Publishing Discount for SEFI Members

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Good news shining through a rainy day in London.

I was on the bus from London South Bank University this morning, headed to University College London when good news arrived, shining through an otherwise cold and rainy day. The Editor-in-Chief of the European Journal of Engineering Education  (EJEE), Dr. Kristina Edström, forwarded me an email from the publishing house, Taylor and Francis, regarding costs for purchasing “Gold” level open access in the journal.

 

The change will enable SEFI members to save $500 off the cost of Gold access and the publishers will implement a change tonight–when they reboot their system. Information about the discount will then be included on the T&F web page for EJEE (although the T&F code for the journal is actually CEEE). Info about how to secure the discount will also be provided by the EJEE editors (Kristina, along with her deputy editors, Dr. Maartje van den Bogaard and Prof. Jonte Bernhard) when they send the formal acceptance email to authors.

SEFI–the European Society for Engineering Education—is the organising body behind EJEE. There are individual memberships available, but it’s more typical for an institution to join. Because I am affiliated with UCL and TU Dublin, which are both SEFI members, I am also a member of SEFI. There’s a full list of member organisation on the SEFI website.

Here’s what the publishers’ rep said:

Hi Kristina,

I hope that you are very well today.

I’m just picking up on your email to Rachel regarding the discounted APC for SEFI members and promoting this a bit more widely. I have added this information to the Instructions for Authors page under the Open Access heading, and to the Society Information page as below:

  • IFAs:image001
  • Society Informationimage002

These changes to the journal pages will go live overnight once our servers update. Do let me know if any tweaks to the wording are required. If it doesn’t appear already, it might be something worth advertising also somewhere on the SEFI website—do let me know if you would like T&F’s help with this.

For your reference, the relevant clause in the contract regarding this APC discount for SEFI members is screenshotted below:

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Please do not hesitate to get back in touch if there’s anything else I can help with.

All best wishes,
Jess

I’m glad I was able to help push this along, so SEFI members can realise savings. I stuck with this effort, first as a curious author, and second as a member of EJEE’s Editorial Board. I’m feeling today like I added a bit of value to the SEFI community.

Kristina celebrated with a Tweet letting the world know:

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img_2419As for my own article (the one I blogged about yesterday) I haven’t decided if I’ll upgrade to Gold. I’ve discovered there’s a 12-month embargo for the current access level I have (Green), and after 12 months I can post the official version of the paper. Perhaps the 50 free copies I’m allowed to give out will suffice until then, since most colleagues will have access to the article via their university libraries.

The full cost to obtain Gold access for my paper would be about €2395, according to an estimate I received from the platform a couple weeks ago. The $500 discount equates to €446, so the total cost for open access would still be head-spinning, at about €1950.

Yes, it’s true. Many people don’t know that authors typically must pay to publish their writing in top-notch journals. Fortunately, with EJEE, there’s no cost to authors if they go the Green route. However, for Gold (fully and immediately open) access to the public, there is a charge.

EJEE is pretty special in regard to offering Green access for free. The other top journals in the field of engineering education research (EER) charge. For the Journal of Engineering Education (JEE), organised by the American Society for Engineering Education (ASEE), it costs the author around $60 per page to publish (and there isn’t a free route other than requesting a special exception for extenuating circumstances). I hope I can figure out how to pay the fee when I get an article accepted there.

Today, I’m celebrating small victories.

New article published! Implementing PBL and comparing research methods.

My article, Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing Problem-Based Learning, was just published by the European Journal of Engineering Education!

The abstract identifies the topic and its relevance to engineering education:

Getting lecturers/professors to implement pedagogical innovations is a central focus of university managers/administrators today. Convincing teachers to change is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with Problem-Based Learning projects. Interviews were conducted with eight of the most active drivers of this change, around the research question: What was it like to be part of a learning group focused on tangible change toward student-centered learning? Objectives of this study were: (1) to understand how pedagogical changed happened in an electrical engineering programme at a post-secondary institution in Ireland; (2) to analyse data using two different research methods to distill as much meaning as possible; (3) to describe the process, results, and findings achieved using each method; and (4) to compare and contrast the methods, asking: To what extents do the research methods of grounded theory and phenomenology fit our data and yield relevant and useful findings? Results of this mixed-methods approach show that fun, enjoyment, camaraderie, and a sense of ownership of the change at the ground level were essential to driving transformation. With regard to analysing this specific dataset, we found grounded theory to produce more helpful outcomes (including a graphic model of change). Because interviews had been conducted two years after the events under analysis, the interview comments were inherently reflective and, as it turns out, not as conducive to phenomenological methodologies which seek to understand raw, pre-reflective experience. This report should be of particular use to (a) teachers and administrators strategizing change and (b) engineering education researchers assessing the applicability of various methods.

I spearheaded the project but had assistance from Gavin Duffy in lining up interviews and conducting phenomenological analysis and enjoyed supervisory support from Brian Bowe.

You can access a pre-print here: Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing Problem-Based Learning. I tried very hard to purchase an upgrade to “Gold” access so I could post the final published version online, and as a SEFI member, I am supposed to get a discount on this service from the publisher. Unfortunately, Taylor and Francis haven’t sorted out how to organize the discount yet, so I’m only able to post the text version I submitted to EJEE for peer review. The published version is available through most university libraries (using DOI: 0.1080/03043797.2019.1607826). However, if you’re interested in citing the published version but you lack access to it, please contact me. I am allowed to share the published version with a few dozen people, and T&F provided me a link for doing that.

This was a complex study and took quite a few years to bring to publication. I’d like to take this opportunity to thank everyone who supported this project–most especially my coauthors and the folks I interviewed at TU Dublin. I’d also like to thank the funders. First, data collection and transcription (conducted in 2012 and 2013) were supported by a grant provided by the Fulbright Commission in Ireland along with Dublin Institute of Technology. Second, data analyses were supported by a Marie Sklodowska-Curie Actions (MSCA) fellowship from the European Union (in 2014-2016) via Call identifier: FP7-PEOPLE-2013-IIF, Project 629388, Project acronym: REESP, Project title: Re-Engineering Europe’s STEM Pipeline. Finally, work to get this published with its unique slant of using two different methods and comparing the outcomes (conducted in 2018 and 2019) was supported via a second MSCA fellowship, Call identifier: H2020-MSCA-IF-2016, Project 747069, Project acronym: DesignEng, Project title: Designing Engineers: Harnessing the Power of Design Projects to Spur Cognitive and Epistemological Development of STEM Students.

This information can help if you want to cite the article:

Shannon Chance, Gavin Duffy & Brian Bowe (2019): Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning, European Journal of Engineering Education, DOI: 0.1080/03043797.2019.1607826

Vivacious Vienna: Hundertwasser

I was an exchange student to Switzerland in 1994, and my first host “mom,” Esther Sterchi-Wyss, loved the architect Hundertwasser. I arrived at her home never having heard of the designer despite having more than six years of university-level architecture education.

Hundertwasser, you see, is self-made. A craftsman-turned-architect. His work wasn’t taught in modernist schools of architecture at the time, but he had certainly hit a chord with Esther, who had postcards and posters of his vibrant buildings posted in her Ferenberg kitchen.

It’s a bit odd not to have heard of him, as his work is in the same realm as Barcelona’s Gaudi, whose work I’d made pilgrimages to visit. Nevertheless, I had not.

While I was in Vienna this past February for the 2019 MCAA-General Assembly, I had the chance to visit three Hunderwasser creations.

It was just a brief encounter, but I enjoyed the joy and playfulness I found. And I finally understood Esther’s fascination. I hope you’ll enjoy seeing some of the images I collected during my brief visit.

Sites where you can see Hundertwasser’s work

Apartment block in Vienna

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Hunderwasser Village 

Kunsthaus Wein

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Vivacious Vienna: Exploring the City

During my February trip to Vienna for the MCAA General Assembly, I had the chance to look around the city center as well as some sectors not far from the center.

Vienna is an architect’s dreamland, full of beautiful spaces and artifacts old and new. In fact, the architect/urbanist/painter/historian Camillo Sitte documented many of the world’s most successful plazas in his quest to define what makes a public space beautiful. Many of his favorites plazas are located in Vienna. I often referenced his book “The Art of Building Cities”, published in 1945, when I was an architecture student and later an architecture professor.

Although I actually only had six hours to explore Vienna after the Assembly concluded, I took in plenty of sites. Below, I’ve posted my slide shows of spectacular architecture.

The slide shows start in Alservorstadt, with the Votive Church (Votivkirche), Hotel Regina, and University of Vienna. The slides proceed downtown and show visits to two more churches (Stephansdom and Der Graben), concluding with the Globe Museum. In other posts, I share photos from Hundertwasser and Otto Wagner ‘s Austria Post Headquarters or “Osterr Postparkasse” (blog forthcoming).

Votive Church (Votivkirche) 

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Hotel Regina

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The University of Vienna

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Vienna City Center

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Stephansdom

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Der Graben

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Globe Museum

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Marie Curie Alumni Association–2019 General Assembly

This year, for the first time, I attended the Marie Curie Alumni Association (MCAA) General Assembly. It was held at the University of Vienna at the end of February. I represented the newly founded Irish chapter. I’m also a member of the UK chapter, having served as a Marie Curie Research Fellow in both the UK and Ireland.

This was a great opportunity to learn about research other people are doing around the continent and meet researchers from all over the world. I have a new understanding of the slogan “Researchers on the Move” and I see how truly dynamic are the researchers who travel from country to country to help answer questions and solve problems. We learned support for researchers and we got to discuss the challenges and joys of being traveling researchers.

Today, I’m working with a prospective MSCA fellow to craft his application, and I’m using what I learned at the General Assembly. I’m encouraging him to attend if he’s selected as a grant recipient because its a great way to connect with resources and the research of others.

I’ve attached some photos of 2019 events and some of the Tweets I posted during the General Assembly.

 

Celebrating International Women’s Day Building Arcade Games in Dublin

In Dublin last week, to conduct interviews with architecture and civil engineering students on their conceptualizations of design creation, I took an afternoon away to help teach girls from St. Bridig’s in the Coombe to build small hand-held video games. This was part of International Women’s Day 2019. It was one of two workshops our TU Dublin RoboSlam team conducted.

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Frank Duignan (far left), his two sons Sam and Oran, Shane Ormond (far right) and I all helped coach the students.

The workshop I helped conduct was the beautiful and newly-renovated Kevin Street public library (see photo gallery below). We had about 20 students and a handful of teachers there to build their first electronic devices. The game’s design was created by TU Dublin’s own Frank Duignan.

The students from St. Bridig’s were great–so focused and so very polite. They finished their breadboard gadgets in no time and had a chance to pay the games Frank had programmed in.

Thanks to TU Dublin’s Civic Engagement Office and St. Bridig’s of the Coombe for helping our RoboSlam crew get this experience to the students. The teachers posted a blog on their school site.

 

Learning London: How office trivia aboard a double-deck tour landed me “The Language of Cities”

I’ve been spell bound all day by Dayan Sudjic’s 2016 book, “The Language of Cities.” I purchased the book after work yesterday to keep my knowledge of city-building fresh and up-to-date. I made that find at Waterstones, across the street from my office in Bloomsbury, and sealed the deal with a £10 gift card I won at Christmas.

In the past 24 hours, I’ve devoured every last page.

img_3672The Faculty if Engineering held a team-building event for Christmas, aboard a private double-decker bus that toured around the city of London. I got to know other members of our faculty as I sat with three people I didn’t previously know. Our table of four formed a team for the trivia contest, developed by our Dean’s personal assistant, the marvelous Maria Speight. Maria invented all the questions, having to do mostly with the sights we were passing. Excelling in this game required in-depth knowledge of the history of this fine city, which dates back to Roman times.

My team was fiercely competitive, and the two Brits in our team knew quite a lot about their city. I worried I couldn’t contribute; but I actually was able to help out.

I earned us a whopping nine points by knowing the name of every reindeer! In the end, there was a three-way tie. It took several rounds to break, but in the final round, I knew the winning answer. I had learned the population of London via my multiple visits to the city’s Building Centre. At the time the video at the Centre was made, there were about 8.8 million inhabitants. I extrapolated to today, guessing a current 8.9 mil, whereas Maria had an official count of 8.79…. Nevertheless, our answer was the closest and we won the top prize: Waterstones gift cards for our whole team!

What a great way to spend a day before Christmas, on a sunset tour of a glorious city, surrounded by passionate people who love their work in academia. I am truly blessed!

And now, I’ve soaked in every detail of Dayan Sudjic’s “The Language of Cities.”

The book calls me back to my days teaching “urban history and theory” to third-year architecture students at Hampton University, a module we provided students prior to their summer study abroad.

img_3706Sudjic’s book is full of insight, making fascinating new connections, so the synapses in my brain have been firing furiously today! Sudjic makes plenty of reference to the history and operation of London as well as cities around the world, and I am connecting the principles to places I’ve been.

Sincere thanks to the Dean and Faculty of Engineering at UCL and Ms. Maria Speight for helping get this book into my hands so I can learn more about the city we toured by double-deck bus!

The photo gallery below shows the bus-tour day as well as an informal night out for Christmas with engineering colleagues.

Learning London: Enjoying the (bus/fellowship/research) Journey

img_5651When you’re supervising a Ph.D. student, s/he usually comes to you for meetings. In my case, however, I travel over to LSBU twice a month to meet with my supervisee, Thomas, and his primary supervisor, Professor Shushma Patel. I’m doing this for several reasons:

  • It helps ensure Thomas gets effective advice that coincides. That helps since Thomas’ work and his conceptual thinking are very complex and we can work together to make sure all the parts fit together coherently.
  •  As part of my Marie Curie Fellowship, I’m also in training myself. As part of Work Package 4, Training, I’m supervising Thomas. This is an excellent way to build skills supervising students. Once Tomas successfully completes his Ph.D., I’ll be eligible to serve as a primary Ph.D. supervisor at TU Dublin and other institutions. This will surely make my applications for future funding more enticing to grantors, in cases where I’m proposing to “train” others in research.
  • In this case, I get to learn from Professor Patel, Thomas’ primary supervisor, who has impressive experience guiding doc students. I’m the second supervisor.
  • Meeting with Thomas and Shushma is loads of fun!

In advising Thomas, I get to draw from many aspects of my past experience–design creativity, environmental sustainability, engineering teamwork, and higher education (its organization and inner workings).

We usually spend about two hours in each meeting, as there are multiple facets to our work:

  • Most importantly, Thomas is writing a thesis (which in the United States we call a “dissertation”). It will include case studies of innovative engineering production. This is the central focus of our work.
  • Thomas is implementing his background research in designing and delivering The Great Challenge competition for the Design Museum, as I blogged about last week.
  • We’ve had an abstract accepted for a conference on product design education and we are developing it into a full paper, to submit in early March.

These meetings are delightful! We connect lots of synapses and we most definitely grow our brains while discussing complex inter-related issues.

img_5647-1The appetizer for the main-course meeting at LSBU each week is the trip there. I take a different route than I take to work daily and, on these days, I enjoy getting a bit of exercise. The fastest route to their campus is by way of the DLR, which is a 15-minute walk away from our flat

The cake-and-icing of the day? The double-decker-bus trip back to UCL! I love taking the London Bus from LSBU near Elephant and Castle, past Waterloo and the London Eye (the city’s giant Ferris wheel), across the Thames, over Strand Street, past Holburn Station and then straight north, through Bloomsbury, past Russel Square, to Tavistock Square. Then, it’s a short walk to the Engineering Front Building.

img_5672-1All parts of the journey are full of interesting sights!

Today on the big red bus, I got my very favorite seat–right above the bus driver, perched high above the street. The lovely sunlight today helped me overlook the bitter cold, and enticed me to snap even more photos than usual. You can see shots of the trip overall, with a frame-by-frame of some of my favorite areas.

I disembarked at Tavistock Square where a ceremony to commemorate Gandhi, held on the anniversary of his death, was concluding. The Square was magical and I felt Gandhi’s presence and the sense of peace he cherished–until I slipped on some black ice and nearly took a fall. Thankfully, I–or perhaps the spirit of Gandhi–caught me on the way down. I escaped injury.

img_5680Lessons of the day:

  • Completing a Ph.D. is a journey, best done with a collegial group of curious, knowledgeable, creative, and good-natured people.
  • A Fellowship also provides a gateway from the ordinary day-to-day routine and facilitates journey into the unknown.
  • There’s no better way to traverse the city on such a day than London Bus.
  • Seize the day and enjoy the journey. Make the very best of it you can.

AND:

BE THE CHANGE YOU HOPE TO SEE IN THE WORLD! –Mahatma Gandhi

 

Theories on How Students Learn

UCL’s Centre for Engineering Education is offering a brand new Masters of Science (MSc degree) in Education and Engineering. We have six students enrolled in the first cohort, and my colleague, Dr. Abel Nyamapfene, asked me to provide the second lecture for the winter term, on theories related to learning and teaching in higher education.

Fortunately, I had two modules on this topic as part of my taught Ph.D. coursework, and it’s one of my very favorite subjects. It’s also the topic of a new special focus issue I’m organizing for IEEE Transactions on Education, and this field of research also provides the framework for a new study I’m starting to investigate differences in the ways architecture and civil engineering students perceive the world.

Giving this two-hour lecture also helped support the goals of my current Marie Curie Individual Fellowship, titled “Designing Engineers: Harnessing the Power of Design Projects to Spur Cognitive and Epistemological Development of STEM Students.” An overarching objective of my work is to develop and promote better ways to teach and support diverse STEM students, including women and minority students.

I had a great audience at the MSC lecture!

Even though the student group is small–and two of the six students attend via the Internet, meaning I could hear but not see them–we had a very active discussion. It really helped that a number of my colleagues attended as well. In addition to me, five other staff members from UCL were present, including Jay Derrick, Dr. Abel Nyamapfene, and Dr. Fiona Truscott. In fact, Dr. Inês Direito, my closest colleague, contributed photos of the event:

Before the class meeting, I provided the following synopsis to Able, which he distributed to all everyone involved in the class.

Session speaker:  Prof Shannon Chance

(UCL Faculty of Engineering Science)

As college students take their courses, they’ll gain much beyond the academic benefit. Through their courses, and through the guidance of instructors like you, students can develop attitudes and skills that help them gain confidence, work well with others, and better understand themselves and the world around them. (Strang, 2015)

Outline:

Theories on student development are well known among student affairs professionals who provide extra-curricular and auxiliary support to students, yet these theories are less frequently known or applied by academic staff (Evans, et al., 2009). Understanding these theories may help engineering educators communicate clearly and effectively with students—helping students develop incrementally, providing effective scaffolding for student learning, and providing an appropriate balance of challenge and support. This session provides an introduction to seminal (groundbreaking) theories. It will be presented from an American perspective, as most theories presented in this session originated in the USA.

Studying at the university has been found to promote development including (Strang, 2015):

  1. Soft, professional, generic or transferable skills
  2. Self-knowledge
  3. Values and ethical standards (see identity theories)

A group of theories bridging these topics has deals with epistemological development (or epistemic cognition). Epistemology is the study of how an individual conceptualizes knowledge, where knowledge comes from, and how it originates. Students with sophisticated epistemic cognition consider multiple points of view; they make decisions in context and recognize their own ability to create new solutions and generate new knowledge. Research shows students who can restructure their thinking to do this get more out of their higher education and are much better prepared for their careers than those who do not (Perry, 1970). Such skills are necessary for effective performance in STEM, yet the typical engineering student progresses fewer than two positions along Perry’s nine-position scheme in college (Pavelich & Moore, 1996).

At the end of this introductory session, participants will be able to:

  • Identify several different established theories about how students learn
  • Discuss ideas underpinning at least two of the learning theories discussed
  • Identify some research methods used to construct Perry’s theory
  • Critically analyze one learning theory for its relevance in their teaching practice 

Pre-session tasks:

Please print this hand-out and read this short blog entry prior to our class session:

Additional readings:

The session will provide a brief introduction to each of the following theories, and students are encouraged to follow up in learning about specific theories that interest them from the list below, which is organized in the same sequence as presented during the session. You might want to use a print out of this sheet to help you keep notes during the session.

Excellent overview of theories

  • Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2009). Student development in college: Theory, research, and practice. John Wiley & Sons.

Balance of challenge and support

  • Sanford, N. (1962). The American college. New York, NY: Wiley.

Student involvement

  • Astin, A. W. (1999, September/October). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5).

Student persistence

  • Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

Seminal theory of epistemological development

  • Perry, W. (1970). Forms of ethical and intellectual development in the college years: A scheme. (1st). San Francisco: Wiley.

Subsequent theories of epistemological development

  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey-Bass.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Hofer, B. K. & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
  • Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309-328.
  • Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist39(1), 19-29.

Seminal theory of identity development

  • Chickering, A. W. (1969). Education and Identity. Jossey-Bass.
  • Chickering, A. W., & Reisser, L. (1993). Education and Identity. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass.

Professional identity

  • Loui, M. C. (2005). Ethics and the development of professional identities of engineering students. Journal of Engineering Education94(4), 383-390.

Gender identity

  • Bilodeau, B. L., & Renn, K. A. (2005). Analysis of LGBT identity development models and implications for practice. New directions for student services2005(111), 25-39.

Spiritual identity

  • Parks, S. D. (2011). Big questions, worthy dreams: Mentoring emerging adults in their search for meaning, purpose, and faith. John Wiley & Sons.

Racial or ethnic identity

  • Cross, W. E. (1978). The Thomas and Cross models of psychological nigrescence: A review. Journal of Black Psychology5(1), 13-31.
  • Phinney, J. S. (1993). A three-stage model of ethnic identity development in adolescence. Ethnic identity: Formation and transmission among Hispanics and other minorities61, 79.
  • Helms, J. E. (1997). Toward a model of White racial identity development. College student development and academic life: Psychological, intellectual, social and moral issues, 49-66.

Typology theories

  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
  • Kolb, D. A. (1976). Learning style inventory technical manual. Boston, MA: McBer.
  • Myers, I. B. (1962). The Myers-Briggs Type Indicator: Manual.
  • Strange, C. C., & Banning, J. H. (2001). Educating by Design: Creating Campus Learning Environments That Work. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass.

Tools for Design Educators

I also introduced the students to Crismond and Adams extremely helpful tool for helping teach design-related aspects of engineering and other subjects:

  • Crismond, D. P. & Adams. R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education 101(4), 738-797. (This is Table 1, from pages 748-749 of the article.)

Here’s a copy of the matrix that I typed into the computer when I first read their paper. It may be of use to you.

And here are some of the slides I presented to Abel’s class:

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Hot off the press: Research methodologies to link theory with practice

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The cover design for EJEE

Our 12-member governing board of the Research in Engineering Education Network (REEN) aims to increase the quality and visibility of engineering education research globally. We do this by:

 

  • Organizing the Research in Engineering Education Symposium (REES) that is held every other year to encourage dialogue, networking, idea-sharing, and skill-building among engineering educators. You can join us in Cape Town for REES 2019, July 10-12, 2019.
  • Assisting local REES hosts in publishing the proceedings of the REES conferences.
  • Organizing and publishing special focus journal issues showcasing research conducted for dissemination at REES that carries the research findings far beyond the confines of the REES meeting itself.

Today, REEN received good news from one of our Board members, Professor Jonte Bernhard from Linköping University’s Department of Science and Technology in Norrköping, Sweden. Jonte and I are the two European Representatives on REEN. Every continent (except Antarctica) is represented on our Board.

Jonte happily announced:

the EJEE special issue based on REES 2015 in Dublin is now finally published online (individual papers have been published earlier) as vol. 44, issue 1-2: https://www.tandfonline.com/toc/ceee20/44/1-2

This issue is on “Research methodologies that link theory and practice” which was the focus of the REES 2015 meeting in Dublin. You can read for free the EJEE Editorial for Special Issue: Research Methodologies that link theory and practice written by principal guest editor Anne Gardner with co-editors Jonte Bernhard, Sally Male, and Jennifer Turns. Your library may provide you with access to the paid articles. The list of articles is extensive.

Some have to do with design education (a favorite topic of mine!):

A major goal is to get engineering students to engage–especially in dealing with tough, complex, and wicked- or ill-structured problems, the way I observe architecture students do:

One of the papers in this journal has to do with the benefits of getting students to write, something I’ve published on before:

Two articles deal with spatial perception, an area where the Dublin hosts of REES 2015 have developed expertise with the help of expert Professor Sherly Sorby:

Other articles in the issue include:

Congratulations to all the authors published in this journal. Well done and keep raising the bar for us all!