an important task within the laboratory requests. Of
course the thesis work (14 ECTS) and other required activities or presentations within the curriculum will
also exercise soft skills, in some cases more, in some cases less less. This is for instance the case with
some modules in the third year that we introduced to foster multidisciplinary collaboration (until 10
ECTS), another important skill that every computer science engineer should train.
We had the opportunity to renew our CS engineering curriculum and we tried to increase the time dedicated to soft skills. We do not have quantitative results to show, measured on our new students, due to
the short-term introduction of the revision and due to the difficulty in measuring the direct benefits. We
can only say that our effort has been at least appreciated, not last because we tried to explain our intents
and the benefits that this can lead to in a longer term. We consider, in fact, that together with the investment in time and courses for soft skills, one important step is to explain the reason of their presence in a
technical curriculum. It often happens that students in technical curricula do not appreciate non-technical courses, only because they consider them not useful for their career. Other than pushing them as
such, it is then crucial to explain their largely recognized importance in their working life.
REFERENCES
[1] Engineering Education and the Bologna Process, SEFI Position Paper, A Joint communication of SEFI and BEST in
view of the 8th Ministerial Conference in Bucharest, April 2012.
[2] Edward E., Soft skills for engineer, http://www.slideshare.net/alphsedward/ soft-skills-for-engineers, 2010.
[3] Goleman D.: Emotional Intelligence, Bantam Books, 1997.
[4] Klaus P.: The Hard Truth About Soft Skills: Workplace Lessons Smart People Wish They'd Learned Sooner, Peggy
Klaus, 2008.
[5] Rost J., Glass R.L.: The Dark Side of Software Engineering: Evil on Computing Projects, Wiley-IEEE Computer
Society Press, 2011.

012
Using Hands-On Activities to Engage Students
in Engineering Mechanics
T. Lucke
Senior Lecturer in Engineering
University of the Sunshine Coast
Maroochydore, Australia
tlucke@usc.edu.au
Keywords: student engagement; group collaboration; teamwork
ctive learning principles recognise that when students are actively engaged with their learning,
they are much more likely to understand the concepts. The more involved and engaged the student is with the program, the greater his or her level of knowledge acquisition and general cognitive development [1]. Another important finding that is emerging from current engineering education literature is the value of successful group collaboration project work for students personal and academic development. Such activities tend to maximise all the group members learning outcomes and have been
shown to promote higher individual achievement than competitive or individualistic approaches [1].
This paper describes an initiative that was undertaken to promote student engagement and improve
learning outcomes in two new core undergraduate engineering mechanics courses at the University of
the Sunshine Coast (USC). A set of low cost, hands-on, interactive models were developed for students
to use in small groups that demonstrated the underlying theory and helped them to better understand
the basic engineering mechanics principles.
Engineering Statics and Mechanics of Materials are foundation engineering courses that are traditionally regarded by many students as conceptually difficult and overly theoretical. Engineering students often experience substantial difficulties with foundation mechanics courses and it is widely noted in the literature that pass rates in typical foundation mechanics courses tend to be unacceptably low [8,9,10]. It
has been shown that poor performance in these early engineering courses causes many students to
lose confidence in their abilities and to consequently drop out of engineering programs.
A literature review was undertaken to identify successful teaching approaches that have been used to
improving student learning outcomes in foundation engineering courses. The review findings suggested that a more effective teaching strategy would be to move away from the typically over-complicated
text book approach to introducing relevant theory, and to simplify the concepts by using real-world examples that students can relate to. The use of simple, hands-on interactive models and activities to
demonstrate real-world concepts makes learning interesting and enjoyable for the students.

131
The practical hands-on, interactive models were designed as real-world, authentic examples to demonstrate the underlying theory and principles in a way that students can relate to, and is easy for them to
understand. Students were observed to fully engage with the new practicals and they found them interesting and enjoyable.
A range of evaluation methods were used to gauge the effectiveness of the new practicals in achieving
increased student engagement, including classroom observation, standard course evaluation instruments, student surveys and analysis of assessment results. Although the new practicals were clearly
successful in improving the level of student engagement, teamwork and understanding, it is difficult to
make any substantial claims on the pedagogical benefits of using the hands-on, interactive models due
to a lack of reliable evidence. However, the final grades for students in both courses were substantially
better than typical results presented in the literature for similar foundation mechanics courses.
A comparison of student pass rates for the two new USC courses demonstrated that the pass rates
were higher than those achieved in similar international foundation engineering courses. Although
these results are very encouraging, there is as yet, still insufficient evidence available to make any substantial claims on the pedagogical benefits of using the hands-on, interactive models. However, the degree of student engagement and involvement while undertaking the practicals was clearly evident. This
paper illustrates that with a few materials and a little imagination, engineering practicals can be designed to promote more engaging and rewarding student learning experiences.
REFERENCES
[1] Smith KA, Johnson DW, Johnson RW and Sheppard SD (2005), Pedagogies of engagement: Classroom-Based
Practices. J of Eng. Education, Vol. 94, No. 1, pp. 1-15.
[2] Goldfinch T, Carew A and McCarthy T (2008), improving learning in engineering mechanics: The significance of
understanding, Proc. of the 2008 AAEE Conference, Yeppoon, Australia, pp.1-6.
[3] Steif P (2004), An articulation of the concepts and skills which underlie engineering statics, Proc. of the 2004 ASEE
Conference, Louisville, Kentucky, USA.
[4] Emerson T and Ward M (2005), Students are leaving engineering curriculums; Can our educational approach stop
this? Proc. of the 2005 ASEE Conference, Portland, Oregon, USA.
[5] Rezaei A, Jawaharlal M, Kim K and Shih A (2007), Development of a hybrid vector statics course to reduce failure
rate, Proc. of the 2007 ASEE Conference, Honolulu, USA.
[6] Manteufel R and Karimi A (2010), Grade-based correlation metric to identify effective statics instructors, Proc. of the
2010 ASEE Conference, Louisville, Kentucky, USA
[7] Waters CK and Rojeski P (2005), Retention of information improving the engineering outcomes, Proc. of the 2005
ASEE Conference, Portland, Oregon, USA.
[8] Lombardi MM (2007), Authentic Learning for the 21st Century: An Overview, Educause website:
http://www.educause.edu/ir/library/pdf/ELI3009.pdf
[9] Dong K (2006), Making statics a friend for life, Proc. of the 2006 ASEE Conference, Kansas City, USA.
[10] Lucke T (2009), Developing more engaging engineering practicals, Proc. of the 2009 AAEE Conference, Adelaide,
Australia.

015
What should we Teach?
Defining your discipline to drive curriculum renewal:
an environmental engineering case study
D. G. Dowling1
Professor of Engineering Education
University of Southern Queensland
Toowoomba, Australia
dowling@usq.edu.au
R. G. Hadgraft
Innovation Professor in Engineering Education
RMIT University
Melbourne, Australia
roger.hadgraft@RMIT.edu.au
Keywords: Graduate capabilities, Engineering curriculum, Stakeholder consul-tation, Curriculum design,
Environmental engineering
n Australia, the federal government, employers, and accrediting bodies, such as Engineers Australia, are calling for more clearly defined program outcomes or exit standards for engineering programs [1-3]. Engineering Schools are therefore under increasing pressure to more clearly define
what graduates from four or five year engineering programs should know and be able to do.
This paper describes a simple, but elegant stakeholder process that can be used to define the capabilities of a graduate who could claim in-depth techni-cal competence in their discipline. The Defining Your
Discipline (DYD) Process [4] may be used by educational institutions and industry organisations to develop practitioner-authenticated sets of graduate capabilities for their disci-pline. Environmental engineering was the test case for this new process.
At the heart of the DYD process is the definition of tasks, in this case the tasks which a graduate from a
program should be able to do in their first two or three years after graduation. Stakeholders are given a set
of large sticky notes on which they are asked to write, on each note, one task that they would expect a recent graduate to be able to perform in their company. For academics, this is an imaginary task, while for
industry representatives, who usually have considerable experience in supervising young graduates, it is
more authentic as they know the sorts of tasks that a recent graduate should be able to complete.
1
D. G. Dowling, dowling@usq.edu.au

133
After about 20-30 minutes, most participants come to a stop. They cant think of any more tasks. Sometimes, it is helpful for them to talk to people around them for more ideas. This might last another 10-15
minutes.
So, within 40-50 minutes participants are ready for the next stage, which is to cluster the tasks into
meaningful groups. This takes another 20-30 min-utes. There is usually quite a bit of discussion about
the names of the clus-ters, and when negotiating the cluster into which an individual task belongs.
The outcomes for environmental engineering are shown in Figure 1. In this case, the clusters are shown
along the right hand side of the cube (investiga-tion, modelling & analysis, integrated design, assessment of impact, environ-mental planning, audit etc. The other two faces of the cube represent techni-cal
domains (water, soils, etc) and generic skills (teamwork, communication, etc).
Figure 1 The Environmental Engineering Capability Cube
The paper demonstrates an efficient process for determining the graduate outcomes for an engineering
degree. The same process is also being tested on non-engineering programs. The process is efficient
in terms of stakeholder time, taking about one and a half hours to collect 100-200 tasks to be ac-complished by a young graduate, depending on the attendance. The partici-pants categorise these tasks into clusters and these can then be synthesised with the results from other workshops.
REFERENCES
[1] Institution of Engineers Australia (1996) Changing the culture: engineering education into the future Institution of
Engineers Australia: Canberra.
[2] Engineers Australia (2011) Stage 1 Competency Standard for Professional Engineer Engineers Australia: Canberra.
[3] King, R. (2008) Addressing the Supply and Quality of Engineering Graduates for the New Century. [Accessed 19 June
2012]; Available from: http://www.olt.gov.au/resource-addressing-supply-quality-engineering-graduates-uts-2008.
[4] Dowling, D. and R. Hadgraft (2012) The DYD Stakeholder Consultation Process: A Users Guide (Draft#1) University
of Southern Queensland: Toowoomba.

032
An Autodidactic Programming Curriculum
Application for Early Education:
Pilot Studies and Improvement Suggestions
C. Florou1
PhD Candidate at Department of Computer Engineering and Communications
University of Thessaly
Volos, Greece
chflorou@inf.uth.gr
A. Bagiati
Postdoctoral Associate within the MIT-SUTD Collaboration
Massachusetts Institute of Technology
Cambridge, MA, USA
abagiati@mit.edu
I. Kosmopoulou
Instructor - 2nd Institute of Vocational Training of Larissa
Larissa, Greece
iokosmop@gmail.com
E. Houstis
Professor at Department of Computer Engineering and Communications
University of Thessaly
Volos, Greece
enh@inf.uth.gr
Keywords: self-teaching programming curriculum, self-assessment rubrics, problem-solving, early education
nformal learning is a research area not fully explored yet [1], but interest in out of classroom learning
methods and settings is currently increasing [2], [3]. In parallel to that, the advent of Internet, which
allows for a plethora of educational content to be widely shared, seems to be promoting self-directed learning for all ages. Furthermore the rapid technological advancement makes obvious the need to
identify opportune times and methods for technology and computer education, starting probably from
the very early ages [3] and [4].
I
1
C. Florou, chflorou@inf.uth.gr

135
This paper presents improvement suggestions after children and teachers piloted a self-teaching programming using an interactive application developed by our research group. The application presents
a curriculum that introduces fundamental programming concepts and algorithmic thinking to early elementary school students. The teaching approach is based on parallel use of the self-teaching application, and use of the Scratch platform that allows for interaction and experimentation with fundamental
but also more advanced programming concepts [5]. The application is interactive, and in parallel with
teaching, offers the students developmentally appropriate rubrics for self-assessment [6].
The curriculum proposed, consists of 10 educational modules that address fundamental programming
concepts, namely the concepts of algorithmic thinking, well-structured problem solving, assignment of
variables, creating of logic diagrams, use of sequential, conditional and repeated instructions, testing
and debugging. Every educational module consists of an audiovisual introduction to a game scenario
and the Scratch modules the children will need to use, one step-by step solution to the problem, and introduction to a similar game scenario that addresses the same programming concepts as the initial scenario, a self-assessment rubric for the child to use, that again uses developmentally appropriate form of
questions and visual elements and requires Yes/No answers.
The application was initially developed and piloted as an afterschool activity by 12 3rd graders in an elementary school in Greece [2]. Following that, two 3rd grade teachers also implemented the application
in class during regular class hours.
REFERENCES
[1] Willoughby, T. and Wood, E. (2008), Informal learning with technologies: opportunities and challenges
Introduction, In T. Willoughby & E.Wood (Eds.), Childrens learning in a digital world, Malden, MA: Blackwell Pub.
[2] Bagiati, A., Florou C., Kosmopoulou I. and Houstis, E. (2011), Third Graders Experience on Using an Autodidactic
Programming Software: A Phenomenological Perspective, Proceedings of 2011 ASEE Annual Conference &
Exposition, Vancouver, B.C. Canada.
[3] Bagiati, A., Yoon Yoon, S., Evangelou, D., Ngambeki, I. (2010), Engineering Curricula in Early Education: Describing
the Landscape of Open Resources, Early Childhood Research & Practice, Vol. 12(2).
[4] Bagiati, A. and Evangelou, D. (2009), An examination of web-based P-12 engineering curricula: Issues of
pedagogical and engineering content fidelity, Proceedings of the Research in Engineering Education Symposium,
Palm Cove, QLD.
[5] Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E.,
Silver, J., Silverman, B. and Kafai, Y. (2009), Scratch: Programming for all, Communications of the ACM, Vol.
52(11), pp.60-67.
[6] Mitchell, A. (2006), Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and
promote student learning, Journal of College Student Development, Vol. 47(3), pp. 352-356.

045
Curriculum Development for Ph.D. Students
to Cultivate Literacy and Competency
Y. Yokono1
Professor
The University of Tokyo
Tokyo, JAPAN
yokono@mech.t.u-tokyo.ac.jp
M. Mitsuishi
Professor
The University of Tokyo
Tokyo, JAPAN
mamoru@nml.t.u-tokyo.ac.jp
Keywords: Ph.D. Course Student, Literacy, Competency
ased on the social requirements, todays Ph.D. courses education require the ability to work in a
broader spectrum and apply ones skills to a multidisciplinary setting while maintaining a high
level of expertise. This paper outlines the development of an education program for Ph.D.
course students to cultivate literacy and competency, in addition to comprising doctoral theses and
highlighting the ability to achieve results through innovative research of new themes. The program aims
to cultivate fundamental attainment (the fundamentals of natural and social sciences, such as mathematics, physics, chemistry, and biology), specialized knowledge (mechanical dynamics, material mechanics, hydrodynamics, thermodynamics, design engineering, manufacturing engineering, and material engineering, as well as a bird's-eye view knowledge of technology, society, and the environment),
literacy (language, information literacy, technological literacy, legal knowledge, and ethics), and competency (creativity, problem identification and solution, planning and execution, self-management, teamwork, leadership, a sense of responsibility and duty).
The program targets Ph.D. course students in the School of Engineering, which includes Mechanical
Engineering, Aeronautics and Astronautics, Precision Engineering, Systems Innovation, Materials Engineering, Applied Chemistry, and Chemical Systems Engineering. The program focuses on (1) Cultivating a birds-eye-view of the role of engineering in society, (2) Cultivating competitiveness based on international understanding and specialized knowledge, and (3) Cultivating leadership in industry and academia.
1
Y.Yokono, yokono@mech.t.u-tokyo.ac.jp

137
The corresponding relationship between the educational objectives and the educational program is articulated, as it shows the contribution ratio of the four abilities that can be expected to be cultivated from
each program. We instructed the students who enrolled in the program to take a survey with questions
inquiring what type of coursework they felt contributed the most to attaining the four educational objectives: fundamental attainment, specialized knowledge, literacy, and competency. Figure 1 compare
the ratio of education objectives between faculty setting and students feeling calculated by questionnaire. There are some differences, but overall tendency shows good agreement. We can confirm students feel to get literacy and competency from these education programs. We can change the faculty
setting or can change contents of education program according to the students voice. Also we can
change the contribution ratio of four objectives. For example, students feels, Project based learning
need fundamental achievement and specialized knowledge. This is because PBL theme is much more
realistic engineering theme than the faculty expected. We very thanks to company members offer PBL
theme. At this year objectives, we already changed the ratio of PBL.
We plan to continue running this program, making continuous improvements in the curriculum based
on the opinions of students who participated and industry members who cooperating with education
programs. With these continuous improvements in the curriculum, we can foster human resources with
multidisciplinary application skills that will actively engage in a wider range of areas.
Fig. 1. Ratio of education objectives between faculty

setting and students feeling
REFERENCES
[1] Yokono, Y. and Mitsuishi, M.(2011), Education Program for Ph.D. Course Students to Cultivate Literacy and
Competency, SEFI Annual Conference, 96.
[2] Global Center of Excellence for Mechanical Systems Innovation Office, The University of Tokyo,
http://www.mechasys.jp.
[3] Mitsuishi, M. and Yokono, Y., Education at Global Center of Excellence for Mechanical Systems Innovation, JSME
Mechanical Engineering Congress, 2010, Vol.9, pp.35-36.

047
Developing a Teaching and Learning Culture
The Case of Faculty of Engineering at Lund University
R. Andersson1
Senior lecturer ETP, Academic developer
Faculty of Engineering LTH, Lund University
Lund, Sweden
Roy.Andersson@cs.lth.se
P. Warfvinge
Professor ETP, Assistant dean for education and international relation
Faculty of Engineering LTH, Lund University
Lund, Sweden
Per.Warfvinge@rektor.lth.se
Keywords: Teaching, Learning, Institutional, Strategy
his paper will give an overview of different ways of developing a universitys teaching and learning.
There are many single activities that individually deals with the topic in a positive direction, such
as teacher training, develop learning environments, develop teacher reward systems, etc. Traditionally educational development has been about these single activities focusing on individual teachers.
But there has also been a change over time towards an increasingly focus on institutional strategies and
even national policies.
T
1
R. Andersson, Roy.Andersson@cs.lth.se

139
The academic development work in the Faculty of Engineering at Lund University will be used as an example of a successful integrating institutional strategy, which has managed to integrate and align several activities in a co-ordinated institutional strategy. The basic idea behind the development work is that
teacher training is preferably done in a context with the purpose of not only supporting individuals but also developing the entire pedagogical culture from a learning perspective with Scholarship of Teaching
and Learning as the leading star (as an institutional policy statement). The case is slightly different from
the idea with an autonomous university center manufacturing the development it is instead about a
whole battery of integrating activities to interact on a contextual level such as teacher training courses,
quality assurance system, scholarship activities, reward system, developing learning environments
and resources, developing students, etc.

048
Written and Oral Communication
across the Engineering Curriculum
An integrated learning trajectory
L. Versteele1
Staff Member Education
Faculty of Engineering Science, KU Leuven
Leuven, Belgium
Laura.Versteele@eng.kuleuven.be
Y. Berbers
Vice Dean
Leuven, Belgium
Yolande.Berbers@eng.kuleuven.be
E. Londers
Staff Member Education
Leuven, Belgium
Elsje.Londers@eng.kuleuven.be
Keywords: Communication skills, learning trajectory, assessment instrument, didactic training
n this article, we document our plans and efforts in an education project at the Faculty of Engineering
Science at KU Leuven designed to strengthen written and oral communication skills across the engineering curriculum. To begin with, we provide an outline and critical analysis of the communication
aspects in the current programme of study. In the next section, we document our plans and efforts towards developing a learning trajectory to incrementally build up written and oral communication skills.
In this respect, we also describe the creation and intended implementation of an extensive assessment
rubric and didactic training sessions. Finally, we will conclude and discuss and recommend future work.
I
1
L.Versteele, Laura.Versteele@eng.kuleuven.be

141
The necessity for this project stems from the current lack of systematic approach to the development of
written and oral communication competences among engineering students in our Bachelors and Masters engineering programmes. In our view, the achievement of effective writing and presentation abilities requires extensive practice and efforts throughout the engineering curriculum. Based on this premise, we have chosen to further embed and promote written and oral communication in selected projectbased courses of the existing curriculum, so that skill acquisition can occur as part of the discipline-specific coursework. Taking the Problem Solving and Engineering Design module in the Bachelors programme as a starting point, we want to expand our emphasis on written and oral communication to cover the full curriculum. Therefore, we promote written and oral communication instruction in the mandatory courses concluded in the module as well as in equivalent courses in the Masters programmes.
These courses are arranged into a learning trajectory that will enable all students to acquire a more complete set of communication competencies throughout the full engineering curriculum at KU Leuven.
The Masters thesis in the final year of the Masters programmes should be seen as the final project in
which engineering students are enrolled.
The learning outcomes of the Masters thesis are closely related to the attainment targets of the study
programme and will be used as input for the learning trajectory. These outcomes and related assessment criteria will be structured and integrated into each of the courses selected to form part of the learning trajectory. Furthermore, students are ought to attain a certain level of performance in written and oral
communication in each stage of the trajectory. In short, we expect that students progress from an apprentice level in the beginning of the Bachelors programme over a practitioner level to a master level at
the end of the Masters programme. Our future work includes translating these performance levels in an
extensive assessment rubric aligned with the stated learning outcomes. In support of the trajectory, we
will also create guidelines and learning material as well as training for academic staff. Together, these
tools will inform students how to perform in order to achieve a given grade and provide teaching staff
with detailed guidance on how to assess student achievement.
It is the ultimate goal of our education project that communication skills constitute a continuous line
throughout the five-year engineering programme at our university. In bringing together all existing but
disparate efforts throughout the curriculum, we wish to improve the academic and professional success of our students and to respond to the requirements of the present engineering workplace.

054
Enabling Innovation in Engineering Education
by providing Flexible Funds for teaching Staff
N. Friese1, C. Terkowsky, D. May
Research Associate
TU Dortmund University, Centre for Higher Education
Dortmund, Germany
nina.friese@tu-dortmund.de
Prof. Dr.-Ing. A. Erman Tekkaya
Head of Institute of Forming Technology and Lightweight Construction (IUL)
TU Dortmund University, IUL
Dortmund, Germany
Erman.Tekkaya@iul.tu-dortmund.de
K. Schuster
Research Associate
RWTH Aachen University, IMA/ZLW & IfU
Aachen, Germany
katharina.schuster@ima-zlw-ifu.rwth-aachen.de
Dr. phil. A. Richert
Managing Director of the Centre for Learning and Knowledge Management (ZLW)
RWTH Aachen University, IMA/ZLW & IfU
Aachen, Germany
anja.richert@ima-zlw-ifu.rwth-aachen.de
Prof. Dr. rer. nat. S. Jeschke
Director of the Institute Cluster Department of Information Management in Mechanical Engineering
(IMA), Center for Learning and Knowledge Management (ZLW) and Associated Institute for
Management Cybernetics (IfU), RWTH Aachen University, IMA/ZLW & IfU
Aachen, Germany
sabina.jeschke@ima-zlw-ifu.rwth-aachen.de
Keywords: innovative engineering education, funding concept, evaluation concept
igh quality Engineering Education is the key to master the challenges of tomorrow. Universities
need to adjust their curricula to current requirements to overcome the global shortage of engineers. TeachING-LearnING.EU supports them in identifying and achieving the necessary steps.
The subject center for higher engineering education was founded in 2010 by the three universities
RWTH Aachen University, Ruhr University Bochum and TU Dortmund University. Right from the start
H
1
N. Friese, Nina.friese@tu-dortmund.de

143
TeachING-LearnING.EU implemented a funding concept which allows engineering teaching staff to apply for financial support to implement innovative teaching ideas. Each semester, there is a call for ideas.
The ideas are evaluated by TeachING-LearnING.EU, and the best applicants receive a funding of up to
30.000 EUR over a period of one year. The money can only be invested in staff costs. By the end of April
2012, 22 innovative teaching projects will have been supported by the Flexible Fund Program.
There is investment and benefit for all involved parties. Chairs and Institutes, whose staff receives funding, still need to invest manpower and additional money as the funding regularly does not cover 100%
of cost. In addition to financial funding they benefit from competent consulting and sustained improvements in teaching and learning strategies. TeachING-LearnING.EU invests money in funding but the
Subject Center's central goal goes beyond financial support: They give the faculties' teaching staff help
and advice in didactical questions and - this is the main point - scientifically evaluate the funded ideas.
This makes a central contribution to scholarship of teaching within TeachING-LearnING.EU's sphere of
activity. The evaluation concept focuses on the impact the funded ideas have on teaching and learning
in engineering education. It has three target levels: On the highest level the ideas are evaluated with regards to their contribution to the general goals of TeachING-LearnING.EU, e.g. implementing the shift
from teacher centered to student centered courses. On the second level evaluation focuses on the aims
of the Flexible Funds concept, e.g. increasing the teaching staffs motivation to experiment with new approaches in teaching. On the most detailed level the ideas are evaluated with regards to their explicit
goals and if these are reached.
From these first observations we extracted many results and aspects for the new funding phase. Basically all the projects successfully introduced new and mostly student-centred teaching concepts in their
courses. Teaching staff showed a high motivation for these changes and realised that depending on the
intended learning outcomes group-work or project-work have advantages in comparison to classical
lectures. The team of TeachING LearnING.EU will henceforth encourage the staff members to develop
evaluation criteria in a manner that students see themselves as co-creators of new teaching environments and have that role in mind when they give feedback. It can be stated that the students and the
teaching staffs feedback addressed all three levels of evaluation. Over all, the results show that we are
on the right track in supporting the shift from teaching to learning in engineering education from all points
of view. Especially the students approved in the new course concepts a high relation to practical application, a coherent connection of theory and practice, the intensive dialogue between teaching staff and
students, and working autonomously on different topics with their teams.
For the future possibilities of keeping up the didactical support for the projects even after the period of financial funding need to be considered. This would help to coach the teaching staff more intensively and
to support them in keeping up their good work. A future alternative to the financial support would be to
provide a different kind of long-term support, such as coaching or workshops on a frequent basis and on
relevant topics. Additionally, the moderation and advisory service of TeachING-LearnING.EU as external
experts will stay useful for the staff. In order to develop a system of self-renewing study courses (learning
curricula) it remains to be seen whether the instrument Flexible Funds should be maintained within the
facultys budget in the future. Thus, a long-term and sustainable incentive for the improvement of teaching could be provided. It will be interesting for TeachING-LearnING.EU to evaluate how strong the impact
of the previously funded projects is going to be within their faculty. The goal of triggering a snowball effect
could be verified in cycles with short interviews with the former participants on an annual basis.

061
Making Principled Decisions about Curriculum
Development: Outcomes of a Realist Evaluation
Across 13 Universities
C. Crosthwaite
Associate Dean (Academic), Faculty of Engineering, Architecture and Information Technology
University of Queensland
Brisbane, Australia
c.crosthwaite@uq.edu.au
L. Jolly1
Project Officer
Brisbane, Australia
ljolly@bigpond.net.au
L. Brodie
Associate Professor, Electronics and Communications
lyn.brodie@usq.edu.au
L. Kavanagh
Director of First-year Engineering
Brisbane, Australia
l.kavanagh@uq.edu.au
L. Buys
Professor, Creative Industries Faculty
Queensland University of Technology
Brisbane, Australia
l.buys@qut.edu.au
Conference Topic: Curriculum development
Keywords: Project-based learning, first year curriculum, evaluation
L. Jolly, ljolly@bigpond.net.au

145
urriculum change is often driven by external factors such as changes in the field or informal feedback from students and staff rather than systematic data collection [1, 2]. Over the last five years
nearly all of the universities in Australia and New Zealand have introduced projects based on the
Engineers Without Borders (EWB) Challenge. Every year, EWB nominates one of their partner organisations in a developing community and a range of projects and themes addressing needs and work in that
community as the basis for the years EWB Design Challenge. EWB develops and provides a suite of resources including on-line information about the community and the partner organisations work which
is provided for use in first year engineering courses. In 2010 the Australian Learning and Teaching Council funded us to evaluate this innovation across 13 universities in Australia and New Zealand. All of the
partner institutions have implemented this innovation differently and comparison of these different implementations affords us the opportunity to assemble a body of carefully gathered data that provides
evidence of which approaches work for which students in which learning environments [2]. Data was
collected through observation of classes, interviews and focus groups with staff and students, analysis
of documents such as course outlines and student work and an exit survey offered to all participating
students (N = approx. 4500).
This large body of data has been analysed using a Realist approach [3] to isolate the aspects of Context
and the Mechanisms that are triggered by these environments in order to produce the observed outcomes. We argue that curriculum design can be improved by close attention to factors like these, which
are empirically derived, rather than on impressions and assumptions or the latest educational fad.

070
Development and Analysis of a ProfessionalOriented Clil Model for University Level
Mechanical Engineering Education
P. Haapanen1
Lecturer, Language Centre*
paula.haapanen@lut.fi
D. Erent
david.erent@lut.fi
H. Eskelinen
Docent, Mechanical Engineering*
harri.eskelinen@lut.fi
J. Wunderlich
jorg.wunderlich@lut.fi
J. Varis
Professor, Mechanical Engineering*
juha.varis@lut.fi
*Lappeenranta University of Technology
Lappeenranta, Finland
Keywords: Motivation, Content and Language Integrated Learning (CLIL), mechanical engineering
ith the prevailing misconception that knowing English is enough, the learning of languages
other than English is in decline. This may prove to be a costly trend for future graduates in engineering. Teachers at Lappeenranta University of Technology (LUT) are attempting to address this by rethinking the way language instruction is delivered. In this paper, a concrete model for
CLIL will be presented. Another purpose is to establish what profit mechanical engineering education
gains from this model and finally, we also hope to formulate a model for the cost-estimation of these
kinds of CLIL applications.
W
1
P. Haapanen, paula.haapanen@lut.fi

147
For the purposes of the work being done at LUT, the model being adopted is what Coyle et al. (2010)
name the A2 model, which focuses on the development of key concepts and learner autonomy [3, p.
18]. What is novel in this approach is that it is typically used with primary level education, whereas tertiary
level education usually adopts more sophisticated models operating at advanced higher level of language proficiency in the vehicular (foreign) language. The focus of the CLIL work being done here has a
Languages Other Than English (LOTE) approach, using French and German as the vehicular languages. As Coyle et al. (2010) state, they ...believe that CLIL as a promoter of LOTE has yet to reach its
potential in the global arena... Pioneering work using a wide range of languages is gaining momentum
and making a crucial contribution to developing CLIL pedagogies... [3, p. 9]. We hope that our work will
further contribute to this development.
Overall, the results with the first two rounds of the integrated course have been positive. In addition to
satisfying principles of meaningful learning, there were other pedagogical benefits that arose, such as
the peer support offered during team work by students with a higher proficiency in German. As for the
benefits for engineering education, it was clear that through the process of collaborating on materials
with the German teacher, the content teacher was better able to access new information in his area of
expertise as well. Another interesting thing to note is that there was virtually no difference in the grades
awarded in the integrated course compared to the non-integrated course but the dropout rate decreased from five to none by the second round of the integrated course. These results show the possible synergy and the value gained by incorporating languages into the content learning experience.
REFERENCES
[1] Association of Academic Engineers and Architects in Finland (TEK), (2012), Kysely tekniikan alan
vastavalmistuneille: LUT ja koko maa 2011, [ppt], Available at
http://intra.lut.fi/C8/Palauteraportit/Document%20Library/Valmkys%20LUT%20ja%20koko%20maa%20ja%20L
UTn%20omat%20kysymykset%202011.pdf [Accessed on 11 March 2012].
[2] Jonassen, D. H. Supporting communities of learners with technology: a vision for integrating technology with
learning in schools. Educational Technology, 35, 4, (1995), 60 - 63.
[3] Coyle, D, Hood, P and Marsh, D, (2010), CLIL: Content and Language Integrated Learning, Cambridge University
Press, Cambridge.
[4] Eurydice, (2006), Content and Language Integrated Learning (CLIL) at Schools in Europe, Eurydice, Brussels.
[5] Llinares, A, Morton, T and Whittaker, R, (2012), The Roles of Language in CLIL, Cambridge University Press,
Cambridge.
[6] Finnish National Board of Education, (1999), KIMMOKE-INDIKAATTORIT Tilastoja kieltenopetuksesta
perusopetuksessa ja lukioissa Raportti 2 Kieltenopetuksen monipuolistamis- ja kehittmishanke19962000, [pdf],
Available at http://www.oph.fi/download/49157_kimmoke_tilastoja_1999.pdf [Accessed on 30 May 2012].

085
Training Engineers on Communication Skills
in English
V. Kazamia
Senior Teaching Fellow
Center for Foreign Language Teaching,
Aristotle University of Thessaloniki
Thessaloniki, Greece
vkazamia@lance.auth.gr
Conference topic: Curriculum Development, Attractiveness of Engineering Education
Keywords: Communication skills, ESP courses, English
ngineers are trained on solving problems and converting numbers into constructions, but rarely
are they taught on how to communicate these. Moreover, research shows that when engineers
get into the job market, communication is highly valued by them because they believe that it contributes to a successful career [9]. Similarly employers seek for people able to communicate [8].
To address this demand, two seminars taught in English, have been initiated at the Faculty of Engineering of the Aristotle University of Thessaloniki in Greece focusing mainly on senior students, i.e. students
in their final year of studies as well as postgraduate or Ph.D. students. Both seminars aimed at teaching
the principles of technical communication, the English language structures used in written and oral
forms of technical communication as well as the presentation techniques required in order to structure
and deliver an effective technical proposal and presentation. In particular, the seminars were intensive
and addressed two topics: Writing and presenting technical documents in English 30hs long and
Presentation skills and techniques 12hs long.
Seminars were designed on the tenet of learning outcome based curricula [2] while the humanistic approach in education [7] was considered when designing content and implementing the teaching approach. Additionally authentic tasks and communicative events to be faced by engineers in professional contexts formed part of homework since material of this type is included in English for Specific Purposes (ESP) courses [3].
Students evaluated seminars through a 23 close ended item questionnaire which included an open
ended question requesting comments and remarks. Thus apart from quantitative data, qualitative data

149
were elicited as well. Results indicated that students were satisfied with the seminars, that the ESP orientation embedded was valued by them since they practiced their English and learnt new knowledge
related to their discipline while they commented positively on the humanistic teaching approach. In fact
the latter triggered personal growth and transferable skills development. Qualitative data were also extracted from graduate engineers who after they had been exposed to situations requiring ability to communicate technical knowledge they appreciated the importance of the seminars. They also commented that technical communication had been learnt through experience so far therefore these seminars
offer an alternative to this.
Findings may be discussed in relation to two perspectives: a) the student perspective and b) the university perspective. Regarding students, the benefits are focused on the development of transferable skills
via English. In other words, through professionally focused instruction of English, they practice skills
which will be of use throughout their careers.
Regarding university, findings show how a seminar taught in English with ESP focus, can achieve a lot
more than simply teaching the language. It can be outcome based, job oriented and as results show, interesting for students.
REFERENCES
[1] Azami Zaharim, Yuzainee, Md Yusoff, Mohd, Zaidi Omar, Azah, Mohamed, Norhamidi, Muhamad (2009),
Employers perceptions and expectation toward engineering graduates: A case study. Proceedings of the 6th
WSEAS International Conference on Engineering Education, pp. 23-29.
[2] Cedefop, (2011), When Defining Learning Outcomes in Curricula, Every Learner Matters. Briefing Note,
March/April.
[3] Dudley-Evans, T., St John, M.J., (1998), Developments in ESP: A multi-disciplinary approach. Cambridge:
Cambridge University Press.
[4] Ezihaslinda Ngah, Noor Raha Mohd Radzuan, Wan Jumani Fauzi, Noor Azlinda Zaina Abidin (2011), The need for
competent work ready English language learners, Procedia- Social and Behavioral Sciences, Vol. 29, pp 14901499.
[5] Kassim, H., Ali, F. (2010), English communicative events and skills needed at the workplace: Feedback from the
industry, English for Specific Purposes, Vol. 29, pp. 168-182.
[6] Martin, R., Maytham, B., Case, J., Fraser, D., (2005), Engineering graduates perceptions of how well they were
prepared for work in industry. European Journal of Engineering Education, Vol. 30 (2) pp. 167-180.
[7] Moskowitz, G. (1978), Caring and Sharing in the Foreign Language Class. Boston: Heinle & Heinle. pp 5-22
[8] Norshima Zainal Shah, (2008), Are graduates to be blamed? Unemployment of computer science graduates in
Malaysia. E-journal of the American Association of Behavioral and Social Sciences, 18.
[9] Sageev, P., Romanowski, C.J., (2001), A message from recent engineering graduates: results of a survey on
technical communication skills. Journal of Engineering Education, pp. 685-692.
[10] Seidlhofer, B. (2010), Lingua franca English - The European Context. In Kirkpatrick, Andy (ed.). The Routledge
Handbook of World Englishes. Oxon: Routledge, pp. 355-371.

092
Educating Future Managers
in Higher Engineering Education
P. Lappalainen
Lecturer
Aalto University
Espoo, Finland
pia.lappalainen@aalto.fi
Keywords: Engineering education, professional skills, social competence
ffect has emerged as an indicator of the quality of relationship between a leader and the followers
in engineering communities. Similarly, reports of the close association between communications and management and of the link between managerial communication and employee motivation evidence the affective revolution in working life. [1], [2] The paradigm shift from pure cognitionbased models of organizational behavior towards ones combining cognition and affect is resultative of
the understanding that emotions are the key psychological driver of thinking, motivation, and behavior.
[3], [4] It has recently been speculated that leaders social and emotional skills contribute more effectively than their mathematical-logical intelligence to the efficacy of their organizations; some go as far as to
claim that leadership is enacted through communication. [5] To verify such claims, quantitative research was conducted in seven industrial organizations. The results corroborate that: 1) Managers who
are assertive, emotionally available and inspiring receive higher overall scores for their overall management and leadership skills. This implies that emotionally intelligent managers are also seen as more effective and productive. 2) Mathematical-logical intelligence does not predict positive subordinate perceptions of a managers leadership ability. 3) Such personality dimensions as sociability correlate positively with subordinate perceptions. 4) A managers assertion predicts positive subordinate perceptions and helps efficient behavior in the managerial role. 5) Older age is connected with better emotional
availability. 6) Managers scoring high in logical ability have a stronger leadership motivation, but leadership motivation does not predict higher subordinate scores.
The subsequent demands for a new type of leadership competence that draws not only from substantive
and technical expertise but also from personal qualifications give rise to emerging education requirements in the area of personal competence, often conceptualized as emotional intelligence or social competence. [6] The starting point in the present paper is the acumen that value-adding leader performance

151
is the outcome of persistent, deliberate practice and coaching instead of an innate talent or skill. [7] Engineering education providers subsequently need to acquire a better understanding of social competence
and its most pertinent competence development needs. [8] This paper aims to define socially competent
leadership and its most pertinent skills in the engineering context. Further, the paper proposes methodology responding to professional skilling requirements. The ultimate educational objective is to develop
individual engineers and organizational leaders that not only possess traditional analytical and technical
expertise and substantive knowledge but are intelligent also creatively, practically, and socially.
REFERENCES
[1] Juholin, E.: communicare! (Communications from strategy to implementation). Inforviestint Oy, 2001.
[2] berg, L.: Viestint tuloksen tekij (Communication a means of making results). Inforviestint Oy, Helsinki, 1996.
[3] Gooty, J.; Connelly, S.; Griffith, J.; Gupta, A.: Leadership, affect and emotions: A state of the science review. The
Leadership Quarterly, 21, 2010, 979-1004.
[4] Saarinen, M.: Tunnelyks esimiesty [Emotionally intelligent supervisory work). Helsinki University of Technology,
Dissertation series, 2007.
[5] Groves, K.: Linking Leader Skills, Follower Attitudes, and Contextual Variables via an Integrated Model of
Charismatic Leadership. Journal of Management, 31(2), 2005, 255-277.
[6] Fox, S. & Spector, P.: Relations of emotional intelligence, practical intelligence, general intelligence, and trait
affectivity with interview outcomes: its not all just G. Journal of Organizational Behavior, 21, 2000, 203-220.
[7] Ericsson, A.; Prietula, M.; Cokely, E.: Managing for the long term. The Making of an Expert. Harvard Business
Review, July-August 2007, 115-121.
[8] Rouhiainen-Neunhuserer, M.: Johtajan vuorovaikutusosaaminen ja sen kehittyminen (Managerial interaction
ability and its development). Jyvskyl University, Dissertation series, 2009.

101
Peer Feedback: Quality and Quantity
in Large Groups
N. van Hattum - Janssen1
Senior Researcher
Research Centre in Education, University of Minho
Braga, Portugal
nvanhattum@ie.uminho.pt
J. M. Fernandes
Full Professor
Department of Informatics, University of Minho
Braga, Portugal
jmf@di.uminho.pt
Keywords: Peer Assessment, Peer Feedback
roviding peer feedback is an activity that does not only support the receiver of the feedback in his
or her learning process, it is also useful for those who provide feedback, as they have to critically
analyse the work or performance of colleagues [1]. Apart from the specific contents of peer feedback comments, the quantity and the diversity of peer feedback compared with teacher feedback is
one of the main advantages of the inclusion of peer feedback in assessment. This article describes the
second edition of a 15 ECTS project-oriented course for Informatics Engineering Masters students at
the University of Minho, in which peer assessment of team performance is part of the assessment
method. A shift from teacher- to student-centred learning implies a larger involvement of students in
their assessment. Peer assessment and peer feedback are elements of the assessment process that
transfer responsibilities from the teacher to the students. They are not just assessment activities, but
part of the learning process itself [2]. Students develop skills like making informed judgments, self-evaluation, critical thinking, and coping with frustration by analysing learning outcomes of their peers and
formulating feedback. Students are more involved in their assessment process when they have a larger
responsibility [3, 4]. Peer assessment of processes creates the opportunity to provide students with extensive feedback that cannot be given by teachers. Student who give feedback to a number of peers
and, therefore, also receive feedback from a number of peers are faced with a wide range of feedback
statements that represent more than one interpretation, as would be the case of teacher feedback. Student feedback is more open to discussion that teacher feedback [5]. In this study, peer feedback as giv-
N. van Hattum-Janssen, nvanhattum@ie.uminho.pt

153
en in a project work context is analysed and compared with peer feedback of the previous year, in which
the demands for students were less extensive. This 15-ECTS course aims to emulate real-life situations
faced by software engineers. Its main aim is to enable students to acquire skills related to: (1) development of a software product, system or service in a team, and (2) analysis of the potential business value
of the product. By working in large teams the students learn many professional skills, such as communication, leadership, responsibility, HR management, project management, and marketing. The project
is carried out within a strict time limit. 61 students, divided in 5 teams participated in the study. All teams
had to define and describe five peer assessment criteria, decide on their relative weights and define five
benchmarks. Feedback comments were analysed using the categories Strengths, Weaknesses,, Remark on specific task, Remedial action, General encouragement, Justification of grade, Transferable
skills, Not enough information and No comments.
At four different moments, a given student had to assess, through the web-based tool, each of their
peers on all the five criteria, by assigning a grade between 0 and 100 and writing a justification. This led
to 4,369 justifications. Looking at the distribution of the comments over the categories, the Strengths
category has the highest frequencies (>65%). When comparing the four assessment moments through
a one-way analysis of variance, no significant differences were found between the relative distributions
over the categories. A one-way ANOVA between the five teams revealed significant differences.
The most important conclusion of this study is that the peer feedback system enabled an amount of
feedback that is impossible to provide by teachers. Students wrote more than 4,500 comments, receiving at least 60. The distribution over the categories is still rather unbalanced and using the identification
of strengths as the major category of feedback comments leaves out opportunities for improvement.
Only at the last assessment moment, when frustration and irritation with peers who work less, have taken over, students feel at ease to make critical comments. Making more balanced comments that also
take into account aspects of improvement will contribute to reflection on and improvement of their own
work [1].
REFERENCES
[1] Li, L, Liu, X, Steckelberg, AL (2010), Assessor or assessee: How student learning improves by giving and receiving
peer feedback, British Journal of Educational Technology, Vol. 41, No. 3, pp. 525536.
[2] Dochy, F, Segers, M, Sluijsmans D (1999). The use of self-, peer and co-assessment in higher education: A review,
Studies in Higher Education, Vol. 24, No. 3, pp. 331350.
[3] Topping, K (1998). Peer assessment between students in colleges and universities. Review of Educational
Research, Vol. 68, No. 3, pp. 249276.
[4] Fallows, S, Chandramohan, B (2001), Multiple approaches to assessment: reflections on use of tutor, peer and selfassessment, Teaching in Higher Education, Vol. 6, No. 2, pp. 229-246.
[5] Topping, KJ (2009). Peer assessment. Theory into Practice, Vol. 48, No. 1, pp. 2027

119
Finnish Graduate Feedback Survey Results:
Employment and Competencies of the Newly Graduated M.Sc.
Engineers and Architects
P. Hyotynen1
Adviser, Education and Employment Policy
Academic Engineers and Architects in Finland TEK
Helsinki, Finland
pirre.hyotynen@tek.fi
K. Harmaala
Adviser, Education and Employment Policy
Helsinki, Finland
kaisa.harmaala@tek.fi
P. Jalasjoki
Analyst, Education and Employment Policy
Helsinki, Finland
pirkka.jalasjoki@tek.fi
Keywords: feedback, engineering graduates, employment, competencies
eveloping education demands willingness, long term commitment, decision making and cooperation. It must be based on accurate and comparable data and information. Graduation is a
good time to gather feedback from graduates on their education, the competencies they have
gained and how that relates to their career prospects. This information serves as a good tool when evaluating the quality of university education.
Academic Engineers and Architects in Finland TEK and four Finnish universities of higher engineering
education conducted a joint feedback survey on national scale for M.Sc. graduates in engineering and
architecture in 2011. The universities involved were the four schools of technology in Aalto University,
Lappeenranta University of Technology, Tampere University of Technology and the Faculty of Technology at the University of Oulu. It is worth noticing that this graduate feedback survey covers 95 % of the
1
P Hyotynen, pirre.hyotynen@tek.fi

155
Finnish M.Sc. graduates of technology making it a very extensive research. A total of 550 graduates,
which is roughly 30 % of all annual graduates, participated in the survey. The main target of the feedback survey is to gather comparable information on the quality of the M.Sc. degrees, the competencies
gained by the graduates and their employment after graduation.
It is common for the Finnish university students to work during studies. It is often debated whether or not
this is recommendable and what are the impacts. The results of the feedback survey made in 2011
show that on average the M.Sc. graduates have 18 months of working life experience. From that, two
thirds is related to the actual field of study.
The impact of working on study progress is two-fold; 38 % of graduates said working had slowed down
the studies. However, 58 % felt working had no impact on the progress. According to the feedback,
90% of the students felt that the working life experience had improved their professional competencies.
These include field specific know-how, adaptation of theory to practise, problem solving skills as well as
communication and project skills. It seems that working experience had promoted the employment
rate and quality of the graduates.
Already at the time of graduation, 95 % of the graduates had been employed to positions and responsibilities that responded well or moderately well to their M.Sc. degree. An interesting result is also that over
50 % of the graduates had been employed via the working life contacts. Work experience related to field
of study should therefore be seen as an important channel of employment.
The changing demands of working life place new challenges for the content and methods of education.
It is worth considering; could on-the-job-learning be better integrated and utilized for example in the
adaptation of the important working life competencies?
In May 2012 a work seminar focusing on the utilization of the feedback survey results was organized by
TEK and the participating universities. In addition to the survey results, themes discussed in the seminar
were guidance in the early phases of study, career guidance and abilities for lifelong learning. Comparable data, shared experiences and best practices turned out to be the most valuable outcome of the
feedback project. The cooperation between the parties involved was deepened. This cooperation
alongside the collected feedback data and the outcome of the seminar serve as a good base for the
work towards better engineering education.
The annual feedback survey, work seminar and a report of their results and outcomes are meant to form
a long term, continuous entity. The target is not only to offer comparable data and develop engineering
education in general, but also to provide a practical tool for the universities to deepen their cooperation.
TEK provides the forum and acts as a coordinator of the survey.

121
The European Higher Education Area.
Spanish Engineering Education
U. Domnguez
University of Valladolid
Valladolid, Spain
udg@uva.es
J. Magdaleno1
University of Valladolid
Valladolid, Spain
magdal@uva.es
Keywords: European Higher Education Area (EHEA), new curricula, Engineering, Spain
he European Higher Education Area principles were formulated soon after the Bologna Declaration, and for more than a decade their developments have been a common task of European governments. The shaping of the EHEA has been carried out by them according to common principles but not following common procedures, and as a result today there is a wide range of perspectives
with national peculiarities.
The change in Higher Education in Spain has not been either quick or easy, and the new system still
keeps many defects of the traditional one. First, the process was initiated later than in most European
countries, since basic legislation was not in force until October 2007 [1], after several unsuccessful attempts that were later discarded. As a consequence, in most of Spanish Universities the first promotions of students according to Bologna guidelines will not have their Degrees until July 2014.
In spite of all, the change of Higher Education in Spain is taking place. In this presentation, we will try to
outline the main characteristics of the Spanish educational landscape with reference to Engineering Education. A review of the system is carried out, with special reference to the so called Industrial Engineering Degrees (Mechanical, Electrical, Chemistry ). First of all, changes of content and structure of curricula are discussed, and also their influence on the acquisition of competences of students [2]. In this
process, as Engineering is a regulated profession and the Degrees grant the access to engineering
practice, their curricula have to follow legal requirements defined by the central government. These re1
J. Magdaleno, magdal@uva.es

157
quirements were presented as a list of competences to be achieved by those graduating, and they have
implied a tight framework on the contents of new curricula.
On the other hand, the introduction of innovative teaching and learning methods, as required by the new
regulation, is considered as well as the attitudes of both students and teachers towards them [3]. Finally, some comments on how to overcome present situation for putting Spanish engineering Curricula on
an innovative path are also outlined.
It is recommended a revision of content and methodology of new engineering curricula after the first
years of their application, once the new promotions of graduates leave the universities. A proper account of their innovative aspects has to be done in that revision. In particular, the relative weight of optional subjects and a proper attention to practical training must be analyzed first.
On the other hand, we have to remark the negative effects of successive cuts applied to budgets in
Higher Education Institutions, with no pedagogical criteria, and aiming only at reducing cuts. Master lessons and bigger groups both for lectures and practical sessions are being presented as new paradigms. Financial cuts have also supposed a big reduction in courses for teachers training and for innovative projects. Those cuts together with more teaching hours for lecturers, higher registration fees,
fewer and shorter grants for students, are creating a double segregation in Higher Education in Spain:
inside, for more deprived students, and in the EHEA with respect to other well off countries.
REFERENCES
[1] RD 1393/2007, de 29 de octubre (BOE 30.10.07), por el que se establece la ordenacin de las enseanzas
universitarias oficiales.
[2] SnchezElvira, A., LpezGonzlez, M.A. and Fernndez-Snchez, M.V. (2010), Analysis of generic competences
in the new EHEA degrees in Spanish universities, REDU Revista de Docencia Universitaria, Vol. 8, No. 1, pp. 35-73.
[3] Virgs, F. and Pea J.D., (2011), Los nuevos estudios de ingeniera industrial en el marco de Bolonia, Tcnica
industrial, N 293, pp. 26-34.

135
Development of an Environmental and Resources
Engineering Education Framework
E. Caporali1
Associate Professor
Department of Civil and Environmental Engineering, University of Firenze
Firenze, Italy
enrica.caporali@unifi.it
A. Tuneski
Full Professor
Faculty of Mechanical Engineering, Ss. Cyril and Methodius University,
Skopje 1000, FYR Macedonia
atanas@mf.edu.mk
C. Borri
Full Professor
Department of Civil and Environmental Engineering, University of Firenze
Firenze, Italy
dir-criaciv@dicea.unifi.it
Keywords: TEMPUS, Bologna Process, knowledge triangle: environment education-innovation-research,
Western Balkans
igher education plays a role of paramount importance in the development of modern societies,
enhancing social, cultural and economic development for a sustainable growth, environment
respectful. In this framework, the European Commission promotes the TEMPUS Trans European Mobility Programme for University Studies [1]. Curricula harmonization and lifelong learning programme development in higher education are among the focused aspects of the TEMPUS programme [2]. The DEREL - Development of Environment and Resources Engineering Learning, is a
three years TEMPUS project coordinated by the University of Firenze, in cooperation with colleagues
of the Ss Cyril and Methodius University, Skopje financed and activated since October 2010. The DEREL Project Consortium consists of 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), 1 PC Ministry, 4 PC Na-
H
1
E. Caporali, enrica.caporali@unifi.it

159
tional Agencies, 1 PC non governmental organization and 1 PC enterprise. The DEREL project is
aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in Skopje (CMU), FYR of Macedonia, University of Novi Sad (UNS), Serbia and Polytechnic University of Tirana (PUT), Albania, based on the European Credit Transfer System and in accordance with the Bologna Process, following the criteria and
conditions for setting up a Joint Postgraduate Degree. A second objective is to implement a sustainable regional network aimed to offer lifelong learning seminars for environment and resources engineering education and training of interested stakeholders and organize workshops focused on
strengthening the links in the knowledge triangle: environment education-innovation-research, with
participation of postgraduate students, public services, enterprises and NGO's. The curricula and lifelong learning courses development includes surveys of educational & labour market needs at the PC,
organization of academic visits from PC to EU Universities, PC staff training and retraining, preparation
and publication of educational materials and promotion documents, as well as project dissemination
activities. Despite the very ambitious goals of the project proposal, all activities foreseen for the first 18
months were realized or are at a very advanced stage. The new postgraduate studies in Environment
and Resources Engineering at CMU, UNS and PUT will start in September 2012 and they will include
web-based and blended learning courses. Also, the good collaborative environment created, since
2005, with the project partners can be surely mentioned as an additional value of the project, enabling
implementation of a sustainable regional network [3].
REFERENCES
[1] McCabe R., Ruffio P., Heinmki P., (2011), TEMPUS @ 20, a retrospective of the TEMPUS programme over the
past twenty years, 1990-2010, Luxembourg: Publications Office of the European Union, ISBN 978-92-9201-163-5,
doi:10.2797/56786, European Union.
[2] Reilly J., Jongsma A., (2011), Regional seminars on university governance in the TEMPUS Partner Countries. Issue
08 October 2011. ISBN: 978 92 9201-216-8.
[3] Caporali E., Tuneski A., Trajkovik V., Palmisano E. and Valdiserri J., (2011). Enhancing Environmental Engineering
Education in Eastern Europe, Proc. Of the SEFI Annual Conference: Global Engineering Recognition, Sustainability,
Mobility, Lisbon, Portugal. Editors: Jorge Bernardino and Jos Carlos Quadrado, pp. 659:665 CD 124. ISBN:
9782873520045.
03 Engineering Education 160-227_Layout 1 18/09/2012 1:34 .. Page 160
Engineering
Education 2020:
MEET THE
FUTURE

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004
Project-based Learning for a Biosciences
Laboratory in an Engineering Curriculum
M. Nrhi
M.Sc. (Eng.)
Department of Biotechnology and Chemical Technology
Aalto University School of Chemical Technology,
Espoo, Finland
marko.narhi@aalto.fi
O. Natri
M.Sc. (Eng.)
Espoo, Finland
olli.natri@aalto.fi
K. Nordstrm1
Espoo, Finland
katrina.nordstrom@aalto.fi
Conference Topic: Engineering education research
Keywords: Project-based learning, Bioscience laboratory, Engineering curriculum
esearch in engineering education has established the importance of exploring new avenues of
teaching and learning. The emphasis of teaching development is on providing opportunities for
deep learning via problem solving and teamwork, which nurture abilities to work in a solution oriented context and transfer theory to practice, to work analytically and systematically and the ability to be
creative and innovative in solving professional tasks. Clearly, such outcomes are difficult or perhaps
even impossible to achieve by teaching in the classroom or via the traditional laboratory approach. On
the other hand, the focus of new avenues for learning in the biosciences has mostly been concerned
with changing the way that scientific theory is taught in the classroom, with laboratory experimentation
receiving less attention. Moreover, authenticity in laboratory courses is often considered to be self-evident as students work with real samples and real data using disciplinary specialist methodologies.
R
1
K. Nordstrm, katrina.nordstrom@aalto.fi

163
A project-based approach was adopted to a M.Sc. level microbiology laboratory course in a Chemical
Technology degree program.. The course spanned 7 weeks at 5 ECTS with the requirements of planning (30h) and executing (40h) a microbiology project, a final report and a seminar presentation (12h)
and 53h hours allocated for independent work (writing reports, reading and searching for literature). The
goals were for students to be able to 1) design and execute a laboratory project and interpret scientific
results in accordance to accepted theory and methodologies of the discipline, 2) experience a research
science approach and develop critical thinking skills 3) take responsibility for and to contribute to carrying out experimental work in a group.
Three research questions were formulated to evaluate the learning outcomes of the students, the ability
of previous laboratory classes to support a constructive learning process, and the constraints and opportunities for implementation of project based laboratory courses in single specialist subjects within an
engineering curriculum. RQ1. What are the key learning outcomes of a project-based laboratory course
in a microbiology within an engineering degree program ? RQ2. What are the critical thinking skills and
previous disciplinary competencies which support the ability of students to independently plan and carry out real-life microbiology experiments ? RQ 3: Can project based learning be carried out to support
desired learning outcomes in an individual specialized subject in a traditional engineering curriculum
Student learning outcomes demonstrated that the development of new skills and competencies and
the ability to critically evaluate different options were supported by the project-based approach. In addition, students also faced the frustration and uncertainties that are ingrained into scientific research, but
as the projects proceeded students began to appreciate the nature of scientific research. However,
some students also tended to find it very difficult to adjust to new learning approaches and feel uncomfortable when no correct answer was available. Moreover, critical thinking skills also emerged, as at
the end of the course students were able to reflect on their own decisions during the project and pinpoint the problems in their own planning of the experimentation. The feedback indicates that the students did not view the experimental part of the project as very demanding, which may have caused
them to overlook the amount of time that they should have spent on the planning and the detail at which
the planning should have been done. On the other hand, it is evident that the disciplinary knowledge
gained was rather narrow, and in this course focused primarily on identification of microbes. This is in
line with other studies which have shown that there are some concerns as to using project based learning in the biological sciences, as students appear to have difficulty in understanding biological complexity and scientific content. One explanation for the development of somewhat narrow disciplinary knowledge in the present study, could be attributed to the fact that students did not have the time to make
mistakes and repeat the experiments which could explain perhaps a shallow constructive process. On
the other hand, this may also be due to teaching approach, as project-based learning does emphasize
the development of skills, whereas development of disciplinary scientific knowledge does not appear to
have been analyzed in comparative studies on project-based learning vs. other teaching approaches.

008
The Effectiveness of Interventions
from the Perspective of Teachers and Students
in the Field of Engineering Education
at Universities in Germany
W. Schneider1
Research Assistant
Gender Studies in Science and Engineering, TU Mnchen
Munich, Germany
wolfram.schneider@tum.de
S. Ihsen
Prof. Dr.
Munich, Germany
ihsen@tum.de
Conference Topic: Engineering Education Research
Keywords: Engineering Education, Higher Education, Gender and Diversity Research, Coaching
he improvement of teaching quality and the effects of interventions in favor of good teaching at
the universities are relevant requirements of the growing importance of (engineering) education
in the context of excellent science. The impact of attitudes of teachers to the satisfaction of the
students is an important question that was hardly in the focus of empirical research so far. The project
"Lewi teaching effectiveness and interventions" seeks to explore empirically the relationship between
patterns of attitudes of the teachers and the impact on teaching and the students. In addition, this project will develop, implement and evaluate a special coaching for teachers at university.
T
1
W. Schneider, wolfram.schneider@tum.de

165
In the first phase of the project, qualitative and quantitative instruments were developed to evaluate
the attitudes of teachers towards teaching, the bologna process, the students, aspects of gender
and diversity and further training. On the basis of a german-wide online survey and qualitative interviews with teachers at three universities an individual, process-oriented coaching instrument for
teachers was developed and implemented. The teachers were accompanied for a semester and
coached in several courses. The coaching takes care of the individual interests of teachers and encourages them to make new teaching experiences. Through this guidance the teachers also learn to
consider their teaching from the perspective of students. To evaluate the effectiveness of the interventions, they were supervised scientifically: The coaching concept provides several measure points
during the semester. Short interviews, feedback sessions, participant observation and surveys with
teachers and students were used.
So far a total of 32 teachers were coached. The focus was mainly on engineering education and engineering courses.
The results of the interventions document a number of changes (e.g. towards the satisfaction of teachers and students): The interaction between students and teachers and the teaching environment were
improved, the students were activated and teachers are able to recognize the learning progress of the
students and so could better assess what was (not) understood. However, it takes time for both sides:
For the teachers to change their approach or concept of teaching and for the students to get used to
these changes.
The approach outlined here represents a novel approach to university teaching interventions, because
the empirical analysis of the relationship between teaching and learning in engineering education were
created as comparative studies in different contexts and universities. In addition, the results contribute
in several ways from the quality assurance of teaching, as they fed back to the cooperating teachers and
faculties. The results of the interventions will be presented at the 40th SEFI Annual Conference and discussed with the participants.

014
Teaching Symbolic Language
to non-native Speakers
J. Bonet-Dalmau1
Associate Professor
Universitat Politcnica de Catalunya-DiPSE
Manresa, Barcelona, Catalonia, Spain
jordi.bonet@upc.edu
M. Alsina
Associate Professor
Universitat Politcnica de Catalunya-MAIII
Manresa, Barcelona, Catalonia, Spain
montserrat.alsina@upc.edu
Conference Topic: Engineering Education Research, Mathematics and Engineering Education
Keywords: Symbolic language, Non-native speakers, On-line resources
n this paper, we describe how an on-line resource, primarily intended to improve the proficiency in a
foreign language, can also facilitate the understanding of the symbolic language in an engineering
degree course. We think that thanks to the use of this resource, a course in an engineering degree
can tackle both the challenge of teaching symbolic language to non-native speakers and the challenge
of doing this without losing insight into the concepts that appear in the course.
In autumn 2009, five four-year degree offered by the Universitat Politcnica de Catalunya (UPC) were
launched at the School of Engineering of Manresa (EPSEM). In autumn 2010, another one was
launched. One of the differences between the old and the new degrees is that the new ones must give
a sufficient proficiency in a foreign language in the way determined by the university to converge to the
EHEA. This can be done in different ways, among them the development of a minimum of courses
taught in English. The so called Content and Language Integrated Learning (CLIL) methodology aims to
improve the proficiency of a foreign language in non-linguistic subjects. It's an approach based on language immersion for learning content through a foreign language, thus teaching both the concepts of
the subject and the foreign language. Although the European Commission suggests the presence of
trained teachers who are native speakers of the vehicular language to facilitate the introduction of CLIL
approaches, this is not the situation in our university. So, the EPSEM decided to collect information
about the teaching staff and about the students in order to plan the best way to introduce CLIL approaches in the new degrees and concluded that scaffolding material was really necessary to support
teaching content through English.
1
J. Bonet-Dalmau, jordi.bonet@upc.edu

167
In this communication we focus on how to teach symbolic language in English to non-native speakers. Multilingual formulae is an open access on-line collaborative resource available at http://mformulae.epsem.upc.edu. It contains tables of symbols and a set of formulas classified in different subjects. More concretely it contains tables to support English speaking of symbolic language as binary
relations, symbols, scientific notation, etc. Tables and formulas include examples and audio files.
More than 600 formulas of different engineering areas have also been introduced. Each formula, see
Fig. 1, is described in symbolic language, text and audio with the speech in several languages: all in
Catalan, Spanish and English, and some in French. The project has been developed using the Content Management System Plone, and the Javascript library MathJax to render mathematics in LaTeX. It is the result of the research group Linguatech-Rima, who is basically in charge for the design
of the application and to suggest, review and classify formulas in different subjects. It can not be considered complete because new formulas are being added after technical and linguistic review.
The resource is addressed to lecturers and students as a support for the lack of fluency, to ensure the
effective communication when symbolic language is used. It also highlights the mathematical part of the
formulas, improving content learning. Furthermore, it can also be helpful to increase the self-confidence
when oral presentations in a foreign language at professional or research level are involved.
Fig. 1. Reflection coefficient equation: symbolic language, text and audio.
ACKNOWLEDGMENTS
The authors are members of the research group Linguatech, supported by RIMA-ICE and the grant
CAPMD-UPC-2011. Multilingual Formulae has been possible thanks to the grant 2010MQD00189,
from the Generalitat de Catalunya, the Catalan government, and the collaboration of the EPSEM Computing Center.

024
Student Competencies in Structural Engineering:
Modelling Cultural Environment in Qassim
University
T. Ucol-Ganiron Jr.
Associate Professor
Qassim University
Buraidah, KSA
tomas@qec.edu.sa
Keywords: Engineering education, cultural learning, environment, structural engineering.
his study aimed to determine the learning environment variables related to students interest and
perceived competencies of 190 students in Qassim University during the First and Second semester of school year 2011-2012. The study made use of the standardized Cultural Learning Environment (CLEQ) Questionnaire (Fisher and Waldrip, 1998) to determine the cultural factors comprising the classroom learning environment in Structural Engineering courses as perceived by the Architecture & Civil Engineering students. The students level of interest and perceived competencies in Structural Engineering courses were measured by adapting the Perception of Engineering Classes Survey
(PECS) Questionnaire (Molina, 2011). Some interesting insight of the study are: 1). Students are more
likely to collaborate, challenge their teachers, use modeling in learning Structural Engineering, and perceive what they learn in the class as matching their learning at home ; 2). Students have a generally low
level of interest and perceived competencies in Structural Engineering courses; 3). There is a significant
relationship between collaboration and congruence factors and perceived competencies in Structural
Engineering courses.

169
REFERENCES
[1] Ackerman, P, (2009), Individual differences in skill learning: An integration of psychometric and information
processing perspectives, Psychology Bulletin, (102), pp. 3-27.
[2] Bandura, A, (1986), Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice Hall.Lastname5, Initials (2006), Title of the article, Proc. of the Conference, Editors, Place of Conference,
Vol. 2, pp. 120-128.
[3] Fisher, D, and Waldrip B, Assessing culturally sensitive factors in the learning environment of science classroom.
Research in Science Education, 27, pp.41-49.
[4] Enriquez, G. (1994). Cultures consequences. Newbury Park, CA: Sage Publication.
[5] Menchor & Weise (1974). Classroom environments. London: Croom Helm Lastname5, Initials (2006), Title of the
article, Proc. of the Conference, Editors, Place of Conference, Vol. 2, pp. 120-128.
[6] Kramer, A. (2011). Interest, learning and development. Hillsdale, NJ.: Erlbaum.
[7] Dovan, K. (1998). Reliability in content analysis: Some common misconceptions and recommendations. Human
Communication Research, 30(3), pp. 411-433.
[8] Manalasal, D.A. (1985). Physics achievement of Muslim and Christian students in North Cotobato. Masters Thesis,
Dela Salle University, Manila.
[9] Limbo, S. U. (1975). A case study of college scholastic performance of students from different types of high
schools. Masters Thesis, Central Mindanao University.
[10] Molina, T. G. (2011). Predicting career success of graduate business school alumni. Academy of Management
Journal, 16, 129-137.

026
Examining Perceptions of Engineering Work
and Identity across Generations in the USA
M. Pilotte1
Graduate Student
School of Engineering, Purdue University
mpilotte@purdue.edu
I. Ngambeki
Graduate Student
School of Engineering, Purdue University
ingambek@purdue.edu
S. Branch
Graduate Student
Department of Psychological Sciences, Purdue University
sbranch@purdue.edu
D. Evangelou
Assistant Professor
School of Engineering Education, Purdue University
Keywords: engineering identity, perception of engineering, engineering culture
ngineering identity is a complex highly fluid construct based heavily on the perceptions and understanding of engineering work held by engineers and others. It is believed that perceptions surrounding engineering and engineering identity play an important role in both engineering education and engineering practice. This is based on the notion that engineering identities affect student interest in engineering careers, contribute to a societys technical literacy, influence the value placed on engineering, and shape positions on innovation excellence [1]. However, very few studies have contrasted
perceptions of engineering work and understandings of engineering identity across generations. Understanding how novice developing engineers (students) perceive engineering can provide insights into
what attracts students into engineering as well as what might be repelling them from the field. This
E
1
M. Pilotte, mpilotte@purdue.edu

171
stands in contrast to perceptions of engineering among practitioners of older generations. Unfolding a

complete view of these perceptions across developmental stages of engineering can deepen our understanding of identity formation and inform discussions of recruitment and retention.
1. METHOD AND RESULTS
This study compared the perceptions of engineers and engineering work held by engineering students
at a large American university and practicing engineers from over 40 industrial firms across the United
States. Over 300 engineering students and over 400 practicing engineers responded to surveys asking
them to select words describing their workplace and other engineers. The top five words most frequently chosen as representing engineering for field practicing engineers includes: technical, detail oriented,
hard working, team oriented and innovative. In contrast engineering the top five words chosen by engineering students were: thorough, detail oriented, competitive, independent and confident.
2. DISCUSSION AND CONCLUSION
Engineering as an identity is not homogeneous; rather each unique engineering discipline brings with it
a unique engineering culture, set of attributes and values. In addition it is evident that the perception of
engineering identity and culture differs among engineering students and engineering practitioners and
across the generations that responded to the surveys. Acknowledging the subtle or not-so-subtle differences between engineering discipline identities can allow secondary school and university advisors to
more directly guide students toward a discipline of engineer education that is most closely aligned with
their own attributes and value systems. The least represented descriptors such as extrovert, entrepreneurial and artistic are frequently associated with entrepreneurial interests and endeavours. This research seems to reinforce the void of these attributes amongst working engineering professionals, and
the need for developing these attributes in the next generation.
REFERENCES
[1] Giddens, D.P., et al., Changing the conversation - Messages for improving public understanding of engineering.
2008, National Academy of Engineering of the National Academies: Washington, DC. p. 1-149.

027
Impact of Motivation, Language
and Social Network on Learning Process
S. Heikkinen
University Teacher
Department of Micro- and Nanoscience, Aalto University
Espoo, Finland
sanna.heikkinen@aalto.fi
Keywords: Motivation, Non-native language, Social network
his study considers the impact of motivation and effect of language on the learning process while
studying in non-native languages. We will show how much the language can affect the learning
process and how motivation and what kind of motivation can help a student to pass a course
faster. Also, the meaning of social networks is discussed.
The study was done in an electronics laboratory course in Aalto University, Finland, and in Rigas Technical University, Latvia, during the spring term in 2011. The course was taught for the first time in English
in both universities and for the first time ever in Rigas Technical University. All students in this study volunteers to participate and this course is not a part of their normal bachelor degree program.
As is well known, studying in English is very different from studying in one's native language for most
people. Many students feel that they are still learning the language used in a course and also need to
learn the substance at the same time. [1] All students taking part in the laboratory course both, in Finland
and Latvia, were interviewed at the beginning and at the end of the course. Exchange students evaluated their own language skills in English evenly with a grade 3-5 of 5. While being interviewed, all exchange
students were fluent in English and a teacher evaluated their language skills higher than the students did
themselves. Some Latvian students thought their language skills were very low and barely acceptable
to take a course in English. They were unsure if they could follow a lecture or read assignment handouts.
Also their skills in English were evaluated higher by a teacher.
The Latvian students evaluated their language skills with a grade 3.64 when they started the course but
the same students had an average value of 3.82 when they completed the course.

173
The exchange students evaluated their language skills with a grade 4.00 before the course but the
grade was as high as 4.50 when they evaluated it after the course. If comparing the results before and
after the courses, it can be seen that the students underestimated their language skills at least a little bit.
They did not have difficulties passing the course as a result of the language.
When doing self-evaluation about their own background knowledge of electronics, the Latvian students
had a grade of 3.55 on average. After the course the average value was exactly the same. As discussed
earlier in this paper, the Latvian students passed the course easily but they were a bit unsure about their
level of skill in electronics.
The exchange students were more self-confident at the beginning of the course. They estimated their
own background knowledge in electronics to have a grade of 3.67. As mentioned earlier, it took much
longer for them to finish all of the assignments compared to the Latvian students and compared to the
reference group. At least the exchange students were honest when having the after course interview
because they estimated their background skills in electronics to be 3.17.
REFERENCES
[1] Lowes, L, Peters, H, Turner, M, (2004), The international student's guide: studying in English at university,
Publications Ltd, pp. 20-22.
[2] Dalton-Puffer, C, Nikula, T, Smit, U, (2010), Language Use and Language Learning in CLIL Classrooms, John
Benjamins Publishing Company, pp. 237-247.
[3] Healy, T, (2004), Work in Progress: Curiosity in the Education of the Engineer, Frontiers in Education Conference,
USA, pp. 6-7.
[4] Dong, Y R, (1998), Non-native Graduate Students Thesis/Dissertation Writing in Science: Self-reports by Students
and Their Advisors from Two U.S. Institutions, English for Specific Purposes, vol. 17, no. 4, pp. 369390.
[5] Fransson, A, (1977), On qualitative differences in learning: IV - Effects of intrinsic motivation and extrinsic test anxiety
on process and outcome, British Journal of Educational Psychology, vol. 47, no. 3, pp. 244257.
[6] Oudeyer, P-Y, Kaplan, F, (2007), What is intrinsic motivation? A typology of computationalapproaches, Frontiers in
Neurorobotics, vol. 1, article 6.
[7] Deci, E L, Ryan, R M, (2004), Handbook of Self-determination Research, The University of Rochester Press, pp. 37-58.
[8] Berry, F C, DiPiazza, P S, Sauer, S L, (2003), The Future of Electrical and Computer Engineering Education,
Transactions On Education, vol. 46, no.4, pp.467-476.
[9] Stenmark, D, (2000), Role of Intrinsic Motivation When Managing Creative Work, Management of Innovation and
Technology Conference, Singapore, pp. 310-315.

033
Research in Engineering and Technology
Education: Staff Perspectives
J. Chandran
Research Associate Swinburne University of Technology Melbourne, Australia
jchandran@swin.edu.au
A. Stojcevski1
Professor of Electrical & Electronics Engineering
Deakin University
Geelong, Australia
alex.stojcevski@deakin.edu.au
Keywords: Engineering education, faculty staff perspectives, barriers, relevance
his paper explores staff perspectives on research in engineering and technology education. The
research performed was an institutional wide study, which looked at the staff barriers, opportunities and relevance of engineering and technology education. The idea of research into engineering and technology education arose from the work by Ernest Boyer through a publication named
Scholarship Reconsidered referring to the scholarship of teaching and learning [1]. Boyers goal was
to bring research, scholarship and teaching together through a redefinition of four forms of scholarship:
the scholarship of discovery, application or the scholarship of engagement, the scholarship of integration, and the scholarship of teaching.
The definition and concept of the scholarship of teaching and learning has been actively pursued for
some time now. Kathleen McKinney in her address to the Illinois State University mentions about the
challenges faced in tertiary education research [2]. These challenges include the lack of support from
the institutions, lack of recognition, value and reward for research into learning and teaching, insufficient
training and development, hostility towards staff performing education research, and the isolation of
staff involved in tertiary research from the staff conducting traditional discipline research. The lack of
recognition for research in learning and teaching at the same level as discipline research has been cited
by many researchers in this field [3-6]. Academic staff also face barriers like lack of time to engage in engineering and technology education research due to commitments in teaching and discipline research.
This paper presents quantitative and qualitative results from a university wide research study, which investigated the barriers staff face at Swinburne University of Technology towards developing and performing research in engineering and technology education. The findings from this research illustrate
1
A Stojcevski, alex.stojcevski@deakin.edu.au

175
how faculty staff view research in engineering and technology education. The views about how faculty
staff perceive research in engineering and technical education are also presented along with the views
of the faculty management. The paper also presents the areas in which academic staff require support
in growing engineering and technology education research. Figure 1 shows the barriers for staff in performing research in engineering and technology education.
Fig.1. Barriers towards research into learning and teaching
Time, workload and lack of financial support have featured as the prominent barriers to the research in
learning and teaching. The non-recognition of research in learning and teaching at par with discipline
based or fundamental research also figures as a big impediment to research in learning and teaching.
There was overwhelming consensus that a community of practice based model will be an effective approach in enhancing the quality of research into learning and teaching. A workload model which will accommodate a time for research in engineering education is needed and seed funding for the projects is
also needed.
REFERENCES
[1] Boyer, E, (1990), Scholarship Reconsidered: Priorities of the Professoriate, San Francisco: Jossey-Bass.
[2] McKinney, K, (2002), The Scholarship of Teaching and Learning: Current Challenges and Future Visions, Ceremony
to Install the Cross Chair in the Scholarship of Teaching and Learning, Illinois State University.
[3] Kreber, C, Cranton, P.A, (2000), Exploring the scholarship of teaching, Journal of Higher Education, vol. 71, pp.
476496.
[4] Kreber, C, The Scholarship of Teaching and Its Implementation in Faculty Development and Graduate Education, in
C. Kreber (ed.), Scholarship Revisited: Perspectives on the Scholarship of Teaching, New Directions for Teaching
and Learning, no. 86. San Francisco: Jossey-Bass.
[5] McKinney, K, (2006), Attitudinal and Structural Challenges Contributing to Challenges in the Work of the
Scholarship of Teaching and Learning, New Directions for Institutional Research, Vol. 129, pp. 37-50.
[6] Chang, R, Mann, L, (2010), Creating an Engineering Education Community of Practice within an Institutional
Setting: Barriers and Enablers for Success in Practice, Proceedings of the Australasian Association of Engineering
Education Conference. Sydney Australia.

037
Comparing Group and Individual Problem Solving:
A Case Study from Newtonian Mechanics
M. Berge1
Researcher and guest lecturer
Division of Engineering Education Research
Chalmers University of Technology
Gteborg, Sweden
maria.berge@chalmers.se
T. Adawi
Researcher and Head of Division
Division of Engineering Education Research
Chalmers University of Technology
Gteborg, Sweden
adawi@chalmers.se
Keywords: Newtonian mechanics, problem solving, collaborative learning, transfer
revious research has demonstrated that many students not only emerge from their studies of
physics with serious gaps in their conceptual understanding but that they also experience serious structural difficulties when solving physics problems, such as being able to see the structure
of possible solutions and answers before actually solving the problem [1, 2]. One commonly implemented instructional strategy to bridge these two types of gaps is to let students solve problems in groups, as
this leads to better conceptual understanding and students are able to solve more complex problems in
groups than individually [3,4]. There has, however, been very little research focusing on how the problem
solving process changes when students solve physics problems together rather than individually.
P
1
M. Berge, maria.berge@chalmers.se

177
In this case study, we explore differences and similarities in how students formulate and solve physics
problems in groups and individually. The empirical data comprised video-recorded sessions of students solving problems in groups [5] and semi-structured interviews with other students solving the
same set of problems individually [2]. All students were enrolled in Engineering Physics at Chalmers University of Technology in Gothenburg, Sweden. The problems were drawn from Newtonian mechanics
and the solution to the problems required an understanding of basic notions such as force, friction, acceleration and system. Success on the problems also required an understanding of basic mathematical
notions such as functions, systems of equations and derivatives. An analysis of the video-recordings
and the interviews revealed how the students struggled with both near- and far transfer [6, 7], i.e. transfer to a similar and a different context. Moreover, different patterns of problem solving that were connected to the social context, i.e. if the problems were solved in groups or individually, became apparent.
A comparison between these contexts illustrates some of the benefits of collaborative learning. Some
implications for instruction are also discussed in the paper.
REFERENCES
[1] McDermott, L. C. (1997). Students' conceptions and problem solving in mechanics. In A. Tiberghien, E. L. Jossem
& J. Barojas (Eds.), Connecting research in physics education with teacher education: The International
Commission on Physics Education
[2] Adawi, T., Ingerman, ., and Pendrill, A. (2005). How Mathematical Is Conceptual Understanding? Paper
presented at the Physics Teaching in Engineering Education PTEE 2005, Brno University of Technology, Brno,
Czech Republic.
[3] Heller, P., and Hollabaugh, M. (1992). Teaching Problem Solving Through Cooperative Grouping. Part 1: Group
Versus Individual Problem Solving. American Journal of Physics, 60(7), 627-636.
[4] Heller, P., and Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing
problems and structuring groups. American Journal of Physics, 60(7), 637-644.
[5] Berge, M. (2011). Group work and physics: characteristics, learning possibilities and patterns of interaction.
Gteborg: Chalmers University of Technology.
[6] Perkins, D. and Saloman, G. (1992) Transfer of learning. In T. Husen and T. Postlethwaite (eds) The international
encyclopedia of education 2nd Edition, Vol. 11 (Oxford: Elsevier Science Ltd).
[7] Barnett, S. M., and Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer.
Psychological Bulletin, 128(4), 612-637.

038
Prediction of Study Results of first year
Engineering Students?
A Comparison of Tools
J. Van den Bossche1
LESEC (Leuven Science and Engineering Educational Centre)
KaHo Sint Lieven, Belgium
johan.vandenbossche@kahosl.be
A. Vermeyen, E. Schyvinck, E. Danckaert, T. Stevens
KaHo Sint Lieven
Aalst, Belgium
annemie.vermeyen@kahosl.be , Ellen.danckaert@kahosl.be , Tony.stevens@kahosl.be
J. Buijs
Groep T
LESEC
Leuven, Belgium
jeroen.buijs@groept.be
G. Desamblanx
Lessius
Mechelen, Belgium
gorik.desamblanx@lessius.eu
A. Lauwers
KHBO
Oostende, Belgium
andre.lauwers@khbo.be
E. Van Hoof
KHLIM
LESEC
Hasselt, Belgium
Etienne.Vanhoof@khlim.be
Keywords: reorientation, predictive test, exam results
J. Van den Bossche, johan.vandenbossche@kahosl.be

179
esearch in Flanders shows that only 40% of the 47.000 students who started higher education
acquired all of the 60 credits during the academic year 2007-2008 [1]. This tendency even
seems to continue. This is partly due to a wrong choice of study [2]. Better support for making
the right choice before the start and/or re-orientation a few weeks after the start of the term seems to be
more necessary than ever. But is it possible to predict the chances of success? A lot of research on the
prediction of study results is found in literature [3], [4], [5], [6]. Most of these studies were USA studies
based on the SAT (Scholastic Aptitude Test) test.
We examined three possible (cognitive) tests that could be used for making a better choice before start or
for re-orientation after a few weeks. We focused on industrial engineering students in Flanders (Belgium).
The first and second test are non-obligatory tests for students before the start of the study. These tests
examine elementary scientific and math skills. During this pilot test phase, these tests were offered at
the start of the academic year. In Ref. [7] these tests can be found.The third test was a test that took
place a few weeks after the start of the semester. The study material is part of the curriculum. This test
can be used for re-orientation a few weeks after the start of the academic year.
The relationship between exam result and score on the different tests was investigated using Spearman's Rank-Order Correlation coefficient (rs). There is a small correlation in case of test 1 (rs=0,175), a
medium correlation in test 2 (rs=0,472) and a large correlation in test 3 (rs=0,675). Using test 1, we can
not advise students to start the engineering study or not. In case of test 2, we get a much higher correlation coefficient, but even then, we can not advise students. The only test which we slightly can rely on
to advise students is test 3.
Whats the reason for the low correlation in case of test 1? And why is the correlation higher in test 2 and
test 3? In this paper we will give some possible explanations. Further research is certainly needed.
REFERENCES
[1] Tegenbos, G (2010), Maar vier op de tien slagen in eerste jaar, De Standaard, 8 october 2010.
[2] Warps, J., Hogeling, L., Pass, J. & Brukx, D., Studiekeuze en studiesucces. Een selectie van gegevens uit de
startmonitor over studiekeuze, studieuitval en studiesucces in het hoger onderwijs, ResearchNed.16, Nijmegen
[3] Larson, J.R., Scontrino, P. (1976). The consisitency of high school grade point average and the verbal and
mathematical portions of the Scholastic Aptitude Test of the College Entrance Examination Board, as predictors of
college performance: an eight year study. Educational ans Psychological Measurement, 36, 439-43
[4] DeBerard, S.M., Julka, D.L., Spielmans, G.I. (2004). Predictors of academic achievement and retention among
college freshmen: a longitudinal study. College Student Journal, 38, 66-85
[5] A. Olani, Predicting First Year University StudentsAcademic Success, Electronic Journal of Research in
Educational Psychology, 7(3), 1053-1072, 2009 (n 19), ISSN: 1696-2095
[6] Ting, S.R. (2001). Predicting academic success of first year engineering students from standardized test score and
psychological variables. Internatial Journal of Engineering Education, 17, 75-80.
[7]
https://sites.google.com/site/sefijvdb/

041
Using Models to Promote Scholarly Development
T. Olsson1
Senior lecturer/Academic developer
Lund University, Faculty of Engineering
Lund, Sweden
thomas.olsson@genombrottet.lth.se
T. Rox
Lecturer/Academic developer
Lund University, Faculty of Engineering
Lund, Sweden
torgny.roxa@genombrottet.lth.se
Keywords: cognitive dissonance, critical reflection, double-loop learning, engineering education
heoretical approaches within teaching and student learning are often based on aspects of social
sciences that are unfamiliar to most teachers in engineering. The development of engineering education is facilitated by a basic understanding of pedagogical theories, but also by the recognition of, and connections to, more recognizable engineering traditions. The use of illustrative models to
explain and simplify complex pedagogical processes is an example of how a scientific tradition familiar
to engineering teachers could help them increase their understanding of teaching and learning, and
serve as a driver for the development of engineering education.
In this conceptual paper we present and analyse a model for pedagogical competence, integrating theory and practice in engineering education [1]. The model involves four essential parts pedagogical
practice or actual teaching activities related to student learning; observation of teaching and student
learning; theory or theoretical knowledge of teaching and student learning; and planning as a means for
improved pedagogical practice.
The pedagogical practice involves a variety of teaching activities and it is within the pedagogical practice
that student learning is actively supported through interactions between teachers and students. We
identify the qualitative level of the pedagogical practice as teaching skills.
1
T Olsson, thomas.olsson@genombrottet.lth.se

181
Pedagogical competence is a broader concept than teaching skills. A professional teacher should continuously observe and reflect on the teaching practice and its effect on student learning. Based on theoretical knowledge, and own observations of teaching and learning, the teacher analyses his or her
teaching practice in relation to students learning and draw rational conclusions and make plans for continued development.
Our arguments are related to the theory of cognitive dissonance developed by Festinger [2]. In the case
of teaching and learning an important dissonance may be between a teachers knowledge about teaching and learning and the actual teaching practice and its outcomes. Festinger argues that the tension
between conflicting cognitions, the dissonance, is a driving force for change since people want to reduce or eliminate dissonance and achieve consonance, and we argue for teachers own observations
to be the single most important factor to disclose dissonance.
Reflection is an essential characteristic of scholarly teaching and integrated in all parts of our model.
Mezirow [3] discusses increasingly complex ways of reflection: content reflection, process reflection and
premise reflection. Process and premise reflection increase the possibilities for teachers to transform
their conceptual structures to become more complex. We argue that to reflect beyond content reflection
it is necessary to go outside the pedagogical practice and include observation, theory and planning.
We also build on Argyris and Schn [4]. A very important feature in double-loop learning is the ability to
draw conclusions from data, something consistent with the use of observations as exposed in our model. Teachers that teach without observing teaching and student learning, and without reflecting with the
use of pedagogical theory, are likely to learn only through single-loop learning. Teachers that demonstrate pedagogical competence are much more likely to produce double-loop learning.
The Faculty of Engineering at Lund University has an extensive and integrated program for academic development. In addition to this program, a formal research subject, engineering education, was introduced
in 2011. The core activities of the academic development program comprise pedagogical courses at university level; consulting services; evaluations; applied research related to engineering education, dissemination of knowledge and arenas for scholarly conversations; and, a system for rewarding excellent teaching. The model of pedagogical competence is used in analyses of our ideas about academic development and we will discuss some practical results and implications at our presentation of the paper.
REFERENCES
[1] Olsson, T, Mrtensson K and Rox T, (2010), Pedagogical Competence a development perspective from Lund
University. In . Ryegrd, K. Apelgren, & T. Olsson (Eds), A Swedish Perspective on Pedagogical Competence (pp.
121-132), Uppsala University, Division for Development of Teaching and Learning.
[2] Festinger, L, (1957), A Theory of Cognitive Dissonance, Stanford CA: Stanford University Press.
[3] Mezirow, J, (1991), Transformative dimensions of adult learning, San Francisco: Jossey Bass.
[4] Argyris, C and Schn, D, (1974), Theory in practice: Increasing professional effectiveness, San Francisco: Jossey Bass.

046
Development and Implementation of a Coaching
Model for Project-Based Learning in Science
and Engineering Education
M - C. Peeters
Head of the Department of Education
KU Leuven, Faculty of Bioscience Engineering
Heverlee, Belgium
christine.peeters@biw.kuleuven.be
W. Van der Hoeven1
Educational Research Assistant
KU Leuven, Faculty of Bioscience Engineering
Heverlee, Belgium
wouter.vanderhoeven@biw.kuleuven.be
Keywords: Project-based learning, Role of the coach, Facilitating self-study and self-development
igher education in science and engineering has changed fundamentally during the last decade
as a result of the Bologna Declaration, the subsequent educational reforms and our ever-evolving labour market [1]. To meet these educational needs, the Faculty of Bioscience Engineering
of the KU Leuven and the Leuven Engineering and Science Education Centre (LESEC) have been investing heavily in the implementation, development and optimalisation of a student-centred teaching
method: project-based learning (PBL). Because the correct interpretation of the coaching role is crucial
for the success of PBL, an educational research project (OWP/2010) was started to define and optimise
the role of the coach in PBL [2].
In PBL a group of students works on a problem for a longer period of time, in consultation with a coach
who guides and facilitates the learning and the self-development of the students [3]. Therefore, the correct interpretation of the coaching is crucial for the success of the project. But in spite of all the scientific
studies that have been done about this teaching method, insufficient light has been shed on the interpretation of the role of the coach [4].
What is needed is a model which helps the coaches with defining the best coaching method for each
specific project or group of students. The objective of this research project is to develop, implement and
validate a coaching model in the science and engineering education of our university [5].
1
W. Van der Hoeven, wouter.vanderhoeven@biw.kuleuven.be

183
Firstly, a theoretical framework was created that collects all the different aspects of coaching into specific coaching roles. This overview collects and uniformly defines all this different roles and served as the
theoretical foundation of the further research. Based on this framework a survey was conducted (800
students, 50 coaches) to study the role of the coach in PBL. An in-depth statistical analysis of these surveys was done and used to map out the relationship between the key factors of the research: the coaching roles, the learning objectives and the learning outcome. These results were used to develop the proposed coaching model, which presents the coaches with the best method for coaching the students in
a specific project, based on the learning objectives of this specific project (See Fig. 1).
Fig. 1. Schematic overview coaching model
The next step in our research project will be the development of an accompanying web application and
manual to facilitate the use and dissemination of the coaching model in the educational practice. The
goal of this web application is to transforms the theoretical coaching model into an easy-to-use instrument whereby the coach can determine the optimal coaching profile based on the characteristics of
their project. In addition a manual will be developed that serves as an easy-to-use reference work and
provides the coaches with the necessary information and guidelines to successfully take on these
coaching roles.
REFERENCES
[1] Attard, A., Di Loio, E., Geven, K. and Santa, R. (2010), Student Centered Learning: An insight into theory and
practice, Partos Timisoara, Bucharest, pp. 6-15.
[2] Heylen, C. (2010), Problem solving and engineering design: Introducing students to engineering practice (Ph. D.
Thesis), Arenberg Doctoral School of Science, Leuven, pp. 3-10.
[3] Baert, H., Buenens, L. and Dekeyser, L. (2002), Projectonderwijs: Sturen en begeleiden van leren en werken, Acco,
Leuven, pp. 17-20.
[4] Heylen, C. (2010), Problem solving and engineering design: Introducing students to engineering practice (Ph. D.
Thesis), Arenberg Doctoral School of Science, Leuven, pp. 160-163.
[5] Website research project OWP/2010: https://set.kuleuven.be/LESEC/education-innovation/owpbegeleidersmodel/index.

049
Standards for Quality of Research
A prolegomenon
J. Bernhard1
Professor
ITN, Campus Norrkping, Linkping University
Norrkping, Sweden
jonte.bernhard@liu.se
C. Baillie
Professor
University Western Australia
Perth, Western Australia, Australia
caroline.baillie@uwa.edu.au
Keywords: Research quality, methodology, validity
1. DO WE NEED QUALITY CRITERIA IN EER?

In recent years research studies into critical factors for learning in engineering education (EER) have
started to emerge in Europe and worldwide [1, 2]. In a review by Case and Light [3], it was argued that
methodological decisions need to be more explicitly represented in reports in engineering education
research, and in the review and meta-analysis conducted by Koro-Ljungberg and Douglas [4], it was
found that the issue of methodology has received limited explicit discussion in EER-literature and that
many studies lacked epistemological consistency. As will be suggested below methodological and perspective awareness and epistemological consistency are important aspects of quality.
The conception of quality in scientific work is fundamental, and determines what researchers judge as
reliable knowledge in their field. Although quality criteria are used daily in research, extensive reviews
discussing research quality, especially in EER, are lacking. Borrego and Bernhard briefly discuss different views on quality in their review [2] and specifically discuss method-led versus problem-led research
as well as their different views on quality. When a thorough discussion is lacking it poses the risk that the
criteria applied tend to be isolated to the individual and that each individual has more or less well
thought-out ideas about what is good and what is bad. Also, it could lead to an unquestioning acceptance of one research paradigm, or epistemology, which is often the dominant paradigm. This can lead
to an inappropriate matching of research questions to methodologies, a confusion of reliability with validity, and a lack of transparency in the criteria being applied for what constitutes quality in research. We
are of the view that although what we communicate in this paper will be relevant to quantitative re1
J. Bernhard, jonte.bernhard@liu.se

185
search, we will focus on qualitative research since it is the area that induces the most controversial discussions about quality in contemporary EER.
2. A PROLEGOMENON TO QUALITY CRITERIA FOR EER
We tentatively propose the criteria in table 1 in extension of those proposed by Larsson [5].
Table 1. Tentative quality criteria for (qualitative) engineering education research.
Quality of a study in general
Quality of the results
Validity of the results
Perspective awareness
Richness in meaning
Discourse criterion
All studies have a perspective.
Capture the essentials and at the same time

maintain the nuances. Highlight what is unique to
the specific phenomenon at hand.
In the criterion validity is viewed as a

conversation about the world (or reality). The
quality of argumentation and interplay of
meanings.
Acknowledging different knowledge

traditions and cultures
Respect and awareness of the perspective of
other researchers.
Upholding ethical values
Structure
Interpretations should have a good structure. It
should be possible to follow the reasoning.
How can the study contribute to enhancing the

human condition?
Contribution to theory development and

new knowledge
Informed by theory and other literature

describing prior work
How well does one relate to earlier theory? What

is the original contribution of the study;
something decisive or just a note in the margin?
A researcher cannot perform significant research

without first understanding the literature in the field.
Research question
Worthy topic: Relevant, timely, significant,
interesting.
Internal consistency in a study (Including

epistemology with methodology)
Presentation of results
Presentation relevant to proposed audience,
clear and precise language, and a good balance
between different parts of the presentation.
Heuristic value
To what extent will a reader be convinced by the
presentation of the study in seeing a particular
aspect of reality in a new way?
Empirical anchoring
The relation between reality and interpretation.
Consistency (including epistemological

and theoretical underpinnings)
The interplay between part and whole.
Pragmatic criterion
Consequences of what the results brought about
(for example in relation to teaching). This is an
aspect of what is also called ecological validity.
Harmony should exist between the research

question, assumptions about the research and the
nature of the phenomenon to be studied, data
collection, and methods of analysis.
Some of the mentioned criteria could be considered contradictory and the right balance has to be established, while depending on the type of study, certain criteria are more important than others. The
most imperative aspect of quality may be that we pose good research questions. In the full paper we will
discuss these criteria in more detail. In order to develop high-quality EE research in the future, we argue
that it is necessary that the EER-community begin to discuss quality criteria in earnest. We hope that our
paper can serve as a genesis for such a discussion.
REFERENCES
[1] Baillie, C., and Bernhard, J., (2009), Educational research impacting engineering education, European Journal of
Engineering Education, Vol. 34, pp. 291-294.
[2] Borrego, M., and Bernhard, J., (2011), The emergence of engineering education research as a globally connected
field of inquiry, Journal of Engineering Education, vol. 100, pp. 14-47.
[3] Case, J., and Light, G., (2011), Emerging methodologies in engineering education research, Journal of Engineering
Education, vol. 100, pp. 186-210.
[4] Koro-Ljungberg, M., and Douglas, E. P., (2008), State of qualitative research in engineering education: Metaanalysis of JEE articles, 2005-2006, Journal of Engineering Education, vol. 1997, pp. 163-175.
[5] Larsson, S., (2005) Om kvalitet i kvalitativa studier [On quality in qualitative studies], Nordisk Pedagogik, vol. 25, pp.
16-35. English version available at http://www.leeds.ac.uk/educol/documents/000000821.htm

060
Orientations to Studying in Engineering
Education and their Relations to Study
Engagement and Well-being
H. Heiskanen1
Researcher
University of Helsinki, Faculty of Behavioural Sciences
Helsinki, Finland
hanna.heiskanen@helsinki.fi
K. Lonka
Professor, Vice Dean
University of Helsinki, Faculty of Behavioural Sciences
Helsinki, Finland
kirsti.lonka@helsinki.fi
K. Keltikangas
Researcher
Aalto University School of Electrical Engineering
Espoo, Finland
kirsti.keltikangas@aalto.fi
J. Korhonen
Researcher
Aalto University School of Science
Espoo, Finland
jaakko.korhonen@aalto.fi
H. Kettunen
Researcher
Espoo, Finland
henrik.kettunen@aalto.fi
Keywords: Electrical engineering, study engagement, epistemological beliefs, motivational strategies,
cluster analysis
H. Heiskanen, hanna.heiskanen@helsinki.fi

187
hen students enter the lecture halls and laboratories, they entertain various kinds of conceptions in their minds. For instance, they may differ in terms of how they think about learning and
knowledge. We investigated what kind of student groups can be identified on the basis of students motivational strategies and conceptions of learning and knowledge. These variables, when clustered into orientations, have been shown to relate to students well-being and study success [1]. Their relation to study engagement is less clear. We wanted to see, what kinds of orientations could be identified in electrical engineering students by using cluster analyses. Further, it was of interest, whether such
clusters of students would differ in terms of study engagement and well-being.
The context was electrical engineering, and the participants were Bachelor students (n = 224) at Aalto
University School of Electrical Engineering. The students filled in a questionnaire in the beginning of the
spring semester 2012. The majority of the sample was of first and second year students. Furthermore,
they were from five different courses in the Degree Programme of Electronics and Electrical Engineering. The questionnaire [2, 3] measured study engagement, motivational strategies, and epistemological beliefs. The data were analysed with quantitative methods, and cluster analysis and analysis of variance (ANOVA) were conducted.
We identified three clusters of students, labelled as dysfunctional students, theorists and reflective professionals. Dysfunctional students were the least optimistic, appreciated certain and practical knowledge and were not interested in reflection. Theorists scored high on optimism and they emphasized
the value of reflection. Reflective professionals were optimistic, appreciated certain and practical
knowledge but were also interested in reflection. It appeared that dysfunctional students expressed
the lowest levels of study engagement and well-being. Our further inquiries shall reveal, whether different student groups vary in terms of learning outcomes in the context of electrical engineering. Likewise,
our aim is to study how different student groups experience their learning environment. They may react
differently in new educational innovations in engineering.
REFERENCES
[1] Heikkil, A., Niemivirta, M., Nieminen, J. & Lonka, K. (in press), Relations among teacher students approaches to
learning, cognitive strategies, well-being, and study success.
[2] Lonka, K., Sharafi, P., Karlgren, K., Masiello, I., Nieminen, J., Birgeg rd, G. & Josephson, A. (2008), MED NORD A
tool for measuring medical students wellbeing and study orientations. Medical Teacher, Vol. 30, No. 1, pp. 7279.
[3] Schaufeli, W. B., Martinez, I., Pinto, A. M., Salanova, M., & Bakker, A. (2002), Burnout and engagement in university
students: A cross-national study. Journal of Cross-Cultural Psychology, Vol. 33, No. 5, pp. 464481.

069
Developing a Methodological Taxonomy
of EER Papers
L. Malmi
Aalto University, Finland
Lauri.Malmi@aalto.fi
E. De Graaff1
Aalborg University, Denmark
degraaff@plan.aau.dk
T. Adawi
Chalmers University of Technology, Sweden
adawi@chalmers.se
R. Curmi
Malta College of Arts, Science and Technology, Malta
Ronald.Curmi@mcast.edu.mt
G. Duffy
Dublin Institute of Technology, Ireland
gavin.duffy@dit.ie
C. Kautz
TU Hamburg, Germany
kautz@tu-harburg.de
P. Kinnunen
University of Eastern-Finland, Finland
pakinnunen@gmail.com
B. Williams
Instituto Politchnico de Setbal, Portugal
Bill.Williams@estbarreiro.ips.pt
Keywords: Engineering Education Research, Taxonomy, Methodology, Literature analysis
E. De Graaf, degraaff@plan.aau.dk

189
ngineering Education Research (EER) is a wide and rich field of investigation [1]. It covers research on learning and teaching in all engineering disciplines as well as in the supporting disciplines, like physics, chemistry, computing and mathematics, which form the scientific basis of
engineering research. Moreover, EER draws on theories and research methodologies from social sciences, like education, psychology and sociology to investigate the many-faced aspects of learning and
teaching engineering. In order to get a better overview of the whole field, there is a need to look at both
what is being researched and how the research is carried out.
The authors of this paper met in connection to a series of meetings arranged by the SEFI working group
EER and a series of workshops organised by Line B of the EU project EUGENE, and decided to collaborate on the construction of a taxonomy for EER from a European perspective. The overall aim is to develop a taxonomy for the how aspect of EER. More specifically, we aim to identify what kind of theoretical frameworks and research designs that are being used, what kind of data that is collected and how it
is analysed in EER papers. Our current analysis focuses on published papers in two major European
EER forums: European Journal of Engineering Education and the EER track in the SEFI conference, but
the taxonomy can obviously be used to analyse any other EER papers. We hope that this work will better
reveal the richness of the field, but also highlight approaches that could be used more often in EER.
Moreover, the results can be used to inform authors about differences between various publication forums, and emerging methodological trends in research. Finally, we will also look at how different aspects of research have been reported in EER papers with a view to providing suggestions for improving
research reporting.
In this paper we describe the taxonomy and how it was developed. The results of the analysis will be reported elsewhere.

071
A Technical Writing Program Implemented
in a first year Engineering Design Course
at Ku Leuven
C. Heylen1
Tutorial Services
Faculty of Engineering Science, KU Leuven,
Leuven, Belgium
christel.heylen@mirw.kuleuven.be
J. Van der Sloten
Division Spokesman of the Biomechanics Section
Department of Mechanical Engineering, KU Leuven,
Leuven, Belgium
jos.vandersloten@mech.kuleuven.be
Conference topic: Engineering Education Research
Keywords: technical writing skills; peer review; interactive; first year design course
typical engineer can spend up to half of his work-day on writing [1]. Mastering these technical writing
skills is important, but difficult for first year engineering students. Leaving secondary school, freshmen are not familiar with common technical writing style or best practices. They tend to write their reports by using a journal-type style. Often they do not proof read their manuscripts and forget about feedback
on previous reports. Therefore the Engineering Faculty implemented an intensive technical writing program
within the first year design course. This paper describes a study that was performed to evaluate this program.
In the first year engineering program, which is common for all engineering disciplines, a technical writing program is implemented within the project-based design course Problem Solving and Engineering Design [2].
By embedding the program within a design course, the writing assignments are meaningful for the students
and the contents of the reports matter as well as the writing style [3]. A mixture of teaching and assessment
methods was developed to gradually improve students technical writing skills. Subsequent assignments
force the students to reflect upon the basic writing principles and to learn from their previous mistakes. The
program consists of consecutive cycles of instruction with clear guidelines about writing style, learning by
doing and reflection on received feedback. Furthermore, an interactive lecture using clicking devices is implemented, together with a peer review assignment. Literature shows that peer review can be very effective
to improve student writing. The staff involved in the evaluation and feedback process, uses a checklist that
summarises the desired writing abilities. This ensures they use the same evaluation norms and it makes the
grading easier. Table 1 gives an overview of the assignments, indicating the number of students that work
together and details about the instructions and evaluation process.
1
C. Heylen, Christel.heylen@mirw.kuleuven.be

191
Table 1. Overview of subsequent assignments within the first year engineering program to ensure that all students learn to write technical reports.
To study the efficacy of the implemented writing program, survey data was gathered. At the end of the
first year (from 2003 until 2011), all students enrolled in the design course (about 400 each year), filled
out an extensive questionnaire consisting of Likert-type closed statements and open-ended questions.
The writing program was then evaluated by item analysis of the statements, examination of the openended questions and interviews with the staff involved.
Overall, the didactic staff involved, as well as the students, is enthusiastic about the approach. Because
of the large number of students enrolled in the course (about 400 each academic year), the staff really
appreciates the use of the checklist with desired writing abilities. The students most appreciated the
peer review process. Furthermore they agree that the clicking devices, made them think actively about
their writing skills during the lecture.
In future, the study will be completed by adding detailed information about the evolution of the students
grades. Furthermore the students themselves will be encouraged to keep track of the evolution of their
technical writing skills by summarising received feedback in their portfolio.
REFERENCES
[1] Kuder, K. and Gnanapragasam, N. (2011) Implementing peer-reviews in civil engineering laboratories, Proceedings
118th ASEE Annual Conference & Exposition, 26th - 29th June 2011, Vancouver, Canada.
[2] Heylen C., Smet M., Buelens H. and Vander Sloten, J. (2007) Problem Solving and Engineering Design, introducing
bachelor students to engineering practice at K.U.Leuven. European Journal of Engineering Education, Vol. 32, No.
4, pp. 375 386.
[3] Heylen, C. (2010) Problem Solving and Engineering Design: introducing bachelor students to engineering practice.
2010, Diss. Doct., ISBN 978-94-6018-237-2. (Available online:
https://lirias.kuleuven.be/bitstream/123456789/270889/1/ doctoraat_tekst_cheylen_archief.pdf 04/04/2011)

075
Study Track Dependent Values and Exam Results
for Master Students in Engineering Technology
G. Langie1
Vice-dean Faculty of Engineering Technology, KU Leuven
LESEC, University College Lessius and KU Leuven
Belgium
greet.langie@iiw.kuleuven.be
G. Valkeneers and G. De Samblanx
Professor
University College Lessius
Belgium
guido.valkeneers@lessius.eu en gorik.desamblanx@lessius.eu
E. Mees, I. De Nil, S. Boukhlal, G.-J. Moons, C. van Tilburg and M. Gastmans
Student
University College Lessius
Belgium
Keywords: flexible education, competences
n Belgium one distinguishes two types of bachelor degrees: the professional and the academic
bachelor. A professional bachelor degree focuses on professional training (such as nursing and
teaching) and does not grant automatic access to a masters program. The goal of an academic
bachelor degree on the other hand is to get all the necessary knowledge and skills to start a masters
program. However professional bachelors are not excluded from a master programme, they can start
a master programme after succeeding a bridging programme.
In this paper we focus on possible differences in values and skills between these two types of master students: the ones who enter the master programme by means of an academic bachelor degree
(regular students) and those who got admittance after finishing a bridging programme (bridging students). In practice, the professors experience no differences. Our research reveals a significant difference between the two populations in some aspects.
We invested the basic values and perceptions of motives and needs of 150 master students in engineering technology in the University College Lessius in Belgium with the help of Scheins Career Anchors [1].
The results were analysed with the help of an independent t-test.
We analysed the scores of 155 master students in engineering technology in the University College Lessius. We selected all the courses with the same focus and defined 6 groups. We computed for each of
1
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193
these groups the mean scores of all the courses belonging to that group. It was our hypothesis that
these means were equal for the regular and the bridging students. With the help of an independent t-test
we tested these hypotheses.
For 7 out of the 8 career anchors we did not measure any significant difference between the two types
of students, except the anchor general managerial competence (AM). Students who entered the master program after a bridging programme seem to be less interested in becoming a manager.
The results of the exams reveal that the regular students perform significantly better for theory, theory and
exercises and the master thesis. The difference between the mean scores is extremely significant for theory. For the mixed group theory and exercises and the master thesis the differences are significant. This
means that the proved differences can be assigned to a difference between the two populations.
Laboratory, theory and laboratory and project are working methods focusing on hands-on activities
and/or contextualized tasks. We see no significant better results for the bridging students. The mean
values of the results of the evaluation are too close to each other. According to the career anchors the
bridging students share almost the same values in their professional careers as the regular students, except in one domain: the general managerial competence. This means, according to Schein [1], that
these students work in a less general way compared to regular students. Generally, they are not as
much focused on analytical thinking, taking decisions, working together, communication and knowledge of human nature.
This research also points out that the mean scores of the regular students are significantly better than
the results of the bridging students, except for laboratory related and contextualized courses. For the
latter there is no statistically measurable difference between the two populations.
The opposite result would be very surprising. Bridging students took practical oriented courses during
their professional bachelor program. They apparently take profit of this training and are still motivated to focus on more complex practical problems. The reasons for their less good results for theoretical oriented
courses and the master thesis are not yet scientifically invested. We can only guess. A possibility is a lack
of necessary prior knowledge, a less good study attitude, etc.. When we focus on the four fields (chemistry, electronics-ICT, electromechanics and energy) and make the same analysis but now for the four
fields separately, we obtain very different results. May be this will help us to understand the origin of the observed, significant differences between the two populations. This will be published in a future publication.
When we started this research the teaching staff was convinced that the study track has no influence on
the performance of the masterstudents. This is a logical conclusion since the differences are small. During
exams, the history of a student is not mentioned, nor written down. A professor focuses on the specific moment in the specific context. The students of the two groups are mixed and they take the same courses.
Extra research is needed in order to find out the possible reasons for these differences. Other variables,
such as gender, training at high school, etc. should be taken into account.
REFERENCES
[1] Schein, E. H. (2010), Organizational culture and leadership, Jossey-Bass, San Francisco.

077
Evaluating and Developing
Project-Based Learning
An empirical approach to evaluating CDIO
R. P. Clark1
Head of Learner Development, Senior Lecturer
Engineering Education Research Group, Aston University
Birmingham, UK.
r.p.clark@aston.ac.uk
J. E. Andrews
Senior Research Fellow
Birmingham, UK.
j.e.andrews@aston.ac.uk
Keywords: CDIO, Innovation, Curriculum, Evaluation
s a global profession, engineering is integral to the maintenance and further development of society. Indeed, contemporary social problems requiring engineering solutions are not only a consequence of natural and manmade disasters (such as the Japanese earthquake or the oil leakage in the Gulf of Mexico) but also encapsulate 21st Century dilemmas around sustainability, poverty
and pollution [2,6,7]. Given the complexity of such problems and the constant need for innovation, the
demand for engineering education to provide a ready supply of suitably qualified engineering graduates, able to make innovative decisions has never been higher [3,5]. Bearing this in mind, and taking account problems of attrition in engineering education [1,6,4] innovation in the way in which the curriculum
is developed and delivered is crucial. CDIO [Conceive, Design, Implement, Operate] provides a potentially ground-breaking solution to such dilemmas. Aimed at equipping students with practical engineering skills supported by the necessary theoretical background, CDIO could potentially change the way
engineering is perceived and experienced within higher education.
R.P. Clark, r.p.clark@aston.ac.uk

195
Aston University introduced CDIO into its Mechanical Engineering and Design programmes in October
2011. From its induction, engineering education researchers have shadowed the staff responsible for
developing and teaching the programme. Utilising an Action Research Design, and adopting a mixed
methodological research design, the researchers have worked closely with the teaching team to critically reflect on the processes involved in introducing CDIO into the curriculum. Concurrently, research
has been conducted to capture students perspectives of CDIO.
In evaluating the introduction of CDIO at Aston, the researchers have developed a distinctive research
strategy with which to evaluate CDIO. It is the emergent findings from this research that form the basis
of this paper.
Although early-on in its development CDIO is making a significant difference to engineering education at
the University. The paper draws attention to pedagogical, practical and professional issues discussing each one in turn and in doing so critically analysing the value of CDIO from academic, student
and industrial perspectives. The paper concludes by noting that whilst CDIO represents a forwardthinking approach to engineering education, the need for constant innovation in learning and teaching
should not be forgotten. Indeed, engineering education needs to put itself at the forefront of pedagogic
practice. Providing all-rounded engineers, ready to take on the challenges of the 21st Century!
REFERENCES
[1] DIUS. (2008), A Vision for Science and Society, London, The Royal Academy of Engineering, Department of
Innovation, Universities & Science.
[2] IMechE. (2009). Education for Engineering: IMECHE Policy Summary. London: Institute for Mechanical
Engineering.
[3] Lucena, J., Downey, G., Jesiek, B., Elber, S. (2008). Competencies Beyond Countries: The Reorganization of
Engineering Education in the United States, Europe and Latin America. Journal of Engineering Education. 97. 4. pp
433-447
[4] NSF. (2009), Closing the Gender Skills Gap: A National Skills Forum Report on Women, Skills and Productivity,
London, National Skills Forum.
[5] RAEng (2007). Educating Engineers for the 21st Century. London. Royal Academy of Engineering.
[6] RAEng. (2008). Engineering. House of Commons Committee on Innovation, Universities, Science and Skills.
London. Royal Academy of Engineering.
[7] Spinks, N., Silburn, N. & Birchall, D. (2006). Educating Engineers for the 21st Century: The Industrial View. London:
Royal Academy of Engineers

081
Student Understanding of Filters
in Analog Electronics Lab Courses
P. Coppens1
KU Leuven
Leuven, Belgium
pieter.coppens@mech.kuleuven.be
M. De Cock
KU Leuven
Leuven, Belgium
mieke.decock@fys.kuleuven.be
C. Kautz
Technische Universitt Hamburg-Harburg
Hamburg, Germany
kautz@tu-harburg.de
Keywords: Electronics, Interviews, Conceptual understanding
hysics Education Research (PER) has helped to identify many student difficulties with specific
concepts in introductory physics. Many (introductory) engineering courses cover topics in
which basic physics principles are applied or extended. It therefore seems plausible that methods from PER could be applied to investigate student understanding in these engineering courses.
Analog electronics is such an example, which uses and extends principles typically covered in an introductory Electricity and Magnetism course. Although there is extensive research on conceptual difficulties with basic electricity, most of the literature concentrates on DC circuits and, only recently, on AC circuits, while very little is known about student understanding of more advanced electronics concepts. In
this paper, we present preliminary results on student difficulties with RC filters, in which we expect some
of the misconceptions in circuits to be also relevant. The main topics we considered relevant were current and voltage, resistance and sequentional reasoning, where students fail to see the circuit as one entity. The AC-problems we deemed interesting were the difficulties with phase, frequency dependence
of impedances and the physical meaning behind the mathematical representation.
P.Coppens, pieter.coppens@mech.kuleuven.be

197
We interviewed 4 undergraduate engineering students about their understanding of 1st order RC filters.
Questions probed general understanding in 4 main categories. The first part was about the concept of
a filter, to see if students understood its use. A second part probed the understanding of the physical
working principle behind a basic filter. The third part went deeper into the operational functioning of the
device, asking the students to draw current and voltage graphs. To conclude, we asked the students
some design-like questions. All interviews were audio- and videotaped and these recordings and student notes were used for later analysis, aimed at the reconstruction of students train of thought.
Many misconceptions described in the literature also appeared during our interviews: we saw examples of current based reasoning, difficulties with potential and difficulties with conceptual understanding of mathematical expressions.
On the other hand we also encountered some new difficulties. Only two students could draw a correct
Bode plot, and only one seemed to have fully understood its meaning and use. As the main assignment
of the laboratory was exactly to simulate and measure a Bode plot, we consider this an important finding.
Only one student took the phase shift between the input and the output voltage into account when
asked to draw the output voltage in the suppressed part of the spectrum. This also is rather surprising,
as in the lab session there was a specific assignment to simulate as well as to measure the phase-characteristic based on a comparison of the input and the output voltage.
Finally, only one student could make a sketch of a signal with two frequency components and could also
show what happened after the signal passed through a filter. As this is the core use of a filter, we consider this a very important topic.
Several difficulties students have with AC- and DC-circuits seem to persist in more advanced circuits.
Moreover, we also found indications of new difficulties. Students don't seem to be able to fully understand what a signal physically is. They also seem to lack a functional understanding of a frequencybased representation of a filter.
Because these interviews have proven to be an effective way of probing student understanding, we intend to conduct more interviews at different institutions during the next academic year. We hope to get
a more complete overview of general student difficulties with basic electronics.

082
Construction Safety Simulations
and Students Perception of Stress
M. Jaeger1
Senior Lecturer
Australian College of Kuwait
Kuwait
m.jaeger@ack.edu.kw
D. Adair
Associate Professor
University of Tasmania
Tasmania
d.adair@utas.edu.au
Keywords: Simulation, construction safety, stress, learning
t has been stated that safety education, as a priority for construction management students, often
has not been high [1]. Safety education can be fairly unreal in that it focuses exclusively on safety issues and safety training, which is primarily based on safety rules, and does not lead to the required
improvement [2]. Therefore, the authors of this paper propose to supplement safety education with simulations of real world construction situations, which include social aspects such as communication with
other project members, tasks not directly related to safety issues, and stress caused by time pressure.
However, how do students perceive an increased level of stress caused by the simulation?
The study is based on a quasi-experimental post-test design, which compares the perceived stress levels of an experimental group (i.e. a group of students exposed to a simulator with stress), with the perceived stress level of a control group (i.e. a group of students exposed to the same simulator, but without stress). The stress for the experimental group was caused by time-pressure, generated by the
count-down of a given time limit and re-occurring on-screen messages which commanded the student
to speed up.
ANOVA and Regression Analysis revealed that the perceived stress level of students who applied the
simulator with stress has been shown to be insignificantly higher than the perceived stress level of students who applied the simulator without stress. Since the stress produced by time pressure was intrin1
M. Jaeger, m.jaeger@ack.edu.kw

199
sic in nature (i.e. related to the time limitation of the cognitive process of realizing safety issues and developing adequate responses to it), this result seems to confirm earlier findings [3, 4, 5] in that students
perceive the stresss facilitating effect on learning and, therefore, do not perceive it as negatively as one
may have expected. Furthermore, the results indicate an interesting phenomenon. The highest correlation between influencing variables and the perceived stress level for both simulator types was for the
variable motivation. The motivation of students to score high seems to have a higher influence on perceived stress than the number of attempts it took to derive an acceptable answer, the ease of simulator
use, or the perceived necessity to learn new aspects. Looking at the different stressors, which are related to learning and which were found earlier [6], the students own motivation does not seem to be a
much considered stress factor. The negative correlation of the variable ease of use with the perceived
stress level for the students who applied the simulator with stress was to be expected: The easier the application of the simulator, the less stress it will cause. The result of the Regression Analysis seems to indicate that the ease of use is the strongest predictor of all (although negatively correlated), followed by
motivation, attempts and new aspects.
The results and findings of this study seem to contribute to simulator based learning of construction
safety in different ways. First, this research confirms earlier findings that intrinsic stress does not seem
to impair learning. The difference in perceived stress was insignificant between the experimental and
the control groups. Secondly, the influence of students motivation on perceived stress has been
shown to be higher for both simulators (with and without stress) than the number of attempts it took to
derive an acceptable answer, the ease of simulator use, or the perceived necessity to learn new aspects. Students motivation as a stressor may have been under-estimated in the past.
This study can encourage engineering educators and institutions of engineering education to explore
and implement ways to include stress in simulations since it helps to prepare students for real world situations and does not seem to impede their learning by adding an unreasonable level of stress.
REFERENCES
[1] Suckarieh, G. and Diamantes, J. (1995), Educating construction management students in safety, Safety and Health
in Construction, CIB Publication 209, CIB Working Commission 99, pp. 154-164.
[2] Gibb, A.G.F., Haslan, R., Gyi, D.E., Hide, S. and Duff, R. (2006), What causes accidents? Proceedings of the ICE
Civil Engineering (Paper 14277), Vol.159, No.6, pp. 46-50.
[3] Bisaz, R., Conboy, L. and Sandi, C. (2009), Learning under stress: A role for the neural cell adhesion molecule
NCAM, Neurobiology of Learning and Memory, Vol. 91, pp. 333342.
[4] Sandi, C. and Pinelo-Nava, M. T. (2007), Stress and memory: Behavioural effects and neurobiological mechanisms,
Neural Plasticity, Vol. 2007, Article ID 78970, 20 pages, doi: 10.1155/2007/78970
[5] Jols, M., Pu, Z., Wiegert, O., Oitzl, M.S. and Krugers, H.J.(2006), Learning under stress: how does it work? Trends
in Cognitive Sciences, Vol. 10, No. 4, pp. 152158.
[6] Ong, B. and Cheong, K.C. (2009) Sources of stress among college studentsThe case of a credit transfer
program, College Student Journal, Vol. 43, No. 4, pp. 1279-1286.

086
International Best Practices of Engineering
Education
Discussion from student point of view
A. Kauppinen1
Student
Tampere University of Technology
Tampere, Finland
aaro.kauppinen@tut.fi
E. Luttunen
Student
Lappeenranta University of Technology
elina.luttunen@lut.fi
A. Hiekkanen
Student
Tampere, Finland
antti.hiekkanen@tut.fi
T. Peltokallio
Student
Aalto University
Helsinki, Finland
teemu.peltokallio@aalto.fi
N. Kiiskinen
Student
Tampere, Finland
nadja.kiiskinen@tut.fi
J. Tirkkonen
Student
Tampere, Finland
joel.tirkkonen@tut.fi
A. Laukia
Student
Aalto University
Helsinki, Finland
arjo.laukia@aalto.fi
Keywords: Best practice, Student point of view, Learning experience
ngineering education is often found by students unimaginative and it suffers from lack of motivated
applicants and high drop-out rates. Educational research has concluded that the learning styles of
many engineering students dont match with the teaching styles of most engineering professors. In
order to make engineering education more appealing, motivating and rewarding for students, it needs to
be reformed by taking the students learning experience as the starting point.
Weve conducted a study with the objective to gather and assess European students great learning experiences and define the educational methods that have behind these experiences, in order to spread these best
practices around in engineering education. In the first phase of the study, we collected learning experiences
1
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201
with a qualitative questionnaire. In the second phase, we interviewed teachers who had been mentioned by
name as having given an especially good learning experience to a student. Finally, we assessed the answers
of both the students and the teachers in order to find what were the particular nuances which made the learning
experience great to the student, and what was teachers role in facilitating this experience.
Based on study results obtained until now, we have defined five broader factors that seem to contribute most
to the best learning experiences. They are: interaction with the teacher, continuous feedback, application of
theory to practice, logic in explaining broad concepts first and then delving deeper, and lastly flexibility.
Firstly, interaction with the teacher and exchange of ideas is crucial. We found out that students feel they
learn more through discussion and group work, even when the teacher is just throwing out rhetoric questions and answering them himself. Enough time is needed for thinking, and a setting for reflecting ideas
with peers and the teacher is essential.
Secondly, continuous feedback during the learning process and encouragement from the teacher keeps
students motivated through hardships in learning. To learn continuously through the course, students
need to keep on track of whether they are learning the essential and really understanding it or just memorizing things superficially.
Thirdly, coherence of theory and practice, together with application of theory to real life cases is found very
important in technical and applied sciences. This might be considered self-evident but the student experience is that the connection of theory and practice should be smoother. Instead of teaching theory and
practice separately, they should be integrated to prepare for solving real engineering problems. Knowing how the things we learn are applied in real life is the key to students motivation.
The fourth principal found was that teaching a complex phenomenon requires first breaking it down in simple
terms and gradually compiling its building blocks together. Learning a complex and intricate matter is performed in the brain by processing and reorganizing knowledge of more simple sub-concepts. To start a learning process in the brain, the new matter to be learned needs a touching point to what is already familiar.
Lastly, we found that students value flexibility of learning methods and focus of content according to individual interests and preferences. Within the framework of learning objectives of a course, the focus of individual interests may vary, and encouraging students to pursue what personally attracts them leads to
more profound learning.
The results of this study remain preliminary at this stage and we will proceed with a more widely spread questionnaire, more extensive interviews and a deeper analysis on the findings. However, these results should encourage professors to combine different kind of teaching methods to suit as many learning styles as possible.
Providing time and space for reflection and exchange of ideas, giving continuous feedback, including practical applications and breaking complex problems into smaller ones in a logical manner should be principles taken into account at every course the method naturally depending on the subject and external restrictions.
We are bridging the gap between professors and students. Our vision is to see teachers using innovative
teaching techniques that students perceive as effective and motivated students enjoying their learning
even when its hard work.

094
On Reinforcing Learning in Engineering
Education by Means of Interactive Pen Displays
J. Fabra1, J. Civera, J. R. Asensio
Department of Computer Science and Systems Engineering
Universidad de Zaragoza, Spain
{jfabra, jcivera, jrasensi}@unizar.es
Conference Topic: Engineering Education Research, Information and Communication Technologies.
Keywords: ICT in Education, Interactive Pen Displays, Tablet PC, Engineering Education, Poll Analysis
he use of traditional blackboards imposes several constraints in the learning experience, being
the most relevant: 1) the unidirectional communication channel they provide; 2) their limited
graphical possibilities; and 3) the impossibility of recovering the sequential flow of the lecture
once it has finished. In engineering lectures, these constraints represent serious limitations. In order to
overcome them, digital slides have been traditionally used. More recently, digital displays and tablets
have been used to further improve the learning process.
Interactive Pen Displays (from Wacom manufacturer) are display devices with some particularities over
Tablet PCs that naturally overcome most of these constraints. First, existing software provides endless
display possibilities (geometric drawings, colors, simulations, graphs). Also, not only the lecture results can be accurately recorded, but also the whole lecture process in its temporal dimension. This
frees students from the tedious task of recording and taking notes and provides richer resources for
their posterior autonomous work, as well as allowing recordings to be uploaded as learning objects to
collaborative learning environments such as Blackboard or Moodle, for instance.
In this paper, the learning experience results from the application of the Interactive Pen Displays in Engineering-related lectures are presented. Specifically, results are provided for the topics of Advanced
Compilers Theory in Informatics Engineering, Introduction to Control Systems in Electrical Engineering,
1
Javier Fabra, jfabra@unizar.es

203
and Industrial Control Systems in Electrical Engineering, Informatics Engineering, and Chemical Engineering. For the sake of generality, several professors and students in different courses have used the
tool. We present the used methodology in the lectures, the results of questionnaires from the students
and professors who participated in the study as well as the results from the publication of the session
scripts and recordings in the learning platform. Results showed that 84% of students stated that the
graphical possibilities of the device made the lesson easier, and 92% reported a positive assessment as
complement for the learning process.
The use, benefits and limitations of alternative devices such as classic Tablet PCs are also discussed
and compared to the Interactive Pen Displays. Finally, conclusions and further research lines related to
the use of the tool are presented.
REFERENCES
[1] Stickel, M. (2009), Impact of lecturing with the tablet PC on students of different learning styles, Proc. of the 39th
IEEE Frontiers in Education Conference, Editors, San Antonio, TX, pp. 1-6.
[2] Brusilovsky, P., Knowledge Tree: A distributed Architecture for adaptive E-Learning. Conference paper at WWW
Conference, MAY 17-22, 2004, New York USA.
[3] Henze. N., And Nejdl. W. A logical Characterizing of Adaptive Education Hypermedia, Journal of New Review in
Hypermedia and multimedia,Vol.10, No.1, 77, 2004.
[4] Sabina Jeschke, Lars Knipping, Nicole Natho, Christian Schrder and Erhard Zorn, Information management in
education using Tablet PCs and OneNote. SEFI 2009 Annual Conference, 2009.
[5] Sandy C. Li, Jacky W. C. Pow, Emily M. L. Wong and Alex C. W. Fung, Empowering student learning through Tablet
PCs: A case study. Education and Information Technologies, Volume 15, Number 3, 171-180, DOI:
10.1007/s10639-009-9103-2.
[6] Ignacio Casas, Sergio F. Ochoa and Jaime Puente, Using Tablet PCs and Pen-Based Technologies to Support
Engineering Education. Human-Computer Interaction. Interacting in Various Application Domains, Lecture Notes in
Computer Science, 2009, Volume 5613/2009, 31-38, DOI: 10.1007/978-3-642-02583-9_4.
[7] Marion Brandsteidl, Konrad Wieland and Christian Huemer, Novel Communication Channels in Software Modeling
Education. Models in Software Engineering, Lecture Notes in Computer Science, 2011, Volume 6627/2011, 4054, DOI: 10.1007/978-3-642-21210-9_5.
[8] Matti Uhari, Marjo Renko and Hannu Soini, Experiences of using an interactive audience response system in
lectures. BMC Medical Education, Volume 3, Number 1, 12, DOI: 10.1186/1472-6920-3-12.
[9] Multimedia Classrooms; Lecturing. Web-Teaching, Innovations in Science Education and Technology, 2002,
Volume 9, 285-300, DOI: 10.1007/0-306-47682-7_20.
[10] Mikhail Morozov, Multimedia lecture room: A new tool for education. Multimedia, Hypermedia, and Virtual Reality
Models, Systems, and Applications, Lecture Notes in Computer Science, 1996, Volume 1077/1996, 246-254, DOI:
10.1007/3-540-61282-3_24.
[11] Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of
Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.

095
Conceptual Knowledge and Learning
as a Reflection of Students' Motivation
P. S. Pietikinen1
Senior Lecturer
Aalto University School of Chemical Technology
Espoo, Finland
pirjo.pietikainen@aalto.fi
A. M. Mauno
Planning Officer
Espoo, Finland
annika.mauno@aalto.fi
Keywords: Motivation, conceptual learning, professional identity
t is well-known that highly motivated students achieve better learning results in higher engineering
education. This research stems from an idea that the students' conceptual understanding could reflect their underlying motivational factors [1,2] to study. The research was set up within one course
of polymer technology with students from four different degree programmes. Within this specific field of
engineering the research examines 1) whether there are identifiable differences in the conceptual learning between the students in the different degree programmes 2) whether the conceptual learning could
be linked with different motivational factors. The research was carried out during the years 2009-2011
in the course "Basics of Polymer Technology" (3 ECTS). This course is compulsory for students in four
different degree programmes and it is taken by 150-200 students yearly during one 6-week period. The
majority of the students is 2nd year Bachelor students. To compare both the factual and conceptual
learning of the students from the different degree programmes, a two-part questionnaire was designed.
The same questions were given to the students at the very beginning and in the end of the course. The
first part contained questions of both substance knowledge and attitudes. The aim was to evaluate the
development of students understanding of basic concepts of polymer technology. The second part
was an essay titled Me and polymers ten years from now. The aim of this question was to discover how
P. S. Pietikinen, pirjo.pietikainen@aalto.fi

205
the students conceptual understanding of utilising polymers had developed during the course. [3,4,5]
The results of the first parts of the study have been reported in [6,7]. The results show that degree programmes socialize their students effectively: they seem to develop rather strong professional identities
already in the very beginning of the studies. E.g. one group of students saw themselves in a role of biomaterial developers whereas another group had the idea that polymeric materials will not be important
for them professionally. Another interesting point was that a large number of students did not recognize
the role of polymeric materials in everyday life. These perspectives reflect very different underlying motivational factors, which should be taken into account to ensure meaningful learning. The results could be
utilized in developing this course in particular and, more generally, in developing the education on degree programme level by showing the potential of Engineering Education Research.
REFERENCES
[1] Tolstrup Holmegaard, H., Ulriksen, L. and Mller Madsen, L., Why students choose (not) to study engineering,
Annual Congress. Sefi 2010, 19-22.9.2010, Trnava, Slovakia.
[2] Woolnough, B., (1994) Factors affecting students choice of science and engineering, Phys. Educ. pp. 329-368.
[3] van den Bogaard, M., Explaining student success in engineering education in Delft University of Technology; a
synthesis of literature, WEE2011, September 27-30, 2011, Lisbon, Portugal.
[4] Barron, K. and Harackiewicz, J., Achievement goals and optimal motivation, in Sansome, C. and Haeackowicz
J.M. (eds.), Intrinsic and extrinsic motivation. The search for optimal motivation and performance, Academic Press,
2000.
[5] Hidi, S., An interest researchers perspective: The effect of extrinsic and interinsic factors of motivation, in
Sansome, C. and Haeackowicz J.M. (eds.), Intrinsic and extrinsic motivation. The search for optimal motivation and
performance, Academic Press, 2000..
[6] Biggs, J. and Tang, K., (2007) Teaching for Quality Learning at University. Open University Press, New York.
[7] Pietikinen, Pirjo and Zitting, Eija, Developing tools to test conceptual learning in polymer technology, Annual
Congress. Sefi 2010, 19-22.9.2010, Trnava, Slovakia.
[8] Pietikinen, P., Mauno, A. and Zitting, E., Testing conceptual learning to reveal student motivation and
commitment, Annual Congress. Sefi 2011, 27.-30.9.2011, Lisbon, Portugal.
[9] Krathwohl. A Revision of Bloom's Taxonomy: An Overview. (artikkeli).
[10] http://www.cord.org/contextual-learning-definition/.
[11] http://www.texascollaborative.org/AreYouTeachingContextually.htm
[12] Zander, Rosamund, S. and Zander, Benjamin, The art of Possibility, Penguin Books, USA, 2002.
[13] Cohen, Louis, Manion, Lawrence, and Morrisson, Keith. Research Methods in Education, fifth edition
RoutledgeFalmer, Taylor & Francis Group London and New York.
[14] Creswell, John, W., Qualitative inquiry and design - Choosing among five traditions, SAGE Publications, USA,1998.
[15] Study Programme: http://www.tkk.fi/en/studies/masters_level_studies_and_courses/courses_in_english/
Entrance exam (in Finnish): http://www.tkk.fi/fi/opiskelemaan/perus/dia/

096
Rubric for Assessing Epistemological
Understanding of Students who are Learning
Design
S. M. Chance
Associate Professor of Architecture
Hampton University
Hampton, Virginia, USA
smchan@wm.edu
Keywords: Epistemology, Cognition, Intellectual Development, Student Development
here is an extensive base of literature that attempts to describe how college students understand
knowledge and their role in generating it. Educators draw from this literature to help students
develop increasingly sophisticated ways of using knowledge. Much of this research aims for
broad generalizability. It is clear, however, that various disciplines have developed their own unique value systems. Scholars in the physical sciences are likely to hold very different ideas about the nature of
fact and inevitability than those in the softer social sciences [1]. Various disciplines conceptualize,
use, and generate new knowledge in ways that differ fairly dramatically, yet little research has been done
to probe epistemological differences.
This paper investigates epistemologies specific to design-related disciplines. It presents a new toola
rubricthat can be used to assess the cognitive, intellectual, and/or epistemological development of
design students. The rubric is appropriate for use with students majoring in engineering, architecture,
art, and a host of other technical and scientific fields (such as product design and software design) that
require creative thinking.

207
The Epistemological Development Rubric for Designers was created to help educators assess their students epistemological understandings and track changes over time. The structure of the rubric is
drawn from a Design Strategies Rubric developed by David Crismond [2], a professor of science education at the City College of New York. The new rubric superimposes operational definitions of epistemological development posed by William Perry [3], Marcia Baxter Magolda [4], Mary Belenkey and her colleagues [5], and Patricia Love and Victoria Guthrie [6]juxtaposing them with Crismonds rubric.
The Epistemological Development Rubric is currently being tested for validity using blogs written across
the span of a semester by 55 college juniors and seniors majoring in art, architecture, and material science engineering. The students were enrolled in a three-credit elective course where they worked in
multi-disciplinary teams and were required to document their experiences on the Web. The students
had to navigate through a series of ill-defined problems and come to terms with shared authorship. The
students worked in teams of six, so it is possible to compare and contrast individuals interpretations of
similar events. It is also possible to see differences by major and by level of prior experience with design.
This paper describes the rubric, explains how to use it, provides text written by various students to illustrate specific concepts, and identifies points for further study and refinement.
REFERENCES
[1] Biglan, A. (1973), The characteristics of subject matter in different academic areas, Journal of Applied Psychology,
Vol. 57, pp. 195-203.
[2] Crismond, D. (March 15, 2008), Design Strategies Rubric, Handout at the 24th National Conference on the
Beginning Design Student held in Atlanta, Georgia. Published in Chance, S. (2009), Iterative approaches to
planning and strategizing: Learning from the architectural studio model, The value of design: Design is at the core
of what we teach and practice, ACSA, Washington, DC, pp. 738-747.
[3] Perry, W. (1999), Forms of ethical and intellectual development in the college years: A scheme, 3rd ed., John Wiley
and Sons , San Francisco.
[4] Baxter Magolda, M. B. (1995), The integration of relational and impersonal knowing in young adults
epistemological development, Journal of College Student Development, Vol. 36, No. 3.
[5] Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986), Womens ways of knowing: The
development of self, voice, and mind, Basic Books, New York.
[6] Love, P. G., and Guthrie, V. L. (Winter 1999), Synthesis, assessment, and application, New direction for student
services, Vol. 1999, No. 88, pp. 77-93.
[7] Marshall, J., Shtein, M., & Daubmann, K. (2011), SmartSurfaces: A multidisciplinary, hands-on, think-tank,
Performative Practices: Architectural and Engineering Education in the 21st Century, W. Braham & K. Moe (eds.),
Association of Collegiate Schools of Architecture: Washington, DC.

098
Effectiveness of Sustainability in Engineering
Education: Research Methods
M. Arsat1
PhD Fellow
Faculty of Education, Universiti Teknologi Malaysia
81310 Johor Bahru. Malaysia
mahyuddin@utm.my
J. E. Holgaard and E. de Graaff
UNESCO Chair in PBL in Engineering Education, Aalborg Universitet
9000 Aalborg, Denmark
Keywords: Research Methods, Sustainability in Engineering Education
he motivation of this research is to comprehend the changes in transforming engineering education, in particular to provide the next generation of engineers with sustainability attributes and
competencies. The change includes integrating education about sustainability into existing engineering education, introducing a field of disciplines that specializes in sustainability and establishing engineering research on sustainability [1].
At the early phase of this research, the stand-alone and the integrated models were presented as strategies in introducing of sustainability courses in engineering education. Later, the models were further developed conceptually in three dimensions which include approaches and orientations [2]. This concept
of characterizing courses confirmed the existence of other kind of courses which were poorly structured and less effective. The existence of these courses motivated this researcher to study the effectiveness of courses for sustainability in engineering education.
The main expected outcome of the research is to design a framework that will integrate sustainability in
engineering curricula. Subsequently, the framework will provides course developers with important elements to integrate sustainability in designing a course. Furthermore, the framework also will offers
course developers structured design procedures and inspires developers with the positive effects of
the teaching methods. To achieve the research outcomes, several real experiences and effective courses will be evaluated and analyzed, and the results then will be presented as the design procedures and
exemplary teaching methods.
1
M. Arsat, mahyuddin@utm.my

209
A mixed methods design was employed to obtain data from a group of course developers, teachers and
students. A part of this study, qualitative data are viable in addressing research problems in which interview
transcripts and observation reflections can ascertain the process of developing the courses. Document
analyses also are very helpful in providing important inputs. In the other part of this study, quantitative data
are feasible to address research problems such as to determine the effectiveness of the courses. The combination of qualitative and quantitative data provides a thorough understanding in addressing research
problems, in particular to provide complementary qualitative data if quantitative data are inadequate [3].
The research model was developed by adapting the basic cycle of design, investigate-plan-develop-evaluate, and will be used as overall research model. The cycle of the research model consists of four phases
which includes qualitative and quantitative research methods. For phase one, the framework for course
design was developed by reviewing sustainability courses across continents and collecting real practice
feedbacks from experts and practitioners in sustainability. Outcomes from the phase one will serve as a
base in developing instruments for the next phase. Two of the phases, phase two and phase three, will
be focused on developing the framework for course design. Two case studies will be conducted at the
phase two. It is expected that the in-depth case studies research will be able to point out the potential variables used to develop evaluation tools and indicator as well as to redesign the framework.
The phase three is the non-experimental research approaches. At this phase, effectiveness of five selected sustainability courses will be evaluated and indicated. Three types of evaluation tools to evaluate
the effectiveness of sustainability courses were identified. The evaluation tools will use numerical values
for evaluating the students learning outcomes in term of knowledge, skills and attitudes. This non-experimental approach intended to evaluate the offered sustainability course without intervention on existing course design. Therefore, the real practices can be justified and be the solutions of the main research question, which is to construct effective frameworks of course design.
The final phase is set in place to conduct validity tests on the proposed frameworks of course design.
The proposed frameworks are used to develop an effective sustainability for both types of course structure. Two groups of course designers were assigned for the tests. The outcomes of the tests are feedbacks on the framework design.
REFERENCES
[1] Arsat, M., Holgaard, J., de Graaff, E. (2011), Three Dimensions of Characterizing Courses for Sustainability in
Engineering Education: Models Approaches and Orientations, 2011 3rd International Congress on Engineering
Education, Kuala Lumpur, Malaysia.
[2] Arsat, M., Holgaard, J., de Graaff, E. (2011), Stand-alone and interdisciplinary course design for Engineering
Education for Sustainable Developemt, 1st World Engineering Education Flash Week, Jorge Bernardino and Jose
Carlos Quadrado, Lisbon, Portugal.
[3] Creswell, J., Clark, V. (2007), Designing and Conducting Mixed Methods Research, Sage Publication Inc.,
Thousand Oak, pp. 31-35.

102
Is The Use of Psychological Types Relevant
to Improving Engineers Innovation Training?
R. Bary1
Assistant professor in Educational Science
ERPI University of Lorraine
Nancy, France
raphael.bary@univ-lorraine.fr
L. Morel
Professor in Innovation Engineering
ERPI University of Lorraine
Nancy, France
laure.morel@univ-lorraine.fr
M. Tani
Assistant Professor in Management
ENSGSI University of Lorraine
Nancy, France
martine.tani@univ-lorraine.fr
Keywords: Innovation training, Psychological Types, Project-based learning, Teacher Training
he National School in Industrial Engineering (ENSGSI, based in Nancy, France), prepares students
for the management of innovative projects. This French school offers a three-year general engineering programme based both on Engineering Science and Management, as well as integrating
active teaching and learning through hands-on experience. It has been engaged in a continuous set-up
of its innovation training programme since its creation seventeen years ago. The research, whose preliminary elements will be presented in this paper, takes place within this continuing improvement process.
It starts with the observations made by the Engineering Science teachers in charge of tutoring the group
of students working on a one-year innovative industrial project. They are faced with the difficulty of leading the students to test and apply to a large variety of innovation tools and methods to the project rather
than focusing on a small number of them. They are conscious that all the methods and tools taught
might not have a concrete application within the project. Yet, according to their experience, they find it
difficult to understand why the students test so few: the students lack of openness is a bit paradoxical
as, on one hand, they ask for suggestions and direction whereas, on the other hand, they do not integrate them when they involve new testing methods. Closer observation suggests that the students unwillingness cannot be ascribed to the fact that the methods ignored are neither more difficult to apply
1
R. Bary, Raphael.bary@univ-lorraine.fr

211
nor less relevant for the project. Hence the assumption that one method would fit better the student
methods of collecting and using information; the choice of one tool/method rather than another one
would seem to depend on cognitive personal preferences.
Through discussions, the scope of the study was expanded to take into account key elements of the pedagogical relationship: the tutors cognitive preferences, those of the student and also group dynamics are
factors that can determine the choice of methods. To investigate these elements we mobilise the Psychological types theory elaborated by the Swiss psychoanalyst and psychiatrist Carl Gustav Jung and especially the MBTI , one of the most studied and reliable tool based on this approach. This tool is relevant as
it can be applied both at an individual level and at a group level: it can be a common reference to evaluate
the preferences of both teachers and students, as well as to analyse the group dynamics and the teacherstudent relationship as well. Studies exist that point out links between someones type and the capacity to
create and innovate. Various concrete applications also exist to develop the innovative potential of individuals and groups. The limit of these studies and applications is that they do not take into account the engineering methods already used by the persons. From this point of view, our study can be seen as an original
one. Moreover, the practical applications of types and innovations are not meant to be used in an academic context and to take into account the educational relationship between teachers and students.
The subject of our study is to understand how relevant an approach developed in Psychology can be in
improving the learning and use of innovative tools and methods while taking into account the training
context and the relationships. On this basis, our methodological choices will be oriented by three hypotheses: a) the engineering innovation tools and methods can be characterised from a typological
point of view and this type influences their appropriation by students; b) a teachers/monitors personality type determines the way the tools and methods are presented to students; c) the typological approach can be of use in accompanying the project monitoring.
To test these hypotheses, our methodological framework includes: a) a questionnaire to ask third-year
students what their personality type is and what are their two favourite innovation tools/methods
amongst those taught; b) simultaneously, we will gather the innovation teachers of the school to see if
they can achieve a consensus in determining what could be the typological description of each innovation tool/method - if a consensus is obtained, it will be compared with the students questionnaire results c) the interactions between monitors and their groups of students will be observed during the early
months of the innovative projects, when the main methodological choices are made; d) theses observations in situ will be completed with semi-directive interviews using explicitation techniques with both
monitors and students to better understand how cognitive preferences are involved in the choices. On
the basis of all these results, a method to accompany innovation groups in a training perspective will be
formulated, tested and improved according to the experiment feed-back.
During our study, we will have to be watchful of two issues. The first concerns our epistemological positioning as two of the authors are involved in the innovation training and in accompanying projects provided at
the school, they will be both practitioners and researchers and will also work with colleagues. The second
issue is ethical. Although the purpose of the typological approach is to describe someones preferred way
of functioning, it does not seek to lock people in their own preferences. We will have to be aware of this issue and make sure that what we propose will not lead teachers and students to please themselves in their
own preferences, but to build on them for the acquisition of new knowledge and expertise.

103
Representing Engineering Practice
B. Williams1
Lecturer CEG-IST, Lisbon and ESTBarreiro,
Setubal Politechnic Institute, Portugal
bill.williams@estbarreiro.ips.pt
J. Figueiredo
Lecturer CEG-IST and IST, UTL, Lisbon, Portugal
jdf@ist.utl.pt
Keywords: Engineering practice, model, qualitative research, interview data
t last years SEFI conference we presented data on engineering workplace practice that came
from an online survey of engineering alumni and we proposed that the social and technical
nexus of engineering practice needs more research. This paper presents data from a triangulation process to validate our previous data whereby we interview practitioners in engineering companies
about their workplace context and practice and we present preliminary results of this on-going research.
In addition, given that engineering is a visual culture, we discuss the need for models to visually represent engineering practice at the macro, meso and micro level and drawing on the work of Gibbons et al.,
James Trevelyan and Rachel Itabashi Campbell, as well as the empirical data we ourselves have collected, we make proposals for what such representations could look like.
1
B Williams, bill.williams@estbarreiro.ips.pt

213
Subsequently, we describe the qualitative data gathering we are carrying out and share practitioners
experiences on issues relating to technical coordination and to professional judgment relating to delivery deadlines. The fact that our findings regarding the central role of technical coordination in the workplace practice of Portuguese engineers correspond with those reported for engineers in Australia
would suggest that this is an important area for future study and is one which merits consideration in the
design of engineering education curricula.
In our future research we hope to use empirical data to present further meso and micro models to expand the three-level representation of engineering practice presented here.

108
Building Interdisciplinary Collaboration Skills
through a Digital Building Project
D. Gnaur1
Assistant Professor
University of Aalborg, Department of Learning and Philosophy
Aalborg, Denmark
dg@learning.aau.dk
K. Svidt
Associate Professor
University of Aalborg, Department of Civil Engineering
Aalborg, Denmark
ks@civil.aau.dk
M. K. Thygesen
Research Assistant
University of Aalborg, Department of Civil Engineering
Aalborg, Denmark
mkt@civil.aau.dk
Keywords: interdisciplinarity, collaboration, problem and project based learning
he purpose of this paper is to delineate core features of successful cross-disciplinary collaboration,

and to consider how to bring these features into engineering education so that engineering students
are better equipped for future interdisciplinary work. Despite a consistent interest in interdisciplinarity in education in the last decades, there are still conceptual inconsistencies and confusion surrounding
the term. It is the integrative aspect, which is at the heart of interdisciplinarity, denoting the synergetic interaction between specific disciplinary perspectives. However, current university structures inhibit the integration of multiple disciplinary perspectives into a more comprehensive approach to problem solving.
Meanwhile, the industry is increasingly in demand of graduates with strong interdisciplinary skills.
The present paper is guided by the following research question: What are the implications of interdisciplinarity for engineering education, and how would an enhanced interdisciplinary thinking influence curriculum planning? The present study points at the development of cross-disciplinary collaboration skills
in real-life settings as instrumental to building interdisciplinary competence.
The various forms of problem and project based learning practices employed in many engineering educational settings may include an interdisciplinary dimension, which is though often challenged by current university structures and traditional disciplinary boundaries. Consequently, collaboration is limited
1
D. Gnaur, dg@learning.aau.dk

215
to working in homogeneous groups on mutually agreed projects, with little scope for developing crossdisciplinary collaborative skills, i.e. the ability to negotiate conflicts, integrate expertise from related
fields, and produce flexible, innovative solutions - all of which qualify students to work in the type of independent, interdisciplinary project teams, increasingly in demand by industry. Our aim is to raise awareness of this gap and suggest a framework for integrating interdisciplinary collaboration competencies
into existing problem and project based learning curricula.
The data in this paper originates from the setting of an annually recurring, three-day-long digital building
workshop, Digital Days (henceforth DD), that brings together industry specialists, university and vocational training staff, as well as exponents of the entire range of professionals populating a building site.
Students and trainees engage collaboratively on a common digitalized design platform, the Building Information Modeling (BIM) method. BIM design tools allow for extracting different though automatically
consistent views from a building model for various uses enhancing the integration of the design
process. Being the meeting point, building models facilitate the coordination and collaboration between parties. BIM alters the cross-disciplinary approach used in the industry today, since it is only possible if the processes are iterative, and disciplinary contributions are continuously being merged into the
project. BIM both requires and supports interdisciplinary collaboration and it is therefore suggested as
a means to include interdisciplinarity in engineering programs.
One of the salient features in our findings was the aspect of collaboration between participants from the
various disciplines, who not only benefited from working in a team, but also from the process of negotiating solutions with concurrent teams. Participants mobilized communicative skills in order to uncover
each others ways of thinking and practicing and the underlying principles of specific disciplinary
methods in order to distill the problem solving approach. Moreover, the students gained more confidence in approaching problems.
The experimental learning climate boosted participants spirit of inquiry and freedom to advance viable
solutions to the open-ended problem. The dynamic social milieu promoted mutual commitment and
motivation to comply with the constraints of a product oriented approach, where interdisciplinary collaboration was instrumental to project work.
Regarding the interdisciplinary objective in problem and project-based learning models employed in engineering education, our findings suggest that there may be further scope for interdisciplinary collaboration, at both intra-departmental and faculty level, and the wider social context including the industry.
Socially facilitated learning environments created by real-life problem scenarios and the coexistence of
diverse disciplinary perspectives are seen as main qualifiers for students engaging actively in interdisciplinary project teams.
In order to promote the development of interdisciplinary collaboration skills among engineering students,
the interdisciplinary competence has to be explicitly acknowledged as a learning goal in the educational
program. Besides the formal, curriculum level, a framework for integrating the development of interdisciplinary competence in engineering education should involve the organizational and instructional levels, i.e. explicit ways of organizing interdisciplinary learning opportunities, as well as the competence development
level, i.e. equipping staff with the required insight and tools to facilitate students learning processes.

114
Prediction of Student Performance
in Engineering Programs
A case study using entrance information
K. Kelly1
Assistant Professor
Dublin, Ireland
kevin.kelly@tcd.ie
C. Patrocnio
Lisboa, Portugal
C. Marshall
Researcher
Dublin, Ireland
claire.marshall@tcd.ie
Keywords: student performance, recruitment, retention, entrance mechanisms
his paper describes studies of entrant students in both Ireland and Portugal, and how student data available at the time of entry can be used to predict the success of students in their first year of
studies. Similarities and differences between the countries are drawn and attention is drawn to
the structural differences which make such cross-country comparison difficult.
Enrolment trends in many European countries show static or declining numbers of people entering engineering dropped programmes.
In order to consider increasing the number of engineering students it is essential to examine the measures
that may be excluding potential entrants. This paper presents some of the results of the ATTRACT project,
which has examined the formal barriers standing in the way of entry to engineering. Issues relating to prior
student achievement both in engineering-relevant subjects and other areas are examined to assess
whether or not alternative procedures could be used to admit more, but still highly-qualified, students.
1
K. Kelly, Kevin.kelly@tcd.ie

217
Comparisons are made between Ireland and Portugal, countries that share certain similarities in terms
of the need to increase engineering graduates, but also significant differences in relation to context. Inevitable complexities arise when comparing complex systems across national boundaries. What may
appear to be an identical barrier in two countries is nonetheless operating within an entirely different
framework in each. As a result, understanding the implications of existing barriers beyond their particular context, or attempting to infer how a practice from one country may translate to another, can be
challenging.
The sample in IST (Portugal) study includes 1253 students admitted in that institution in 2004/05 by the
national contest for access to higher education. The dimensional axes of analysis were: academic background, socioeconomic status and family capital, motivations / expectations, and contextual factors.
The sample in TCD (Ireland) is 1,835 engineering students over ten years (2000-2009 inclusive). The factors analysed were academic achievement in high school, gender, and residential status.
Despite significant differences in the structure of the education system in the two countries, there are
clear parallels in a number of areas for which similar entrant data was available:
Overall academic achievement is predictive of student progress in both cases, albeit specific subjects are more valuable than the overall aggregate grade in the Irish context. This may simply be an
artefact of the relatively free subject choice in the Irish system compared to the more tracked system in Portugal.
Access to high preference choice of course is significant, albeit less so than academic grades, in
both countries
Physics confers an advantage on students in both countries with regard to progression
There are areas where there is insufficient data overlap between the two countries to effect a direct comparison these include the socio-economic and family status, the student travel time and the student
expectations and motivations.
Of the remaining areas where there is data available, there are interesting divergences regarding living
at home and gender. Interestingly both of these variables are significant in the Irish/Trinity College context when the entire student cohort (including Arts, Medicine, Business, Law etc) is considered, but not
specifically for engineers.

118
The Role of four-hour Blocks in Promoting
Active Learning Strategies:
The impressions of students and teachers
J. M. Nunes de Oliveira
Adjunct Professor
ESTGA Universidade de Aveiro
gueda, Portugal
CIDTFF Universidade de Aveiro
Aveiro, Portugal
jmo@ua.pt
Keywords: Active Learning, Project-Based Learning
he technological degrees offered at the Polytechnic School of gueda University of Aveiro have
been organized, since 2001, around a project-based learning environment [1]. One of the features of the curriculum implementation is that courses contact hours are not divided in several
types of classes, as in traditional learning environments. Following an idea adapted from the Aalborg
model [2], all courses are taught in four-hour blocks that can be organized differently according to the
course, or the learning needs at any stage of the process, thus enhancing flexibility and allowing for reorganization of the provision for teaching according to students needs. This format was also meant to
encourage the adoption of active learning strategies within the classroom, since traditional lectures in
such a format would be little less than excruciating.
This article describes an investigation into the on the field experience of both students and teachers
with these four-hour blocks. The research questions were: How are four-hour classes being implemented on the field? What are the advantages and disadvantages of this format? Does the format actually
foster the implementation of active learning strategies? Discussion sessions were organized for three
groups of students, one for each of the academic years of the Electrical Engineering program, with the
goal of identifying the various categories of four-hour classes to which they have been exposed so far.
Each group of students elected a secretary and were left alone to discuss for about twenty minutes,
after which the Author re-entered the room and discussed with the students any issues in need of clarification. Afterwards, each of the participating students was asked to list, in writing, the three most posi-

219
tive and the three least positive aspects of each of the blocks categories identified earlier [3]. All teachers involved in the program were also asked to list, in writing, the three most positive and the three least
positive aspects of teaching in four-hour blocks. The results of the discussion sessions and the lists,
from both students and teachers, were qualitatively analysed to answer the research questions.
The results of the investigation show that students identify four categories of classes, ranging from more
traditional approaches, to very engaging active-learning organized sessions, namely: Full lecture,
Traditional layout, Tutorial-like organisation and Active learning sessions.
From the analysis of the results presented in the article, it is possible to hint that the four-hour format
pressures teachers to engage in less traditionally organized classes. Students also value more engaging learning environments, which are fostered by this format of classes. This trend becomes more apparent for students in more advanced stages of the programme, which may reflect their greater exposure to the PBL environment and also their increased maturity. However, students also value the formal
structure provided by more traditional environments, possibly a consequence of their previous learning
experiences and study habits.
Naturally, further research into these findings is needed in order to get a better grasp of the dynamics of
four-hour blocks and their role in ESTGAs PBL environment. The results of this study will guide that research, establishing the general lines on which to pursue further enquiries.
REFERENCES
[1] Oliveira, J.M, Estima de Oliveira, J.P. (2009), Project-Based Learning in Engineering: an Actual Case, Proc. of the
37th SEFI Annual Conference (CD, ISBN: 978-2-87352-001-4), Rotterdam, The Netherlands.
[2] Kjersdam, F, Enemark, S. (1994), The Aalborg Experiment, project innovation in university education, The
University of Aalborg Press, Aalborg.
[3] Savin-Baden, M. (2000), Problem-Based Learning in Higher Education: Untold Stories, SRHE & Open University
Press, Buckingham.

136
Educating Building Science Engineers:
Links between Geometry and Building Science
A. S. Skaraki1
A.S.PE.T.E. graduate, B.Sc. student, Civil Engineering A.U.TH.
25th March 25, Chalandri, Attiki P.C. 152 32
+30 6942771898
angelina.skaraki@gmail.com
D. F. Fakli
A.S.PE.T.E. graduate, B.Sc. student, School of Electrical Engineering ... Lamia
Damasta, Fthiotis P.C. 35 100
+30 6983653713
faklidim@hotmail.com
A. A. Aliefs
Dr. Architect Engineer
Assistant Professor, Structural and Architectural Technology, Department of Civil and Structural Engineering Education, A.S.PE.T.E.
Dodekanisou 15, Voula, P.C. 166 73
+30 6944392593
aaliefs@otenet.gr
Keywords: Geometry, Education, Building Science, correlation
uilding Science examines the intentional and preplanned restructuring of space, whose measurement and theoretical approach are being organized by Geometry. Their relationship is, therefore, direct but not necessarily simple or accurate. Geometry, as a branch in the field of Mathematics, is a theoretical cognitive subject with logical and virtual dimensions. It represents the simplest
thought pattern, as something linear, logical and objective which, according to Aristotelian logic, defines that if x then y rationally and inductively. On the contrary, Building Science is primarily an applied
science, an art in which, issues such as those involving senses, emotions, visual perception and its accompanying optical illusions are being taken into account during the design and the construction
process. Thus, Building Science provides its own dimension concerning geometrical approach,
recording and understanding.
B
1
A.S. Skaraki, angelina.skaraki@gmail.com

221
Given the aforementioned point of view, Geometry, as the coherent result of a serial, inductive reasoning and processing which forms a basis in solving practical problems, is addressed to intellectual intelligence, while Building Science, as a product of associative reasoning, examines the correlation between images and emotions. Consequently, refers to emotional intelligence and its related conceptual
effects. As students, engineers engaged to Building Science are invited to learn how to combine these
two kinds of intelligence within their field of study. In other words, they are invited to consolidate on how
the mathematical-logical approach defines 2+2=4 precisely and always while taking into account the
subjective perspective which transforms the precisely and always to approximately and where appropriate.
This paper attends to analyze the parallel study of Geometry and Building Science while examining its
importance, regarding the education and future training of all engineers engaged to Building Science,
both as scientists-technicians and educators.
REFERENCES
[1] Aliefs A., Learning building design and forming lessons related to the Building Science, Ion Publishing Group,
Athens (2011).
[2] Rucker R., Infinity and the Mind, (K Hadjikyriacos trans.), University of Crete, Heraklion (2004) and Hayden G. &
Picard M., (2009).
[3] Young Z., J., The brain and the Philosophers (trans. M. Antonopoulos), Mirror Publications, Athens (1991).
[4] Vassiliou M., F., Platos 'idea' to the modern mathematics, Proceedings of the Academy of Athens, Year 1968, Vol
43rd, p 70-87, Office for Publications of the Academy of Athens (1969).
[5] Wilczeck F., The Lightness of Being (trans. Mirror / N. Apostolopoulos), Mirror Publications, Athens (2010).
[6] Szpiro G., G., The Poincar conjecture (trans. T. Grammenos) Traylos Publishing House, Athens (2009).
[7] Mylonas P., The theory of architecture and the ancient Greeks, Reprints of the Proceedings of the Academy of
Athens 73 T. (1998) Vol II, Athens (1998).
[8] Zohar D. & Marshall, I., Spiritual intelligence, the ultimate intelligence, Esoptron Publications, Athens (2001).
[9] Dartnall T., Studies in cognitive systems, Artificial Intelligence and Creativity, Kluwer Academic Publishers,
Netherlands (1994).
[10] Goleman, D., Emotional Intelligence: Why EQ is more important than IQ (translation A. Papastavrou), publication
of Hellinika Grammata, Athens (1998).

139
Learning Experiences of Engineering Students
Related to Cultural Differences in group work
T. H. Maken1
PhD student
Aalborg University
Aalborg Denmark
maken@plan.aau.dk
E. de Graaff
Professor
Aalborg University
Aalborg Denmark
degraaff@plan.aau.dk
Keywords: Learning experiences, Project work, Cultural differences
ncreasing mobility of international students in western countries has created the learning environment
cross-cultural in context. In a Project Based Learning (PBL) curriculum these students are expected
to work in intercultural settings. In the projects, collaboration and communication among students are
a major factor influencing their learning experiences. In the context of engineering education this experience is an important contribution in the preparation of professional practices. The objective of this paper
is to explore the influence of cultural differences on collaboration and communication by investigating the
experiences of engineering students during their learning process in intercultural student groups.
We are living in a changing world where events and innovations in engineering along with expectations
of stakeholders involved have resulted in the globalisation of engineering. There is broad recognition
that engineering education needs to change in order to meet the challenges of the globalised society [1].
Globalisation is creating a context in which engineers from one culture need to collaborate and communicate efficiently with professional from other cultures. In this changing context of the engineering profession, it is important to see what the cultural issues are and how one culture is different from others?
It has long been argued that cognitive processes, just like the beliefs and values held by an individual depends on the social, political and the economic environment in which he socialized [3]. According to
Hofstede behaviour, attitude, values, norms of individual are rooted deeply in the culture, from which
they originate [2]. Hofstede argues that interactions and communication between student-teacher and
student-student are deeply rooted in their belonging culture. It could be problematic during the learning
process in such settings.
1
Tanveer Hussain Maken, maken@plan.aau.dk

223
The changing context of engineering has put pressure on the universities to prepare engineers for the
drastically different workplace of the future. This paper argues that PBL provides just such an environment. PBL is an educational approach to organize the learning process where students are actively engaged in finding the ways by themselves. In a PBL context students majorly work in collaborative
groups. The success of PBL is illustrated by the fact that PBL is practiced in different ways in different
parts of the world with different names. In PBL settings, the essential components of the collaborative
learning are social interactions and collaboration among the group members, where the peers interact
with each other in a learning community. However, the major challenge in an intercultural student group
is that the member s behaviour on interaction and collaboration is based on the cultural background [2].
So collaboration and communication are particularly important for a student in a collaborative learning
experience, cultural differences could pose a challenge and impact in the collaborative learning
process.
The faculty of Engineering and Science at Aalborg University Denmark is selected as a site for this research due to the presence of an intercultural environment in PBL context. Nine intercultural student
groups were observed three times (each time three hours) during their group work activities. Further,
twenty in-depth interviews were conducted for this study
Findings and Conclusions: 1) Language: Contribution to group discussion and collaboration was a big
problem for some student. They tend to remain quite most of the time, which is frustrating for others. Efforts to involve all students in the discussion take a lot of time. 2) Time management: Some students due
to their previous experience dont want to spend all the time in the group room. Deadlines are often violated, that create a rift among group member. 3) Preconceptions of autochthonous students about the
lack of interest by international student in group work. 4) Agreement on group rules: the rules are broken
many times, which create disbelieve among group members.
REFERENCES
[1] Felder, R.M, Understanding Student Differences (2006), Journal of Engineering Education, Vol. 94, No. 1, pp. 5772.
[2] Hofstede, G.( 2001), Culture's consequences: comparing values,behaviors, institutions, and organizations across
nations, Thousand Oaks, CA: Sage
[3] Nisbett, R. (2007). The geography of thought: How Asians and Westerners think differently and why. Nicholas
Bradley Publishing: London
[4] Graaff, E. de & Kolmos, A. (2007). Management of Change; Implementation of Problem-Based and Project-Based
Learning in Engineering, Sense Publishers

144
Bibliometric Analysis of Engineering Education
Research Publications - A Reference Discipline
Approach
P. Neto1
Lecturer
Escola Superior Tecnologia Barreiro/ Setubal Polytechnic Institute
Barreiro, Portugal
pedro.neto@estbarreiro.ips.pt
B. Williams
Lecturer
Escola Superior Tecnologia Barreiro/ Setubal Polytechnic Institute
Barreiro, Portugal
bill.williams@estbarreiro.ips.pt
Keywords: Discipline, Engineering Education Research, Bibliometric Analysis
n recent years, bibliometric analysis of publications has been receiving growing attention in engineering education research as an approach that can bring a number of benefits. In this paper, we
use reference discipline and author affiliation analysis of journal articles to provide data on the development of Engineering Education Research (EER) as a scholarly research field [1] and the diffusion of
engineering education innovations [2].
In this study a total number of 139 articles published in 6 engineering education journals in 2011 were
analysed with regard to reference discipline and the country affiliation of the authors.
Analysis of reference disciplines has been used by scholars in the new disciplines of Information Systems and Enterprise Engineering research for the past two decades and involves a study of the disciplines referenced and cited in research papers to track the developing maturity of these fields of research. We propose that a similar approach can be useful in EER as an indicator of interdisciplinarity and
a form of measuring the developing maturity of EER as a field and cross-fertilization between EER and
other research fields. In addition, when this is combined with data on the affiliation of authors we can also obtain data on cross-fertilization within the field of EER beyond national boundaries.
The journals were selected to obtain a mix between US based (JEE and AEE) and non-US general engineering education journals AJEE and IJEE), and also to include two disciplinary engineering education
1
P Neto, pedro.neto@estbarreiro.ips.pt

225
journals, CEE and IEEE Trans Educ. Knowing that similar work was already underway by other researchers for the European Journal of Education Research, we opted not to include it in our sample.
For the research discipline analysis, each of the journal articles was classified independently by both authors and the results later discussed until the classifications were consensual. To satisfy our classifications system, a discipline needed to be specifically shown by the authors to underpin their research.
Such references were normally found in the background or methodology sections of the papers and
were frequently mentioned as keywords. Any disciplines which only appeared in the bibliographic references section were not considered reference disciplines.
The results concerning the reference discipline approach are presented in Fig. 1. In the case of IEEE
Transactions on Education and the Journal of Chemical Engineering Education, our results shows little
evidence of reference disciplines which suggests that the research of the authors of the papers published in these discipline-based journals tends to be informed by concepts within rather narrow disciplinary confines. By contrast, the results for the general engineering education journals, particularly JEE,
show that the authors appear to be reading more broadly and their work is informed by both engineering
education research and other reference disciplines. This could be interpreted as a sign of interdisciplinarity and developing maturity of EER as a field of research.
On the other hand, from an internationalization perspective, the limited number of countries involved in
publishing research in the journals studied, seems to point to a lack of cross-dissemination of EER findings and suggests there may be barriers limiting the diffusion of proven educational innovation. Although the work presented, 139 articles from 6 EER journals in 2011, represents a relatively small sample of the overall volume of EER publications, we believe the study demonstrates the value of a bibliometric analysis approach to EER. It allows to study the developing maturity of the field, identify possible
barriers to cross-fertilization and to help authors choose suitable publication channels.
Fig. 1. Number of Reference Disciplines per number of articles

REFERENCES
[1] Jesiek, BK, Borrego M, Beddoes K, Hurtado M, Rajendran P and Sangam, D (2011), Mapping Global Trends in
Engineering Education Research, 20052008, Int. J. Eng. Educ., Vol. 27, No. 1., pp. 77-90.
[2] Borrego, M., Froyd, J. E., & Hall, T. S., (2010). Diffusion of Engineering Education Innovations: A Survey of Awareness
and Adoption Rates in U.S. Engineering Departments. Journal of Engineering Education, 99 (3), 185-207.

148
In Search of new Learning Environments
in Electrical Engineering
K. Keltikangas1
Researcher
Espoo, Finland
kirsti.keltikangas@aalto.fi
H. Kettunen
Researcher
Espoo, Finland
henrik.kettunen@aalto.fi
J. Korhonen
Researcher
Aalto University School of Science
Espoo, Finland
jaakko.korhonen@aalto.fi
Keywords: electrical engineering, learning and teaching environments
pace and environment have an essential role in teaching and learning [1, 2, 3]. However, this role
is claimed under-researched and incompletely understood [4]. In general, engineering education
has been taught in relatively traditional environments and buildings. Furthermore, engineering
education has been rather teacher-centred and has often taken place in large lecture theatres [5]. Still,
it also faces the rapid changes in the knowledge society and the accelerating pace of the changes,
which challenge educational development in general [6, 7]. New technologies and pedagogical views
challenge teaching, and the academic teaching faculty strives to keep up with this process. This study
surveys the facultys perceptions, expectations and wishes considering teaching and learning environments at their own university campus.
When a university has gone through a renovation in its buildings or a new building has been designed,
academic teaching faculty has not got an active role in the process but architects and consulting companies have mainly been involved in the design process. We aimed to gain insight into how teachers
would like to develop and design the teaching and learning spaces at their university. Our prior percep1
K. Keltikangas, kirsti.keltikangas@aalto.fi

227
tion was that university teachers and students are experts of reflecting on best possible teaching and
learning environments. However, this study focused on the teachers perceptions. Additionally, another prior perception was that academic teachers should be involved into the design processes of the environments as active partners and planners, and use their expertise to enhance overall quality in engineering education. The data collected were qualitative and collected with semi-structured interviews.
We could divide the findings into two larger categories. The respondents regarded their environment
and its development in physical or material ideas and thoughts, or either in immaterial things, as in form
of social interaction. The results indicated that above all teachers yearned for more social interaction between different groups; teachers, students and others working at the School. Current environment did
not enough support this. The respondents indicated that more interaction between different groups, either formally during the courses or informally e.g. meeting people in the corridors or other public spaces,
would enhance motivation and better learning in the studies.
The arrangement of the space and the readily installed ICT appear to dictate the applied teaching methods and technologies. Traditionally arranged lecture theatres and classrooms mostly support only oneway delivery of information from teacher to students [5]. The results of this study indicated that the
teachers are interested in the new technologies that can improve teaching. It seems, however, that the
teachers very seldom adapt new technologies in teaching on their own. It is possible that adapting successfully new technologies in teaching without prior experience is time-consuming and that reduces the
teachers interest in taking part of the development process. The development process should start
from the pedagogical philosophy and awareness, and then include those technologies which support
teaching at best in each course. Further research is needed to cover this area more widely, in particular
in engineering education.
REFERENCES
[1] Joint Information Systems Committee (JISC) (2006), Designing spaces for effective learning: A guide to 21st
century learning space design, http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
[2] Oblinger, D. G., Ed. (2006), Learning spaces, Educause, Boulder, CO, http://www.educause.edu/LearningSpaces
[3] Temple, P. (2007), Learning spaces for the 21st century: A review of the literature, The Higher Education Academy,
http://www.heacademy.ac.uk/resources/detail/publications/learning_spaces_21st_century
[4] Temple, P. (2008), Learning spaces in higher education: an under-researched topic, London Review of Education,
Vol. 6, No. 3, pp. 229-241.
[5] Jamieson, P. (2003), Designing More Effective On-campus Teaching and Learning Spaces: A Role for Academic
Developers, Int. Journal for Academic Development, Vol. 8, No.1/2 , pp. 119-133.
[6] Biggs, J. and Tang, C. (2007), Teaching for Quality Learning at University, 3rd ed., The Society for Research into
Higher Education & Open University Press.
[7] Crawley, E., Malmqvist, J., stlund, S. and Brodeur, D. (2011), Rethinking Engineering Education. The CDIO
Approach, Springer, New York.
04 - 07 pages 228-281_Layout 1 18/09/2012 1:38 .. Page 228
Engineering
Education 2020:
MEET THE
FUTURE

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011
The Role of Personality Factors in Engineering
Students Ethical Decisions
D. Bairaktarova1
Doctoral Candidate
dbairakt@purdue.edu
D. Evangelou
Assistant Professor
A. Woodcock
Doctoral Candidate
awoodcoc@purdue.edu
W. Graziano
Professor
graziano@purdue.edu
Conference Topic: Ethics in Engineering Education
Keywords: ethics, engineering ethics, personality
thics is a crucial aspect in developing the professional identity of engineers. Most undergraduate
engineering curricula offer little opportunity for teaching and learning ethical behaviors, responses and attitudes in a systematic and pedagogically appropriate manner. This paper presents findings from a pilot study conducted in the Spring semester of 2012. Thirty three engineering students
evaluated two case studies that present ethical dilemmas in addition to measuring individual personality
through Paulhus Spheres [3] specific measures of perceived control model and Graziano, Habashi,
E
1
D. Bairaktarova, dbairakt@purdue.edu

231
and Woodcocks Person and Thing Orientations Scale [4]. The findings of the study expand our knowledge of how students acquire moral reasoning and what can be done to improve learning about ethics
in engineering. Having an understanding of students personalities in the beginning of teaching the engineering ethics course could have the potential benefit of creating the curriculum accommodating
these differences. We also hope to bring awareness that different personality factors contribute to the
ethical decision making in engineering students and practicing the profession engineers.
REFERENCES
[1] Bairaktarova D. & Evangelou D. (2011) Development of an Engineering Ethics Course. Proceedings of the American
Society for Engineering Education Annual Conference, Vancouver, Canada, June 26-29, 2011.
[2] Rest, J. (1986). Moral development. Advances in research and theory. New York; Praeger.
[3] Paulhus, D.L., & Van Selst, M. (1990). The Spheres of Control scale: Ten years of research. Personality and
Individual Differences, 11, pp. 1029-1036.
[4] Graziano, W.G., Habashi, M.M., & Woodcock, A. (2011). Exploring and measuring differences in person-thing
orientation. Personality and Individual Differences, 51, 28-33. doi: 10.1016/j.paid.2011.03.004
[5] Trevino & Youngblood (1990). Bad apples in bad barrels: A causal analysis of ethical decision-making behavior.
Journal of Applied Psychology, issue 75, pp. 378-385.
[6] Bass, K., Barnett T., & Brown G. (1999). Individual Differences Variables, Ethical Judgments, and Ethical Behavioral
Intentions. Bussness Ethics Quarterly, Volume 9, Issue 2, pp 183-205.
[7] Cattell, R. B., & Drevdahl, J. B. (1955). A comparison of the persona1ity profile (16 PF) of eminent researchers with
that of eminent teachers and administrators, and of the general population. British Journal of Psycho1ogy, 46,
248261.
[8] Little, B. R. (1968). Psychospecialization: Functions of differential orientation towards persons and things. Bulletin
of the British Psychological Society, 21, 113.
[9] Little, B. R. (1974). Personthing orientation: Manual for the TP scale (2nd ed.).
Unpublished Manual.
[10] Diekman, A. B., Brown, E.R., Johnston, A.M., & Clark, E.K. (2010). Seeking congruence between goals and roles:
A new look at why women opt out of science, technology, engineering and mathematics careers. Psychological
Sciences, 21, DOI: 10.1177/0956797610377342.
[11] Snyder, T. D., Dillow, S. A., & Hoffman, C.M. (2009). Digest of educational statistics, 2008 (NCES, 2009-020).
Washington, D.C.: U.S. Department of Education, National Centerfor Educational Statistics, Institute for
Educational Statistics.
[12] Graziano, W. G., Habashi, M. M., Evangelou, D., & Ngambeki, I. (2012). Orientations and motivations: Are you a
"people person," a "thing person," or both?". Motivation and Emotion. doi: 10.1007/s11031-011-9273-2.
[13] Smith, A., Coates, J. D., & Deis, D. R. (1998). Are Ethical Responses Linked to Locus of Control? Teaching
Business Ethics, 2(3), 249-260.

021
Comparison of Plagiarism Rates
between oncampus and offcampus
Engineering Hydrology Students
I. M. Brodie1
Senior Lecturer
Faculty of Engineering and Surveying, University of Southern Queensland
Toowoomba, Queensland, Australia
brodiei@usq.edu.au
L. Hellyer
University of Kent
Kent, United Kingdom
lh243@kent.ac.uk
Keywords: Plagiarism; assignment checking, engineering ethics
lagiarism is a significant problem within Universities and common across all disciplines including
engineering. This paper focuses on a specific type of plagiarism in the form of student copying of
technical analysis amongst undergraduate engineering students. Our research question is Do
rates of plagiarism vary between oncampus and offcampus (online distance) student cohorts? Research in this area is limited but suggests that academic dishonesty is less common in online courses
compared to courses delivered oncampus.
A third-year engineering hydrology course offered by a regional Australian university is delivered to oncampus and offcampus students and thus presents a research opportunity to evaluate plagiarism differences between the two cohorts. Both student cohorts have submitted their assignments electronically in the form of Excel spreadsheets over two consecutive years (2010 and 2011). During the assignment grading process, a number of plagiarism incidents were detected by the course markers from
both student cohorts.
1
I.M Brodie, brodiei@usq.edu.au

233
Plagiarism rates were also examined retrospectively using the detection software Excel-Smash developed by Hellyer and Beadle. Excel Smash detected more plagiarised spreadsheets than the human
markers, and this was considered to be partly due to each human marker seeing only a proportion of the
submitted assignments.
Both human markers and Excel-Smash found that oncampus rates of plagiarism were significantly
higher than offcampus rates. Overall, Excel-Smash found 10.7% of assignments submitted by oncampus students were subject to plagiarism, compared to only 1.4% of the offcampus students. Copying
of assignment work was generally contained to small groups of two, occasionally three, students. Many
of the detected oncampus students were international students indicating more needs to be done discouraging this student group from engaging in plagiarism.
Overall, Excel-Smash was found to be a rapid and useful tool to detect plagiarism cases using electronically submitted spreadsheets. Given that there is a substantial difference between student cohorts, a
more targeted approach with the management of human markers could be introduced. Instead of
grouping students alphabetically for marking as is current practice, increased plagiarism detection may
result if a single marker is assigned to the oncampus submissions. Repeat offences of assignment
copying despite the threat of academic penalty and the high proportion of oncampus plagiarism cases
involving international students are two focus areas that should be addressed by careful implementation of intervention strategies.

079
A Responsibility Diptych
Two workshops on philosophical ethics
J.G. de Zwart MSc MA
Lecturer
Avans University of Applied Science
Tilburg, The Netherlands
jg.dezwart@avans.nl
Conference Topic: Ethics in engineering education
Keywords: Ethics, sustainability, philosophy
lthough most attendants of a conference like SEFI are likely to be aware of the necessity of sustainability being more or less the backbone of engineering education, in society criticism has
been heard. In the Netherlands, for example, right wing (populist) politicians have been criticizing the self-evidence of sustainability. Considering the number of their voters, this must be taken seriously, also by education institutions. Considering the number of voters, who want to spend less effort in
sustainable technology, but also in aid programs for the poorest of this world, it is likely that a number of
our students share this criticism.
In this paper, not sustainability as such is addressed, but an ethical concept closely related to it: responsibility. An engineer feeling in some way or another responsible for a broader circle of people, whether
living now or in the future, is more likely to participate in sustainable engineering compared to someone
lacking this feeling of responsibility. Two workshops have been developed in order to trigger the reflection on this ethical concept of responsibility. The objective of these workshops is the awareness of ones
own opinions in this matter.
The two workshops articulate the thoughts of two contemporary philosophers, Hans Jonas (1903
1993) and Peter Singer (1946), who have both developed ideas on responsibility. Their thought is summarized briefly at the beginning of the workshops and from that point onward students discuss the
ideas, using the World Caf Concept [1], which gives every individual participant an opportunity to participate and put forward his or her own reflections on the matter.
The workshops both start with a brief summary of the main argument of the philosopher. Hans Jonas
has become famous with his work Das Prinzip Verantwortung (1979) in which he develops an imperative for the modern era [2]. Jonas is strongly aware that modern technology (e.g. nuclear technology)
has unprecedented opportunities but also unprecedented risks for the future of mankind and nature. If

235
mankind doesnt take action (take responsibility) a future for mankind is by no means secure. He tries to
develop a consistent and future oriented ethics, which preludes the Brundtland statement. Instead of
putting our trust on future generations, especially in their (superior) ability to cope with possible consequences of our actions, Jonas articulated his so called heuristics of fear: we must be aware of the
grimmest of scenarios, emerging from our behaviour, and therefore take the necessary actions without
delay. We have to act in a way that future existence of mankind is not jeopardized.
Peter Singer does not search for an imperative, like Jonas does, but he tries to develop a utilitarian
ethics, equally rigid as the ethics of Hans Jonas. While Jonas is concerned mainly with future existence
of mankind, Singers main concern are those living now, both human and not-human, in inhumane conditions. Using a simple thought experiment, that of someone passing a pond, while a little child falls in
with the risk of drowning, he starts his argument [3, p. 3 and 4, p. 199 200]. We ought to help a child
drowning. When we know suffering exists and we have an opportunity to help, without putting our own
lives at risk, we ought to help. Following a simple utilitarian calculus, we can argue that a bit less luxury
in the west is a cost incomparable to the gain of the number of lives saved. If we accept the idea that all
suffering is of equal value, it makes one responsible for others, even if one does not know this person.
His or her suffering in itself is enough reason to help.
After the brief introduction to the thought of Jonas and Singer, the group of students is divided in small
groups of four persons each, and they are asked to discuss the ethics, first from the perspective of a willing listener, to see if the argument is really clear. After that, students get the opportunity to articulate their
criticism, which can be discussed afterwards, in a plenary session.
After the plenary session, two new rounds of discussions in small groups are held in order to discuss the
consequences of the ethics discussed for personal development as an engineer. During the discussions in small groups, statements are written down on cards, which are afterwards collected by the
moderator.
During the week after the workshop, students are asked to evaluate the workshops, both the form and
the content. Using these evaluations, the workshops are revised for possible future use.
REFERENCES
[1] http://www.theworldcafe.com/method.html, watched most recently on 2-6-2012.
[2] Jonas, H. (1979), Das Prinzip Verantwortung, Suhrkamp, Frankfurt a.M.
[3] Singer, P. (2009), The Life You Can Save, How to play your part in ending world poverty, Picador, London.
[4] Singer, P. (2011, 1980), Practical Ethics, Cambridge University Press, Cambridge.

140
Gap year in French Engineering Curricula
Ethical Issues of a Trendy Educational Device
C. Didier
Assistant Professor
Lille Catholic University, Department of Ethics
Lille, France
christelle.didier@icl-lille.fr
P. Simonnin1
Assistant Professor
Lille Catholic University, Department of Ethics
Lille, France
patrick.simonnin@icl-lille.fr
Keywords: Engineering Ethics; Engineering Education; France; Gap period; Gap year
his study is part of a wider ongoing research program on the values of French engineers, and the
socialization of their values. We focus on their professional socialization process in French Engineering Schools. We study, from the perspective of the educational and then ethical issues, a
marginal practice which is, however, becoming increasingly common. It is about the interruption of
the curriculum for a period ranging between a few months and a whole year, generally called gap period. A more precise definition of this educational device would be: an institutionalized extra-curricular
period.
This kind of device, at the moment lacking in any real institutional regulation at a national level, is not without raising some practical, but also fundamental questions.
1
P Simonnin, patrick.simonnin@icl-lille.fr

237
Borrowed from Business and Management French Schools, the gap periods are offered to Engineering students by an increasing number of Engineering Schools, and they meet a tremendous success
among the students. But their pedagogical goals are rather unclear, and even divergent: some Schools
insist on their educational goal, using words as emancipation, maturity, personal development, social
and cultural openness, while other Schools will insist on the professional side: pre-professionalization,
adaptation to the business world, broadening of the skills base, increased employability, etc.
First, we describe the general frame of our research: this will help the readers to give some depth of field
to this study.
Then, we present this new raising phenomenon in a broad approach, trying to explain what it consists
of, and the different ways of evaluating it, since its appreciation appears to be rather contrasted, and
even quite critical.
The analysis of two exemplary cases will enable the reader to seize the great variety of practices
grouped under the same heading, and to understand that the underlying pedagogical and even ethical
choices, as well as the conceptions of an engineers role in our society, might be quite opposite.
We conclude with some paths for a further and deeper problematization, in a period where the necessity
of a reflexive analysis on what kind of engineers our world is in need of appears to be of great urgency.
Engineering
Education 2020:
MEET THE
FUTURE

239
The Challenge of 2020:

Issues and Actions



Issues and Actions
002
Approaching Institutional Transplantation
through Faculty Development
A. Bagiati1
Postdoctoral Associate at MIT-SUTD Collaboration
Cambridge, MA, USA
abagiati@mit.edu
V. Sakhrani
PhD Candidate, Engineering Systems Division
Cambridge, MA, USA
sakhrani@mit.edu
S. Sarma
Director of MIT-SUTD Collaboration Office, Professor of Mechanical Engineering
Cambridge, MA, USA
sesarma@mit.edu
R. de Neufville
Professor of Engineering Systems and of Civil and Environmental Engineering
Cambridge, MA, USA
ardent@mit.edu
Conference Topic: The Challenge of 2020: Issues and Actions
Keywords: Faculty Development Program, Institutional Transplantation in Education, Cultural Transfusion, New
Engineering Universities
he Challenge of 2020 calls for a reformed engineering education system that will arm future generations of engineers with the sophistication to be highly innovative global leaders, ready to deliver both in domestic and international settings [1,2,3]. To achieve this, up-to-date, effective teaching methods are necessary, supported in part by more extensive faculty development programs [4]. Despite this need, participation in faculty development programs is not part of the prevalent culture of engineering education [4]. Besides the requirement for effective teaching in the ideal, engineering faculty
are the role models for the new generations of engineers. As such, they have an additional major part to
play in creating the Engineer of 2020 - faculty culture and attitudes must also reflect the collective vision.
T
1
A. Bagiati, abagiati@mit.edu

241
With the vision of global competence [5] in mind, international collaborations between preeminent universities and new institutions are becoming increasingly frequent. The international collaborations that
deserve special attention are those attempting a complete institutional transplantation [6] of an educational entity from one region of the world to another. The Massachusetts Institute of Technology (MIT)
is currently collaborating with the Singaporean government and the Singapore University of Technology
and Design (MIT-SUTD Collaboration) to achieve such a transplantation. To accomplish the development of a new engineering-oriented university, while in parallel addressing the timely formation of an institutional identity and culture that borrows from those of MIT, the MIT team used the following model
based on three critical building blocks: (a) Collaborative Curriculum Development, (b) Immersive Faculty
Development Program (FDP), (c) Support systems for students culture formation
In this paper we discuss the faculty development program in the context of this collaborative transplantation effort, and present the program objectives and model as it is currently implemented at MIT.
REFERENCES
[1] Accreditation Board for Engineering and Technology. (1998). Engineering Criteria 2000. Baltimore, MD.
[2] National Research Council. (2004) The Engineer of 2020: Visions of Engineering in the New Century. Washington,
DC: The National Academies Press.
[3] National Academy of Engineering. (2005). Educating the engineer of 2020: adapting engineering education to the
new century. Washington, D.C.: National Academies Press.
[4] Brent, R., Felder, R.M., Regan, T., Walser, A., Carlson-Dakes, C., Evans, D., Maleve, C., Sanders, K., & McGourty,
J. (2000). Engineering faculty development: A multicoalition perspective. 2000 ASEE Annual Conference
Proceedings. Washington, DC: ASEE.
[5] Lohmann, J.R., Rollins, Jr., H.A. and Hoey, J.J. (2006), Defining, developing and assessing global competence in
engineers. European Journal of Engineering Education, Vol. 31, no. 1, p. 119-131.
[6] Jong, M., Mamadouh, V., & Lalenis, K. (2003). Two Contrasting Perspectives on Institutional Transplantation. The
Theory and Practice of Institutional Transplantation, Vol. 74, pp. 19-32, Springer Netherlands.


Issues and Actions
017
Setting up a New Culture of Teaching:
Ways of enhancing the quality in teaching and learning
at Technische Universitt Berlin
C. Raue1
Strategic Controlling
Technische Universitt Berlin
Berlin, Germany
cornelia.raue@tu-berlin.de
P. Thurian
Head of Quality Management
Technische Universitt Berlin
Berlin, Germany
patrick.thurian@tu-berlin.de
Keywords: Propaedeutic Study Program, Incentive Model for Better Teaching, Culture of Teaching
ith 30.000 students, about 100 study programs, 296 professors and 7 faculties the Technische Universitt Berlin (TU Berlin) is the third largest institute of technology in Germany. By
2008 the TU Berlin completed the transformation of its entire syllabus into a Bachelor/ Master
degree system that fits to the European Higher Education Area. The challenge of the forthcoming years
is imposed by social change in Germany: a rising number of students entering universities in the next
years, an increasing heterogeneity arising from the different educational and biographical backgrounds
of students and a shortage of qualified employees at the labour market. With regard to this frame conditions the Federal Ministry of Education and Research released the third pillar of the federal Higher Education Pact [1]. In this frame, the TU Berlin applied for and got 10.5 Million funding. The university will
use the money for implementing a bunch of measures that will foster teaching and education in engineering and natural sciences in the following five years.
In 2012 the TU Berlin initiated the program First class for our students in order to improve the conditions of studying and teaching. Common to all measures the TU Berlin is the focus, first, on the undergraduate studies, in particular on the first-year students and, second, on the so-called MINT subjects,
that i.e. Mathematics, Informatics, Natural sciences and Technical subjects (e.g. engineering).
1
C. Raue, cornelia.raue@tu-berlin.de

243
The overall aim of the project is to enhance the culture of teaching and learning. The program supports
a better academic staffing for all status groups (student tutors, academic members of the staff and full
professors) as well as measures for didactic qualifications and counseling. The following picture summarizes the eight subprojects:
Fig. 1. Overview of the program First Class for our Students with subprojects
Clearly, the improvement of quality in teaching and studying is a multidimensional task that needs to put
on at various levels within a university. Therefore, the eight subprojects involve different status groups
across all faculties and the central administration. In order to maximize the effect of so far local projects
all personnel measures are linked to measures of further qualification, supervision or counseling.
REFERENCES
[1] Higher Education Pact of the Federal Ministry of Education and Research: http://www.bmbf.de/en/6142,
Qualittspakt Lehre: http://www.bmbf.de/de/15375.php (08.06.2012)


Issues and Actions
050
A View on Electrical & Computer Engineering
Education:
Challenges toward convergence of different disciplines
G. A. Kyriacou
Professor
Department of Electrical and Computer Engineering,
Democritus University of Thrace,
GR-67100 Xanthi, Greece,
gkyriac@ee.duth.gr
Keywords: Convergence of Scientific disciplines, rigid background versus specialization
t is well established that the duration of engineering education requires at least five years in order to establish
the required background for handling both practical problems as well as to be ready for a research carrier. The
political elite in Europe in collaboration with the industry has adopted the Anglo-Saxons model of the split three
years Bachelor degree and one two years Master degree. However, the Academic community in full agreement
with the Engineers Professional organizations seems convinced that the best Engineering education should be
based on an integral five years curriculum, considering the adopted model as leading to dispensable young Scientists. The weakness of this latter thesis is that most five years Engineering undergraduate programmes include at
least one year (usually three semesters) of specialization. One could claim that this makes the curricula somehow
split into two circles, hence similar to the accepted Bachelor-Master approach. The argument against this view is
that the integral five years path can be setup in a more controllable way so that the specialization is build on rigid
bases. To these different point of views must one should add the recently realized necessity of the required Convergence of Engineering, Physical and Health Sciences in order for engineers to advance the technology beyond
the current borders and especially regarding novel diagnostic therapeutic techniques and health services, [1].
Besides that it is now a common understanding that a modern engineer must establish a rigid theoretical background and not just a restricted knowledge specialization, so that he/she will be able to adapt to the fast varying of
technical environment with a high rate of newly introduced plethora of specializations.
In view of the above, the question is whether the newly reformed Electrical & Computer Engineering in Greece are
able to successively respond to these challenges. If they cant what are the reasons, is it possible to overcome the
obstacles and how? If we do accept that a rigid theoretical background is necessary, what will be the content of
the corresponding mandatory curriculum? If we do agree that an integral five years engineering education is
needed, what are the means to be used for convincing the political elite and the industry representatives?
The above questions constitute a serious problems and they cannot be addressed in a single paper. The intend of the Author is to systematically put down the questions in some logical order and the ambition is directed toward addressing some of them from his own point of view and experience.

245
A wide consensus of the Engineering community and boards is observed in regard to reforming engineering
curriculum toward:
i) De-emphasize narrow disciplinary approaches and strengthen thought along inter-disciplinary lines. Utilize a problem solving approach to support this task.
ii) Retain and possibly strengthen a solid basic engineering knowledge. The report [5] even suggests the adoption of a 4 years core courses plus 1 year specialization in the integral 5 years professional (M. Eng.) degree.
iii) Educate engineers to work better in groups and the best way is through the problem solving based learning.
iv) More emphasis should be put on design and not to be restricted in the analysis. Namely, to strengthen
the students hands-on engineering experience as design-build-operate. This means not only to enhance the laboratory exercises but to carefully select problems from the real world-industry applications
within the PBL approach.
v) To include courses on economics, marketing and management in the curriculum, which will improve engineers employability but also strengthen their skills toward solving interdisciplinary problems and improve communication when working in teams.
vi) Prepare engineers to act as policy makers and leaders by including courses on Ethics and public policy,
[6]. These courses may contribute to the realization of legal and moral responsibility of Engineers in their
professional practice.
vii) According to [5] try to Infuse more professional content into existing engineering programmes. This is
already adopted by MIT and Stanford through the appointment of Engineers with distinguished carriers
in industry as Professors of Practice.
viii) Prepare engineers for lifelong learning or one could say teach them how to learn and they will carry on to
acquire more knowledge than their educators. Keeping in mind the above and using them as guidelines,
we will try to suggest the first steps of the required undergraduate curriculum reforms.
It is widely realized that engineering education faces a substantial change trying to address the economy
globalization as well as the interdisciplinary sciences convergence. Solid engineering education must be retained, while during their education they must acquire hands-on experience in design-build-operate
through projects. Additionally, engineers must be prepared to become leaders and policy makers thus they
should have knowledge of basic economic, marketing and managerial topics enriching their soft-skills or
communication abilities. Some first steps toward enhancing the Greek EECE curriculum have been proposed herein for both core and specialization courses. Two are the major challenges, to include projectbased learning through the entire curriculum and to adopt a number (14) flows flows in the specialization
able to support the evolving convergence of sciences but before all to support the engineering diploma equivalence to a Master of Engineering degree. Finally, a cooperation call is addressed to all colleagues and in particular to SEFI leadership to support our claim to Greek government and the European Union for a recognition
of all integrated systems engineering diplomas as equivalent to a Master of Engineering (M. Eng.), provided
that they have undergone the appropriate accreditation.
REFERENCES
[1] MIT white Paper, The Convergence of the Life Sciences, Physical Sciences and Engineering, available online
www.cimit.org/.../MIT-White-Paper-on


Issues and Actions
051
Train Inventive Engineers for the Future
Invention of new products as a basis for studying the method
of innovation and product development for first year
Engineering students
HGM Geraedts
Lecturer
Eindhoven, The Netherlands
hgm.geraedts@fontys.nl
Keywords: competences, innovation, product design, patents, collaboration
hese are hard days for companies: they have to survive in a market that has been hit by a financial
crisis. Many countries in Europe have severe problems trying to overcome this financial crisis.
The main remedy applied by governments is to cut back on expenditure, but on the other hand it
is said that it is important for a country, and especially for companies, to invest in innovation. These innovations should lead to innovative products that will lead to profitability turnovers for these companies
and, as a consequence, improve the economic conditions in a country. Universities provide students
with engineering competences, like develop innovation, with which they can show a higher degree of
ability to answer complex questions such as how to become players in the market again. Teaching students to become more innovative engineers, Fontys University of Applied Sciences, Department of Engineering, has designed a curriculum in which students are educated in the competence innovation. An
important element in the process of teaching innovation to students is the approach of inquiring into

247
possibilities of patents. In the second semester of the first year, students can decide to join an innovative
project called: The invention project. The basis of this project is that students are given the opportunity
to create their own invention and with their previously acquired knowledge and skills they design, calculate, prototype and present their invention. In a research project, the experiences of students in this Invention Project have been analysed. The goal of this study was to understand what the success factors
are for such a project. The basis of this inquiry is a questionnaire to identify the opinions of students. The
research was carried out in the spring semester of 2012. In total 31 students were involved in this research. The results show that there was a high degree of student satisfaction about the Invention Project focused on innovation development. Success factors for this project in the first year of the curriculum were seen: 1 to work on own inventions, 2 development of students perception of the total product
creation process and 3 to make students see the relevance of contacts with real professionals from industry and from the patent office in their own project. Improvements can be made by: 1 helping students more during the creativity stage in the project and 2 to coach them more on the aspect of engineering a successful invention of which they can be proud. This Invention project is a interesting with
which collaborations with other universities can be set up.
REFERENCES
[1] OECD / European Community, (2012): OECD Economic Surveys GERMANY 2012: Overview edition, p. 8
[2] Jong de J, (2007), Winst door innovatie (translated from the Dutch: Profit by innovation), ISBN 978-90-5261-554-7,
Academic Service, pp. 26-27.
[3] Boorsma, E, De Vries, I (2004), Ask for tertiary educated employees in SME in the Netherlands. (de vraag naar HBOers bij MKB-bedrijven), Dijk 12 beleidsonderzoek The Netherlands.
[4] OECD / European Community, (2007), thematic review of tertiary education, the Netherlands.
[5] Geraedts, H, (2010), Innovative learning for innovation, ISBN 978-90-5248-624-8.
[6] EPO (European Patent Office), (2009), Guidelines for Examination in the European Patent Office (status April 2009),
http://www.epo.org/law-practice/legal-texts/archive/guidelines-2009.html.
[7] OECD / European Community, (2005), Oslo manual: guidelines for collecting and interpreting innovation data: third
edition, pp. 46-56.


Issues and Actions
157
Higher Engineering Education by 2020
The world class player on future economy's stage
A. Sz. Vradi1
A/Professor of Electrical Engineering
University of Miskolc
Miskolc Hungary
elkvsza@uni-miskolc.hu
Gy. Patk
Full Professor of Mechanical Engineering, Rector
Miskolc Hungary
patko@uni-miskolc.hu
L. Szentirmai
Professor Emeritus
Miskolc Hungary
elkerika@uni-miskolc.hu
Keywords: Knowledge triangle, single market for innovation, e-university, centre of excellence
niversities' core mission will be to educate graduates and to ensure they are equipped to engage
in the process of new knowledge generation, dissemination and application. A genuine "single
market" for innovation is needed in Europe. By 2030 an open, fair market for innovation will pull
new ideas, talent and investment from around the world. An open, ERA-wide network, online, will provide a simple clearing house to promote ideas and find technologies across borders; networking and visualisation tools will make collaboration easier and cheaper.
Short - and medium-term scenarios and their implementation by University of Miskolc (UM) are presented below:
1
A. Sz. Varadi, elkvsza@uni-miskolc.hu

249
(i) The scenarios integrate e-university teaching mission implementation by software introduced to
orient both academics and students on curriculum, exams, evaluation, time schedule and all other
events; more than 100 engineering textbooks have been prepared and digitised with the provision of easy access, web-site of the university and departments have been designed, gradually renewed and effective at www.uni-miskolc.hu contracts have been signed with the city of Miskolc,
160 industry/company/organisations like Chamber of Commerce and Industry, etc. to pave the
way for joint co-operation and development, researchers' nights are organised each year in September since 2005 under the umbrella of "Research in Europe" framework, establish vital contact
with (upper) secondary schools to recruite new entrants to engineering, exhibitions are organised
both for multinational firms and small and medium-sized enterprises to present their products, services and processes and also to take chance to recruit new graduates, offer stipend to students,
etc., academics and students are encouraged to apply for EC grants and various schemes.
(ii) In the science and research fields four engineering PhD schools are running also with the objective
to generate new knowledge, UM runs four PhD schools in engineering in 3-year-duration as "I. Slyi"
Mechanical Engineering PhD School, "J. Hatvany" Information Technology PhD School with the
fields of electrical and electronic engineering inclusive, "S. Mikoviny" Earth Science and Technology
PhD School and "A. Kerpely" Material Science and Technology PhD School. Joint industry projects are running also for knowledge creation and dissemination, knowledge transfer is carrying
out by international microCAD Conference annually, by Students Scientific Forum (TDK in Hungarian) and participation, lecturing and publications at international conferences and professional periodicals.
(iii) Four centres of excellence are working in engineering to achieve the desired attractive institution
status; they are Centre of Excellence on Sustainable Natural Resources Management, Applied
Material Science and Nano-technology, Mechatronics and Logistics, and Innovative Mechanical Engineering Design and Technology.
For the young researchers - PhD candidates and MSc students with the provision of scientific leaders
of high calibre and research infrastructure the project puts direct impact on the scientific quality of respective PhD Schools, the provision of talented students and the new generation of researchers.
University management is in difficult position since Euro 10 million was extracted from the budget within
the latest 18 months. If the university is underfinanced, competition will be lost. Hungary is exposed to
brain drain at a high degree. One study ranks Hungary 52nd.
The full paper presents the European and Hungarian industry challenges and trends, higher engineering education trends in Europe and University of Miskolc achievements on how to approach the objectives post-2020.
Engineering
Education 2020:
MEET THE
FUTURE

251
Mathematics


Mathematics
019
The Role of Mathematics
In Engineering practice and in the formation of Engineers
E. Goold1
PhD Student
National University of Ireland Maynooth
Maynooth, Ireland
eileen.goold@nuim.ie
F. Devitt
Head of Department of Design Innovation
National University of Ireland Maynooth
Maynooth, Ireland
frank.devitt@nuim.ie
Conference Topic: Mathematics and Engineering Education
Keywords: Mathematics usage, Engineering practice, Affect, Engineering careers
n Ireland, the number of school leavers pursuing professional engineering careers has been declining almost continuously over twenty years. Students wishing to pursue professional engineering degree courses are required to demonstrate proficiency in secondary school mathematics at the higher level. Yet, only a 16% minority of secondary school mathematics students in Ireland takes the Leaving
Certificate mathematics exam at the higher level. It is widely thought that mathematics is the key academic hurdle in producing a supply of engineering graduates [1].
While mathematics has been regarded as a fundamental knowledge area underpinning engineering
practice there is a belief among some practising engineers that the mathematics they learned is not applicable to their work [2]. Advances in technology, knowledge diffusion and almost instant information
access, support the view that teaching engineers to think analytically will be more important than helping them memorise algebra theorems [3]. However, research concerning the type of mathematics
used by engineers in their work is sparse [2,4].
This research was inspired by the observation that there is a lacuna in the literature concerning the nature of mathematics role, if any, as a significant cause of the declining number of students entering professional engineering education courses. Additionally there is currently no broad picture of the mathematical expertise required or used by practising engineers. This study investigates (i) the role of mathematics in engineering practice and (ii) whether there is a relationship between students experiences
with school mathematics and their choice of engineering as a career.
1
E Goold, eileengoold@eircom.net

253
The population of interest in this study is professional engineers practising in Ireland. A sequential explanatory mixed methods design, where the subsequent collection and analysis of interview data builds
on the analysis of survey findings, is employed. Practising engineers mathematics usage is considered
in three parts, namely curriculum mathematics, mathematical thinking, and motivation to take a mathematical approach. Curriculum mathematics usage is measured by a derivation of de Langes mathematics assessment pyramid [5]. Mathematical thinking usage relates to mathematical modes of thinking used in work. Motivation to take a mathematical approach concerns the affective domain whereby
it is believed that attitudes, beliefs, values and emotions play a central role in mathematics learning [6].
Engineers experiences of school mathematics and the impact of their feelings about mathematics on
their choice of engineering careers are also investigated.
The findings show that (i) engineers feelings about mathematics are a major influence on their choice of
engineering as a career; (ii) teachers, affective factors and sociocultural influences are the main contributors to engineers interest in and learning of mathematics; (iii) while almost two thirds of engineers use
high level curriculum mathematics in engineering practice, mathematical thinking has a greater relevance to engineers work compared to curriculum mathematics; (iv) professional engineers curriculum
mathematics usage is dependent on the interaction of engineering discipline and engineering role, their
mathematical thinking usage is independent of engineering discipline and engineering role; (v) engineers show high affective engagement with mathematics and their usage of mathematics in engineering practice is influenced by the value given to mathematics within their organisation; and (vi) the focus
on objective solutions at the expense of tacit knowledge in mathematics education reduces the value
of mathematics in engineering practice.
REFERENCES
[1] King, R. (2008), Addressing the Supply and Quality of Engineering Graduates for the New Century, University of
Sydney, Sydney.
[2] Cardella, M. (2007), What Your Engineering Students Might Be Learning From Their Mathematics Pre-Reqs
(Beyond Integrals and Derivatives), 37th ASEE/ IEEE Frontiers in Education Conference, Milwaukee, Wisconsin, pp.
S4F1-S4F6.
[3] Katehi, L. (2005), Educating the Engineer of 2020. The National Academies Press, Washington, DC, pp.151-155.
[4] Alpers, B. (2010), Studies on the Mathematical Expertise of Mechanical Engineers. Journal of Mathematical
Modelling and Application, Vol. 1, No. 3, pp. 2-17.
[5] De Lange, J. and Romberg T. A. (2004), Standards-Based Mathematics Assessment in Middle School, Teachers
College Press, New York, pp. 5-24.
[6] Schunk, D. H., Pintrich P. R. and Meece J. L.(2010), Motivation in Education: Theory, Research, and Applications,
Pearson Educational International, New Jersey.

Mathematics
030
Calculation of Partial Derivatives
by Using Rooted Trees
Q. D. Gjonbalaj
Dr.sc./Profesor assistant
University of Prishtina-Faculty of Electrical and Computer Engineering
Prishtina KOSOVA
qefsere.gjonbalaj@gmail.com
Keywords: Partial derivatives, rooted trees.
he field of mathematics plays vital role in various fields. One of the important areas in mathematics
is graph theory, which is used, in structural models. These structural arrangements of various objects or technologies lead to new inventions and modifications in the existing environment for enhancement in those fields. The field graph theory started its journey from the problem of Kongsberg
Bridge in 1735. This paper gives an overview of the applications of graph theory in Calculus, but mainly
focuses on the partial derivatives applications that use graph theoretical concepts.
Partial derivatives are met in many engineering and science problems, especially when modelling the
behaviour of moving objects. Partial differentiation is used to estimate errors in calculated quantities
that depend on more than one uncertain experimental measurement. Thermodynamic energy functions are function of two or more variables. Most thermodynamic quantities (temperature, entropy, heat
capacity) can be expressed as derivatives of these functions. Financial engineers use partial derivatives
to assess a portfolios sensitivity to changes in market conditions (interest rates, volatility). They can
hedge against risk by designing portfolios, which have zero partial derivative with respect to market values. Students of engineering are faced with difficulties during calculating partial derivatives so usage of
graph theory and rooted trees simplifies calculation of partial derivatives.
Graph theory is rapidly moving into the mainstream of mathematics mainly because of its applications
in diverse fields, which include biochemistry, electrical engineering, computer science and operations
research. The powerful combinatorial methods found in graph theory have also been used to prove significant and well-known results in a variety of areas in mathematics itself.

255
One of the most amazing facets of mathematics is the experience of starting with a problem in one area
of mathematics and then following the trail through several other areas to the solution. In this paper we
will illustrate this with a problem that starts out as a problem of partial derivative for arbitrarily complex
functions with many variables, which leads to a solution that involves finding an rooted trees for first partial derivates and an a forests for second partial derivatives. In general, to find a derivative of a dependent
variable with respect to an independent variable, you need to take the sum of all of the different paths to
reach the dependent variable from the independent variable. Travelling down a path, you multiply the
functions.
In Case 2 of the Chain Rule there are three types of variables: s and t are independent variables (in terms
of graph theory-leaves), x and y are called intermediate variables (in terms of graph theory-internal vertices), and z is the dependent variable (in terms of graph theory-the root of the tree). To remember the
Chain Rule, its helpful to draw the tree diagram. We draw branches from the dependent variable z to the
intermediate variables x and y to indicate that z is a function of x and y. Than we draw branches from x
and y to the independent variables s and t. On each branch we write the corresponding partial derivative. To find,
we find product of the partial derivatives along each path from z to s and then add
these products.
The use of tree for computing partial and total derivatives of functions of several variables by the Chain
Rule is not new. For example, Barcellos and Stein [5] use such a diagram.
Seeking about calculation of higher order derivatives by using rooted trees originally motivates the main
result in this paper. In order to calculate the second partial derivatives, by using graph theory, a tree is no
longer enough. Here the second order derivatives will be presented through the forest. Also we will use
the product rule on the related branches.
This method can be used successfully in introductory mathematics classes to enhance students understanding of partial derivatives.

Mathematics
031
Promoting Engineering Students Mathematical
Modeling Competency
C. H. Huang
Associate Proffesor
Ming Chi University of Techology
New Taipei City, Taiwan, ROC
huangch@mail.mcut.edu.tw
Keywords: engineering students, calculus, mathematical modeling, mathematical modeling competency
chool mathematics instruction has created a view among students of mathematics as tedious,
abstract, and unrelated to the real world. Increasing numbers of researchers in mathematics education are concerned about the negative perspectives of students toward mathematics. They
suggest the use of real-world problems in math class to link the world of mathematics with the real
world. More teachers and researchers, such as Lesh and Doerr [1] and Burkhardt [2], agree that mathematical modeling is an important aspect of math education. Over the past ten years, it has become increasingly important to apply mathematics to other subjects, including engineering, nanotechnology,
economics, and biology. This study aims to design mathematical modeling activities, based on models
and modeling perspectives and embedded into calculus courses, to develop students mathematical
modeling competency. Teaching experiments in this study used the island approach proposed by
Blum and Niss [3] to integrate model-based teaching activities into formal activities for teaching calculus, and is used to avoid resistance from students who are used to traditional teaching. The ultimate purpose of the teaching experiments is to foster students modeling competency through a modeling
process. By implementing such teaching experiments, we investigate the mathematical modeling
process and competency of first year engineering students, which can be used as a reference for designing activities for teaching mathematical modeling to college students.
RESULTS
Figure 1 shows the mathematical modeling competencies in each transition (cognitive activity) that
were identified in this implementation of the task. Each element has two parts where key (generic) categories in the transitions between phases of the modeling cycle are indicated (in regular type), and illustrated (in capitals) with reference to the task.

257
Figure 1. Framework showing transitions and mathematical modeling competencies in the implementation
of transportation costs activity.
This study replaced extreme problems in calculus courses with the mathematical modeling activities of
reducing transportation costs. Through mathematical modeling instruction, students can gradually develop their mathematical modeling competency by working on their own and through discussion with
their peers. The analysis results of research data show that a fundamental and important problem encountered by students is their failure to recognize variables, parameters, and constants; and whether
these values are known or unknown, obscure or clear, or independent or related. Therefore, the insufficient ability of students to categorize variables, parameters, and constants should not be ignored. Educators should help students in establishing useful relationships required by mathematical problems.
REFERENCES
[1] Lesh. R., & Doerr H. M. (2003). Beyond constructivism: models and modeling perspectives on mathematics
problem solving, learning, and teaching. American, Lawrence Erlbaum Associates Inc.
[2] Burkhardt, H. (2006). Modelling in Mathematics Classrooms: reflections on past developments and the future.
Zentralblatt fr Didaktik der Mathematik, 38 (2), 178-195.
[3] Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other
subjects - state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37-68.

Mathematics
039
The Mathematical Reasoning Competency
for a practice-oriented Study Course
in Mechanical Engineering
B. Alpers
Professor
Aalen University of Applied Sciences
Aalen, Germany
Burkhard.Alpers@htw-aalen.de
Keywords: Mathematical competence, mathematical reasoning
EFIs Mathematics Working Group has set up a provisional curriculum discussion document
([1]) which is based upon the concept of mathematical competence for engineers as educational goal. Competence here means the ability to cope with the mathematical challenges students
encounter in their study course and later on in professional life. The concept was developed in the Danish KOM project ([2]) and was also used in the famous PISA study [5]. In order to make it more operationable, competence is split up into eight competencies which are: Mathematical thinking, mathematical reasoning, mathematical problem solving, mathematical modeling, handling mathematical
symbols and formalism, mathematical representation, mathematical communication and usage of
aids and tools.
In order to make use of this concept for setting up a concrete curriculum for a study course, one has to
specify to which extent these competencies are to be acquired in the study course. In [3], we gave a
rough overview how such a specification could be made for a practice-oriented study course in mechanical engineering at a university of applied sciences. In this paper, we investigate the competency of

259
mathematical reasoning in more detail. This competency comprises the ability to follow and understand mathematical statements and arguments made by others and to set up chains of mathematical
argumentation oneself. As in the KOM project we use three so-called dimensions to specify to which extent this competency should be acquired: degree of coverage, radius of action and technical level (for
an example concerning the mathematical modeling competency see Blomhoj/Jensen [4]). In the first dimension one has to identify those aspects of the competency that should be covered in the study
course (section 1). In the dimension radius of action the contexts and situations have to be specified
in which the competency can be activated (section 2). Finally, the technical level dimension provides
information on how far advanced the mathematical concepts and procedures are which can be used
when applying the competency (section 3). We present several example tasks which illustrate how
competency could be acquired and used.
REFERENCES
[1] SEFI Mathematics Working Group (2011), A Framework for Mathematics Curricula in Engineering Education,
Discussion document December 2011 (http://sefi.htwaalen.de/Curriculum/Competency%20based%20curriculum _discussion_document_December_2011.pdf,
accessed 12/03/23).
[2] Niss, M., Hjgaard, T. (2011), Competencies and Mathematical Learning. Ideas and inspiration for the
development of mathematics teaching and learning in Denmark. English Edition. IMFUMA, Roskilde University.
[3] Alpers, B. (2011), Using mathematical competencies for specifying a mathe-matics curriculum for engineers, Proc
SEFI Annual Conference 2011, Lisbon.
[4] Blomhj, M., Hjgaard Jensen, T. (2007), Whats all the fuss about competencies?, Blum, W. et al. (Eds.),
Modelling and Applications in Mathematics Education. The 14th ICMI Study, New York: Springer, 45-56.
[5] OECD (2009). PISA 2009 Assessment Framework Key competencies in reading, mathematics and science
(www.oecd.org/dataoecd/11/40/44455820.pdf, accessed 11/05/17)
[6] Alpers, B. (2010). Studies on the Mathematical Expertise of Mechanical Engineers, Journal of Mathematical
Modelling and Application, Vol. 1, No.3, 2-17.
[7] Alpers, B. (2006). Mathematical Qualifications for Using a CAD program. In S. Hibberd, L. Mustoe (Eds.), Proc. IMA
Conference on Mathematical Education of Engineers, Loughborough. Engineering Council, London

Mathematics
056
ViPLab - A Virtual Programming Laboratory
for Mathematics and Engineering
Th. Richter, S.Rudlof, D. Boehringer1
Media Department
Computer Center University of Stuttgart
Stuttgart, Germany
{richter,rudlof,boehringer}@rus.uni-stuttgart.de
C. Grninger
Insitute for Hydraulic Engineering
University of Stuttgart,
Stuttgart, Germany
christoph.grueninger@iws.uni-stuttgart.de
C. Rohde
Institute for Mathematics
Stuttgart, Germany
christian.rohde@mathematik.uni-stuttgart.de
A. Stock
Insitute for Aerodynamics and Gas Dynamics
Stuttgart, Germany
stock@iag.uni-stuttgart.de
Keywords: MATLAB, Programming, Virtual Laboratory, Online Courses, Simulation
D. Boehringer, boehringer@rus.uni-stuttgart.de

261
n the process of the implementation of the eBologna program of the European states and the recent
change of the German university system from the Diploma to the Bachelor/Master system, studies
at German universities have been redesigned; courses have been condensed and learning content
has been re-structured into granular modules, each of which requires an evaluation at the end of the semester. Simultaneously, the skills required for working in research and development changed as well;
handling of computer software, knowledge of mathematical or numerical algorithms and programming
skills play an increasingly important role in the daily job routine of the working engineer. To support learning by practical exercises, engineering faculties, the faculties of mathematics and physics, and the
Computing Center of the University of Stuttgart setup a project for implementing an online programming lab for teaching the required skills. The focus of this project is to provide easy access to the necessary software tools, avoid the overhead of installation and maintenance, and seamlessly integrate these
tools into the eLearning infrastructure of the university. This paper describes the motivation and backgrounds, the software infrastructure and early results of this project.

Mathematics
122
Model Computer Program for Preliminary
Building Plans:
An initial design and construction educational tool
A. S. Skaraki1
A.S.PE.T.E. graduate, B.Sc. student, Civil Engineering A.U.TH.
25th March 25, Chalandri, Attiki P.C. 152 32
+30 6942771898
angelina.skaraki@gmail.com
D. F. Fakli
A.S.PE.T.E. graduate, B.Sc. student, School of Electrical Engineering ... Lamia
Damasta, Fthiotis P.C. 35 100
+30 6983653713
faklidim@hotmail.com
A. A. Aliefs
Dr. Architect Engineer
Assistant Professor, Structural and Architectural Technology, Department of Civil
and Structural Engineering Education, A.S.PE.T.E.
Dodekanisou 15, Voula, P.C. 166 73
+30 6944392593
aaliefs@otenet.gr
Conference Topic: Engineering Education
Keywords: Geometry, Education, Building Science, correlation
he building design is a complex task, whose processing takes time and depends on the characteristics of the people involved as well as on a set of basic design and construction standards.
Given that dealing with such a task requires expertise and experience, the education of future architects and building engineers could be characterized quite a challenge. In an attempt to simplify the
preliminary design and construction procedures, in terms of the Building Science education, this paper
presents a method for investigating, organizing and planning the initial and design construction stages
of a conventional small house.
T
1
A.S. Skaraki, angelina.skaraki@gmail.com

263
In particular, this paper analyzes the configuration of a model computer program for preliminary building
plans, as an educational tool, whose utilization could, indeed, claim a substantial and significant role
both in secondary and higher engineering education. The model computer program for preliminary
building plans is a complex algorithm, which:
a) Being continuously and properly updated, organizes and stores a number of alternative building materials and information, as well as a number of alternative drafts of modern, building constructions.
b) Records and organizes the specification requirements (time, financial, construction and operational requirements) of the individual user-student who seeks initial guidance and instructions on
how to construct a simple building (e.g. a small house).
c) Searches and determines, based on the above stored information, alternative building products
(building materials and final building plans) whose specifications meet the aforementioned requirements and, finally, presents them to the user.
This research aims to:
a) document and organize appropriately, the most common specification requirements that correspond to the conventional construction of a small house.
b) present lists of alternative building materials and information, alternative drafts that meet the aforementioned requirements.
c) develop the basic principles required in a computer program that collects and organizes all information needed, searches and ranks properly all building materials and, finally, combines all the above
in order to recommend optimum building plans.
d) present an example of the basic structure and functionality of such a computer program along with
the way of actually utilizing it by people interested in the specific area of expertise, i.e. educators and
trainee architects-building engineers.
e) suggest ways of extending current program implementation and provide possible routes for future
work.
REFERENCES
[1] Neufert Ernst, Building and architectural design, Giourdas M., Athens (2003).
[2] Hartmunt Klein, Basis, Project Planning, Birkhuser, Basel-Boston-Berlin (2008).
[3] Arthur, Architectural Design Procedures, McGraw-Hill Education, Europe (2001).

Mathematics
132
Situated Acquisition of Mathematical Knowledge
Teaching mathematics within electrical engineering courses
M. Hennig1
Doctoral Student
University of Paderborn
Paderborn, Germany
hennig@get.upb.de
B. Mertsching
Professor
University of Paderborn
Paderborn, Germany
mertsching@get.upb.de
Keywords: undergraduate engineering mathematics, teaching electrical engineering, situated learning, e-learning
n recent years, a number of studies have shown multifaceted issues in regard to the mathematical expertise of undergraduate engineering students. Referring to this, the students increasingly diverse
range of levels and types of qualifications and their continuing deterioration of mathematical competencies are often referred to as one of the major challenges [1,2,3]. More critical concerns stem from the
fact that the initial phase usually comprises lectures requiring mathematical expertise which in some cases clearly goes beyond school mathematics, but will be presented only later in mathematical courses.
Taking into account that the first year is critical for student success [2] and to avoid high dropout rates, revised concepts for teaching engineering mathematics in respect to individual students demands are required. Furthermore, overloaded schedules [4] lead to the conclusion that students would not engage in
additional uncoupled academic programs in regard to mathematics. In this article, a new generalizable
concept to address the above mentioned challenges within undergraduate engineering courses is introduced by way of example in a Fundamentals of Electrical Engineering lecture.
MATHEMATICAL ISSUES
In order to get an overview of particularly difficult subjects students have to cope with in terms of the
course contents and allowing for a more effective teaching of mathematics within the course, a questionnaire was developed and given to the students at the end of the course semester. The first step in
this regard was a detailed analysis and preparation of an appropriate summary of mathematical sub1
M. Hennig, hennig@get.upb.de

265
jects appearing in the course. Within the scope of the evaluation it was found that three different classes
of levels of difficulty can be derived and the proposed approach mostly covers the subjects which have
been evaluated as particularly difficult by the students. Therefore, a survey concerning students difficulties in respect to specific mathematical subjects in the context of the course is presented, a field for
which investigations hardly exist.
SITUATED MATHEMATICS TEACHING
The proposed approach focuses on gaining mathematical competencies in the situated context of a
specialist subject and comprises an adaption of the course and the implementation of a complementary blended learning scenario including a web-based learning platform. Common exigencies in regard to
a convenient design for interventions from the theory of situated cognition [5] were considered, where
learning is contemplated as an active, constructivist process that is directly linked to and enhanced by
a specific context. The concept is discussed in regard to related measures as well as pedagogical foundations and corresponding research questions are addressed.
CONCLUSION
In summary, due to the fact that related previous interventions have been applied successfully for years,
it was depicted that revised concepts for teaching engineering mathematics can be realized by implementing proven, existing pedagogy. Thereby, a detailed analysis of mathematical subjects appearing in
the course, the utilization of multimedia elements and a close interlocking of the course elements are important aspects of the concept.
REFERENCES
[1] Bamforth, S. E., Robinson, C. L., Croft, T., and Crawford, A. (2007), Retention and progression of engineering
students with diverse mathematical backgrounds, Teaching Mathematics and its Applications, Vol. 26, No. 4, pp.
156-166.
[2] Mills, P., and Georgakis, P. (2010), Analysis of a diagnostic and support programme for improved learning of Civil
Engineering students, Proc. of the Engineering Education Conference, Aston University, Birmingham, England.
[3] Mustoe, L. (2006), Coming to terms with change: mathematics for engineering undergraduates, Proc. of the 13th
European Seminar on Mathematics in Engineering Education, Buskerud University College, Kongsberg, Norway,
pp. 29-38.
[4] Tetour, Y., Richter, T., and Boehringer, D. (2010), Integration of Virtual and Remote Experiments into
Undergraduate Engineering Courses, Proc. of the Joint International IGIP-SEFI Annual Conference, Trnava,
Slovakia.
[5] Brown, J. S., Collins, A., and Duguid, P. (1989), Situated Cognition and the Culture of Learning, Educational
Researcher, Vol. 18, No. 1, pp. 32-42.
Engineering
Education 2020:
MEET THE
FUTURE

267
Gender and Diversity




029
Gender Issues in Attracting Students to Science,
Technology and Engineering higher Education
A. Reis1
Researcher at Ncleo de Estatstica e Prospectiva
Lisboa, Portugal
anabela.reis@ist.utl.pt
C. Patrocnio
Lisboa, Portugal
P. Lourtie
Professor
Lisboa, Portugal
lourtie@dem.ist.utl.pt
Conference Topic: Gender and Diversity in Engineering Education
Keywords: Recruitment, gender, women in engineering, engineering education
he attractiveness of science, technology, engineering and mathematics (STEM) has received much
attention in recent years since to remain competitive in the global economy the education system
must provide a talented pool of STEM professionals [1]. Therefore, recruiting students, especially
women, to STEM programmes is seen as a problem to overcome in most developed countries [2].
As an institutional member of the ATTRACT Attracting students to science, technology and engineering education [3], Instituto Superior Tcnico (IST) carried out questionnaires addressed to secondary
and IST freshmen students in order to analyse students background and engineering perceptions.
Although women represent the majority of the graduates in almost all Organisation for Economic Co-operation and Development (OECD) countries, the proportion of women in engineering is still lower than
that of men [4]. In general, STEM fields are more likely to be chosen by men, even though in recent years
girls, in many countries, have surpassed boys in science proficiency [5].
1
A. Reis, anabela.reis@ist.utl.pt

269
Engineering perceptions and how they differ between female and male students have been widely documented through the literature (see for example [6]). However, research rarely focuses on how students
perceive engineering compared with other professions and how does it impact male and female perceptions. In light of the foregoing, this paper provides a gender comparison in terms of the perceived difficulty of the profession, effort required to undertake the programme, pay level and employers recognition, since the understanding of how genders diverge may shed some light on new approaches to attract students for STEM programmes, especially female students.
Females tend to be more concerned about the consequences that may derive from their decision.
Therefore, they look for more information, and dedicate more time to the decision process. Male, on the
contrary, assign more importance to the analysis of the information required to carry out the decision,
being more assertive and objective [7]. This might explain the differences found between male and female programme/institution choices.
According to [8], female students believe that they have to prove their skills to be approved, more
strongly than men in STEM areas. This may be the reason why female students believe that engineering
is neither a very well-paid profession, nor a recognized occupation among employers, and, therefore
hesitating to choose it as a career. Hence, the path to balance the gender differences in engineering education may pass through clarifying these issues for young female potential candidates.
REFERENCES
[1] Be M. V., Henriksen E. K., Lyons T. and Schreiner C. (2011), Participation in Science and Technology: Young
people's achievement-related choices in late modern societies, Studies in Science Education, Vol. 47, No. 1, pp.
37-72.
[2] EU (2004). Europe needs more scientists!, European Commission, Directorate-General for Research, High Level
Group on Human Resources for Science and Technology in Europe, Brussels.
[3] Hanson, M., Engstrm, E., Kairamo, A., and Varano, M. (2010), Enhance the attractiveness of studies in science
and technology, Joint International IGIP-SEFI Annual Conference, IGIP-SEFI, Trnava, Slovakia.
[4] OECD (2011), Education at a Glance 2011: OECD Indicators, OECD Publishing.
[5] OECD (2012), PISA IN FOCUS, OECD Publishing.
[6] Mena I. B., Diefes-Dux H.A. (2012), First-year engineering students portrayal of engineering in a proposed museum
exhibit for middle school students, Journal of Science Education and Technology, Vol. 21, No. 2, pp. 304-316
[7] Lizrraga M. L., Baquedano M. T., Cardelle-Elawar M. (2007), Factors that affect decision making: gender and age
differences, International Journal of Psychology and Psychological Therapy, Vol. 7, No. 3, pp. 321-391.
[8] Ihsen S., Hhle E., Skok R., Baldin D. (2009), Women students at excellent technical universities in Germany (TU9)
A Case Study, SEFI Annual Conference, Rotterdam, Netherlands.


043
Less is Not More - Female Engineers Career
Paths Five Years from Graduation
A. T. Paloheimo1
University teacher
Aalto University
Espoo, Finland
aura.paloheimo@aalto.fi
H. H. Auvinen
Planning officer
Aalto University
Espoo, Finland
heidi.auvinen@aalto.fi
P. H. Putila
Project manager
Aalto University
Espoo, Finland
pirjo.putila@aalto.fi
Keywords: gender, career path
I
-
t is a worldwide phenomenon that womens career expectations are lower than their male peers. In
this study we focus on inequality of pay and career-development in the field of engineering. Numerous explanations for this have been proposed, for example:
Women are more risk averse than men. [1]
Women are less effective than men in competitive environments, even if they are able to perform
similarly in noncompetitive environments. [2]
Womens negotiation skills are worse than those of their male peers. [3]
Womens delegation skills are worse than those of their male peers. [4]
Impact of children (family leaves, less working hours).
In this research, we study the early career paths of engineering students who graduated from our university in 2005. The questionnaire included 38 questions, which consisted of multiple choice, likert
scale and open ended questions. The questionnaire was divided into five sections: education and work
history, situation at the time of graduation, first job after graduation, current situation and the signifi1
A. T. Paloheimo, aura.paloheimo@aalto.fi

271
cance of university education. As a result of our study, the analyzed data of our university showed, gender, as the dominant factor.
The uneven career development can be seen in the progress of monthly salary: Five years after graduation, male engineers monthly gross salary (regular allowances, tax value of benefits in kind and overtime
pays includes) was 4273 euros, while female engineers salary (similarly counted) was 3784 euros. At
that point 20 % of male engineers had gained a managerial position, compared only 6 % women peers.
45 % of female engineers had been in a family leave during the first five years of their careers. On the other hand 28 % of male engineers had been on a parental leave. What we consider more important is the
length of these leaves: 69 % of female engineers were more than a year absent from work, whereas 5 %
of their male peers had more than one year parental leave.
In the light of our study, we state that womens careers end up being worse than their male peers as their
career trajectories aim lower right from the start. Male engineers get better contracts, more responsibilities and more salary. The family leaves are the most controversial question considering female engineers early career development. In the light of our research, we conclude that the point after getting a
first permanent job and achieving economic stability seems to be a good time to start a family. However,
according to our research this comes with a cost as female engineers family leaves are substantially
longer leaving them more in charge of children and home, which has detrimental impact on their overall
career development. To tackle this problem, we identified certain educational methods to empower
women and to support their career development, for example interactive teaching methods.
REFERENCES
[1] Croson, R. and Gneezy, U. (2009), Gender differences in preferences, Journal of Economic Literature, Vol. 47, No.
2, pp. 448-474.
[2] Gneezy, U., Niederle, M. and Rustichini, A. (2003), Performance in Competitive Environments: Gender Differences,
The Quarterly Journal of Economics, Vol 118, No 3, pp. 10491074.
[3] Stuhlmacher, A.F. and Walters, A.E. (1999), Gender differences in negotiation outcome: A meta-analysis,
Personnel Psychology, Vol. 52, No. 3, Pp. 653-677, Wiley Online Library
[4] Padma, S. (2010), Leadership Attribute among Women Employees, Publisher Advances in Management.


072
The Background and Motivation
of first year Engineering Students at Ku Leuven
in Relation to Gender
C. Heylen1
Leuven, Belgium
christel.heylen@mirw.kuleuven.be
K. Geraedts
Leuven, Belgium
kathleen.geraedts@mech.kuleuven.be
I. van Hemelrijck
Leuven, Belgium
inge.vanhemelrijck@eng.kuleuven.be
M. Smet
Head of the Tutorial Services,
Leuven, Belgium
marc.smet@mirw.kuleuven.be
J. Van der Sloten
Head of the Division Biomechanics
Department of Mechanical Engineering, KU Leuven
Leuven, Belgium
jos.vandersloten@mech.kuleuven.be
C. Creemers
Program Director of the Engineering Bachelor, Semesters 1-3
Department of Chemical Engineering, KU Leuven
Leuven, Belgium
claude.creemers@cit.kuleuven.be
L. Froyen
Dean of the Faculty of Engineering Science
Leuven, Belgium
ludo.froyen@eng.kuleuven.be
Conference topic: Gender and Diversity in Engineering Education
Keywords: gender; first year; background; motivation
1
C. Heylen, Christel.heylen@mirw.kuleuven.be

273
he engineering curriculum at KU Leuven consists of a three year Bachelors program that prepares the students for a subsequent Masters program of two years. Each year over 400 students enter the Bachelors program, which is common for all engineering disciplines. Amongst
them, there are only about 14% female students.
In the beginning of the academic years 2009 - 2010 and 2010 - 2011, all 800 first year engineering students filled out a written questionnaire. In the first part of the survey the students indicate their background: the level of their prior mathematical education and overall score (percentage) in high school. After all, high school GPA is found to be a significant predictor to engineering student success. The study
motivation of the entering students, as it is another predictor for academic success, is measured by a
series of Likert-type statements [1]. Furthermore, at the end of the first and second semester, after the
exams, study time measurements were performed.
The female students do not differ from the male students in the level of their prior mathematical education. However, significant differences are noticed in the overall percentage in high school, their motivation profiles, their self-esteem and their total study time. The overall high school score of the starting female students is significantly higher compared to the male starting students. The motivation profile of
the female students is in general of a much better quality [2]. Furthermore, at the start of the academic
year, significantly more male students (60%) are certain, they will pass their exams with good results
compared to the female students (only 40%). From study time measurements it was concluded that the
average female student spends more time (about 8h) on studying each specific course of the first year
compared to the average male student.
Due to all aforementioned observations, it is expected that the average female student would be the significant better performer in her first year at university. But it was observed, that the group of female students did not scored better in their first year. For the more general courses like Calculus, General
Physics and Philosophy the female students score indeed significantly better; on the other hand, for
more typical engineering courses such as Applied Mechanics, Technical Chemistry and Informatics,
the male students score better. Probably an effort could be made to come up with more society-related
technological examples to motivate the female students for these courses [3, 4].
REFERENCES
[1] Vansteenkiste, M; Sierens, E.; Soenens, B.; Luyckx, K.; Lens, W. (2009), Motivational profiles from a selfdetermination perspective: The quality of motivation matters. Journal of Educational Psychology, Vol 101, No. 3,
pp. 671-688.
[2] Deci, E. L.; Ryan, R. M. (2000), The what and why of goal pursuits: Human needs and the self-determination of
behaviour. Psychological Inquiry, Vol. 11, No. 4, pp. 227-268.
[3] Frize, M. (2009); The Bold and the Brave: A History of Women in Science and Engineering. 2009, University of
Ottawa Press, 0-7766-0725-1; 0-7766-1884-9, pp. 190-192.
[4] Trefil, J.; Swartz, S. (2011), Problems with problem sets, Physics Today, Vol. 64, No. 11, available online:
http://dx.doi.org/10.1063/PT.3.1332 (19/01/2012).


078
Breaking Down Barriers: Teenage Girls
Perceptions of Engineering as a Study and
Career Choice
J. E. Andrews1
Senior Research Fellow
Birmingham, UK.
j.e.andrews@aston.ac.uk
R. P. Clark
Head of Learner Development, Senior Lecturer
Birmingham, UK.
r.p.clark@aston.ac.uk
Keywords: Girls, Gender, Barriers, Engineering
ackground: Stereotypically perceived to be an all male occupation, engineering has for many
years failed to attract high numbers of young women [1,2]. The reasons for this are varied, but
tend to focus on misconceptions of the profession as being more suitable for men. In seeking to
investigate this issue a participatory research approach was adopted [3] in which two 17 year-old female high school students interviewed twenty high school girls. Questions focused on the girls perceptions of engineering as a study and career choice. The findings were recorded and analysed using qualitative techniques. The study identified three distinctive influences as being pivotal to girls perceptions
of engineering; pedagogical; social; and, familial.
B
1
J.E. Andrews, j.e.andrews@aston.ac.uk

275
Pedagogical Influences: Pedagogical influences tended to focus on science and maths. In discussing science, the majority of the girls identified biology and chemistry as more realistic whilst
physics was perceived to more suitable for boys. The personality of the teacher, and how a particular
subject is taught, proved to be important influences shaping opinions.
Social Influences: Societal influences were reflected in the girls career choice with the majority considering medical or social science related careers. Although all of the girls believed engineering to be male
dominated, none believed that a woman should not be engineer.
Familial Influences: Parental influence was identified as key to career and study choice; only two of the
girls had discussed engineering with their parents of which only one was being actively encouraged to
pursue a career in engineering.
Discussion: The study found that one of the most significant barriers to engineering is a lack of awareness. Engineering did not register in the girls lives, it was not taught in school, and only one had met a
female engineer. Building on the study findings, the discussion considers how engineering could be
made more attractive to young women. Whilst misconceptions about what an engineer is need to be
addressed, other more fundamental pedagogical barriers, such as the need to make physics more attractive to girls and the need to develop the curriculum so as to meet the learning needs of 21st Century
students are discussed.
By drawing attention to the issues around gender and the barriers to engineering, this paper contributes
to current debates in this area in doing so it provides food for thought about policy and practice in engineering and engineering education.
REFERENCES
[1] National Academy of Engineering (2007) Beyond Bias and Barriers: Fulfilling the potential of women in academic
science and engineering. Washington. NAE & National Academy of Science. Cheltenham. UK. Edward Elgar.
[2] Burke, R. & Mattis, M.C.(2008). Women and minorities in science, technology, engineering and mathematics:
Upping the numbers.
[3] Cornwall, A. & Jewkes, R. (1995). What is Participatory Research? Social Science and Medicine. 41. 12. pp
1667-1676.


111
Gender of Students and Graduates
from a USA HBCU School of Engineering
Q. Pang1
Research Associate,
Center for Defence Integrated Data, College of Science, Engineering & Technology,
Jackson State University
Jackson, Mississippi, USA
qing.pang@jsums.edu
R. W. Whalin
Associate Dean, Director of DHS Coastal Hazards Center of Excellence and
Professor of Civil Engineering, College of Science, Engineering & Technology,
Jackson State University
Jackson, Mississippi, USA
robert.w.whalin@jsums.edu
Keywords: Gender, Enrollment, Retention, Graduation
ur university is an Historic Black College and University (HBCU), one of only fourteen HBCUs
with ABET accredited School of Engineering programs (Civil Engineering, Computer Engineering, Telecommunications Engineering and Computer Science) in the USA. This relatively new
School of Engineering awarded the first engineering degrees in May 2005. The School of Engineering
has produced over 270 B.S. graduates and 150 M.S. graduates from 2005 thru May 2011.
This paper examines the gender composition of our student body at JSU School of Engineering from
various aspects including female total enrollment, female freshman enrollment, percentage of BS
awarded to females and compares to data for all HBCUs and all US engineering programs. Female engineering percent of enrollment nationwide increased about 1.3% from 2005 to 2011 while it decreased
significantly at HBCUs (about 2.7%) and at JSU (about 8.2%). Freshmen female percent of engineering
enrollment increased about 2.2% nationally while it decreased 3.7% at HBCUs and 12.5% at JSU. The
percent of engineering BS degrees awarded to female decreased about 1.1% nationwide, about 5.7%
at HBCUs and about 9.2% at JSU. [1] In terms of absolute engineering enrollment, freshman enrollment and BS degrees awarded at JSU, all increased from 2004-05 through the 2011-2012 academic
year. The male enrollment, freshmen enrollment and BS degrees awarded all increased substantially
more that female characteristics at JSU.
1
Qing Pang, qing.pang@jsums.edu

277
These observations created sufficient concern leading to further detailed analyses of the trends in mathematics preparedness (ACT math scores) of our female first time freshman, female retention rates and
female graduation rates relative to their male counterparts. From 2001 to 2011, female and male first
time freshmen average ACT math scores shows a very large increase and should have a positive effect
on future graduation rates if average ACT scores for first time freshmen continue to increase as indicated by this ten year trend. We detect no discernable difference in retention rates for female and male
school of engineering students. Analysis on graduation rate indicates that female students graduation
rates are equal or slightly higher than their male counter parts, while being highly correlated with ACT
math scores. JSU School of Engineering has decided embark on an aggressive plan to be finalized in a
participatory manner to enhance the present of female first time freshmen, percent of female transfer
students, percent of female graduates. Strategies includes visits to metropolitan Jackson area (and surrounding counties) high schools by female alumni and student for recruiting, Summer Enhancement
Program for incoming freshman focusing on math and expanding our evening engineering classes, online classes and partnerships with local Community Colleges taught by female faculties.
REFERENCES
[1] American Society for Engineering Education Engineering Data Management System, http://edms.asee.org/


115
How do French Engineers Learn from their
International Experience? A Dialogue between
Engineers and Researchers
C. Morace1
Associate-Professor
ENSTA Bretagne CNAM CRF
Brest, France
christophe.morace@ensta-bretagne.fr
A. Gourvs-Hayward
Associate-Professor
Telecom-Bretagne
Brest, France
alison.gourves@telecom-bretagne.eu
Keywords: Intercultural Learning, International Mobility, Challenges, Dialogic research.
or French and French-trained engineers, gaining international experience in an increasingly diverse and fluctuating world is posited as indispensable, at an institutional, national and European
level. However, it is no longer taken for granted that the engineer will automatically develop both
technological knowledge and intercultural and linguistic skills through this international experience. The
ideal of transforming students international experience into international connectivity, social cohesion
and intercultural learning has not generally been achieved (De Vita 2005). Many international studies
show numerous barriers to the positive experience of study abroad, such as financial, linguistic or academic difficulties, high stress levels, problems of cross-cultural adaptation and social isolation. (MurphyLejeune 2003; Coleman 2007; Dunne 2009; Kinginger 2009; OReilly et al. 2010).
Many studies have also shown the pertinence of international experience and intercultural competence
for practicing engineers (Ravesteijn et al. 2006). However, the success of international assignments can
vary according to multiple factors at an individual, organisational and national level (Meier 2004;
Browaeys & Price 2008). Individual differences include educational, generational and personality differences and differing levels of intercultural and communication skills (Thomas & Inkson 2003; Trompenaars & Voerman 2009).
1
C. Morace, christophe.morace@ensta-bretagne.fr

279
As researchers in Intercultural Management and Communication, our main concern is the transformation of this practical experience into intercultural skills, attitudes and knowledge Byram 1997; Demorgon 2010; Gourvs-Hayward & Morace 2010). Our previous research has shown that, without the necessary conceptual tools, both student and practicing engineers will gain more effective intercultural
learning if faced with challenges and constraints. However, as we have seen, international experience
may also end in disaster if the barriers and challenges are too demanding.
In this paper, we present the results of in-depth semi-structured interviews with 31 French engineers
working as international trainers and 11 Francophone engineering students, following study abroad
programmes in the UK and Ireland. Our first focus will be on how these engineers and future engineers
narrate, interpret and give meaning to their experience and how this corresponds, or not, to our stance
as researchers in Intercultural Management and Communication. Our final aim is to integrate the results
of this dialogue between student engineers, engineers and researchers into our emerging intercultural
learning model, in order to include the specificities and demands of the engineering profession.
REFERENCES
[ 1] De Vita, G. (2005), Fostering intercultural learning through a multi-cultural classroom, in Carroll J. and Ryan J. (eds)
Teaching International Students. Routledge, Oxford.
[ 2] Murphy-Lejeune, E. (2003), Ltudiant europen voyageur : un nouvel tranger. Didier, Paris.
[ 3] Coleman, J. (2007), Study Abroad Research: Good Practices. Multilingual Matters, Clevedon.
[ 4] Dunne, C. (2009), Host Students Perspectives of Intercultural Contact in an Irish University. Journal of Studies in
International Education, Vol. 13, No.2 pp. 222-239.
[ 5] Kinginger, C. (2009), Language Learning and Study Abroad. A Critical Reading of Research. Palgrave Kinginger,
Basingstoke.
[ 6] OReilly et al. (2010), The psychological and sociocultural adaption of short-term international students in Ireland.
Journal of College Student Development, Vol. 51, No.5, p.584-598.
[ 7] Ravesteijn W. et al. (2006), Engineering the future:the social necessity of communicative engineers. European
Journal of Engineering Education, Vol. 31, No. 1, pp. 63-71.
[ 8] Meier, O. (2004), Management Interculturel. Dunod, Paris.
[ 9] Browaeys, M.J., Price, P. (2008), Understanding Cross-Cultural Management. Prentice Hall, Harlow.
[10] Thomas, D.C., Inkson, K. (2003), Cultural Intelligence; People Skills for Global Business. Berrett-Koehler, San
Francisco.
[11] Trompenaars, F., Voerman, E. (2009), Servant-Leadership across cultures. Infinite Ideas, Oxford.
[12] Byram, M. (1997), Teaching and Assessing Intercultural Communicative Competence. Clevedon, Avon.
[13] Demorgon, J. (2010), Complexit des cultures et de linterculturel. Contre les penses uniques. Anthropos
Economica, Paris.
[14] Gourvs-Hayward, A. & Morace, C. (2010), The challenges of globalization in French engineering and management
schools: A multiperspectivist model for intercultural learning. International Journal of Intercultural Relations.
Elsevier, Oxford, Saint-Louis, Singapore.


141
Exploring Bourdieu
for Engineering Education Research
J. Devine
Lecturer, Construction engineering and management
devinej@usq.edu.au
Keywords: Diversity, Student success, Bourdieu, Habitus
his paper explores the potential for the work and theories of Pierre Bourdieu to provide an alternative approach to engineering education research on student diversity. Bourdieus theories were
developed as a means of exploring the role of social class on individual aspirations and behaviour. Current governmental and institutional aims to diversify the intake of engineering students [1] renders it appropriate for researchers to explore the motivations behind student decisions to study engineering. Issues of academic performance, retention and progression in an engineering program can be
better understood against the background of individual student choice and behaviour.
Bourdieu, an eminent French sociologist of the late 20th century, was most concerned with identifying
and articulating the societal factors that perpetuate the status-quo of a hierarchical social structure [2].
He saw educational systems as a key factor in the perpetuation and reproduction of social structures
and so focused much of his work on educational settings [3]. Bourdieus concept of habitus and its relationship to his concepts of field, cultural capital and dispositions form a theoretical framework and the
basis of a methodology which enable the rigorous investigation of human actions and interactions [4].

281
His theories can be directly applied to questions of why students choose a particular career path and
their subsequent behaviour and academic performance once within an educational institution [3]. He
proposes that whether students stay in school or drop out is largely determined by their perceptions of
the probability of success for students of their background [5].
As yet, Bourdieus concepts have not been widely used as a framework within engineering education
research; his theories are complex, fluid and relatively inaccessible to the novice sociologist [5]. Bourdieus work presents a challenge to engineering education researchers to adopt or adapt this theoretical framework to underpin new investigations into engineering education phenomena. This paper will
discuss his theories as a framework for future investigations into student choices (of engineering as a career, institution of study and mode of study); academic performance; retention and progression; institutional strategy and subsequent career trajectories.
REFERENCES
[1] Organisation for Economic Co-operation and Development (OECD), (2012), Education indicators in focus series,
in Working Papers Series, No. 1-5, OECD Publishing.
[2] Reay, D., et al., (2004), Editorial, British Journal of Sociology of Education, Vol. 25, No. 4, pp. 411-413.
[3] Swartz, D., (1997), Culture and Power, University of Chicago Press, Chicago.
[4] Reay, D., (2004), It's all becoming a habitus: beyond the habitual use of habitus in educational research, British
Journal of Sociology of Education, Vol. 25, No. 4, pp. 431-444.
[5] DiMaggio, P., (1979), On Pierre Bourdieu, American Journal of Sociology, Vol. 84, No. 6, pp. 1460-1474.
Engineering
Education 2020:
MEET THE
FUTURE

283
Global Mobility
and International Cooperation


Global Mobility
005
Student Ambassadors:
Developing an Older Student Cohort
D. Fisher1
Graduate Research Assistant within the MIT-SUTD Collaboration
Cambridge, MA, USA
fisherdr@mit.edu
A. Bagiati
Postdoctoral Associate within the MIT-SUTD Collaboration
Cambridge, MA, USA
abagiati@mit.edu
S. Sarma
Director of the MIT-SUTD Collaboration and Professor of Mechanical Engineering
Cambridge, MA, USA
sesarma@mit.edu
Conference Topic: Global Mobility and International Cooperation
Keywords: Engineering leadership curriculum, internships, transfusion of culture, university development
he Massachusetts Institute of Technology (MIT) has an established history in international collaborations with objectives to develop new programs, schools, and universities worldwide. MIT is
currently collaborating with the government of Singapore in the development of the new Singapore University of Technology and Design (SUTD). SUTD is a new engineering-oriented university that
opened its doors to the first student cohort of approximately 320 students on May 7, 2012. To date, the
MIT-SUTD Collaboration is the most holistic transplantation venture that MIT has undertaken.
Through this collaboration, the MIT team has attempted to bridge cultural differences and transfuse the
MIT academic culture by three different avenues. MIT is proceeding with the SUTD development by focusing on (i) collaborative curriculum development, (ii) an immersive professional development program
for new faculty, and (iii) support systems for students co-curricular development. The teams effort towards transfusing the student culture through the avenue of co-curricular development is further discussed in this paper.
1
D. Fisher, fisherdr@mit.edu

285
In recent years, the impact of out-of-class experiences -especially co-curricular activities- has been studied at length in the higher education literature. As Kuh observes, Most scholars who study the impact
of college on students agree that what happens outside the classroom the other curriculum can contribute to valued outcomes of college [1]. In addition, interaction with older student cohorts is considered to be a very influential factor in the establishment of student identity and student culture in any college or university environment. In its inaugural year, SUTD does not have a pre-existing student cohort
or a pre-existing culture of campus life. The MIT team used of this lack of prior SUTD cohorts as a vehicle
to enable diffusion of the MIT student culture and attitude to the newcoming SUTD students. To accomplish this task, the MIT team - in collaboration with the MIT International Science and Technology Initiatives (MISTI) program - initiated a new program called the MISTI Singapore Leadership Initiative (MISTISLI). Through the MISTI-SLI program, eighteen MIT students have traveled to Singapore in the summer
of 2012 to act as the older cohort to freshman SUTD students. These MIT students are mentoring and
aiding the SUTD freshmen in creating co-curricular activities and campus life initiatives at the new university, in addition to participating in full-time internships related to their studies at MIT.
To prepare the MIT students for this cross-cultural experience, the MISTI-SLI coordinating team developed a pre-departure training curriculum for the MISTI-SLI program participants focused on Singaporean cultural issues and history, background of the MIT-SUTD collaboration project, and topics in leadership relevant to their work with the new students at SUTD. The cultural components of this curriculum
were developed based on Parkinsons Best Practices for Engineering Study Abroad Programs [2],
while the leadership components were developed based on Komives and Wagners Social Change
Model (SCM) for leadership development [3]. This leadership model was selected based on its changefocused nature; the MISTI-SLI participants and first SUTD student cohort have the opportunity to create
a student environment unique in the Singaporean educational context, and a process, value-based system of change is optimal for this type of rapid and creative development.
This paper presents the curriculum developed for the MIT students by the MIT-SUTD Collaboration office as well as the rationale behind the choices made in creating this leadership program for the 2012
MISTI-SLI participants. The leadership training model proposed for the MISTI-SLI program is one possible vehicle to train students for cross-cultural leadership exchange experiences; however, the results of
this effort will remain uncertain until years after the MIT students depart from Singapore and the student
culture at SUTD can be observed.
REFERENCES
[1] Kuh, G.D. (2012), The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal
Development, The Journal of Higher Education, Vol. 66, No. 2, pp. 123-155.
[2] Parkinson, A. (2007), Engineering Study Abroad Programs: Formats, Challenges, Best Practices, Online Journal for
Global Engineering Education, Vol. 2, No. 2.
[3] Komives, S.R., Wagner, W., and Associates, (2009), Leadership for a Better World: Understanding the Social
Change Model of Leadership Development, John Wiley & Sons, Inc., San Francisco, pp. xi-xxi.

Global Mobility
062
English - medium Instruction a Friend or a Foe
J. M. Suviniitty
Lecturer
Espoo, Finland
jaana.suviniitty@aalto.fi
Keywords: Internationalization, lecturing, EMI, ELF
nglish-medium instruction (EMI) has become the norm in most universities. This is the result of internationalization as one of the strategic goals of universities as well as a consequence of the
global requirements on English skills of graduates. Furthermore, English is also the main publication language in most fields.
This paper sheds light on the use of EMI and student perspective on both comprehension and the level
of lecturers English skills and whether there is a connection between the two.
Since the international programs have become more common within the past decades and since it can
be assumed that this trend will continue, it is essential to gain as much information on them as possible.
The present study is a descriptive study on an international Masters Program at Aalto University.
As the background to the present investigation, this paper discusses the situation of English through
viewing English as a lingua franca (ELF), English as the language of science and technology, as well as
English medium instruction (EMI).
The primary material for this paper is paper-based student questionnaires distributed and collected immediately after 22 video-recorded lectures in and EMI Masters Program. The secondary material in the
present study is the interviews held with selected EMI lecturers included in the video-recorded lectures.

287
A set of five statements (7, 8, 9, 16, and 17) from the questionnaire were seen to relate to student comprehension of the lectures. Based on these statements, a comprehension value was calculated for
each lecture. The main purpose for the questionnaire was to provide information on students perception of lecture comprehension.
The main result of this paper is that the student evaluated language skills of the lecturers do not correlate
with their perceptions of lecture comprehension.
Considering the prevalent native speaker model on English and the possible feelings of inadequacy by
the non-native speakers based on accent and mistakes based on prescriptive grammar and rules on
language use, it is encouraging to see that, despite the language skills being evaluated as less than perfect, the lecture itself can be evaluated as comprehensible.
When we think of English skills in academia, they, most often, are high when we speak of university lecturers and professors. These professional are, not only the experts in their fields, but also used to using
English in various situations. What influences students perception of the lectures is, most likely are the
other features in the lectures rather than the specific English skills.

Global Mobility
068
Virtual Internships
M. Majeri
Board of European Students of Technology
Ljubljana, Slovenia
Metka.Majeric@best.eu.org
A. Enea
Bucharest, Romania
Alexandra.Enea@best.eu.org
W. Villerius1
Delft, The Netherlands
Wieke.Villerius@best.eu.org
Keywords: Online life, students mobility, student input, virtual placements
n a globally connected world, mobility of students is of great value of todays society. Access to information and education plays a key role in students development opportunities all across the
world. The global access to the internet stimulates more and more virtual mobility, creating even
more opportunities for students today. BEST (Board of European Students of Technology) in cooperation with EuroPACE, through the Thematic Network of EU-VIP (Enterprise University Virtual Placement)
strived to improve and empower virtual mobility especially. The purpose of this cooperation was to
make the students perspectives wider, improve existing virtual programs and develop a set of guidelines for the future.
BEST organised two symposiums on education (2010 in Ljubljana and 2011 in Riga) in order to assess
students expectations on virtual internships and to evaluate pilot projects from student perspective. Pilot projects were carried out by other partners of EU-VIP in order to create a connection between students, companies and higher education institutions (HEIs). The purpose was to identify the benefits that
could be developed through the virtual internship and possible pitfalls that may be faced. Within these
pilot projects differences were defined in the virtual level of the internship: from blended to fully virtual.
During each symposium, 22 international-minded participants discussed virtual mobility and its future.
The role of BEST is to endeavor the sharing of students and get their perception on such online programs; these being also the conclusions of the symposium. The main aim was to define from the stu1
Wieke Villerius, Wieke.Villerius@best.eu.org

289
dents perspective the needs within a virtual internship and to analyse whether students can reach
same benefits as in a regular working place, when being physically at the office. In order to stimulate participants' ideas and have as many useful outcomes as possible, several methods were used for the pilot
projects' evaluation; from the regular discussion groups to the SWOT analysis or the more innovative exhibition walk. As a result of the 2 symposiums, the most suitable structure of virtual internship is a setting
which contains students from different countries working together in small groups. Tasks should be
clearly defined and multiple online communication tools should be used to communicate during the
working process. For example: A company can organise a virtual office for the interns, thereby they are
socially connected, working in their virtual department, using a forum as a communication tool. Preferably, the people involved in such an internship should be students from different countries, supported
by an academic mentor from their home university and by a contact person from the company or organisation offering the virtual internship. To understand national differences between countries, there are
Hofstende dimensions taken into the consideration. Related to trends in todays business world,
there is a need for international involved people able to do more complex work than ever before. Participants of both symposiums realised that, in the future there will be more opportunities and possibilities
for online work, which have an added value. It provides experiences similar to real work, which is required by companies and at the same time it is beneficial for students as a working experience.
REFERENCES
[1] BEST Educational Committee (2011), Is your life online? Then make it WORK!, Board of European Students of
Technology, pp. 13, 18
[2] BEST Educational Committee (2010), Work virtually! Boost your career at student speed, Board of European
Students of Technology, pp. 7-8
[3] ENTERPRISE UNIVERSITY VIRTUAL PLACEMENTS (2012), Make it Work! Integrating virtual mobility in
international work placements, Leuven
[4] Rintala, Ulla (2011), State-of-art in support of virtual placements, pp. 2
[5] Media & Learning Unit K.U.Leuven (2011), About the EU-VIP project [Online], Available: http://euvip.eu/EU-VIP/EUVIP/about.html [Accessed 26-2-2012]
[6] Santa, Clara (2012), Virtual Internship in Rising Demand [Online], Available:
http://news.mentornet.net/content/virtual-internships-rising-demand [Accessed 26-2-2012]
[7] Schrader, Claudia; Rintala, Ulla (2010) Scenarios for virtual and virtually supported placements. Available:
www.euvip.eu/results [accessed 19-6-2012]
[8] Orr, D.; Gwosc, C. & Netz, N. (2011): Social and Economic Conditions of Student Life in Europe. Synopsis of
indicators. Final report. Eurostudent IV 20082011. Bielefeld: W. Bertelsmann Verlag.

Global Mobility
073
Adde Salem Project
Promoting mobility South American - Europe and enhancing
the employability at the graduate level through joint degrees
G. Spinelli
Rectors Delegate for International Networks
Politecnico di Milano
Milan, Italy
giancarlo.spinelli@polimi.it
J. A. Paez1
Dean of the Engineering College
Universidad del Norte
Barranquilla, Colombia
jpaez@uninorte.edu.co
Keywords: ERASMUS MUNDUS, Joint Degrees, Mobility
DDE SALEM is an ERASMUS MUNDUS project aimed to promote Joint Degrees in Engineering
in South America avoiding the risk of brain drain. In this way, eight European and eight South
American Institutions are working hand in hand at solving the problem. We want to answer the
questions: Why? What? How?
Why? The final purpose must be greatly enhancing the employability of Joint graduates in Latin America. This means that the curricula offered them in Europe must respond to the needs of the South American job market, which implies a systematic study of such needs.
What? The instruments we analyze are the Joint Degrees at the graduate level.
How? We put in place a virtuous loop whereby the feedback from various constituencies on the existing
programs are compared with the emerging needs of the job market in order to create a benchmark.
The project ADDE SALEM involves partner Institutions that have a long record of successful cooperation in Joint Degrees and a consistent pool of South American double graduates. Moreover, all the Institutions have very strong links with the industrial sector. We consider the non academic partners as the
best source of information related to employability in South America.
1
J. A. Paez, jpaez@uninorte.edu.co

291
The innovations promoted by our projects in the curricula of those Joint Degrees targeted to the South
American students, is a guarantee for the South American Institutions that sending their best students
to Europe in the framework of Joint Degree programs will enhance their employability at home.
The project ADDE SALEM involves partner Institutions that have a long record of successful cooperation on both sides of the Atlantic. Double degrees between the European partners and the South American ones have been signed and implemented for many years. European Institutions are Politecnico di
Milano, Ecole Centrale de Lille, Ecole Centrale Nantes, Ecole Central Paris, Budapest University of
Technology and Economics, Instituto Superior Tecnico de Lisboa (IST), Universidad Politecnica de
Madrid (UPM) and Lund University. Latin American Institutions are Instituto Tecnologico de Buenos
Aires (ITBA), Universidad Austral, The Federal University of Rio de Janeiro (UFRJ), Universidad de Sao
Paulo, Universidad Tecnica Federico Santa Maria, Pontificia Universidad Catolica de Chile (PUC), Universidad del Norte and Pontificia Universidad Javeriana.
The methodology of the project consist of 7 phases, that includes design questionnaires for four different constituencies, data gathering and their analysis in different groups according to the model.
We have had two meetings in the project, the kick-off meeting in Milano and the second in Sao Paulo. In
the Kick-off Consortium meeting in Milano, October 2011, we receive 16 participants from South America and 16 participants from Europe, this was the opportunity to confirm the methodology and working
groups and their leaders. In the second meeting in Sao Paulo, we receive all member of the consortium
and we had two panels with representatives of industry and with professional who were in double degree program Brazil-Europe. Their participation help to define many aspect in order to finish the phase
2 of the project and prepare the questionnaires. Its important to mention that part of the information
comes from different projects that are involved in Education and Engineering Education in the World.
That is the case of CDIO (12 CDIO standards and CDIO syllabus. A statement of Goals for Undergraduate Engineering Education), UNESCO (Five pillars of Learning and The four Pillars of Education), Project
TUNNING and ABET.

Global Mobility
152
Irish and Chinese Students College Experience
On a Joint Engineering Programme
L. McAuley1
Senior Lecturer
Institute of Technology Tallaght Dublin
Dublin, Ireland
lucy.mcauley@ittdublin.ie
S. Tiernan
Lecturer
Institute of Technology Tallaght Dublin
Dublin, Ireland
stephen.tiernan@ittdublin.ie
Keywords: China, Ireland, Engineering, Joint
he Institute of Technology Tallaght Dublin (ITTD) and the Nanjing University of Technology (NJUT)
deliver a joint BEng (Hons) Mechanical Engineering Degree programme to Chinese students.
Students spend the first three years in NJUT (Jiangsu, China) being jointly taught by ITTD and
NJUT lecturers and complete their 4th year in Ireland in the same class as ITTD students.
The increasing number of international students worldwide demonstrates a relatively rapid change in
the integration of global education. China adopted its open door policy approximately 25 years ago and
sends more students to study abroad than any other country [1]. Chinese students have been shown to
have different learning styles than western students [2]. Impressions, opinions and myths about how
Chinese students respond to western teaching styles are plentiful, and these are often based on outdated facts. Lecturers delivering modules in NJUT evaluated the student experience in light of the reported
cultural differences between Chinese and European students and the potential impact of this on the students learning and lecturers teaching styles.
NJUT students in 1st, 3rd and final year of the joint programme completed a survey exploring their college experiences. The survey was adapted from the College Student Experience Questionnaire (CSEQ)
which is available for use in documenting, understanding and improving the student experience [3]. The
survey focused on study practices of the students, development of their ability to learn, integration into
college life and satisfaction with course of study. The same survey was completed by 1st, 3rd and final
year Irish students.
1
L. McAuley, lucy.mcauley@ittdublin.ie

293
In many ways the findings were the same for the Irish and Chinese students; however there are some
significant differences which might be attributed to their family situation and living arrangements, language ability and cultural factors. The findings are compared and contrasted with those of Zhang [4]
who conducted a study on students in the three cultures using the Briggs 3P model (Presage, Process,
Product). Zhang focuses on the relationships between student characteristics, teaching context, learning approach and achievement. The implications of the findings are compared with those of Cortazzi et
al [5] who discusses how Chinese students in the UK change their practices in response to British academic cultures. The difference in the students assessment of how their learning has progressed is explored in relation to their cultural backgrounds as described by Hofstedes Dimensions of Culture [6].
The paper concludes with a discussion on the ramifications of these findings on course design, delivery
and assessment. Many similar traits were found between the Chinese and Irish students. Some differences may be explained by the fact that the Chinese come from very small families who support them financially as they live on campus. The Irish students generally live at home with two thirds being supported by state grants. This impacted on study practices and integration into college life. A high percentage
of students said they would choose the same course again. The students perception of the development of their ability to learn differed for Chinese and Irish students which may be explained by their cultural backgrounds. The findings of this study will be used to further inform the design and delivery of the
programme both in NJUT and when the Chinese students arrive in Ireland.
REFERENCES
[1] Duan, X.-R. (2003) Chinese Higher Education Enters a New Era. American Association of University Professors,
Nov-Dec.
[2] Mc Auley L., T. S. &. M. N. (2011) Teaching and Learning Styles: a contrast between Ireland and China. European
Society of Engineering Education, Jorge Bernardino, Jose Carlos Quadrado Lisbon, pp. 508-512.
[3] 2012. College Student Eexperience Questionnaire Assessment Program. http://cseq.iub.edu/index.cfm .
[4] Zhang, L. (2000) University Students Learning Approaches in Three Cultures: An Investigation of Briggs 3P Model.
The Journal of Psychology, 134, No. 1: 37-55.
[5] Cortazzi, M. Lixian. J.(2006) Changing Practices in Chinese Cultures of Learning. Language, Culture and
Curriculum, 19 (1), pp.5-19.
[6] Hofstede, G. (2011) Culture's Consequence: comparing values, behaviours, institutions, and organisations across
nations.
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Physics


058
Documenting Knowledge to the Undergraduate
Education of Professional Engineers:
A Case Study in Microcontroller Education
D. E. Bolanakis1
PhD Student
Dept. of Primary Education, University of Ioannina
Ioannina, Greece
dbolanis@cc.uoi.gr
E. Glavas
Professor
Dept. of Informatics & Telecommunications, Epirus Educational Inst. of Technology
Arta, Greece
eglavas@teiep.gr
G. A. Evangelakis
Professor
Dept. of Physics, University of Ioannina
Ioannina, Greece
gevagel@cc.uoi.gr
K. T. Kotsis
Professor
Dept. of Primary Education, University of Ioannina
Ioannina, Greece
kkotsis@cc.uoi.gr
T. Laopoulos
Associate Professor
Dept. of Physics, Aristotle University of Thessaloniki
laopoulos@physics.auth.gr
Conference Topic: Physics and Engineering Education
Keywords: Microcontrollers, assembly language
D. E. Bolanakis, dbolanis@cc.uoi.gr

297
ny type of written documentation is beyond doubt an important tool for every engineer. While
documenting knowledge for professionals (e.g., reference manuals, user guides, etc.) may be
considered a straightforward procedure, the authoring of a book that is intended for engineering
students is certainly much more complicated. It is widely accepted that the information provided in a
book should help readers understand the main ideas easily. In consideration of the engineering books
it is also important to help readers identify what should be the focus of their attention, in order to support
the application of theory to practice. Moreover, the transfer of knowledge to the undergraduate education of professional engineers, in an age of rapidly advancing technology, should be provided with more
flexibility. The question is, how is this possible when the writing of a book could last for years, while in just
a few years time the technology of today will most commonly be obsolete?
In this paper the authors share their research experience on the undergraduate engineering education
which was initiated in 2004, and concluded in 2011 with the publication of a book that involves microcontroller technology [1]. The authors research has been primarily focused on the sophomore students
of the Department of Informatics & Telecommunications, Epirus Educational Institute of Technology
(Greece), in an attempt to reinforce the educational level of the tutees on the software and hardware design issues for embedded computer systems. Through an in-depth examination of the subject matter
[2-4], the authors discuss the strategies addressed for surmounting the barriers to effective learning. A
comparative discussion on relevant books is addressed, while a generalized working plan towards the
authoring of a well-organized book in microcontroller education is also recommended.
REFERENCES
[1] Bolanakis D.E., Glavas E., Evangelakis G.A., Kotsis K.T. and Laopoulos T., (2011), Microcomputer Architecture:
low-level programming methods and applications of the M68HC908GP32 (In Greek), Contemporary Education,
Thessaloniki.
[2] Bolanakis D.E., Evangelakis G.A., Glavas E. and Kotsis K.T. (2011), A teaching approach for bridging the gap
between low-level and higher-level programming using assembly language learning for small microcontrollers,
Computer Application in Engineering Education, Vol. 19, Issue 3, pp. 525-537.
[3] Bolanakis D.E., Kotsis K.T. and Laopoulos T. (2010), Switching from computer to microcomputer architecture
education, European Journal of Engineering Education, Vol. 35, Issue 1, pp. 91-98.
[4] Bolanakis D.E., Glavas E. and Evangelakis G.A. (2007), An integrated microcontroller-based tutoring for computer
architecture laboratory course, International Journal of Engineering Education, Vol. 23, No. 4, pp. 785-798.

063
Attractiveness of Learning Physics by Means
of Video Analysis and Modeling Tools
P. Hockicko
University teacher
Department of Physics, Faculty of Electrical Engineering, University of ilina
ilina, Slovakia
hockicko@fyzika.uniza.sk
Keywords: Video analysis, key competencies, engineering education
xploring the laws of nature by means of video analysis can be amazing for the students because this method of learning is illustrative, interactive, inspires them to think creatively, improves their performance and it can help in studying physics. Video analysis using program
Tracker (Open Source Physics) or Coach in the educational process introduces a new creative
method of teaching physics, makes natural sciences more interesting for the students. With the help
of a high-speed camera and video analysis and modeling tools the students can study certain motion
in detail. The video analysis gives the future engineers simple and easy way to understand the
process of movement. The computer modeling enables the students to relate the results of measurements to theory showing relations between graphs obtained using a model and a measurement.
Through direct visual comparison of the video images and model overlays the students can explore
different model parameters and equations in real-work context, find differences and similarities between an idealized object and the reality.
A comparison of the traditional teaching methods with the method of the video analysis using integrated
ICT (information and communication technology) tools has revealed that the latter method is easier for
the students, they have fun when recording and analyzing their own videos, they can set individual pace
for their work. We can confirm that the competencies and knowledge of the students are developed and
increased by working with video analysis and modeling tools. These tools help them to understand the
natural sciences principles and phenomena more deeply, develop skills of abstraction and projection,
awake curiosity towards nature and surrounding world and make physics a lot more fun.
This paper deals with increasing of key competencies in engineering education as a result of using video
analysis of real life situations as physical problems and the modeling tool programs Tracker (Open
Source of Physics) and Coach. We found that education based on principles of pedagogical construc-

299
tivism, use of managed discovery methods, and students application of knowledge through experimentation, proved more effective than the use of the transmission methods (Krupov, 2009).
Standardized questionnaires (Krik, 2010) were used to determine the degree of knowledge of the students at the beginning (pretest) and at the end (post-test) of the semester. Our hypothesis was that the students who are taught using video analysis learn more actively and effectively than the students who are
taught traditionally. We tested the hypothesis H0: The mean of the successfulness of the experimental and
the control group is the same: H0: 1 = 2 (versus H1: 1 _= 2). The assumption on the differences of the
degree of knowledge were applied with the probability 95% ( = 5%). Kolmogorov-Smirnov test (one-sample test) of normality at the level = 5% was used for comparison of normal (Gaussian) distribution of generated histograms. First of all, we used an F-test for the null hypothesis that two normal populations (experimental and control groups) have the same variance (H0: 12 = 22 versus H1: 12 22). After this hypothesis had been confirmed we used independent two-sample Student's t-test for unequal sample sizes
and equal variances. The statistical testing using the t-test confirmed the significance of the differences in
the knowledge of the experimental and control groups, which were caused by using the video analysis.
We confirmed that the competencies of the students were developed and their knowledge was increased by working with Tracker and Coach compared to the group that was taught by using traditional
teaching methods. We saw that the video analysis helps the students to understand the natural sciences principles more deeply and develops skills of abstraction and projection.
ACKNOWLEDGMENTS
This work was supported by the Slovak Grant Agency KEGA through the projects No. 002KU-4/2011
and 035U-4/2012.
REFERENCES
[1] Hockicko, Peter (2010), Nontraditional Approach to Studying Science and Technology. Communications, Vol. 12,
No. 3, pp. 66 71. ISSN 1335-4205.
[2] Heck, Andr, Uylings, Peter (2010). In a Hurry to Work with High-Speed Video at School. The Physics Teacher Vol.
48, No. 3, pp. 176 181. ISSN 0031-921X.
[3] Krik, ubo & Nmec, Miroslav (2010). Innovation of Physical Education at Technical University in Zvolen,
Journal of Technology and Information Education, Vol. 2, No. 2, pp. 40 45, ISSN 1803-537X.
[4] Stebila, Jn (2011). Research and Prediction of the Application of Multimedia Teaching Aid in Teaching Technical
Education on the 2nd Level of Primary Schools. Informatics in Education, Vol. 10, No. 1, 105 122. ISSN 16485831.
[5] Krupov, Ivana (2009). The Development of Natural Science Literacy in Pupils in the First Stage of Basic School
Using the Method of Managed Discovery. Pedagogika, Vol. LIX 2009, No. 3, 259 268. ISSN 0031-3815.
[6] Hockicko, Peter (2011). Forming of Physical Knowledge in Engineering Education with the Aim to Make Physics
More Attractive. Proccedings of International Conference Physics Teaching in Engineering Education PTEE 2011,
Mannheim, Germany, 2011, ISBN 978-3-931569-18-1.

149
Bragg Sensors in Engineering Education
C. Leito
Research Fellow
Physics Department & I3N, University of Aveiro
Aveiro, Portugal
catia.leitao@ua.pt
C. Novo
Research Fellow
Aveiro, Portugal
catarinacn@ua.pt
G. Yang
Postdoctoral Research Fellow
Aveiro, Portugal
gangyang@ua.pt
C. Tang
Auxiliary Researcher
Aveiro, Portugal
tang.chunjiu@ua.pt
J. L. Pinto1
Full Professor
Aveiro, Portugal
jlp@ua.pt
Keywords: Photonics, Bragg sensors, engineering, education
n the last decade, optical fiber sensors based on Bragg gratings technology have been proposed
for many different engineering applications. They may be considered an added value to physical,
electrical and biomedical engineering education, providing an important training on optics, optoelectronics and photonics.
I
1
J. L. Pinto, jlp@ua.pt

301
A research effort has also been put on the use of coatings to modify the response of optical fiber gratings. It can be expected that diamond coatings onto the sensors can significantly extend its capability,
such as enhancing its mechanical strength, protecting it from chemical erosion, increasing its high temperature limit and prolonging its lifetime, especially for high temperature applications.
The design of optical platforms based on fiber sensing technology for monitoring the operating conditions and the wine evolution during the vinification process has also been under development. The
specification of sensors is established according to chemical and physical parameters, sensitivity,
working range and spatial distribution.
The potential applications of Bragg sensors for monitoring arterial pressure waveform will be analyzed
and discussed. They are able of sensing displacements in the sub-nanometer scale, with bandwidths
well within the range of cardiovascular dynamics.
The development of Bragg sensors for real-time monitoring of lithium batteries performance will also be
presented. They have been extensively used in portable electronics and being pursued as power
sources for hybrid electric vehicles and electric vehicles. The main objectives are the measurement of
internal temperature and pressure during various charge and discharge conditions, such as high current densities, short circuit and overcharge. They are key issues for safety.
The design and development of these projects can be successfully explored within physical engineering master courses programmes. Its impact on autonomy and critical thinking skills may be extremely
useful, towards a multidisciplinary engineering culture.
REFERENCES
Antunes, P. F. C., Lima H. F. T., Alberto N. J., Rodrigues H., Pinto P. M. F., Pinto J. L., Nogueira R. N., Varum H. S. A.,
Costa A. G., and Andr P. S. B. (2009) Optical Fiber Accelerometer System for Structural Dynamic Monitoring, Sensors
Journal, IEEE, vol. 9, pp. 1347-1354.
Othonos, A. and Kalli K. (1999), Fiber Bragg Gratings: Fundamentals and Applications in Telecommunications and
Sensing: Artech House.
Tang, C. J. at al. (2011), A new regime for high rate growth of nanocrystalline diamond films using high power and
CH4/H2/N2/O2 plasma, Diamond & Related Materials, Volume 20, Issue 3, pp. 304-309.
Pereira, V. (2011). Effect of the Estufagem process on the Chemical constituents of Madeira wines. PhD Thesis,
Universidade da Madeira, Funchal.
Leito, C., Bilro L., Alberto N., Antunes P., Lima H., Andr P. S., Nogueira R. and Pinto J. L. (2012), Development of a
FBG probe for non-invasive carotid pulse waveform assessment, Photonics Europe, Proc. SPIE 8427, 84270J
(Bruxelas).
Roth, E.P. and Doughty D.H. (2004), Thermal abuse performance of high-power 18650 Li-ion cells, J. Power Sources,
128, pp 308318.
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Information
and Communication
Technologies


Information
and Communication Technologies
010
Interdisciplinary Collaboration as Important
Success Factor of Technical Innovations
in Adaptable Ambient Living Assistance
W. Schneider1
Research Assistant
Munich, Germany
wolfram.schneider@tum.de
K. Scheibl
Research Assistant
Munich, Germany
katharina.scheibl@tum.de
S. Ihsen
Prof. Dr.
Munich, Germany
ihsen@tum.de
Conference Topic: Information and Communication Technologies
Keywords: Ambient Assisted Living, Interdisciplinarity, Gender and Diversity Research
n the last decade a small research community of social scientists and engineers has been established under the heading Adaptable Ambient Living (AAL), who attempts to find technical solutions for the demographical change. Technology transfer from basic research poses highest demands to the interdisciplinary cooperation in order to help elderly people. At the same time the product
development is coming up to limits of affordability, limits of effectiveness and ethics. The rapid developments in the fields of social robotics and medicine as well as the urgency of the social problem turn AAL
into one of the most innovative areas.
The objective of this article is to explore the outcomes of interdisciplinary collaboration along the value
added change including the fundamental research, product development and user inclusion site of view.
1
W. Schneider, wolfram.schneider@tum.de

305
The Adaptable Ambient Living ASsistant (ALIAS) project aims to develop a mobile robot system that interacts with elderly users, monitors and provides cognitive assistance in daily life, and promotes social
inclusion by creating connections to people and events in the wider world. The function of ALIAS is to
keep the elderly users linked to the wide society and in this way to improve their quality of life by combating loneliness and increasing cognitively stimulating activities. ALIAS is embodied by a mobile robot
platform with the capacity to monitor, interact with and access information from online services, without
manipulation capabilities. ALIAS is not designed to replace human-human contacts, but rather, to enhance and promote these through the proposed wide range of integrated services. By serving as a
monitor, a cognitive-prosthetic device and a facilitator of social contacts, the ALIAS system will significantly improve the daily life of elderly people.
The ALIAS-project is characterized by a close cooperation of social scientist and engineers. The teams
exchange information permanently and an interdisciplinary work of high quality is ensured. There is a
permanent feedback between social and technical work packages. The objective is to develop a robot
platform that adjusts to the individual wishes and needs of the elderly people. For this purpose the users
have been involved at a very early stage of the project. Thus the research Area Gender Studies in Science has conducted inquiries, workshops and interviews with different user groups (e.g. seniors, relatives, caregivers and care consultants) and has realized a secondary analysis. The results of the investigations are fed back to the technical partners and have been incorporated into the development of the
ALIAS platform. To provide technical solutions that are tailored to the requirements of the user groups a
close cooperation in the overall project is necessary. That means the research teams also learn from the
feedback of users. It is important, that the issues of the project are an inherent part in the work with elderly, of the interdisciplinary work between the teams in the project and also part of the engineering education, because the experiences and the results of ALIAS integrated in the engineering education.
At the SEFI conference the very early involvement of different user groups in the development process
and the results of the conducted inquiries as well as the technical implementation of the mobile robot
platform should be highlighted and discussed with the conference attendees.

Information
097
How to Improve Students Satisfaction Using
Mobile Devices
L. Podest1
Researcher/Assistant Professor
Dept. of Astronautics, Electrical and Energetics Engineering,
Faculty of Civil and Industrial Engineering, University of Rome La Sapienza
Rome, Italy
luca.podesta@uniroma1.it
I. V. Shelenkova
Associate Professor
Dept. of International Professional and Scientific Communication,
Tambov State Technical University
Tambov, Russia
intercomtstu@mail.ru
Keywords: Tablet, blended learning, students satisfaction, engineering disciplines
n the last years new computing technologies with powerful processors and more advanced operating systems caused the spread of smartphones, personal digital assistants devices (PDA) and,
most recently, of other devices like tablets. In a didactic context, both at school and university, the
use of mobile devices has been a problem to face since the introduction of the first mobile phones. It was
not only because these devices can be an element of disturbance during a lesson but also because they
can be used by students for access to information in particular situations like exams.
Due to these considerations we tried to take advantage of the wide use of mobile devices within a university class. In this paper the experience of mobile devices usage, combined with traditional teaching
and learning media, in a technical faculty is reported.
In the last years the development of new computing devices, based on powerful processors and advanced Operating Systems can be observed. There are two classes of devices that emerged quickly:
tablets and smartphones.
The course of Electrical Measurements at the Faculty of Engineering of La Sapienza in Rome was already based on a Moodle web site to implement e-learning [1].
1
L. Podest, luca.podesta@uniroma1.it

307
Wi-Fi is available in the lecture rooms at the Faculty of Civil and Industrial Engineering. At the first lecture
of Electrical Measurements course, students are informed that all the activities provided during the
course will be done using mobile devices.
Course activities are structured in the following way (an example of activities scheme is represented here):
-
the lesson on a topic starts;
when the first part of the topic is concluded, students can have access to materials provided on the
web site, usually in the PDF file format;
they are encouraged during the lesson to interact, suggesting other links to the sites where it is possible to find more information on the topic;
in the following lesson they must do a quiz containing the topics studied previously. The quiz is activated in real time on the web site during the lesson and there is a preset time to do it. Students can
check their results when they have finished and the quiz tasks are closed.
assignments can be activated during the lessons at the following stages as well. The students reports must be uploaded on the website.
Due to the use of mobile devices all activities are performed better, everything is produced in an electronic format and corrections can be partially automated. The students attention is higher and as a result students satisfaction is greater, as the interaction with teachers and collaboration with classmates
are performed in real time during the lessons [2].
The use of ICT within universities [3] helped to increase effectively the quality of higher education. The
Moodle-based web site is a friendly environment for the exchange of information and it offers numerous
possibilities for interaction among students, teachers and tutors. The combined use of Moodle and mobile devices is a powerful instrument for the improvement of quality of teaching and learning.
REFERENCES
[1] Podest, L., (2010), Course Management Systems: Do they Improve the quality of Teaching and Learning?,
Proceedings of the Joint International IGIP-SEFI Annual Conference 2010. Trnava, Slovakia, 19-22 September
2010, p. 248-249.
[2] Martinez-Caro, E., Campuzano-Bolarin, F. (2011), Factors affecting students satisfaction in engineering
disciplines: traditional vs. blended approaches, European Journal of Engineering Education, Vol. 36, No. 5,
October 2011, pp. 473-483.
[3] Podest, L., Shelenkova, I. V. (2012), ICT for Teaching and Learning within Technical Faculties: Evolution and
Trends, Proceedings of International Congress on Information Technologies (ICIT 2012). Saratov (Russian
Federation), 6-9 june 2012.

Information
156
An Authentic Learning Strategy for Engineering
Students to Acquire Integrated Management
Competences
P. de Vries1
Assistant Professor
Delft University of Technology
Delft, Netherlands
pieter.devries@tudelft.nl
R. Kortmann
Assistant Professor
Delft, Netherlands
L.J. Kortmann@tudelft.nl
M. van den Bogaard
Lecturer
Delft, Netherlands
M.E.D.vandenbogaard@tudelft.nl
Keywords: Authentic learning, Management competences, Learning environment, Technology-based tools
tudents and staff of the minor Management in a High-tech Context at Delft University of Technology reported a lack of integrated learning opportunities in the programme. The minor offered
separate courses on financial management, human resource management, innovation, etc.,
but was not successful in integrating the different courses into a meaningful whole. As a result students
lacked the opportunity to coherently understand and apply the competencies taught in the programme. For that reason an integrative course was developed. The design and experiences from three
editions of the course are presented in this paper.
S
1
P. de Vries, Pieter.devries@tudelft.nl

309
The problem at stake is: what learning strategy is suitable to integrate the different competencies as acquired in the different courses of the minor Management in High Tech Contexts into a meaningful
whole? In this paper we study the authentic learning strategy, since it provides learners with a meaningful environment to coherently understand and apply knowledge and skills. The intention was not to develop a formal test to see if this integration had taken place in a satisfactory way, but to use a qualitative
approach and build on the perception of the students as the main source of information.
In spring 2012 we evaluated three editions of the new integrative course that was designed to meet the
objectives that were raised by students and staff members three years earlier.
The aim of the integrative course was to enable students to combine and apply the gained knowledge
in such a way that they would obtain a better and coherent understanding. This course should provide
the conditions needed to experience this understanding. The pedagogical design was built on several
learning theories and new insights related to the use of media for learning. The authentic learning approach is the context in which this design has been materialized, hoping that the approach would allow
for the different competencies to develop into a meaningful whole. The design principles for such an authentic learning environment are based on so called real world settings in which students collaboratively create genuine products that are polished and professional, and that are shared and published. It
is about knowledge in realistic contexts, realistic and complex tasks, using technology-based cognitive
tools like in this setting social media and a serious game.
The course consists of two learning cycles: a management consultancy cycle and a general management cycle. The consultancy part is based on yearly varying assignments from real companies in our
network. The management part is executed using a general management simulation game in an authentic office setting. For the communication between all participants including the representatives of
the company who supplied the real world case, was done using a social media tool and the institutions
Learning Management System.
The evaluations over the last three years show that the course solved most problems reported earlier. In
particular, the choice for the authentic learning strategy contributed significantly to the integrated, deep
understanding and application of management competencies. An important drawback of the actual
approach is the time required to organize and teach the course. Our conviction is though that the approach would be widely applicable if the conditions such as 40h full-time time investment for the game
week; self-organisation, group work, etc. could be refined and reduced in time.
The paper covers the experiences with the authentic learning strategy, the practical issues and the evaluation results to, as an overlying objective, augment the discussion on designing engaging learning environments using different pedagogies and technology-based tools.
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064
How to Guide Students to make the Right Choices
P. Lahti
Planning Officer (Study Affairs)
Aalto University, School of Chemical Technology
Espoo, Finland
pia.lahti@aalto.fi
K. Vahtikari1
PhD Candidate
Aalto University, School of Chemical Technology
Espoo, Finland
katja.vahtikari@aalto.fi
Conference Topic: Cooperation with the students, Curriculum development
Keywords: Guidance, tutoring, study progress
n Finland students meet increasing demands to graduate in the set time frame. This means three
years for a Bachelors degree and two years more for a Masters degree. In reality, it takes approximately seven years to complete a Masters Degree in Technology at Aalto University. The study time
has remained the same for decades.
This study shows how guidance has helped the students in making the choices regarding their studies
and what kind of guidance has appeared useful for the students. Students from the degree programme
of Forest Products Technology were interviewed and their study progress was analyzed based on the
official study records. Interviews were carried out in co-operation with Forest Products Guild (the student organization of Forest Products Technology at Aalto University).
1. GUIDANCE AND TUTORING PRACTICES IN FINLAND
1.1 Guidance practices in Finnish universities
A brief overview of the guidance and tutoring practices in Finnish universities is presented based on the
literature.
1.2 Guidance in Aalto University
Tutoring is organized by the degree programme in co-operation with the student organizations. According to the Finnish law, university students have to be members of the student union. Membership in the
discipline focused student organizations such as Forest Products Guild is optional, but very popular.
1
K. Vahtikari, katja.vahtikari@aalto.fi

313
2. STUDYING IN THE DEPARTMENT OF FOREST PRODUCTS TECHNOLOGY

2.1 About the degrees and studying
Bachelor's degree (Technology) consists of 180 credits and Master's degree (Technology) of 120 credits. Bachelor's degree is an official milestone, but most students in the Finnish universities complete the
Master's degree. The 300 credits in the Master's degree are divided to the basic and methodological
studies (around 120 credits), major studies (60 credits), minor studies (40 credits), special module (20
credits) and optional studies (20 credits). Bachelor's thesis is 10 credits and Master's thesis 30 credits.
Next chapters describe the essential elements of the degree programmes of Forest Products Technology and Bioproduct Technology.
3. STUDY PROGRESS IN THE DEPARTMENT OF FOREST PRODUCTS TECHNOLOGY
Official study records of the students who were accepted to the department of Forest Products Technology in 2008 -2010 were analyzed. Analysis shows how many students have actually stayed in the department.
4. STUDENT INTERVIEWS
14 students, mainly from the FPT classes 2008 and 2009, were interviewed to find out how they have
experienced the offered guidance and tutoring and what they consider important from the perspective
of motivation.
5. CONCLUSIONS AND DISCUSSION
Interviews and study record analysis indicate that development of the Bioproduct Technology programme has proceeded in the right direction in many ways. Mathematics, physics and chemistry have
been challenging courses in FPT programme and even more so because they belong to the first year's
studies and if they become an obstacle students may decide to leave the programme and the university.
In the new degree programme the courses of mathematics, physics and chemistry have been organized in a different manner than earlier.
This study was not able to link the success in entrance examination and progress in studies, but it
seems that there are various other important factors such as motivation and interest in the field of studies. Forest Products Technology has been unfamiliar to many students before they have begun their
studies in the programme. The same situation still exists with Bioproduct Technology. Professors and
teacher tutors could be more active in discussions with freshmen and older students and try to learn
what students expect from their studies and what kind of careers they are interested in to pursue. Students consider many choices (for instance majors and minors) very restrictive for their future and it might
be relieving to hear how many other things affect the career paths more than the exact course titles.
Increasing demands to graduate in the set time frame along with all the time changing degree structures
and programmes are not small matters for students who are often stressed already because of the
studying itself. Good atmosphere and feeling that someone cares should not be overlooked when degree programmes or degree structures are developed. Teachers need time (resources) to be available
for the students when needed. Guidance of personal study planning should involve both the study administration and the teachers. Wider and more open perspective would enhance the development of
various support practises for students.

112
Improving Engineering Students Design Skills
in a Project-based Learning Course
by Addressing Epistemological Issues
G. Duffy1
Lecturer
School of Electrical Engineering Systems, Dublin Institute of Technology
Dublin, Ireland
gavin.duffy@dit.ie
S. M. Chance
Associate Professor of Architecture
Hampton University School of Engineering and Technology
Hampton, Virginia, USA
shannonchance@verizon.net
B. Bowe
Head of Learning Development
College of Engineering & Built Environment, Dublin Institute of Technology
Dublin, Ireland
brian.bowe@dit.ie
Conference Topic: Cooperation with the students, Engineering education research
Keywords: Design, Personal epistemology, Student-centred learning
roject-based learning (PBL) requires a shift in epistemology on the part of the teacher/lecturer. What
is sometimes less acknowledged is that it also requires the adoption of a matching epistemology on
the part of the student. To succeed in a student-centred environment students should see themselves and peers as valid sources of knowledge, integrate concepts, view knowledge as tentative, justify
decisions in a rational way, accept they can improve as learners and that learning is a continuous process
[1]. Enactment of such an advanced epistemology on exposure to student-centred learning should not be
assumed to spontaneously occur. Rather, the learning environment should facilitate such development
during the college years. In this paper we outline the history of research into personal epistemology starting
with the stage models (Perrys model of intellectual development [1], Reflective Judgment Model [2],
Womens Ways of Knowing [3], Epistemological Reflection Model [4]), moving on to the multi-dimensional
[5, 6] and finally outlining the framework of epistemological resources model [7, 8]. The ontological and
epistemological differences between these are discussed. Based on the resources model we investigate
the influence of personal epistemology on aspects of design in a PBL module delivered in the second year
of a three year electrical engineering technology programme in a third level institute in Ireland in which stu-
G. Duffy, gavin.duffy@dit.ie

315
dents design and build a weather station. Qualitative data were collected through one to one, semi-structured interviews with five participants and a focus group with six other participants. A questionnaire, Epistemological Beliefs Assessment in the Physical Sciences [EBAPS 9] was completed by a majority (n=32) of
the class. The dimensions of epistemology we explored are self as a source of knowledge, concepts of justification and structure of knowledge, these being key epistemological issues for project-based learning.
Qualitative differences in the enactment of these epistemological issues were observed among a sample
of students who were interviewed. For one student, Oliver, certainty in knowledge was not expected in the
context of the system he designed; compared to his peers he demonstrated a relatively independent approach to design and justified his product based on a well considered and comprehensive set of criteria.
Oliver achieved a high score in the tutors assessment of his contribution to the learning process. His enactment of personal epistemology seems very appropriate for PBL. The process mark assigned by the tutor supports conclusions drawn from the interviews in terms of the differences between Oliver and another
student, Sean. Olivers enactment of personal epistemology achieved a higher process mark. Sean chose
not to look to himself for direction in design, instead searching the internet for solutions to adapt and taking
direction from his peers. He justified his design based on a limited set of criteria. However, he appeared to
have sufficient understanding and motivation to be independent but did not enact such independence in
this module and achieved a low mark on his contribution to the learning process. If Sean were to enact a
more advanced epistemology he could engage more with the module, develop better designs, produce
better artifacts, improve his grade and become a better engineer. Through continued exposure to PBL
with feedback on the learning process Sean could be encouraged to enact more appropriate epistemologies more often. The reflective reports prepared by the students could be more targeted to encourage
change. In Seans case, he could be asked to reflect on ways he justifies decisions by recalling good examples from any context in his life and exploring how he could transfer these to the context of engineering.
Such an approach has been shown to be effective in creating change in conceptual understanding [10].
REFERENCES
[1] W. G. Perry, Forms of intellectual and ethical development in the college years : a scheme, San Francisco: JosseyBass Publishers, 1999.
[2] P. M. King, and K. S. Kitchener, Developing reflective judgement : understanding and promoting intellectual growth
and critical thinking in adolescents and adults, San Francisco: Jossey-Bass Publishers, 1994.
[3] M. F. Belenky, J. M. Tarule, N. R. Goldberger et al., Women's ways of knowing : the development of self, voice, and
mind, Tenth anniversary edition. ed., New York: Basic Books, 1997.
[4] M. B. Baxter Magolda, Knowing and Reasoning in College, San Francisco: Jossey-Bass, 1992.
[5] M. Schommer, Effects of Beliefs About the Nature of Knowledge on Comprehension, Journal of Educational
Psychology, vol. 82, no. 3, pp. 498, 1990.
[6] M. Schommer-Aikins, An Evolving Theoretical Framework for an Epistemological Belief System, Personal
epistemology : the psychology of beliefs about knowledge and knowing, B. K. Hofer and P. R. Pintrich, eds.,
Mahwah, NJ: Erlbaum, 2002.
[7] L. Louca, A. Elby, D. Hammer et al., Epistemological resources: Applying a new epistemological framework to
science instruction, Educational Psychologist, vol. 39, no. 1, pp. 57-68, Win, 2004.
[8] D. Hammer, and A. Elby, On the Form of a Personal Epistemology, Personal Epistemology: The Psychology of
Beliefs About Knowledge and Knowing, B. K. Hofer and P. R. Pintrich, eds., Mahwah, NJ: Erlbaum, 2002.
[9] A. Elby, J. Frederiksen, C. Schwarz et al. Epistemological Beliefs for Physical Sciences (EBAPS),
http://www2.physics.umd.edu/~elby/EBAPS/home.htm.
[10] A. Elby, Getting Started with Research on Epistemologies and Expectations, Getting Started in PER, 1, 2010.

158
The Benefits of Volunteer Work in Student Unions
-The students work readiness
A. af Hllstrm
Board member 2012, International Affairs
Aalto University Student union
Espoo, Finland
anna.af.hallstrom@ayy.fi
Conference Topic: Cooperation with the students
Keywords: Volunteer, student union, Aalto University, work life readiness
he reform of the educational system in Finland which leads to increased pressure on the students, as both the local university and the government of Finland are encouraging and pressuring
them to graduate quicker than at the present rate. The main reasons of prolonged studies have
usually been working part-time [2] but many students are also active in volunteer work related to their
university in student organisations and unions. In this article we will discuss case-examples of the students volunteering at Aalto University Student Union as well as utilize publications and research done by
both Finnish and international researchers.
According to Finnish law [3] it is compulsory for [A]ll the university students who have been admitted to
programmes leading to a lower or higher university degree to be a member of the student union at their
university, and that there can be only one student union per university. The purpose of the student union
is to act as a link between its members and to promote their societal, social and intellectual aspirations
and their aspirations regarding studies and students' status in society. Most of the student unions utilize
volunteers to realize these purposes and missions through committees, elected student parliaments
and project groups.

317
Jollands, Jolly and Molyneaux show in their study that project based learning (PBL) contributes to a
graduates work readiness. The study shows that especially communication skills are developed by
PBL. Chan shows that non-traditional teaching methods, such as learning journals, may aid learning
and that these can be utilized in volunteering work, as the University of Hong Kong did in the second
Sichuan reconstruction community service project.
Vacation work can be seen as a kind of volunteering at a company, especially if the position is an unpaid
internship or similar, as the student doesnt get any tangible remuneration but rather experience from
other fields than the university curriculum as they do in volunteering positions. Vacation work is seen
as very positive and as something that prepares students for working life [4].
Volunteering brings benefits to all who partake in it in one way or another [5, 7]. The author expands on
some of the benefits of volunteering: volunteering develops new skills, makes the participants a part of
their community, motivates and gives a sense of achievement, boosts career options and lets the volunteer meet a wide range of people. Volunteering is very beneficial for people overall, and especially students whore going to look for their first employment at some point.
Student life is an important part of the experience of studying in Finland, and the Finnish students usually
partake in volunteering activities. As volunteering is beneficial for both students and their latter working
life, it could be supposed that the Finnish government would want to enhance this. At the moment, the
direction is the opposite: study times are being constricted, the grounds for getting a national study
grant are being tightened and its getting harder to apply for higher education. A lessening of volunteering in student unions would probably mean less capable workers entering the working market.
At AYY there are around 250 volunteers from all six schools of the university. Many of the tasks the student union is performing are based solely upon volunteer work, such as the case of freshmen. The first
study year is of utmost importance to students, as this shapes their study habits and the groups they will
interact with. The care of freshmen, their welcoming and introduction to the student life is done mainly
by the older students themselves, and the university is only involved through formal lectures regarding
study-related matters. The introduction into the study system, problem solving and the sense of camaraderie is directed and organised by the freshmen-committee which are all volunteers and the committee is managed by a volunteer, the freshman captain. Thus the whole first year experience for new students at Aalto largely rests upon the shoulders of volunteers [8].
Concludng, we see that volunteer work is beneficial for students engaging in it, as their work readiness
is heightened. Students volunteering in their student organisations and unions have better work life
readiness and have some knowledge regarding responsibilities and how to organise things. A student,
who solely focuses on studying and doesnt volunteer or work part-time beside this, has lesser work life
readiness when entering the working life.
Engineering
Education 2020:
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319
Continuing Engineering Education

and Lifelong Learning



042
Opportunities and Challenges in the
Implementation of the Knowledge Triangle
E. Sjoer1
Department of Technology, Policy and Management
Delft, the Netherlands
e.sjoer@tudelft.nl
B. Nrgaard
Department of Development and Planning
Aalborg University
Aalborg, Denmark
bente@plan.aau.dk
M. Goossens
Director, member of the Executive Committee
European Society of Engineers and Industrialists ( SEII )
Brussels, Belgium
seiimg@abuco-consult.com
Conference Topic: Continuing Engineering Education and Lifelong Learning, University-Business Cooperation
Keywords: Knowledge Triangle, Triple Helix, Innovation, PhD graduates in industry
he Knowledge Triangle ( KT ), introduced by the Lisbon Agenda at the dawn of the 21st century,
links together Research, Education and Innovation, mainly from the point of view of University. It replaces the traditional one way flow of information, from research to education and from educators to students, by a both ways circular motion between the three corners of a triangle which, besides
research and education, also includes innovation, the poor relation of many European universities.
However, implementing the KT a focal point in the seven flagships in the Europe 2020 strategy is easier said than done. This paper aims to identify the processes that should be implemented so that the KT
as a conceptual tool changes into a reality in the field. In order to do it, the authors refer to an approach
presented last May the 18th by GOOSSENS and SJOER for the World Conference on Continuing Engineering Education in Valencia [1].
Following on what they presented one year ago at the SEFI Annual Conference in Lisbon [2] they propose to
extend the aforementioned approach to the innovation process itself and make use of it in order to explain
the drivers and barriers that the implementation of the Knowledge Triangle encounters in real life practice.
1
Ellen Sjoer, e.sjoer@tudelft.nl

321
The main research question is: What are the central issues in implementing the KT ?. In this paper, the
authors try to answer that question on the basis of three cases linked with the three corners of the KT.
In the first case, students from Delft University of Technology have been consulted on their ideas about
implementing the KT: the effect on the quality of education, how it could become a reality and to what
extent they consider themselves able to contribute to innovation. It appeared that their mental model of
what innovation means is short of practical information about their future work in industry, but also that
they want to contribute to it. Therefore, university, with the help of the KT as a conceptual tool, has to introduce other forms of education and learning methods, based on a successful cooperation with their
future professional world.
The second case presents the perspective of the academic staff supposed to act as an initiator and
facilitator of the collaborative process of knowledge transfer and development through the experience of Aalborg University with Problem Based Learning (PBL) as the educational approach for continuing education. The results were clear: though the academic staff know how to facilitate learning
processes, they cannot find a good enough reason for getting involved in CE activities, which may very
well be due to the lack of incitement structure towards those activities.
And finally, the third case, linked with industry, presents a survey of the career perspectives that are being offered by industry to PhD graduates in engineering [3]. It appears that there is an important gap between the views of universities on how PhD graduates have to be prepared for working in industry and
the expectations of industry for hiring PhD graduates. Some of the reasons explaining such a gap have
been found and are discussed, partly on the basis of the aforementioned approach.
In conclusion, the main barriers to implementing the KT lie in the gaps between the different mental models that people and, by a loose coupling phenomenon, their organizations have of their respective and
reciprocal tasks, objectives and working processes. The Knowledge Triangle is directing to a commitment of all stakeholders, so that they should carry through more successful innovation with different
partners. This in turn should better satisfy their needs and induce them to change their mental models.
Nevertheless, in order to initiate the process, it is necessary to raise among them the awareness of the
need of implementing the KT ( drivers ) and of the dangers of not implementing it ( barriers ).
REFERENCES
[1] Goossens, Marc and Sjoer Ellen ( 2012 ), Expanding the concept of Knowledge Triangle to foster the working of
the Triple Helix Model, IACEE World Conference on Continuing Engineering Education, UPV, Valencia, 1619 May
2012
[2] Sjoer Ellen, Nrgaard Bente and Goossens Marc ( 2011 ), Implementing Tailor-made CEE in theory and in practice:
the Knowledge Triangle as a Conceptual Tool, SEFI Annual Conference, Lisbon, 27 30 September 2011
[3] Goossens, Marc ( 2012 ), What career in Industry for Engineers with a PhD ?, CLAIU-EU Annual Conference on
The Engineering Doctorate, Madrid, 9 10 February 2012


099
Laugh your Mistakes Away
Using self-deprecating humour to mask occasional problems
in public speaking
B. A. Andeweg1
Netherlands
b.a.andeweg@tudelft.nl
J. C. de Jong
Leiden University
Netherlands
j.c.de.jong@hum.leidenuniv.nl
M. J. Y. Wackers
Netherlands
m.j.y.wackers@tudelft.nl
Conference Topic: Continuing Engineering Education and Lifelong Learning
Keywords: Humour, rethoric public speaking, self-deprecation
n embarrassing situation during an oral presentation comes easily into being Although it is better to
prevent such situations, problems do arise. The positive image a speaker want to create is volatile. It
is more easily destroyed than build. One possible solution to solve the arising problems is to make a
joke on your own behalf, a self-deprecating remark. Self-deprecating humour is like any other improvisational technique not without risks. The irony of self-deprecating humour is probably its main weapon: the fact
that the speaker does not mean what he or she literally says, creates a kind of tension or incongruity. The audience does not expect a presenter to make fun of him- or herself; solving the puzzle of this incongruity causes a humorous experience. Recent experiments suggest that poking fun on yourself is not a safe humour
technique for beginning presenters [1]. However, in special occasions a few self-deprecating humorous remarks could easily clear the troubled sky that clouds a presenter when he or she makes a bothersome mistake. Laugh at yourself first, before anyone else can, says the much quoted columnist Elsa Maxwell.
The purpose of this study is to shed light on the question: do humorous self-deprecating remarks help to
recover from awkward presentational problems or is it better to keep your mouth shut and continue with
the rest of the presentation? There has been done little experimental research on self-deprecating humour in presentations. Most of the research stems from the last century and produced mixed results. In
a research review, Markiewicz showed that in some experiments, presentations with humour moments
1
Bas Andeweg, b.a.andeweg@tudelft.nl

323
result in more positive speaker evaluations (character, expertise, trustworthiness, and dynamism) and in
other experiments they do not [2]. She suggests that the type of humour used is likely to influence source
perceptions and calls for more specific research (p 412). A recent experiment shows the problematic
nature of the use of the self-deprecating presentation technique [1]. In the experiment a video registration
of an 18-minute presentation was shown to a student audience. The experiment comprised of three conditions: a presentation without self-deprecating remarks, a presentation with seven remarks and a presentation with 14 remarks. The results showed that the image (ethos) of the speaker suffered by the selfdeprecating remarks. The speakers expertise, reliability and trustworthiness diminished with the growing number of self-deprecating remarks. The interest of the audience in the presentation suffered as well.
The analyses suggested that the audience took the words of the speaker for real. The experiment suggests that self-deprecating humour as a presentational style should be used with caution. But how about
the repair function of self-deprecating humour? Does the technique help to overcome those awkward
and embarrassing situations speakers sometimes find themselves in?
An experimental approach can help in determining to what extent self-deprecating humour can have a
positive function. In a systematic experiment we tried to shed light on the questions. Three versions of
a 16-minute presentation were written. a version which contained neither mistakes nor repairs (control
version), a version in which three awkward situations (e.g. a problem with a mobile phone going of) occur without an attempted repair (mistakes version) and a third version with the same three awkward situations that the speaker tries to repair with self-deprecating humour (mistakes + repairs version). The
hypothesis was that in the condition in which the speaker makes mistakes, the speakers ethos will be
damaged; in the version with mistakes and the self-deprecating remarks in an attempt to repair them,
the ethos will be restored to the level of the control version.
Did the mistakes and repairs have any influence on the speakers ethos? No. The three versions of the presentation did not differ significantly. The scores on the interest factor are in line with the scores on humour and
ethos: no differences between the different versions were detected. Compared with condition were the
speaker just ignores the problems and goes on with his lecture there are no differences to be seen. Experiments like these are seldom enough to rewrite text books. Theoretical and philosophical considerations
about the healthy properties of laughing and humour in general [cf. 3], are more powerful than incidental experimental outcomes. The burden of the self is lightened when I laugh at myself, says Rabindranath
Tagore. It is a bit troubling however that the experiment did not produce the outcomes that were expected.
It seems that making mistakes is not as harmful as we teacher impress to our students. In the meantime
though, presenters should stick to the traditional Chinese cookie wisdom: prepare for the unexpected.
REFERENCES
[1] Andeweg, B., Gagestein, S., de Jong, J. and Wackers, M.(2011), 'Poke fun at yourself': the problem of selfdeprecating humor. In: SEFI conference Global Engineering Recognition, Sustainability and Mobility. 2011. Lisbon:
SEFI.
[2] Markiewicz, D. (1974), Effects of humor on persuasion. Sociometry, 37(3): pp. 407-422.
[3] Martin, R.A. (2007), The psychology of humor: An integrative approach. Academic Press.


109
Formal - nonformal Learning Acknowledgement
to the new Employment Competencies
A. Klmn, habil, PhD
Associate professor
Budapest University of Technology and Economics, Hungary
Department of Technical Education
Budapest, Hungary
kalman.a@eik.bme.hu
Conference Topic: Continuing Engineering Education and Lifelong learning
Keywords: Informal- nonformal- formal learning, lifewide - lifelong learning, adult education
he lecture will present a research launched in 2008 that was part of the tender called Formation
of Competences Establishing Lifelong-Learning in the Dimension of Non-Formal and Informal
Learning. Our survey aimed to examine the adult populations willingness to learn after finishing
their formal studies. It also intended to explore the typical learning scenes and learning habits of target
groups distinguished on the basis of (academic) qualification, post-secondary education/vocational
qualification and working experience, but homogeneous from other aspects. In this study we also inquired the responders about the followings: in what extent does the formal education system help adult
learning; in what kind of communicational channels get they familiar with the adult self-training/self-developing opportunities; what do these opportunities aim at and in what extent did they incorporate it into
their everyday lives; and what kind of adult learning habits did they develop for themselves. And also
how can the different learning format influence the lifestyle and how can it be more effective.
The methodology of the research used: to process the analysing methods and the devices of the empirical
study, to implement the pilot studies, to analyse the results and observations of the study, to draft the development proposals and recommendations relating to supporting priorities. The applied research-methodological examinations in the survey: in the first phase of the research structured methods were used for exploring and selecting the best international practices, relevant documents and existing resources.
The value of this research was to provide professional background to reform the national LLL strategy
and provide a decision-preparatory material to draft the state aid policy of non-formal and informal learning. It was also important to suggest recommendations for professional trainings regarding the adaptability of knowledge acquired through non-formal and informal ways. It helped to shape the Budapest
University of Technology and Economics classical strategy focusing on the different learning opportunities. This basic research helps to make the teacher and the learner understand how the learning
process should be more effective, recognizing the paradigm shift focusing on the different approach of
pedagogy to andragogy within the framework of lifelong learning.

325
The overall problem is: what can the institutions of labour- and social policy; the institutions of teaching
and educating do for establishing the opportunities, inner and outer conditions for continuous learning?
The answer is: more, even more than these institutions themselves would think. As for the solution, the
first step is to strengthen the customer relationship management among the staff members. They
should develop their diagnostic skills constantly in order to be able to form a picture of the specific
person they are dealing with as fast and accurately as it is possible. Our questions concerning participation in formal education/training or other, formally organized education or training were designed to
demonstrate how dominant this form of learning is among the varieties of learning methods and what institutional frameworks and contentual destination are required to fulfill its present mission.
We can conclude on the importance of learning during adulthood that the majority of those questioned
regard it essential. Its main reasons are work and way of life and the general human behaviour that drives
people to solve new challenges in the natural and social surroundings. The personal motivation of adult
education can be determined by a multitude of factors, including the vivid cultural identity of the individual and the desired one, the lack of necessary school certificates or professions required by the concrete or planned position, available navigational or information channels, necessary language knowledge or information technology, personal ambitions or carrier plans.
One of the most important resources of continuous learning is the learning and the methodological culture of learning-promotion. The object rationality is only deceptive and quite often the new techniques
and technology are limited by the traditional or instinctively reproduced frameworks. Thus not just the
children, but also the adults know a little about successful learning and teaching. They hardly know their
learning and teaching styles and they know even less about the arsenal of techniques and methods
from which they can select after they have considered the optimality.
Due to hierarchical traditions, the networkization and interactivity as characteristic features of democratic societies spread slowly as it would be favourable. This hinders the establishment of the conditions
for continuous learning more than relative poverty. As for an example, let us take a look at the spread of
the Internet usage in learning and working as a means of organising professional meetings and conferences, or how extensive the mailing traffic is among the co-workers of the offices of labour management, or the educators and students in order to become more informed and involved in joint problemsolving, or how many people write or read the electronic notice boards, and what is the amount of the
received and read newsletters.
Recommendations andsSuggestions: Change of approach and alteration: mostly, organisational solutions and organisations themselves providing the conditions are in the focus of LLL approach. The enhancement of the LEARNING CITIZEN concept would facilitate to step out from the circle and many areas that so far have not been there could be involved.
It requires other kind of pedagogy. Dissemination of knowledge in our mediated world is not enough.
EXPERINCE can give impetus and social psychologist should be considered more seriously.
135
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Education 2020:
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327
Sustainability


Sustainability
055
What are the Common Knowledge
& Competencies for Education for Sustainable
Development and for Engineering Education
for Sustainable Development?
A. Guerra
PhD Fellow
UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Aalborg, Denmark
ag@plan.aau.dk
Conference Topic: Sustainability in Engineering Education
Keywords: Engineering Education for Sustainable Development, qualification framework
ifferent interpretations of sustainable development in the educational context raise problematic issues for the integration of ESD in Engineering Education. To some extent, the interpretation of ESD
depends on the context and it is set out from real practical problems. It is also claimed that its principles should not only be integrated in the curriculum but be also part of the vision of the educational system.
Core theories define and characterize ESD as: (i) rooted in postmodernism; (ii) social, constructivist and
transformative; (iii) contextual, experimental and collaborative; (iv) process oriented and empowering;
(v) problem solving, critical thinking and creative; etc. The characteristics and definition of ESD move
from an epistemological perspective to a curriculum construction perspective.
Broadly there is an alignment between the ESD core theories and the EESD literature, however these reports dont have a clear interpretation of competencies and how can be frame into practice (e.g. learning approaches). One of the main challenges regarding to EESD is to move from broad interpretations
of its principles and descriptive examples for more common conceptual framework.
This paper aims to present a qualification framework based on the analysis of education for sustainable
development (ESD) theories and engineering education for sustainable development (EESD) and bring
together common understanding of the concepts and principles used in their discourses. The research
question underlying this study was: if there is a common qualification framework (knowledge and competencies) in education for sustainable development (ESD) and in engineering education for sustainable
development (EESD)?
1. METHODOLOGY
The Declaration of Barcelona,The Global Engineer, and Engineering for Sustainable Development:
Guiding Principles were analysed through content analysis.

329
The literature review presented three main common points of ESD and EESD: i) sustainable development main themes; ii) learning approach, and iii) learning objectives. The units for analysis were cluster
according to these three main common points (named criteria), which also addressed three dimensions
of curriculum (Table 1).
Table 1. Category and units of analysis
Sustainable development aspects as content
Environment
Human Rights
Labour practices and decent work
Society
Product responsibility
Economic
General learning objectives
Critical thinking
Systems thinking
Collaboration and communication
Lifelong learning
Creativity and innovative

(Become) Agent of change
Ethics
Learning approach characteristics

Active and independent learners Contextual learning
Experimental learning
Democratic and participatory
Interdisciplinary to transdisciplinary
Holistic
Integrative
The sustainable development indicators are based on the Global Report Initiatives (GRI), which main
goal is to communicate clearly and openly about sustainability, and is defined as a globally shared
framework of concepts, consistent language, and metrics required for reporting sustainability at an organizational level. The general learning objectives and the learning approach characteristics were
based on ESD core theories.
2. REFLECTIONS
In general, the documents analysed enclosure aspects of the three dimensions of sustainable development and argue for them with examples of engineering practices, stressing the central role of engineering and the alignment of the discipline specific knowledge with others disciplines aiming a responsible
and conscience action. Also the competences needed to achieve sustainable actions are common to
the three documents, and are aligned with ESD core theories as well as the characteristics of the learning approach. This study provided an instrument for meta-analysis in three interconnected axis for
EESD: i) sustainable development themes/ aspects to address; ii) general learning objectives (competences and skills); iii) characteristics of the learning approach. This framework encloses a conceptual dimension and methodological framework. The conceptual dimension is related with the common understanding between different types of literature in relation with EESD qualification framework. Methodologically, the framework can be used as an instrument for analysis and change.

Sustainability
091
Social Responsibility in Engineering Curricula
N. van Hattum-Janssen1
Senior Researcher
Research Centre in Education, University of Minho
Braga, Portugal
nvanhattum@ie.uminho.pt
M. D. Snchez Fernndez
Assistant Professor
Faculty of Economic and Business, University of Corua
Corua, Spain
msanchezf@udc.es
S. Caires
Senior Researcher
Institute of Education, University of Minho
Braga, Portugal
scaires@ie.uminho.pt
S. Kahn
Senior Researcher
Research Centre Social Studies, University of Minho
Braga, Portugal
sheila.khan@svt.ntnu.no
Keywords: Social responsibility, curriculum, focus groups
orporate Social Responsibility (CSR) is a concept related to the need for companies to be not only competitive but also sustainable and refers to and the relationship of the company with its social and environmental surroundings, including labour issues [1]. CSR is also gaining attention
within Higher Education, being related to a wide range of activities taking place at universities, especially
the environmental dimension [2]. Apart from the issue of Social Responsibility within the institution, its
role in the curricula of the different degree programmes also needs to be discussed. The University of
Coru a (Spain), the University of Minho (Portugal), the University of Guanajuato (Mexico) and the Autonomous University of Aguascalientes (Mexico) started, in 2012, a research project focused on students, teachers and university managers representations regarding the concept and practices of So-
C
1
N. van Hattum-Janssen, nvanhattum@ie.uminho.pt

331
cial Responsibility in Higher Education. At student and teacher level, the focus is on the role of Corporate
Social Responsibility in the curriculum and seeks to answer questions on if and how students are prepared to assume an active role in social, economical and environmental responsibility in their future professional career. As a first step in this exploratory project, focus groups were held with students from all
four participating universities.
The current study takes part of a broader international research project, involving three countries and
four different universities (1 Portuguese, 1 Spanish and 2 Mexican). The research project focuses on the
representations of three main actors in the university setting regarding the concept and practices of academic social responsibility: (i) the students, (ii) teachers; and (iii) the university administrators. The sessions lasted between 25 and 63 minutes. In each focus group, around 7 students participated.
This study was intended as the first step in an exploratory study on Social Responsibility in Higher Education, trying to identify perceptions and opinions of students.
Although they do not have a single definition of Social Responsibility, most students are familiar with the
concept and know one or more examples, especially after a short introduction of the focus group moderators. They consider it important, both inside as well as outside university, but have second thoughts
on the motives for companies to be engaged in initiatives that show Social Responsibility. They suspect
that those motives are not in accordance with the deeper meaning of Social Responsibility and suspect
companies to work first and foremost on their own benefits.
Looking at the contexts of the study, Spain, Portugal and Mexico, a difference in focus can be distinguished. The Iberian students appear to be more worried about ecological and economical issues at a
personal level, whereas the Mexican students are more focused on the social dimension of Social Responsibility and take into account a wider context when for example referring to Social Responsibility
and nature disasters.
As an exploratory step, the study has proven to be useful to the researchers involved. The meaning of
Social responsibility to students, its role in their daily life and their professional future and the role of university are varying widely in the different contexts involved in the study. The multiple perspectives, due
to the diversity of backgrounds of the researchers (economics and management, psychology, sociology and education) contributed to a comprehensive instrument for data collection.
REFERENCES
[1] Snchez Fernndez, M.D. (2010), The organizational social responsibility: stakeholders future managers, British
Journal of Educational Technology, Vol. 4, No. 4, pp. 87102.
[2] Wright, T, (2004), The evolution of sustainability declarations in Higher Education, In PB Corcoran and AEJ Wals
(Eds), Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice, pp. 7-19.
Dordrecht: Kluwer Academic Publishers.

Sustainability
145
The Role of Engineering Educational
Laboratories at a Thesis Level
Z. G. Pandermarakis1
Dr Mechanics of Materials, Scientific Collaborator in Department of Civil and Structural Engineering
Educators of Pedagogical and Technological Education (ASPETE)
Irene Train Station Athens Greece,
z.g.panderma@gmail.com
A. B. Sotiropoulou
Dr Civ Eng,, Professor Supervisor of Department of Civil and Structural Engineering Educators of
Pedagogical and Technological Education (ASPETE),
a_b_sotiropoulou@yahoo.gr
D. S. Passa
MSc in Structural Design and Construction Management, Lab Collaborator in Department of Civil and
Structural Engineering Educators of Pedagogical and Technological Education (ASPETE),
dimpassa@yahoo.gr
G. D. Mitsopoulos
BSc Mechanical Engineer Researcher in Department of Civil and Structural Engineering Educators
of Pedagogical and Technological Education (ASPETE),
george.mitsopoulos@hotmail.com
Keywords: Engineering laboratories, research, thesis, dissertation
he role of laboratories both in higher vocational - technical school and in undergraduate engineering education is of fundamental importance. For years there has been a one-dimensional direction in curriculum of technological and pedagogical educational institutes where the main objective was to develop technical skills directly applicable to production. Many courses try to sense the demands of market and follow the progress of technology. In the recent years, technological educational
institutes managed to turn the gaze also towards basic research. This is due mainly to the increased op-
T
1
Z.G. Pandermarakis, z.g.panderma@gmail.com

333
portunities for foundations by National and European programmes for research. Through these financial supports the existence laboratories equipment can be upgraded and in some cases totally replaced. At the same time, through these updated laboratories it becomes possible for the new ambitious researchers not only to undertake and complete innovative ideas but also to put forward and organize new updated courses and new applied specializations in a high master's level.
The need for organization of new specialized programs that would be suited to the requirements of
modern objects has appeared and then institutions that wish to become leaders to evolutions have to
face major difficulties.
Then, a critical enquiry arises: which will be the role of an educational engineering laboratory during the
final stage of completion of the postgraduate studies of an already graduated student with his/her thesis. In the example that will be given here, the experience of our department will be presented. The design and growth of a formally educational engineering laboratory in order to meet the needs of postgraduate studies and research of students will be explained.
The student then has in availability a large amount of devices and parameters that he/she can choose to
engage with, during the planning of his/her research study. With the help and the guidance of his/her advisor a student can schedule by him/herself the management of his/her project.
As a result of the abovementioned procedure the role of a formally educational laboratory turns to a research one, and then transforms again to an educational tool where each student can obtain a total
knowledge not only of the devices that he/she has operated him/herself, but mainly by understanding
the majority of the concepts that he/she has dealt with.
REFERENCES
[1] Fiesel, L.D. and Rosa, A.J. (2005), The Role of the Laboratory in Undergraduate Engineering Education, Journal of Engineering Education, January 2005, pp.121-130.
[2] Gindy M. (2005), A New Approach to Undergraduate Structural Engineering Laboratory Instruction, Lastname5, Initials (206), Title of the article, Proceedings of the American Society for Engineering Education's (ASEE) New England Section 2006 Annual Conference, Session:1-f, pp.1-9.
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Quality Assurance
and Accreditation


020
Education Assessment Exercise (EAE)
- A path to quality enhancement in engineering education?
S. Karlsson1
Quality Assurance Officer
Stockholm, Sweden
sarak2@kth.se
P. Berglund
Vice-Dean of Faculty
Stockholm, Sweden
prodekanus@kth.se
Conference Topic: Quality Assurance and Accreditation
Keywords: Evaluation, enhancement, autonomy, leadership
n Sweden, as elsewhere, higher education institutions (HEIs) face a complex reality. Government,
students, research councils and industry expect HEIs to deliver ever higher quality education and research, and HEIs need to have strategies to deal with such expectations.
This paper explores one of the strategies chosen by KTH Royal Institute of Technology: self-initiated
evaluation, exemplified by an Education Assessment Exercise (EAE) undertaken in 2011.
In the paper, the context in which the project came about is discussed. Further, the project process, with
emphasis on the self-evaluation phase, is described and analysed. This is in order to make an assessment
on the benefits of the project so far, and to identify the issues that merit further consideration in future.
THE CONTEXT
In the paper, it is argued that the EAE project is best understood in the context of Swedish and European
higher education politics and the on-going transformation thereof. The autonomy movement, in tandem
with the expansion of quality assurance in higher education, are key characteristics of this transformation.
The EAE is described as a strategic attempt by KTH management at channelling internal development
needs and external demands into one project. Table 1 describes the EAE in relation to the scope and
aims covered by the Standards and Guidelines for Quality Assurance in the European Higher Education
Area (ESG) and by the Swedish National Agency for Higher Education (HSV) evaluations.
1
Sara Karlsson, sarak2@kth.se

337
Table 1. Approaches to quality assurance: EAE in a comparative perspective
Europe
Sweden
ESG
HSV
EAE
Type of quality assurance

External
Internal
x
x
x
x
Aim of quality assurance

Enhancement
Control
x
X
X
x
(x)
THE EAE PROJECT

The EAE project was a comprehensive internal evaluation of 90 education programmes at KTH, undertaken in 2011. It primarily had a formative aim. In the project process, it was hoped that new arenas for
discussion and reflection would emerge which in turn would foster quality enhancement. In part, the
EAE also had a summative aim. The intention was to assess whether the intended learning outcomes
had been achieved by KTH students, and thereby provide a status report in advance of the external HSV
evaluation scheduled to take place in the latter half of 2012.
In the EAE, an internationally recognised methodology was used, comprising self-evaluation at programme level, followed by peer review including site visit and report by an external, internationally composed panel of assessors. The self-evaluation format included questions on the prerequisites, processes and outcomes of education delivery. The external panel of assessors comprised 50 subject area experts, students and industry representatives.
LESSONS LEARNED AND ISSUES FOR FURTHER EXPLORATION
The most welcome aspect of the EAE, and the clearest benefit of the project so far, was the opportunity
to discuss educational quality matters, to form new networks and to identify strengths, weaknesses
and ways forward. The project confirmed the strength of the enhancement approach as well as the importance of adapting evaluation methodology to local circumstances.
Another lesson learned from the EAE was the importance of clarity regarding project aims. Above all, participants must have a clear picture of what the potential consequences, positive or negative, of the evaluation
might be. Regardless of which approach is chosen, it needs to be well communicated and substantiated.
A third lesson learned was that comprehensive evaluation projects of this type require a lot of time, energy and resources. In order to avoid evaluation fatigue and to get long-term benefits, it is important that
the project dynamics are fed into a regular quality management system afterwards.
The EAE project made clear reference to the national and the international policy context. Given the on-going
transformation of the higher education sector, it will be an imperative task for KTH management to explore
the new boundaries of autonomy and to work out future quality assurance strategies that suit internal needs
as well as external expectations. In doing so, experiences from completing the EAE project will be of great
value. Hopefully, sharing the experiences will be of value to other engineering education providers as well.

022
European Quality Labels in Chemistry
E. A. Varella
President, European Chemistry Thematic Network Association
Aristotle University of Thessaloniki
varella@chem.auth.gr
Keywords: Quality labels, chemistry, tertiary education
he European Chemistry Thematic Network Association [1] is a non-profit making body registered
in Belgium, and is the outcome of fifteen years of networking activities focused on enhancing the
quality and harmonising the features of chemical education and training all over the European
Higher Education Area. Academic institutions, national chemical societies, and stakeholders comprise
the over 130 members coming from thirty European countries, and with associate members worldwide.
The European Chemistry Thematic Network Association developed the European Quality Labels in
Chemistry as qualifications frameworks primarily aimed at providing degrees, which will be automatically recognised by other institutions within the countries implicated in the Bologna Process, promoting
thus mobility and employability prospects for new graduates. The European Quality Labels Eurobachelor, Euromaster and Chemistry Doctorate Eurolabel are awarded to programmes on chemistry or
related disciplines, as well as to studies at the interface of chemistry and other subjects; and are particularly important for assuring the quality of trans-national consortia of universities. They are adopted by
the European Association for Chemistry and Molecular Sciences.
The European Quality Labels are based on the Budapest Descriptors [2], a detailed adaptation of the
Dublin Descriptors in the area of chemical sciences, authored by the European Chemistry Thematic
Network Association in the context of the project Tuning Educational Structures in Europe.
All degree programmes holding the Eurobachelor Quality Label [3] are outcome-based. Each institution is free to decide on the length of studies within the frame of 180-240 ECTS credits; as well as on the
content, nature and organisation of courses, provided that students become conversant with the main
aspects of chemistry, and develop a wide range of competences. At least 150 ECTS credits should deal
with chemistry, physics, biology or mathematics, a thesis or industrial placement equivalent to 15 ECTS
credits incorporated. In addition, at least 90 ECTS credits should be allocated to compulsory modules
on organic chemistry, inorganic chemistry, physical chemistry, and analytical chemistry. Further modules should be of three types compulsory, semi-optional, and elective.

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The Euromaster Quality Label [4] is awarded to programmes involving 90 to 120 ECTS credits, at least
60 of which must be at masters level. Since second cycle studies are much more flexible than first cycle
ones, it is neither necessary nor advisable to list areas of subject knowledge which the programme
should cover. According to the needs of the institution, such programmes will be either broadly-based
or specialised. The masters thesis, however, should carry at least 30 ECTS credits.
As a framework for a third cycle qualification, the Chemistry Doctorate Eurolabel [5] interests institutions, which have introduced structured doctoral programmes in chemical sciences or interdisciplinary
topics based on chemistry. It is fostering quality assurance for doctoral degrees in chemistry, is promoting mobility at a global level, and is guaranteeing harmonisation and transparency towards the research
community and the labour market.
The means used for acquiring key competences are given an important place in the frame of the Quality
Label, since they are crucial for entering the labour market; and are addressing environments candidates are likely to meet during any forthcoming career connected to their qualifications. They presume
original, independent and critical thinking, and read as follows:
The planning process objectives, strategies, policies, decision making;
The structure and process of organising authority vs. self-contained work, organisational flexibility, adaptability to novel situations, time management;
The management of human resources qualifications vs. requirements, orienting new team members, team building, organising individual tasks and duties, formulating motivation strategies;
The management of information analysis, evaluation, synthesis and selection of complex concepts and facts;
The communication process communication skills; tutoring and training skills; ability for knowledge transfer and interaction under multilingual conditions with peers, audiences & panels, the
scholarly community and society in general;
The development process internal and external training, handling innovation;
The management of financial issues facing budgetary and market-oriented questions, dealing
with budgetary restrictions;
The process of controlling and assessing quality;
Social responsibility and ethics.
By May 2012, 68 Eurobachelor and 31 Euromaster Labels, along with 2 Chemistry Doctorate Eurolabels, have been awarded to 56 institutions and 4 consortia coming from eighteen European and two
non-European countries.
REFERENCES
[1] http://www.ectn.net
[2] http://www.unideusto.org/tuningeu/images/stories/Publications/CHEMISTRY_FOR_WEBSITE.pdf
[3] http://ectn-assoc.cpe.fr/chemistry-eurolabels/cel/3_ceb01_Introduction.htm
[4] http://ectn-assoc.cpe.fr/chemistry-eurolabels/cel/5_cem01_Introduction.htm
[5] http://www.phdchem.eu

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National Processes to Support Continuous
Improvement in Engineering Education
in Australia
R. W. King
Emeritus Professor and Executive Officer
Australian Council of Engineering Deans
Sydney, Australia
robin.king@uts.edu.au
Keywords: Accreditation, engineering education, continuous improvement
ustralia has a mature and diverse university-based engineering education system. In total, the engineering faculties and schools in 33 publically-funded universities graduate about 9,000 students per
year in formative bachelor and master degree qualifications to commence supervised practice as professional engineers. Some of the universities also graduate about 2,000 engineering technologists and engineering technicians. Since Australias demand for all engineering occupations exceeds supply, the universities aim to enrol and graduate as many students as can meet the required standards. These must cover the
changing demands of employers and the profession, and students. These demands and needs, and directions for educational improvement and change, have been explored over the past three decades in consultative national reviews, most recently in 2007-8 [1]. The Australian findings and concerns are similar to those of
other countries, including USA [2].
Australian universities are independently responsible for quality assurance of their award programs. From
2015, these will be subject to formal compliance with the national qualifications framework, as part of the new
national tertiary education regulatory authority. The formative qualifications in engineering have, however,
been accredited for several decades by the national professional membership-based organisation, Engineers
Australia. Their accreditation process has thus set the national standards for all three formative qualifications
in engineering and all the engineering schools seek accreditation.
The outcomes-based accreditation system defines sixteen elements of competency, covering knowledge
and skills, engineering ability, and personal and professional attributes, for the formative qualifications for
each of the three engineering occupations. These specifications were revised in 2009-10 as a result of the
2007-8 review. The expression of these outcomes and their elaboration with indicators of attainment is intended to assist curriculum designers to ensure coverage of the required graduate attributes. The accreditation system is also intended to support innovation in curriculum design and delivery, and encourage development and adoption of evidence-based best practice.

341
The 2007-8 review found that nationally, the engineering education system was performing reasonably well.
Examples of very good practice were evident, but there were also many areas in which improvements could
be made. Then and since, problem and project-based learning have been more widely adopted, professors
of engineering education have been appointed and engineering education research is being recognised.
Three of the reviews six broad recommendations focussed on improving the authenticity of engineering education. An authentic curriculum uses best possible pedagogy and has strong relationships with contemporary engineering practice. Authentic educators are knowledgeable of educational best-practice and contemporary engineering practice, as well as being researchers in engineering science. Many of the educational improvements being undertaken in the universities lie within this theme of increasing authenticity.
Two national bodies represent the engineering education community: the Australasian Association for Engineering Education (AAEE) for engineering educators; and the Australian Council of Engineering Deans
(ACED) representing the faculty leaders. These organisations work together, and with Engineers Australia, to
stimulate and support initiatives to improve engineering education, and the support the engineering educators within the universities. During 2011-12, they ran workshops on outcomes-based accreditation and curriculum design.
Since 2006, these efforts have been assisted by competitively-won funding from the national Office for Learning
and Teaching (OLT) and its predecessors. The first of these funded ACED to lead the discipline review of engineering [1]. Alongside that initiative and since, engineering educators have won fellowships, projects and program grants. The fellowships have supported prominent educators to develop and disseminate work on engineering pedagogy, mentoring for outcomes-based education, and collaborative self and peer assessment.
Most of the project funding has been awarded to multi-institution teams to enhance and disseminate best practice in areas such as remote-access laboratories, teaching and assessing meta-attributes, learning environments, student attrition and retention, student learning in engineering mechanics, and gender inclusivity. Discipline-wide funding has been provided to ACED to deliver short workshops on Improving Teaching, disseminate project outcomes, and develop a new resources portal. The limited funding available to the OLT severely
limits its capacity to support any particular discipline.
In conclusion, it is argued that all the national bodies and initiatives referred to continue to be extremely valuable
for focusing and supporting continuous improvement in engineering education in Australia. The main challenge
is to increase the rate of improvement and adoption of best-practice in engineering education, so that students
and employers are better served. The current university-wide drivers do not, in general, provide strong incentives to academic staff to invest in much professional development of their educational skills. To increase the visibility and momentum for and in educational change, a group of leaders in the engineering education community
including the author, are working on the creation of a national networked centre for engineering education.
REFERENCES
[1] King R. (2008), Engineers for the Future: addressing the quality and supply of Australian engineering graduates for
the 21st Century. ACED,
http://www.engineersaustralia.org.au/sites/default/files/shado/ACED/Engineers%20for%20the%20Future.pdf
[2] Sheppard S., Macatangay, K, Colby, A and Sullivan, W, (2009), Educating Engineers: designing for the future of the
field, Carnegie Foundation for the Advancement of Teaching, Jossey-Bass/Wiley, San Fransisco.
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016
Semantic Web Approach for Determining Industry
Qualifications Demand on Real-time Bases
S. AbdElall, C. Reise, G. Seliger
Technische Universitt Berlin, Institute of Machine Tools and Factory Management,
Pascalstr. 8-9, 10587 Berlin, Germany
abdelall@mf.tu-berlin.de
Conference Topic: University - Business Cooperation
Keywords: Qualifications, curriculum, job announcements, semantic web, ontology
rior applying for a job, candidates have to choose courses and curriculum that will qualify them for
their intended job position. In times of dynamised markets, qualification demands change more
frequently. Identifying the industry qualifications demand on real-time bases becomes therefore
an important issue. Job announcements are written carefully to reflect exactly the current qualifications
demand whenever a job vacancy appears. Qualifications described in job announcements vary often in
their verbal descriptions (syntactics) even though the specific requirements (semantics) may be the
same. For a meaningful analysis it is useful to decrease the amount of categories by bringing synonyms
together under one qualification description. An automated analysis of job announcements has the potential to be more resource effective and more quickly than a human analysis. Modern information technology offers the chance to identify same semantic by using artificial intelligence. It is based on a model
describing the classification of qualification needs. The information technological model a so-called ontology aims to be a formal and explicit description of a shared concept about technological qualification. It brings different perspectives on things together by defining its relations and memberships to a
class. Therewith machines are enabled to reason. They can transform existing, but implicit, knowledge
into explicit one, using so-called first order logic. Such logics using ontologies the so-called sematic
web enable software applications to interpret heterogeneous information.
Semantic Web knowledge bases facilitate precise and unambiguous answers in web queries. The volume and diversity of information can be used more efficiently, and knowledge can be better distributed
due to the creation of a vast global knowledge base. New information can be gained through reasoning
and used in knowledge intensive applications, such as analyses of job announcements regarding their
qualification demands. In this paper, more than one thousand job announcements have been analyzed
to determine the real-time job market qualifications demand for the manufacturing engineering. For a
precise analysis, custom software has been programmed, this software is cumulatively learning by analyzing each job announcements, the ontology and its application on a big database with many entities
representing qualification statements is presented. The ontology was modeled with the open source
software protg, the database is created using a Microsoft Access databases.
The education system can be viewed as a production system. The student entered the system as an input, shaped by several teaching activities, at the end of study period student graduated as an output of

345
the system. The graduated student as an output of the education system should satisfy the demand of
the customer. The customer in this case is the industry that is intended to employ the graduate. The educational institution as a supplier of graduate must be aware of the customer qualifications demand,
therefore producing a qualified graduate according to these demands. This interaction between educational institutions and industries can be viewed as a chain of suppliers and customers1 .
Engineering curriculum is mostly divided into three parts: compulsory courses, elective courses, and
senior project. Each counted for 45%, 30% and 25% of the total European Credit Transfer and Accumulation System (ECTS) respectively2. The compulsory courses are at the initial stages of the engineering
study should follow the push strategy. Latter at the senior level stage, the student must be aware of the
industry-oriented qualifications demand. Hence, choose the courses that will qualify them for their intended job position, this follows the pull strategy. Further, senior project is a good opportunity for students to
be more specialized in specific area of work and to enhance the communication and teamwork skills.
In any industry whenever there is a job vacancy or a need for specific skills, they translate these needs
into a form of job announcement. Job announcement contains valuable information of the assigned responsibilities, and qualifications needed for specific job position. The main part of the job announcement is the qualifications demand; if the applicants satisfy these demands, they will have a high chance
of getting the job. Job announcements can be considered as the voice of the industries, which reflect
their current qualifications demand. Industries are continuously updating these data according to their
real-time demands. The analysis of job announcements will provide valuable information about the current qualifications demand. Training/teaching individual based on the latest job market demand will
help to better-fit individuals to the industry demand.
Semantic web technology can help in creating such intelligent system, hence reducing the gap between
the job market and the educational institutions by preparing work-ready graduates. This system will be
able to collect and analyse the job market qualifications demand in real-time, and proposing these demands in term of qualifications to the educational institutions for preparing the courses and curriculum.
Humans understand the semantics of the published texts in the job announcements in term of qualifications needed, and responsibilities assigned for the stated job position. The Semantic Web is an extension
of the existing WWW. It intends to bring structure to the meaningful content of Web pages. Ontologies
represent the structure of the knowledge base in a defined model3. Entities of knowledge are stored
based on the ontology structure in a so-called semantic web knowledge base. The ontology model is
based on a vocabulary empirically developed out by analyzing around 1100 job announcements for job
titled manufacturing engineer. The data have been collected from the period 01.02.2011 to 30.04.2011.
The sources of these data were several job search engine like Monster (www.monster.com), Jobsearch
(www.jobsearch.co.uk), and Bayt (www.bayt.com). A customized software application has been programed for analyzing the job announcements and determining the job market qualifications demand.
The qualifications and its defined vocabulary were formalized as ontology and enriched with a knowledge
base, with various relations between qualification statements.
Al-Turki, U.M., et al., Stakeholders integration in higher education: supply chain approach. European Journal of
Engineering Education, 2008. 33(2): p. 211-219.
2 GPE. Global Production Engineering - The master program of the TU-Berlin. 2012 [cited 2012 12.03]; Available from:
www.gpe.tu-berlin.de.
3 Staab, S. Wissensmanagement mit Ontologien und Metadaten. Informatik Spektrum, 2002.
1

018
Design of a new Course Aimed at Increasing
the Number of new Innovative Enterprises
A. M. Jolly1
Professor Emeritus, External Relation Consultant to the Dean
Polytech Orlans, Universit dOrlans, Laboratoire Prisme
Orlans, France
anne-marie.jolly@univ-orleans.fr
F. Ros
Dean of Orlans Technopole Dveloppement and Orlans Ppinires
Orlans Val de Loire Technopole
Orlans, France
frederic.ros@tech-orleans.fr
C. Lger
Dean of Polytech Orlans, Professor
Polytech Orlans, Universit dOrlans, Laboratoire Prisme
Orlans, France
christophe.leger@univ-orleans.fr
C. Grillet
Responsible for Education in Management on Polytech Orlans
Polytech Orlans, Universit dOrlans
Orlans, France
carole.grillet@univ-orleans.fr
Keywords: Entrepreneurship, Engineers, Innovation, Sustainable development
urope does not create enough innovative enterprises. Compared to America, the cultural approach
of entrepreneurship is quite different in our countries: in USA, the intention of creating an enterprise
is very present in young peoples head during their studies and they do not fear failure, which is not
the case in Europe. So it is necessary to encourage and to accompany young people towards creation. It
is the reason why efforts are made for the creation of new curricula, even at secondary school level.
It is a fact that the number of enterprises created by Masters and Doctors in Engineering is not very important in France with respect to the number of graduates in these fields.
With all the actors of Region Centre we decided to build a one year course inside the engineering school,
where people having an idea could learn how to lead it towards a new enterprise.
1
A. M. Jolly, anne-marie.jolly@univ-orleans.fr

347
This paper presents the genesis and the content of this course with its specificities linked to sustainable
development (societal responsibility, eco design) and the demarche to create a consortium of private
and public institutions around this curriculum.
1
CONTEXT
1.1 Europe and France in front of Entrepreneurship

Innovative entrepreneurship is a rare species in Europe: teachers, students and graduates of European
higher education institutions seldom see the opportunity to translate their knowledge and education into innovative products and services.
As a driver and key element in combining the different areas of the Knowledge Triangle, Entrepreneurship is at the very heart of the EIT vision and activities.
In France, in 2009, the government decided to initiate the Plan Entrepreneuriat Etudiantso as to develop entrepreneurship inside higher education establishments. Both ministries of industry and education
are in charge of this device.
1.2 Context of the design of this curriculum in our Region and partners involved
The initiatives of IET do not concern so much people but the concept developed can be transposed in
the countries and regions. In the field of entrepreneurship: Universities cannot work alone; at the same
time, for many years, socioeconomic organisms try, each at ones level, to develop entrepreneurship.
Even if we know that knowledge is built in the mind of our young graduates, it is necessary to have the
support of experience of all of them.
The course was constructed around academic partners: a school of engineering(Master Degree) part
of a multidisciplinary University, a school of management part of the same University, a school of design
existing in the same city as the University and professional partners: 2 organisms including business incubators and transfer of technology, Chamber of Commerce and Industry, Chamber of Experts Accountants, a cluster for innovation and service, banks, Institute for Industrial property, Associations of
small and large enterprises, local authorities.
2
DESCRIPTION OF THE CURRICULUM
The course includes the acquisition of knowledge necessary to build an innovative enterprise, skills concerning management of an enterprise, personal development specific knowledge, elements concerning eco-design, innovation by services and creative design, but also the tutoring of the project from the
emerging step to the real creation.
Each student will have a tutor which is an actor of economic life working in the same area. The aim is to develop also the competences linked to the process of creating an enterprise, and not only the competences
of management of an enterprise. As the course has the aim to give the student not only a toolbox for creating an enterprise but also the concrete elements to do so as soon as the course ends, the professional thesis based on the project of creation will develop the maturation of the project all along this one year course.
All along the project reviews of project will take place. Four of them should be integrated in the course.
The selection of student admitted in the course evaluating ad equation of the personality of the candidates with spirit of entrepreneurship will be realised with help of professionals too.

023
Universities and Industry
Experience from the Technology Agency of the Czech Republic
L. Muslek
Professor of Experimental Physics
Czech Technical University in Prague,
Faculty of Nuclear Sciences and Physical Engineering
Prague, Czech Republic
musilek@fjfi.cvut.cz
Keywords: Technical university, company, projects, technology agency
he Technology Agency of the Czech Republic [1] was established a few years ago as a complementary institution to the Grant Agency, but in the field of applied research and development. An
important task of this new Agency was to support research and development collaboration between universities and other research institutions, on the one hand, and industrial companies (including
small and medium-size enterprises), on the other. This decision has been incorporated into the legislation of the Czech Republic [2].
Grant-funded programmes of the Technology agency are:

The ALFA programme, which supports applied research and development in progressive technologies, materials and systems, power sources and the environment, including sustainable transportation. It is accessible both for research institutions and for private companies, with a preference for
joint projects between these two groups. This means that it is very suitable for establishing and financing collaboration between engineering universities and industry on individual projects.
The BETA programme, which is aimed at the needs of public administration bodies, i.e., ministries
and other state institutions (Czech Mining Office, State Office for Nuclear Safety, etc.) The topics are
selected and ordered by these institutions. Universities can participate in this programme, but there
is limited freedom in the choice of methods, and the projects must be oriented toward a goal that
has been determined a priori.
The OMEGA programme, which supports research and development in the applied social sciences,
and is therefore more useful for classical universities than for research and collaboration in engineering sciences (however, some IT technologies, software production, etc., can also be included).
The Competence Centres programme, which provides support not for individual projects, but for
long-term collaboration between the public sector and the private sector. There must be a minimum
of three enterprises and one research institution, but the consortia usually consist of a larger number of participants. The centres may be distributed, i.e., they need not necessarily be under one

349
roof, and they may be located on the premises of partner institutions. The system is required to be
self-sustainable; the centres should continuously generate further research questions and issues in
their field of activity, solve problems and apply solutions in practical applications. An important component of the programme is mobility of researchers, especially early-stage researchers, between
academia and industry.
Due to lack of funding for Czech higher education, the technical universities have shown extraordinary
interest especially in the ALFA programme and in the Competence Centres programme, which are the
most suitable for engineering research. The most frequent participants are, needless to say, the two
most important technical universities in the country, i.e., the Czech Technical University in Prague and
the Technical University in Brno, but regional universities that also provide engineering education, e.g.
in Liberec, Plze and Ostrava, are also well represented.
The main problems:
Though the total funding distributed by the Technology Agency may seem to be a great amount, it
still does not meet the needs of the Czech academic community and industrial capacities.
Unambiguous conditions for applications. The effort to give access to all types of participants has led
to very complicated project structures and project documentation, lengthy instructions, not always
clear and straightforward. It was therefore not always easy to fulfil the formal requirements, and as a
result a considerable number of projects were disqualified. The Presidium, the Office and the Supervisory Board of the Agency are now making a concerted effort to clean up the rules, simplify them,
and thus eliminate similar problems and make the administrative procedures smoother in the future.
Each project was reviewed by at least two reviewers, selected at random from the database of specialists in fields close to the topic of the project. This scheme, on the one hand, prevents undesirable
influence on the reviewers; on the other hand, the reviewers field of specialisation is not necessarily
very close to the topic of the application.
The establishment and operation of the Technology Agency of the Czech Republic as the analogue for
applied research to the Grant Agency of the Czech Republic was initially received by the universities,
and especially by the technical universities, as a positive step toward a simpler and better funding system for applied research and development. However, some initial problems with this institution have led
to lowered confidence in the usefulness of this innovation. Improving the system step-by-step and learning from previous experience can rebuild confidence in the Agency. It can clearly make a contribution to
closer and firmer collaboration between the universities and industry. However, it is still too early to draw
responsible conclusions about its ability to shift Czech industry toward high technologies, and to improve the competitiveness of the country in the international market.
REFERENCES
[1] Web page: http://www.tacr.cz (mostly in Czech, some basic information also in English).
[2] Act No. 130/2002 Coll. on support for research, experimental development and innovation, establishment of the
Technology Agency of the Czech Republic took effect on July 1, 2009.

129
The Birmingham Grand Challenge Project:
Enhancing Student Employability Skills across
the STEM Disciplines
K. I. M. Hawwash1
Professor in the School of Civil Engineering
University of Birmingham
Birmingham, United Kingdom
k.i.m.hawwash@bham.ac.uk
J. S. Illingsworth
Assistant Director, HE STEM Programme (Midlands and East Anglia)
School of Civil Engineering
University of Birmingham
Birmingham, United Kingdom
j.s.illingsworth@bham.ac.uk
Keywords: Grand challenge employability skills, reflection, problem solving, communication skills,
interdisciplinary teams
he Birmingham Grand Challenge Project was developed in 2010-11 and run as a pilot in the
summer vacation of 2011 as a free standing module. This module aims to provide Masters level students with experience of working in a multidisciplinary team to propose solutions to an
unknown, unfamiliar issue. This real-world scenario is posed by industrial partner(s) and gives the
students some experience of the type of work they will encounter during their careers: problems with
no one right or wrong answer. Working in cross-disciplinary teams, sometimes for the first time, students use their problem solving skills and scientific approach, and present their ideas to a similarly
cross-disciplinary panel.
The pilot Grand Challenge took place in July/August 2011 for four weeks. The Challenge involved four
teams of eight students from the Schools of Mathematics, Physics, Chemistry, Chemical Engineering,
Mechanical Engineering, Electrical Electronic and Computer Engineering and Civil Engineering.
1
K I M Hawwash, k.i.m.hawwash@bham.ac.uk

351
Grand Challenge included structured sessions, designed to help develop employability skills and confidence, presented by the Universitys Careers and Employability Centre, Alumni and participating companies. The sessions included teamwork and team building, communication skills, personal development, reflection, personality analysis, environmental considerations, Intellectual Property awareness,
corporate responsibility & professional ethics. Companies taking part were those which usually target
University of Birmingham graduates for employment and included BT, Accenture, PWC, QinteiQ,
TeachFirst, Alta Innovations and Atkins.
The challenges were posed by IBM and by Atkins/Birmingham City Council, and although the students
were at first daunted by the scale of these, they soon identified areas within each challenge on which
they would focus. IBM challenged two teams to consider how to make Birmingham a smarter city and
Atkins/Birmingham City Council asked the other two teams to propose how Birmingham might respond to the requirements of a European environmental award.
At the end of the four weeks the teams presented their ideas without the aid of any presentation software no PowerPoint or similar. This meant that the audience was treated to sketches, posters and
video clips rather than bullet points.
Students were assessed using a combination of peer review, a personal reflective essay and the group
mark & presentation. They were also expected to complete a log book of personal skills which they
would be able to utilise for graduate employment applications. Atkins and IBM each sponsored a small
prize for the highest performing individuals from each challenge.
The paper reports on the evaluation that was undertaken of both the pilot and ht second year of running
Grand Challenge.

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Exploring Facilities Management - towards
Future Campuses
E. Rytknen1
PhD Candidate
Aalto University, School of Engineering, BES research group
Espoo, FInland
eelis.rytkonen@aalto.fi
S. Krn
Senior Researcher
Espoo, Finland
sami.karna@aalto.fi
S. Nenonen
Research manager
Espoo, FInland
suvi.nenonen@aalto.fi
Keywords: Learning environments, campus development, future trends, real estate management
raditional facilities management practices do not totally support the needs of learning landscape today. As universities are competing ewith each other, the environment in which they
function is laid more and more importance on but at the same time costs are cut because of
change in university fundings. Facilities managers of universities have to rethink the ways of making the
existing space use more efficient, more meaningful and less costly. They have to focus on supporting
the core functions.
T
1
E. Rytknen, eelis.rytkonen@aalto.fi

353
The core of university consist on researching, teaching and learning. Learning is the main function inside
each of the areas mentioned and therefore it can be said to be the very core business. Learning can be
identified to take place in various settings and forms. Facilities of a University should support the myriad
of purposes. Three key development directions supporting each other have been identified as: [1] New
ways of learning, [2] increasement of virtuality and embedded learning environments and [3] need for
multi-functional spaces.
Facilities management can be considered as a service provided by the university for a customer.
Therefore, it should respond to the needs of the whole learning landscape by providing [1] new space
types, [2] holistic virtual and physical systems in various social contexts and [3] appealing spaces that
are flexible in terms of spatial layout and services.
To find out the problems between facilities management practices and the development in learning
landscapes, Aalto University is taken as a case example to be analysed in this paper from functional
and strategic aspects. Aalto University is an interesting example because it merged in 2010 from
three traditional Finnish universities representing fields of art, science and technology and economics with the aim of creating synergies through interdisciplinary collaboration resulting in innovations in
a longer perspective. Combining all the functions, creating a cross-disciplinary atmosphere, encouraging people to collaborate and creating consistent facilities management practices to support
those actions will be a huge task for the young, ambitious organisation but also a possibility of creating something totally unique.
As a result, a proposal of how to make the FM more efficient and meaningful is provided. The methodology of the study is based on an analysis of Aaltos space resources from functional and strategic aspects. The main findings include: [1] the space types are too divergent by nature [2] physical environment management is not enough but the practices should be widened to take into account the wider
perspective of virtuality and community and [3] managing the spaces has become a disconnected entity and customer value has not been the driver as it should be.
Engineering
Education 2020:
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355
Student Contest


1st Prize
International Best Practices of Engineering
Education
Discussion from Student Point of View
A. Kauppinen
Student
Tampere, Finland
aaro.kauppinen@tut.fi
E. Luttunen
Student
Lappeenranta University of Technology
elina.luttunen@lut.fi
A. Hiekkanen
Student
Tampere, Finland
antti.hiekkanen@tut.fi
T. Peltokallio
Student
Aalto University
Helsinki, Finland
teemu.peltokallio@aalto.fi
N. Kiiskinen
Student
Tampere, Finland
nadja.kiiskinen@tut.fi
J. Tirkkonen
Student
Tampere, Finland
joel.tirkkonen@tut.fi
A. Laukia
Student
Aalto University
Helsinki, Finland
arjo.laukia@aalto.fi
ngineering education is often found by students unimaginative and it suffers from lack of motivated applicants and high drop-out rates. Educational research has concluded that the learning
styles of many engineering students dont match with the teaching styles of most engineering
professors. In order to make engineering education more appealing, motivating and rewarding for students, it needs to be reformed by taking the students learning experience as the starting point.
Weve conducted a study with the objective to gather and assess European students great learning experiences and define the educational methods that have behind these experiences, in order to spread
these best practices around in engineering education. In the first phase of the study, we collected learning experiences with a qualitative questionnaire. In the second phase, we interviewed teachers who had
been mentioned by name as having given an especially good learning experience to a student. Finally,
we assessed the answers of both the students and the teachers in order to find what were the particular

357
nuances which made the learning experience great to the student, and what was teachers role in facilitating this experience.
Based on study results obtained until now, we have defined five broader factors that seem to contribute
most to the best learning experiences. They are: interaction with the teacher, continuous feedback, application of theory to practice, logic in explaining broad concepts first and then delving deeper, and lastly
flexibility.
Firstly, interaction with the teacher and exchange of ideas is crucial. We found out that students feel they
learn more through discussion and group work, even when the teacher is just throwing out rhetoric
questions and answering them himself. Enough time is needed for thinking, and a setting for reflecting
ideas with peers and the teacher is essential.
Secondly, continuous feedback during the learning process and encouragement from the teacher
keeps students motivated through hardships in learning. To learn continuously through the course, students need to keep on track of whether they are learning the essential and really understanding it or just
memorizing things superficially.
Thirdly, coherence of theory and practice, together with application of theory to real life cases is found
very important in technical and applied sciences. This might be considered self-evident but the student
experience is that the connection of theory and practice should be smoother. Instead of teaching theory and practice separately, they should be integrated to prepare for solving real engineering problems. Knowing how the things we learn are applied in real life is the key to students motivation.
The fourth principal found was that teaching a complex phenomenon requires first breaking it down in simple terms and gradually compiling its building blocks together. Learning a complex and intricate matter is
performed in the brain by processing and reorganizing knowledge of more simple sub-concepts. To start a
learning process in the brain, the new matter to be learned needs a touching point to what is already familiar.
Lastly, we found that students value flexibility of learning methods and focus of content according to individual interests and preferences. Within the framework of learning objectives of a course, the focus of
individual interests may vary, and encouraging students to pursue what personally attracts them leads
to more profound learning.
The results of this study remain preliminary at this stage and we will proceed with a more widely spread
questionnaire, more extensive interviews and a deeper analysis on the findings. However, these results
should encourage professors to combine different kind of teaching methods to suit as many learning
styles as possible. Providing time and space for reflection and exchange of ideas, giving continuous
feedback, including practical applications and breaking complex problems into smaller ones in a logical
manner should be principles taken into account at every course the method naturally depending on
the subject and external restrictions.
We are bridging the gap between professors and students. Our vision is to see teachers using innovative teaching techniques that students perceive as effective and motivated students enjoying their learning even when its hard work.

2nd Prize

359

3rd Prize
Summer Courses-Contest United Engineering
I. Grauleviit
BSc student
Kaunas University of Technology
Kaunas, Lithuania
ieva.grazuleviciute@stud.ktu.lt
V. Godviait
BSc student
Kaunas, Lithuania
vaida.godvisaite@stud.ktu.lt
Conference Topic: Cooperation with the students
Keywords: Summer student programmes
or SEFI student contest How will future engineers be better qualified in the labour market? we
presented an idea for an international project United Engineerings which is a month-long courses-contest ensuring intense and versatile development. During the project lectures for students
would be held by representatives of various companies and universitys lectors. Teams formed from
students of different specialties would use the gained information for creating a certain product oriented
to consumers market. We believe that such project would introduce students to the concept of interdisciplinary co-operation and the specificity of working in companies.

361
Such introduction to real, work-like, situations not only gives students additional training but also its implementation is based mostly on the co-operation of the universities, companies and students. Given
sufficient motivation these parts would provide everything that is needed for arrangement of summer
courses (rooms, technological means, lecturers, etc.). The motivation would arise from the understanding that better qualified students will manage to cope with difficult assignments and increase companies income. Taking part in international project is useful for any university because it is an opportunity
to attract new students and develop the lecturers skills.
With this idea we seek to combine the main advantages of summer schools and internships and avoid
their major drawbacks. Summer schools give students additional education, but they last only for a
week or two and some students want to spend more time studying in the international environments.
Summer internships last whole summer but they may look intimidating for younger students that are not
assured of their practical skills yet. Such project provides students a chance to spend whole month
learning and developing their practical skills. Since the teams would be formed of 5 students it would reduce the responsibility and stress of each student.
Engineering
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FUTURE

363
Workshop:
Curriculum design in Russia
with reference to Federal State
and EUR-ACE standards
The TEMPUS ECD-EAST project


Curricula Development
WS 1
Challenges of Curriculum Design Referring
to External Quality and Accreditation Standards
G. Heitmann
SEFI,
Technical University Berlin
guenter.heitmann@alumni.tu-berlin.de
Conference Topic: Curricula Development
Keywords: Curriculum design approaches; learning outcomes; outcomes assessment, accreditation
INTRODUCTION TO THE WORKSHOP

n engineering education the continuous revision of existing and the development of new curricula according to changing demands and conditions is a need and common practice. The Bologna process
has triggered comprehensive changes, in particular with the consecutive structure of three cycles,
the shift to learning outcomes, the request for employability at every degree level, the modularization and
ECTS credit allocation and the satisfaction of quality assurance requirements based on Qualification
Frameworks (QF-EHEA, EQF-LLL) and the European Standards and Guidelines (ESG). The challenges
have been tremendous, particularly in continental European countries with traditionally long integrated
programmes at universities towards a master level degree, sometimes embedded in a binary system of
higher education with additional parallel tracks to practice oriented degrees. The Bologna process signatory countries have chosen different approaches to deal with these challenges which affect the development of new bachelor and master programmes by providing different degrees of autonomy to the universities when developing the new curricula. Some countries introduced mandatory systems of external
quality assurance like institutional and/or accreditation, based on respective standards.
Russia also changed to a two cycle system with 4 years bachelor and two years master programmes. The
implementation process is still under way, in particular with regard to new master programmes, as a fast increasing number of first cycle graduates is expected in the near future. Russia recently passed a third version
of Federal educational standards to which the programmes have to be aligned. Different from the previous
ones these standards are now based on learning outcomes. Some Research Universities have been granted some freedom in determining their own standards. The three Russian Research Universities involved in
the TEMPUS project ECD-EAST decided to develop an approach to curriculum design which in due course
is aligned with the Russian as well as the European standards represented by EUR-ACE and EQF. The approach should be applied and tested in three new master programmes, culminating in an external evaluation
by experts from ENAEE and SEFI. The TEMPUS project will end in autumn 2013. The approach and first results of the implementation will be presented by 4 contributions and discussed in this workshop.

365
Usually programme development and respective curriculum design is the result of negotiations among
faculty members, mostly not following systematic approaches but taking existing frame conditions like
governmental guidelines, financing, university mission and strategies and stakeholder interests into account. The intention to align the curriculum development not only to Russian national standards but also
to external programme accreditation standards like EUR-ACE adds some challenges to the process:
1. The shift from in-put to outcomes based standards is new for Russian universities. In this TEMPUS
project it had to be clarified to what extent the Russian standards comply with the European ones
represented by EUR-ACE or whether specific learning outcomes or content have to be added.
2. For a successful programme accreditation in the future not only the existence of programme objectives
and respective learning outcomes is important but even more the prove that the intended outcomes are
achieved by the provided teaching and learning arrangements and facilities. To make this evident an appropriate learning outcome assessment and programme evaluation has to be in place. A systematic
approach to curriculum design aligning programme objectives, teaching and learning processes and
outcome assessment is required. It facilitates the prove of comprehensive achievement.
3. In order to ensure continuous quality development of the programmes a quality assurance and
management system has to be in place. Programme providers must be able to demonstrate how
the implemented system contributes to quality improvement. Stakeholder involvement must be
part of the system and the processes established.
4. Modularization and credit allocation have to be consistent and in line with the ECTS guidelines.
5. It must be evident that the rooms, libraries, IT and research facilities provided and the teaching staff
involved in the delivery of the programme are sufficient to guarantee the sustainable achievement of
the stated objectives and programme outcomes. Faculty and staff has to be qualified to cope with
the new requirements.
How to deal with these challenges and provide convincing solutions are crucial aspects of this TEMPUS
project, caused by the aim to align the curriculum design with external standards and accreditation requirements. The following presentations in this workshop will show to what extent the aims have been
achieved and raise the question, whether the developed approach can inspire or guide curriculum design at other universities. The presenters are:
Oleg V. Boev, Tomsk Polytechnic University:
ECDEAST: Engineering Curricula Design aligned with EQF and EUR-ACE Standards
Alexander I. Surygin, St. Petersburg State Polytechnical University:
- Comparison of EUR-ACE and Russian National Standards
- Master Degree Programme in the Field of Information Technology and Computers
Daiva Dumiuvien, Kaunas University of Technology:
Faculty exchange effects on the development of the curricula and modules of Russian Higher Education Institutions
Additional information about the ECD-EAST TEMPUS project and related documents can be
found under: http://ecdeast.tpu.ru/

WS 2
ECD-EAST: Engineering Curricula Design
Aligned with EQF and EUR-ACE Standards
O. V. Boev1 and M. S. Tayurskaya
Center for International Academic Programmes
Tomsk Polytechnic University
Tomsk, Russia
ovb@tpu.ru
Keywords: EUR-ACE Standards, curriculum design, learning outcomes, master degree
INTRODUCTION
inanced by TEMPUS grant [1] ECDEAST project is aimed to ensure that Russian universities have
advanced curricula for programmes in line with new development in the chosen engineering areas and according to the Bologna Process (EQF) [2] and European standards for the quality of engineering education (EUR-ACE) [3]. Three Russian partners of the project are granted their rights to develop degree programmes beyond requirements of national educational standards.
The EUR-ACE Framework standards define programme outcomes for engineering degree programmes. These programme outcomes describe in general terms the capabilities required of graduates from accredited First Cycle (Bachelor) and Second Cycle (Master) engineering programmes as an
entry route to the profession.
The alignment of EQF & EUR-ACE Standards with Russian educational standards requirements to
structure of programmes and graduates competencies is one of the challenging tasks for Russian universities and the project partners as well.
THE PROJECT DESCRIPTION
Objective
The ECDEAST project objective is to ensure that Russian universities have advanced curricula for programmes in line with new development in the chosen engineering areas and according to the Bologna
Process and European standards for the quality of engineering education (EUR-ACE Standards).
1
O.V. Boev, ovb@tpu.ru

367
Partners
The project consortium consists of following partners:
TPU Tomsk Polytechnic University (Russia)
BMSTU Bauman Moscow State Technical University (Russia)
SPbSPU Saint-Petersburg State Polytechnical University (Russia)
HSW Hochschule Wismar (Germany)
KTU Kaunas University of Technology (Lithuania)
LBUS Lucian Blaga University of Sibiu (Romania)
SEFI Socit Europenne pour la Formation d'Ingnieurs
ENAEE European Network for Accreditation of Engineering Education
Specific Project Objectives
Three Russian universities with help of European partners jointly will:
develop a methodology for engineering curriculum design based on the alignment of EQF & EURACE Standards with Russian educational standards requirements to structure of programmes and
graduates competencies;
train the faculty to design engineering curricula according to EUR-ACE requirements with using of
ECTS;
develop/update and implement 3 master engineering programmes and course modules materials
at TPU, BMSTU and SPbSPU according to EUR-ACE requirements with using of ECTS and Dublin
Descriptors;
prepare the developed programmes for accreditation with awarding of the EUR-ACE label.
Outputs
The project duration is three years. The following outputs are expected:
Guidelines on engineering programme design;
New curricula of 3 engineering programmes at TPU, BMSTU and SPbSPU (one in each);
Updated syllabi and teaching materials of courses and modules with ECTS credits allocated to
learning outcomes;
Trained faculty of TPU, BMSTU and SPbSPU for curriculum design (at least 25 faculty staff in each );
Experience gained through teacher exchange, then shared;
New programmes implemented at TPU, BMSTU and SPbSPU (one in each);
Programmes evaluated by peers against EUR-ACE Standards;
Informative project website, promotional materials disseminated;
Book on engineering curriculum design.

PROJECT ACTIVITIES
Within the project duration several conferences and workshops are to be organized in Russia and Europe for the dissemination and discussion of the project outcomes among academic and professional
communities. Interested parties are highly invited to share their experience in engineering curricula design and related topics.
The first year (2010-2011)
Kick-Off Meeting, Wismar, Germany
Workshop on European and national standards alignment, Kaunas, Lithuania
Preparation of the draft of Guidelines on engineering programme design
Annual project monitoring report
Engineering faculty training workshops at TPU, BMSTU and SPbSPU
Curricula design of selected programmes at TPU, BMSTU and SPbSPU
The second year (2011-2012)
Workshop on developed curricula, Sibiu, Romania
Preparation of syllabi, teaching materials, handbooks etc. for selected programmes
Quality meeting of Project Board and TEMPUS representatives, Moscow, Russia
Conference and approval of developed programmes, St. Petersburg, Russia
Finalization of the Guidelines on engineering programme design
The third year (2012-2013)
Implementation of new/updated programmes at TPU, BMSTU and SPbSPU
Evaluation of programmes by peers against EUR-ACE Standards
Final Dissemination Conference, Moscow, Russia
Improvement plan for new/updated programmes at TPU, BMSTU and SPbSPU
Report on project results to Ministry of Education and Science of RF
Book on engineering curriculum design
Project Closing Meeting, Wismar, Germany
CONCLUSION
The programmes developed within the project are to meet the requirements of the third generation national standards and EUR-ACE Standards for engineering programmes both. The development and im-

369
plementation of master programmes in engineering by leading Russian engineering schools will be an

important step for Bologna process in Russia where the introduction of 3 cycle degree goes very slowly
(about 7% students in 2009). The experience gained in the project by Russian universities will be distributed through the Educational and Methodological Association of Engineering Institutions of Russia,
which being an entity of BMSTU responsible for framework standards of engineering study programmes and their dissemination among a great deal of technical universities of Russia.
During the project life time it is assumed to develop and publish the Guidelines on engineering curriculum design based on alignment of Russian and European requirements to engineering graduates competences. The Guidelines on engineering curriculum design being developed as methodological recommendations will be presented for academic staff of partner universities and after approval will be
available through the project website in Russian and in English.
Finalizing the project the consortium will organize the conference in Moscow with broad participation of
the Russian academic and professional community. The representatives of the Russian governmental
structures (from the Ministry of Education and Science, the State Duma Committee on Education, the
Federal Service for Supervision and Licensing in Higher Education) will be invited to attend. The project
outcomes and the best practices are to be spread among the Russian engineering schools and the engineering community.
REFERENCES
[1] The Tempus Programme web-site. http://eacea.ec.europa.eu/tempus/index_en.php (accessed 2012-07-23)
[2] The European Qualifications Framework web-site. http://ec.europa.eu/education/lifelong-learningpolicy/eqf_en.htm (accessed 2012-07-23)
[3] The EUR-ACE Framework Standards. http://www.enaee.eu/wp-content/uploads/2012/01/EURACE_Framework-Standards_2008-11-0511.pdf (accessed 2012-07-23)
[4] The ECDEAST project web-site. http://ecdeast.tpu.ru (accessed 2012-07-23)

WS 3
Comparison of EUR-ACE and Russian National
Standards
Requirements for master degree programmes in computer
science
A. I. Surygin
Professor, director for International Projects Office
St.Petersburg State Polytechnical University
St.Petersburg, Russia
as@imop.ru
Keywords: Educational standards, curricula development, learning outcomes, master degree
INTRODUCTION
ecause of the state system of accreditation Russian higher education institutions should strictly
follow the Federal State Educational Standards (FSES) national standards of higher education.
Do the requirements of the national standards fit the requirements of the international ones? As
a benchmark for comparison it is reasonable to consider the EUR-ACE Framework Standards for the
Accreditation of Engineering Programmes. The EUR-ACE Standards are adopted by recognized European organizations and well known in Russia.
The aim of this research is to compare the requirements of Russian national and EUR-ACE standards
with the national standard in the field of informatics and computer science as an example.
1
GENERAL REQUIREMENTS COMPARISON
Results of the comparative analysis of the general requirements of Federal State Educational Standards
(FSES) and EUR-ACE Framework Standards (EUR-ACE FS) give the grounds for assertion that both
documents corresponds each other very well: all EUR-ACE accreditation criteria are included as requirements in the FSES. But they are grouped in another manner, they are distributed in different parts
of the document and surely they have other formulations but not the sense.
We found out only 3 essential differences between two sets of requirements of the documents: 1) basic
terminology; 2) concept of objectives; 3) learning outcomes classifications.
Basic terminology. In EUR-ACE FS the term learning outcomes is used and in FSES the term competencies with the same meaning. Contextual analysis shows that the term competencies in FSES is a
full synonym for the term learning outcomes.
Concept of programmes objectives. This concept is one of keystones in EUR-ACE approach. But it
is ignored by FSES: there is no "objectives terminology" in the whole document. Hence, there are no any
requirements to define educational objectives and mechanisms of their achievements. This may pro-

371
duce certain difficulties in curricula design if one follows the EUR-ACE approach on the base of FSES requiremments. But the absence of the "objectives terminology" doesnt mean curricula without objectives. There are enough milestones and orienting points in the FSES where characteristics of educational and professional activity fields, requirements to learning outcomes and to curricula structure are
described. These sections' materials may be very helpful when design curriculum.
Classification basis for learning outcomes. The crucial point of both Russian national and European
approaches to higher education curricula design is the learning-outcomes-based approach. Both documents establish quite similar systems of learning outcomes which graduates have to demonstrate. But
these outcomes are classified by various bases and they have various formulations. As a result there is no
simple one-to-one correspondence between them. Hence the problem is what learning outcomes system
as starting point for curricula design to choose if anybody wants to apply a programme for national accreditation and for European accreditation as well? This issue is considered in details in the following section.
2
LEARNING OUTCOMES CONFORMITY
Russian universities have two ways to develop programmes, which conform to both systems of requirements. The first way is to base on the national standard but taking into account the EUR-ACE recommendations. The second way is vice versa to base on the EUR-ACE standards. The first way is preferable for
Russian universities simply because of strict compulsion of the state accreditation. But in any case it is necessary to have a tool to demonstrate conformity of the programmes attributes, in particular, learning outcomes set, to both national and European requirements. To reveal conformity of two learning outcomes
systems and to find out distinctions we made use of a relations' matrix. as in the following example.
We examined the learning outcomes from the Federal Educational Standard in the field of Informatics
and Computer Science. A full list of learning outcomes (competencies) contains 14 statements divided
into 2 parts: 7 professional competencies and 7 general competencies (transferable skills). We examined the professional learning outcomes and transferable skills separately. Therefore, we should make
and analyse two relations matrixes of 716 and 76.
The main results of this examination are the following:
1) Systems of learning outcomes in Russian national and EUR-ACE standards are comparable, but a
tool for revealing the conformity of these systems is necessary;
2) the relations matrix may be an efficient tool for comparison, in-depth study, elaboration of learning
outcomes for a concrete future programme and demonstrating of learning outcomes conformity to
both national and European standards;
3) the relations matrix makes easier to find out misalignments and mistakes in learning outcomes systems, it allows to find out which learning outcomes to add to conform the EUR-ACE standards or how
to reformulate learning outcomes statements from national standard.
3
Summing up the study of Russian and European standards for engineering education allows us to conclude
that both sets of the requirements match each other very well. There are only few essential differences.
The author is grateful to TEMPUS Programme for the financial support of this investigation within the TEMPUS
project ECDEAST: Engineering Curricula Design aligned with EQF and EUR-ACE Standards and thanks
Dr. Oleg Boev, Tomsk Polytechnical University, Russia, for his creative ideas concerning the project.

WS 4
Curriculum Design Aligned with Russian National
and EUR-ACE Standards
Master degree programme in the field of information
technology and computers
A.I. Surygin1
Professor, director for International Projects Office
St.Petersburg State Poytechnical University
as@imop.ru
E.V. Potekhina, V.V. Potekhin
Associate professors, Distributed Intelligent Systems Department
St.Petersburg State Poytechnical University
ris@imop.spbstu.ru
Keywords: curricula development, EUR-ACE Framework Standards, master degree programmes
INTRODUCTION
t is currently important for Russian universities to elaborate a methodology of design of internationally recognized engineering programmes. Within the TEMPUS project Engineering Curricula Design aligned with EQF and EUR-ACE Standards the methodology (proposed by Tomsk Polytechnical University) for creation of programmes meeting both Russian and European standards is developed. Curricula design for the master degree programme Intelligent Systems and Technologies
based on this methodology is considered.
I
1
GENERAL SPECIFICATIONS OF PROGRAMME
According to proposed methodology based on the ABET two-loops model of the design and continuous improvement of programmes there are 5 steps in the design process: 1) general concept of programme; 2) programme objectives; 3) learning outcomes; 4) curriculum design; 5) tools for assessment. First two steps are
quite unusual for Russian universities practice. There are no requirements to to formulate a general concept
or to elaborate programme objectives in the National standard. Usually these categories exist implicitly.
It was decided to design according to EUR-ACE Standards the master degree programme Intelligent
Systems and Technologies in the field of Information Technology and Computers. The WG, created for
this task, discussed the issues of the concept and educational objectives with all interested parties. It was
recommended that the programme concept should be formulated in 4 statements: General statement;
Basis for professional competence; Special features of the programme; Graduates employment.
1
A.I. Surygin, as@imop.ru

373
Next step is to elaborate the programmes objectives. For the starting point the description of the professional field from the FSES was taken. Finally the objectives were formulated as follows. Programmes
graduates should be competent: 1) in research activity in the field of new advanced intelligent systems
and technologies at domestic and foreign research centres, and in teaching in this professional field; 2)
in design and technological design activity on implementing of modern control systems and technologies at enterprises, including international joint enterprises; 3) in management of research, design, implementation and commercial operation of modern intelligent systems and technological complexes.
2
LEARNING OUTCOMES AND MODULE DEVELOPMENT
The list of learning outcomes (competencies) from the national standard was taken as the basis for the
development of programmes outcomes. The careful analysis of the list, its alignment with EUR-ACE
learning outcomes gave the final set of 13 (5 general and 8 professional) outcomes. Checking this set
against programme objectives showed that the learning outcomes system is full enough.
Next step is credits allocation. National standard establishes 4 generalized modules and corresponding
intervals of workload in the structure of the master degree programme: General Sciences module M1
(16-18 credits); Professional module M2 (42-44 cr); Practical Training and Research module M3 (46-50
cr); Final State Certification module M4 (12 cr). There is no much freedom here and the WG established:
M1 18 cr, M2 43 cr, M3 47 cr, M4 12 cr.
But there is freedom in credits allocation in sub-modules of M2 and M3. This may be done with the national standard (kinds of activities: research with teaching, design, management) or with EUR-ACE standard (knowledge, engineering analysis, design, investigations, practice, transferable skills) as the basis.
The main idea of allocation is to determine the profile of the programme. It seems Russian standard basis is more convenient for this purpose, because it indicates kinds of engineering activity and allows to
stress the profile of engineering education clearly. With an expertise, practitioner led evaluation and previous experience analysis as methods of allocation we obtained roughly 50% for research (with teaching), 20% for constructional and technology design each, and 10% for management.
The same methods expert assessment and practitioner led assessment, verification against previous
experience were used for design of modules structure (courses and their credits). The last step in this
design was the courses learning outcomes development. The iterative procedure of WG and faculty
members discussions was implemented as a method of consensus achieving.
3
The development of state-of-art master degree programme in Russian university, which meets both
national standards and European recommendations, has been considered. The experience seems to
be successful. But it has demonstrated also that traditional curriculum design technology is reasonable to add with the design of the learning outcomes in order to follow the requirements of the EURACE Standards.
The author is grateful to TEMPUS Programme for the financial support of this work and thanks colleagues, involved in the TEMPUS project, for live interest and fruitful discussions.

WS 5
Faculty Exchange Effects on the Development
of the Curricula and Modules of Russian Higher
Education Institutions
Implementing tempus project.
Engineering curricula design aligned with EQF and EUR-ACE
standards
No 511121-TEMPUS-1-2010-1-DE-TEMPUS-JPCR
Dr. D. Dumiuvien
Professor, Head of International Office
Lithuania
daiva.dumciuviene@ktu.lt
Keywords: educational standards, curricula development, master degree, faculty training
odernisation of curricula in academic disciplines was identified as priority by the partner countries, using the European Credit Transfer System (ECTS), the three cycle system and the
recognition of degrees The general purpose of the project - the development of new engineering curricula (MS/BS) for Russian universities taking into account the experience of European partners
within Bologna process and ENAEE/EUR-ACE requirements to graduates' competencies.
Project main aims:

1. Adapt the EUR-ACE Framework Standards and related quality requirements, learning outcomes, and QA-accreditation procedures to the State Educational Standards of the RF for engineering curricula;
2. Develop/update BS/MS engineering curricula and course materials of partner universities according to EQF and EUR-ACE requirements.
3. Implementation of new/updated programmes in partner universities.

375
Project secondary aims:

1. Formulate guidelines for development of engineering curricula aligned with EQF and EUR-ACE
Standards in Russian and English.
2. Run seminars to promote the European system for accreditation engineering programmes EUR-ACE
3. Conduct short intensive programmes and exchange for university faculty among the partner universities dealing with development and running of engineering programmes
The faculty mobility between the 3 Russian Universities and the 3 involved partner Universities in Kaunas, Sibiu and Wismar was planned as one activity to facilitate the achieving of certain project aims. During the second year of the project the faculty exchange was implemented. Professors from the Russian
Universities visited the partner universities and vice versa in order to exchange concepts and experiences with curriculum development, content updating, modularization, teaching and learning provision, outcomes assessment and quality assurance. Some results of this mobility programme with regard to staff knowledge and skills development, comparison of the applied approaches in curriculum
design and modularization and the context in partner universities will be presented.
Engineering
Education 2020:
MEET THE
FUTURE

377
Authors Index


Last Name Initial
Abstract(s) No.
Last Name Initial
Abstract(s) No.
Abdellah S.
016
Boehringer D.
056
Adair D.
082
Boev O.
WS2
Adawi W.
069
Bolanakis D.E.
058
Adawi T.
037
Bonet-Dalmau J.
014
af Hllstrm A.
158
Borri C.
067
Aliefs A.A.
122
Borri C.
135
Aliefs A.A.
136
Boukhlal S.
075
Alpay E.
044
Bowe B.
112
Alpers B.
039
Branch S.
026
Alsina M.
014
Breslow L.
001
Alvi S.
155
Brodie M.
021
Andersson R.
047
Brodie M.
061
Andeweg B.A.
099
Buijs J.
038
Andrews J.E.
077
Buys L.
061
Andrews J.E.
078
Caires S.
091
Arsat J.
098
Caporali E.
135
Asensio J.R.
094
Chance S.
096
Atkinson H.
154
Chance S.
112
Auvinen H.
043
Chandran J.
033
Bagiati A.
001
Chandrasekaran S.
007
Bagiati A.
002
Civera J.
094
Bagiati A.
005
Clark R.P.
077
Bagiati A.
032
Clark R.P.
078
Baillie C.
049
Condat-Rodrigo L.
133
Bairaktalova D.
011
Coppens P.
081
Ballester - Sarias E.
133
Creemers C.
072
Bary R.
102
Crostwaithe C.
061
Bente N.
042
Crninger C.
056
Berbers Y.
048
Curmi R.
069
Berge M.
037
Danckaert E.
038
Berglund P.
020
De Cock M.
081
Berndt A.
116
de Graaff E.
069
Bernhard J.
049
de Graaff E.
098

379
Last Name Initial
Abstract(s) No.
Last Name Initial
Abstract(s) No.
de Graaff E.
139
Garaedts H.G.M.
071
de Jong J.C.
099
Gastmans M.
075
de Lemos Pinto J.
149
Geraedts K.
072
de Nil I.
075
Gjonbalaj Q.D.
030
de Samblanx G.
075
Glavas E.
058
de Vries P.
156
Gnaur D.
108
Desamblanx G.
038
Goold E.
019
Devine J.
141
Goossens M.
042
Devitt F.
019
Gourvs - Hayward A.
115
Didier C.
014
Graziano W.
011
Dimopoulos C.
147
Grillet C.
018
Dominguez U.
121
Grube P.
056
Dowling D.G.
015
Guberti E.
067
Duffy G.
069
Guerra A.
055
Duffy G.
112
Haapanen P.
070
Dumiuvien D.
WS5
Hadgraft R.G.
015
Enea A.
068
Harmaala K.
119
Erent D.
070
Hawash K.
147
Eskelinen H.
070
Hawash K.
154
Evaggelou D.
011
Hawash K.
155
Evaggelou D.
026
Hawash K.
129
Evangelakis A.
058
Heikkinen S.
027
Fabra J.
094
Heiskanen H.
060
Fakli D.F.
122
Heitmann G.
WS1
Fakli D.F.
136
Hellyer L.
021
Fernandes J.M.
101
Hennig M.
132
Figueiredo J.
103
Heylen C.
071
Fisher D.
005
Heylen C.
072
Florou C.
032
Hiekkanen A.
086
French J.
001
Hillmer G.
040
Friese N.
054
Hockicko P.
063
Froyen L.
072
Holgaard E.
098
Garaedts H.G.M.
051
Houstis E.
032

Last Name Initial
Abstract(s) No.
Last Name Initial
Abstract(s) No.
Huany C.H.
031
Kinnunen P.
069
Hyotynen P.
119
Korhonen J.
060
Ihsen I.
008
Korhonen J.
148
Ihsen I.
010
Kortmann R.
156
Illingsworth J.
129
Kosmopoulou I.
032
Jacobsen M.
160
Kotsis K.T.
058
Jaeger M.E.
082
Kuric I.
088
Jalasjoki P.
119
Kyriacou G.
050
Jescke S.
054
Lahti P.
064
Jolly L.
061
Langie G.
075
Jolly A.M.
018
Laopoulos T.
058
Jones M.E.
025
Lappalainen P.
092
Joordens M.
007
Laukia A.
086
Kairamo K.
093
Lauwers A.
038
Kairamo K.
090
Leger C.
018
Klmn A.
109
Leitao C.
149
Karlsson S.
020
Littlefair G.
007
Krn S.
151
Londers E. 48,
071
Katzis K.
147
Lonka K.
060
Kauppinen A.
086
Lourtie P.
028
Kautz C.
069
Lourtie P.
029
Kautz C.
081
Lucke T.J.
012
Kavanagh L.
061
Luttunen E.
086
Kawarmala S.
087
Maffioli F.
067
Kazamia V.
085
Magdaleno J.
121
Kelly K.
114
Majeri M.
068
Keltikangas K.
060
Maken T.H.
139
Keltikangas K.
148
Malmi M.
069
Kettunen H.
060
Marklund B.
093
Kettunen H.
148
Marklund B.
090
Khan S.
091
Marshall C.
114
Kiiskinen N.
086
Mauno A.M.
095
King R.W.
124
May D.
054

381
Last Name Initial
Abstract(s) No.
Last Name Initial
Abstract(s) No.
McAuley L.
152
Pennington M.
154
Mees E.
075
Pietikinen P.
095
Mertsching B.
132
Pilotte M.
026
Mitsopoulos G.D.
145
Pirro F.
067
Mitsuishi M.
045
Podest L.
097
Monsoriu - Serra J. A.
133
Putila H.P.
043
Moons G.J.
075
Rabli M.
040
Morace C.
115
Rankin J.
001
Morel L.
102
Raue C.
017
Muslek L.
023
Reis A.
028
Narhi M.
004
Reis A.
029
Natri O.
004
Reise C.
016
Nememaa
025
Richert A.
054
Nenonen S.
151
Richter T.
056
Neto P.
144
Rintala U.
090
Neufville R.
002
Rintala U.
093
Ngambeki I.
026
Rohde C.
056
Nordstrom K.
004
Ros F.
018
Novo C.
149
Roxa T.
041
Nunes de Oliveira J.M.
118
Rudlof S.
056
Olsson T.
041
Rytknen E.
151
Paez J.A.
073
Sakhrani V.
002
Paloheimo
43
Snchez - Fernndez M.D.
091
Pandermarakis Z.G.
145
Snchez - Ruiz L. M.
133
Pang Q.
111
Sarma S.
002
Passa D.S.
145
Sarma S.
005
Patko G.
157
Scheibl K.
010
Patrocinio C.
028
Schneider W.
008
Patrocinio C.
029
Schneider W.
010
Patrocinio C.
114
Schrey K.
025
Pedruzzini S.
009
Schuster K.
054
Peeters M.C.
046
Schyvinck E.
038
Peltokallio T.
086
Seliger G.
016

Last Name Initial
Abstract(s) No.
Last Name Initial
Abstract(s) No.
Shah D.
001
van den Bossche J.
038
Shelenkova I.
097
van der Hoever W.
046
Simonnin D.
140
van Hattum - Janssen N.
091
Sjoer E.
042
van Hattum - Janssen N.
101
Skaraki A.
122
van Hemelrijck I.
072
Skaraki A.
136
van Hoof E.
038
Smart A.
155
van Kollenburg P.
087
Smet M.
072
van Tilburg C.
075
Sotiropoulou A.B.
145
Vander Sloten J.
071
Spinelli G.
073
Vander Sloten J.
072
Stevens T.
038
Varadi A.
157
Stock A.
056
Varella E.A.
022
Stojevski A.
007
Varis J.
070
Stojevski A.
033
Vermeyen A.
038
Surygin A.I.
WS3
Versteele L.
048
Surygin A.I.
WS4
Villerius W.
068
Suviniitty J.
062
Wackers M.J.Y.
099
Svidt K.
108
Warfvinge P.
047
Szentirmai L.
157
Whalin R.W.
111
Tang C.
149
Williams B.
069
Tani M.
102
Williams B.
103
Tayurskaya M.S.
WS2
Williams B.
144
Tekkaya A.E.
054
Woodcock A.
011
Terkowsky C.
054
Wunderlich J.
070
Thuriam P.
017
Yang G.
149
Thygesen M.K.
108
Yokono Y.
045
Tiernan S.
152
Zwaart J.
079
Tirkkonen J.
086
Tuneski A.
135
Ukol - Ganiron T.
024
Vahtikari K.
064
Valkeneers G.
075
van den Bogaard M.
156
FACULTY OF ENGINEERING
ARISTOTLE UNIVERSITY OF THESSALONIKI
ARISTOTLE
UNIVERSITY
OF THESSALONIKI
ISBN : 978-2-87352-005-2

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40th annual

23-26 September 2012 Thessaloniki, Greece

16 - 17 Workshop Russian - INDEX 354-384_Layout 1 18/09/2012 1:43 .. Page 353

00 EISAGOGIKA 001-093_Layout 1 18/09/2012 1:00 .. Page 1

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Proceedings of the 40th SEFI Annual Conference 2012

SEFI, Brussels, Belgium

Editor : Aris Avdelas, Aristotle University of Thessaloniki, Greece

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Engineering Education 2020:

ABOUT THE ARISTOTLE UNIVERSITY OF THESSALONIKI (AUTh)

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Under the Auspices

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From the National Technical University of Athens

From the Technical University of Crete

LOCAL ORGANISING COMMITTEE

00 EISAGOGIKA 001-093_Layout 1 18/09/2012 1:00 .. Page 8

00 EISAGOGIKA 001-093_Layout 1 18/09/2012 1:00 .. Page 9

Ethics in Engineering Education

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00 EISAGOGIKA 001-093_Layout 1 18/09/2012 1:00 .. Page 11

40th annual 23-26 September 2012

The Antikythera Mechanism:

European Engineering Universities as key actors in Regional

Homo Fabiens Redux: Engineering Education in the 21st Century, D. Evangelou

Preparing Students to Accelerate Innovation through simulation-based

Nowadays Challenges in Engineering Education The point of view of industry, L. Abraham

Turning Engineering Green: Sustainable Development

Attracting Students and making them Stay - The importance

"The XXIst Century Da Vinci: A Systems Engineer?", X. Fouger

Leonardo da Vinci Medal

Attractiveness of Engineering Education

025 Responding to the Challenges of Engineering Attractiveness,

028 Attracting Students to Science, Technology and Engineering

040 The Cultivation of Engineering Talent, M. Rabl, G. Hillmer

044 General Engineering - Student Motivations towards Flexibility

087 Knowledge Management for Increased Student Interaction,

088 Development, Creation and Implementation of e-learning and Web Based

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40th annual 23-26 September 2012

090 Knowing our Students - Different Approaches to Student Retention,

093 Footprint: Visualising and Monitoring Student Retention

133 An Innovative Experience to Make the University

147 Career Advising in Cypriot High Schools,

160 A Competence Based Framework for Engineering Education,

007 Learning through Projects in Engineering Education,

009 Emphasizing Soft Skill Learning and Training as part

012 Using Hands-On Activities to Engage Students

015 What should we Teach? Defining your discipline to drive

032 An Autodidactic Programming Curriculum Application

045 Curriculum Development for Ph.D. Students to Cultivate Literacy

047 Developing a Teaching and Learning Culture - The Case of Faculty

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40th annual 23-26 September 2012

054 Enabling Innovation in Engineering Education by providing

061 Making Principled Decisions about Curriculum Development:

070 Development and Analysis of a Professional-Oriented Clil Model

085 Training Engineers on Communication Skills in English, V. Kazamia

092 Educating Future Managers in Higher Engineering Education, P. Lappalainen

101 Peer Feedback: Quality and Quantity in Large Groups,

119 Finnish Graduate Feedback Survey Results: Employment