In 2011, a mutual partnership was established between these organizations, resulting in the first of a series of annual workshops at Tsinghua University, and ultimately encompassing a larger initiative promoting engineering education in China and abroad.

Over the past seven years, IFEES and its partners, particularly SEFI, have worked with the CTCEE to promote strategic collaborations and cooperation in a series of workshops and courses in Beijing. The partnership has also expanded into research collaborations and consultancy for organizing conferences, sharing best practices, capacity building programs and a variety of other activities.

The CTCEE itself was established by the Chinese Academy of Engineering and Tsinghua University and serves as a prominent national consulting organization in engineering and technological sciences in China.

July 5 and 6, 2019, IFEES will hold their ninth series of capacity building workshops in collaboration with the Chinese Academy of Engineering (CAE)-Tsinghua Center for Engineering Education (CTCEE).

2019 Tsinghua-IIDEA Workshop Program

Engineering Education for a Sustainable Development

Agenda

1st Day (July 5^th 2019)

General Theme: New ways in Engineering Education for a sustainable development

Objectives: Provide attendees with an overview about the new needs for Engineering Educators under the conditions of an urgent need for sustainable development

Time	Session	Speaker(s)
09:00-09:30	Opening	Tsinghua Representatives Michael Auer, IFEES Greet Langie, SEFI
09:30 – 10:15	Plenary “Engineering Education for a Sustainable Development – Some Thoughts”	Michael Auer, Austria
	Tea Break
10:45 – 11:30	Plenary “TBD”	Jiane ZUO, Tsinghua University
11:30 – 12:15	Plenary “Value-based engineers”	Greet Langie, KU Leuven
	Lunch
14:00 – 15:30	Workshop Session –        Which type of engineer am I? –        How can I make my students more aware of their disciplinary future self?	Workshop facilitator Greet Langie, KU Leuven
	Tea Break
16:00 – 16:30	Short reports of the working groups
16:30 – 17:00	Plenary Short summary from 1st day workshops	All first day facilitators

 

 

2nd Day (July 6^th 2019)

General Theme: Examples of new tendencies in Engineering Education

Objectives: Provide attendees with guidelines on how to integrate new facets in the engineering curriculum, understand and apply the basic steps in re-engineering the curriculum by using online technologies.

Time	Session	Speaker(s)
9:00 -10:00	Plenary “Incorporating Sustainable Development in Engineering Courses through Constructive Alignment”	Alexander Kist, USQ, Australia
	Tea Break
10:30 – 12:00	Workshop session –        Participants are asked to select either a program they involved with or a course they are teaching –        participants identify an additional learning outcome and discuss it	Workshop facilitator Alexander Kist, USQ, Australia
	Lunch
13:30 – 14:30	Plenary “Online Experimentation in the Light of Engineering Education Research and Practice”	Dominik May, UG Athens GA, USA
14:30 – 16:00	Workshop session –        Participants will get the chance to discuss online experimentation as an overarching concept and connect this to their work at their home institutions	Workshop facilitators Dominik May, UG Athens GA, USA Michael Auer, Austria
	Tea Break
16:30 – 17:00	Closing session and Q&A with all facilitators of the 2-day workshops	All Workshop facilitators

Interactive Workshop parts in detail:

 

Greet Langie:

Triggering engineering students to reflect on their professional future is an important challenge for engineering institutions. Prior research showed that explicitly articulating student social identity and career goals has beneficial consequences for student learning, motivation and retention. Increasing self-awareness among engineering students requires a high level of metacognitive thinking and the ability to reflect at a higher order level about oneself as a future engineer. How are your students motivated to reflect about their future as an engineer? What is organized at your university to stimulate students to prepare the transition to the professional live? Each participant is requested to bring along a good practice and to present it to his/her peers. Good examples are for example ‘reflection after a company visit’, ‘discussions after the completion of a questionnaire focusing on possible professional roles’, etc. Pros and cons will be collected and discussed.

Alexander Kist:

Participants are asked to select either a program they involved with or a course they are teaching. We will provide sample learning outcomes, learning activities, teaching activities and assessments in the context of sustainable development. Using their example, participants are asked to identify examples of constructive alignment in their case and identify where transferable skills and sustainable development are covered. As a concluding activity, participants identify an additional (sustainable development) learning outcome and discuss in the context of their program or course what learning activities and assessment are appropriate.

Dominik May:

Participants of the workshop will get the chance to discuss online experimentation as an overarching concept and connect this to their work at their home institutions. For this interactive part, the participants have the choice to either develop an online laboratory concept for their home institution or to focus on an evaluation concept for (online) experimentation. For both options the participants are asked to develop a concept and share it with the audience at the end of the workshop. The following table outlines relevant questions, which should be answered by the group (the groups are invited to go beyond those questions):

Online Laboratory (remote or virtual)	Laboratory Evaluation
·        What’s the scientific area of your online lab and what’s the technical lab setup? ·        What’s the program/course context and what are related teaching/learning goals? ·        What are advantages and challenges of the developed online lab, which are specific to your institution?	·        What do you want to evaluate in context with your educational laboratory? ·        What methods (qualitative and/or quantitative) would you apply? ·        How do you assure that your methods exactly measure, what you want them to measure?