2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)最新文献

{"title":"Engineering Students' Engagement and Their Perspective on Compulsory Classroom Attendance","authors":"Sherif Welsen","doi":"10.1109/WEEF-GEDC54384.2022.9996231","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996231","url":null,"abstract":"The link between class attendance, student engagement, and student success is controversial in Higher Education. Some universities monitor student attendance in the classroom. The difference between monitoring or recording attendance and enforcing a compulsory attendance policy should be clarified. This paper aims to explore engineering students' experience of applying attendance monitoring and enforcing a mandatory attendance policy. The relation between increasing the attendance rate and student engagement is also investigated. The primary research questions are: what are student perspectives on compulsory attendance monitoring? and why do senior engineering students attend classes? A pilot case study investigates senior undergraduate engineering student experience before and after the attendance monitoring system was performed. A survey was used to determine the view of students on how the compulsory attendance system influences their motivation and engagement in the classroom and what motivated them to attend before the compulsory policy became in effect. The findings can enrich higher education teaching and learning authorities with thoughts on future strategic policies and strategic research in the digital transformation era.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130558370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of Empathy to Identify Unmet Needs in Indian Villages through Service Learning Program - A Case of the Unnat Bharat Abhiyan Program","authors":"Rohit Kandakatla, Samyuktha Penta, Lingam B., Shiwani Sinha, Chandraprakash D., Udaya Sri K.","doi":"10.1109/WEEF-GEDC54384.2022.9996259","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996259","url":null,"abstract":"Service learning in India is witnessing a large-scale adoption in higher education through the Unnat Bharat Abhiyan (UBA) program, a national-level service-learning program launched by India's Ministry of Education to promote community engagement and foster social responsibility among undergraduate students. The mission of UBA is to enable higher education institutions to partner with communities who live in rural India and engage in service-learning activities. The program advocates to build long-term engagement between academic institutions and nearby communities so that they could collaborate toward sustainable reciprocal partnerships. One of the goals of UBA is to establish linkages between academia and the community so that the knowledge created in the institutions could be targeted to solve complex societal problems. Higher education institutions that are part of this service-learning initiative were encouraged to do field studies through household surveys and informal interaction with the community members with a goal to identify unmet needs in the community. However, it was observed through prior research that the members of the community are only comfortable sharing their problems after faculty and students gain their trust. The paper presents a case study of a rural immersion experience that was introduced as part of the Unnat Bharat Abhiyan program at a private engineering institution in India. The 2-day rural immersion experience was designed to facilitate discussions among faculty and students with the community's various stakeholders, build trustworthy relationships, and empathize with their problems. The study employed a qualitative approach to investigate how students who were part of the rural immersion exercise described their experiences in the villages. Seven focus group discussions were conducted with 28 students who shared their highlights from visiting the villages and the process taken by them to identify unmet needs in the community. Thematic analysis was conducted to analyze the data and the results revealed the role of empathy in critically identifying challenges faced by the community members. The paper at the end presents the list of unmet needs identified by the students because of the rural immersion experience.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127499790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing for holistic learning opportunities: Reflections from the Engineering for People Design Challenge","authors":"Robyn Clark, Jonathan Truslove","doi":"10.1109/WEEF-GEDC54384.2022.9996245","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996245","url":null,"abstract":"The World Economic Forum's Global Risk Report in 2022 highlights the severe global risks in the next decade as; climate action failure, extreme weather events due to climate change, biodiversity loss, and the erosion of social cohesion. Mitigating these risks will require a transition in every industry, organisation and profession to imagine and create a better future together with civil society. Engineering is uniquely placed to help address global issues. We put forward that there is a need to prepare future engineers to adopt a mind-set of responsible and ethical practice into their skillset, in order to tackle today's various challenges. The need to create globally responsible engineers is great. Engineering education needs to prepare future engineers to adapt to an uncertain future. The Engineering for People Design Challenge, taught through a project-based learning pedagogy, has been completed by over 60,000 university students from over 40 universities. This program is currently run in partnership with Engineers Without Borders South Africa, and Engineers without Borders UK. During a pivotal moment in an undergraduate student's career, the Design Challenge encourages students to broaden their awareness of the social, environmental and economic implications of their engineering solutions. This paper aims to explore the affordances in learning that the Engineering for People Design Challenge provides participating students, with a focus on South Africa, by way of post-programme feedback from both students and academics who have implemented the Engineering for People Design Challenge in their courses.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125285470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Data Science Programming Skills to Diverse Student Cohorts","authors":"L. Burger","doi":"10.1109/WEEF-GEDC54384.2022.9996248","DOIUrl":"https://doi.org/10.1109/WEEF-GEDC54384.2022.9996248","url":null,"abstract":"In response to the industry demand for data science skills, universities have created new data science degrees and integrated new data science courses into existing degrees. While data science is now being taught at several universities, there is still limited consensus among instructors on the best way to teach data science. Interviews and surveys with data science instructors revealed that they find it difficult to accommodate diverse student cohorts. Students that enrol in data science courses or degrees have differences in background knowledge, are at various stages of their careers, have various levels of commitment and prefer different learning styles. Although the challenges of teaching data science to diverse student cohorts are often stressed, limited methodologies or guidelines have been developed in response. This paper presents the design of a scaffolding framework developed to teach data science programming skills to a diverse student cohort. The scaffolding framework outlined can be used by instructors to design a project-based data science course that progressively challenges the development of data science programming and self-scaffolding skills.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126167768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Workshop sessions","authors":"X. Fouger, Dassault Systèmes","doi":"10.1109/icufn55119.2022.9829570","DOIUrl":"https://doi.org/10.1109/icufn55119.2022.9829570","url":null,"abstract":"Presents the conference program.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124726990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Message from the General Conference Chair","authors":"A. A. Naamany","doi":"10.1109/IEEEGCC.2015.7060005","DOIUrl":"https://doi.org/10.1109/IEEEGCC.2015.7060005","url":null,"abstract":"It is challenging to organize a multidisciplinary electrical & electronics international conference like this, however, this task was made bearable by cordial working, dedicated steering, and other conference committees. Hence, on behalf of all those who have worked diligently to make this event a success, I welcome you all to the 8th IEEE GCC Conference 2015 in Muscat.","PeriodicalId":206250,"journal":{"name":"2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)","volume":"R-31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126631662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}