The need to diversify and grow the STEM workforce to remain competitive in a global economy is well established. Research shows that improving diversity in an organization has positive effects on creativity, innovation, productivity, and financial performance. The benefits of diversity extend to the educational environment, with diversity among students and faculty being essential to the intellectual and social development of all students. In the U.S., the National Academies advocate that diversity in STEM must be a national priority, and several engineering professional societies have explicitly recognized the importance of diversity in their mission statements, goals, core values, and ethics statements. Similar calls to broaden minority participation in STEM are heard around the world.
The culture of STEM education culture has proven to be a barrier to diversity in terms of its impact on student interest, self-concept, connectedness, and persistence in STEM disciplines. One of the key reasons cited for students leaving STEM is the perception of a chilly climate, especially by those who are members of underrepresented groups. This talk focuses on the role of pedagogy and curriculum in building a more inclusive environment for engineering education and will present several practical recommendations and examples for engineering educators to make their own courses more inclusive.
Dr. Stephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA) and the 2018-19 President of the American Society for Engineering Education. Dr. Farrell has been recognized nationally and internationally for contributions to engineering education through her work in experiential learning and promoting diversity and inclusion. Stephanie was the 2014-2015 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She was awarded Honoris Causa in Engineering Education from the Internationale Gesellschaft für Inginieurpädagogik (IGIP). She has been honored by the American Society of Engineering Education (ASEE) with several teaching awards such as the National Outstanding Teaching Medal and the Quinn Award for experiential learning. Her research interests include inductive teaching methods and the development of spatial visualization skills.
Higher Education Institutions around the world are challenged with incremental or disruptive transformations to the way that individuals, groups and organizations “learn” and the way to “assess” learning in 21st Century. The role of Digital Technologies in this challenging landscape of Higher Education is to allow for innovative experiences, processes, products, services, that would not be possible without the use of digital technologies. As Higher Education is moving online, providing technology-enhanced personalised learning experiences to the wide diversity of online students remains a major challenge.
Educational Data Analytics have emerged as the means for supporting data-driven evidence based educational decisions at various levels (from the classroom teaching and the curriculum development to university innovation planning and policy making) and from different stakeholders (classroom teachers, instructional designers, curriculum leaders, university leaders, policy makers) aiming towards better teaching and learning outcomes.
My research program aims to study Educational Data Analytics for Personalized Learning in Online Higher Education and my presentation will cover the following topics:
Demetrios Sampson is a Professor at the Department of Digital Systems, University of Piraeus, Greece (since 2003) and at the School of Education, Curtin University, Australia (since 2015). He is a influential academic leader worldwide in the field of Learning Technologies and Digital Learning. His research has an significant impact as he is listed at the top 15 researchers globally in the field of Learning Technologies based on Google Scholar citations. He is the co-author of 340 articles in scientific books, journals and conferences, and the editors of 12 books, 32 special issues in academic journals and 35 international conference proceedings. He has received 10 times Best Paper Award in International Conferences on Learning Technologies. He has been a Keynote/Invited Speaker/Lecturer in 80 International/National Conferences and/or Postgraduate Programs around the world since 2001. He has been project director, principle investigator and/or research consultant in 70 Research and Innovation projects with external funding at the range of 16 Million€ since 1991. He has supervised 155 honours and postgraduate students to successful completion since 2003. He has developed and delivers the first Massive Online Open Course (MOOC) on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform (a Harvard and MIT led global initiative) which has attracted more than 8500 participants from 147 countries around the world since October 2016. He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies. This most coveted recognition is given to 450 prominent experts in the world since 1996 by the IEEE Computer Society, the world’s leading membership organization for professionals in all aspects of modern computing with 60,000 members from 168 countries. Currently he leads a European University-Industry Consortium (Learn2Analyse) aiming to promote the Educational Data Literacy for Online Education and Training Professionals and Higher Education students, co-funded by the European Commission (Erasmus+ Knowledge Alliance Program).
In the perspective of the Europe 2020 Strategy, including the ambition to have at least 40% of the 30-34 year olds holding a diploma by 2020, the issue of increasing educational attainment is gaining importance in the national and international discussions on technical higher education. Decreasing dropout and increasing completion are regarded prime strategies to achieve higher attainment levels. The main problem is that too many students in technical higher education dropout before receiving a diploma in Hungary.
Numerous researches have focused on defining the causes of dropping out, and a number of studies have been conducted to explain good practices. As this problem concerns Hungarian higher education as well, we are therefore giving a comprehensive picture of the current situation, experiences, efforts and research results. Most research indicates that if a student successfully takes on the initial obstacles in the first year, there is less chance of being dropped out. Therefore, the first-grade students were enrolled in our research. Our research has also highlighted a number of factors that strongly contribute to student dropouts: SES, cognitive characteristics, interpersonal and social factors, learning and time management, institutional conditions, attitudes and motivation, self-efficacy, psychological factors, teacher variables, etc. Using a wide range of research results, a comprehensive institutional program can be formulated that focuses in a coordinated way on the following elements: staff development programs for teachers, administrators, learning supporters; psychological counselling program; mentoring program for teachers and students; catching up programs in mathematics and sciences studies; comprehensive development of curricula, etc. The first results of these comprehensive programs will also be presented.
He is mechanical engineer and engineer teacher. Professor Tóth holds a PhD- and habilitation degree in Education Sciences from the Eötvös Loránd University (Hungary). He started his career as a secondary vocational teacher in 1984 then 10 years later he went to technical higher education as technical initial teacher trainer. Professor Tóth has participated in technical initial teacher training and in-service training courses. He played leading role in planning, development and managing traditional and virtual engineering programs. His main taught subjects are didactics, vocational pedagogy, methodology, educational technology, e-learning. His main fields of research were the theory of learning, the improvement of problem-solving thinking and the analysis of spatial abilities in engineering education. His actual research area is analysis of students’ learning activities and problems in technical secondary and higher education from pedagogical and methodological aspects.
From 2009 until now he’s the Director General of Trefort Ágoston Centre for Engineering Education (Óbuda University, Hungary). From 2016 he’s a professor at Óbuda University (Hungary) and from 2017 at János Selye University (Slovakia) as well.
He has been contributing in some European researches and projects on pedagogical aspects of e-learning and development of creativity and abilities of future engineers and teachers as well. He is a member of Committee for Teacher Training of Hungarian Rectors’ Conference and chairman of Teacher Education Section of Pedagogical Scientific Committee of Hungarian Academy of Sciences. He is the co-editor-in-chief of Acta Polytechnica Hungarica, a journal with impact factor, a member of Editorial Board of Hungarian Educational Research Journal. Prof. Toth has issued 5 books and many papers in several journals and conference proceedings.
|28 Mar 2018||Submission of|
- structured abstracts (full, short paper) for the main conference
- Special Session Proposals
|20 Apr 2018||- Notification of acceptance for abstracts for the main conference|
- Special sessions notification and announcment
|01 Jun 2018||Submission of complete papers for all submission types (plus trailer for GinEE Award)|
|22 Jun 2018||Notification of Acceptance|
|20 Jul 2018||Author Registration Deadline|
|20 Jul 2018||Camera-ready due|
|25 Sep 2018||Conference Opening|