The conference organizers have decided to open the workshops for the public. However, conference registered attendees have priority. Please go to this site http://events.kustar.ac.ae/educon/ to reserve your seat.
This workshop aims at providing some methods to integrate, teach, and assess engineering professional and leadership elements in a typical engineering curriculum while building related assessment instruments and continuously improving the experience. Focus is on elements like: Engineering ethics and social responsibility, sustainability concepts and practices, life-long learning, and knowledge of contemporary issues, as well as common leadership elements. Some of these elements are usually required by accreditation standards, to be integrated and assessed within the engineering curriculum. The workshop will also allow participants to engage in active learning and discuss their own issues while attempting planning their offering of these elements to deliver at their respective institutions.
The workshop is addressed to all engineering educators and administrators, as well as practicing professional engineers
No previous knowledge is expected.
Lectures, discussions, design and planning of material, short presentations
Nael Barakat, Ph.D. P.Eng. FASME, is a professor and the chair of Mechanical Engineering at Grand Valley State University in Grand Rapids, MI. USA. He is also a professionally registered engineer in Ontario, Canada. Dr. Barakat is a fellow of the American Society of Mechanical Engineers (ASME) the program chair of the Division of Engineering Ethics at the American Society of Engineering Education (ASEE). Dr. Barakat expertise and interest is in the areas of Mechatronics, Control, Robotics, Nanotechnology Education, and Automation, as well as Engineering Ethics, Professionalism, Leadership, and Education. He has taught numerous courses and modules, delivered workshops and seminars, and developed research on different professional and educational engineering topics, including: ethics, professionalism, and leadership.
Model-Based Design (MBD) has been adopted in the past two decades by engineers and researchers. By adopting MBD the development process is centered on the system model, from requirements capture, design to implementation and test throughout the process. Using Modeling, Simulation, Automatic Code generation and Test capabilities, MBD can be applied to any project ranging from small device implementation to enterprise applications and vehicles.
The French Ministry of Education is revamping the science and technology flow, starting from High-School to University levels with the integration of "Engineering" into schools. This is being done for two reasons: 1- to attract students to become engineers and 2- to reduce the gap between Educational schools and
Industry by developing appropriate skills for the next generation of engineers.Engineering Sciences topics are attracting more attention and weight during evaluations and exams. French teachers are increasingly adopting MBD workflows within their courses.
This workshop will present the association of the Model Based Design (MBD) and the recent French teaching Gap Analysis approach. This combination enables students not only to learn the Engineering workflow (or V-cycle) but also learn the disciplines relevant to the selected course.
In the session, we will present the Model-Based Design principles, the Gap Analysis approach and then describe the teaching concepts through a simple problem: the design of logic of the angular position controller of a DC motor. We will emphasize the different domains, mathematical equations describing the systems behavior and concepts relevant to engineering.
The workshop is addressed at all engineering educators and administrators, as well as practicing professional engineers
No previous knowledge is required.
Lectures, demonstrations and discussions
Ivan Liebgott is professor at the University of Nice (France) in bachelor curriculum for Mechatronics and Mechanical Engineering. He is an engineer, and holds a masters in spacecraft engineering. His work and teaching are based on linking academia and industry needs. Author of a book about the academic use of MATLAB / Simulink and its applications in the Model Based Design workflow, he regularly conducts seminars, webinars and training about this topic for other teachers. Ivan is also responsible for recruiting engineers for the “Concours Communs Polytechniques” corporation, comprising more than 40 French engineering schools and is a fellow of the French association “Union of Professors in Sciences Technologies and Industry” (UPSTI).
Ascension Vizinho-Coutry is principal academic evangelist at MathWorks, after holding pre-sales engineering and technical management positions. From her industry and research background, her mission is to shape MathWorks product family to address modern STEM teaching methods. This workshop is the result of collaboration between teachers, inspectors and MathWorkers and presents the progression from Secondary to University levels. Ascension obtained her Ph.D degree in Applied Mathematics at the University of Sheffield and a French diploma of Engineering in Applied Mathematics, at the 'Institut National des Sciences Appliquées' in Rouen.
The Editorial Board of the IEEE Transactions on Education wants to help authors succeed in publishing in the journal. To do this, authors must be able to choose the appropriate area of scholarship for their work and prepare manuscripts that address the review criteria for the selected area of scholarship. Workshop participants will be able to: (i) select the appropriate area of scholarship using Boyer’s model: discovery, integration, or application and (ii) address specific review criteria. Many of the manuscripts that are submitted to the journal are submitted for the Scholarship of Application. For this area of scholarship, the workshop will concentrate on two review criteria: at the end of the workshop participants will be able to (a) prepare learning outcomes and (b) select assessment processes and tools to evaluate student learning. The workshop format is intended to promote interaction between participants and the facilitator.
Dr. Jeffrey E. Froyd received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He is a TEES Research Professor in the Engineering Student Services and Academic Programs at Texas A&M University, College Station. He has been an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. He served as Project Director for the Foundation Coalition, a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored over 70 papers on faculty development, curricular change processes, curriculum redesign, and assessment. Prof. Froyd is a Fellow of the IEEE, a Fellow of the ASEE, an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal of Engineering Education, and an Associate Editor for the International Journal of STEM Education. He has served as the general chair for the 2009 Frontiers in Education Conference and a program co-chair for three other FIE conferences.
This workshop will present the details of the Mobile Response System (MRS) software, which facilitate anonymous communication, interaction and evaluation of in-class interactive problem solving activities using mobile devices. MRS facilitates a feedback-driven and evidence-based teaching methodology, which is important to enhance student learning. By allowing interactive problem solving using mobile devices and by being easy to use and extensible to other disciplines, MRS makes itself distinctive than similar systems. MRS is a client-server software that allows the faculty to dynamically prompt the students with interactive exercises synchronized with the lecture material in their mobile devices. Students are able to actively interact with the problem and send their answers back to the faculty computer. MRS then facilitates grading of the exercises automatically, by comparing the student made sequence of steps with the correct sequence of steps. After grading, MRS also makes the grading statistics and student submissions available for the faculty to view and share with the students.
This formative assessment information allows the faculty to have real-time evidence of students’ comprehension of covered lecture materials on that particular class and also helps faculty to identify the concepts that need to be repeated or reinforced. By utilizing MRS software, faculty is also able to capture screens from student submissions and discuss on those screens if context-sensitive feedback is needed. On the other hand, this approach allows the students to obtain faster and frequent feedbacks that reinforce their learning and help them to identify problem areas. The active interaction with a problem via multiple steps while going back and forth and seeing the consequence of their choices at each step is expected to enhance students’ analytical and problem solving capabilities. The other important feature supported by MRS is the ability to submit feedback/question anonymously during the class. The software allows students to send anonymous feedback/questions to faculty and vote on feedback/questions that faculty will choose to review and answer at the end of the class.
The workshop will have the following agenda and activities:
Attending this workshop will benefit all computer science/engineering educators, specially faculty who are teaching computer science/engineering or other STEM courses. Audience will learn how to utilize this system and the pedagogy in their classes.
No previous knowledge is required.
Presentation, discussions, hands-on activities and watching videos.
Mohammad Muztaba Fuad, Ph. D. is an Associate Professor of Computer Science in The College of Winston-Salem State University. He received his doctoral degree in Computer Science from Montana State University. His research interests include self-adaptive computing, mobile computing and computer science education. His research activities have resulted in NSF funded work and numerous publications in prestigious journals and proceedings. Dr. Fuad has been awarded Winston-Salem State University's W. B. Atkinson Distinguished Research Award. Dr. Fuad has more than twelve years of teaching and advising experience and has been awarded Winston-Salem State University’s Wachovia Excellence in Teaching Award. Dr. Fuad is responsible for the pedagogy development, system implementation and in-class deployment of MRS.
The goal of this workshop is to provide an excellent opportunity for faculty, scholars, graduate / Ph.D. students, administrators, and practitioners to learn and discuss innovative ideas, findings and outcomes of research projects, concepts, strategies, specific technologies, software, hardware, and best practices in the areas of smart university, smart education, smart classroom and smart e-learning.
No previous knowledge is expected; however, a basic knowledge on technology-based teaching and learning will be useful.
Presentations, brain-storming sessions, learning-by-doing activities, discussions, Q&A session.
Dr. Vladimir Uskov is a professor of Computer Science and Information Systems and director of the InterLabs Research Institute on Advanced Technology Applications in Education at Bradley University (Peoria, IL, U.S.A.). His research areas and areas of expertise include but are not limited to a) smart education and smart e-learning, b) advanced technology-based education, c) software engineering, and d) agile and PMBOK software project management. Dr. Uskov is IEEE Senior Member (2004). His other positions and duties include but are not limited to:
Smart university and smart education are emerging and rapidly growing areas that represent an integration of 1) smart and intelligent systems, smart objects and smart environments, 2) smart technologies, various branches of computer science and computer engineering, 3) state-of-the-art smart educational software and/or hardware systems, agents and tools, and 4) innovative pedagogy and advanced technology-based teaching strategies and learning methodologies.
Modern sophisticated smart devices, smart systems, and smart technologies create unique and unprecedented opportunities for academic and training organizations in terms of new approaches to education, learning and teaching strategies, services to on-campus and remote/online students, set-ups of modern classrooms and labs. The performed research clearly shows that smart education market, in general, and market of software and hardware for smart classrooms and smart universities, in particular, will exponentially grow in upcoming years (up to 2018).
The global smart education and learning market is expected to reach $220.0 billion by 2017 at a CAGR of 20.3% between 2012 and 2017, including a) services segment with projected $97.9 billion by 2017 with a CAGR of 26.6%, b) content segment - $72.9 billion in 2017, at a CAGR of 12.1%, c) software segment - $37.2 billion, and d) hardware - $12.1 billion in 2017. Companies such as Ellucian, Inc. (U.S.), Smart Technologies (U.S.), Blackboard Inc. (U.S.), Kaplan Inc. (U.S.)., Promethean World Plc (United Kingdom), Pearson PLC (United Kingdom), and Informa Plc (Switzerland) are among key players on the smart education market.
The global smart classroom market will grow at a CAGR of 31.25% over the period 2013-2018. The two key factors contributing to this market growth are interactive display instruments and 3D education. Multiple global companies are among leaders in this area, including Apple, IBM, Microsoft, and SMART Technologies Inc.
|12 Oct 2015||Abstract Submission|
Special Session Proposals
|26 Oct 2015||Invitations to Submit Complete Paper|
|30 Nov 2015||Complete Paper Submission|
Work in Progress Papers
Special Session Papers
Panels and Workshop Proposals
|21 Dec 2015||Notification of Acceptance|
|10 Jan 2016||Author Registration and Payment Deadline|
|08 Feb 2016||Final Paper Due|
|10 Apr 2016||Pre-conference Workshops|
|11 Apr 2016||Conference Opening|