Conference Agenda

Learning Analytics with Matlab Grader in Undergraduate Engineering Courses

Jannis Dethmann, Brit-Maren Block

Leuphana University Lüneburg, Germany

Reflection processes for learning with digital media in higher education courses: A report on our experience

Nico Marten, Kathrin Thiele

Ostfalia University of Applied Sciences, Germany

Leveraging Large Language Models for Actionable Course Evaluation Student Feedback to Lecturers

Mike Zhang, Euan Lindsay, Frederik Bode Thorbensen, Danny Bøgsted Poulsen, Johannes Bjerva

Aalborg University, Denmark

The Road Not Taken: How First-Generation Students Differ in Their Postgraduate Educational Paths

Joelyn de Lima, Olga Kasatkina, Isabelle Lermigeaux-Sarrade

The Swiss Federal Institute of Technology (EPFL)

Choosing Information Technology as a Major; Are There Gender Differences?

Outi Tuulia Virkki

Haaga-Helia University of Applied Sciences, Finland

FRAMEWORK CONDITIONS AND STRATEGIES FOR ATTRACTING YOUNG WOMEN TO ENGINEERING IN TIMES OF DIGITAL AND GLOBAL TRANSFORMATION

Brit-Maren Block, Marie Gillian Guerne, Jennifer Wulfes

Leuphana University Lüneburg, Germany

Experiencing engineering – increasing the attractiveness of engineering through period of work experience for lower secondary school pupils

Anni-Elina Leinonen, Johanna Kristiina Naukkarinen

LUT University, Finland

A COMPARATIVE SCIENTOMETRIC ANALYSIS OF DIVERSITY, EQUITY, AND INCLUSION (DEI) PUBLICATIONS IN EUROPEAN JOURNAL OF ENGINEERING EDUCATION AND JOURNAL OF ENGINEERING EDUCATION

Bill Williams^1,4,5, Andrew Valentine², Natalie Wint³

¹CEGIST, Instituto Superior Técnico, Universidade de Lisboa, Lisbon, Portugal; ²The Univeristy of Melbourne, Australia; ³University College London, UK; ⁴CREATE research centre, TU Dublin, Dublin, Ireland; ⁵Polytechnic Institute of Setubal, Setubal, Portugal

HOW DO ENGINEERING EDUCATION SOCIETIES ENGAGE WITH DEI CONCEPTS? A PRELIMINARY THEORETICAL ANALYSIS OF FORMAL DEI STATEMENTS

Homero Murzi¹, Becky Bergman², Inês Direito³, Jan Van Maele⁴

¹Virginia Tech, United States of America; ²Chalmers University of Technology; ³Universidade de Aveiro; ⁴Katholieke Universiteit Leuven

A co-curricular approach to addressing the variation of practical skills in students from diverse backgrounds

Jon Fullwood, Andrew Garrard

University of Sheffield, United Kingdom

Understanding the Support Mechanisms Available to First-Year Mathematics Students: A Case Study from South Africa

Robert Noel Prince, Zach Simpson

University of Johannesburg, South Africa

Delivering Round-the-Clock Study Support in Mathematics Courses to First-Year Engineering Students Using Discord: An Experience Report

Maarouf Fallaha, Asaad Fallaha, Mirela Vinerean

Karlstad University, Sweden

Development of the Differential Equations Concept Inventory to Assess Conceptual Understanding

Tina A. Fuhrmann¹, Christian Kautz²

¹University of Applied Sciences Merseburg, Germany; ²Hamburg University of Technology, Germany

Informing the Design of 10-Minute Videos for Vector Calculus Instruction: A Rapid Review

Pragashni Padayachee, Anita Campbell

University of Cape Town

Integrating AI Education in Disciplinary Engineering Fields: Towards a Systems and Change Perspective

Johannes Schleiss¹, Aditya Johri², Sebastian Stober¹

¹Otto von Guericke University Magdeburg, Germany; ²George Mason University, United States of America

ICT-ENGINEERING TEACHERS’ EXPERIENCES AND EXPECTATIONS WITH AI

Tauno Tepsa, Juhani Angelva, Maisa Mielikäinen

Lapland UAS, Finland

ROLE OF AI IN HIGHER EDUCATION: OPPOPTUNITIES AND CHALLENGES OF USING AI TECHNOLOGIES

Muniah Maree¹, Freeha Azmat¹, Amina Jameel²

¹University of WARWICK, United Kingdom; ²Bahria University, Pakistan

Towards Responsible AI - Competencies for Engineers: An Explorative Literature Review On Existing Frameworks

Marie Decker¹, Johannes Schleiss², Ben Schultz¹, Sarah Gail Moreno¹, Sebastian Stober², Carmen Leicht-Scholten¹

¹RWTH Aachen University, Germany; ²Otto von Guericke University Magdeburg, Germany

Building ethical engineers: insights from a guide to integrating ethics in civil engineering education

Irene Josa¹, Christina Nick², Ester Giménez³

¹The Bartlett School of Sustainable Construction, University College London London, United Kingdom; ²Inter-Disciplinary Ethics Applied Centre, School of Philosophy, Religion, and History of Science, University of Leeds, Leeds, United Kingdom; ³Institute of Concrete Science and Technology (ICITECH), Universitat Politècnica de València, Valencia, Spain

Engaging Engineering Students in STS-topics Utilizing Students Perceived Relevance

Ronny Kjelsberg, Trond Morten Thorseth, Magnus Strøm Kahrs

Departmen of Physics, NTNU - Norwegian University of Science and Technology, Norway

PRACTISING ETHICS IN ENGINEERING AND SCIENCE EDUCATION

Laura Ferrarello, Jaïr Campfens, Rehab Massoud, Santhanu Ramanandan

EPFL, Switzerland

Prometheus Challenge: an ethics training for engineering students

Seddik Benlaksira¹, Chloé Bonifas², Ambre Davat¹, Louis Devillaine³, Sofia Duran-Cardenas², Marc Tilly², Thierry Ménissier², Yvan Pigeonnat⁴

¹GRESEC, Université Grenoble Alpes, France; ²IPhiG, Université Grenoble Alpes, France; ³PACTE, Université Grenoble Alpes, France; ⁴PerForm, Grenoble INP, Université Grenoble Alpes, France

Course Perception Differences Among STEM Students in a Multi-Culture Course: A Case Study in US

Yuanyuan Song

Tsinghua University, China, People's Republic of

Designing an engaging first-year engineering experience: a case study

Lionel Lam, Huey Yee Chan, Ray Dagastine

The University of Melbourne, Melbourne, Australia

ASSESSING THE SHIFT IN ENGINEERING STUDENTS’ INITIAL KNOWLEDGE AND FIRST-YEAR RESULTS OVER A DECADE

Louise Therese Pick, Charles Declan McCartan, Felix Hagan

School of Mechanical and Aerospace Engineering, Queens University Belfast, United Kingdom

Do you need to be mad to work here? Reflections on leading extremely large-scale interdisciplinary team project modules

Fiona Truscott¹, Lelanie Smith²

¹Centre for Engineering Education, UCL, United Kingdom; ²Faculty of Engineering, Built Environment and IT, University of Pretoria, South Africa

Appraising a 2.5th Space: Learnings from an Engineering Education Unit in Engineering and Computing

Joshua Burridge, Shannon A Rios, Sally Amanda Male

The University of Melbourne, Australia

Motivation and Hindering Factors in Engineering Education – Perspectives of Engineering Educators at European Universities

Ann-Kristin Winkens¹, Clara Lemke¹, Christian Stöhr², Carmen Leicht-Scholten¹

¹RWTH Aachen University, Germany; ²Chalmers University of Technology, Sweden

How Experienced Teachers Teach Lifelong Learners

Malene Bolding

DTU Learning Lab, Technical University of Denmark

A FRAMEWORK TO PREPARE ACADEMIC AND INDUSTRY EDUCATORS TO DELIVER CONTINUING ENGINEERING EDUCATION

Christopher J. M. Smith¹, Sonia M. Gomez Puente², Kostas Nizamis⁴, Bente Nørgaard⁵, Matias Urenda Moris⁶, Patricia Caratozzolo³

¹Glasgow Caledonian University, United Kingdom; ²Eindhoven University of Technology Eindhoven, The Netherlands; ³Tecnologico de Monterrey Mexico City, Mexico; ⁴University of Twente, Enschede , The Netherlands; ⁵Aalborg University Aalborg, Denmark; ⁶Uppsala University Uppsala, Sweden

EDUCATORS’ WELL-BEING IN A LONG RUN

Lógó Emma, Séllei Beatrix

BUDAPEST UNIVERSITY OF TECHNOLOGY AND ECONOMICS, Hungary

PSYCHOLOGICAL SAFETY IN PRACTICE: GUIDELINES AND INSIGHTS FOR DIFFERENT STAKEHOLDERS IN HIGHER EDUCATION

Beanta Alberink, Yousef Jalali

EPFL, Switzerland

Integrating Ethics of Care into Engineering Education

Robert K Irish, Lisa Romkey

University of Toronto, Canada

Upgrading Mathematical Skills for Professional Studies: The Role of Interactive Tasks and Self-Direction in Online Courses

Päivi Porras¹, Jarkko Hurme², Henry Lähteenmäki³

¹LAB University of Applied Sciences, Finland; ²Oulu University of Applied Sciences, Finland; ³South-Eastern Finland University of Applied Sciences, Finland

DON’T JUST THINK, PONDER: METACOGNITIVE SKILLS AMONG ENGINEERING STUDENTS WITH AND WITHOUT WORK PLACEMENTS

Max Leong, Sarah Junaid

Aston University, United Kingdom

Triggering students’ lifelong learning competencies through a personal development process – case studies from Belgium, Ireland & Finland

Lynn Van den Broeck¹, Rani Dujardin¹, Sofie Craps¹, Johanna Naukkarinen², Una Beagon³, Caitriona DePaor³, Aimee Byrne³

¹KU Leuven, Belgium; ²LUT, Finland; ³TU Dublin, Ireland

FROM THEORY TO PRACTICE: THE PERSONAL DEVELOPMENT PROCESS IN AN E-PORTFOLIO TO PREPARE FOR LIFELONG LEARNING

Rani Dujardin¹, Lynn Van den Broeck¹, Sofie Craps¹, Johanna Naukkarinen², Una Beagon³, Caitriona DePaor³, Aimee Byrne³

¹KU Leuven, Belgium; ²LUT, Finland; ³TU Dublin, Ireland

Project-based approach for electrical engineering education at ETH Zürich

Michele Magno², Victoria Abou Khalil¹, Curt Schurgers^2,3

¹CHILI computer-human interaction in learning and instruction, EPFL, Switzerland; ²Center for Project-Based Learning, ETH Zurich, Switzerland; ³Electrical and Computer Engineering Department, UC San Diego, California, USA

Challenge-Based Learning in Practice: Redesign and Evaluation of an Interdisciplinary Minor

Kostas Nizamis

University of Twente, Netherlands, The

An overview of the professional skills encountered through capstone engineering projects

Victoria Abou Khalil, Helena Kovacs

EPFL, Switzerland

Engineering collaboration in project-based learning

Juliane Balder, Rainer Stark

Industrial Information Technology, TU Berlin, Germany

Academics’ Perceptions of Transversal Skills: A Case Study in a New Engineering Programme at the Norwegian Defence University College

Luke Dokter

Norwegian Defence University College, Norway

FLEXIBLE LEARNING IN HIGHER EDUCATION: DRIVING FUTURE SKILLS DEVELOPMENT AND EMPLOYMENT OPPORTUNITIES

Patricia Munoz-Escalona¹, Sonia M. Gómez Puente², Patricia Caratozzolo³

¹Glasgow Caledonian University, Scotland, United Kingdom; ²Eindhoven University of Technology (TU/e), The Netherlands; ³Institute for the Future of Education, Tecnologico de Monterrey, Mexico

Transversal skills priorities and curricular support as experienced by engineering students on their path to becoming responsible engineers

Joelyn de Lima, Siara Isaac, Jessica Dehler Zufferey

Ecole polytechinque Fédéerale de Lausanne, Switzerland

Testing is Learning: Using Randomized, Parametrized, and Diversified Weekly Online Quizzes with Answer-Dependent Feedback in Multivariable Calculus

Martijn Boussé, Laurie Delnoij, Stefan Jongen, Gavin Phillips

Maastricht University, Netherlands, The

Evaluation of a strategy training to promote mechanical-mathematical modeling competence in problem solving in Technical Mechanics (statics)

Kristina Lampe¹, Martin Lang², Alexandra Dorschu¹

¹Ruhr West, University of Applied Sciences, Germany; ²University of Duisburg-Essen, Germany

DEVELOPMENT OF A FORMATIVE ASSESSMENT PRACTICE

Trine Højberg Andersen, Knut Bjørkli Rolstad

NTNU, Norway

EXPLORING THE ROLE OF NATIONAL EDUCATION SYSTEM ON PATHWAYS INTO ENGINEERING: A COMPARITIVE STUDY (RESEARCH)

Natalie Wint¹, Sofie Craps², Hanne Deprez², Patrik Mottl³

¹Centre for Engineering Education (CEE), UCL, United Kingdom; ²KU Leuven; ³Czech Technical University in Prague

THE SUPPORTIVE ROLE OF THE EUROPEAN UNIVERSITIES IN ENGINEERING EDUCATION INNOVATION – THE CASE OF EUROTEQ

Patrik Mottl¹, Sonia Maria Gómez Puente², Anneli Kalm³, Ludmila Dohnalova¹

¹Czech Technical University in Prague, Czech Republic; ²Eindhoven University of Technology, Netherlands; ³Tallinn University of Technolgy, Estonia

Surprises at Work: A STUDY OF EARLY CAREER ENGINEERS

Dennis Friedrichsen, Jette Egelund Holgaard, Anette Kolmos, Maiken Winther, Henrik Routhe

Aalborg University, Denmark

UNIVERSITY ATTRACTIVENESS AND COVID-19INFLUENCE: A FOCUS ON INDUSTRIAL ENGINEERING AND MANAGEMENT STUDENTS

Marlene von Steinaecker¹, Maria Serodio²

¹ESTIEM, Germany; ²ESTIEM, Portugal

Using Inquiry Based Learning to Teach Inclusive Engineering

Michael Trikic¹, Tara Baldacchino², Fudail Ajaz³

¹The University of Sheffield, United Kingdom; ²The University of Sheffield, United Kingdom; ³The University of Sheffield, United Kingdom

Developing the Inclusive Mindset of the Future for Engineering Education

Sheryl Sorby¹, Gary Bertoline²

¹University of Cincinnati, United States of America; ²Purdue University

BELIEFS ON BELONGING: PERCEPTIONS OF FIRST YEAR ENGINEERING STUDENTS

Elizabeth Rees, Hanne Løje, Lene Duedahl-Olesen

DTU, Denmark

Conceptualising an Inclusive Mindset: A Scoping Review and Framework for Engineering Education

Akrimar Tongkaew, Carina Lomberg

Technical University of Denmark

INTRODUCING AI TOOLS IN THE ENGINEERING CURRICULUM

Nael Barakat, Shih-Feng Chou, Muath Salim, Hamed Seyyedhosseinzadeh

University of Texas at Tyler, United States of America

Critical Thinking with AI: Navigating ChatGPT in Engineering Education

Joanna Weng

Zurich University of Applied Sciences, Switzerland

A Roles-based Competency Framework for Integrating Artificial Intelligence (AI) in Engineering Courses

Johannes Schleiss¹, Aditya Johri²

¹Otto von Guericke University Magdeburg, Germany; ²George Mason University, United States of America

AI-Driven Digital Competencies in Engineering Education: A Notebook-based Teaching Approach

Falk K Wittel, Jonas M. Maas

ETH Zurich, Switzerland

Are technical knowledge sacrificed with the integration of transferable skills into the engineering curriculum? – an evaluation of one-week intensive project-based learning in biochemical and biomedical engineering

Lillian Yun Yung Luk^1,2, John Mitchell², Mauryn C. Nweke², Terence Leung²

¹The University of Hong Kong, Hong Kong; ²University College London, United Kingdom

Project-Based Learning Approach for an Engineering Course: Challenges and Learnings of Teaching Transversal Skills

Yousef Jalali, Iris Capdevila, Jamie Paik

EPFL, Switzerland

Integration of Life Cycle Assessment of full-scale Structures as part a PBL Civil Engineering Programme

Michael Quilligan, William Horan, Declan Phillips, Terence Ryan

University of Limerick, Ireland

The Cynefin Framework and Sustainability in Engineering Education

Christian Lystbæk, Michael Noerager

Aarhus University, Denmark

Integrating competencies in a curriculum through developing learning paths and reflection assignments

Melanie van Berkum

Wageningen University & Research, Netherlands, The

STUDENTS’ REFLECTIONS ON PROGRESSION IN THEIR EDUCATION PROGRAMME

Camilla Björn, Kristina Edström, Viggo Kann

KTH Royal Institute of Technology, Sweden

Engineering Education Accreditation Frameworks: History and Global Expansion of the Washington Accord and EUR-ACE Label

Leonardo Pollettini Marcos, Brent Jesiek, Stephanie Masta, Kerrie A Douglas

School of Engineering Education, Purdue University, United States of America

Comparing and Exploring adjustments to an implemented Flipped classroom combined model: A follow-up study

Adriana Maria Smith Ortiz, Piotr Mazurkiewicz, Gill Cooke

University of Warwick, United Kingdom

The Role of Reflection-Informed Learning and Instruction in an Introductory Physics Course for Engineering and Science Students

Jiwon Kim¹, Alfa Satya Putra¹, Saira Anwar², Ahmed Ashraf Butt³, Ahmed Magooda⁴, Diane Litman⁵, Muhsin Menekse¹

¹Purdue University, USA; ²Texas A&M University, USA; ³Carnegie Mellon University, USA; ⁴Microsoft Corporation, USA; ⁵University of Pittsburgh, USA

Bottlenecks in Thermodynamics: Bridging Gaps in Energy Balance Derivation between Experts and Students

Matthias Neef¹, Johannes Goebel¹, Sylvia Schädlich², Lisa Demant², Vivian Kowalzik³

¹Hochschule Düsseldorf, University of Applied Sciences, Germany; ²Hochschule Ruhr West, University of Applied Sciences, Germany; ³Technische Hochschule Köln – University of Applied Science, Germany

PILOTING A SOCIOTECHNICAL MODULE ABOUT ELECTRIC VEHICLE BATTERIES IN A SMALL CIRCUITS COURSE (PRACTICE PAPER)

Susan M. Lord¹, Cynthia Finelli²

¹University of San Diego, United States of America; ²University of Michigan, United States of America

Exploring journeys from sustainable design to design for sustainability

Marc Laperrouza, Michka Mélo

EPFL, Switzerland

UNDERGRADUATE SUSTAINABILITY RESEARCH EXPERIENCE FOR ENGINEERING EDUCATION

Riadh Habash

University of Ottawa, Canada

Exploring the Education and Training of Nuclear Engineers in Australia

Tina Baradaran¹, Andrew Sill², Ilpo Koskinen¹, Mihail Ionsecu², Edward Obbard¹

¹University of New South Wales, Australia; ²Australian Nuclear Science and Technology Organisation

Statistics in engineering degrees: a case study of a community service

Elisa Futos-Bernal¹, María Anciones-Polo¹, Deolinda Maria L. Dias Rasteiro², María Jesús Santos Sánchez¹, Araceli Queiruga-Dios¹, Ascensión Hernández Encinas³

¹Universidad de Salamanca, Spain; ²Polytechnic Institute of Coimbra; ³Non-profit association AELCLÉS

USING STUDY AND RESEARCH PATHS IN STATISTICS WITH REAL DATA TO RAISE QUESTIONS AND AWARENESS

Maria-Josep Freixanet¹, Montserrat Alsina¹, Marianna Bosch²

¹Universitat Politècnica de Catalunya, Spain; ²Universitat de Barcelona, Spain

SERVICE-LEARNING: AS A WAY TO ENHANCE STUDENTS’ COMPETENCIES

Deolinda Maria L. Dias Rasteiro¹, Araceli Queiruga-Dios², Ascénsion Hernández Encinas³, Maria Jesus Santos Sánchez², Emília Bigotte de Almeida¹, Cristina P. Caridade¹

¹Polytechnique University of Coimbra - IPC/ISEC, Portugal; ²Universidad de Salamanca, Salamanca, Spain; ³Non-profit association AELCLÉS Salamanca, Spain

Connecting Experience and Expertise: The University of Experience and its Impact on Engineering Students

María Anciones-Polo¹, Elisa Futos-Bernal¹, Marián Queiruga-Dios², María Jesús Santos Sánchez¹, Jackeline Murillo³, Araceli Queiruga-Dios¹

¹Universidad de Salamanca, Spain; ²Universidad Francisco de Vitoria, Spain; ³Universidad Vasco de Quiroga, Mexico

HOW US POSTDOCTORAL OFFICES SUPPORT INTERNATIONAL STEM POSTDOCTORAL SCHOLARS (RESEARCH)

Jennifer Tygret¹, Anneke Bruwer², Sylvia Mendez³

¹Illinois College, United States of America; ²University of Colorado Colorado Springs, United States of America; ³University of Kentucky, United States of America

INVESTIGATING WHAT CONTRIBUTES TOWARDS A HOLISTIC ENGINEERING STUDENT EXPERIENCE FOR INTERNATIONAL AND HOME STUDENTS

Mauryn Chika Nweke¹, Irina Lazar¹, Abel Nyamapfene¹, Folashade Akinmolayan², Yuncong Liu¹, Obioma Egemonye¹

¹University College London, United Kingdom; ²Queen Mary University of London

USING FORUMS FOR PROMOTING STUDENT DIVERSITY

Alexandra Niculescu, Patrick Jermann

EPFL, Switzerland

ACADEMIC RESILIENCE: A STUDY OF PARENTAL BACKGROUND’S CONTRIBUTION TO ENGINEERING IDENTITY IN THREE EUROPEAN ENGINEERING FACULTIES

Neil Cooke¹, Sarah Chung¹, Enrica Caporali², Jörgen Forss³, Gianni Bartoli², Daniel Cottle¹, Kamel Hawwash¹, Jesper Andersson³

¹University of Birmingham, United Kingdom; ²University of Florence, Italy; ³Linnaeus University, Sweden

Kicking off the EER Reading Club -The Handbook of Engineering Research Series

Tinne De Laet¹, Esther Ventura-Medina², Jenni M. Case³

¹KU Leuven, Belgium; ²TU Eindhoven, the Netherlands; ³Virginia Tech, Blacksburg, USA

What conflicts does sustainability bring to engineering education?

Aida Guerra¹, André Baier²

¹Aalborg University, Denmark; ²Technische Universität Berlin, Germany

Sorting skills: curriculum profiles and the forthcoming SEFI handbook

Helena Kovacs¹, Tamara Milosevic¹, Jennifer Griffiths², Matteo Di Benedetti³, Esther Perea Borobio⁶, Thies Johannsen⁴, Natalie Wint², Neil Cooke⁵

¹EPFL, Switzerland; ²University College London, United Kingdom; ³The University of Sheffield, United Kingdom; ⁴Technische Universität Berlin, Germany; ⁵University of Birmingham, United Kindgom; ⁶Imperial College London, United Kingdom

ENGINEERING OUTREACH: EXAMPLES, EVALUATION AND EVIDENCING

Hanne Deprez^1,2, Sofie Craps^1,2, Gillian Guerne³, Elisabeth Huelse⁴, Klara Kövesi⁵, Michael Milligan⁶, Margaret Morgan⁷, Susie Ye⁸, Natalie Wint⁹

¹KU Leuven, Belgium; ²Leuven Engineering and Science Education Center (LESEC), Belgium; ³Leuphana, Universität Lüneburg, Germany; ⁴Ansys Academic Development Team, Germany; ⁵ENSTA Bretagne, Brest, France; ⁶ABET, USA; ⁷Ulster University, Belfast, Northern Ireland; ⁸Bentley systems, Hoofddorp, The Netherlands; ⁹University College London (UCL), London, UK

ENACTING OUR VALUES - STEPS TOWARDS A MORE SUSTAINABLE AND INCLUSIVE SEFI COMMUNITY (WORKSHOP)

Joelyn de Lima¹, Siara Isaac¹, Natalie Wint², Fiona Truscott², Terhi Kilamo³

¹The Swiss Federal Institute of Technology Lausanne (EPFL) Lausanne, Switzerland; ²Centre for Engineering Education (CEE), University College London (UCL), UK; ³Unit of Computing Sciences, Tampere University (TAU) Tampere, Finland

Staff Capacity Building for Educating Socially Responsible Engineers: Considerations Related to Culture and Emotion

Madeline Polmear¹, Jennifer Griffiths², Johanna Lönngren⁴, Thies Johannsen⁶, Peter Neal⁹, Abel Nyamapfene², Greet Langie³, Klara Kövesi⁵, Christian Kautz⁷, Ester Ventura Medina⁸, Nikita Hari¹⁰

¹King's College London, United Kingdom; ²University College London; ³KU Leuven; ⁴Umea University; ⁵ENSTA Bretagne; ⁶TU Berlin; ⁷TU Hamburg; ⁸TU Eindhoven; ⁹UNSW Sydney; ¹⁰University of Oxford

NEEDS OF STUDENTS AND EDUCATORS FOR EFFECTIVE ORGANIZATION OF CONTINUING ENGINEERING EDUCATION

Heli Väätäjä¹, Wim de Boer², Patricia Caratozzolo³, Rigas Hadzilacos⁴, Yves Jeanrenaud⁵, Kostas Nizamis², Christopher Smith⁶, Natalie Wint⁷

¹Lapland University of Applied Sciences, Finland; ²University of Twente Enschede; ³Tecnologico de Monterrey; ⁴Swiss Federal Institute of Technology Lausanne; ⁵Ludwig Maximilian University of Munich; ⁶Glasgow Caledonian University; ⁷University College London

Empowering Engineering Education: Tools and Strategies for International Accreditation

José Carlos Quadrado^1,2,3,4, Raja Toqeer⁵

¹ENAEE; ²ENTER; ³ISEL; ⁴ISRC/ISEP; ⁵University of Sheffield

Eager to further develop the field of engineering ethics education?

Diana Adela Martin¹, Shannon Chance^1,2, Tom Boersen³, Roland Tormey⁴, Thomas Lennerfors⁵, Gunter Bombaerts⁶, Mircea Tobosaru⁷, Helena Kovacs⁴

¹University College London, United Kingdom; ²Technological University Dublin, Ireland; ³Aalborg University, Denmark; ⁴EPFL, Switzerland; ⁵University of Uppsala, Sweden; ⁶Technological University of Eindhoven, the Netherlands; ⁷National University of Science and Technology Politehnica Bucharest

CURRICULUM DEVELOPMENT AND EMERGING CURRICULUM MODELS IN ENGINEERING

John Mitchell¹, Iris Capdevila², Sophia Economides¹, Alison Gwynne-Evans³, Marc Laperrouza², Emanuela Tilley¹, Gareth Thomson⁴, Natalie Wint¹

¹UCL Centre for Engineering Education, United Kingdom; ²EPFL, Switzerland; ³University of Cape, Town Cape Town, South Africa; ⁴Aston University, Birmingham, UK

AI and ICT Integration in Mathematics Engineering Education: Enhancing Learning and Teaching

Deolinda Maria L. Dias Rasteiro¹, Kathrin Thiele²

¹Polytechnic University of Coimbra, IPC/ISEC, Portugal; ²Ostfalia University of Applied Sciences applied Sciences, Faculty of Mechanical Engineering

MixedLAB: Mixed Reality to Teach Students Experimental Knowledge in Microfabrication

Qinglan Shan^1,2, Julia Chatain², Manu Kapur², Jürgen Brugger¹

¹Microsystems Laboratory, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland; ²Professorship for Learning Sciences and Higher Education, ETH Zurich, Swizerland

Integrating Immersive Technology Solutions in Engineering Education at University Level

Johannes Hendrik Moolman, Michael Edgar, Fiona Boyle, Joseph Walsh

Munster Technological University, Ireland

THE EFFECTIVENESS OF VIRTUAL REALITY IN ENGINEERING EDUCATION: A SEMI-EXPERIMENTAL STUDY AT CASE COMPANY

Lotta Saarikoski¹, Vida Shokati², Minna Lähteenmäki³, Khalil Gholami²

¹VAMK, Vaasa University of Applied Sciences, Finland; ²Åbo Akademi University, Finland; ³Wärtsilä Ltd., Finland

VIRTUAL INDUSTRY VISITS USING IMMERSIVE 360 DEGREE VIDEO: ENSURING ACCESS FOR ALL ENGINEERING STUDENTS

Mary Moloney¹, Jeremiah Spillane¹, Kieran Ruane¹, Philippe Joly²

¹Munster Technological University, Ireland; ²Universite Toulouse III - Paul Sabatier

WE CAN SEE INVENTION IN EVERYTHING: EFFECTS OF THE SIX-WEEK INVENTION FACTORY PROGRAM

Aditi Kothiyal¹, Jidugu Kavya Harshitha^1,2

¹IIT Gandhinagar, India; ²Queen's University, Canada

Engineering Education for a Sustainable Future: Integrating Social and Environmental Transversal Competencies

Mary Bridget Nolan¹, David Mulligan¹, Mary Carden¹, Lizbeth Goodman²

¹Atlantic Technological University Sligo, Ireland; ²University College Dublin, Ireland

Empowering women in STEM: An innovative study orientation program with a focus on new technologies to strengthen the creative potential and self-efficacy of women

Marie Gillian Guerne¹, Brit-Maren Block¹, Matthias Schmidt²

¹Leuphana University, Germany; ²Leibnitz University, Germany

MAKING CONFIDENT DESIGNERS: EFFECT OF A DESIGN AND PROTOTYPING COURSE AND GENDER DIFFERENCES IN STUDENTS’ ENGINEERING DESIGN SELF-EFFICACY

Aditi Kothiyal¹, Avanish Chauhan^1,2, Sameer Sahasrabudhe¹, Madhu Vadali¹

¹IIT Gandhinagar, India; ²Karnavati University

Responsibly Educating Responsible Engineers

Helena Kovacs, Tamara Milosevic

EPFL, Switzerland

IMPACT OF AN INTERNATIONAL EXPERIENCE ON STUDENTS' GLOBAL COMPETENCES

Patricia Munoz-Escalona¹, Christopher Smith¹, Luis Medina², Mervyn Marquez², Homero Murzi³, Colin Milligan¹

¹Glasgow Caledonian University; ²Universidad Austral de Chile; ³Virginia Tech

IS IT A NEED OR A WANT? PERCEPTIONS OF THE NEED FOR A PEER MENTOR FROM UNDERGRADUATE ENGINEERING STUDENTS WITHOUT ONE

Darcie Christensen¹, Cody Mann¹, Abigail Lauer¹, Aidan Wesley¹, Idalis Villanueva Alarcón²

¹Minnesota State University Mankato - Iron Range Engineering, United States of America; ²University of Florida, United States of America

COMMUNICATION IN INNOVATION TEAMS

Stephanie Willemoës, Hanne Løje, Jussi Mikkonen

DTU, Denmark

Promoting International Chemical Engineering Postgraduate Taught Students’ Teamwork Skills via the Inclusive Workshop and Team-building Games

Ya He¹, Mo Zandi²

¹University of Sheffield, United Kingdom; ²University of Sheffield, United Kingdom

HOW TO TEACH CONSCIOUS LEADERSHIP TO FUTUR ENGINEERS? THE DEVELOPMENT OF AN INNOVATIVE ACTIVE TEACHING AND LEARNING PROGRAMME

Klara Kövesi¹, Nathalie Chelin², Gilles Jacovetti²

¹ENSTA Bretagne, France; ²IMT Atlantique, France

Integrating sustainability in higher education institutions: A case study from EPFL

Valentina Rossi, Adélie Garin, Siroune Marie-Noëlle Der Sarkissian, Jacopo Grazioli, Gisou van der Goot, Pierre Dillenbourg

EPFL, Switzerland

Unfold the complexity of engineering learning in a transdisciplinary environment: a Q. study from the University of Twente

Jovana Jezdimirovic Ranito¹, Aida Guerra², Dan Jiang², Juabei Chen²

¹University of Twente; ²Aalborg University

EXAMINING THE EFFECTIVENESS OF A SUMMER SCHOOL TO EQUIP ENGINEEERING STUDENTS WITH COMPETENCES REQUIRED TO ACHIEVE THE SDGS

Una Beagon¹, Janet McKennedy¹, Ruchita Jani¹, Brian Bowe¹, Margaret Morgan², Rosalind Henry²

¹TU Dublin, Ireland; ²Ulster University, Belfast, United Kingdom

Enhancing Education for Sustainable Development (ESD): A new tool for teaching Life Cycle Assessments (LCA) in multidisciplinary engineering

Rhythima Shinde

The Engineering and Design Institute- London (TEDI London), United Kingdom

Advice for Success: Insights from Early Career Women on Vital Competencies Empowering Their Transition into the Civil Engineering Workforce

Elizabeth Sara Volpe, Denise Rutledge Simmons

University of Florida, United States of America

MENTORING MATURE STUDENTS: EXPLORING PEER MENTOR EXPERIENCES AT A PRE-UNIVERSITY ENGINEERING PROGRAMME

Sophia Economides, Teguh Dewangga, Jiaxin Chen

UCL, United Kingdom

Proposing a Mentorship Life Cycle for a Developing Country’s Women Engineering Students and Early Career Women Engineers

Ann Sharon Lourens¹, Nicole Truter¹, Curwyn Mapaling²

¹Nelson Mandela Univeristy, South Africa; ²University of Johannesburg, South Africa

Sharing the caring

Johanna Kristiina Naukkarinen, Hanna Niemelä

LUT University, Finland

Teaching technology and politics: From a less desirable to a preferred digital nation

Vero Estrada-Galiñanes

EPFL, Switzerland

The Straight Poop: How Service Design and Teaching Partnerships Mitigate Over-Engineering and Promote Sustainability

Allison Hutchison, Christina Sheley, Sunghwan Jung

Cornell University, United States of America

ENHANCING LEADERSHIP PEDAGOGY WITHIN ENGINEERING EDUCATION: EXPERIENTIAL INSIGHTS

Jari Heikki Ylitalo, Tuukka Kostamo, Peter Kenttä, Merit Morikawa

Aalto University, Finland

4TU RESPONSIBLE SUSTAINABILITY CHALLENGE: DEVELOPING AND RUNNING AN INTER-UNIVERSITY CHALLENGE-BASED MASTER HONOURS PROGRAMME

Marc Salvador Fuentes Bongenaar, Olga Karageorgiou, Aarezo Sha

University of Twente, Netherlands, The

THE DEVELOPMENT OF THE SCALE FOR AUTHENTIC ENGINEERING LEARNING MODEL IN DIVERSE CONTEXTS

Wei Zhang¹, Shuai Wang², Peiyun Xu²

¹Institute of China's Science, Technology and Education Policy, Zhejiang University, Hangzhou, China; ²School of Public Affairs, Zhejiang University, Hangzhou, China

A METHOD FOR CURRICULA MAPPING TO IDENTIFY KEY SUSTAINABILITY COMPETENCE DEVELOPING CONTENT IN ENGINEERING EDUCATION

Liisa Routaharju^1,2, Sanni Väisänen¹, Risto Soukka¹

¹LUT university, Finland; ²South-Eastern Finland University of Applied Sciences (Xamk), Finland

EMPOWERING TOMORROW'S INDUSTRIAL DESIGN ENGINEERS: A CURRICULUM REFORM JOURNEY AT THE UNIVERSITY OF TWENTE'S FACULTY OF ENGINEERING TECHNOLOGY

Wim de Boer, Janneke Massa, Geke Ludden, Eric Lutters

University of Twente, Netherlands, The

Educating the Whole Engineer – Educational Experiences that Have Impact in a Civil Engineering Problem Based Learning Programme

Declan Phillips, Michael Quilligan

University of Limerick, Ireland

THE EMOTIONAL JOURNEY OF COMPUTER SCIENCE STUDENTS IN TEAM PROJECTS: THE TURBULENCES AND THE INTERPLAY BETWEEN THE ACADEMIC EMOTIONS

Nihat Kotluk¹, Yoann Favre², Marina Fiori², Egon Werlen³, Roland Tormey¹

¹Ecole polytechnique fédérale de Lausanne (EPFL), Switzerland; ²Swiss Federal University for Vocational Education and Training (SFUVET), Switzerland; ³Swiss Distance University of Applied Sciences (FFHS), Switzerland

“I’VE LEARNED THAT BEHIND EVERY HEADLINE THERE IS A HUMAN WITH THEIR STORY”: GEARING UP ENGINEERING DESIGN PROJECTS FOR NURTURING EMPATHY

Diana Bairaktarova¹, Veerle Bloemen², Ines Direito^3,4, Jan Van Maele²

¹Virginia Tech, United States of America; ²KU Leuven, Belgium; ³TEMA, University of Aveiro, Portugal; ⁴CEE, University College London, United Kingdom

DESIGN AN ENGINEER. A FUN-DAMENTAL LEARNING EXPERIENCE AND RESEARCH ACTIVITY.

Michael Noctor, Fiona Boyle

Munster Technological University, Ireland

THE IMPLEMENTATION OF THE UAS STRATEGY AS PART OF THE DEVELOPMENT OF COMPETENCE-BASED CIRCULAR ECONOMY EDUCATION

Pia Haapea

LAB University of Applied Sciences, Finland

APPROACH AND EXPERIENCES OF USING DIGITAL CREDENTIALS IN CONTINUING EDUCATION MOOCS

Heli Väätäjä¹, Mira Alhonsuo¹, Liudmila Beloglazova², Anssi Gröhn², Tiina Soininen²

¹Lapland University of Applied Sciences, Finland; ²Karelia University of Applied Sciences, Finland

STUDENT RESEARCH SOCIETIES: THE WIDEST FORM OF TALENT DEVELOPMENT

László Ákos Kun¹, Szabina Cziráki², Tibor Sándor¹, Tamás Weiszburg^2,5, István Szabó², Szabolcs Berezvai¹, Brigitta Szilágyi^1,3,4

¹Budapest University of Technology and Economics, Hungary; ²National Council of Student Research Societies ; ³Corvinus University of Budapest Budapest, Hungary; ⁴MTA–ELTE Theory of Learning Mathematics Research Group; ⁵Eötvös Loránd University

DECODING THE SKILL PUZZLE: AN INVESTIGATION OF COMPETENCy PROFILES OF RECENT GRADUATES IN ENGINEERING

Julia Sundman, Maija Taka, Meeri Karvinen, Olli Varis

School of Engineering, Aalto University, Finland

Can a robot teach design? Large language model based feedback tool for engineering design courses

May Lim

The University of New South Wales, Australia

IDEATION TECHNIQUES FOR ENGINEERING STUDENTS: STATE OF THE ART AND RECENT CASE STUDIES

Matthew Thompson, Sam Jeffery Fishlock

The Engineering & Design Institute London, United Kingdom

USING ‘DESIGN SHORTS’ TO ENGAGE ENGINEERING STUDENTS IN SELF AND PEER SUPPORTED PROBLEM BASED LEARNING

Aled Wyn Davies

Cardiff University, United Kingdom

"What I Meant to Say Was...": Unravelling the Knots of Competent Communication in Engineering Research Teams."

Mary Ifeoma Nwanua, Denise Rutledge Simmons, Jasmine McNealy, Idalis Villanueva Alarcón

University of Florida, Nigeria

Addressing issues related to running and assessment of group work in engineering education

Maria del Pilar Garcia Souto, Justin Siefker, Ademola Odunsi, Fiona Truscott, Alan Seatwo

UCL, United Kingdom

Reluctance Despite Recognition: Student Perceptions of Benefits of Group Work

Manuela Piñeros Rodríguez, Simone Deparis, Kathryn Hess, Joelyn de Lima

École Polytechnique Fédérale de Lausanne (EPFL), Switzerland

PELTON TURBINE UNDER DIFFERENT OPERATING CONDITIONS: An Experimental Pedagogical Study

Francisco J. R. M. Calhindro^1,2, Javier Ruiz Ramírez³, A. Virgílio M. Oliveira², João C. A. Ferreira Mendes²

¹Faculty of Engineering of University of Porto; ²Coimbra Institute of Engineering, Portugal; ³Miguel Hernández University of Elche, Spain

ENHANCING STUDENT ENGAGEMENT AND DEEP LEARNING THROUGH INNOVATIVE LEARNING STRATEGIES IN ENGINEERING EDUCATION: POINT-BASED GAMING (PBG) FRAMEWORK

Fatemeh Shahbazi, Farah H. Villa López

University of Warwick, United Kingdom

Collaborative co-design and implementation of a practical manufacturing module for large classes

Matthew John Cairns, Scott Leslie James Millen, Louise Therese Pick, Charles Declan McCartan

Queen's University Belfast, United Kingdom

Bridging the Gap Between Theory and Practice in Antenna Teaching for Graduate Students

Rawad Asfour, Salam Khamas, Rola Saad

Department of Electronic and Electrical Engineering, University of Sheffield, United Kingdom

CRITICAL THINKING TO ADDRESS COGNITIVE BIAS IN ENGINEERING

Francesc Torres, Antoni Elias, Santiago Silvestre

Universitat Politècnica de Catalunya (UPC), Spain

A Holistic Approach for “Teaching-to-learn” Professional Competencies in Engineering Education

Ann-Kristin Winkens, Clara Lemke, Carmen Leicht-Scholten

RWTH Aachen University, Germany

Assessing Engineering Epistemology: A Systematic Literature Review of Instruments

Alaa Abdalla, Gunter Bombaerts, Wybo Houkes

Technical University of Eindhoven, Netherlands, The

A REVIEW OF STUDENT THOUGHTS ON REFLECTIVE PRACTICE

Klara Kövesi¹, Gareth Thomson², Orsolya Barna³, Maria Szalmáné Csete³, Balázs Vince Nagy³

¹ENSTA Bretagne, France; ²ASTON University, UK; ³Budapest University of Technology and Economics, Hungary

Student teachers’ perceived importance and (teaching) self-efficacy towards engineering in secondary education: preliminary validation of a test instrument.

Hanne Deprez^1,2, Sascha Spikic³

¹KU Leuven, Leuven, Belgium; ²KU Leuven Engineering and Science Education Center (LESEC), Leuven, Belgium; ³Hasselt University, Hasselt, Belgium

Effective development and recognition of Teaching Assistant practice: An aligned model

Sarah Plumb, Harry Day, Matteo Di Benedetti

The University of Sheffield, United Kingdom

Teaching Engineering Students How to Teach: Training Teaching Assistants for Diverse Responsibilities

Anna Augusta Fornø

Technical University of Denmark, Denmark

SECURING INTERNATIONAL FELLOWSHIPS FOR ENGINEERING EDUCATION RESEARCH

Shannon Chance^1,2, Aditya Johri³, Sandra Ireri Cruz Moreno¹, Inês Direito^4,2, Madeline Polmear⁵, Helena Kovacs⁶, Rucha Joshi⁷

¹TU Dublin; ²UCL; ³George Mason University; ⁴University of Aveiro; ⁵King's College London; ⁶EPFL; ⁷Plaksha University

Epistemic Lenses for Designing Instruction and Supervision in the Age of Generative Artificial Intelligence: An Adaptive Gameful Approach to Higher Education Pedagogy

Sofie Otto, Stine Ejsing-Duun, Niels Erik Ruan Lyngdorf, Lykke Brogaard Bertel

Aalborg University, Denmark

Re-imagining engineering education through addressing interdisciplinary course design challenges

Xiaoqi Feng¹, Hanna Aarnio¹, Michael O'Connell², Maija Taka¹, Mikael Enelund², Marko Keskinen¹

¹Aalto University, Finland; ²Chalmers University of Technology, Sweden

Teaching Engineering Ethics in the Disciplines: Strategies to integrate ethics into the classroom.

Renato Bezerra Rodrigues¹, Tom Børsen², Christiano Cordeiro Cruz³, Ester Giménez⁴, Aaron W Johnson⁵, Irene Josa⁶, Susan Lord⁷, Stephanie Lunn⁸, Isis Hazewindus⁹, Jan Mehlich¹⁰, John Mitchell⁶, Christina Nick¹¹, Prajish Prasad¹², Vivek Ramachandran⁶

¹University of Manitoba; ²Aalborg University; ³Universidade Federal de São João del-Rei; ⁴Universitat Politècnica de Valencia; ⁵University of Michigan; ⁶UCL; ⁷University of San Diego; ⁸Florida International University; ⁹Universiteit van Amsterdam; ¹⁰Rheinische Friedrich-Wilhelms-Universität Bonn; ¹¹University of Leeds; ¹²FLAME University, India.

Engineering Non-technical Skills Behavioral Taxonomy: A Sort and Grid Workshop

Ali Jaberi, Claire Lucas, Francesco Ciriello

King's Collage London, United Kingdom

SHARING EFFECTIVE PRACTICES FOR SUPPORTING ENTERING DOCTORAL STUDENTS

Holly Marie Matusovich¹, Juan Cruz², Stephanie Adams³

¹Virginia Tech, United States of America; ²Rowan University, United States of America; ³University of Texas- Dallas, United States of America

Archimedean Oath: A reflection tool for responsible engineers

Valentina Rossi¹, Ingrid Le Duc¹, Jonathan Truslove², Philippine Milward¹, Charlotte Vandenberghe¹, Mihai Filimon³, Helena Kovacs¹

¹École polytechnique fédérale de Lausanne (EPFL), Switzerland; ²Engineers Without Borders UK (EWB-UK), United Kingdom; ³Board of European Students of Technology (BEST), Belgium

Asian Engineering Education Forum at the 2024 Annual Conference of the European Society for Engineering Education (SEFI)

Dai Chen

Chinese Society for Engineering Education, China, People's Republic of

Digital Twins for Smart Universities and Industry Engagement

Ali Intizar¹, Andrius Jurelionis²

¹Dublin City University; ²Kaunas university of technology

ENGINEERING EDUCATION RESEARCH: WRITING FOR PUBLICATION

Jonte Bernhard¹, Maartje van den Bogaard², Rebecca Broadbent³, Shannon Chance⁴, Scott Daniel⁵, Ines Direito⁶, Xiangyun Du⁷, Kristina Edström⁸, Sally Male⁹, Dominik May¹⁰, John Mitchell¹¹, Natalie Wint¹¹

¹Linköping University; ²The University of Texas at El Paso; ³Aston University; ⁴Technological University Dublin; ⁵University of Technology Sydney; ⁶University of Aveiro; ⁷Aalborg University; ⁸KTH Royal Institute of Technology; ⁹University of Melbourne; ¹⁰University of Wuppertal; ¹¹UCL Centre for Engineering Education

Transversal skills that promote sustainability - an experiential activity for engineering students

Siara Isaac, Valentina Rossi, Joelyn de Lima

The Swiss Federal Institute of Technology (EPFL)

INGREDIENTS FOR PROFESSIONAL DEVELOPMENT OF ENGINEERING EDUCATORS

Sonia M. Gomez Puente, Esther Ventura-Medina, Jan van der Veen, Rachelle Kamp

Eindhoven University of Technology

CODESIGNING AN EXPEDITION SEMESTER AROUND EUROPE FOR FUTURE RESPONSIBLE ENGINEERS

Siegfried Rouvrais¹, Haraldur Auðunsson², Arlinta Barus³, Sari Silalahi⁴

¹IMT Atlantique, Lab-STICC UMR CNRS 6285, France; ²Reykjavik University, Iceland; ³Del Institute of Technology, Indonesia; ⁴Del Institute of Technology, Indonesia

Innovating Responsibility: Fostering Creative Competences for Sustainable Engineering Solutions

Anna-Kathrin Wimmer, Yves Jeanrenaud

Ludwig-Maximilians-Universität Munich, Germany

A National Approach to Supporting an Expanded Focus on Human and Social Context in Engineering

Tom Goldfinch¹, Justine Lawson², Ashlee Pearson¹

¹Faculty of Engineering, University of Sydney, Australia; ²Engineering Futures Initiative

Teach Students how to Study Successfully

Abboy Verkuilen

The Hague University of Applied Science, Netherlands, The

SUPPORTING THE FULL LIFE CYCLE OF RICH OPEN EDUCATIONAL RESOURCES WITH A LEARNING EXPERIENCE PLATFORM

Denis Gillet¹, Michele Notari², Vera Ernsting², Jérémy La Scala¹, Basile Spaenlehauer¹

¹École Polytechnique fédérale de Lausanne (EPFL), Switzerland; ²Pädagogische Hochschule (PHBern), Switzerland

WHO IS THE BEST ENGINEER?: IDENTITY THEORY AS A FRAMEWORK TO REFLECT ON HOW OUR CLASSROOM PRAXIS INFORMS THE VALUE OF SOCIAL RESPONSIBILITY IN ENGINEERING

Emily Dringenberg

The Ohio State University, United States of America

Utilizing Home Experiment Kits for Hybrid Learning Methodology (WORKSHOP)

Arkadi Rafalovich, Roi Raich

Tel Aviv University, Israel

Comparative judgment: Assessing competence development in the context of humanitarian engineering education

Nikola Nizamis, Wout van Mensvoort, Peter Chemweno, Alberto Martinetti

University of Twente, Netherlands, The

PRELIMINARY INSIGHTS INTO AI AND ENGINEERING EDUCATION IN THE US AND UK: AN EXPLORATORY STUDY

Gouri Vinod, David Guile

UCL, United Kingdom

A FRAMEWORK FOR IMPROVING THE LEADERSHIP BEHAVIOR OF GRADUATE STUDENTS

Tomoko Maruyama¹, Masahiro Inoue²

¹Ehime University, Japan; ²Keio University, Japan

MICRO-CREDENTIAL ARCHITECTURE THAT HIERARCHICALLY STRUCTURES EDUCATIONAL SYSTEMS AND INFORMATION TECHNOLOGIES

Masahiro Inoue¹, Tomoko Maruyama², Tsuneo Yamada³, Keiko Ikeda⁴, Shingo Ashizawa⁵

¹Keio University, Japan; ²Ehime University, Japan; ³The Open University of Japan; ⁴Kansai University, Japan; ⁵Kansai University of International Studies, Japan

An Automatic Grading System for Large Classes

Matt Bovel, Hamza Remmal

EPFL, Switzerland

EDUCATION ADAPTING TO THE FUTURE: MEETING THE SKILL NEEDS IN MANUFACTURING SECTOR

Sami Suhonen

Tampere University of Applied Sciences, Finland

PUBLISH OR PERISH: HOW DO CAREERS OF EUROPEAN ENGINEERING EDUCATION RESEARCHERS EVOLVE?

Greet Langie, Tinne De Laet

KU Leuven, Belgium

Enhancing Professional and Engineering Skills via Practical Design Projects for First-Year Electrical and Electronic Engineering Students

Esther Perea Borobio, Zohaib Akhtar

Imperial College London, United Kingdom

Educating the whole engineer through dialogue, ethics, reflection and stakeholder analysis

Caroline Mok, Joost van Hoevelaak, Janneke Sluijs, Godelieve Kodde, Naomi van der Kolk, Wianda Visser

The Hague University of Applied Sciences, The Netherlands