IFEES: Enhancing Engineering Education at a Global Scale

2008 ◽  
Vol 27 (3) ◽  
pp. 5-21 ◽  
Author(s):  
L. Morell ◽  
C. Borri ◽  
H.J. Hoyer ◽  
S.A. Rajala ◽  
S. Ramakrishna ◽  
...  
2016 ◽  
Vol 6 (1) ◽  
pp. 56 ◽  
Author(s):  
David Antoine Delaine ◽  
Renetta Tull ◽  
Rovani Sigamoney ◽  
Darryl N. Williams

This paper presents an exploratory investigation of global scale diversity and inclusion efforts within engineering education. The content is an expansion of work that was shared at the 2015 World Engineering Education Forum’s first special session on “Diversity & Inclusion in Global Engineering.” Diversity and Inclusion (D&I) are contextualized topics that shift objectives from country to country. The role of D&I in engineering education and practice has gained prominence in recent years due to the fact that engineers are facing increased need for global collaborations and are expected to be able to work in highly diverse teams and within different cultures. D&I initiatives in the field of engineering generally include gender, ethnicity, and national origin, and may include persons who are economically underprivileged and persons with disabilities. While the prominence of D&I has increased, international learning outcomes and collaborations within these efforts are limited. Within a global community a common platform would allow for the sharing of best practices and maximize learning opportunities and impact. By examining models from around the world, we can begin to consolidate, optimize, and disseminate the global benefits of D&I. In this work, various programs are reviewed as success cases because they have increased the numbers of underrepresented students who enroll in and graduate from STEM programs. The potential for solidarity amongst Diversity & Inclusion initiatives and programs in different regions of the world is explored. Efforts are made to determine what can be learned from synergies across D&I activities.


Author(s):  
Afua Adobea Mante ◽  
Jillian Seniuk Cicek ◽  
Marcia Friesen ◽  
Leonnie Kavanagh

Indigenous Peoples in Canada have practiced sustainability for centuries. Their knowledges, perspectives and design principles are applicable on both a local and global scale especially in our quest to find sustainable approaches to food security, energy independence, and climate change impacts. However, the opportunities for Indigenous Peoples to fully participate and formally offer knowledge and guidance on sustainable development in engineering education have been limited. Engineering training in Canada requires students to develop competency in the area of assessing the impact of engineering on society and the environment. Within this competency is the ability to understand and apply the concepts of sustainability to engineering activities. Engaging with Indigenous Peoples to understand their perspectives on engineering and society provides a platform to critically assess existing engineering curricula, expand the concept of sustainability, and come closer to a common place of understanding. Understanding the impact of incorporating Indigenous perspectives in the curricula on students’ learning and understandings will help inform the further incorporation of Indigenous perspectives in engineering education. This paper presents the research methodology and instruments for a case study designed to explore students’ learning in one engineering course that integrates an Indigenous Elder’s perspectives on how to effectively communicate, engage, and obtain local knowledge on engineering projects with Indigenous communities in Manitoba. Findings will be used to inform engineering curriculum design that are enhanced by Indigenous knowledges and perspectives.


PsycCRITIQUES ◽  
2015 ◽  
Vol 6060 (2828) ◽  
Author(s):  
Laura E. Berk ◽  
Gregory S. Braswell ◽  
Adena B. Meyers ◽  
Rocío Rivadeneyra ◽  
Maria Schmeeckle
Keyword(s):  

1899 ◽  
Vol 48 (1248supp) ◽  
pp. 19999-20000
Author(s):  
Edward Orton

2019 ◽  
Vol 10 (6) ◽  
pp. 489-500
Author(s):  
Andrea Valente ◽  
◽  
David Atkinson ◽  

This study aimed to investigate the conditions in which Bitcoin has developed as a leading cryptocurrency and, according to Nakamoto (2008), could become an instrument for everyday payments around the world. In comparison to other digital payment solutions, Bitcoin is based on a peer-to-peer electronic cash system using “the blockchain”. This innovative technology allows for decentralised storage and movement of currency in a fully anonymous way, introducing advantageous methods for encrypted security and faster transactions (Hagiu & Beach, 2014). Scepticism regards Bitcoin’s foundation, energy consumption and price volatility, however, did not take long to arise (Holthaus, 2017). Ten years from its white paper release, Bitcoin is further supported by the same drivers which could sustain its growth as the future of digital payments (Russo, 2018). In order to investigate the key drivers and feasibility of acceptance, a London based survey was used to understand the desirability of Bitcoin as a day-to-day tool for digital payments. Additionally, this research analysed Bitcoin’s stakeholders and forecast drivers of sustainability for its application to become the future of the payment industry. A space which relies on policies that involve multiple layers of society, governments, regulators and tech-firms, all on a global scale. The findings confirmed how the increasing lack of trust of political and financial institutions, coupled with the increasing cases of data-breaches by tech-firms, encouraged over 70% of respondents to consider more decentralised and anonymous methods for their day-to-day actions; like payments. Policy makers need to cope with societies increasingly separating politically but gathering together digitally (LBS, 2017). For Bitcoin to truly establish itself as a global digital payment solution, key stakeholder acceptance must converge alongside the introduction of more robust regulation.


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