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DesignEng SIGNED

Designing Engineers: Harnessing the Power of Design Projects to Spur Cognitive and Epistemological Development of STEM Students

Total Cost €

0

EC-Contrib. €

0

Partnership

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 DesignEng project word cloud

Explore the words cloud of the DesignEng project. It provides you a very rough idea of what is the project "DesignEng" about.

epistemological    urgently    teach    skill    students    overlaps    deficits    knowledge    struggle    mitgang    thinking    theme    revolutionize    cognitive    fill    she    courses    assignment    architecture    collect    asks    ground    retention    education    influence    patent    training    understandings    college    stem    draws    theories    special    design    extents    hands    data    dr    journal    76    communication    questions    tech    mixed    outreach    audiences    women    400    tested    learning    boyer    london    student    countries    university    55    multidisciplinary    pilot    verified    transferred    made    breaking    briefs    experts    receiving    britain    practices    surrounding    transform    fell    skills    teaching    techniques    creatively    architects    undergraduates    attract    exacerbates    generate    engineers    filings    creative    compelling    epistemology    2011    falls    say    adversely    germany    men    diverse    collaboratively    chance    engineering    ways    prof    experiences    crisis   

Project "DesignEng" data sheet

The following table provides information about the project.

Coordinator
UNIVERSITY COLLEGE LONDON 

Organization address
address: GOWER STREET
city: LONDON
postcode: WC1E 6BT
website: n.a.

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country United Kingdom [UK]
 Total cost 183˙454 €
 EC max contribution 183˙454 € (100%)
 Programme 1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
 Code Call H2020-MSCA-IF-2016
 Funding Scheme MSCA-IF-EF-ST
 Starting year 2018
 Duration (year-month-day) from 2018-01-01   to  2019-12-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSITY COLLEGE LONDON UK (LONDON) coordinator 183˙454.00

Map

 Project objective

Germany fell 76,400 engineers short in 2011. Britain falls short 55,000 engineers every year. Such deficits adversely affect Europe’s R&D, patent filings, and tech production. Failure to attract women exacerbates the crisis. Europe urgently needs diverse engineers who can work collaboratively and creatively. Why does engineering struggle to attract students when architecture courses fill with women and men? Education experts (Boyer and Mitgang) say architects learn in more hands-on and effective ways than engineers. Which techniques can be transferred to make engineering more compelling?

This project will generate new understandings of how students develop knowledge-production skills. While receiving crucial training at University College London, Prof Chance will investigate overlaps between epistemology (a field that asks “What is knowledge? How is it made and verified?”) and design thinking (“How is knowledge made and used in the process of design?”). She will collect data in four European countries—evaluating the role of design projects in the learning, epistemological development, and retention of students—with a focus on women’s experiences. Overall objectives are to: (1) develop and promote better ways to teach and support STEM students; (2) help transform engineering into a more diverse and creative field; and (3) investigate questions surrounding the theme:

To what extents do design projects influence the cognitive and epistemological development of undergraduates in engineering and architecture?

The approach draws from Dr Chance’s unique multidisciplinary skill set and state-of-the-art: (1) practices in architecture education, (2) research in engineering education, and (3) theories of student development. She will produce mixed-methods research in a ground-breaking field, new/pilot-tested assignment briefs and a special focus journal to help revolutionize engineering teaching, and outreach/communication to crucial audiences.

 Publications

year authors and title journal last update
List of publications.
2019 Thomas Empson, Shannon M. Chance, & Shushma Patel
A critical analysis of the contextual pressures sustainable development presents HE researchers and evaluators
published pages: , ISSN: , DOI:
Proceedings of SRHE conference 2019 2020-01-29
2018 Shannon M. Chance & Inês Direito
Identification and preliminary review of doctoral theses in engineering education that have used phenomenological methods
published pages: , ISSN: , DOI:
Proceedings of the 46th SEFI Annual Conference 2018. Creativity, innovation and entrepreneurship for engineering education excellence 2020-01-29
2019 Shannon M. Chance, Inês Direito, Rob Lawlor, Katie Cresswell-Maynard, Jon Pritchard, Nick Tyler, & John Mitchell
Background and Design of a Qualitative Study on Globally Responsible Decision-Making in Civil Engineering
published pages: 211-220, ISSN: , DOI:
Proceedings of the 8th Research in Engineering Education Symposium, REES 2019-Making Connections 2020-01-29
2019 Inês Direito, Shannon M. Chance, Emanuela Tilley, & John Mitchell
Assessing the grit and mindset of incoming engineering students with an emphasis on gender
published pages: , ISSN: , DOI:
Proceedings of the 8th Research in Engineering Education Symposium (REES 2019) Vol. 8 2020-01-29
2019 Shannon M. Chance, Bill Williams, Tom Goldfinch, Robin S. Adams, Lorraine N. Fleming
Guest Editorial Special Issue on Using Enquiry- and Design-Based Learning to Spur Epistemological and Identity Development of Engineering Students
published pages: 157-164, ISSN: 0018-9359, DOI: 10.1109/te.2019.2923043
IEEE Transactions on Education 62/3 2020-01-29
2018 Shannon M. Chance, & Gavin Duffy
A model for spurring organizational change based on faculty experiences working together to implement Problem-Based Learning
published pages: , ISSN: , DOI:
Proceedings 2020-01-29
2019 Shannon Chance, Gavin Duffy, Brian Bowe
Comparing grounded theory and phenomenology as methods to understand lived experience of engineering educators implementing problem-based learning
published pages: 1-38, ISSN: 0304-3797, DOI: 10.1080/03043797.2019.1607826
European Journal of Engineering Education 2020-01-29
2018 Shannon M. Chance, & Bill Williams
Preliminary findings of a phenomenological study of Middle Eastern women\'s experiences studying engineering in Ireland
published pages: , ISSN: , DOI:
Proceedings 2020-01-29
2019 Thomas Empson, Shannon M. Chance, & Shushma Patel
A critical analysis of ‘creativity’ in sustainable production and design
published pages: , ISSN: , DOI:
21st International Conference on Engineering and Product Design Education 2020-01-29
2019 Inês Direito, Shannon Chance, Manish Malik
The study of grit in engineering education research: a systematic literature review
published pages: 1-25, ISSN: 0304-3797, DOI: 10.1080/03043797.2019.1688256
European Journal of Engineering Education 2020-01-29
2019 Shannon M. Chance., Mike Mimirinis, Inês Direito, John Mitchell, & Emanuela Tilley
How architecture and engineering students conceptualize design creation: Report of a pilot study
published pages: , ISSN: , DOI:
Proceedings of the American Society for Engineering Education Vol. 126 2020-01-29

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The information about "DESIGNENG" are provided by the European Opendata Portal: CORDIS opendata.

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