IGIP Newsletter - Issue 04 - 2017

2nd January 2018

IGIP Newsletter - Issue 04 - 2017

Editor Column

By José Marques

With this fourth issue we complete one year of publication of the IGIP Newsletter, with many thanks being due to all contributors. It is also the time to wish a very happy New Year to the Members and Friends of the IGIP Community.

Executive Board Column

By Hanno Hortsch, President of IGIP

Dear IGIP friends, dear IGIP family,

I would like to wish you much health for you and your families for the New Year 2018. At the same time, I would like to thank you for further developing and supporting the vision and mission of IGIP. Your participation and your contributions to and at our conferences attracted worldwide attention, as they were at the heart of the development of engineering education as well as engineering education worldwide.

I would like to especially thank the past President and present Vice-President, Prof. Teresa Restivo, for her excellent work, and of course the long-standing President and current Secretary General of IGIP, Prof. Michael Auer, and the members of the Executive Committee for their constructive work.

The restructuring of IGIP working groups is an important process that requires full completion. Prof. Tiia Rüütmann, member of the EC of IGIP, who constructively leads this not simple task, is waiting for your suggestions and especially activities.

But we also know that IGIP sees itself as a learning and largely self-organizing society. The activities of the National Sections at major international conferences, but especially at regional conferences, are a major focus of the pedagogical impacts. For example, the Russian section of IGIP strongly emphasized the Synergy 2017 conference at the end of the year. But I would also like to congratulate our Chilean colleagues, who have impressively managed to hold the first National Regional IGIP Meeting in November 2017.

The training centers of IGIP have an important task to play in fulfilling the mission of IGIP. The key to high quality engineering education is the teaching of engineering. With the change of examination and study regulations, new requirements arise which require further Education for the engineering educators. I would like to ask all national training centers to accept this as a very important focus of their work in the coming year and to increase the quality of their own work through regional and international networking. On the part of the board of IGIP, we will gladly assist you. Another focus of our work should be the visibility of IGIP. Use the IGIP newsletter even more intensively than has already been done in order to present your activities.

Dear Members and Friends of IGIP, once again I would like to wish you all the best for the mastery of the tasks ahead, along with not only success but also a good feeling in an active and very important society.

Executive Board Column

By Teresa Restivo, Past President of IGIP

This time I come to you just as the Immediate Past President. But I want to use this opportunity to wish to you all the best of your dreams in 2018.

In 2016, when elected President, I promised that I would be working in order to ask the support of the IGIP Community. I have done it, as you may realize. After this year of Newsletter life, it is clearly possible to identify among IGIP members a handfull of chronic, always available, supporters. For them goes my immense gratitude. Thank you for working with me and for supporting my hope in introducing a difference by connecting IGIP people, so as to make this Community more alive, tuned and active by receiving every 3 months a new set of articles, announcements and news, or by adding to that effort.

I also want to deeply thank the other group of contributors, who is that of my dear IGIP friends. With all of you we have accomplished the Newsletter task in 2017. For me it has been very gratifying to be able to get all this support, but I hope that 2018 will bring even more IGIP members to the Newsletter arena, the only way to guarantee its continuity, increase its interest and fulfil its mission.

Executive Board Column

By Axel Zafoschnig, Vice President of IGIP

Looking back at our successful networking year, the last quarter of 2017 began with a magnificent IGIP Conference in Budapest, Hungary, where about 300 participants from across the world shared their views and opinions on the most recent developments in engineering education, such as digitalisation, industry 4.0/ internet of things, or new forms of teaching and learning. In the IGIP General Assembly, our new President, Dr. Hanno Hortsch, was elected and a new Executive Committee was put into place. The new President thanked Teresa Restivo and her team for their excellent work and expressed his hopes that Portugal and Teresa’s FEUP will continue to play an important role within IGIP in the future. Another highlight in October was, from an Austrian point of view, the awarding of nine ING.PAED.IGIP “International Engineering Educator” titles to engaged engineering education teachers (seven of them are in the picture) at the PH Kärnten, the Teacher Training University Carinthia, which also serves as a renowned IGIP Training Center. The new engineering educators were very happy with the IGIP title because it certifies them at a certain educational level and they are registered in the international IGIP Register, which again “helps them to find a job in engineering education more easily”, as the VET Head of the Department, Roland Arrich, put it. Within the IFEES-IIDEA Webinar series called “Global Perspectives on Engineering Pedagogy”, IGIP could make a valuable contribution to the session on 20th November, 2017. In discussing how a network of international experts can improve the quality of engineering education and how the accreditation of international engineering educators can create a positive impact on teaching and learning, the two keynote speakers Krishna Vedula and Axel Zafoschnig gave their expert audience an insight into best-practice models and into new trends and tendencies in the sector. Krishna Vedula, as the executive director of the Indo Universal Collaboration for Engineering Education (IUCEE), focused on the employability and on the leadership skills of engineering graduates in India. He also gave a very interesting overview of the engineer education and training situation in India, which is currently undergoing transformation towards a more efficient and effective system. Axel Zafoschnig called his presentation “Smart ideas for engineers - the impact of IGIP, the International Society for Engineering Pedagogy, on modern engineering education” and described the concepts and pedagogical ideas that IGIP has developed to promote engineering education within the framework of a global network of engineering universities and colleges.

Of course, also IGIP’s co-operations with other engineering education societies, the open access journals of IGIP, like the “international Journal of Engineering Pedagogy” (iJEP) and, above all, the individual and institutional accreditations and certifications that IGIP offers, were discussed in the webinar in full detail.

All these fascinating activities show clearly that IGIP takes its role seriously as a leading engineering education society and provides relevant services to all its interest groups.

At the end of a successful year, it has, however, always been a good tradition to not only look back and ahead, but also to take some rest and enjoy the holidays.

In this sense, I wish IGIP, all its members, its institutional and individual friends, as well as all the other experts in the global engineering education community a peaceful festive season, Merry Christmas and a Happy New Year 2018 !

Message from the IGIP International Monitoring Committee

By Tiia Rüütmann (ING.PAED.IGIP), President of IGIP IMC

In 2017 IGIP IMC received 58 applications - 3 for accreditation as IGIP training centre and 55 applications for ING.PAED.IGIP qualification. All 3 applications for accreditation as IGIP Training Centres have been approved: Ukrainian Engineering Pedagogics Academy (Ukraine), Faculdade de Engenharia da Universidade do Porto (Portugal), Estonian Centre for Engineering Pedagogy at Tallinn University of Technology (Estonia); all applications met IGIP requirements. ING.PAED.IGIP applications came from Czech Republic (21), Ukraine (19), Slovakia (9), Russia (3), Kazakhstan (2), and Estonia (1). All applications have been approved. Members of IGIP IMC reviewed applications online, in Conftool environment. For every application at least 2 reviewers were assigned.

I would like to thank all the members of IGIP IMC: Dr Dana Dobrovská (Czech Technical University Prague Masaryk Institute of Advanced Studies, Czech Republic), Dr Ivana Simonova (University of Hradec Králové, Czech Republic), Dr Alexander Soloviev (MADI, Russia), Dr Claudio da Rocha Brito (Council of Researches in Education and Sciences – COPEC, Brazil), Hants Kipper (Tallinn University of Technology, Estonia), and Dr José Couto Marques (Faculdade de Engenharia da Universidade do Porto, Portugal) for their entire commitment, fruitful cooperation and thorough contribution to the work of IGIP IMC.

Talking about Teaching: Assessment for Learning

By Susan M. Zvacek, Teaching and Learning Consultant, Castle Rock, Colorado

In previous columns I’ve talked about methods of assessment and the pros and cons of each. In this issue, I’ll address how the results of assessment can lead to improvements in student learning. While there are many reasons to incorporate assessment activities in a course, this column will focus on how feedback can be used to monitor student progress and boost motivation.

Formative assessments (i.e., activities that measure student progress while they’re learning) should be designed to provide feedback to students that is specific and constructive, noting the student’s achievements and challenges as they practice newly-learned skills. Avoid praising a student’s innate talents or abilities (traits over which they have little control) and emphasize effort, persistence, or the use of effective learning strategies, instead. When feedback is paired with prompts that promote reflection, self-regulation and learner autonomy are facilitated, as well. For example, students could respond to questions such as, “How do you know if you’re on the right track to solve this problem?” or “Will you change your approach to solving this problem based on the feedback you’ve gotten thus far?” By monitoring their own progress, students are encouraged to view learning as a collaborative endeavour in which they’re fully engaged and can control.

Assessment intended to motivate students is sometimes limited to a “fear factor” approach that pressures students to stay on track and come to class prepared, through the use of pop-quizzes or Socratic questioning, for example. However, other motivating factors are based on confidence-building and developing mastery of new skills. Although it might seem that a relatively effortless activity would be highly motivating, it is important that students are moderately challenged; tasks that are too easy or too difficult actually reduce levels of motivation. Incorporating an assessment early in the instruction (e.g., the second week of classes) provides students with an immediate chance of confidence-boosting success, as well as familiarity with the instructor’s expectations. When assessments are frequent, focused, and of increasing difficulty, students are more likely to develop an enhanced degree of self-efficacy, leading to a reinforcing cycle of accomplishment, confidence, and motivation.

Assessment has many purposes, but how we use the results can make the difference between a meaningless activity and a useful exercise that improves the learning experience and the final outcome. Watch for my next column where I’ll discuss how assessment results can be used to improve course design and teaching practices.

Designing Inclusive Engineering Classrooms

By Stephanie Farrell, Rowan University, New Jersey

It is well established that there is a critical need to diversify and grow the STEM workforce for a vigorous global economy. Improving diversity in a workforce has positive effects on creativity, innovation, productivity, and financial performance. The benefits of diversity apply also to the educational environment. Diversity among students and faculty is crucial to the intellectual and social development of all students, and failure to create an inclusive environment for minority students negatively affects both minority and majority students. Creating an inclusive environment is essential to attracting and retaining students and professionals in engineering. For this reason, research on diversity in engineering has shifted attention from traditional efforts to recruit and retain students from underrepresented groups, to ways of creating an inclusive environment. Many engineering educators hold fairness and equality as core values, and want to know what they can do on an individual level to create an inclusive environment especially in their own classrooms. Here are 5 tips that engineering educators use to build a more inclusive classroom environment:

1. Set the tone on the first day. Add an inclusion statement to your syllabus that begins with your commitment to creating a welcoming environment and establishes expectations for classroom behavior, for example: “I am committed to creating an inclusive environment in which all students are respected and valued. I will not tolerate disrespectful language or behavior on the basis of age, ability, color/ethnicity/race, gender identity/expression, marital/parental status, military/veteran’s status, national origin, religious/spiritual beliefs, sex, sexual orientation, socioeconomic status or other visible or non-visible differences.”

2. Examine your assumptions. Subconscious assumptions that students share similar cultural backgrounds, economic privilege, come from traditional families, have parents who attended college, or are heterosexual can make students outside the majority feel marginalized. It is important to develop an awareness of these assumptions and to replace them with inclusive language and behavior.

3. Establish the connection to students’ lives and social relevance. Relate new engineering concepts to students’ prior experiences, and illustrate how engineering solutions might impact students’ own lives.

4. Highlight contributions of diverse engineering professionals and pioneers, particularly those from underrepresented groups. Use engineering examples that underscore engineering contributions from other cultures, past and present.

5. Diversify Assessment. Provide numerous opportunities for formative assessment with meaningful feedback, assign significant weighting to these assessments, and reduce the weight on summative assessment accordingly.

More great tips, examples, and resources for classroom inclusion are available on: Revolutionizing Engineering Diversity and ASEE Promoting LGBTQ Equality in STEM.

Dr. Stephanie Farrell is Professor and Founding Chair of the Department of Experiential Engineering Education at Rowan University (USA) and President-Elect of the American Society of Engineering Education

ICNT 2018 and ICSIE 2018 – International Conferences in Cairo

The 2018 International Conference on Network Technology (ICNT 2018) and the 7th International Conference on Software and Information Engineering (ICSIE 2018) will be held in Cairo, Egypt, on May 4-6, 2018. Both ICNT 2018 anf ICSIE 2018 will offer an extensive program of interest to academia, government and industry. This will include several distinguished keynote speakers and three conference days full of parallel sessions, Cairo city visiting, etc. A series of exciting speeches to develop skills in and advance awareness of requirements for engineering practice is of particular interest to industry.

The Mythical City of Cairo has stood for more than 1,000 years on the same site on the banks of the Nile, primarily on the eastern shore, some 500 miles (800 km) downstream from the Aswān High Dam. Located in the northeast of the country, Cairo is the gateway to the Nile delta, where the lower Nile separates into the Rosetta and Damietta branches.

IGIP President receives 2017 IFEES Duncan Fraser Award

Professor Dr. Hanno Hortsch was the 2017 recipient of the IFEES Duncan Fraser Global Award for Excellence in Engineering Education for his significant role in engineering education and pedagogical development in Germany and abroad.

2017 IGIP Awards

The 2017 IGIP Awards were handed out during the 46th International Conference on Engineering Pedagogy, 20th International Conference on Interactive Collaborative Learning, held in Budapest.

Nicola Tesla Chain - The 2017 awardees, for international outstanding achievements in the field of Engineering Pedagogy, were Professor András Benedek, Budapest University of Technology and Economics, Department of Technical Education and Professor Manuel Castro, Spanish University for Distance Education and Senior Past President, IEEE Education Society.

Adolf Melezinek Meritorious Service Award – The awardees, for outstanding achievements and longtime active work for and within IGIP, were José Couto Marques, FEUP (Portugal), Julia Ziyatdinova, KNRTU (Russia) and Danilo Garbi Zutin, Austria (Brazil).

IGIP Senior Member – The awardees, for longtime active membership in IGIP, were Andreas Pester, CUAS (Austria) and Alena Zeľová, TUKE (Slovakia).

Ing.Paed.IGIP h.c. – The awardees, for longtime dedicated work in the field of engineering education and active cooperation and support for IGIP, were Greet Langie, KU Leuven (Belgium), Michael Milligan, Executive Director of ABET (USA) and Phillip Sanger, Purdue University (USA).

Ing.Paed.IGIP – The awardees were Francisca Barrios, Melanie Cornejo, Brian O’Hara and Francisco Tarazona-Vasquez, from Universidad de Ingeniería y Tecnología (UTEC), Peru, the first graduates from our IGIP Training Center together with InnovaHiEd in Puerto Rico.

Workshop on Engineering Pedagogy at ICL/IGIP 2017 Conference

By Tiia Rüütmann

In the framework of ICL/IGIP2017 Conference in Budapest "Teaching and Learning in Digital World", a workshop on Engineering Pedagogy was held by Tiia Rüütmann on September 27. This workshop was designed in cooperation with IGIP working group "Teaching Best Practices".

The aim of the workshop was to shape a deeper understanding of the STEM teaching and learning process. The workshop presented an overview of the philosophy and basic principles of Engineering Pedagogy Science for effective STEM teaching based on the following objectives: design of an effective STEM course; selection of suitable teaching and assessment methods; analysis of the teaching and learning process and reflection.

The target group of the workshop was STEM educators of high schools, colleges and universities.

Talking about Teaching - Special Session at IGIP Conference 2017

By Teresa Restivo and José Marques

Teresa Restivo, Alberto Cardoso and José Marques, as members of the IGIP Working Group Teaching Best Practices (WG TBP), organized the Special Session Talking about Teaching (TaT’17) within the Annual IGIP Conference in Budapest.

WG TBP Members Teresa Larkin, Diana Urbano, Teresa Restivo and Tiia Rütmann, among other participants, presented work within the topics of TaT’17. But a few members of the WG Information Technology in Engineering Education (WG ITEE ) and of the Task Force “EE multilingual ontology", like James Wolfer and Tatiana Polyakova, also cooperated with this activity of WG TBP, giving a positive answer to the challenge within the call: “The organizers of TaT’17 also invite working group members of the International Society for Engineering Pedagogy (IGIP) to join this Special Track in line with the mission of IGIP and to present results of their group activities in a collaborative approach”. This healthy collaboration has to be recognized here.

The TaT’17 Best Paper Awards were given ex aequo to “Friend or Foe? Multitasking and the Millennial Learner” by Teresa Larkin and Benjamin Hein and “Entrepreneurship in the Dual Engineering Training Curricula” by Monika Pogatsnik.

At the end of TaT’17, colleagues from Kazan National Research Technological University invited the participants to take part in the final plenary session of the International Network Conference in Engineering Education “New Standards and Technologies of Engineering Education: University Opportunities and Demands of Oil, Gas and Chemical Industry - Synergy 2017".

Evaluation of Online and Pocket Labs - Round Table at ICL/IGIP Conference 2017

By Teresa Restivo and Andreas Pester

Andreas Pester and Teresa Restivo, as members of the IGIP WG ITEE, organized an IGIP participation at ICL, in Budapest, Hungary, in the form of a Round Table Discussion - Evaluation of Online and Pocket Labs, which was included in the ICL Conference program (https://www.conftool.com/icl-conference/sessions.php). The aim was to discuss how to approach the problem from different perspectives: based on earlier group discussions, on the publications of many of its elements on this topic and on expertise in conducting relevant projects in the area of online experimentation with high success. This discussion looked at the relevant role that such Labs can assume on formal, non-formal and informal learning scenarios in which Europe is now focusing. The invited members were James Wolfer, Diana Urbano, Radojka Krneta (WG ITEE members), Christian Madritsch, Danilo Zutin, Thomas Klinger. Andreas Pester and Teresa Restivo (WG ITEE members) were the moderators. José Couto Marques prepared the following abstract of the session.

The Round Table main stated goal was to point directions, not prescribe solutions, by looking at different approaches and bearing in mind that results are not comparable.

Radojka Krneta (U. Kragujevac, Serbia) described the evaluation of remote experiments in the NERELA Project, which involved Secondary Vocational Teachers and 391 Students, who had 27 example classes, as well as 796 Students from 4 Serbian Universities, with 21 remote experiment  teaching modules. Enthusiastic acceptance has been registered from all involved.

Diana Urbano (FEUP, Portugal) described the methodology for evaluating the effectiveness of more than 40 online resources, developed at the Lab of Instrumentation for Measurement, relative to the type of learning outcomes and knowledge gain assessment, and pointed to the solution of usability issues connected to intrinsic technical aspects as an important pre-requisite for success.

James Wolfer (Indiana University South Bend, USA) reported on the experience of working with 12 to 20 students in operating system software development and raised the question of how to assess in a meaningful way Raspberry Pi based work , resorting to a combination of a final exam with group projects  involving assessment of individual accomplishments.

Thomas Klinger, Danilo Zutin and Christian Madritsch (CUAS, Austria) analysed the online lab vs. hands-on lab issue, the problems associated with the limited time span of grants for online lab development and the need for a change of mindset on this subject.

Pedagogy takes time, clear objectives must be defined, concept acquisition by students must be ascertained.

Teresa Restivo (FEUP, Portugal) stressed the relevance of all the discussion and the multidisciplinarity needed for developing resources with real interest. She also referred the relevance of the following topics for future discussions: Why should we have online experimental resources?; The need of general guidelines for developing online experimentation; The relevance of developing guidelines for a methodology for resource evaluation; Online experimentation pedagogy and assessment.

Andreas Pester (CUAS, Austria) discussed assessment based on learning outcomes and stressed the need to combine it with course evaluation, including qualitative data (did you like?) and student suggestions for course improvement.

The discussion was extended and additional contributions were received. Alberto Cardoso (U. Coimbra, Portugal) considered the need of having standardization for online experimentation resources. Teresa Larkin (American University, USA) stated that conceptual knowledge can be measured in many ways and most have an inherited gender bias, which often leads female students that had high entrance ratings to exit with lower grades.

A general agreement has been registered on the online labs need for the establishment of a set of general guidelines, involving pedagogic issues, quality evaluation of online resources, principles identification and the use of internet standards.

WEEF 2017 Workshop "Evaluation of online experimentation"

By Diana Urbano and Teresa Restivo

The workshop “Evaluation of online experimentation” was held at the 7th World Engineering Education Forum at Kuala Lumpur, Malaysia, in November 2017, integrated in the activities of the IGIP working Group Information technologies in engineering education and led by Diana Urbano and Teresa Restivo.

The main reason to perform evaluation of online experimentation (OE) is to establish it as a pedagogical strategy that motivates students and promotes knowledge gain. On the other hand, the use of technology in experimental training still raises a lot of concern among science and engineering educators that do not consider OE as an effective pedagogical tool. Systematic evaluation is therefore desirable.

In the first part of the workshop the motivation to use emerging technologies in engineering education was presented, supported by a large number of examples of application of those technologies in different science and engineering domains. Then, the methodology of evaluation of OE activities was described and some examples of evaluation of OE in the framework of different engineering courses were presented. Finally, the participants played the role of students, engaging in experimental activities with haptic device interaction and an augmented reality application.

The Potential of Emerging Technologies in Engineering Education - IGIP Round Table at WEEF 2017

By Teresa Restivo and James Wolfer

The IGIP Round-Table “The Potential of Emerging Technologies in Engineering Education” within WEEF’17, was supported by a pre-determined series of questions to bootstrap the conversation. Teresa Restivo organized the session with two invited speakers: James Wolfer (Indiana University South Bend, USA) and Paulo Menezes (University of Coimbra, Portugal).

James Wolfer described how deploying emerging technologies in a Computer Science or Informatics classroom is a continually moving target, and how the acquisition of research-grade equipment is too expensive even for project-based instruction. He described how this constraint can be balanced using a curated collection of off-the-shelf and custom-integrated devices and software to provide a computational sandbox to illustrate the principles of emerging technology in the classroom.

Then, Paulo Menezes presented a context to illustrate the relevance of immersive systems in everyday life, as for example AR and VR, and other interactive technologies. He stressed principles for using these technologies in a manner that ensures a focus on education and not on the technology for its own sake. He demonstrated a variety of student-produced projects, incorporating advanced technology to both motivate and educate.

Finally, Teresa Restivo extended the discussion by illustrating a variety of open projects using augmented reality to engage students, and conducted an extended interactive discussion with the participants. The session was attended by more than 30 actively engaged participants who added to the discussion, sharing ideas and personal experience.

Michael Auer, Honorary Professor of Óbuda University

By Istvan Simonics, IGIP EC Member

Óbuda University celebrated on 23 November 2017 the University Day, in which awards were delivered by the Rector to outstanding contributors to the track record of Óbuda University.

Michael Auer, General Secretary of IGIP, received a Honorary Professor award. This award can be given to persons who have internationally recognized results and contributed to the development of university life. Michael Auer has been connected for several years to the Trefort Ágoston Centre for Engineering Education and he supported the organization of the ICL2017 Conference – 46th IGIP International Conference on Engineering Pedagogy and 20th International Conference on Interactive Collaborative Learning – in Budapest.

IEEE members celebrated the 30th Anniversary of the Hungarian Section. Five awardees gave lectures in the afternoon. “Industry 4.0 and the Impact on Education” was the title of Michael Auer’s presentation as Honorary Professor.

Trefort Ágoston Centre for Engineering Education

By Istvan Simonics, IGIP EC Member

The Trefort Ágoston Centre for Engineering Education organized its 7th Conference on Vocational Education and Training and Engineering Education Teacher Training in Budapest on 24 November 2017. There were two celebrations: the 200th anniversary of Ágoston Trefort birth, who was minister of Education in the 19th Century, with a plenary session by Istvan Sanda, Researcher and Assistant Professor of the Centre; and the 45th anniversary of Engineering Education Teacher Training in Hungary, with a plenary session by Professor Agnes Toth, Past General Director of the Centre. And the Conference was an IGIP Regional Conference for the first time. Participants could listen to 63 presentations in 10 Sessions, which included 13 presenters from five Universities from abroad and 18 PhD students from 4 Doctoral Schools.

Sinergy 2017 – International Network Conference closure at Kazan, December 4-6, 2017

By Tatiana Polyakova, EC Member and IGIP Vice-President, Russian Federation

On December 5 the final session of the international network conference “New Standards and Technologies of Engineering Education: University Opportunities and Demands of Oil, Gas and Chemical Industry – Synergy 2017” got started at Kazan National Research Technological University (KNRTU). It united 15 partner universities of Gazprom, Russian and foreign universities, leading petrochemical enterprises of the Republic of Tatarstan, a large number of specialists in engineering education, including: the President of IGIP Hanno Hortsch; Deputy Prime Minister of the Republic of Tatarstan – Minister of Industry and Trade of the Republic of Tatarstan Albert A. Karimov; Vice-President of SEFI, Professor José Carlos Quadrado; President of Association for Engineering Education of Russia Yury Pokholkov; Executive Director of the National Training Foundation Irina Arzhanova; IGIP Russian Monitoring Committee President Vyacheslav Prikhodko. The conference was initiated by KNRTU and was supported by the global energy company Gazprom.

The Rector of KNRTU Dr. Sergey V. Yushko opened the plenary session. He emphasized that the topic of engineering education is very important nowadays and the reports presented at the conference will be efficient for generating innovative ideas. Deputy Prime Minister of the Republic of Tatarstan – Minister of Industry and Trade of the Republic of Tatarstan Albert A. Karimov pointed out that development of engineering education is primarily important for the petrochemical sector of our Republic. It is required to provide highly qualified personnel for industry and this large conference was designed for finding the solutions. Director General “Tatneftekhiminvest-holding” Rafinat Yarullin made a report about modern enterprise requirements in training engineering staff for oil gas and chemical sector.

The conference covered the topics of new approaches, innovations in engineering pedagogy and engineering education, training programs, programs of career guidance in engineering, as well as ranking systems and quality of engineering education. Five sections for reports and discussions were opened on the second day of the conference. Special round table discussion was about the challenges of developing HR in oil gas and chemical sector and gathered people from industry and KNRTU.

Some events of “Synergy 2017” were held at the partner universities of Gazprom all over Russia from September to December. Specialists in engineering education considered international and domestic expertise in applying new standards and technologies focused on training specialists for work at oil gas and chemical enterprises.

The Program of the conference covered a number of events: “The day of Polymers”, the start of the project “Engineer of the Year”, “The School of Mentoring in Technology”, “The Center of Volunteering in Engineering”, Official Meeting in honor of 25th anniversary of KNRTU obtaining university status.

IGIP President delivers Keynote Speech at Sinergy 2017

By Hanno Hortsch, President of IGIP

It was a great honor to bring warm regards from the International Society for Engineering Education (IGIP) to the organizers and members of the conference. The Russian section of IGIP is one of the strongest and most active in IGIP's international work. It also defines and fullfills the goals and visions of IGIP. Representatives of Russia are actively involved in the Executive Committee and IGIP working groups.

In particular, the work of Kazan Research Technological University is to be highlighted. Almost logically, the final conference "Synergy 2017" with the partner "GAZPROM" was held as an international IGIP conference and final conference of meetings in various cities in Russia at this university.

The topics that took place from 4 to 6 December 2017 in the context of the conference "New Standards and Technologies of Engineering Education: University Opportunities and Demands of Oil, Gas and Chemical Industry - Synergy 2017" were the following: • Engineering Education and Engineering Pedagogy (Research methods in engineering education, linkage between research and education, new projects and innovations) • The system of Standards and Accreditation (correlation of Federal State Educational and Professional Standards, accreditation, etc.) • Quality of Engineering Education and Ranking (Student competence, evaluation methods and algorithm, technological entrepreneurship and competencies of engineers, faculty training systems) • Experience Exchange in Engineering Education (Engineering education network in partner universities, best practices, university-industry cooperation, etc) • Programs of Primary Career-Guidance in the system “School-University-Enterprise” (Experiences of training the prospective students, subject-oriented education, integration of sciences and education in “school-university” process, academic events for school students, motivation and demands of young generation, etc.).

The IGIP President held a keynote speech on "Consideration of New Pedagogic Demands on Engineering Educators" at the conference. In this speech, attention was drawn to the fact that not only are new technologies causing a change in engineering education, but the new work (labour) organization structures, such as those found in lean production, are of equal importance. Qualifications and competences resulting from this must be identified as components of the curricula for engineers and included in the study documents. The changed structures of work organization also lead to new types of engineers. In the speech, the President made clear in particular the merging of work duties and tasks of engineers and high-quality skilled workers professions using the example of mechatronics.