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Plenary Speakers

 

Keith Bowman, Univ. of Maryland Baltimore County, US

Title: Changing Learner Contexts: Implications for Equity, Inclusion and Career Success

Just over a decade ago there were predictions that human instructors in a classroom might be an endangered species, soon to be replaced by online learning tools and systems. As of the moment, it appears that if we continue to adapt sufficiently, the predictions of our extinction may be premature. As we have evolved from a focus on teaching towards a focus on learning there has also been a contemporaneous increasing focus on diversity and inclusion. Advancing diversity and inclusion, whether or not it is promoted to advance equity or to inspire more innovative products and solutions, requires improving our capacity to support success of students from a broader range of backgrounds. As with every context wherein we may be attempting to achieve a combination of outcomes, finding synergy can be complex. Innovation from within academia and driven from a growing cadre of inventors and companies in support of academia increasingly has been focused on developing tools that help students help themselves. Extended features embedded or synchronous to Learning Management Systems, including apps that automate grading, provide feedback to students or promote collaboration, have been introduced to elevate student success. Many of these innovations may also drive changes in how courses are designed and delivered and elevate the extent to which those leading instruction can assess student progress and the effectiveness of course design. The goal of this presentation will be to discuss progress and examples that may fundamentally improve learning outcomes for all students, along with their possible implications for education and instructors in coming years.

 Bio/Photo

Dr. Keith J. Bowman is Dean of the College of the College of Engineering and Information Technology (COEIT) and Constellation Professor at UMBC, the University of Maryland, Baltimore County. COEIT offers six bachelor's degrees, fifteen master’s degrees and eight doctoral degrees. Total college enrollment is nearly 5000 students supported by over 150 faculty and staff. Dr. Bowman received BS and MS degrees from Case Western Reserve University (CWRU) and a PhD degree in materials science and engineering from the University of Michigan. He served as a visiting professor for research at the Technical University of Darmstadt, Germany in 1996 and 2002 and he served as a visiting professor at the University of New South Wales in Sydney, Australia in 2003. He is a Fellow of the American Ceramic Society. Awards at Purdue University include receiving Purdue’s highest teaching award, the Charles Murphy Undergraduate Teaching Award. In 2007, he received the Purdue College of Engineering Mentoring Award and he became the first Professor of Engineering Education (by courtesy) from MSE. In 2012 he was invested as the first Duchossois Leadership Professor in the Illinois Institute of Technology (IIT) Armour College of Engineering soon after joining as chair of Mechanical (ME), Materials and Aerospace (AE) Engineering. Prior to UMBC he served two years as dean of the College of Science & Engineering at San Francisco State University wherein he led more than four hundred faculty and staff and about six thousand majors across nine departments. In spring, 2018 he was recognized with the third University of Michigan Materials Science and Engineering Distinguished Alumni Lecture Award.

 

Janusz A. Koziński, Brock Univ. CA

Title: Reflecting Megatrends and Future Skills in Higher Education

The Circular Economy vision encapsulates recent progressive approach that is increasingly adopted by many of the world’s leading companies and educational institutions, which are redefining their roles and responsibilities in society.
We need young people with a passion to protect the climate, to produce food, to build infrastructure and to generate energy in ways that actively sustain our environment and our communities. Innovation that is sustainable for the environment and for our natural resources is no longer a luxury; it has become an imperative for businesses as well as governments. Technology that actively improves the lives of people and the environment can generate jobs and industries. We can no longer afford to consider human values versus technology as a zero-sum game or to view the long-term impact of our activities as extraneous or superfluous.
University graduates with a much broader perspective and less myopic mindset will be more employable by companies and organizations who now operate in this new reality. Similarly, ventures that integrate environmental responsibility and social purpose alongside commercial potential increasingly appeal to capital investors and shareholders.
The planetary citizens of the 21st century are presented with a world of unprecedented challenges, opportunities, and complexities, where advances in technology are fundamentally transforming our economy, society, and environment. We are called to grow beyond our technical silos and old identities, to embrace new ways of learning, working, relating, and being, and to become innovators, collaborators, systems thinkers, and multidimensional leaders contributing positively to society. Change, especially rapid change, can often leave us in flux. New technologies bring incredible possibilities ahead for humanity, but like anything that involves people there’s usually some bad as well as good. We need to be mindful of our responsibility to consider the consequences for humanity, the impact of technology on humanity and to do a better job of explaining the implications of these innovations to the rest of us.
This presentation will outline a purpose-designed approach to higher education considering selected megatrends (blockchain, internet of things, artificial intelligence, cybersecurity, analytics, and robotic process automation), as well as future skills (cognitive flexibility, emotional intelligence, collaboration & creativity, and complex problem solving). The proposed approach is an aspiration, an attitude, and a way of being. It is a vision that is co-imagined and co-created.


 Bio/Photo    

Professor Koziński has enjoyed a distinguished academic career in leading institutions in the USA, Europe, and Canada. He is an internationally-renowned higher education leader, researcher and entrepreneur, and one of the world’s most widely acknowledged experts in sustainable energy systems.

Educated in Kraków, Poland, he subsequently conducted research at the Massachusetts Institute of Technology and spent much of his academic career at McGill University where he was Associate Vice-Principal for Research & International Relations.

He was Founding Dean of the Lassonde School of Engineering in Toronto and Founding President of a new University in Hereford, which is one of the most ambitious ventures in British higher education.

He is currently leading a new trans-disciplinary initiative applying key driving forces in the 21st century science and engineering to create a novel type of academic programs. The emphasis of his own research is on symbiosis between energy and the environment.
 

 

Matthew W. Ohland (Purdue Univ. US)

Title: Monitoring and improving student team experiences

There are many reasons to put students in teams – teaching them to work in teams, the learning benefits of collaboration, the diversity benefits of finding out other students’ perspectives, and the ability to provide a deeper level of feedback on the smaller number of assignments submitted by student teams are among them. For all these benefits, having students work in teams introduces other issues for faculty to manage – from forming teams to dealing with teams in crisis to evaluating how much each student contributed to assignments submitted as a team. CATME has helped many faculty form and manage teams, and has also enabled research suggesting better methods of managing student teams – research that has implications for the workforce as well.

 Bio/Photo

Dr. Matthew Ohland is Professor of Engineering Education at Purdue University. He earned Ph.D. in Civil Engineering from the University of Florida, M.S. degrees in Materials Engineering and Mechanical Engineering from Rensselaer Polytechnic Institute, and a B.S. in Engineering and a B.A. in Religion from Swarthmore College. He Co-Directs the National Effective Teaching Institute (NETI) with Susan Lord and Michael Prince. His research has been funded by over USD 19M, mostly from the United States National Science Foundation. Along with his collaborators, he has been recognized for his work on longitudinal studies of engineering students with the William Elgin Wickenden Award for the best paper published in the Journal of Engineering Education in 2008 and 2011, the best paper in IEEE Transactions on Education in 2011 and 2015, multiple conference Best Paper awards, and the Betty Vetter Award for Research from the Women in Engineering Proactive Network. The CATME Team Tools developed under Dr. Ohland’s leadership and related research have been used by over 1,200,000 students of more than 17,000 faculty at more than 2300 institutions in 85 countries, and were recognized with the 2009 Premier Award for Excellence in Engineering Education Courseware and the Maryellen Weimer Scholarly Work on Teaching and Learning Award. He is a Fellow of ASEE, IEEE, and AAAS. He has received teaching awards at Clemson and Purdue. Dr. Ohland is an ABET Program Evaluator and an Associate Editor of IEEE Transactions on Education. He was the 2002–2006 President of Tau Beta Pi.

The CATME Team Tools developed under Dr. Ohland’s leadership and related research have been used by over 1,250,000 students of more than 18,500 faculty at more than 2350 institutions in 85 countries, and were recognized with the 2009 Premier Award for Excellence in Engineering Education Courseware and the Maryellen Weimer Scholarly Work on Teaching and Learning Award.

RSAM2015
26-27 September 2019
18th International Conference on
Information Technology Based Higher Education and Training
Magdeburg, Germany