@book{DewarJacqueline2018TSoT,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline and Fisher, Matthew A and Bennett, Curtis},
keywords = {Mathematical Education ; Teaching ; Teaching & learning in the 21st century},
abstract = {This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.},
}

@article{ReederJulieA.2021TSoT,
pages = {548--549},
volume = {53},
publisher = {Elsevier Inc},
number = {6},
year = {2021},
title = {The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians},
copyright = {2021 Society for Nutrition Education and Behavior},
language = {eng},
author = {Reeder, Julie A.},
issn = {1499-4046},
journal = {Journal of nutrition education and behavior},
}

@incollection{DewarJacquelineM2018UtSo,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Understanding the Scholarship of Teaching and Learning (SoTL)},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 1 describes the origins of the scholarship of teaching and learning (SoTL) movement and explores the distinctions among SoTL, good teaching, and scholarly teaching. It also discusses the development of discipline-based education research (DBER) into undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields. Since this varies by discipline, the chapter provides some details and additional references for the origins of DBER in physics, biology, chemistry, and engineering. It then examines in more depth the distinctions between SoTL and education research in the discipline of mathematics. The chapter discusses the critical issue of how to evaluate SoTL work. It acknowledges the spectrum of possibilities for how the work is valued for tenure and promotion, and closes with a discussion of implications for junior faculty who wish to engage in SoTL.},
}

@article{ConnollyMarkR.2007Tboa,
pages = {19--34},
volume = {32},
publisher = {Springer Nature B.V},
number = {1},
year = {2007},
title = {The birth of a notion: The windfalls and pitfalls of tailoring an SoTL-like concept to scientists, mathematicians, and engineers},
copyright = {Copyright 2007 Elsevier B.V., All rights reserved.},
language = {eng},
address = {New York},
author = {Connolly, Mark R. and Bouwma-Gearhart, Jana L. and Clifford, Matthew A.},
keywords = {Engineering research ; Learning ; Scholarship of teaching and learning ; Science technology engineering and mathematics (STEM) education ; Teaching},
issn = {0742-5627},
abstract = {Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided "conceptual handles" for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.[PUBLICATION ABSTRACT]},
journal = {Innovative higher education},
}

@incollection{DewarJacquelineM2018RotB,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Reflecting on the Benefits of the Scholarship of Teaching and Learning},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {In Chapter 9 the authors give their perspective on the benefits of scholarship of teaching and learning (SoTL) to faculty, to their institutions, to the academy, and to students. Among these are helping faculty and their institutions respond to new developments in higher education: a more diverse student body, increasing calls for accountability, new technologies for teaching, and new understandings of how people learn. The authors describe three pathologies of teaching and discuss how SoTL can serve as an antidote to each, thereby making progress toward the ultimate goal of improving student learning. Examples are given of ways that investigating each type of question in the SoTL taxonomy might address one or more of the three pathologies.},
}

@article{ReedyAlisonK.2020Iest,
pages = {91--101},
volume = {33},
publisher = {Elsevier B.V},
year = {2020},
title = {Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study},
copyright = {2020 Institution of Chemical Engineers},
language = {eng},
author = {Reedy, Alison K. and Guerrero Farías, María Lucía and Reyes, Luis H. and Pradilla, Diego},
keywords = {Creativity ; Employability skills ; Scholarship of teaching and learning ; Teamwork ; Work-integrated learning},
issn = {1749-7728},
abstract = {•Non-placement WIL linked to industry partnerships is motivating for students.•The described non-placement WIL helps students to build their pre-professional identities.•A systematic approach is described to develop creativity and teamwork while solving industrial challenges.•Employability skills can be effectively learned through non-placement work-integrated learning.
Preparing work-ready chemical engineering graduates is achieved by integrating the technical skills and knowledge learned at university with employability skills required by industry. While this is most often made through industry placements, non-placement forms of work-integrated learning (WIL) can be highly effective in preparing graduates for the workplace without the issues of locating work placements and ensuring their quality. In this paper, the authors focus on a chemical engineering course that combines non-placement WIL with a problem-oriented/project-based learning methodology, and a problem-solving tool, the Integrated Product and Process Design (IPPD) framework. The authors present qualitative data from students, lecturers, and industry partners to evaluate whether the employability skills of creativity and teamwork are developed in the course. Through a process of qualitative analysis, the authors developed five key themes that provide a focused understanding of how the parts of the course relate to one another and drive student learning. The findings of this study indicate that the model of non-placement WIL evaluated was effective in building the defined employability skills; however, there are opportunities for iterative enhancement. The key learnings from this study may guide others interested in building non-placement WIL into chemical engineering education.},
journal = {Education for chemical engineers},
}

@article{BubouGordonMonday2017Wrti,
pages = {323--335},
volume = {42},
publisher = {Taylor & Francis},
number = {3},
year = {2017},
title = {Why research-informed teaching in engineering education? A review of the evidence},
copyright = {2016 SEFI 2016},
language = {eng},
address = {Abingdon},
author = {Bubou, Gordon Monday and Offor, Ibebietei Temple and Bappa, Abubakar Saddiq},
keywords = {active learning ; Decision theory ; Developing countries ; Engineering education ; evidence-based practice ; evidence-based teaching ; LDCs ; Learning ; learning communities ; Pedagogy ; scholarship of teaching and learning ; scientific teaching},
issn = {0304-3797},
abstract = {Challenges of today's engineering education (EE) are emergent, necessitating calls for its reformation to empower future engineers function optimally as innovative leaders, in both local and international contexts. These challenges: keeping pace with technological dynamism; high attrition; and most importantly, quality teaching/learning require multifaceted approaches. But how can EE respond to the growing demand for relevant teaching? What can we do for engineering faculties to leverage on quality teaching? How do we embed quality teaching in EE? Scholarship of teaching and learning is advocated as one viable approach. It uses evidence-based teaching (EBT) strategies, and research-informed evidence to guide educational decisions regarding teaching and learning. We review the theories underpinning EBT, the scientific evidence on which it is based, and innovative instructional strategies that enhance active learning. Some of these issues have been discussed already, largely through developing countries lens. Nevertheless, linkages to equivalent global perspectives are presented here.},
journal = {European journal of engineering education},
}

@incollection{DewarJacqueline2018TSoT,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@article{OliverCarolyn2013DDHT,
pages = {180--194},
volume = {12},
publisher = {SAGE Publications},
number = {1},
year = {2013},
title = {Dissolving Dualisms: How Two Positivists Engaged with Non-Positivist Qualitative Methodology},
copyright = {2013 Oliver, Nesbit, and Kelly},
language = {eng},
address = {Los Angeles, CA},
author = {Oliver, Carolyn and Nesbit, Susan and Kelly, Niamh},
keywords = {Academic disciplines ; Academic staff ; Dualism ; Interdisciplinary research ; Medicine ; Metaphor ; Methodology ; Non-positivist research ; Positivism ; Pragmatism ; Qualitative analysis ; Qualitative methodology ; Qualitative research ; Scholarship of teaching and learning ; Science and technology ; Social Sciences ; Social Sciences - Other Topics ; Social Sciences Interdisciplinary ; STEM ; Subjectivity ; Technology ; Vulnerability},
issn = {1609-4069},
abstract = {This is the story of how a chemical engineer and a medical microbiologist overcame their positivist training and deeply held disciplinary attitudes to engage with non-positivist qualitative methodology. Through a series of facilitated reflections they explored what helped and hindered their transition from positivist to non-positivist inquiry. To move forward they needed to acknowledge the extent and nature of the transition they were making, find metaphors to dissolve troubling dualisms, and balance a desire to reach out to others with the need to manage the very real sense of vulnerability that came with embracing subjectivity. Their experiences suggest that pragmatism may be a useful bridging framework for the growing number of academics from the science, technology, engineering, and math (STEM) disciplines turning to qualitative methodologists for help to move beyond positivist research.},
journal = {International journal of qualitative methods},
}

@article{KellyNiamh2012ADJT,
volume = {6},
publisher = {Georgia Southern University},
number = {1},
year = {2012},
title = {A Difficult Journey: Transitioning from STEM to SoTL},
language = {eng},
author = {Kelly, Niamh and Nesbit, Susan and Oliver, Carolyn},
keywords = {Complexity ; Disciplinary perspectives ; Scholar-travelers ; STEM to SoTL},
issn = {1931-4744},
abstract = {This essay unearths difficulties experienced by scholars trained in the STEM disciplines when transitioning into the research context that is SoTL. We, a scientist and an engineer, engaged in a series of audiotaped reflective discussions (facilitated by a social science researcher) designed to tease out the difficulties associated with this contextual shift. Our discussions pointed to issues that go beyond the oft-quoted methodological differences of a quantitative versus qualitative approach, speaking instead to barriers associated with: time, emotions, intellectual training and world-views. Embracing a complexity approach to the generation of knowledge and understanding led us to an appreciation of the role of narrative and allowed us to dissolve dualisms that we had associated with STEM and SoTL. Our next step is to extend the conversation to include other ‘scholar-travelers’ in a series of workshops aimed at addressing the barriers and bridges associated with journeying from STEM to SoTL.},
journal = {International journal for the scholarship of teaching and learning},
}

@article{BremserPriscilla2019DtSo,
pages = {764},
volume = {126},
publisher = {Taylor & Francis Ltd},
number = {8},
year = {2019},
title = {Doing the Scholarship of Teaching and Learning in Mathematics/The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians},
copyright = {Copyright Taylor & Francis Ltd. Oct 2019},
language = {eng},
address = {Washington},
author = {Bremser, Priscilla},
keywords = {Bennett Curtis ; Dewar Jacqueline ; Engineers ; Fisher Matthew ; Learning ; Mathematical analysis ; Mathematics education ; Nonfiction ; Scientists ; Teaching methods},
issn = {0002-9890},
abstract = {Bremser reviews two books on mathematics such as Doing the Scholarship of Teaching and Learning in Mathematics edited by Jacqueline Dewar and Curtis Bennett and The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians by Jacqueline Dewar, Curtis Bennett, and Matthew Fisher.},
journal = {The American Mathematical Monthly},
}

@misc{RodriguezSarahL2020I&MH,
publisher = {Iowa State University Digital Repository},
year = {2020},
title = {Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity},
copyright = {http://creativecommons.org/licenses/by-nc-sa/4.0},
language = {eng},
author = {Rodriguez, Sarah L and Doran, Erin E and Friedensen, Rachel E and Martínez-Podolsky, Elizabeth and Hengesteg, Paul S},
keywords = {Design thinking ; Engineering ; Engineering Education ; Gender Equity in Education ; Identity ; Inclusion ; Scholarship of Teaching and Learning ; STEM},
abstract = {Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.},
}

@misc{SundararajanSriram2017ABIC,
publisher = {Iowa State University Digital Repository},
year = {2017},
title = {A Broader Impacts Course for Engineering Graduate Students},
language = {eng},
author = {Sundararajan, Sriram},
keywords = {Engineering ; Engineering Education ; Scholarship of Teaching and Learning},
abstract = {This paper describes the development and first offering feedback of a course for engineering graduate students aimed at introducing students to the notion of broader impacts of engineering research. During the course, students explored ways in which an engineer’s activities can potentially benefit society and contribute to the achievement of specific, desired societal outcomes. The course incorporated lectures from the instructor and invited speakers. Students developed a personal broader impacts plan that is aligned with their personal and professional interests and goals. Students demonstrated attainment of course outcomes through assignments, class discussions and a final project that incorporated one or more suitable broader impact efforts in the context of their technical research area. The first offering of the course was taken by 13 students and student feedback indicated that 90% of the students gained a better understanding of broader impacts, could better articulate the impacts of their research and understood the importance of intentional efforts to achieve specific societal outcomes.},
}

@article{Marin-GarciaJuanA2021Tebo,
publisher = {Universitat Politècnica de València},
year = {2021},
title = {Teaching experiences based on action research: a guide to publishing in scientific journals},
copyright = {http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess},
language = {eng},
author = {Marin-Garcia, Juan A and Alfalla-Luque, Rafaela},
keywords = {Action Research ; Best practices ; Educational innovation ; Higher education ; Publication guidelines ; Scholarship ; SoTl ; Teaching innovation},
abstract = {[EN] The aim of this paper is to justify action research as an adequate research model (sufficiently simple and efficient) to analyse and disseminate teaching innovation experiences in university contexts undertaken by lecturers-researchers whose main area of knowledge is business management or other social sciences where action research is a well-known methodology. We will justify that the teaching experiences of implementing good teaching/learning practices are perfectly suited to the characteristics of action research. A checklist of the research report content for publishing in scientific journals will be proposed. Consequently, the article will be useful to higher education academics and professionals.[Se proporciona una versión en castellano del artículo (ver sección antes de referencias).El objeto de este trabajo es justificar la investigation-action (AR, action research) como un modelo de investigation adecuado (suficientemente sencillo y eficiente) para analizar y difundir las experiences de innovation docente en contextos universitarios, llevadas a cabo por profesores-investigadores cuya área de conocimiento principal no son las Ciencias de la Education (en especial, cuya área de conocimiento sea la Organization de Empresas u otras ciencias sociales donde la investigation-action es una metodología suficientemente asentada y valorada académicamente). Se justifica que las experiences docentes de implantation de buenas prácticas de docencia/aprendizaje se ajustan perfectamente a las características de una investigation-action y se propondre una lista de comprobation del contenido del informe de investigation destinado a publicarse en revistas científicas, para que el artículo resultante sea útil a otros académicos y profesionales docentes de education superior.]
[ES] El objeto de este trabajo es justificar la investigation-action (AR, action research) como un modelo de investigation adecuado (suficientemente sencillo y eficiente) para analizar y difundir las experiences de innovation docente en contextos universitarios, llevadas a cabo por profesores-investigadores cuya área de conocimiento principal no son las Ciencias de la Education (en especial, cuya área de conocimiento sea la Organization de Empresas u otras ciencias sociales donde la investigation-action es una metodología suficientemente asentada y valorada académicamente). Se justifica que las experiences docentes de implantation de buenas prácticas de docencia/aprendizaje se ajustan perfectamente a las características de una investigation-action y se propondre una lista de comprobation del contenido del informe de investigation destinado a publicarse en revistas científicas, para que el artículo resultante sea útil a otros académicos y profesionales docentes de education superior.
Los autores quieren agradecer las ideas y sugerencias facilitadas por Amparo Fernandez March, Eloina García Félix y Pilar Bonet Espinosa del Instituto de Ciencias de la Educación de la Universitata Politècnica de València, los comentarios de las personas participantes en el X Workshop in Operations Management and Technology-OMTECH-ACEDEDOT (2019) en la Universidad de Castilla la Mancha y las de todas las personas participantes en los talleres de formación de profesorado “Cómo dar visibilidad a las buenas prácticas educativas” y “ Publicar innovación e investigación sobre aprendizaje universitario”.
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}

@article{NesbitSusan2012ISBA,
volume = {6},
publisher = {Georgia Southern University},
number = {2},
year = {2012},
title = {Influencing Student Beliefs About the Role of the Civil Engineer in Society},
language = {eng},
author = {Nesbit, Susan and Sianchuk, Robert and Aleksejuniene, Jolanta and Kindiak, Rebecca},
keywords = {Affective learning ; Beliefs ; Civil engineering ; Community service learning},
issn = {1931-4744},
abstract = {This study suggests that community service learning experiences facilitate the reconstruction of civil engineering student beliefs about both the type of work performed by civil engineers and the broad impact of civil engineering knowledge. Further, the service learning experiences highlight for students 1) the importance of relationships between people, 2) the value of variations in perspective, and 3) the responsibilities of civil engineers in society as holders of expert knowledge. Meta-cognitive and self-regulated learning activities may be the mechanisms by which student beliefs evolve during service learning. Therefore, the quality of community service learning experiences may be enhanced by increasing the opportunities for students to articulate and organize their knowledge, critique their perspectives, compare and contrast their understanding with the understanding of others, and engaged in activities requiring knowledge integration.},
journal = {International journal for the scholarship of teaching and learning},
}

@incollection{DewarJacqueline2018TFSf,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {The Final Step for Doing SoTL: Going Public},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@incollection{DewarJacqueline2018AIIT,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Appendix IV: Instruments, Taxonomies, and Models for SoTL Studies in STEM Fields},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@article{AbrahamsonEarl2019SaS,
pages = {196--197},
volume = {7},
publisher = {International Society for the Scholarship of Teaching and Learning (ISSOTL)},
number = {1},
year = {2019},
title = {SoTL and STEM},
copyright = {2019. This article is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
language = {eng},
address = {Calgary},
author = {Abrahamson, Earl},
keywords = {Copyright ; Mathematicians ; Principles ; Qualitative research ; Readers ; Researchers ; Students},
issn = {2167-4779},
abstract = {KEYWORDS SoTL, STEM, research, learning resources, interdisciplinary SoTL and STEM A Review of The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians, by Jacqueline M. Dewar, Curtis D. Bennett, and Matthew A. Fisher, Oxford University Press, 2018 It is our awareness of being unfinished that makes us educable. [...]it is fitting to acknowledge the words of Napoleon Bonaparte, who wrote, "show me a family of readers, and I will show you the people who move the world." The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication.},
journal = {Teaching & Learning Inquiry},
}

@article{AbrahamsonEarleDerek2019RotS,
pages = {196--197},
volume = {7},
publisher = {University of Calgary},
number = {1},
year = {2019},
title = {Review of the SoTL a guide for scientists, engineers and mathematicians},
language = {eng},
author = {Abrahamson, Earle Derek},
keywords = {Interdisciplinary ; Learning Resources ; Research design ; SoTL ; STEM ; STEM Disciplines},
issn = {2167-4787},
journal = {Teaching and learning inquiry},
}

@article{AbrahamsonE2019RotS,
publisher = {University of Calgary},
year = {2019},
title = {Review of the SoTL a Guide for Scientists, Engineers and Mathematicians},
copyright = {CC BY 4.0},
language = {eng},
author = {Abrahamson, E},
issn = {2167-4787},
}

@article{HoosainMohamedSameer2018IEPi,
pages = {60--75},
volume = {2},
publisher = {University of Johannesburg},
number = {1},
year = {2018},
title = {Integrating ‘Engineering Projects in Community Service’ into engineering curricula to develop graduate attributes},
language = {eng},
author = {Hoosain, Mohamed Sameer and Sinha, Saurabh},
issn = {2523-1154},
abstract = {There has been a shift towards the acceptance of community engagement and service-learning as a pedagogical tool in the fields of engineering, engineering technology and the built environment. The Engineering Projects in Community Service (EPICS) program in the Institute of Electrical and Electronics Engineers (IEEE) was implemented at the University of Johannesburg (UJ) in the Faculty of Engineering and the Built Environment and this article shares the best practices and lessons learned as the program developed. As EPICS-in-IEEE requires, the partners included UJ students and faculty members, a non-governmental organization (NGO), Engineers without Borders-UJ, and secondary school learners (the pre-university component) from UJ Metropolitan Academy. The EPICS-in-IEEE technical design and development phase was constituted and used as a guideline. The results of this project demonstrated at least six positive implications: university final-year/capstone engineering design projects and exit-level outcomes were achieved; participants worked as a team on engineering-related projects for a local NGO and its community; the project prepared engineering graduates for the professional world; the initiative took the engineering, engineering technology and built environment disciplines to the community through the “social innovation” EPICS-in-IEEE concept; and the UJ value system was instilled while achieving technical/professional outcomes in preparing students for careers in the private, public and non-profit sectors.
How to cite this article:
HOOSAIN, Mohamed Sameer; SINHA, Saurabh. Integrating ‘Engineering Projects in Community Service’ into engineering curricula to develop graduate attributes. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 60-75, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=22
 
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/},
journal = {SOTL in the South},
}

@article{Rodríguez-SeegerClaudia2021Dtto,
pages = {87},
volume = {5},
publisher = {University of Johannesburg},
number = {1},
year = {2021},
title = {Decolonizing the training of engineers and scientists: The case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile},
language = {eng},
author = {Rodríguez-Seeger, Claudia and Sáez-Hueichapan, Doris and Fuenzalida-Artigas, Alexandra and Ñancupil-Quirilao, Ignacio and Lienqueo, María Elena and Contreras-Painemal, Carlos and Díaz-Alvarado, Felipe},
keywords = {Discrimination ; Higher education ; Indigenous ; Indigenous communities ; Interculturality},
issn = {2523-1154},
abstract = {Given current global crises, there is a need to move beyond the anthropocentric, reductionist and short-term vision of the world, imposed through the hegemony of Western culture. Are we still in time to change the prevailing hegemonic vision of the world and better address global crises and their local impacts? What is the role of intercultural higher education in this challenging task? We conceive this type of education for the training of future decision-makers, as well as scientists and technicians who must respond to current and future challenges in society. Therefore, we evaluate the contribution of the Indigenous Peoples Program (PPI) of the Faculty of Physical and Mathematical Sciences (FCFM) at Universidad de Chile (UCH). We conclude that the PPI opens up possibilities for intercultural training in the FCFM, which can contribute to changing the professional and scientific performance of its graduates, opening their minds to other cultures, worldviews, values and paradigms.
Keywords: Indigenous, Higher education, Interculturality, Indigenous communities, Discrimination
How to ite this article: Rodríguez-Seeger, C., Sáez-Hueichapan, D., Fuenzalida-Artigas, A., Ñancupil-Quirilao, I., Lienqueo, M.E., Contreras-Painemal, C. & Díaz-Alvarado, F. 2021. Decolonizing the training of engineers and scientists: the case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile. Scholarship of Teaching and Learning in the South. 5(1): 87-106. DOI: 10.36615/sotls.v5i1.154.
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/},
journal = {SOTL in the South},
}

@article{RahmanMdZahidur2014TAEC,
pages = {163--168},
volume = {11},
publisher = {The Clute Institute},
number = {4},
year = {2014},
title = {Teaching An Electrical Circuits Course Using A Virtual Lab},
copyright = {Copyright Clute Institute for Academic Research 2014},
language = {eng},
address = {Littleton},
author = {Rahman, Md Zahidur},
keywords = {Circuits ; Community colleges ; Computer engineering ; Computer simulation ; Electrical engineering ; Laboratories ; Learning ; Online instruction ; Open source software ; Pedagogy ; Problem solving ; Science education ; Simulation ; Software ; Students ; Teaching},
issn = {1544-0389},
abstract = {This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman's (2005) concept of "signature pedagogy" and Mazur's (2009) emphasis on student-centered approaches, and aware that our students did not always understand the electrical theory concepts presented in class, I decided to change my pedagogy. We explain our efforts to train our students to think as engineers, first by making them more "visible" and "accountable" in the classroom, and second, by offering them hands-on practice through the use of Multisim, a free and open source simulation software. The study presented here reports the effect that using Multisim had on our students' ability to learn and apply electrical theories and concepts. The implications for the teaching of the basic electrical circuit course are offered as well as my reflection on my own growth as a teacher and my developing understanding of the scholarship of teaching and learning.},
journal = {Journal of college teaching and learning},
}

@incollection{DewarJacquelineM2018DaRQ,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Developing a Researchable Question},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 2 describes how to convert a problem or question about teaching or learning into a researchable question. It uses a taxonomy of scholarship of teaching and learning (SoTL) questions—What works? What is? What could be?—derived from the work of Carnegie scholars to guide the framing of a question. Since initially, most SoTL questions are quite broad, the chapter considers several methods for refining questions. It discusses how to conduct searches of educational literature and why they are valuable when developing a question. It shows how to use disciplinary knowledge and situational factors to refine a question. It describes how identifying underlying assumptions and considering feasibility can help to further refine or perhaps reformulate SoTL research questions. Multiple examples from and references to published SoTL studies of teaching and learning in science engineering and mathematics are provided.},
}

@incollection{DewarJacquelineM2018GETB,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Gathering Evidence: The Basics},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.},
}

@article{MeierRuss20232IES,
pages = {197--199},
volume = {66},
number = {2},
year = {2023},
title = {2022 IEEE Education Society Awards},
language = {eng},
author = {Meier, Russ},
issn = {0018-9359},
journal = {IEEE transactions on education},
}

@incollection{DewarJacquelineM2018DaRS,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Designing a Research Study},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 3 examines basic considerations of education research design, such as whether or not to have experimental and control groups. Because many scholarship of teaching and learning (SoTL) questions arise in situations where it is not possible to have a control group, a number of other options are presented. The taxonomy of SoTL questions—What works? What is? What could be?—and frameworks such as “decoding the disciplines” and “threshold concepts” are used to suggest different ways to conduct an investigation. The importance of aligning the evidence with the research question and choosing an appropriate measure of change are also considered. The chapter closes with a discussion of the requirement to obtain human subjects clearance in order to make the results of a SoTL study public.},
}

@incollection{DewarJacquelineM2018AWE,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {A Worthy Endeavor},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 0 calls for wide participation in the scholarship of teaching and learning (SoTL) by faculty at all types of institutions, including faculty active in traditional research. The chapter provides examples of many well-known scientists, engineers, and mathematicians who eventually devoted significant time and energy to improving education in their disciplinary fields. While acknowledging the difficulty of doing both traditional research and SoTL, it cautions against ruling out the possibility of undertaking a scholarly study of learning simply because of lack of expertise in education research. Numerous benefits that may accrue to instructors who do investigate learning in their own classrooms are described.},
}

@incollection{DewarJacquelineM2018EFIF,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Evidence: From Interviews, Focus Groups, and Think-Alouds},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to select a method that is appropriate for the type of research question—What works? What is? What could be? The chapter closes with a discussion of the key role that student voices play in SoTL, including the positive outcomes resulting from several projects that engaged students as co-investigators or provided undergraduate research experience in pedagogical research.},
}

@article{SeculesStephen2023Ropo,
pages = {1--22},
volume = {ahead-of-print},
publisher = {Taylor & Francis},
number = {ahead-of-print},
year = {2023},
title = {Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration},
copyright = {2023 SEFI 2023},
language = {eng},
author = {Secules, Stephen},
keywords = {authenticity ; equity ; project-based learning ; responsiveness ; Scholarship of teaching ; socio-technical thinking},
issn = {0304-3797},
abstract = {This paper examines specific problems of educational practice that I, an undergraduate engineering educator and education researcher, have encountered in creating an interdisciplinary engineering project course. I reveal my process of theorising about problems of practice to position engineering educators' pedagogical theorising as worthy of scholarly focus. In a reflective scholarship of teaching and learning paradigm, I take the iterative design of this course as the object of inquiry, across semesters and institutional contexts. I discuss the iteration of five key dimensions of the course: (1) authenticity to engineering professional work, (2) promoting learning of teamwork skills, (3) complexities and equity dimensions of situated project-based learning environments, (4) valuing social sciences and social context reasoning for engineers, and (5) creating a responsive curriculum for students. I distil insights related to each of these dimensions. I conclude with a consideration of the interplay between these dimensions and a reflection on the form of scholarship for engineering education.},
journal = {European journal of engineering education},
}

@incollection{DewarJacquelineM2018EFS,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Evidence: From Surveys},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.},
}

@incollection{DewarJacquelineM2018AE,
publisher = {Oxford University Press},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Analyzing Evidence},
language = {eng},
address = {Oxford},
author = {Dewar, Jacqueline M},
abstract = {Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis) to extract meaning by using codes or labels to identify common themes that appear throughout the data set. Multiple examples are provided of science, technology, engineering, and mathematics (STEM) studies that used or developed rubrics and of studies that did a content analysis of verbal and non-verbal data. It also describes and compares the standards used to assess quantitative research and qualitative research.},
}

@article{HostMartin2010SfDR,
pages = {288--296},
volume = {53},
publisher = {IEEE},
number = {2},
year = {2010},
title = {Support for Different Roles in Software Engineering Master's Thesis Projects},
copyright = {Copyright 2010 Elsevier B.V., All rights reserved.},
language = {eng},
address = {PISCATAWAY},
author = {Host, Martin and Feldt, Robert and Luders, Frank},
keywords = {Alignment ; Communication systems ; Companies ; Computer and Information Science ; Computer Science ; Computer science education ; Cooperation ; Data- och informationsvetenskap (Datateknik) ; Datavetenskap (datalogi) ; Education ; Education & Educational Research ; Education Scientific Disciplines ; Engineering ; Engineering and Technology ; Engineering education ; Engineering Electrical & Electronic ; Industries ; Interviews ; Natural Sciences ; Naturvetenskap ; Planning ; Project method in teaching ; Science & Technology ; Social Sciences ; Software ; Software engineering ; Software testing ; SoTL ; Students ; Studies ; Study and teaching ; Supervisors ; Technology ; Teknik och teknologier ; Theses},
issn = {0018-9359},
abstract = {Like many engineering programs in Europe, the final part of most Swedish software engineering programs is a longer project in which the students write a Master's thesis. These projects are often conducted in cooperation between a university and industry, and the students often have two supervisors, one at the university and one in industry. In particular, the Bologna Process that is currently underway to align different higher educational programs in Europe discusses industrial Master's theses as a major type of thesis project. However, there is a lack of knowledge on how best to support these projects and the different stakeholders involved. This paper presents a study where students and supervisors from software engineering Master's thesis projects at three different Swedish universities are interviewed. The intention of the study is to explore what the major problems of different stakeholders are during a project and to investigate what type of support is needed. Based on the interview results, a support model is defined, which outlines the different types of support that are needed for different roles in Master's thesis projects.},
journal = {IEEE transactions on education},
}

@article{BadenhorstCecileM.2020NLfE,
pages = {1--20},
volume = {11},
publisher = {Society for Teaching and Learning in Higher Education},
number = {1},
year = {2020},
title = {New Literacies for Engineering Students: Critical Reflective-Writing Practice},
language = {eng},
author = {Badenhorst, Cecile M. and Moloney, Cecilia and Rosales, Janna},
keywords = {critical reflection ; empathetic engineer ; engineering education ; formation des ingénieurs ; ingénieur emphatique ; justice sociale ; narrative writing ; rédaction de récits ; réflection critique ; social justice},
issn = {1918-2902},
abstract = {Engineering education has long resulted in professional engineers with the required technical skills to meet the profession’s needs. Yet in today’s rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education might help with this shift. We introduce the idea of including critical reflective writing practice on the idea of being an engineer into engineering curricula. Our study explored how fourteen engineering graduate students were mentored on how to reflect critically on their professional identities through narrative writing. The students wrote the narratives while attending a pilot co-curricular Institute that focused on developing leadership, communication, and professional skill-building. We analysed the narrative writing produced by participants using the constant comparison method of analysis. Key findings show that (a) narrative methodologies are valuable for tapping into the reflective non-technical, process aspects of the profession; and (b) critical reflective writing practice was challenging for participants and required comprehensive scaffolding. If scaffolded and embedded in engineering curricula, critical reflective writing practice could contribute significantly to a 21st century engineering identity.},
journal = {The Canadian journal for the scholarship of teaching and learning},
}

@article{RoscoeRodD.2023TPtF,
publisher = {Educational Publishing Foundation},
year = {2023},
title = {Teaching Psychology to Future Engineers},
copyright = {Copyright 2023 Elsevier B.V., All rights reserved.},
language = {eng},
address = {Washington},
author = {Roscoe, Rod D. and Siegle, Robert F. and Arnold, Samuel T. and Clark, Ashley T.},
keywords = {College Students ; Concepts ; Engineering ; engineering education ; Engineers ; Female ; Future ; Human ; Human Systems Engineering ; human-centered engineering ; Male ; Psychology Education ; Student Attitudes ; survey methods ; Teaching ; teaching of psychology},
issn = {2332-2101},
abstract = {Human needs and goals are integral to engineering, but human-centered engineering requires understanding principles and methods from the social sciences. Instruction is needed to introduce engineering students to these concepts. This study explored (a) students’ initial attitudes toward human systems engineering (HSE) and the bridging of psychology and engineering and (b) how attitudes shifted over one semester. Undergraduate students responded to a survey of their attitudes and conceptions at the beginning ( n = 215) and end ( n = 146) of a semester. Students reported high perceived value for human-centered engineering, and these attitudes remained stable or increased. Students gained in their perceived understanding of psychological concepts and user-centered design, their ability to define HSE, and ability to articulate the value of human-centered engineering. Introductory coursework in Human Systems Engineering may thus help to prepare engineering students to appreciate the psychological underpinnings of their work and engage in human-centered engineering. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)},
journal = {Scholarship of teaching and learning in psychology},
}

@article{MalmJoakim2010SISa,
pages = {38--50},
volume = {3},
number = {1},
year = {2010},
title = {Supplemental Instruction (SI) at the Faculty of Engineering (LTH), Lund University, Sweden : an evaluation of the SI program at five LTH engineering programs, Autumn 2008},
language = {eng},
author = {Malm, Joakim and Bryngfors, Leif and Mörner, Lise-Lotte},
keywords = {Academic achievement ; Achievement level ; Communication skills ; Comparative analysis ; engineering ; Engineering and Technology ; Engineering education ; First year students ; Generic skills ; Grades (Scholastic) ; Higher education ; Lund University. Faculty of Engineering ; Peer Assisted Study Sessions (PASS) ; Peer teaching ; Presentation skills ; Problem solving ; Program evaluation ; Questionnaires ; Secondary postsecondary transition ; Skill development ; SoTL ; Student attitudes ; Student development ; Student participation ; student performance ; Study skills ; study techniques ; Supplemental Instruction ; Supplementary education ; Supplementary Instruction (Program) ; Teamwork ; Teknik},
issn = {1835-856X},
abstract = {The study presents an evaluation of the SI program in five engineering programs within the Faculty of Engineering (LTH) based on data from questionnaires to SI participants and SI leaders, credits taken by the students during the first year, and average grade data from high school for the first year-students. The results show that participation in SI sessions markedly improves the chances of student success in studies during the first year. Furthermore, there are clear indications that the SI program creates a positive social introduction to engineering studies. The SI sessions also improve the participants' study techniques and develop common skills important for the engineer, such as problem-solving, group work, and presenting/discussing results. [Author abstract]},
journal = {Australasian Journal of Peer Learning},
}

@article{TembrevillaGerald2023Dtif,
pages = {43--63},
volume = {112},
publisher = {John Wiley & Sons, Inc},
number = {1},
year = {2023},
title = {Developing transdisciplinarity in first‐year engineering},
copyright = {2022 American Society for Engineering Education.},
language = {eng},
address = {Hoboken, USA},
author = {Tembrevilla, Gerald and Nesbit, Susan and Ellis, Naoko and Ostafichuk, Peter},
keywords = {empathic thinking ; Engineering ; Engineering education ; Engineers ; first‐year experience ; Indicators ; Knowledge ; Learning ; Metacognition ; Qualitative analysis ; Students ; sustainability ; systems thinking ; Teaching ; Teams ; threshold concepts ; transdisciplinary},
issn = {1069-4730},
abstract = {Background
For engineers who aim to address sustainability challenges, participating in transdisciplinary teams is key. Yet developing transdisciplinary knowledge, including systems thinking, metacognition, and empathic thinking, is not well supported in traditional engineering programs.
Purpose
The extent to which selected learning activities in the introduction to engineering courses support student development of systems thinking, metacognition, and empathic thinking is investigated.
Design/Method
Focus group discussions with instructional teams and student interviews are examined to elucidate how course activities improved student transdisciplinary knowledge. Threshold concepts frame the qualitative analysis of the collected data. Implications for teaching and learning are discussed.
Findings
Results suggest the investigated learning activities support student development of transdisciplinary knowledge as indicated by changes in systems thinking, metacognition, and empathic thinking. Where prior quantitative exploratory studies revealed little change in transdisciplinary knowledge indicators pre‐ and post‐course, deeper qualitative analysis uncovers students manifested improvements in transdisciplinary knowledge indicators as narrated by the students themselves and as observed by instructors and teaching assistants.
Conclusions
Integrating transdisciplinary knowledge development into engineering programs, starting with appropriate learning activities in first‐year engineering courses, may provide new pathways for transforming curricula aimed at educating the 21st‐century engineer.},
journal = {Journal of engineering education (Washington, D.C.)},
}

@article{MotteDamien2011CSOT,
year = {2011},
title = {COMPARATIVE STUDY OF THE STUDENT'S DESIGN PROCESS: IMPLICATIONS FOR THE TEACHING OF LATER PHASES OF THE MECHANICAL ENGINEERING DESIGN PROCESS},
language = {eng},
author = {Motte, Damien and Andersson, Per-Erik and Bjärnemo, Robert},
keywords = {design process ; detail design ; embodiment design ; Engineering and Technology ; engineering design ; machine design ; maskinkonstruktion ; Maskinteknik ; Mechanical Engineering ; mechanical engineering design process ; Production Engineering Human Work Science and Ergonomics ; Produktionsteknik arbetsvetenskap och ergonomi ; SoTL ; Teknik},
issn = {2371-5243},
abstract = {Most methods that guide the designer through the later phases of the design process are general in nature, and it is up to the designer to organize the design work using the tools and techniques available. This process also relies greatly on experience, which is quite a challenge for students, who are mostly novices in the area. In a comparative study, the evolution of the experience and skills acquired by the students in performing design tasks during the embodiment design and detail design phases has been analyzed. The re-sults indicate the main directions for improvement in teaching the later phases of the mechanical engineer-ing design process.},
journal = {1st CDEN Design Conference,2004-07-29 - 2004-07-30},
}

@article{KhanAyesha2018MtIo,
volume = {9},
publisher = {Society for Teaching and Learning in Higher Education},
number = {2},
year = {2018},
title = {Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students},
language = {eng},
author = {Khan, Ayesha and Poole, Heather and Beaton, Elliott A},
keywords = {cortisol ; DHEA ; fall break ; student mental health ; student stress},
issn = {1918-2902},
abstract = {Canadian post-secondary institutions are increasingly introducing a fall break into their term calendars, with the stated goal of reducing student stress and improving academic success. We conducted a pilot study around the time of this fall break during which we collected saliva samples to measure the ratio of two metabolic hormones (cortisol and dehydroepiandrosterone (DHEA)) from first-year male engineering students in order to document possible changes in their stress levels before and after the break. Participants self-identified a particular day in the week prior to the break that they considered to be most stressful, followed by a day in the week after the break that was perceived to be equally stress-inducing. A control sample of student engineers was recruited from another university with equivalent academic rigour but without a fall break. Students who experienced the fall break exhibited a marginally lower ratio of cortisol to DHEA after the break than did those who did not experience the break indicating a difference in psychological stress. Since fall breaks are now increasing in popularity, we make the recommendation that it is imperative to empirically investigate their impact on student mental health.
Un nombre de plus en plus grand d’établissements post-secondaires introduisent un congé d’automne dans leur calendrier, avec l’objectif déclaré de réduire le stress des étudiants et d’améliorer la réussite académique. Nous avons mené une étude pilote aux alentours de ce congé d’automne au cours duquel nous avons recueilli des échantillons de salive auprès d’étudiants mâles de première année en génie afin de mesurer le ratio de deux hormones métaboliques (le cortisol et la déhydroépiandrostérone - la DHEA)) et pour documenter les changements possibles dans leurs niveaux de stress avant et après le congé. Les participants ont identifié eux-mêmes un jour spécifique de la semaine avant le congé qu’ils considéraient comme étant le plus stressant, suivi par un jour particulier de la semaine après le congé qu’ils percevaient comme étant aussi stressant. Un échantillon témoin d’étudiants en génie a été recruté dans une autre université où la rigueur académique était équivalente mais où il n’y avait pas de congé d’automne. Les étudiants qui ont bénéficié d’un congé d’automne ont manifesté un ratio plus bas de cortisol par rapport à la DHEA après le congé par rapport aux étudiants qui n’avaient pas bénéficié d’un tel congé, ce qui indique une différence de stress psychologique. Étant donné que la popularité des congés d’automne est en augmentation, nous recommandons qu’il est impératif d’établir empiriquement leur impact sur la santé mentale des étudiants.},
journal = {The Canadian journal for the scholarship of teaching and learning},
}

@article{BarrRonaldE2006AFoS,
pages = {47--47},
volume = {16},
publisher = {AMERICAN SOCIETY FOR ENGINEERING EDUCATION},
number = {1},
year = {2006},
title = {A Focus on Scholarship},
copyright = {Copyright American Society for Engineering Education Sep 2006},
language = {eng},
address = {Washington},
author = {Barr, Ronald E},
keywords = {Conferences ; Education ; Engineers ; Learning ; Scholarships & fellowships},
issn = {1056-8077},
abstract = {THE HIGHLY SUCCESSFUL plenary session at the ASEE 2006 annual conference in Chicago launched the beginning of a year of dialogue (YOD) on the topic of "The Scholarship of Engineering Education." The dialogue will hopefully result in an ASEE-wide consensus on what constitutes scholarly research in engineering education, what is the scholarship of teaching and learning in engineering education and what are the best practices for teaching engineers of the future.},
journal = {ASEE prism},
}

@misc{MichelsonDave2017CE&T,
pages = {158--158},
volume = {55},
publisher = {IEEE},
number = {11},
year = {2017},
title = {Communications Education & Training: Scholarship of Research and Supervision in Communications},
copyright = {Copyright 2018 Elsevier B.V., All rights reserved.},
language = {eng},
address = {New York},
author = {Michelson, Dave and Ostafich, Peter and Ottman, Carolyn},
keywords = {Case studies ; Classrooms ; Communications engineering ; Curricula ; Education ; Education courses ; Engineering education ; Ethics ; Learning ; Learning systems ; Postgraduate ; Privacy ; Research and development ; Special issues and sections ; Teaching ; Training},
issn = {0163-6804},
abstract = {The Scholarship of Teaching and Learning (SoTL) encourages teachers and educators to examine their own classroom practice, record their successes and failures, and ultimately share their experiences in a formal and scholarly way so that others may reflect on their findings and build upon existing teaching and learning processes. SoTL acknowledges that concerns for privacy and other ethical issues associated with studies involving human subjects place limits on the types of research that can be conducted in the classroom setting. Nevertheless, SoTL provides a mechanism for raising the standard of discussion concerning teaching and learning in the literature. The Scholarship of Research and Supervision (SoRL) is a related concept that invites the same reflective approach to improving the quality of training through research, especially that conducted at the postgraduate level. This Feature Topic on SoTL is intended to hasten the incorporation of SoTL and SoRL into communications engineering curricula by providing educators and researchers with an opportunity to share their experience, best practices, and case studies. The articles run the gamut from case studies in experiential learning and research-oriented courses to a comprehensive study of student understanding of key concepts to a novel framework for conducting lab-based courses.},
journal = {IEEE communications magazine},
}

@article{LeBoucherCaroline2018Ldeà,
volume = {9},
number = {3},
year = {2018},
title = {L’expérimentation du eportfolio à l’université : questionnements autour de la réflexivité},
language = {eng},
author = {Le Boucher, Caroline and Lameul, Geneviève and Pentecouteau, Hugues},
issn = {1918-2902},
abstract = {Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006).
Cet article permet de documenter cette place accordée à la fonction réflexive de l’eportfolio par les parties prenantes à sa mise en place. L’étude a été menée en 2016-2017 auprès de sept établissements de l’enseignement supérieur. Trente-huit enseignants-chercheurs, ingénieurs de formation, formateurs, porteurs de projets et étudiants ont fait part de leur expérience lors d’entretiens semi-directifs.
Tout d’abord, des eportfolios mis en place visent le développement de la réflexivité des étudiants sur leurs apprentissages et leurs pratiques. Les modalités d’autorisation d’accès influencent la possibilité d’exercer une réflexivité, surtout lorsqu’il faut peser entre la promotion et la protection de soi. Enfin, la facilité d’usage de l’eporfolio est essentielle. Sans elle, le risque est de freiner la réflexivité ou d’entrer en contradiction avec la démarche : en d’autres termes, mettre en place un eportfolio ne garantit pas une pratique réflexive (Garnier & Marchand, 2012).
The development of professional skills has been guiding French university policies, especially since the 2007 Loi relative aux libertés et aux responsabilités des universités (LRU, Law on the Liberties and Responsibilities of Universities). The will to integrate digital technologies makes this area all the more favourable to setting up eportfolios. Institutional injunctions are rarely accompanied by a pedagogical discourse (Houot, Issenmann & Nowakowski, 2013). So, the eportfolio, in the way it works and can be used, is multifaceted (Salinas, Marín & Escandell, 2013; Siampou & Komis, 2011). Emphasizing processes, it implies the development of a reflexive initiative (Loisy & Lison, 2013), but under certain conditions (Bibeau, 2007; Naccache, Samson & Jouquan, 2006).
This article documents the place given to the reflexive function of the eportfolio for its implementation by stakeholders. The study was conducted between 2016 and 2017 in seven institutions of higher education. In semi-structured interviews, thirty-eight teacher-researchers, trained engineers, trainers, project holders and students shared their experiences.
Firstly, the eportfolios that were set up aim for the development of students’ reflexivity in their learning and practices. The terms and conditions for access influence the possibility of exercising reflexivity, particularly when deciding between self-promotion and self-protection. Finally, the eportfolio’s ease of use is essential. Without it, there is a risk of hampering reflexivity or contradicting the initiative: in other words, establishing an eportfolio does not guarantee a reflexive practice (Garnier & Marchand, 2012).},
journal = {The Canadian journal for the scholarship of teaching and learning},
}

@article{CarolineLeBoucher2019Lede,
pages = {1--17},
volume = {9},
publisher = {Society for Teaching and Learning in Higher Education},
number = {3},
year = {2019},
title = {L’ expérimentation du eportfolio à l’université : questionnements autour de la réflexivité},
language = {eng},
author = {Caroline Le Boucher and Geneviève Lameul and Hugues Pentecouteau},
keywords = {enseignement supérieur ; eportfolio ; portfolio numérique ; pédagogie universitaire ; réflexivité},
issn = {1918-2902},
abstract = {Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006). Cet article permet de documenter cette place accordée à la fonction réflexive de l’eportfolio par les parties prenantes à sa mise en place. L’étude a été menée en 2016-2017 auprès de sept établissements de l’enseignement supérieur. Trente-huit enseignants-chercheurs, ingénieurs de formation, formateurs, porteurs de projets et étudiants ont fait part de leur expérience lors d’entretiens semi-directifs. Tout d’abord, des eportfolios mis en place visent le développement de la réflexivité des étudiants sur leurs apprentissages et leurs pratiques. Les modalités d’autorisation d’accès influencent la possibilité d’exercer une réflexivité, surtout lorsqu’il faut peser entre la promotion et la protection de soi. Enfin, la facilité d’usage de l’eporfolio est essentielle. Sans elle, le risque est de freiner la réflexivité ou d’entrer en contradiction avec la démarche : en d’autres termes, mettre en place un eportfolio ne garantit pas une pratique réflexive (Garnier & Marchand, 2012). The development of professional skills has been guiding French university policies, especially since the 2007 Loi relative aux libertés et aux responsabilités des universités (LRU, Law on the Liberties and Responsibilities of Universities). The will to integrate digital technologies makes this area all the more favourable to setting up eportfolios. Institutional injunctions are rarely accompanied by a pedagogical discourse (Houot, Issenmann & Nowakowski, 2013). So, the eportfolio, in the way it works and can be used, is multifaceted (Salinas, Marín & Escandell, 2013; Siampou & Komis, 2011). Emphasizing processes, it implies the development of a reflexive initiative (Loisy & Lison, 2013), but under certain conditions (Bibeau, 2007; Naccache, Samson & Jouquan, 2006). This article documents the place given to the reflexive function of the eportfolio for its implementation by stakeholders. The study was conducted between 2016 and 2017 in seven institutions of higher education. In semi-structured interviews, thirty-eight teacher-researchers, trained engineers, trainers, project holders and students shared their experiences. Firstly, the eportfolios that were set up aim for the development of students’ reflexivity in their learning and practices. The terms and conditions for access influence the possibility of exercising reflexivity, particularly when deciding between self-promotion and self-protection. Finally, the eportfolio’s ease of use is essential. Without it, there is a risk of hampering reflexivity or contradicting the initiative: in other words, establishing an eportfolio does not guarantee a reflexive practice (Garnier & Marchand, 2012).},
journal = {The Canadian journal for the scholarship of teaching and learning},
}

@inproceedings{HedinGörel2006Tc–s,
booktitle = {LTHs 4:e pedagogiska inspirationskonferens, 2006,Lund, Sweden,2006-06-01 - 2006-06-01},
year = {2006},
title = {Tandem courses – students coaching students},
language = {eng},
author = {Hedin, Görel and Bendix, Lars and Magnusson, Boris and Ohlsson, Lennart},
keywords = {Computer and Information Science ; Computer Science ; Data- och informationsvetenskap (Datateknik) ; Datavetenskap (datalogi) ; Natural Sciences ; Naturvetenskap ; SoTL},
abstract = {Teamwork and project participation are essential skills for professional software engineers. To be able to give large groups of students adequate opportunities to learn such skills at a reasonable teaching cost, we have developed two courses that work in tandem: a team programming course taken by about 100 students, and a coaching course taken by about 20 students. In this paper, we describe our view of how these courses should be integrated within the engineering curriculum and our experiences of running them for five years. Important aspects of our set up include co-location during development, fixed working hours, and guided reflection exercises for both coaches and developers. The projects are run as role-playing games where teachers acting as customers provide opportunities for negotiation and the making of commitments. Our experience so far is very positive, and we see that students get a good basic understanding of the important concepts in software engineering, rooted in their own practical experience.},
}

@inproceedings{MotteDamien2005Efit,
volume = {DS 35},
booktitle = {15th International Conference on Engineering Design, 2005,Melbourne, Australia,2005-08-15 - 2005-08-18},
isbn = {9781904670001},
year = {2005},
title = {Elements for improving the teaching of the later phases of the mechanical engineering design process},
language = {eng},
author = {Motte, Damien and Andersson, Per-Erik and Bjärnemo, Robert},
keywords = {design activity ; design process ; detail design ; embodiment design ; Engineering and Technology ; machine design ; maskinkonstruktion ; Maskinteknik ; Mechanical Engineering ; mechanical engineering design process ; Production Engineering Human Work Science and Ergonomics ; Produktionsteknik arbetsvetenskap och ergonomi ; SoTL ; Teknik},
abstract = {Introduction During the embodiment design and detail design phase, the designer has at his disposal a set of tools and techniques that him or her through the synthesis activity: basic rules, guidelines and principles (see [1]), but in the literature there are general design processes that help the designer to organize their work (e.g. [1]), but not at a very operational level. From a previous study [2], it has been observed that professional designer followed, though loosely, a determined process, while students had more difficulty at the operational level when dealing with the embodiment design and detail design activities. Thus, this year an embodiment design and detail design process method was introduced to the students.This study presents whether the introduction of this process led to an increase in students' effectiveness and efficiency, and thus whether this process has a place in the teaching of the later phases of the mechanical engineering design process. Methodology The analysis was made through the combined use of a design project reports review and a verbal protocol study. The verbal protocol study consisted of two sets of experiments: students performed a design task under experimental conditions before and after the course. A third set of experiments in which last years' students participated for an earlier study was also used. The analysis consisted of three phases. First we examined whether the students had assimilated the design process. From the analysis of the design project reports, the students' understanding level for each step of the process and the whole process was assessed. The assessment was further refined by means of the study of the verbal protocols. Increase in effectiveness was studied by means of comparing the students that did perform the experiments after the course with last years' students, who had not been taught any embodiment design and detail design process. Finally, increase in efficiency was measured by testing whether there was a correlation between the design process quality and the design result quality. Results and discussion By and large, the students understood the process. The elements of the process whose teaching needs to be first improved are, according to this study, the steps related to solution searching and solution evaluation. The introduction of a structured embodiment design and detail design process method to the students increased students' effectiveness for certain steps of the design process introduced: problem specification and decomposition; criteria specification. The students went faster and earlier to more concrete solutions and avoided useless feedback loops, which ensured a decreased design time. There is no correlation between the design process observed and the design results, but the heuristics "think in terms of standard components" seems to have an important impact on the results. The combined use of design project reports review and verbal protocol study was adapted to the objectives of this study. However, some steps should be investigated with deeper, specific experiments. An additional result of this study is that a structured process is actually requested by the students, who feel sometimes the need for clues and guidance during the design activity. As observed in [2], professional designers also sometimes needed guidance in their design activity that would have led to a faster process. This requires further investigation, but it seems that a design process that focuses on facilitating the design activity, on reported problems and weaknesses, could lead indirectly to the increase of efficiency and effectiveness. References [1] Pahl G., Beitz W., "Engineering Design – A systematic approach" (2nd Rev. Ed.), Springer, London, 1996. [2] Motte D., Andersson P.-E., Bjärnemo R., "A Study of the Mechanical Designer's Strategies and Tactics During the Later Phases of the Engineering Design Process", Proceedings of the DTM/ASME, Salt Lake City, 2004.},
}

@article{LouiMichaelC.2006AoaE,
pages = {85--91},
volume = {95},
publisher = {Blackwell Publishing Ltd},
number = {1},
year = {2006},
title = {Assessment of an Engineering Ethics Video: Incident at Morales},
copyright = {2006 American Society for Engineering Education},
language = {eng},
address = {Oxford, UK},
author = {Loui, Michael C.},
keywords = {Assessment ; Cognition & reasoning ; College students ; Education & Educational Research ; Education Scientific Disciplines ; Engineering ; Engineering ethics ; Engineering Multidisciplinary ; Ethics ; Professional responsibilities ; Science & Technology ; Social Sciences ; Technology ; Video},
issn = {1069-4730},
abstract = {A new engineering ethics video, Incident at Morales, was assessed with two different instruments: the standard Defining Issues Test and a short ad hoc survey. According to pre‐tests and post‐tests with the Defining Issues Test, viewers of the video increased the sophistication of their moral reasoning skills. According to the survey, viewers changed their opinions about the most important responsibilities of engineers and about meeting environmental regulations when working overseas. From these results, it appears that the video is an effective approach to teach engineering ethics.},
journal = {Journal of engineering education (Washington, D.C.)},
}

@article{VaidyaSheila2008FoCT,
volume = {2},
publisher = {Georgia Southern University},
number = {1},
year = {2008},
title = {Foundations of College Teaching - A Course for Doctoral Students: Reflections on a case study in College Teaching},
language = {eng},
author = {Vaidya, Sheila and Urias, David},
keywords = {Doctoral level education ; Doctoral level students ; Teaching doctoral students to teach},
issn = {1931-4744},
abstract = {Excerpt: What should doctoral level education prepare students to do? The ability to successfully carry out an independent research project has long been thought of as the primary, and perhaps the sole criterion for obtaining a Ph.D. In recent years, increasingly, candidates for academic employment are being asked about their teaching experience and about their views on education. A report titled Reshaping the Graduate Education of Scientists and Engineers (1995) by the National Academies of Sciences and Engineering, recommends changes in doctoral education in the sciences and engineering so as to provide preparation in teaching. More recently, university administrators have been recommending that whether they pursue careers in industry or academia, graduate students with doctoral degrees should know how to teach.},
journal = {International journal for the scholarship of teaching and learning},
}

@incollection{DewarJacqueline2018A,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Acknwledgments},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@incollection{DewarJacqueline2018F,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Foreword},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@incollection{DewarJacqueline2018AICC,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Appendix I: Carnegie CASTL Scholars in STEM and Related Fields},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@incollection{DewarJacqueline2018AIPi,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Appendix II: Participants in the Carnegie Scholarly and Professional Societies Program},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@incollection{DewarJacqueline2018AISF,
publisher = {Oxford University Press, Incorporated},
booktitle = {The Scholarship of Teaching and Learning},
isbn = {9780198821212},
year = {2018},
title = {Appendix III: Sample Focus Group Protocol},
language = {eng},
address = {United Kingdom},
author = {Dewar, Jacqueline and Bennett, Curtis and Fisher, Matthew A},
}

@article{Rodríguez-SeegerClaudia2021Dtto,
pages = {87--106},
volume = {5},
number = {1},
year = {2021},
title = {Decolonizing the training of engineers and scientists: The case of the Faculty of Physical Sciences and Mathematics at Universidad de Chile},
language = {eng},
author = {Rodríguez-Seeger, Claudia and Sáez-Hueichapan, Doris and Fuenzalida-Artigas, Alexandra and Ñancupil-Quirilao, Ignacio and Lienqueo, María Elena and Contreras-Painemal, Carlos and Díaz-Alvarado, Felipe},
issn = {2523-1154},
abstract = {Given current global crises, there is a need to move beyond the anthropocentric, reductionist and short-term vision of the world, imposed through the hegemony of Western culture. Are we still in time to change the prevailing hegemonic vision of the world and better address global crises and their local impacts? What is the role of intercultural higher education in this challenging task? We conceive this type of education for the training of future decision-makers, as well as scientists and technicians who must respond to current and future challenges in society. Therefore, we evaluate the contribution of the Indigenous Peoples Program (PPI) of the Faculty of Physical and Mathematical Sciences (FCFM) at Universidad de Chile (UCH). We conclude that the PPI opens up possibilities for intercultural training in the FCFM, which can contribute to changing the professional and scientific performance of its graduates, opening their minds to other cultures, worldviews, values and paradigms.},
journal = {SOTL in the south},
}

@article{VermaAnil2021IIIM,
pages = {131286--131305},
volume = {9},
publisher = {IEEE},
year = {2021},
title = {IoT Inspired Intelligent Monitoring and Reporting Framework for Education 4.0},
copyright = {Copyright 2021 Elsevier B.V., All rights reserved.},
language = {eng},
address = {Piscataway},
author = {Verma, Anil and Singh, Aman and Anand, Divya and Aljahdali, Hani Moaiteq and Alsubhi, Khalid and Khan, Baseem},
keywords = {bi-directional learning ; Cloud computing ; Data acquisition ; Data mining ; Decision making ; Edge computing ; Education ; Education 4.0 ; Feature extraction ; IFC (IoT fog and cloud computing) ; Intelligent sensors ; Internet of Things ; Irregularities ; Monitoring ; multi-layered bi-directional long-short term memory network ; Multilayers ; New technology ; Prediction models ; Real time ; Real-time systems ; Sensors ; Systems stability},
issn = {2169-3536},
abstract = {Education 4.0 contemplates the involvement of emerging technologies like IoT (Internet of Things), Fog and cloud computing. Ubiquitous real-time monitoring in the challenging environment of an educational institution is the key requirement for proper implementation of Education 4.0 around the world. Conspicuously, this research presents a novel monitoring and irregularity detection framework for educational institutions. In this research, acquisition of data while deploying IoT is being suggested in the comprehensive environs of educational institutions. Pre-processing of acquired data for feature extraction is implemented using the Fog-Cloud nodes. Subsequently, the Temporal Chunk (TC), which is articulated with Temporal Data Mining, is further employed to detect irregularities based on SoTL (Set of threshold limits) and HAA (Historical Adversity Approximation). Successively, a Multi-Layered Bi-Directional Long Short Term Memory (M-Bi-LSTM) oriented irregularity prediction model is deployed. Furthermore, a fog-inspired alert generation and reporting module are employed for real-time reporting to notify the concerned stakeholder for in- time preventive action corresponding to a predicted irregularity. To authenticate the proposed framework and to avoid the experimental implementation cost, experimental simulations are performed. The experimental results verify that the proposed framework is capable of performing better in comparison to other contemporary decision-making methods for delay efficiency, data classification, irregularity prediction, and system stability. Moreover, the proposed framework can successfully estimate most of the irregularities in an educational environment and provide support for the proper implementation of Education 4.0 in a proficient and realistic manner.},
journal = {IEEE access},
}

@misc{MichelsonDavidG.2016ItSo,
pages = {130--133},
volume = {54},
publisher = {IEEE},
number = {11},
year = {2016},
title = {Integrating the Scholarship of Teaching, Learning, and Research Supervision into Communications Education},
copyright = {Copyright 2017 Elsevier B.V., All rights reserved.},
language = {eng},
address = {New York},
author = {Michelson, David G.},
keywords = {Best practices ; Communication ; Communications technology ; Education ; Engineering students ; History ; IEEE Communications Society ; Scholarships ; Telecommunication services ; Training},
issn = {0163-6804},
abstract = {Although the SoTL movement has gathered a large following within the academic community in recent years, adoption of SoTL by communications and other engineering disciplines is still in its early stages. While many works have been devoted to SoTL as a scholarly process, relatively few have considered the institutional or discipline-specific context within which SoTL is practiced. Here, we consider how the principles of SoTL can help inform teaching, learning, and research supervision within the engineering disciplines; recommend best practices for planning, conducting, and presenting SoTL-based research in communications education and training; and reveal how the IEEE Communications Society proposes to help promote SoTL activity in communications education and training.},
journal = {IEEE communications magazine},
}

