Researcher Training and Transfer-of-Knowledge

A Marie Curie Research Fellowship is–first and foremost–about developing researchers by giving them a chance to research new things, in new places, with new people. For an MSCA Fellowship, you’ve got to travel. You can come from anywhere in the world, but you can’t have lived in the country where you do the MSCA Fellowship for any more than 12 months of the 36 months before the application date.

In previous blogs, I have described specific qualitative (WP1) and multiple methods (WP2) projects I conducted as a Marie Curie Fellows with the Marie Skłodowska-Curie Actions Individual Fellowship (MSCA-IF) program from 2018-2020, as well as the project management skills I developed via developing special focus journal issues (WP3) and managing my own MSCA project (WP6). In this blog, I will describe things I did to share my knowledge with others and help them build new understandings and new skills as well (WP5). A final blog will follow on outreach activities I did to share knowledge and spread a love for STEM subjects with people outside academia (WP4).

I also provided an overview of the grant and even linked my final report of the 2018-2020 MSCA-IF for others to download for reference.

Discussing our ArchEng research project over dinner on Charlotte Street in London, with Drs. Inês Direito and Mike Miminiris.

Work package 5

Researcher Training and Transfer-of-Knowledge  

The intention of WP5 was to increase my research skills and encourage me to share my own knowledge and skills with others (i.e., transfer knowledge to them). The MSCA application listed the following deliverables for this work package: 26 Training and Transfer-of-Knowledge sessions completed by the end of the grant period. I’m able to list 70 specific research training workshops and conferences that I attended–and there were actually more!

Yet, it is important to note that the most important training and knowledge transfer actually resulted from me providing leadership in EER. As a result of having a Marie Curie research fellowship at University College London (UCL), many doors were open to me and I was able to learn from the wealth of opportunities that emerged.

Via this MSCA grant, the I have provided: (1) leadership in publishing and (2) leadership in research events. These are summarized directly below.

Under that, a list of the completed researcher training session is provided.

Finally, in this blog, I identify outreach activities I conducted to support educators and researchers, including workshops I conducted and supervision and mentorship I provided to early career researchers (like the one pictured below, in South Africa, to help engineering teachers learn more inclusive teaching attitudes and behaviors).

A small-group discussion during the Inclusivity Master Class that Inês Direito and I conducted with Shanali Govender in Cape Town, South Africa.

As part of my training, I also earned a new teaching qualification in the UK while serving as an MSCA fellow:

  • Senior Fellow of the Higher Education Teaching Academy (SFHEA)

Earning this credential helped me build proficiency on the vocabulary used in educational research in the UK, which differs somewhat from the USA. Earning it will also help me demonstrate the skills needed to teach at third level in the UK and Ireland. Since earning SFHEA, I have subsequently applied for the highest available credential in this program (Principal Fellow of the Higher Education Teaching Academy/PFHEA), although the application wasn’t successful. I’ll hone my record and try again.

Research Supervision/Mentoring Skills

I have been advising a full-time PhD student at London South Bank University (LSBU) since the start of my MSCA fellowship. The student’s viva is scheduled, and on track, for August 2020. I have also mentoring 5-6 early career researchers. My activities in this realm include:

  • Mentoring a physics researcher through TU Dublin’s researcher mentoring program
  • Serving as PI for a new MSCA IF application in engineering education submitted September 2019 (which was not funded in 2019 but will be enhanced and resubmitted)
  • Mentor for peer reviewers with the Journal of Engineering Education (appointed in 2018)
  • Expert/external reviewer for applications to Fulbright Ireland (2018, 2019)
A bi-weekly supervision session with Thomas Empson and Prof. Shushma Patel from LSBU. We meet fortnightly in person until I returned to Dublin at the start of 2020.

Leadership in Publishing

In the realm of journal production, I was appointed and has served as:

  • Associate Editor, IEEE Transactions on Education (2018-present)
  • Editorial Board, European Journal of Engineering Education (2018-present)
Desan Ozkan published an article in the special focus issue I spearheaded on students’ epistemological development. Here, I met with her in Blacksburg, Virginia, after I conducted interviews with students for my ArchEng project. She has since completed her PhD, defended her dissertation online (I attended) and she is now Dr. Desan Ozkan!

I serve as a peer reviewer for an academic journal in my field:

  • Australasian Journal of Engineering Education (2019-present)
  • IEEE Transactions on Education (2017-present)
  • European Journal of Engineering Education (2016-present)
  • Journal of Engineering Education (2013-present)

Incidentally, I also provided expert advice to the publisher of two children’s books, although I generally consider this activity to be “Outreach”:

  • Scribble Architecture, STEM activity book by Usborne Publishing Ltd.(in press)
  • Scribble Engineering, STEM activity book by Usborne Publishing Ltd.(2018)

Leadership in Research Networks

Opportunities to provide leadership that emerged as a result of this MSCA include:

  • Chair, Research on Engineering Education Network (January 2020-present)
  • Vice-Chair, Research on Engineering Education Network (2019-2020)
  • Governing Board, Research on Engineering Education Network (2018-present) and member of sub-committees including recruitment and selection of upcoming conference hosts
  • Nathu Puri Institute at the London South Bank University (2018-present), serving on, for example, an interview panel for new director of the Institute (2018) and a member of the Institute’s think tank.
  • Marie Curie Alumni Association, Ireland chapter organizing committee (2018-present)

Leadership in Funded Projects  

Providing grant-writing leadership, I advised Dr. Carlos Mora in securing €56,000 in funding from the Cabildo of Tenerife in Spain to conduct education projects under a project titled “INGENIA” or “Ingenuity” to support sustainability education (I am listed as the co-PI on this grant). I also secured a £11,200 donation to UCL CEE from the UK’s Royal Academy of Engineers via Engineers without Borders UK (the funds will support my ongoing work with UCL’s CEE).

I’ve been mentoring Carlos in grant writing and during this period he has won two grants, including €56,000 from the Cabildo of Tenerife for an educational program and €200,000 for a marine engineering laboratory. We have two more proposals in the works!

This MSCA is intended to broaden career prospects, and it definitely has. Even though I chose to return to my home university at the completion of the fellowship, I brought with me a contract valued at €237,727 allowing me to provide curriculum development services to the University College London Contracts (UCLC) over the three-year period following my MSCA fellowship (2020-2023).  

In 2019, I also served as an expert evaluator for the European Commission (COFUND fellowship program).

Researcher Training sessions completed

I could provide images to go with each of these, but then I’d never get this posted… so I’ll just share the list. Each was interesting and informative and most of these activities opened a pandora’s box of ideas and possibilities.

  1. UCL online training module and certificate earned in Safety
  2. UCL online training module and certificate earned in Green Awareness
  3. UCL online training module and certificate earned as Green Champion
  4. UCL day-long Researcher Development Workshop, Finding Your Voice as an Academic Writer
  5. UCL day-long Researcher Development Workshop, An Introduction to Research Student Supervision at UCL
  6. Researcher information session organized by the Irish Research Council, Opportunities to collaborate with UK-based researchers
  7. UCL day-long Researcher Development Workshop, Creative Approach to Problem Solving and Decision Taking for Researchers
  8. Informational workshop on MSCA programs held at DIT
  9. UCL Arena Guidance Sessions: Initial Guidance
  10. UCL day-long Researcher Development Workshop, Leading Collaborative Projects
  11. UCL’s Centre for Engineering Education’s event, In Conversation With… Angela Saini and Louise Archer
  12. UCL Astrea Voices workshop: Choosing your journey
  13. UCL day-long Researcher Development Workshop, Writing Books and Book Chapters
  14. UCL day-long Researcher Development Workshop, Managing Your Reputation
  15. UCL Arena Senior Fellow Guidance Session: Developing your application
  16. UCL day-long Education Conference 2018 at the UCL Institute of Education
  17. Nathu Puri Institute Thought Leadership discussion and dinner in April
  18. SRHE day-long workshop, Migration and academic acculturation
  19. SRHE day-long workshop, Developing curriculum, learning and pedagogies in STEM subjects: the case of Engineering
  20. SRHE day-long workshop, Phenomenography: An approach to qualitative research in higher education
  21. UCL LLAKES Seminar by Louise Archer Why can’t we solve the science participation ‘crisis’? Understanding young people’s (non)participation in post-16 science
  22. Attended a UCL “Town Hall” to better understand the administrative structure of this research-intensive university, Finding a new place in society for universities
  23. UCL day-long Researcher Development Workshop Publish or Perish: Getting Collaborative Social Science Published
  24. One-day Inaugural Spring Colloquium of the UK-Ireland Engineering Education Research Network, held in Newcastle
  25. UCL day-long Researcher Development Workshop, The Superior Performer: How to Work to Your Strengths
  26. SRHE day-long workshop, Publishing Academic Articles: A way through the maze
  27. UCL Researcher Development Workshop, Induction for New UCL Research Staff
  28. Attended a half-day of UCL conference on Impacts of Gender Discourse on Polish Politics, Society & Culture Comparative Perspectives reservation
  29. UCL workshop, Provost’s Welcome to New Staff
  30. UCL day-long Researcher Development Workshop, Writing and Publishing Research Papers
  31. UCL day-long Researcher Development Workshop, Increasing Impact – Gaining Positive Media Coverage
  32. Attended two-day Inspirefest celebrating women in technology, held in Dublin
  33. Attended four-day conference of the American Society for Engineering Education (ASEE) in Salt Lake City
  34. Attended one-day symposium at the Royal Society sponsored by the RAEng and UCL CEE, Inclusive Engineering Education Symposium
  35. Second Nathu Puri Institute Thought Leadership Event at 6-9 Carlton House Terrace, London SW1Y 5AG
  36. Attended two-day 7th International Symposium of Engineering Education (ISEE 2018), hosted by UCL
  37. UCL day-long Researcher Development Workshop, Storytelling Skills for Teachers and Presenters
  38. UCL Arena training for fellowship applicants at principal level, PFHEA Lunch session
  39. Attended five-day conference of the European Society for Engineering Education (SEFI 2018) in Copenhagen
  40. Attended three-day International Conference on Interactive Collaborative Learning (ICL 2018) plus events of the International Conference on Engineering Pedagogy (IGIP 2018) in Kos Island, Greece
  41. UCL online training module and certificate earned in GDPR
  42. SRHE day-long workshop, IS THERE (STILL) ROOM FOR EDUCATION IN THE CONTEMPORARY UNIVERSITY? Exploring policy, research and practice through the lens of professional education. Seminar 3
  43. Lecture organized by the Irish Fulbright Commission, Creative Minds: In Conversation with a NASA Astronaut
  44. TU Dublin (formerly DIT) online training module and certificate earned in GDPR
  45. TU Dublin 2.5-hour workshop by Dr. Bill Williams, Getting published in engineering education research journals
  46. Attended half-day IEP Research Away (Half) Day
  47. UCL full-day workshop, Building Research Leaders
  48. UCL Career Centre workshop, Effective Academic Interviews
  49. UCL workshop, Providing learning experiences that enable students to acquire the right mix of knowledge, skills and competences
  50. UCL two-hour workshop, Using and understanding bibliometrics
  51. UCL full-day workshop, Influencing and Negotiating
  52. UCL two-hour workshop, Copyright for Research Staff
  53. UCL Arena Principal Fellow Guidance Session: Developing your application
  54. Expert evaluator training briefing for the European Commission
  55. Attended two-day spring symposium, EERN 2018 (UK & Ireland Engineering Education Research Network) in Newcastle upon Tyne, UK
  56. Attended two-day Inspirefest (women in tech) in Dublin
  57. Attended two-day engineering education conference, ISEE 2018 (7th International Symposium of Engineering Education) at UCL
  58. Attended four-day engineering education conference, ASEE 2018 in Salt Lake City
  59. Attended five-day engineering education conference, SEFI 2018 in Copenhagen
  60. Attended three-day engineering education conference, ICL/IGIP 2018 in Kos
  61. Attended three-day higher education conference, SRHE 2018 (Society for Research in Higher Education) in Newport, Wales
  62. Attended three-day annual conference, MSCA General Assembly 2019 in Vienna
  63. Attended two-day spring symposium, EERN 2019 (UK & Ireland Engineering Education Research Network) in Dublin
  64. Attended four-day engineering education conference, ASEE 2019 in Tampa
  65. Attended two-day MSCA IF monitoring event, education sector, in Brussels, June 2019
  66. Attended three-day engineering education conference, REES 2019 in Cape Town
  67. Attended four-day engineering education conference, SEFI 2019 in Budapest
  68. Attended one-day conference of UK Engineering Professors Council and the Institution of Engineering and Technology, New approaches in practice, 2020
  69. Attended two-day annual conference, EERN 2018 (UK & Ireland Engineering Education Research Network) in Coventry, UK
  70. Attended 14 lectures at UCL Bartlett School of Architecture’s International Lecture Series (2018, 2019) and at least 7 other lectures in the Faculty of Engineering.

Outreach to Support Educators and Researchers (Workshops and Invited Presentations Delivered)

I provided workshops on research techniques for Early Stage Researchers as well as experienced researchers. I also provided workshops on teaching (learning theories and innovative teaching techniques) for educators. These are presented alphabetically by country:

Denmark

Edström, K., Bernhard, J., van den Bogaard, M., Benson, L., Finelli, C., CHANCE, S. M., & Lyng, R. (2018). Reviewers, reviewers, reviewers! Workshop at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.

Edström, K., Bernhard, J., De Laet, T., CHANCE, S. M., (2018). Doctoral Symposium. One-day pre-conference workshop at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.

De Laet, T., Williams, B., CHANCE, S. M., & others (2018). Engineering Education Research. Workshop by EER Working Group at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.

Hungry

Edström, K.,Benson, L.,Mitchell, J., Bernhard, J., van den Bogaard, M., Carberry, A., & CHANCE, S. (2019). Writing Helpful Reviews for Engineering Education Journals. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.

Hannon, P. K., Berry, D., CHANCE, S., Core, M., & Duignan, F. (2019). Physical computing: A low-cost project-based approach to engineering education. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.

Miminiris, M., CHANCE, S. M., & Direto, I. (2019). Recognising and understanding qualitatively different experiences of learning in engineering: Variation as a learning tool. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.

Ireland

CHANCE, S. M. (2018). Gender Equality in STEM Education. Presentation delivered at Irish Marie Curie Alumni Association’s Gender Equality Workshop Programme on 3rd December 2018 in Dublin, Ireland.

CHANCE, S. M. (2018). MSCA fellowship experiences. Presentation delivered for Dublin Institute of Technology’s EPA & IUA MSCA Research Information Workshop Programme.

I also shared knowledge with friends, colleagues, and former students from back home. One of my former architecture students, Justin Harris, and his wife, visited me in London.

South Africa

Govender, S., CHANCE, S., & Direito, I. (2019). Fostering Inclusivity in Engineering Education in the South African Context. Two-day Master class conducted for the University of Cape Town’s Engineering Education Existing Staff Capacity Enhancement Programme.

Akinmolayan, F. & CHANCE, S. M. (2018). Facilitating group & Problem-Based Learning in the context of engineering education. Two-day Master class conducted for the University of Cape Town’s Engineering Education Existing Staff Capacity Enhancement Programme.

Dr. Folashade Akinmolayan and I had just checked in in Johannesburg to deliver our two-day Master Class on team-based learning, after a vvvveeeerrrryyyy long flight from London.

United Kingdom

CHANCE, S. M. (2020). Becoming Civil: Outcomes of a Marie Curie Fellowship with CEGE and CEE. Lunch seminar for UCL’s Centre for Engineering Education in London.

My final presentation at UCL at the end of the MSCA IF. Here, I’m presenting one of my projects, this one on Global Responsibility.

Bathmaker, A., CHANCE, S. M., & Wheelahan, L. (2019). Understanding and conceptualizing knowledge in professional and vocationally-oriented higher education: Beyond time management and interpersonal skills. Workshop provided Thursday 16 May 2019 for the Society for Research on Higher Education in London, UK.

CHANCE, S. M. (2019). Learning theories in engineering: A US perspective on student development. A class session for UCL’s new MSc in Engineering and Education.

I frequently connected back to TU Dublin colleagues, Dr. Damon Barry in electrical engineering and Dr. Lorraine D’Arcy in transport engineering and mobility. I even hosted Lorraine and three other colleagues for a day-long visit to UCL.

CHANCE, S. M. (2018). Summary of National STEM Educational Policies in Relation to Girls’ Experiences in Physics in Europe and into the Engineering Pipeline.Society for Research in Higher Education conference 2018 in Newcastle, UK.

Direto, I., Malik, M., & CHANCE, S. M. (2018). Conducting Systematic Literature Reviews in Engineering Education Research. Workshop to the UK & Ireland Engineering Education Research Network (EERN) annual conference 2018 in Portsmouth.

Leão, C. P., Soares, F., Williams, B., & CHANCE, S.(2018). Challenges, experiences and advantages in being a female engineering student: voices in the first person. Presentation at the UK & Ireland Engineering Education Research Network (EERN) annual conference 2018 in Portsmouth.

CHANCE, S. M. (2018). Implications for Irish policy of women’s experiences in STEM education in Ireland, Poland, and Portugal. UK & Ireland EERN Spring Colloquium 2018 in Newcastle-upon-Tyne.

CHANCE, S. M. (2018). Supporting diverse students: Findings from a longitudinal study of female engineering students in three countries. Lunch seminar for UCL’s Centre for Engineering Education in London.

Here I am in March 2020, meeting with Dr. Susan Feltic, one of the other leaders of the Irish chapter of the Marie Curie Alumni Association upon my return home. She hosted weekly MCAA get-togethers pre-Covid, and this was the second one I attended. I’m hoping to get more involved in the Irish chapter now that I’m back in Dublin!

Project Management as an MSCA Research Fellow

As part of my Marie Skłodowska-Curie Actions Individual Fellowship (MSCA IF), which ran 2018-2020, I learned new skills in project management. Two of my six work packages (WPs) focused on project management: WP3 was for developing a special focus issue (which turned into producing two issues of in the journal IEEE Transactions on Education), and WP6 was for managing the MSCA grant itself.

In this blog post, I describe activities in these two work packages. I also identify what impact I wanted to have with the MSCA grant and share photos with colleagues.

Incidentally, the photo above was taken with Prof. Emanuela Tilley (of University College London, UCL) and Dr. Folashade Akinmolayan (of Queen Mary University London). Emanuela is a highly organized and productive manager and she serves as the Director of UCL’s award-winning Integrated Engineering Programme (IEP). She’s been a fabulous role model for me in learning these types of skills.

Below are two more colleagues from UCL, who worked with Emanuela and me in the Engineering Faculty Office.

The other three pictures are taken with colleagues from the States, showing how I helped transfer knowledge and learning across the Atlantic and back as a result of this grant.

WP3, Special-Focus Journal Issues

The intention of WP3 was for me to learn publication skills related the engineering education research (EER). In the MSCA application, I promised to deliver a publication-ready document to a publishing house by month 24 of the two-year grant. Ultimately, I found I was able to spearhead development of two different special focus journal issues. I exceed my own expectations by working proactively. In fact, both of these journal issues were already published by month 24, and are currently informing the EER community.

The special focus issues I spearheaded are cited as follows:

CHANCE, S., Williams, B., Goldfinch, T., Adams, R. S., & Fleming, L. N. (Eds.). (August 2019). Special Issue on Using Enquiry- and Design-Based Learning to Spur Epistemological and Identity Development of Engineering Students. IEEE Transactions on Education, (62)3. DOI 10.1109/TE.2019.2923043.

CHANCE, S., Bottomly, L., Panetta, K., & Williams, B. (Eds.). (November 2018). Special-focus issue on gender in engineering in the IEEE Transactions on Education, (61)4.

In the UCL Engineering Faculty Office at UCL, with EER researcher Dr. Inês Direito and the faculty’s Communications Manager Emma Whitney.

At this point, I am leading the development of a third special focus issue–this last one is for the Australiasian Journal of Engineering Education–and this project is extending my reach farther across the globe.

The third special focus issue, now under development is:

CHANCE, S., Strobel, J., Mazzurco, A., Hattingh, T., & Villas-Boas, V. (Eds.). (forthcoming May 2021). Special Issue on Ethics in Engineering Education and Practice. Australasian Journal of Engineering Education (AJEE).

An intention for this new issue is for the two lead editors (Chance and Strobel) to help mentor the three other guest editors through the process to enable them to lead development of future special focus issues in EER. I’m thus delighted to report that Teresa Hattingh was recently appointed as Associate Editor of a new EER journal out of India.

Enjoying ice cream at Covent Garden in London with my amazing PhD advisor, Dr. Pamela Eddy (from William and Mary in Virginia) and her husband, Dr. David Pape, who visited during my Marie Curie.

WP6, Project Management

The intention of WP6 was to keep the grant well managed from financial, quality assurance, and reporting standpoints. The main requirement was to provide essential information to the European Commission regarding the progress of the grant.

During the MSCA IF, I followed University College London data management guidelines. My research projects were identified as “low risk” to human participants and followed the established guidelines.

Under this WP, I had promised the following deliverables: a Career Development Plan (CDP), a mid-project report, and a final report. The CDP was developed and uploaded to the Participant Portal in the required timeframe. I also developed a mid-project report but, as there was no portal available for uploading it on the EU reporting platform, I posted the mid-term report to my blog and sent a link to my program officer.

Three-quarters of the way through my MSCA-IF period, I participated in a monitoring session in Brussels. It was held for Marie Curie Fellows doing projects in education and learning sciences. The set up was new, and this session was one of the first of its kind. Feedback I received there for my MSCA work was positive; no alterations to my projects were requested.

A PDF of the overall final report is available on my website for anyone to see and it has now been downloaded 234 times since I made it available. The blog page where it is posted has been viewed 486.

I believe posting the PDF is making a contribution in that a lot of MSCA fellows are curious to see what a report looks since there isn’t much information available online, meaning that most people can’t work on their reports until their grant actually finishes.

Getting together with my Master’s Thesis advisor (from Virginia Tech) and his wife, Ron and Cheryl Daniel, when they lived in London.

Impact envisioned

From the outset, I wanted my MSCA work to enhanced public perception of engineering as a fun and creative field. I also set out to help:

  • increase the focus given by engineering educators to the developmental patterns of engineering students;
  • improve student retention as a result of increased support;
  • enhance diversity, as techniques to support minority students are increasingly utilized;
  • improve overall teaching in engineering education as a result increasingly credible and useful research;
  • provide increased focus on ethics and sustainability in engineering education; and
  • produce tools and models to help engineering educators foster creativity and engineering firms contribute to realizing the United Nations Sustainable Development Goals (SDGs).
During this MSCA Fellowship, I got to attend my first two annual conferences of the American Society for Engineering Education (ASEE). At both, I caught up with instructors from Hampton Roads in Virginia (where I used to live). They coach student teams that compete at the ASEE conference annually. This colleague, Chris Helton, is from the Apprentice School at the Newport News Shipyard.

My plans for dissemination and exploitation of results was fully realized (and, in fact, exceeded). I believe that all critical objectives proposed in my MSCA application have been fully achieved, and the list of deliverables exceeds the original promises. Many additional manuscripts that are currently under development using data collected during this fellowship will continue to achieve impact in coming years.     

Focus on Student Development

Our new special focus journal is out!

This is a major part of my Marie Curie fellowship, because I wanted (a) to learn more about publishing and (b) build the knowledge base regarding “student development” in engineering.

I’m particularly interested in identity development and epistemic cognition (how students think about knowing and what knowledge is). I am myself working on a major research project exploring these epistemic topics, but with this journal issue I helped provide other people who are working on similar topics a place to publish their work.

It’s a really nice set of papers–three on identity and five on epistemology, with an introductory statement up front which I wrote with the people I brought on board as guest editors. The editorial team spent the past 18 months on this project–getting authors invited, articles competatively selected then carefully reviewed and enhanced.

You may remember that we issued a call for papers about 18 months ago. We managed to keep the whole project on track schedule-wise and the final printed version came out in August 2019, a full four months before I’d promised the funders I’d deliver it!!!!! How often will I get to say something like that!? Delighted to have the chance now.

Here’s the introductory statement:

Practical Epistemic Cognition in a Design Project—Engineering Students Developing Epistemic Fluency

Jonte Bernhard Anna-Karin Carstensen Jacob Davidsen Thomas Ryberg

Teacher Learner, Learner Teacher: Parallels and Dissonance in an Interdisciplinary Design Education Minor

Desen S. Ozkan Lisa D. Mcnair Diana Bairaktarova

Here’s an official overview of the issue:

“This Special Issue of the IEEE Transactions on Education focuses on using enquiry-based design projects to spur engineering students’ development, so as to increase understanding and application of the relevant theories, foster higher rates of student development and achieve this in healthy and productive ways.

Each of the eight papers in this Special Issue focuses on a specific aspect, presenting an empirical research study on either epistemological or identity development among engineering students. Five of the papers are on epistemological development or ‘epistemic cognition,’ and three on identity development. The overall set of resources is presented so engineering educators can gain familiarity with existing theories on how students change and grow over their university years, and can consider the findings of empirical studies and what these might imply for their own teaching and for their students’ learning.”

https://ieeexplore.ieee.org/document/8786829

If you’ve got a manuscript you’d like to publish with this journal, you can find links on the website of the IEEE Education Societyhttp://ieee-edusociety.org/about/ieee-transactions-education. Or, feel free to drop me a line at <irelandbychance dot com> to ask advice–I’m an Associate Editor of this journal.

TV News Feature

 

 

 

 

 

 

 

 

Yesterday, RTE aired a piece on RoboSlam that features Ted Burke (I previously blogged about the filming).

The piece describes preparations for the Dublin Make event, to be held Saturday, July 26 on the grounds of Trinity College.  The news segment is available to view for seven days.

Click

http://www.rte.ie/news/player/one-news/2014/0724/#page=3

and then drag the slider to 23:12.  Getting to it takes a bit of effort since the internet version sometimes opens with commercials, but it’s a very cool and fun news pieces.

Great news work by Sinead Morris!

 

I’ve also found announcements about the Marie Curie fellowship in DIT’s spring Research News magazine (see pages 34-35) and on The College of William and Mary’s School of Education Alumni News webpage.

 
DIT Research News  http://www.dit.ie/media/ditresearchenterprise/dredocuments/Research%20news%20Vol%207.1.pdf

DIT Research News feature, see pages 34-

WM SOE almuni page https://education.wm.edu/news/alumninews/chance-2014.php

W&M School of Education alumni page announcement