The International Society For Engineering Pedagogy: 1972–2022 (Lecture Notes on Data Engineering and Communications Technologies, 151) 3031198891, 9783031198892

Table of contents :
Foreword
Fifty Years is a Long Time—However You Count Them—But Impact Counts More….
Preface
Contents
1 The History of IGIP
1.1 A Glance at the History of Engineering Education
1.2 The Significance of Technical Teacher Training in Europe in the Second Part of the Twentieth Century
1.3 The Foundation of IGIP
1.4 The Creation of IGIP Structure
1.5 The Fundamentals of Engineering Pedagogy
1.6 The First IGIP Prototype Curriculum
References
2 The Activities of IGIP
2.1 Ing.Paed. IGIP Register and the Development of the Second IGIP Prototype Curriculum
2.2 The Development of the Third IGIP Prototype Curriculum
2.3 The Development of the Fourth IGIP Prototype Curriculum
2.4 Establishment of IGIP Training Centers
2.5 International and Regional IGIP Conferences on Engineering Pedagogy
2.6 IGIP Presidency, Executive Committee, Membership and Dynamics of the Changes
2.6.1 IGIP Membership
2.6.2 Scientific Advisory Board
2.6.3 IGIP Presidents and General Secretaries
2.6.4 Executive Committee
2.6.5 International Monitoring Committee
2.6.6 Working Groups
2.7 Engineering Pedagogy Research
2.8 IGIP Awards
2.9 Cooperation with Sister Organizations
2.10 International Journal of Engineering Pedagogy (iJEP)
2.11 Conclusions
References
Appendix 1 Series of Publications on Engineering Pedagogy
Appendix 2 The First IGIP Curriculum
Appendix 3 IGIP Criteria for Accreditation of Engineering Pedagogy Studies
1. IGIP Accreditation Criteria for Engineering Pedagogy
1.1 Introduction
1.2 Goals of IGIP Accreditation
1.3 IGIP Accreditation Criteria
1.3.1 Accreditation Criterion (a): Organisation of the Program
1.3.1.1 Independent Course of Studies for Engineering Pedagogy
1.3.1.2 Integrated Program for Engineering Pedagogy
1.3.2 Accreditation Criterion (b): Entrance Requirements for First Year Students
1.3.2.1 Within Independent Course of Studies for Engineering Pedagogy
1.3.2.2 Within Integrated Program for Engineering Pedagogy
1.3.3 Accreditation Criterion (c): Skills/Abilities of the Graduates
1.3.4 Accreditation Criterion (d): Engineering Pedagogy Curriculum
1.3.5 Accreditation Criterion (e): Lecturers and Professors
1.3.6 Accreditation Criterion (f): Institutional Resources
1.3.7 Accreditation Criterion (g): Quality Control and Feedback
1.4 Application for Accreditation
2. Organisation Forms of Engineering Pedagogy Programs in Different Education Systems
2.1 Diversity of National Systems
2.2 A Common European Approach: The Bologna Declaration
2.3 Integrating the Engineering Pedagogy Programs Into the European University System
3. Educational Process
4. Competencies in Engineering Pedagogy
4.1 Technical Competencies
4.2 Pedagogical, Social, Psychological and Ethical Competencies
4.3 Didactical Skills and Subject Expertise
4.4 Evaluative Competencies
4.5 Organisational/Management Competencies
4.6 Communicative and Social Competencies
4.7 Reflective and Developmental Competencies
Appendix 4 IGIP Recommendations for Studies in Engineering Pedagogy Science
1. Introduction
2. IGIP Curriculum for Engineering Pedagogy: Alternative 1
2.1 Concept and Overall Goal of the IGIP Engineering Pedagogy Curriculum
2.2 Curriculum Modules
2.3 Description of the Modules
2.3.1 RM1—Engineering Pedagogy in Theory and Practice (6 CP)
2.3.2 RM2—Laboratory Didactics (2 CP)
2.3.3 RM3a—Psychology (2 CP)
2.3.4 RM3b—Sociology (1 CP)
2.3.5 RM4a—Rhetoric, Communication (2 CP)
2.3.6 RM4b—Understandable Text Creation, Scientific Writing (1 CP)
2.3.7 RM5—Working with Projects (1 CP)
2.3.8 REM1—Ethics (1 CP)
2.3.9 REM2—Biological and Intercultural Aspects (1 CP)
2.3.10 RM6—Media, E-Learning and Computer Aided Technologies (2 CP)
3. IGIP Curriculum for Engineering Pedagogy: Alternative 2
3.1 Preliminary Remark
3.2 Concept
3.3 Structure, Disciplines and Modules of the IGIP Curriculum
3.4 Portfolio and Final Examination
3.5 Tabular Overview Over the ING-PAED IGIP Curriculum
3.6 Diagram of the ING-PAED IGIP Curriculum
3.7 Module Manual for Engineering Pedagogy Studies
3.7.1 RM1—Engineering Pedagogy in Theory and Practice
3.7.2 RM2—Laboratory Didactics
3.7.3 RM3—Psychology and Sociology
3.7.4 RM4a—Rhetoric, Communication
3.7.5 RM4b—Scientific Writing
3.7.6 RM5—Working with Projects
3.7.7 RM6—Media, E-Learning and Computer Aided Technologies
3.7.8 REM1—Ethics
3.7.9 REM2—Intercultural Competences
Appendix 5 The Third IGIP Prototype Curriculum: Structure
Appendix 6 The Third IGIP Prototype Curriculum: Description of Modules
6.1 MC1—Engineering Education in Theory
6.2 MC2—Egineering Education in Practice
6.3 MC3—Laboratory Didactics
6.4 MN4—Psychology
6.5 MT5—Sociology
6.6 MT6—Engineering Ethics
6.7 MT7—Intercultural Competence
6.8 MP4—Presentaion and Communication Skills
6.9 MP5—Scientific Writing
6.10 MP6—Working with Projects
6.11 MP7—ICT in Engineering Education
Appendix 7 The Fourth IGIP Prototype Curriculum

Citation preview

Lecture Notes on Data Engineering and Communications Technologies 151

Tatiana Polyakova Viacheslav Prikhodko Tiia Rüütmann Michael E. Auer

The International Society For Engineering Pedagogy 1972–2022

Lecture Notes on Data Engineering and Communications Technologies Volume 151

Series Editor Fatos Xhafa, Technical University of Catalonia, Barcelona, Spain

The aim of the book series is to present cutting edge engineering approaches to data technologies and communications. It will publish latest advances on the engineering task of building and deploying distributed, scalable and reliable data infrastructures and communication systems. The series will have a prominent applied focus on data technologies and communications with aim to promote the bridging from fundamental research on data science and networking to data engineering and communications that lead to industry products, business knowledge and standardisation. Indexed by SCOPUS, INSPEC, EI Compendex. All books published in the series are submitted for consideration in Web of Science.

Tatiana Polyakova · Viacheslav Prikhodko · Tiia Rüütmann · Michael E. Auer

The International Society For Engineering Pedagogy 1972–2022

Tatiana Polyakova Moscow Automobile and Road Construction State Technical University (MADI) Moscow, Russia

Viacheslav Prikhodko Moscow Automobile and Road Construction State Technical University (MADI) Moscow, Russia

Tiia Rüütmann Tallinn University of Technology Tallinn, Estonia

Michael E. Auer CTI Global Frankfurt am Main, Hessen, Germany

ISSN 2367-4512 ISSN 2367-4520 (electronic) Lecture Notes on Data Engineering and Communications Technologies ISBN 978-3-031-19889-2 ISBN 978-3-031-19890-8 (eBook) https://doi.org/10.1007/978-3-031-19890-8 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

In fond memory of Adolf Melezinek the founder of IGIP and its President for 30 years

Foreword

Fifty Years is a Long Time—However You Count Them—But Impact Counts More…. Over the past fifty years, from 1972 to 2022, the world has witnessed amazing advances in engineering innovation, technology, practice, and—perhaps less recognized but absolutely true—engineering education. Think back to a few 1972 “breakthroughs”. In 1972 the first scientific handheld calculator is introduced. The programming language FORTRAN 66 is created. “Pong” was released as the first commercial video game. The first full-scale humanoid intelligent robot was completed, to name but a few. These moments in time were remarkable, and even more remarkable is to see the evolution and legacy of these engineering efforts. In joining with you to celebrate the 50th Anniversary of IGIP, I cannot help but reflect on not only the milestones of success this organization has achieved over these many years. But also, on the 50 × 50 × 50 individuals who have contributed to that success. And, most important, to the cumulative and collaborative impact IGIP has had on so many educators, teachers, and students around the globe. I am proud to have been a part of this amazing journey, and I remain so very proud to commend the IGIP community on all it has achieved, its impact, and on the lively contribution it will make to engineering education and practice going forward from today in different regions of the world. Today, rather than looking backward, IGIP continues to look forward in its efforts to bring together engineering, pedagogy, and practice—engineering, the theory of and education, and the practice of teaching—to benefit the engineering students and the world’s citizens of tomorrow. IGIP’s full circle of members, working groups, training centers, and partners join together for impact, and its network continues to expand globally. The IGIP curriculum, certification, accreditation, and training initiatives are shared through the IGIP network by its publications and conferences. As accredited by UNESCO, IGIP’s mission principles of work are grounded in the

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goal of creating a world informed by history, energized today, and innovated for the future through world-class engineering. George Mason, USA

Dr. Hans Jürgen Hoyer Secretary General International Federation of Engineering Education Societies (IFEES) Executive Secretary Global Engineering Deans Council (GEDC)

Preface

Engineering is a key driver of human development. At present, when the society is dealing with digital transformation, artificial intellect, and various innovative technologies connected with the fourth industrial revolution, the role of engineers in the technological progress is even more significant than ever before. Engineers must have a great variety of competences from the ability to solve technical problems to the ability to work in a team, to forecast ecological and ethical consequences of innovations for moving towards the fifth industrial revolution. One cannot underestimate the professional training of engineers carried out by technical universities and colleges. The capacity of the future engineer to solve challenging problems may have a direct effect on what the future generations will inherit. No wonder there are a lot of Engineering Education societies and organizations. Among them, IGIP, International Society for Engineering Pedagogy, has earned a high reputation thanks to its fruitful history and unique activities. Its mission is focused on pedagogical training of technical lecturers. Despite a great choice of innovative educational technologies, it is still the lecturer who remains the central figure of the teaching process. At present, there are a lot of technical universities that train future engineers. But we realize that in many cases, their lecturers do not have any pedagogical education. Some become brilliant teachers; others go the long way of trial and error. For 50 years IGIP has been developing and promoting the ideas of Engineering Pedagogy as a branch of professional pedagogy. In IGIP there is a tradition to now and then sum up and analyze the results. IGIP has already done it three times: in 1997, in 2001, and in 2015. These results are published in the books “Who is Who” and in the monograph “IGIP. International Society for Engineering Pedagogy. The Past, Present and Future”. Now on the eve of the 50th anniversary of IGIP, it is also just the time to look back into the past, to show the present, and to try to foresee the future of the Society. Its authors used various sources: the above-mentioned publications, numerous papers published in IGIP Symposia Proceeding, the official journal “Report”, the IGIP Newsletter, the materials sent by IGIP members, recollections of the significant events by their participants, the authors’ own experience, and other sources of information. ix

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The book contains a lot of photos thanks to Yu. Shkitskiy, Istvan Simonics, and other IGIP members and conference participants. The book encompasses the historical span up from 1972 up to 2022 and is addressed to IGIP members, technical teachers, students, postgraduates and administrators of educational institutions, administrators of national and regional state bodies of education, members of other societies, recruiting agencies, and all of those who are interested in Engineering Pedagogy. We hope this book will attract new supporters of Engineering Pedagogy and help its new members realize its specificity. We hope the late achievements of the young teaching generation will contribute to the further prosperity of IGIP, increase efficacy, and improve Engineering Education, and maybe sometimes it will be used for preparing the next IGIP book. The authors would like to extend sincere gratitude to IGIP President Hanno Hortsch; IGIP Past President Teresa Restivo; IGIP First Vice President Axel Zafoschnig; Executive Committee members Pavel Andres, Uriel Cukierman, Eleonore Lickl, Wolfgang Pachatz, Istvan Simonics, Matthias Utesch; former President of the International Monitoring Committee Dana Dobrovska; former Director of Scientific Research Ralph Dreher; former General Secretary Hartmut Weidner; IGIP members Ivana Simonova and Alexander Soloviev for submitting valuable information. For further information about IGIP—http://www.igip.org. Moscow, Russia Moscow, Russia Tallinn, Estonia Frankfurt am Main, Germany

Tatiana Polyakova Viacheslav Prikhodko Tiia Rüütmann Michael E. Auer

Contents

1 The History of IGIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1 A Glance at the History of Engineering Education . . . . . . . . . . . . . . 1.2 The Significance of Technical Teacher Training in Europe in the Second Part of the Twentieth Century . . . . . . . . . . . . . . . . . . . 1.3 The Foundation of IGIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 The Creation of IGIP Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5 The Fundamentals of Engineering Pedagogy . . . . . . . . . . . . . . . . . . 1.6 The First IGIP Prototype Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Activities of IGIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1 Ing.Paed. IGIP Register and the Development of the Second IGIP Prototype Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 The Development of the Third IGIP Prototype Curriculum . . . . . . 2.3 The Development of the Fourth IGIP Prototype Curriculum . . . . . 2.4 Establishment of IGIP Training Centers . . . . . . . . . . . . . . . . . . . . . . 2.5 International and Regional IGIP Conferences on Engineering Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6 IGIP Presidency, Executive Committee, Membership and Dynamics of the Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6.1 IGIP Membership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6.2 Scientific Advisory Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6.3 IGIP Presidents and General Secretaries . . . . . . . . . . . . . . . . 2.6.4 Executive Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6.5 International Monitoring Committee . . . . . . . . . . . . . . . . . . . 2.6.6 Working Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7 Engineering Pedagogy Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.8 IGIP Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.9 Cooperation with Sister Organizations . . . . . . . . . . . . . . . . . . . . . . . .

1 1 8 13 21 25 27 30 33 33 38 41 44 50 74 74 82 83 95 110 113 118 121 132

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2.10 International Journal of Engineering Pedagogy (iJEP) . . . . . . . . . . 138 2.11 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Appendix 1: Series of Publications on Engineering Pedagogy . . . . . . . . . . 147 Appendix 2: The First IGIP Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Appendix 4: IGIP Recommendations for Studies in Engineering Pedagogy Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Appendix 5: The Third IGIP Prototype Curriculum: Structure . . . . . . . . 201 Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Appendix 7: The Fourth IGIP Prototype Curriculum . . . . . . . . . . . . . . . . . 231

Chapter 1

The History of IGIP

1.1 A Glance at the History of Engineering Education It is a well-known fact that the word “engineer” originates from Latin “ingenium” meaning “abilities”. Two-three centuries ago it was borrowed by many European languages from Old French “engigneor” that at the beginning of the twelfth century denoted “architect, creator of military devices” [1]. Engineering activity differs greatly from that of a scientist. Scientists study laws of nature, and engineers apply knowledge to create practical things that do not exist in nature and which people can use. They are devices, gadgets, materials, methods, and technologies, including computing programs, innovative experiments, new solutions to a problem, or any other improvements in our lives. Every product or construction used by modern society has been touched by an engineer’s hand. The construction of Egyptian pyramids, the Roman aqueducts or Via Apia, the Great Wall of China, the Hanging Gardens of Babylon would not have been possible without the knowledge and practical skills of ancient civil engineers. Archeologists have evidence of a very high level of human knowledge embodied in amazing mechanisms centuries ago. One of such artefacts was found not far from a Greek island of Antikythera at the beginning of the twentieth century and is known as “Antikythera mechanism” [2]. It dates back to 50-70 BC. It is a complex of gears that was designed to predict position of the planets and solar and lunar eclipses. The mechanism is considered to be an ancient analog computer. The scientists suppose that the inventor of this device was Archimedes, a mathematician, and an engineer.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8_1

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Accumulation and transfer of knowledge about the surrounding world are known to have played the key role in the creation and development of our civilization. At the beginning of our civilization valuable technical information was passed over from one generation to the next one. In ancient times a person possessing unique knowledge and practical skills passed it to his pupil (Raffaele Santi: “The School of Athens” [3]. Aristotle and Alexander the Great are one of the examples. In ancient Greece such an instructor was known as “paidagogos”, or “pedagogue”. At that time there appeared philosophical schools of Socrates, Aristotle, and Plato. [4]. Thus, in ancient times theoretical studies, practical applications, and teaching were concentrated in one person. In the Middle Ages, Europe established universities as a scientific and educational institution. Education focused on law, medicine, and theology, the latter being most important and prestigious. By the eleventh century, medieval educators developed scholasticism, a method of research, scholarship, and teaching. But nevertheless, teaching was based on the classical model of the ancients with a master passing on his knowledge to one pupil. Later professors began instructing a larger number of scholars. At that time there was no opposition between art and technology. For example, waterworks did not only encompass decoration of fountains but also creation of pumping stations to supply water. And an artist had to master the technology of construction. [5]. Leonardo da Vinci being an artist and an engineer at the same time may be the best symbol of this unity. He is more famous for his paintings, but he also

1.1 A Glance at the History of Engineering Education

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had a vast number of inventions, including hydraulic pumps, a helicopter, a steam cannon, and a parachute.

In the 16th and the seventeenth centuries the first universities incorporated courses for engineers. Among them, the University of Altdorf (Universität Altdorf ) [6] in Germany and Leyden University (Universiteit Leiden) [7] in the Netherlands.

The University of Altdorf was a university located in a small town Nürnberg outside Nuremberg. It was founded in 1578 and received university privileges in 1622.

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Leyden University was situated in the city of Leiden. It was founded by Prince William in 1575 as the first Dutch university in the Northern Netherlands. The University educated its students for religious purposes, but it also gave the country and its government educated men in other fields. In the Middle Ages the universities concentrated on theory, in particular, surveying and fortifications. Practical aspects of technology were passed on to craftsmen. By mid-seventeenth century, artillery and fortifications had become so complex that armies of different countries began training officers in mathematics and mechanics. In its turn military engineering stimulated the development of civil engineering. In 1775, King Louis XV of France authorized Jean Perronet [8] to set up School of Bridges and Roads (“Ecole des ponts et chausses”). This institution offered a three-year program for engineers.

In Austria in 1717, Prince Eugene founded a school for military engineers in Vienna which became the Academy of Engineering under Maria Theresia [9] in 1747. Even civilians were allowed to attend classes alongside military men. One of its most famous civilian graduates was Balthasar Neumann, an engineer and constructor of waterworks—best known for building the palace at Wurzburg (Würzburg Residenz) in Germany [5]. In Russia in 1701, Peter the Great by his Decree founded “The School of mathematics and navigation” [9] («Xkola matematiqeskih i navigatskih nauk») in Moscow. This event was followed by the opening of the Engineering

1.1 A Glance at the History of Engineering Education

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School in Moscow (1709), the Engineering School (1713), and the Mining School (1715) in St. Petersburg. The engineering schools of that time were focused on the development of fundamental theories whereas practical knowledge was always passed on during apprenticeships to the trades.

The inventions of a steam engine with a piston by Thomas Newcomen in 1712 and a steam machine by James Watt in 1781 were among the factors that initiated the Industrial Revolution. The development of specialized steam machines in the eighteenth century led to mass production of goods and demanded mechanical engineers who were able not only design and manufacture machines but could also operate and maintain them. No wonder industrialization demanded training a great number of specialists. But neither secondary school graduates nor craftsmen were suitable, which resulted in setting up engineering schools in Europe. In 1794 in France Napoleon Bonaparte replaced Perronet’s school with the “Ecole Polytechnique” that hosted the greatest mathematicians and theoretical mechanics of that age, for example Fourier.

The foundation of the “Ecole Polytechnique” in 1794 is usually stated as the birth of formal engineering training. For the first time, students, or cadets, received a high-standard general qualification before continuing with their professional training at specialized institutions of higher education. Those were considered to make a fundamental contribution to industrialization.

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Polytechnic Institutes in Prague and Vienna followed in 1806 and 1815, respectively, as well as several engineering schools in other German-speaking countries in the first third of the nineteenth century [5]. It is necessary to mention that the concept and model of teaching in these educational institutions were different from those in the French engineering schools. In Russia, the nineteenth century is the time of beginning and developing the Engineering Education. The starting point was the foundation of St. Petersburg Institute of Corps of Transportation Engineers (Sankt-PeterburgskiN institut korpusa inIenerov puteN soobweniR) in 1809. It was followed by the opening of Technological Institute in St. Petersburg [10] (1828), Technical School (Tehniqeskoe uqiliwe) in Moscow (1868), Technological Institutes in Kharkov and Tomsk (1868), and Imperial Moscow Engineering School (Imperatorskoe Moskovskoe inIenernoe uqiliwe) (1896).

In America, as early as 1795, a crude form of military engineering was taught in the town of West Point even before the military academy was set up there. In 1819, West Point began modeling itself on the Polytechnic School (Ecole Polytechnique) of Paris. Rensselaer Polytechnic Institute offered a course of civil engineering by 1828 and the University of Virginia [11] by 1833. Norwich University appeared even earlier. According to L.E.Grayson, all these institutions looked to France for guidance [12].

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The polytechnic schools struggled for recognition, and it was necessary for them to emphasize theory and research even more in order to be “scientific” enough in comparison with long-established classical universities. It was, after all, also a question of engineers being allowed to obtain doctorate degrees. And the first PhD in engineering (to be more precise, applied science and engineering) was awarded in the United States at Yale University in 1863. By the way, it was the second PhD awarded in Sciences in the USA [13].

As a result, research and theory were becoming more and more important in technical schools which placed them at the forefront of the polytechnic schools. Teaching receded into the background, and a vacuum arose in association with teaching and practical work. In order to overcome the gap between theoretical and practical training of the engineers, in the second half of the nineteenth century in Europe a new breed of construction and engineering schools were founded that later developed into engineering colleges (Höhere Technische Lehranstalten) and further down the road into universities of applied sciences (Fachhochschulen). “Fachhochschule” is a University of Applied Sciences in Austria, Germany, Liechtenstein, and Switzerland. In contrast to classical universities historically it was mainly oriented to training specialists possessing practical skills. An educational institution of this type has always related to a certain professional area (e.g. technology or business). Universities of applied sciences offered a shorter course of studies. Their obvious advantage was that the educational programs involved compulsory practice at the place of future employment. Practical approach at the basis of education prepared students for immediate employment in industry even though the course of studies was shorter. Educational programs at engineering universities were longer and aimed at training engineers, researchers, and top managers. Importantly, the mastering of basic sciences was stipulated from the start of education. The higher Engineering Education system in many countries in Europe was modelled on the German system, in which there is a clear difference between vocational and academic higher education. Nevertheless, even universities of applied sciences also were interested in research and development just like classical academies [5]. Even when introducing new

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models of teaching the issues of instruction methods were somewhere in the background. At the beginning of the new millennium, describing this situation Albert Haug wrote [5]: As in the 19th century, today’s university professors view themselves as researchers and often hold teaching in low regard. Excellent researchers are geniuses who are often eminently capable of passing on their knowledge. Professors who dedicate most of their time to teaching are not regarded as proper professors. Even though research and teaching are always mentioned as a common goal, teaching always remains second class. It is not surprising that instruments have been developed to reward the reputation of research, from the Scientific Citation Index to the Nobel Prize. Meanwhile, teaching often vegetates, like an unassuming wallflower. Minor "teaching awards" at regional level do not help much either; they just conceal the true state of affairs.

This brief glance at the history of Engineering Education shows that technical changes in the world forced classical universities to expand and include technology. Europe developed its first Universities 4–5 centuries ago and its first Engineering Schools around the middle of the eighteenth century, thus laying groundwork for an old and deep-rooted tradition. But in the wake of Engineering Education technical schools drifted mainly towards theory and academic study neglecting to some extent the necessity of excellent and up-to-date teaching.

1.2 The Significance of Technical Teacher Training in Europe in the Second Part of the Twentieth Century The second part of the twentieth century is characterized by scientific and technological changes in the world: space flights, the use of nuclear energy and new synthetic materials, the creation of computers, introduction of the first microprocessors, etc. These innovations caused intensive growth of scientific and technical information and as a result a great demand for new engineers and technologists. Many new technical educational institutions have been established, such as 1828 Technische Bildungsanstalt Dresden, Germany (today TU Dresden).

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Naturally, it led to the increase of the number of students in engineering universities all over the world. For example, in 1985 in the USSR the number of students reached 5.1 million and approximately 40% of them were students of engineering universities [13]. Victor Schutz, past IEEE President described the situation in America of that period in the following way [14]: The students increased dramatically in numbers and the professors typically «weeded out» 50% or more from the entering class. We offered courses, which were disjointed and separated without any correlation between them. Worse, we told our first and second-year students in the basic, often abstract courses, something like «Trust me...You will need all this eventually....the good stuff comes later....

Unprecedented technological development had a great impact on the system of Engineering Education worldwide and made educators reconsider the value of teaching technical subjects. Technical knowledge had to be transferred to the younger generation most effectively. The level of teaching had to correspond to the level of technology and social development of that period. On the one hand, the mastering of discipline knowledge should be based on relevant scientific knowledge in this discipline, and, on the other hand, the teacher needed to translate this information for students in the most effective manner. Besides the progress in technology gave a variety of tools which could be used in the classrooms. At last, as never before, the attention was drawn to the process of teaching. The second part of the twentieth century saw the birth of higher education pedagogy [15]. Pedagogy is the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology, or theories about the way in which learning takes place [16]. But pedagogical works were too far from thousands of engineers who taught technical subjects at engineering universities all over the world. An engineering educator should not only own scientific information, but also should know the best way to lead a student to its assimilation. To develop a proper system and methods of teaching it is necessary to conduct relevant research. However, because of the daily teaching load the teachers of technical subjects had no time for such research. The concept of pedagogy for engineers had been around for quite a while, but very little had been done with it. The first attempts are considered to have been undertaken in the second part of the twentieth century.

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1 The History of IGIP

In one of his articles Adolf Melezinek (1932–2015) writes that in the 1950s in Europe there were three centers dealing with pedagogical education of engineers which were worth mentioning [17]. They were Dresden Engineering Pedagogical School, Prague Engineering Pedagogical School and Klagenfurt School of Engineering Pedagogy (die Klagenfurter Ingenieurpädagogische Schule) [18]. The creation of Dresden Engineering Pedagogical School coincides with the foundation of the Institute of Engineering Pedagogy in the Technical University in Dresden (Technischen Universität Dresden) in November 1951 [19]. Professor Hans Lohman was the first Director of the Institute. Later in 1963, Prof. Lichtenecker was appointed to this position. The development of Prague Engineering Pedagogical School dates back to the 1960s. It was represented by the Institutes in Prague, Brno, Olomouc, Bratislava, and Kosice. The birth of the Prague School is connected with the opening of Engineering Pedagogy School in 1961. The coordination of pedagogical studies in engineering universities of Czechoslovakia was carried out by associate professor Jiri Mericka who was the Head of the Institute of Engineering Studies of the Technical University of Prague. In 1991 this institute was incorporated in Masaryk Institute. The head of this institute was associate professor Dana Dobrovska. Professor Driensky and later associate professor Roman Hrmo represent the school of Engineering Pedagogy being developed in Technological University of Bratislava. Klagenfurt School of Engineering Pedagogy relates to the University of Klagenfurt (Alpen-Adria-Universität Klagenfurt, AAU). In the 1960s teachers and the process of training were in the center of heated discussions. Many specialists hoped that technical tools of teaching especially the so-called “teaching machines” could improve the situation. Educational institutions were planned to be opened in Paderborn, Wiesbaden, Klagenfurt, and Aarau. The only educational institution at the university level was founded in Klagenfurt. The goal of the the Department of Educational Technology that was established at the University of Klagenfurt in 1970, was to train teachers for secondary schools, technical colleges, Universities of Applied Sciences (Fachhochschulen) and Universities. At the same time, the Department of Educational Technology was supposed to provide a home for pedagogical research. It was an excellent idea, and it really was the answer to the situation at the time.

1.2 The Significance of Technical Teacher Training in Europe in the Second …

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In 1971, Adolf Melezinek was appointed the Head of the Educational Technology Department of the University of Klagenfurt. It was not possible to make a better choice. By that time A. Melezinek had gained important professional experience and combined competences of an engineer and an educator and was devoted to the theory of education. As Dipl.-Ing. Hartmut Weidner, IGIP Secretary General from the time of IGIP foundation in 1972 until his retirement in 2003, said in his speech at the Award Ceremony at the 41st Conference in Villach, Adolf Melezinek had a very exciting life. He was born in Vienna in 1932, and when he was 12 his family moved to Prague. There, he started an apprenticeship as a radio mechanic, but soon he moved to Higher Technical College for Telecommunications and later continued his studies at the Technical University in Prague. There he completed the course in Electrical Engineering and was awarded the degree of Graduate Engineer (Diplomingenieur). In his next career step, which, no doubt, has decisively shaped his life, he studied pedagogy and psychology and completed his study program with the degree of PhD in this field.

During those studies, Melezinek regularly dealt with the methodology of teaching technology and of engineering, and he consequently wrote his doctoral thesis “The theory and teaching methods of communication engineering” (“Strukturtheorie und Lehre der Nachrichtentechnik”) about newly developed area of engineering education theory. In his academic career, Adolf Melezinek has always pursued a very varied pathway. He has worked as a research assistant, as a teacher at a vocational school, as a professor at a Technical College, as a university assistant. In 1970 he was invited to lecture on Engineering Pedagogy at the Karlsruhe Institute of Technology (KIT- Karlsruher Institut für Technologie) and spent a year there. As the Head of Educational Technologies at Klagenfurt University, Adolf Melezinek formed a creative team of interdisciplinary experts. He was instrumental in providing the young university with advanced equipment and introduced new contemporary technologies of teaching. The faculty work was held in high regard by their peers. Klagenfurt University thus became a pilot project and a demonstration object that drew a lot of international attention because of its teaching equipment. He managed to combine the development of theory and practice of teaching.

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1 The History of IGIP

As he saw it, the theory of Engineering Pedagogy was developing taking in account various trends. By his own account, the Klagenfurt School of Engineering Pedagogy approach developed by A. Melezinek is based on the “philosophic-humanistic approach” but also incorporates the “cybernetic approach” based on the information theory, which allows for quantitative measurements and the system of controlled feedback under the special conditions of teaching technical subjects [20]. In concurrence with the ideas of the Klagenfurt School, Engineering Pedagogy is viewed as both “a science and an art”. It tries to connect the science of education with the art of teaching. The educational process should be scientific—a sensible algorithm should be created for the activity of teaching—but we should not lose sight of the person and their art, which inspire teaching and give it creative impulses. The art of teaching should be brought to bear the foundations of a science on the effects of learning processes [21]. A. Melezinek defined the subject of Engineering Pedagogy as scientific investigation and practical realization of the objectives and contents of technical subjects as well as the process in which the subject matter is transformed into knowledge for the addressees with the help of certain media and instructional methods within a sociocultural environment [20]. Establishing the fundermentals of Engineering Pedagogy was a step forward at that time, as engineering and pedagogy had never been linked before on a scientific level. As Albert Haug recollects [5], The various disciplines of educational sciences, such as pedagogy, sociology and curriculum theory were enriched by a new and unusual subject, namely educational technology, and new media, influenced by the idea of teaching machines. A qualified communications engineer who had become involved in teaching and training quite by chance was one of its founding professors. He was given quite a breathtaking laboratory at the time, and he invited engineers to work with him. The professor was called Melezinek and one of his engineers, another communications engineer, Weidner. Whenever something new is set up, it often relies on a small number of enthusiasts to see the idea through. But Melezinek was a true engineer and had enough experience teaching technology to exploit such an auspicious situation. Teaching technology was very important to him. He knew and felt that this had to be done by insiders, by engineers who were familiar with the technology and who had mastered its language. At the same time, this group had to adopt the principles of pedagogical disciplines and apply them to technological subjects on the one hand and to encourage the use of new technical teaching aids and make these available to pedagogy on the other.

1.3 The Foundation of IGIP

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The Klagenfurt School of Engineering Pedagogy developed further in the last third of the twentieth century in accordance with the world tendency of higher education pedagogy differentiation. Engineering Pedagogy contributed to the development of theoretical and experimental research in the sphere of Engineering Education in many countries. Theoretical works, some of which were defended as doctoral theses, reflect peculiarities of national systems of Engineering Education as well as traditions of national scientific schools of pedagogy. In general, all of them agree that Engineering Pedagogy is a branch of professional pedagogy aimed at training engineers. Engineering Pedagogy is characterized by specific aims, principles, organization forms, methods, and aids of teaching. It deals with design and practice of professional education contents.

1.3 The Foundation of IGIP The development of the Klagenfurt School of Engineering Pedagogy, the evolution of Engineering Pedagogy as a branch of professional pedagogy naturally resulted in creation of IGIP—“die Internationale Gesellshaft für Ingenieurpädagogik”. The International Society for Engineering Pedagogy was founded by A. Melezinek during the First International Symposium on Engineering Pedagogy which took place in Klagenfurt between the 8th and the 10th of May,1972.

The University of Klagenfurt was a perfect springboard for setting up such a project. It is no longer possible to reconstruct the precise nature of the thoughts which preceded this event, where and when the idea arose and grew. From a strategic point of view, the intention of setting up a society by this name was obviously well thought through. At the First Symposium A. Melezinek presented the analysis of insufficient education in Austrian technical schools. To improve the situation, he formulated the main statements of Engineering Pedagogy and the aims of IGIP. The goal of the association was stated as promotion of scientific methods of teaching technical disciplines,

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particularly about pedagogy and methodology. In broader sense, the term “Engineering Pedagogy” implies education of all those being active in the technical field, from technical personnel to engineers with university degrees as well as coordination and support to promote Engineering Education internationally and locally [5]. Dipl.-Ing. Hartmut Weidner, former IGIP Secretary General, recollects, In 1972 as a young assistant professor, I came on board the newly founded University for educational sciences in Klagenfurt and my chief was Prof. Adolf Melezinek. My first task was to plan and organise the symposium for Engineering Education with him. Frankly, the participation then was quite modest. I remember that approximately 40 people attended the first conference and none of us had any idea what a wonderful fruit was to grow from that small seed planted in 1972. The seed itself was actually the foundation of IGIP that helped us promote our ideas in the future.

A. Haug who was also present at the First Symposium remembers how it was organized [5], The constituent assembly, at which the International Society for Engineering Education was founded, was held at the Institute for the Promotion of Trade and Industry (WIF1) in Klagenfurt on the second day of the conference, on 9 May 1972. The premises of the two-year-old University on the outskirts of Klagenfurt near Lake Wörthersee, still under the construction, could not have housed the symposium even if we had wanted it to. The HBW only appeared as a postal address, in Keltenstrasse, which has long since been renamed “Universitätsstrasse”. All that was many years ago. The organizers and delegates appeared to be happy.

Adolf Melezinek was elected the First President of IGIP. Under his guidance, the members of IGIP prepared the Statutes (later bylaws) of the Society, that were approved, worked out its structure (for more detail see Sect. 1.4), designed IGIP Curriculum, introduced Ing.Paed.IGIP Register and the idea of establishing IGIP Training Centers, initiated organization of annual symposia, published the first volume of IGIP Proceedings, began publishing official journal of IGIP “Report”. The Bylaws defined the name of the Society as “die Internationale Gesellshaft für Ingenieurpädagogik”. For a long time, it was translated into English as “International Society for Engineering Education”. In March 2014, the Executive Committee supported the suggestion of IGIP President Michael Auer to change the English version of IGIP’s name into “International Society for Engineering Pedagogy” because it corresponds more precisely to the German name of the Society and truly reflects the specific activities of the association. According to the Bylaws the office of IGIP is registered in the country where the chairperson works. The Bylaws also defined the goals and activities of the association, its membership, financial resources, statutory organs, and other matters. Some amendments were introduced later, e.g., in 2006 in Tallinn (Estonia) and in 2010 in Trnava (Slovakia). Later the necessary changes of the Bylaws were discussed at the Conference in Trnava, Slovakia on 21 September 2010 in and finally approved by the Annual General Meeting in Kazan.on 26 September 2013. The current Bylaws were agreed by resolution of the General Assembly in Belfast in September 2016.

1.3 The Foundation of IGIP

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Ing.Paed.IGIP Register Ing.Paed.IGIP Register is considered to be the heart of IGIP. The abbreviation “Ing.Paed.IGIP” initially stood for “Europäischer Ingenieurpädagoge”—European Engineering Educator. The International Register was created by the International Society for Engineering Education to introduce internationally recognized standards for engineering educators. And since that time, it has become a confirmation of their engineering qualification and its associated pedagogical competence. The Register lists qualified educators who have gone through an IGIP Prototype Curriculum. At present those registered are awarded now with the title “International Engineering Educator”.

As a result, the “Ing. Paed.IGIP” Register: • guarantees that competence profiles of engineering educators will be defined, monitored, and renewed, thus encouraging a solid theoretical and practical basis for pedagogical qualifications within international framework; • guarantees a high level of competence for engineering educators which facilitates their employment in different countries; • provides potential employers with detailed information on the education, training, and professional experience of the educators listed in the Register.

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1 The History of IGIP

IGIP ““Europäischer Ingenieurpädagoge”—European Engineering Educator ING-PAED IGIP” Register was received with great interest. At the “Second European Conference on the Assessment and Accreditation of Engineering Training and Qualifications” in December 1994 in Paris, the Register was officially recognized as a basic qualifications profile for lecturers in technical subjects. On the suggestion of UNESCO, the Register was presented at “The 6th World Conference of Continuing Engineering Education” in Sao Paulo and Rio de Janeiro in May 1995 and had met an enthusiastic response. The European Association of National Engineering Associations (Federation d’Associations Nationalcs d’lngenieurs—FEANI) set up standards for a European Engineer, EUR ING (FEANI), many years ago which engineers could use to prove the standards of their qualifications throughout Europe. Based on the same approach IGIP created standards for European Engineering Educators and in analogy they were named “EUR ING-PAED”. The Register listed those who had: • engineering qualification in accordance with EUR ING • successfully completed an Engineering Pedagogy course covering the minimum range of subjects laid down by IGIP (equivalent of one semester of studies) • at least one year experience in teaching.

1.3 The Foundation of IGIP

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IGIP Training Centers IGIP supports and accredits educational institutions, that train learners according to IGIP Prototype Curriculum for Engineering Pedagogy, and that provide the opportunity to apply for the title “International Engineering Educator” (see Sect. 2.1).

Symposia According to the new bylaws, IGIP organizes conferences on issues regarding Engineering Education and studies. Since 1972 IGIP has been holding annual Symposia. From the beginning they were international. At the First Symposium the representatives of six countries were present but a year later, in May 1973, the delegates came from nine countries. Later, on an annual basis, a wide range of Engineering Education symposia were organised in different places, mostly at technical universities and universities of applied sciences in cities across Europe. In Austria, the conference venues were in: Vienna, Graz, Salzburg, Klagenfurt, and Villach, in Germany: Berlin, Munich, Dresden, Ulm, Esslingen, Wolfsburg, and Karlsruhe, in Hungary: Budapest and

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1 The History of IGIP

Miskolc, in Slovenia: Portoroz, in Czech Republic: Prague, in Slovakia: Trnava, in Switzerland: Zurich, Basel, Fribourg, and Biel, in Italy: Torino and Florence, in Russia: Moscow, St.-Petersburg, and Kazan, in Estonia: Tallinn, in Brazil: Santos, in Turkey: Istanbul, in Greece: Island Kos, in Thailand: Bangkok, in United Kingdom: Belfast, in United Arab Emirates: Dubai, (see Sect. 2.3). Symposium Proceedings Every year a lot of materials were published in the Symposium Proceedings. Despite the limited number of participants of the First Symposium, the Proceedings consisted of almost 300 pages. Since that time 68 volumes have been published (Appendix 1). The Proceedings describe significant problems in Engineering Education, practical experiences gained in different countries, implementation of new technologies, correlation of innovative approaches and traditional values of Engineering Education, etc. Most of the Proceedings from 1972 to 2003 were edited by A. Melezinek. Since 2003 the Proceedings have been edited by V. Prikhodko, F. Flueckiger, R. Ruprecht, M. Auer, T. Rüütmann and and others. For the first time the Proceedings were released also on CD in Moscow in 1998. Beginning with 2006 (Tallinn) the Proceedings were regularly printed together with their CD versions. Since 2012 the Proceedings have been published as eBooks and print books with Springer at first in the series “Advances in Intelligent Systems and Computing” and now in the series “Lecture Notes in Networks and Systems”. The books of this series are indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago, and submitted for consideration in Web of Science.

1.3 The Foundation of IGIP

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The journal “Report” and the IGIP Newsletter Since the beginning, IGIP has been publishing its official journal every year, and all the members of IGIP could contribute to it. The journal described the latest news of IGIP, the reports of the Working Groups, reports of National Monitoring Committees, the topics of the forthcoming symposia, etc. Through the journal IGIP preserved its history. Members of IGIP took turns in editing the journal. Since 2005, Moscow Automobile and Road Construction State Technical University (MADI) has become the publisher of the journal “Report”. At first, it was published in three languages: German, English, and Russian, but later since 2008 (the 37th issue) the journal has been published only in English and Russian. Since 2005, Viacheslav Prikhodko has been editor-in-chief of the journal. At different times the editorial board included G. Arutyunova, V. Borisevich, G. Ippolitova, T. Polyakova, and since 2008—T. Polyakova. The last 41st issue was published in 2012.

Since 2012 IGIP have been issuing Newsletter that is published on the IGIP Web site. The Newsletter provides up-to-date information about the initiatives of the members of the IGIP community, and it is an open forum for presentation and discussion of new ideas and relevant practices in the field of Engineering Education worldwide. Teresa Restivo, Susan Zvacek and José Marques contributed greatly to the

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Newsletter being its editors. Now Pavel Andres and Eleonore Lickl act as editors. The Newsletter published in English has IGIP President’s and Executive Board Column, Message from the IGIP International Monitoring Committee, describes the activities of the Working Groups. On the initiative of T. Restivo the special column “Talking about Teaching” (TaT) was introduced to discuss most urgent matters of Engineering Education and representatives of various countries can express their opinion. At early Symposia, 90% of the speakers were from German-speaking countries with similar systems for training engineers. They were able to meet and exchange their views without any language barriers. It was only natural that German was the working language of IGIP Symposia and symposium Proceedings. In the 1990s, it became possible for the symposium speakers to make presentations either in German or English. And since the 2006 Symposium in Tallinn (Estonia) IGIP has switched to English and English has become the main working language of IGIP and its conferences. IGIP family Adolf Melezinek, the founder of IGIP, possessed wonderful personal qualities: intellect, charisma, communicability, aristocratic manners, courage, and the ability to enjoy life. Thanks to these qualities, he and his wife Vera Melezinek, his main supporter in all his endeavors, managed to create a specific atmosphere in the Society. For generations of teachers, scientists, educators, and students of different nationalities, IGIP became a real family.

During the Symposia the participants not only enjoyed the opportunity to exchange ideas and results of research but also informal socializing during excursions and other activities within the traditional cultural programs. The fact that IGIP symposia were hosted by universities on the three continents gave the opportunity to learn national systems of Engineering Education. For example, information on the Baltic technical universities was presented at the Symposium in Tallinn in 2006, [22]. Symposia also contributed greatly to understanding history, traditions, and mentality of various nations. This is very important for university lecturers in the era of professional and academic mobility. The participants highly value the opportunity to socialize provided by cultural and entertainment programs. Close personal communication seldom occurs during the official forums compared to meeting people at the cultural and entertainment, or simply fewer formal events.

1.4 The Creation of IGIP Structure

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Many IGIP members will never forget friendly meetings in various countries: a traditional students party in Miskolc in Hungary, a ballet at the Hermitage Theatre in St. Petersburg in Russia, a boat excursion along the shores of the Bosporus, a welcome reception in the yard of the remarkable Archaeological Museum in Istanbul in 2005, a concert in Santos in Brazil, a cruise on Lake Wörthersee, the island of Kos in Greece, the temples in Thailand and other events.

1.4 The Creation of IGIP Structure To carry out its aims IGIP adopted organizational structure that still exists now with a few slight alterations. According to the bylaws adopted in 2006 [23], the organizational structure of the Association comprised the General Assembly, the Scientific Board, the Executive Committee (EC), the International Monitoring Committee (IMC), and National Monitoring Committees (NMCs) (now IGIP National Sections), Working Groups (WG). The structure is illustrated below.

IGIP structure

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1 The History of IGIP

The General Assembly The General Assembly is the supreme governing body and must convene at least once a year. The General Assembly evaluates the activities of the Executive Committee, the International Monitoring Committee, approves the balance sheet, elects the President, the members of the Executive Committee, and the Scientific Board, etc. The Scientific Board The Scientific Board, or Advisory Council, acts as advisor to IGIP. It supports the worldwide promotion of the goals of IGIP. The members of this board advise on: • planning and organizing conferences, regional meetings, summer schools, and special projects • further development of IGIP—with worldwide cooperation • awarding prizes in science, engineering, or Engineering Pedagogy. The Executive Committee The Executive Committee consists of the Chairperson, or the President of IGIP, the General Secretary, and between five to eight members from all over the world. Later the positions of Vice Presidents were introduced. The Executive Committee is voted by the General Assembly for a period of four years. Now beginning with the approval of new bylaws in 2012. EC members are elected every two years. The Executive Committee is obliged to carry out all administrative tasks and business matters of the association outside of the scope of the General Assembly. Now the President is also voted by the General Assembly for a period of two years. The title of Life Honorary President was introduced in 2002 and from 2003 it belonged to Adolf Melezinek until his death in January 2015. Information on IGIP Presidents and EC members may be found in paragraphs 2.4.3 and 2.4.4 accordingly. The International Monitoring Committee At first the Committee was called European Monitoring Committee but when non-European countries joined IGIP it was renamed as International Monitoring Committee. The members of the International Monitoring Committee are appointed by the Executive Committee. IGIP International Monitoring Committee consists of the leading experts working in specialist technical educational systems all over the world. The main task of IMC is the control and maintenance of the Ing.Paed.IGIP Register, which IMC carries out in coordination with the national monitoring committees. The list of members of IMC is found in paragraph 2.4.5.

1.4 The Creation of IGIP Structure

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Among other tasks of IGIP, IMC. • is responsible for maintaining and keeping up to date the international standards of the Ing.Paed.IGIP qualifications profile; the IMC maintains the general quality of the standards as well as monitors the compliance of individual standards of training by the teachers seeking the title of International Engineering Educator (Ing.Paed.IGIP); • attends to the IGIP Register together with IGIP secretariat, provides regular reports on its current status to IGIP Executive Committee; • reviews every individual Ing.Paed.IGIP application for inclusion in the Register and decides whether the title should be awarded; • decides whether to recognize educational institutions proposed by NMCs as IGIP training centers having appropriate qualification standards for “Ing.Paed. IGIP”. Establishes, updates, and monitors the list of accredited institutions and courses of study; • advises NMCs, supports them in their work by providing timely and appropriate information, etc. National Monitoring Committees and Sections IGIP Executive Committee determines not only the IMC experts but also groups of experts on the national level—National Monitoring Committees (NMC) known now as IGIP National Sections since a change in the bylaws agreed in Budapest in 2017. IGIP National Sections promote, coordinate, and monitor IGIP activities in each country. They represent groups of leading specialists in Engineering Education of their countries. The tasks of IGIP National Sections: • carry out grassroots work in their country (inform the public about IGIP, IGIP Register and title, distribute information, etc.); • send out and receive applications for inclusion in the IGIP Register, process applications, and decide whether to recognize them from a national point of view, refer applications to the IMC; • establish a national list of educational institutions and their divisions which carry out initial and further training that complies with the minimum standards set forth by IGIP for the Ing.Paed.IGIP qualifications, request that these educational institutions be approved by the IGIP Executive Committee; • maintain quality control over such institutions as described above; for an institution to be approved, its courses must correspond to the engineering pedagogical model and Curriculum. In addition, they must be taught by highly qualified specialist lecturers (ideally dimplomaed engineers with practical teaching experience and a degree in pedagogy). In the least, these experienced specialists must themselves possess competences which comply with the Ing.Paed.IGIP qualification.

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1 The History of IGIP

A President of the National Section is approved by the IGIP Executive Committee after consultations at the national level and then with the International Monitoring Committee. In their turn, the members of National Sections are nominated by its President and confirmed by the IGIP Executive Committee. At present, there are active National Sections in 28 countries [24]. Working Groups The main Working Groups were formed in the 1980s. According to the Bylaws of that time they could be organized when at least five members of IGIP agreed to work on a specific project and the Groups are open to all IGIP members. As a rule, the projects cover the most relevant topics of Engineering Pedagogy. The titles of the Working Groups reflect the aims of the Society and from 1972 the Symposium programs had been formed according to the titles of Working Groups. All group chairpersons were involved in the review process and in the final draft of the program. For a long time, the following groups functioned in the Society: • • • • • • • • • •

Curriculum Development International Aspects of Engineering Education Knowledge Management and Computer-aided Technologies Language and Humanities in Engineering Education (Mathematics and) Natural Sciences in Engineering Education People and Technology Postgraduate Training Technical Teacher Training Work with Projects Women in Technical Careers.

New working groups are introduced in response to new challenges in Engineering Education. For instance, WG “Work with Projects” was organized in 1980, WG “People and Technology” was organized in Villach in1983, WG “Technical Teacher Training” was initiated by Vera Ziroff Gut in 1992. During the 2009 IGIP Symposium in Graz, one of the workshops gave the opportunity to combine different elements of research in Engineering Pedagogy—in order to define the position of research in Engineering Pedagogy and Engineering Education. It gave life to the WG “Research in Engineering Pedagogy and Engineering Education” [25]. Now there are quite new Working Groups that correspond current situation in Engineering Education (see 2.4.6). The Working Groups became especially active from 2003–2006 during Federico Flueckiger’s Presidency. Enhancing the role of the Working Groups was one of the goals at that time. WG “Technical Teacher Training” headed by Vera Ziroff Gut and Bernd Lübben was busy with the reform of the IGIP Prototype Curriculum and at the Fribourg Symposium members of other groups formed a Task Force to fulfil this task [26]. In 2005, in Istanbul, SEFI Board and IGIP Executive Committee concluded that mutual work of Working Groups of both societies is a possible way of collaboration. There were attempts to organize the IGIP-SEFI Task Force [26].

1.5 The Fundamentals of Engineering Pedagogy

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The idea of introducing a coordinator or a chair of Working Groups dates to the same period of time. Robert Ruprecht became the first coordinator. It was in 2002. The coordinator represented the interests of Working Groups, was responsible for certain organisational functions, and coordinated the WG activities. [26]. A special commission was formed to work out the Statutes of Working Groups in Tallinn, in 2006. In 2007 in Miskolc, the IGIP Working Groups approved their Statutes [27]. The Statutes of the Working Groups were based on Article 3 of the IGIP Bylaws. It described how the groups should function and what position they occupied in the IGIP context. In detail: it described the creation of Working Groups (the initiative must come from IGIP members), the membership rules, the election of chairpersons and their responsibilities, as well as the election of coordinators of all the working groups and their responsibilities. The coordinator of the Working Groups regularly could attend the meetings of the Executive Committee as a standing guest and was the chairperson of symposium program committee. In 2007 Miskolc, at the meeting of the WG leaders, Bernd Lübben (Technical Teacher Training) and Traugott Schelker (Curriculum Development) were elected coordinators [28]. In 2008, at the 37th IGIP Symposium in Moscow, one of the keynote reports devoted to the activities of Working Groups was presented at the first Plenary Session [29].

1.5 The Fundamentals of Engineering Pedagogy The main provisions of Engineering Pedagogy of the Klagenfurt School were set forth by the founder of IGIP Professor Adolf Melezinek. Altogether he has published over 130 books and scientific articles related to his special topic. Among these it is necessary to mention “Unterrichtsthechnologie: Einfuhrung in die Medienverwendung im Bildungswesen” [30], “Grundlagen einer Didaktik des Technik-Unterrichtes (1977) [20], “Ingenieurpädagogik”: Prais der Vermittlung technischen Wissens” (1977, 1986, 1992, 1999) [31] published by Springer Wien. Moreover, A. Melezinek has also acted as the chief editor of more than 40 volumes of IGIP Symposium Proceedings in the series “Ingenieurpädagogik” with altogether more than 22 000 pages (Appendix 1). The main, most cited and referenced work he wrote is “Ingenieurpädagogik”. The book has seen many reprints. It has been translated into many languages: Hungarian (1989), Czech (1991, 1994), Slovenian (1997), Russian (1997, 1998), Ukrainian, Bulgarian, and Polish.

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1 The History of IGIP

The book describes the aims of technical subject teaching, teaching material and its structure, psychological and social aspects of teaching, technical tools of teaching, methods of teaching. It is addressed to the engineer, who is going to or is already working as a lecturer at an educational institution. The aim of the book is to improve the pedagogical skills of engineers. It helps them to teach technical disciplines successfully, to make training more creative, and to use personal qualities of a teacher most effectively. This approach should improve training in various technical educational institutions, both secondary and higher, as well as in advanced training institutes. In one of his articles, A. Melezinek explains the situation in which the book may be most helpful [21], An engineer with several years’ employment in the industrial sector or in research starts teaching at a technical school or university. For many years, he has practiced a realitybased kind of work. His way of thinking has been shaped by the exact sciences…. He had studied a scientific discipline, had acquired highly developed mathematical knowledge…. Now, suddenly, this engineer is faced with the task of teaching. He looks for a scientific discipline, for a theory dealing with the problems of teaching. Classical pedagogical theory is … alien to him

So, the book is the answer to this teaching engineer’s quest and provides theoretical and practical assistance to teachers. Maybe it is the practical nature of the book that makes it up-to-date even now when teachers have innovative methods at their disposal, ICT, computer simulations, just to name a few. In the book the lecturer can find answers to the eternal questions of everyday life at the university. • How to motivate students? • What is the best way to present schemes and formulas? • What techniques can help students to memorize the most important information?

1.6 The First IGIP Prototype Curriculum

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• What is the most effective way to use visual aids? • What are the features of communication in the classroom? • How to use the body language communicating with students? By creating a bridge between techniques, technical disciplines, and didactics, Engineering Pedagogy offers the lecturers at engineering universities a set of skills and crafts of teaching and helps them to become professionals. In the second part of the twentieth century A. Melezinek demonstrated that although the success of Engineering Education greatly depends on educational programs, training materials, laboratory equipment, etc., it is the lecturer possessing pedagogical and psychological skills who determines the quality of the educational process.

1.6 The First IGIP Prototype Curriculum In accordance with the provisions of Engineering Pedagogy developed in the first years of IGIP existence, the qualifications of a technical discipline teacher are based on three pillars: engineering qualification, psychological-pedagogical knowledge and skills, and teaching experience. Thus, the formula was developed for defining technical discipline teacher qualifications of the international level:

Technical Discipline Teacher Qualifications

Engineering qualification

Engineering pedagogical training

Practical experience in engineering education

The International Society for Engineering Pedagogy considered that special attention should be paid to basic pedagogical training and retraining of technical disciplines teachers. At the same time, Engineering Pedagogy training was a university course, where engineers study certain theoretical disciplines and subjects of practical application. To implement the training course by the International Society for Engineering Pedagogy a specific prototype curriculum was developed [32]. Later on, it was updated not once to correspond the changes in education. The First IGIP Prototype Curriculum (Ing .Paed .IGIP Curriculim) [17, 33, 34] was intended for 204 hours of auditorium work (Appendix 2). According to it the following subjects were studied:

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• • • • • • • • • • • •

The Fundamental Principles of Engineering Pedagogy Engineering Education Practice The Fundamental Principles of Educational Technology The Laboratory Didactics The Fundamental Principles of Understandable Text Creation Communication and Discussion Training Rhetoric Actual Communication and Discussion Training Selected Principles of Psychology Selected Principles of Sociology Principles of Biological Development Other Subjects

Disciplines “The Fundamental Principles of Engineering Pedagogy” and “Engineering Education Practice” were integral components of the developed model and united all the other subjects studied according to the teaching plan. Below is a brief description of these subjects: The “Fundamental Principles of Engineering Pedagogy” (min. 36 hours) was the integrating part of the whole study course. The discipline dealt with defining the teaching objectives in technical subjects, selecting, and presenting information, structuring lessons, exploring the specific influence of technical topics on teaching methods, etc. Attention is drawn to the practical aspects of defining terms, deriving laws, to the most important presentation techniques, the role of analogy in technical subjects, etc., and especially to the planning and design of lectures and teaching units [35]. The “Engineering Education Practice” (min. 36 h ) gave participants practice in planning and designing teaching units on particular topics in technical subjects. The most important aspect is preparation of lesson plans and their realization in class. Actual performances are recorded on video (TV behavior training) and later analyzed by the instructor and the other members of the group. The “Fundamental Principles of Educational Technology” (min. 12 sessions) dealt with the most important technical devices, equipment, and systems used to back up teaching. Attention was drawn to the function, operation and, particularly, the efficient use of technology, including both “classical” equipment (blackboards, OHP, slide, epi, film projectors, etc.) and the so-called “new media” (computers, video). The “Laboratory Didactics” (min. 12 sessions) concentrates on psychomotoric aspects of technical classes, i .e., experimental technical work, and research. Among others, the structure of controlled experiments should be brought across, i .e., “stating the problem, setting up hypotheses, carrying out the actual experiment, results and conclusions” as well as the various possibilities for teaching work in the laboratory, i .e., “strictly predefined experiments, selecting one experiment from many, individual topics selected by students, semester work in the lab”, etc. [35].

1.6 The First IGIP Prototype Curriculum

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The “Fundamental Principles of Understandable Text Creation” (min. 16 sessions) should cover practical training on the comprehensible design of science and technical texts, alongside a brief explanation of the most important theories on the topic. It should include perception training for the most important aspects of comprehensibility, complex training to improve given texts (handouts, manuals, operating instructions, etc.) and hints on how to create one’s own texts which are easy to understand. Particular attention should be paid to text-picture interaction. The “Communication and Discussion Training” should be divided into approximately one third rhetoric (min. 12 sessions) and two thirds actual communication and discussion training (min. 32 sessions). The “Rhetoric” should encourage awareness of the effects of speeches and lectures and at least touch on the basic problems of voice training and correct articulation, starting with the fundamentals of clarity to the fascinating persuasiveness of speech. The “Actual communication and discussion training” should aim to improve speaking behavior in the classroom and in the decision-making process with colleagues. Attention is drawn to developing certain sensitivity to the effect of the speech on others, to improving one’s perception of pupils’ and colleagues’ aptitudes and needs, to encouraging cooperative speech and forms of negotiation in social situations as well as to practicing the analysis and management of subject-specific language barriers. The “Selected Principles of Psychology” (min. 16 sessions) should include the following topics : p roblems of cognition psychology and pedagogic psychology; talent and educability (especially technical knowledge, comprehension, and intelligence); conditions of human learning, the learning process, the results of memory research, motivation, informal tests, etc. The “Selected Principles of Sociology” (min. 8 sessions) should introduce the methodology of sociology with particular reference to the functioning and dependence of social groups (social interaction in technical lessons, organizational structures, leadership, personality of technology teacher, etc.). The “Principles of Biological Development” (min. 8 sessions) should deal with the traits of human development, biological and psychological limits of human endurance and the concept of normality as well as the characteristics and syndromes of problem pupils and ways of reducing their disruptive effects. The curriculum also includes “Other Subjects” (a min. total of 16 sessions). Subjects such as education law, education institution management, etc. were to be approved by the competent NMC according to the situation in their country. As fluency in at least one world language is encouraged in addition to one’s native language, appropriate guidelines are also to be laid down by the competent NMC, if necessary. Psychosocial and pedagogical training of teachers of technical disciplines based on IGIP Prototype Curriculum has always been a necessary requirement to include a teacher in Ing .Paed .IGIP Register.

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1 The History of IGIP

References 1. Online etymology dictionary. http://www.etymonline.com/index.php. Accessed 15 June 2022 2. Antikythera mechanism. https://en.wikipedia.org/wiki/Antikythera_mechanism. Accessed 15 June 2022 3. Raffaele Santi: “The School of Athens”. https://en.wikipedia.org/wiki/The_School_of_Athens. Accessed 15 June 2022 4. Flueckiger F (2003) Engineering education, lifelong learning, and new technologies. In: Information—Communication—Knowledge. Engineering education today. Referate des 32. Symposiums der IGIP. Fachhochschule Karlsruhe, Karlsruhe, pp. 4–5 5. Haug A (2001). 30 years of IGIP—in the service of technology teaching. In: Melezinek A (Hrsg) Internationale Gesellschaft für Ingenieurpädagogik. International Society for Engineering Education. WHO is WHO. Band 46. Leuchtturm-Verlag, pp. 35–57 6. University of Altdorf. https://ru.wikipedia.org/wiki/AlbtdorfskiN_universitet. Accessed 15 June 2022 7. Leyden University. https://www.universiteitleiden.nl/en. Accessed 15 June 2022 8. Jean Perronet. File: Jean-Rodolphe Perronet.jpg—Wikipedia. Accessed 15 June 2022 9. Prikhodko VM, Polyakova TY(2015) IGIP Mezhdunarodnoye obschestvo po inzhenernoy pedagogike. Proshloye, nactoyaschee I buduschee. IGIP. International Society for Engineering Pedagogy. Past, present and future. Technopoligraftzentr, Moscow. ISBN 978-5-94385-125-4 10. Technological Institute in St. Petersburg. https://technolog.edu.ru/. Accessed 15 June 2022 11. The University of Virginia. https://vitatech.net/casestudies/universityof-virginia-magnetic-shi elding/. Accessed 15 June 2022 12. Grayson LE (1993) The making of an engineer: an illustrated history of engineering education in the United States and Canada. John Wiley & Sons Inc., New York 13. Smirnov SD (2001) Pedagogika i psihologiya visshego obrazovaniya. Ot deyatelnosti k lichnosti (Pedagogy and psychology of higher education. From activity to personality). Academia, Moscow. ISBN 5-7695-0793-4. 14. Schutz VK (2002) IGIP. 30 years of dedicated work in teaching technology. In: Ingenieur des 21. Jahrhunderts. Band 1. Referate des 31. Internationalen Symposius. St.-Petersburg. (the page numbers are not printed) 15. Popkov VA, Korzhuev AV (2004) Teoriya i praktika visshego professionalnogo obrazovaniya (Theory and practice of higher professional education). Academic project, Moscow 16. Encyclopedia Britannica. https://www.britannica.com/science/pedagogy. Accessed 15 June 2022 17. Melezinek A (2007) Ingenieurpädagogishe teoreentwicklung-bestandaufnahme Ingenieurpadagogisher entwicklunslinien. In: Curriculum development of multimedia course for Russian and Ukrainian engineer—pedagogical education, vol. 1. MADI, Moscow 18. Hainze CD (1995) Ingenieurpädagogishe Schulen in Europa. Interdisziplinenarität und Internazionalität der universität Klagenfurt. Die Klagenfurter Ingenieurpädagogishe Schule, Leuchtturm-Verlag 19. Lehman G, Malek R (1991) Entwicklung der Ingenieurpädagogik an der TIU Dresden von 1951 bis 1991. Sonderdruck der TIU Dresden, Dresden 20. Melezinek A (1977) Ingenieurpädagogik: Grundlagen einer Didaktik des Technik-Unterrichte. Springer-Verlag 21. Melezinek A (2001) A contribution to the quality of technology teaching: IGIP’s qualifications profile and professional register “Der Europäische Ingenieurpädagoge”—“The European Engineering Educator” “ING.-PAED IGIP”. In: Melezinek A (Hrsg) Internationale Gesellschaft für Ingenieurpädagogik. International Society for Engineering Education. WHO is WHO. Band 46. Leuchtturm-Verlag: 71–81. 22. Flueckiger F, Ruprecht R, Rüütmann T (eds.) (2006) Technical education in baltic states/engineering education—the priority for global development. Book of Abstracts. IGIP Tallinn, Estonia, pp 103–105

References

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23. International Society for Engineering Education. IGIP. Statutes.19.09.2006, Tallinn, Estonia 24. IGIP. http://www.igip.org/ 25. Kammasch G (2009) The role of IGIP in the international community of engineering education societies. Report 38:51 26. Ruprecht R (2006) Report of the working groups. Report 35:12–19 27. Kraker N (2007) President’s Message. Report 36:5 28. Ruprecht R (2007) From the working groups. Report 36:12–13 29. Lübben B, Schelker T (2008) Curriculum and working groups: corner stones of IGIP engineering pedagogy. In: Engineering competences—traditions and innovations. Proceedings of the 37th international IGIP symposium, 7–10 September 2008. Book of Abstracts, Moscow, Russia, pp 22–32 30. Melezinek A (1982) Unterrichtstechnologie: Einführung in die Medienverwendung im Bildungswesen. Springer-Verlag 31. Melezinek, A (1986) Ingenieurpädagogik: Praxis der Vermittlung technischen Wissens. Springer Verlag, Wien, New York, 2 Auflage, ISBN 3-211-83305-6 32. Internationale Gesellschaft für Ingenieurpädagogik. International Society for Engineering Education. WHO is WHO. Band 46. Leuchtturm-Verlag 33. Melezinek A (1989) A model for educational training of technical researchers. In: Applied engineering education, vol 6. Pergamon Press, Oxford, New York 34. Melezinek A (1987) Technical teacher training: the “Ingenieurpädagogik” approach. J Eng Educ South East Asia 2 17 35. Melezinek A (1986) Inzhenernaya pedagogika. Praktika peredachi tehnicheskih znaniy. ISBN 5-7038-1318-2. German edition: Ingenieurpädagogik: Praxis der Vermittlung technischen Wissens. Springer Verlag, Wien, New York, 3Auflage

Chapter 2

The Activities of IGIP

2.1 Ing.Paed. IGIP Register and the Development of the Second IGIP Prototype Curriculum The aims of the International Society for Engineering Education (IGIP) are • improving teaching methods in technical subjects • developing practice-oriented curricula that correspond to the needs of students and employers • encouraging the use of media in technical teaching • integrating languages and the humanities in Engineering Education • fostering management training for engineers • promoting environmental awareness • supporting the development of Engineering Education in developing countries. New competencies of educators are needed as • • • • •

evaluation management development competencies communication skills teamwork ethics and intercultural competencies.

As it was already mentioned (see Sect. 1.3) the Ing.Paed.IGIP Register (“International Engineering Educator Register”) is the most important IGIP instrument for qualifying engineering educators. The Register contains an international list of teachers, trainers or instructors whose education, training, and professional experience meet the IGIP standards, and who were awarded with the title “Ing.Paed.IGIP” as a proof of their qualification. Nowadays “Ing. Paed.IGIP” has become a kind of brand name. The “Ing.Paed.IGIP” Register is monitored by the International Monitoring Committee (IMC) together with the National Sections. The number of educators © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8_2

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included in the register is constantly increasing. In 2009 the total number of “Ing. Paed.IGIP” title holders was 1019. The largest number of the teachers possessing the title were from Russia with the total of 308, followed by Austria with 205, Czech Republic with 88, Ukraine with 80, Hungary with 56 and Kazakhstan with 42 [1]. From the beginning until 2021 the register contains 1966 entries—including 464 (Russia), 254 (Austria), 229 (Ukraine), 226 (Czech Republic), 193 (Slovakia), 86 (Estonia), 65 (United States of America), 55 (Kazakhstan), 50 (Germany), 42 (Chile), 35 (Argentina), 16 (Portugal). Since 2020 again 182 technical educators from all over the world have been awarded with the title, including 41 (Slovakia), 40 (Chile), 35 (Argentina), 19 (Czech Republic), 11 (Russia). The application process requires the following steps: • Interested parties can download the application forms and additional information from IGIP’s Web. These then return the filled-in form and the necessary documentation to the responsible National Section or the IMC, if no National Section exists. • The application is examined and, depending on the results, is either passed on to the IMC or rejected. It is also possible to request further documentation or additional instructions. • The IMC examines the application and decides whether to approve or reject it. • The IGIP secretariat reacts to the decisions. If the applicant is successful, s/he is included in the Register and awarded with a certificate and diploma. • The IMC informs the applicant whether s/he was successful (or not) and sends the diploma to the applicant after the certification fee has been paid. If you need more information, you can contact IGIP: [email protected]. If you meet the requirements, you can download the “Ing. Paed. IGIP” application form from http://www.igip.org/ing-paed-IGIP.php. The IGIP Prototype Curriculum is regularly updated. At the end of the 20th century there were great changes in the sphere of higher education. On the one hand, many countries were joining the Bologna process aimed at the creation of European Higher Education Area, introduction of two main study cycles, European Credit Transfer System (ECTS). On the other hand, this period is characterized by the implementation of new educational technologies, such as ICT, computer simulations, e-learning, blended learning, distance learning, problem solving, and others. These factors caused heated discussions about the First IGIP Prototype Curriculum. Some IGIP members, especially the Working Group “Technical Teacher Training” insisted on its updating. The papers devoted to this problem were published in the conference proceedings of annual IGIP symposia on Engineering Education. In 2002–2003, the speakers at the Symposia also underlined the necessity of updating the requirements for the qualification of “Ing.Paed.IGIP” according to the current trends in Engineering Education. Among the main trends they named the transfer from:

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• knowledge and skills approach to competence approach; • teacher-oriented to student-centered teaching process; • measuring load in the terms of contact hours according to ECTS.

Besides it was the time of introducing modular teaching content structure. Some members of the Society were sure that IGIP should play here a key innovative role as a disseminator of new approaches and educational technologies. In their opinion, the new curriculum should illustrate the improvement of the educational process efficiency implementing recent technological and educational developments. In one of his presentations Peter van Engelshoven underlined that a new curriculum should show that introduction of modern technologies and new methods of teaching would make technical teachers training more effective [2]. In the years 2004–2005, IGIP was busy with updating the Curriculum. Finally, two documents “IGIP Criteria for Accreditation of Engineering Pedagogy Studies” (Appendix 3) and “IGIP Recommendations for Studies in Engineering Pedagogy Science” (Appendix 4) were decided by the International Monitoring Committee and approved by IGIP Executive Committee on the same day, on September 11th, 2005. “IGIP Criteria for Accreditation of Engineering Pedagogy Studies” were worked out by a team under the guidance of Kruno Hernaut. They describe the main approaches to engineering pedagogical training: the purposes and criteria of accreditation, the structure of the Curriculum, organizational forms of Engineering Pedagogy programs, the requirements to the lecturers, the entrance skills of students, outcomes of the program, etc. (Appendix 3). “IGIP Recommendations for Studies in Engineering Pedagogy Science” contain the description of the so-called Second IGIP Prototype Curriculum (Appendix 4). Following the basic ideas of technical teachers training, the Second Prototype Curriculum introduced critical developments. It was based on the engineering educator competencies, used ECTS, introduced modular structure of the program, tried to reach the balance between the diversity of national education systems and common approach of the Bologna process, considered the transition period for the countries that signed the Bologna Declaration, offered various forms of the program realization.

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For the first time the engineering educator competencies to be acquired as a result of an Engineering Pedagogy course were described precisely. These general competencies consist of two main groups: technical competence and typical engineering pedagogical competencies in the narrower sense of the term. Technical competence of an instructor is not evaluated as it is assumed that the candidate has acquired a high level of technical knowledge and skills while studying engineering and this level is confirmed by his/her professional experience in engineering for at least one year. The determination of engineering educational competencies was of vital importance. Their description can function as outcomes of teaching. In the document they are classified into six groups: • • • • • •

pedagogical, social, psychological, and ethical competencies didactical skills evaluative competencies organizational (management) competencies oral communication skills and social competencies reflective and developmental competencies.

For the compatibility of learning results the Second Prototype Curriculum modules load is measured in credit points (CP). 1 credit point corresponds to 30 hours of work, of which 12 are contact hours. Minimum standard for the workload and contact hours in the Engineering Pedagogy program is equal to 20 credit points corresponding to 600 hours of overall workload, of which 240 are contact hours. The Second Prototype Curriculum possessed a modular structure. There are three types of modules: required, required elective, and elective. A required module (RM) is compulsory. A required elective module (REM) is also compulsory, but a student can choose one module on his or her own from the list offered. Elective Credit Points (FCP) are electives that the students are completely free to choose. The Curriculum contains four blocks of modules: • Core modules (at least 8 CP). This block consists of two required modules – “Engineering Pedagogy Science in Theory and Practice” (RM1) with at least 6 CP and “Laboratory Didactics” (RM2) with at least 2 CP. • Theory modules (at least 4 CP). This block contains the required module “Psychology and Sociology” (RM3) with at least 3 CP) as well as a required elective module REM with the choice between “Ethics” (REM1) and “Intercultural Competences” (REM2) with at least 1 CP each. • Practice modules (at least 6 CP). This block comprises the three required modules “Rhetoric, Communication, Scientific Writing” (RM4) with at least 3 CP, “Working with Projects” (RM5) with at least 1 CP and “Media, E-Learning, Computer Aided Technologies” (RM6) with at least 2 CP. • Elective credit points (at least 2 CP). The Second Curriculum introduced a uniform system of results evaluation. It was one final exam held by a commission of at least three members. During the exam the candidates must show the competencies of an engineering pedagogue that they

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have acquired. The final exam consists of the presentation and discussion of a candidate’s portfolio and an examination interview, in particular concerning the portfolio’s components. As far as the organization of studies is concerned, two forms of program realization are recommended: an independent course and a course integrated into the engineering training. The latter must take place in the second part of the Master programs of engineering studies, e.g., Master Program of Engineering, Master Program of Science, etc. The above-mentioned statements formed the basis for the development of the Second IGIP Prototype Curriculum described in the document “IGIP Recommendations for Studies in Engineering Pedagogy Science”. In fact, “IGIP Recommendations” contained two alternatives of IGIP Curriculum both of which were approved. The first one, known as “Alternative 1”, was designed by Prof. Adolf Melezinek. Some IGIP members considered it a rather cautious development of the First traditional IGIP curriculum (Appendix 4). The second variant, “Alternative 2”, was worked out by a team of specialists. Its authors considered this variant to be a more serious step forward. The work on it was initiated and coordinated by WG “Technical Teacher Training”. It was designed in close cooperation with A. Melezinek by mutual efforts of the following IGIP Working Groups: • • • • • • • •

Technical Teacher Training (Bernd Lübben and Vera Ziroff Gut) Curriculum Development (Traugott Schelker) Working on Projects (Ralph Dreher and Fritz Kath) Knowledge Management and Computer Aided Technology (Hans-Bernhard Woyand) Natural Sciences in Engineering Pedagogy (Leo Gros) People and Technology (Joachim Hoefele) Language and Humanities in Engineering Education (Robert Ruprecht) Women in Technical Careers (Gudrun Kammasch).

Vera Ziroff Gut, the leader of the WG “Technical Teacher Training”, was responsible for that project. In 2005, in Istanbul one of the keynote lectures was devoted to the results of the work [3]. It described the main characteristics the new Ing.Paed.IGIP Curriculum should obtain: close links between theory and praxis, the importance of human values. As a result, the Second Ing.Paed.IGIP Curriculum applies the philosophy formulated in 2004, according to which it must respect the following human and pedagogical values: • the human being as a person with all his/her human rights • modern pedagogical attitudes giving room for individual learning as well as working in teams • knowledge as a whole (and not just as a sum of random information) • the responsibility of future engineers for humankind [3].

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The comparison of the two Alternatives of IGIP Prototype Curriculum shows that having one and the same platform they demonstrate more similarities than differences. They have the same blocks of modules, the same number of credit points, the same content of the final exam, the same repertoire of competences the students should acquire. There is a slight difference which is not really significant in the names of modules and distribution of credit points for them. For example, in “Alternative 1” we find two modules “Psychology” (RM3a) with 2 CP and “Sociology” (RM3b) with 1 CP whereas, and in “Alternative 2” there is one module “Psychology and Sociology” (RM3) but with the same total load of 3 CP. The differences are mainly connected with a more detailed and structured character of modules presentation in “Alternative 2”. It comprises not only the description of the contents but precise definition of the module’s objectives, the topics to be studied, the methods to be used by the instructor, the requirements to the “input” knowledge and skills of learners, lists of recommended literature, learning forms, recommendations to the instructors. There is a correlation of the modules and parts of the Portfolio to be presented at the final exam. In “Alternative 2” one can find a wide range of pedagogical methods and technologies. For example, a lecture, a seminar, a colloquium, a theoretical or experimental exercise, a laboratory session, a project, and excursion, a scientific guidance, a case study, implementation of visual aids, etc. Both Alternatives were further development of the First IGIP Prototype Curriculum and their implementation proved their efficiency for the period from 2005 to 2013. Thanks to the retraining course based on the Second IGIP Curriculum many young teachers beginning their carrier at a technical university found answers to the questions of their everyday life in the classroom. Many experienced lecturers improved their art of teaching.

2.2 The Development of the Third IGIP Prototype Curriculum The Third IGIP Curriculum was further development of the previous ones. The work at its modernization was initiated by IGIP President M. Auer immediately after his election in 2010 in Trnava. For that purpose, a Task Force was formed that included Axel Zafoschnig (Austria) as the moderator, Dana Dobrovska (Czech Republic), Pavel Andres (Czech Republic), Teresa Restivo (Portugal), Tiia Rüütmann (Estonia), Jose Marques (Portugal), Roman Hrmo (Slovakia), Melany Ciampi (Brasil), Claudio da Rocha Brito (Brasil), Danilo Garbi Zutin (Austria), Ralph Dreher (Germany) and Alexander Soloviev (Russia) [4]. Pavel Andres was responsible for developing the content of the new Ing.Paed.IGIP curriculum as Vice President for Educational Affairs. Having long time experience of teachers’ professional development in IGIP

2.2 The Development of the Third IGIP Prototype Curriculum

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Training Centers in Tallinn and Trnava, Tiia Rüütmann and Roman Hrmo contributed greatly to the design of the Curriculum.

The members of the Task Force made intensive preparations for updating the IGIP Prototype Curriculum. They concluded that it was not necessary to change radically the curriculum structure, but rather to have a thorough look at the teachers’ profiles and competences, to take into account the possibility of training and retraining, problem-based learning, assessment as well as reflexing process. New module descriptions were developed under the leadership of Pavel Andres. The third version of IGIP Curriculum incorporated the best features of many programs for teachers’ professional development [4]: • the PH Kärnten modular curriculum for the certified engineering educator program aimed mainly at technical teachers at VET colleges (classroom and laboratory); • the study program for engineering didactics of Dresden Technical University designed under the supervision of Hanno Hortsch and consisting of a combination of theoretical and practical modules; • the approach of the University of Wuppertal emphasizing the importance of project-based assessment; • the new curriculum for the Austrian technical colleges developed by the Austrian Ministry of Education focused on learning outcomes and prototypical examples, both educational and occupational standards; • the curriculum of the University of Porto that was, on the one hand, classical following strictly the structure of IGIP Prototype Curriculum and, on the other hand, flexible introducing new modules such as “Thinking skills and creativity”, “Infoliteracy” and “Final project”.

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While updating the IGIP Curriculum special attention was paid to the module “ICT in Engineering Education”. The aim of the module was to train technical teachers to identify, to select, to design, to produce, and to use the most appropriate ICT or their combination for specific educational needs. The module was supposed to show the advantages of e-learning, internet searching, blended learning, various communication services and tools. As a result, the members of the Task Force formulated the main principles of the Third IGIP Prototype Curriculum that are characterized by its continuity with the previous versions. As before, the title of “Ing.Paed.IGIP” is for all technical teachers who are: • engineers according to IGIP principles • have studied the course according to the IGIP Curriculum at one of the accredited institutes • have at least one year of teaching experiences. This is a minimum qualification profile for teachers and trainers in Engineering Education. The Third Curriculum contains 19 modules (Appendix 5). Eleven of them are compulsory and eight of them are electives. The number of them is really impressive. The Third IGIP Prototype Curriculum has a total load of 20 Credit Points and is a modular system that consists of: • • • •

Core modules (7 CP) Theory modules (5 CP) Practice modules (5 CP) Elective modules (3 CP)

The educators must choose three elective modules from the eight Elective Modules (ECP) recommended. The Core Modules (MC) include: • Engineering Education in Theory (2 CP) • Engineering Education in Practice (3 CP) • Laboratory Didactics (2 CP). The Theory Modules (MT) include: • • • •

Psychology (2 CP) Sociology (1 CP) Engineering ethics (1 CP) intercultural competencies (1 CP).

The Practice Modules (MP) consist of: • Presentation and Communication Skills (2 CP) • Scientific Writing (1 CP) • Working with Projects (1 CP)

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• ICT in Engineering Education (1 CP) The Elective Modules (ECP) include: • • • • • • • •

Evaluation of student performance (1 CP) Quality Management (1 CP) Portfolio Assessment (1 CP) Creative Thinking (1 CP) Coaching and Mentoring in Education (1 CP) Collaborative work (1 CP) Teaching Subject in English (1 ECTS) Infoliteracy (1 CP)

Each module has the course title and code, indicates the type of the course and the number of credit points, describes the objectives of the course, the competences to be developed and the content of the course (Appendix 6). The Third IGIP Curriculum was discussed in March 2013 in Berlin (Germany) and finally approved by the IGIP EC in September 2013. At that time, it was officially presented to IGIP members by Axel Zafoschnig at the IGIP conference in Kazan (Russia) [4].

2.3 The Development of the Fourth IGIP Prototype Curriculum The development of the Fourth IGIP Curriculum started in 2020 under the guidance of the active IGIP president Hanno Hortsch and his colleagues (TU Dresden, Germany). All other previous IGIP Prototype Curricula were based on the engineering pedagogical principles of Klagenfurt School of Engineering Pedagogy. The Fourth IGIP Prototype Curriculum is based on the principles of Dresden School of Engineering Pedagogy and due to this, quite radical changes were made to the Third Prototype Curriculum during the development process to the Prototype Curriculum. All modules were changed and renamed (Appendix 7). The new curriculum was approved by IGIP EC in 2020. The Forth IGIP Prototype Curriculum has the following Modules: (1) M1—Module Area I: Higher Education System and Vocational Education System (1 ECTS) (2) M2—Module Area II: Basics of Engineer Didactics and Methodology— Educational Technology (Designing of Learning and Teaching Processes— Didactics and Methodology) (4 ECTS) • Unit 1: Design of Teaching and Learning Processes • Unit 2: Media in Engineer Education • Unit 3: Communication Processes

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• Unit 4: Control and Evaluation of Learning Outcomes in Engineering Education (3) M3—Module Area III: Design of Academic Courses (4 ECTS) • Unit 1: Relation between Lecture – Seminar—Consultation—Self Study • Unit 2: Laboratory (4) M4—Module Area IV: Curriculum Theory and Practice (2 ECTS) • Unit 1: Determination of Study Goals and Objectives (Qualifications, Competencies) • Unit 2: Teaching Portfolio (5) M5—Module Area V: Didactical Paths from Theory to Application (3 ECTS) • Didactical Paths from Theory to Application—Internships, Research Projects with Partners from the Labor Market (6) M6—Module Area VI: Application (3 ECTS) • Unit 1: Best Cases, Best Practice • Unit 2: Final Colloquium (7) M7—Module Area VII: Selected Additional Units (3 ECTS) • Unit 1: Digitization of Teaching • Unit 2: Excursions to HE (Research) Institutions and the industrial partners • Unit 3: Entrepreneurship • Unit 4: … After passing M1 module the participants should be able to describe the strengths and weaknesses of the national education system in an international comparison. Different career paths to the career goal “engineer” are described. They have an overview of the relationship between vocational and engineering education in the national context. After passing M2 module participants should be able to design teaching and learning processes in initial and continuous engineering education for specific target groups by taking the existing condition into consideration; and especially using different media. Planning, execution, analysis and evaluation of abovementioned processes are to be included. Unit 1 teaches participants to design teaching and learning processes under goal- and target group-oriented aspects on the basis of scientific evidence. They are able to apply the variety of didactic design elements (methods, organization forms of learning and teaching and so on) in their field. Unit 2 gives the knowledge on concept formation of didactic education media, about the functions of didactical media in teaching and learning processes, on mediadidactic activity areas and basic design approaches. Unit 3 teaches to carry out communicative processes purposefully in teaching activities on the basis of scientific

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evidence and the provisions of personality characteristics of the communication partners. Unit 4 teaches participants to design, monitoring and evaluation processes of learning outcomes (personality features, qualifications, competencies) on the basis of scientific evidence purposeful. M3 module gives the competencies to plan, to carry out and to follow up academic course types in accordance with the intended qualification goals and the target groups. They are able to determine the peculiarities of the academic teaching and study forms in their context in specific cases. After passing the module participants are able to design purposeful teaching and learning processes in laboratory work and internships in exercises and self-study based on scientific findings. M4 module teaches participants to apply independently parts of an engineering curriculum related to the duties in Engineering Education, Research and Production Structures and they are able to develop independently suitable teaching portfolios based on modern engineering curricula. After M5 module participants are able to recognize different levels of abstraction and generalization (modeling) in engineering education in the solution of companyspecific problems and/or scientific problems and in projects. They make a didacticalmethodical presentation of a company-specific example. It may be a case or a research problem in the context of the academic teaching and learning types (IGIP—M 3) and the practical (company-specific) realization. After M6 module participants are able to apply independently schemes for documentation, reflection and evaluation of exemplary teaching units. They are able to plan a course or a lecture on the basis of an engineering curriculum, carry out it and make a final evaluation. After M7 module participants are able to define the advantages and disadvantages of digital media. They should know the structure and function of media design centers and networking clusters at higher education institutions. The participants will be able to establish connections between different types of academic teaching and the qualifications they have acquired, as well as the requirements of engineering duties and tasks in companies and research fields. It is possible to add additional units according to the aims of the training centers and national education systems. Integrating the Third and Fourth IGIP Prototype Curricula In 2021, at Tallinn University of Technology (TalTech, Estonia) a newly updated engineering pedagogical curriculum was designed for pedagogical continuing education of engineering faculty members in the amount of 24 ECTS. The designed curriculum integrates the basic principles of the two schools of Engineering Pedagogy—Klagenfurt and Dresden, and implements the best practices of all the previous IGIP Prototype Curricula [5]. Engineering educators start passing the integrated curriculum from the first compulsory module “Course design” (6 ECTS), where fundamental subjects for effective teaching “Basics of Engineering Pedagogy science and STEM didactics” (2 ECTS), “Laboratory didactics” (2 ECTS) and “Curriculum theory and practice” (2 ECTS) should be passed. This module is a prerequisite for beginning engineering educators who plan to start teaching engineering. The module allows educators to

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acquire competencies in Engineering Pedagogy and didactics—course design, specification of goals and relevant learning outcomes, select methodology for effective teaching and assessment, motivate students, design the course content, analyse curricula and syllabi, etc. The next step is to pass the second compulsory module “Design of a learning process” (6 ECTS), where additional competencies for instructional design and selection of effective contemporary teaching tools are acquired in subjects “ICT tools supporting interactive e-learning” (2 ECTS), “Effective communication” (2 ECTS) and “Educational psychology and sociology” (2 ECTS). This module allows educators to acquire contemporary competencies for using modern ICT tools, using active teaching methods, communication strategies, rhetoric, collaboration, e-learning, remote and e-labs, considering students’ individual differences, etc. Finally, the third compulsory module “Analysis of the learning process” (6 ECTS) should be passed, offering subjects “Problem-based and meaningful learning” (2 ECTS), “Analysis of the study process. Ethical problems in education” (2 ECTS) and “Portfolio design. Final project” (2 ECTS). This module supports engineering educators’ competencies in implementing real-world problems in the process of learning, analysis of teaching and learning, peer-observation and video analysis, reflection and self-analysis, teaching portfolio, etc. The fourth module offers a set of elective subjects—minimum amount of 6 ECTS of electives should be selected and passed during the pedagogical continuing education studies. There are several different electives to select: “Internship in a company. Cooperation projects with partners” (2 ECTS); “Standards and quality” (1 ECTS); “New technologies” (1 ECTS); “Coaching and mentoring” (1 ECTS); “Multicultural learning environment” (1 ECTS); “Teaching practice” (2 ECTS); “Sustainable development” (1 ECTS); “Learning Lab—Learning to Learn” (1 ECTS); “Management” (1 ECTS); “Excursions to companies” (1 ECTS); “Product development and innovation” (2 ECTS). At the end of the studies the designed portfolio is presented along with the defence of a final project. The final project allows educators to conclude, share and present their teaching credentials and experiences acquired during their engineering pedagogical training and practical teaching engineering, thus proving their compliance to the qualification of an engineering educator. After passing the whole curriculum (min 24 ECTS) educators may apply for the qualification of ING.PAED IGIP.

2.4 Establishment of IGIP Training Centers The pedagogical competencies that well-educated and experienced engineers lack are developed at IGIP Training Centers also known as Engineering Pedagogy Centers or Centers for International Engineering Education [6]. In case the teaching matter of the educational institution conforms to IGIP Prototype Curriculum for Engineering Pedagogy they receive IGIP accreditation and are listed in the Ing.Paed. IGIP Register

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alongside with the list of educators. The Centers of Engineering Pedagogy have to be reaccredited every five years. Looking back into the past, we must underline the role of A. Melezinek in establishing IGIP Training Centers in different countries. In the 1970s he set the task of improving the methodology of teaching at technical colleges, technical schools, universities of applied sciences and universities. For that reason, as H. Weidner recollects, he took up information campaigns for engineering teachers as well as for education administrators responsible for secondary and tertiary education sectors. Thanks to his ability to negotiate with the competent ministries an Engineering Education program for engineering teachers consisting of lectures and seminars was approved and all new teachers beginning to teach at technical colleges in Austria at that time had to complete such an Engineering Education program. This decision contributed to the beginning of Training Centers in Austria. Later on, the activity of A. Melezinek as a visiting university lecturer gave him the opportunity to present his program in the field of Engineering Pedagogy to the colleagues at the international level: in TU Karlsruhe (Germany), ETH Zurich (Switzerland), TU Prague (Czech Republic), TU Budapest (Hungary), and in universities in other countries. There have always been technical universities especially in Eastern European countries which have specialized in initial and further training for technical teachers. They had a lot of experience in training technical teachers, understood the importance of it for improving engineering education and were open for the ideas of the Klagenfurt School of Engineering Pedagogy accepting the principles of the Ing.Paed.IGIP qualification. In this way IGIP has paved the way for new schools of Engineering Pedagogy in Eastern Europe. For example, one of such schools was founded in Dresden in 1951 and after a short break from 1989 to 1992 it took up its work again. In 1961 in Czechoslovakia the Institute for Vocational Training was set up in Prague. In 1966 it introduced a compulsory supplementary postgraduate course of studies for teachers at technical colleges. In 1996 the Institute organized a supplementary course of studies for qualified engineers culminating in a Bachelor of Engineering Education. In 2000 the Czech Republic started a doctoral course “The Theory of Teaching Technical Subjects (Engineering Pedagogy)”. The institution makes use of the basic principles of IGIP Prototype Curriculum developed for the Ing.Paed. IGIP.

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In Russia, thanks to organizational and methodological support of the Russian National Section and its President V. Prikhodko the first Engineering Pedagogy Centers were opened in 1997 in Moscow State Technical University named after N. Bauman, Kazan National Research Technological University, Far Eastern State Technical University (now Far Eastern Federal University). In Moscow Automobile and Road Construction State Technical University (MADI) the Center was also founded in 1997. In this Centre, based on IGIP recommendations, young teachers and graduate students improve the quality of their lectures and practical classes for MADI students. The Head of the Centre was Prof. Yu. Shkitskiy and later in 2008 Prof. Dr. in Pedagogy Z. Sazonova was appointed the Director of the Centre. In December 2000, IGIP’s colleagues representing seven Russian engineering universities under the guidance of Prof. Dr. V. Prikhodko were awarded “The RF President’s Prize” for the highest acknowledgement of academic achievements in the field of technical teacher training.

With the assistance of the Russian Monitoring Committee National Monitoring Committees were established in Ukraine, Kazakhstan and Estonia. Later on, in these countries IGIP Training Centers began functioning. For example, in May 2000, the Centre for Retraining and Improving Teachers Qualifications at Technical Educational Institutions was founded at the Ukrainian Academy of Engineering Education in Kharkov.

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On October 28, 2021 Tallinn University of Technology (TalTech) celebrated the 20th anniversary of Estonian Centre for Engineering Pedagogy. 20 years ago the Minister of Education of Estonia and three universities with participation of Adolf Melezinek signed the Good Will Agreement that gave the opportunity to found Estonian Centre for Engineering Pedagogy. The first head of the center was Jüri Vanaveski. On the 28th of October, 2021, TalTech celebrated the anniversary in the form of the Conference. The Conference lasted 5 h. There were 45 participants. They were university lecturers, representatives of industry, graduates of the Centre. Due to the pandemic, they came only from Estonia but many people sent video greetings. IGIP President Tiia Rüütmann is the head of this Centre.

A very significant step in the development of Training Centers relates to the determination of technical teacher competences. It was Dr. Kruno Hernaut, one of the top managers of Siemens AG, former IGIP Vice-President and IMC President, who was one of the first who formulated this problem at Moscow Symposium in 1998. Being a representative of employers, he stressed in his presentation that in the world of globalizing economies to remain successful, companies need more qualified engineers who in addition to excellent qualification should also possess foreign language competence, knowledge of other cultures, personal mobility, etc. [7]. As it was already mentioned, under his supervision a team of specialists prepared the document which is known as “IGIP Criteria for Accreditation of Engineering Pedagogy Studies” (Appendix 3). It was the result of painstaking work that required a lot of diplomacy. Besides the enumeration of pedagogical, social, psychological, and normative-ethical competencies the document contains the Training Centers accreditation criteria. The accreditation is a voluntary process, and it begins with the application to the national section and the IMC. The goals of IGIP accreditation are:

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• to assure that graduates of the accredited engineering pedagogical programs are well prepared to perform their teaching duties in engineering subjects • to meet the criteria for IGIP registration as an International Engineering Educator (“Ing.Paed. IGIP”) • to promote the quality assurance, quality improvement and modernization of the Engineering Pedagogy programs • to create public awareness of the high quality of the programs for engineering pedagogues. The central accreditation criterion is correspondence to the IGIP Prototype Curriculum with the minimum number of modules and credit points. Whether the Center has an independent course or an integrated one it is required to stick to the following minimum conditions: 1. The curriculum must contain all the compulsory modules and the required number of electives. 2. Elective credit points (ECP) can be used according to the judgement of the educational institution to reinforce individual required modules. 3. If necessary, the compulsory modules can be divided into two modules and tested separately. The elective credit points that are available can be used in this context for: • reinforcing individual required modules • taking on a second required module • introducing an additional, self-defined elective. If the Training Centre presents an educational curriculum with the contents, structure and/or methodology that deviates from the IGIP Prototype Curriculum it must prove that the required competences for engineering educators are developed, and explain how this is done. Other parameters taken into consideration during the accreditation are the form of organization, entrance requirements for applicants, skills/abilities of the graduates, the requirements to the lecturers and professors, institutional resources, quality control and feedback. In 2022 there were 20 Training Centers functioning in 12 countries.

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IGIP Accredited Training Centers (ATC) 2022 Czech Technical University in Prague, Masaryk Institute of Advanced Studies Pavel Andres Prague 6, CZE Institute for Advanced Studies Zulfiya Balgimbayeva Almaty, KAZ Baltic Fishing Fleet State Academy Mikhail Y Bokarev Kaliningrad, RUS UTN Uriel Cukierman Buenos Aires, ARG Technische Universität Dresden Hanno Hortsch Dresden, DEU Pädagogische Hochschule Kärnten Norbert Jäger Klagenfurt, AUT Pädagogische Hochschule Niederösterreich Norbert Kraker Baden, AUT Kazan National Research Technological University Natalia Kraysman Kazan, RUS Ukrainian Engineering Pedagogics Academy Oleksandr Kupriyanov Kharkov, UKR Faculdade de Engenharia da Universidade do Porto Jose Manuel Mota Cou Marques Porto, PRT VSB-Technical University of Ostrava Miroslava Miklosikova Ostrava Poruba, CZE Technical University of Kosice Daniela Petrikova Kosice, SVK Samara National Research University Maria G. Reznichenko Samara, RUS Tallinn University of Technology Tiia Rüütmann Tallinn, EST Karaganda State Technical University Galina Smirnova Karaganda, KAZ (continued)

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(continued) MADI—Moscow Automobile and Road Construction State Technical University Alexander Solovyev Moscow, RUS IUCEE—Indo Universal Collaboration for Engineering Education Krishna Vedula Punjagutta, Hyderabad, IND InnovaHiEd Academy Eduardo Vendrell Vidal Valencia, ESP FEM SPU Nitra Timea Zatkova Nitra-Chrenova, SVK Technical University Liberec Marie Zidu Liberec, CZE

2.5 International and Regional IGIP Conferences on Engineering Pedagogy As it was already mentioned, IGIP annual symposia are one of the main areas of the IGIP activities. They are sometimes called its “cornerstones” or “structural framework”. By 2021, there had been organized 50 international conferences in different countries. According to the tradition all of them have titles in the form of slogans which are supposed to reflect unique character of each of them.

The symposia give the opportunity to discuss most urgent issues of Engineering Education. The fact that they attract more and more speakers and participants made the Executive Committee support the proposal of IGIP President Michael Auer and introduced in 2012 the term “conference” instead of the traditional “symposium”. The main reason behind this decision was that nowadays the word “symposium” usually denotes a formal meeting at which several specialists deliver short addresses on a topic or on related topics [8]. But now the number of delegates sometimes

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reaches 400 and they discuss a great variety of topics. So, the word “conference” more precisely reflects the activities of the Society now. There is a trend of organizing joint conferences more often than it used to be in the 20th century. There were joint IGIP and SEFI conferences in 2007 in Miscolz (Hungary), in 2010 in Trnava (Slovakia) and joint IGIP and IFEES conferences in 2014 in Dubai and in 2015 in Florence. Beginning with 2012, the conference in Villach (Austria), IGIP and ICL (Interactive Collaborative Learning) organize joint conferences every year. As Conferences are more and more international there appeared the necessity to organize regional conferences as well. The aim of regional conferences is to discuss one main topic relevant at the national level and to influence local specific engineering education problems. The regional conferences are organized in a different way compared to annual conferences. They do not have parallel sessions; all the meetings are plenary. This creates the conditions for common disputes and expression of insights and opposing views. A considerable part of the time is devoted to open discussions. As the contributions come from both engineering sciences and the humanities, the conferences help teachers of technical and humanitarian disciplines to understand each other better. Normally, the regional conferences are held in the periods between the annual conferences. The initiative of regional conferences belongs to IGIP members from Germanspeaking countries. They were called “IGIP Regionaltagung”. The First IGIP Regional Conference was held in Hamburg-Harburg and it was organized by Josef Schlattman.

The Second Regional Conference was hosted by Hans Bernhard Woyand at the University of Wuppertal in September 2007. The discussions were focused on the main topic of the conference “Learning and Teaching in Virtual and Real Rooms”.

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The Third IGIP Regional Conference with the motto “Perspectives in a Converging Europe” was hosted by Jan Peter Domschke and it took place in April 2008 in the same location.

The Fourth IGIP Regional Conference “The European Qualification Framework (EQF) and its national applications” was organized by Robert Ruprecht in Biel, Switzerland, in April, 2009.

The Fifth IGIP Regional Conference “Engineering Education for Sustainable Development” was held in Beuth Technical High School (Beuth Hochschule für Technik), in Berlin in May 6–8 2010 and was organized by Reinhard Thümer. The Conference was supported by the UNESCO Committee of Germany [9].

In Austria there were three national symposia organized on the initiative of IGIP President Norbert Kraker by the Austrian National Section. The first one was held

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in Graz in April 2006. The three institutions, Teacher Training College for TVE teachers (Berufspaedagogische Akademie Graz), Campus 02 Graz (University of Applied Science) and Pedagogical Institute for in-service training (Paedagogisches Institut Graz) participated in this conference. The Second Austrian Symposim was organized by Vienna Pedagogical High (Pedagogische Hochschule Wien), the Third Austrian Symposium took place in Rankweil, Vorarberg, 2008 [10].

In 2011, the seminar “Innovative Pedagogical Technologies in Engineering Education”, organized by Moscow Automobile and Road Construction State Technical University (MADI), Russia, received the status of IGIP Regional Conference on Engineering Pedagogy. The First IGIP Regional Conference in Russia was held in March, 2011. IGIP President, Prof. M. E. Auer took part in the first conference. His presentation attracted everybody’s attention and Prof. M. E. Auer got acquainted with scientific, technological and pedagogical achievements of MADI teachers [11]. Since 2011 there have been 11 conferences organised annually in March or April by MADI. Many of them were organised by the Department of Engineering Pedagogy by Prof. V. Prikhodko and Prof. Z. Sazonova.

EC members regularly visited the conference and Tiia Rüütmann and Axel Zaforschnig were among them.

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In 2011, 5–7 October in Tatarstan (Russia) scientific school “Higher Technical Education as an Instrument of Innovative Development” took place at the Kazan National Research Technological University. The event was held by IGIP and Russian National Section on the initiative of the Public Chamber of Tatarstan Republic and the University administration. Within the framework of the scientific school a discussion platform “Academic content of higher professional education for innovative development” was organized [12]. In 2011 IGIP also had Regional Conferences in Bratislava and Dresden. In 2012, in Austria the IGIP Regional Symposium took place in Klagenfurt on January 31st and February 1st at the Carinthian Viktor Frankl Pedagogical University (Pädagogische Hochschule Kärnten Viktor Frankl Hochschule). The event was organized by the Austrian Monitoring Committee and moderated by the NMC President MR Mag. Wolfgang Pachatz from the Federal Ministry of Education, Arts and Culture. Among the participants of the symposium there were representatives from the IGIP community and industry. The topics discussed included, among others, the role of IGIP in Engineering Education and the local scenery of the Austrian education system.

In the 2000s there were other innovations in the IGIP conferences which are worth mentioning. IGIP began establishing workshops as components of annual conferences, and they are becoming more and more popular. On 30 November, 2011, IGIP and SEFI held a joint Workshop “The Role of Pedagogy in Online Engineering Education” during the “Online Educa Berlin” which is the world largest e-learning

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conference. The Workshop was aimed at the discussion of new interactive online tools in education.

At the annual conferences IGIP introduced panel sessions, round tables and special tracks as new forms of organizing discussions that give the opportunity of simultaneous exchange of opinions. In 2011 IGIP was an organizer of special sessions and workshops during conferences in Amman (IEEE EDUCON), Brasov (REV), Lisbon (IFEES Summit), Tallinn. Teresa Restivo, an EC member, was involved in most of these activities [13].

In October 2011, SPEE in cooperation with IGIP had its first official participation in an International Conference, in the “SPEE-IGIP Flash Moment” within the First World Engineering Education Flash Week. In 2012 SPEE carried on with the organization of a Special Track “Talking about Teaching 2012” (TAT’2012) (for more detail see Sect. 2.9), in the 2012 IGIP Annual Conference in Villach (Austria) and the second TaT Special Track “TaT’13” within the 2013 IGIP Annual Conference in Kazan (Russia). During “TaT’12” and “TaT’13”, special issues of “Engineering Education: Challenges for Innovation” were discussed. In 2012 IGIP organized also a special track on the problems of IT and Engineering Pedagogy—ITEP’12 within the IEEE EDUCON2012 in Marrakesh (Morocco).

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But despite the variety of IGIP meetings at different levels annual conferences are still the most significant event in the activities of IGIP. The conference presentations reflect the current situation in Engineering Education in the world as well as the so-called “internal” situation in the Society. In the history of IGIP two attempts are known to have been undertaken in order to analyze conferences. The first analysis was made by Albert Hug in 2001 [14]. The second analysis was carried out by a group of educators from Czech Technical University in Prague and its results were published in 2003 [15]. Albert Haugh managed to present a thorough analysis of the conferences’ materials covering the period from 1972 to 2000 [14]. He took into consideration a number of parameters. In our opinion, we managed to formulate the most important among them: • • • • •

the symposia titles the conference locations the topics discussed the activity of the delegates the internationality of symposia.

The symposia titles. Albert Haug stated that from 1972 to 2000 the titles of the symposia did not reveal any strong indications of continuity and sounded quite simple, e.g. “Technology and its Teaching” (Klagenfurt 1973). Later, more specific slogans were introduced, such as “Human Ecology and Environmental Technology” (Villach, 1983) which certainly prompted some people to take action. Sometimes the title expressed the scope of the symposium, such as “Engineering Education 2000” which took place in Vienna/Budapest in 1992. Finally, the location of the symposium also may influence the topic. The symposium in Wolfsburg, home to VW, had a much longer and precise title “Engineering Education and Structural Changes at Work at the End of the Twentieth Century” according to the German tradition. We can add that the slogans of the conferences in the 3rd millennium show that they are becoming more and more specific, reflecting more precisely the most urgent current problems of Engineering Education. And of course, they are becoming more inventive, e.g., «Q2 of E2 -Quality and Quantity of Engineering Education», Graz, 2009. Conference locations. It is obvious that Austria, as the founding country and home to IGIP Secretariat, in the 1970s–90s hosted the greatest number of symposia. And for a long time, most of the symposia took place in German-speaking countries (Austria, Switzerland, Germany). At the end of the 20th century IGIP with its symposia moved at first to neighboring Eastern European countries and later much further, e.g. to Moscow and Istanbul. We can add that this tendency is being developed in the 3rd millennium and conferences are held on different continents not only in Europe but also in Asia (Turkey, 2005; United Arab Emirates, 2014; Thailand, 2019 and America (Brazil, 2011).

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According to Albert Haug’s point of view, the conference location had some influence on the delegates and above all on the choice of the speakers. It is quite understandable that at first the majority of the speakers came from Austria. However, soon the ideas of Engineering Pedagogy were supported in Germany and later by a wide range of nationalities. As early as in 1974, approximately 20% of the speakers came from the countries where German was not spoken and these countries had different educational systems. At subsequent symposia, the number of speakers from German-speaking countries dropped to about 20% or even below. It was quite natural that discussions no longer centered on “local” problems but were more concerned with “general” topics. The topics discussed. The main symposia topics for the first two decades were summarized on the occasion of IGIP 20th anniversary in 1992. They covered the following fields: Fundamental problems of Engineering Pedagogy. Didactics of engineering subjects, including laboratories, innovative teaching technologies (computers, CAD, CIM, etc.), practical and project work. Educational technology and media. Educational technologies in general, implementation of computers as a teaching aid, introduction of new communication media networks, the role of animation, simulation, and virtuality. Initial and continued training. Technical teacher training (initial and continued), initial and continued in-service training, competitiveness of teachers, globalization developing curricula, student support. People, technology, the environment. People and technology, the ethics of technology, human ecology, environmental technology, environmental pollution, forum of young engineers, women and technology. Developing countries. Methods of technology teaching, curriculum design in developing countries, transfer of technology teaching methods. The activity of the delegates. Obviously, there are various criteria for IGIP symposia analysis. A. Haug suggested two criteria for the division of symposia in his studies. The first one is the number of delegates (D). According to this criterion the symposia are divided into “small” and “large” ones. The smaller symposia could be easily defined with D < 250 and the larger ones with D > 250. The second criterion of symposia division is the ratio between the number of delegates (D) and the number of speakers (S). On the ground of the latter criterion Albert Haug differentiates the so-called “working” and “presentational” symposia. “Working” symposia should be defined as D/S 2. But both “working” and “presentational” symposia could have different numbers of participants. Among “working” symposia we can find two extreme examples. In 1975, the symposium “The achievements of Engineering Pedagogy” (D/S = 1.7) in Klagenfurt had the smallest number of delegates. In 1990, a joint symposium with ASEE and IEEE “Engineering education 2000” (D/S = 1.9) which was held in Wien (Austria) and Budapest (Hungary) had the largest number of delegates. The symposium in Moscow (1998) was also a “working symposium” (D/S = 1.8) but

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with a great number of participants while the conference in Biel in 2000 (D/S = 1.33) from the arithmetical point of view was the most intensive one. In the category of the “presentational” symposia, the largest one was in Berlin in 1984 (D = 356, D/S = 4.0). It is worth mentioning that the ”jubilee” symposia do not really stick out as far as the number of delegates is concerned. IGIP celebrated its tenth anniversary in Ulm in 1982 and this event can be considered as a small “working” symposium (D = 131, D/S = 2.2). The symposium devoted to the 20th anniversary of IGIP attracted much more delegates (D = 289) but was “presentational” (D/S = 2.5). The internationality of symposia. It goes without saying that the internationality of delegates and speakers at IGIP symposia is the most important characteristic as the word “international” comes first in the Society’s name. But Albert Haug was sure that the obvious statement “the more speakers there are, the more countries they represent” was not always true. For example, in Basel, in 1988, there were only 60 speakers but they came from 14 countries which makes 4.3 speakers per country and the symposium was really international. The 1990 symposium in Vienna, which was jointly organized with representatives of the USA, had 230 speakers from 21 countries; statistically speaking, with 11 speakers per country this was much less “international”. Naturally, at any symposium most speakers come from the host country. For example, usually around 5% of the speakers came from Switzerland but at the symposia they hosted the number of delegates from this country was much higher: in 1979 in Zurich, they accounted for 40% and in 1988 in Basel—23%. At the end of the 20th century Albert Haug defined four large groups of countries participating in annual conferences: • • • •

German-speaking countries Eastern European countries European countries where German is not spoken other countries.

German-speaking countries formed “the core group” of IGIP that was the largest at the beginning and these countries were represented by Austria, Germany and Switzerland at that time. The Eastern European countries were always very much interested in Engineering Education, as the merits of technology were recognized in them and specifically encouraged. The Society based in Austria naturally had close relations with colleagues in neighboring countries in the east and they always attended symposia in Austria which was not always the case of conferences organized in Germany. IGIP achieved its breakthrough to the east in Budapest in 1985, long before the political changes of 1989. Since then, Eastern European countries have been more active than ever before because they wanted to be fit for the requirements of a new Europe. European countries where German is not spoken were at that time quite a long way behind, supplying only around 10% of the speakers. This could be due to the fact that France, Great Britain, and the Benelux countries tend to be drawn towards

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SEFI. IGIP and SEFI joint symposium in Prague in 1994 attracted a much higher number of speakers from non-German-speaking Europe. Speakers and delegates from other continents were not numerous, as might be expected, due to large distances and high transportation costs. A joint symposium with ASEE and IEEE in Vienna/Budapest in 1990 increased at once the number of overseas speakers to 70% with over 60% of them from the USA. Since then, the proportion of overseas speakers has returned to its more usual level of around 5–10%. At present IGIP has worldwide connections and a great influence on technical teachers training in many countries. Delegates from all over the world come to the annual conferences and the choice of English as their working language is one of the factors contributing to this process. As it was mentioned before, the results of the second analysis were presented at the symposium in Karlsruhe in 2003 by a number of educators from Czech Technical University in Prague: Dana Dobrovska, Pavel Andres, Jifi Semrad, Jarmila Vobofilova [15]. It focused only on the content of IGIP Proceeding and covered the period from 1993 to 2002. The authors managed to analyze 1.375 contributions (Analysis of the content of the IGIP international conference papers 1993–2002). First of all, the authors came to the conclusion that the number of publications at different symposia was not the same. The largest number of papers were published in Moscow in 1998 (201), in Istanbul in1999 (197), in Prague in 1994 (150), in St. Petersburg in 2002 (175), and the lowest number was fixed in Wolfburg in 1995 (81). All the papers were divided into categories on the basis of classical pedagogical terminology. The final categorization offers three large categories (A, B, C) with subcategories in each of them. Category A “Special issues of Engineering Education” 1. Technical teacher education 2. Engineering education in developing and transition countries 3. Women in technical education and technical professions Category B “General issues of Engineering Education” 4. Education and further education 5. Curricula and Curricula politics Category C “Teaching methodology of technical and non-technical subjects” 6. 7. 8. 9.

Teaching methodology (didactics) of technical subjects Foreign languages and humanities in technical education Educational technology and ICT in technical education Project work

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Categorization of IGIP contributions, 1993–2002 Category

Contribution

A1

Technical teacher education

A2

Engineering education in developing and transition countries

139 20

A3

Women in technical education and technical professions

27

B4

Education and further education

351

B5

Curricula and curricula politics

234

C6

Methodology of technical subjects (didactics)

183

C7

Foreign languages and humanities in technical education

140

C8

Educational technology and ICT in Engineering Education

206

C9

Work with projects

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The content analysis of the papers 1993–2002 revealed a number of trends. The topic A1 “Technical teacher education” has stronger support in the countries with “transition economy”. In the papers which are referred to A2 “Engineering Education in developing and transition countries” in some proceedings there is no general consent which countries belong to this category. The analysis of the papers included in A3 “Women in technical education and technical professions” showed that the role of women in the Engineering Education and technical professions is still under valuated in most of the countries. In the Proceeding Section B4 “Education and further education” too many topics are “hidden” from general visions presented by academic representatives, politicians, university teaching staff, issues of teaching institutions on different levels to longlife education and in-service training. This category should be divided into more subcategories. In the subcategory B5 “Curricula and Curricula politics” curricula in technical education are analyzed from many aspects and on different concretion levels. So, this subcategory seems to be too wide. In the subcategory C6 “Didactics” teaching methodology or some aspects of it have been in the focus of most of the IGIP participants. The papers are sometimes discussed under too “narrow-minded” aspects. As a result, professional “blindness” is a common phenomenon and more interdisciplinarity is needed. Some papers show low knowledge of pedagogical terminology. The analysis of contributions included in subcategory C7 “Foreign languages and humanities in technical education” showed underestimation in many cases of the role of the humanities in Engineering Education. At the same time the authors of the contributions underline the differences in teaching the humanities in various countries.

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In C8 “Educational technology and ICT in technical education” more attention has been drawn to educational technology and e-learning recently. Prospects of this teaching methodology seem to be positive, although some limits and warnings can be heard from experts in educational theory. The role of e-learning is often discussed in distant forms of study. The subcategory C9 “Work with projects” received less attention, although this teaching method is highly appreciated by experts in creativity. After the 22th International Conference on Interactive Collaborative Learning and 48th IGIP International Conference on Engineering Pedagogy «The Impact of the 4th Industrial Revolution on Engineering Education» (25–28 September, 2019, Bangkok, Thailand) the analysis of this Conference was undertaken by T. Polyakova and published in one of IGIP Newsletters. The Conference was hosted by King Mongkut’s University of Technology North Bangkok. There were more than 200 participants from 29 countries. On pre-conference day five workshops were organized by representatives of five countries: Portugal, Spain, Cyprus, the USA, Mexico. Prominent educators from Austria, Thailand, Romania and France made plenary presentations that attracted everybody’ attention. At the parallel sections, the leading position belonged to Thailand (42), Russia (41) and Austria (12). Then came Senegal, Ecuador, the USA, Sri Lanka, Japan, Hungary, Greece, Malaysia, Mexico, Slovakia, Czech Republic, Great Britain, Israel, Chili, India, China, Romania, Germany, Spain, Kazakhstan, Canada, Korea, Morocco, Pakistan, Portugal, Singapore, Taiwan, France. There were 13 poster presentations made by Russia (10), Japan (2) and Spain (10). In 2020 with the outbreak of the pandemic Covid-19 a lot of international events had to be cancelled. IGIP Executive Committee at its meeting on 28 April, 2020, decided that the ICL/IGIP 2020 Conference in September will be organized for the first time as an online event. The Conference was held from 23–25 September in Tallinn, Estonia, organized by Tallinn University of Technology (TalTech) and at TalTech Mektory, the Business and Innovation Center of the university. It was an excellent conference friendly to participants, speakers and guests. Below you will find all 51 annual conferences which had been held from 1972 to 2022 in different counties and cities with their host organization and the main topic.

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IGIP Annual Conferences, 1972–2022 1

1972, Klagenfurt, Austria

Achievements and prospects of Engineering Pedagogy (Ergebnisse und Perspektiven der Ingenieurpadagogik) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing. H. Weidner

2

1973, Klagenfurt, Austria

The Technology and its Teaching (DieTechnik und ihre Lehre) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

3

1974, Salzburg, Austria

Engineering Pedagogy and Computer Implementation (Ingenieurpadagogik und Computereinsatz) The Constructioncenter (Bauzentrum) Dipl.Ing.K. Jirasko

4

1975, Klagenfurt, Austria

The Achievements of Engineering Pedagogy (Fortschritte der Ingenieurpadagogik) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

5

1976, Graz, Austria

Engineering Pedagogy—the Problems, Achievements and Prospects (Ingenieurpadagogik – Probleme, Ergebnisse, Perspektiven) HTL Graz Prof. Dipl.Ing. J. Swoboda

(continued)

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(continued) 6

1977, Turin, Italy

Teaching in the Field of Technology (Lernen im Bereich der Technik) International Centre for Advanced Technical and Vocational Training Dr. D. Bereska

7

1978, Klagenfurt, Austria

Technology as the Contents and Component of Education (Technik – Gegenstand und Mittel der Bildung) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

8

1979, Zürich, Switzerland

Technology and Didactics (Technik und Didaktik) ETH Zürich Prof.Dr.G. Epprecht, Prof.Dr. H. Fischer

9

1980, Vienna, Austria

Engineering Education in Higher Educational Institutions (Ingenieurausbildung an höheren Schulen) HTL Wien I Dr. Dipl.Ing. M.Weißenböck, Ing. R. Wagner

10

1981, Klagenfurt, Austria

Engineering Pedagogy—the Perspectives for the 80 s (Ingenieurpädagogik – Perspektiven für die 80er Jahre) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

(continued)

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(continued) 11

1982, Ulm, Germany

International Engineering Education (Internationale Ingenieurausbildung) The Applied Sciences University of Ulm Prof. Dipl.Ing. A. Haug

12

1983, Villach, Austria

Human Ecology and Environment Protection in Education and Research (Humanökologie und Umwelttechnik in Lehre und Forschung) HTL- Villach Dipl.Ing. E. Lexe, Ing.H. Jörger

13

1984, Berlin, Germany

The Technology Transfer—for the Public Weal (Technologietransfer – Kooperation im Dienste des Menschen) Technical University of Applied Sciences of Berlin (Technische FH Berlin) Prof. Dipl.Ing. H. Jung, Prof. Dr. G. Sodan

14

1985, Budapest, Hungary

Engineering Pedagogy—solution alternatives in the international context (Ingenieurpadagogik – Lösungsansätze im internationalen Vergleich) Technological University of Budapest, Prof. Dr. K. Polinszky, Ass.Prof. Dr. I. Kiss The Center of Teaching Methods of Vesprem (Zentrum für Unterrichttechnologie Vesprem) F. Genzwein, Dr. P. Szücs

15

1986, Klagenfurt, Austria

Media and Technology (Medien und Technik) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

(continued)

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(continued) 16

1987, Portoroz, Slovenia

Technology and Information Society (Technik und Informationsgesellschaft) University of Ljubljana Prof. Dipl.Ing. Dr. A. Kornhauser, Prof. Dr. L. Sturm

17

1988, Basel, Switzerland

Technology Teaching and Technology Learning (Technik lehren – Technik lernen) with Worlddidac Expo Interkantonales Technikum-Ingenieurschule Rappenswil (Dipl.Ing. Dr. F. Casal), ETH-Zurich (Prof.Dr. G. Epprecht, Prof. Dr. H. Fischer), Ingenieurschule Grenchen-Solothurn (Dipl.Ing. F. Glarner), EPF Lausanne (Prof. Dr. M. Goldschmid), Ingenieurschule beider Basel-Muttenz (Dipl. Ing. H. Schoch), Technikum Winterthur Ingenieurschule (Prof. B. Widmer)

18

1989, Munich, Germany

Technology and Human Society (Technik und Humane Daseinsgestaltung) Technical University of Munich (TU München) Prof. Dr. N. Derner, Prof. Dr. F.Klaus, Prof. Dr. K.-H. Leist, IBM Munich (IBM München)—Dr. C.-D. Heinze, University of Applied sciences of Munich (FH München)—Prof.Dr. W. Kessler, Siemens AG München—Prof. Dipl.Ing. G. Steinbach

19

1990, Vienna, Austria- Budapest, Hungary Engineering Education 2000 (Ingenieurausbildung 2000) A joint conference with ASEE and IEEE Vienna Chamber of Labour (Dr. V.Gering), Vienna City Council (Dipl.Ing. Dr. H. Hofschneider), TU, “Siemens” AG, Austria (Dipl.Ing. Dr. F. Mitschke), Temple University, Philadelphia, USA (Prof. Dr. V. Schutz), TU Vienna (Prof. O. Wagner, Ing. R.Wagner), TU Budapest (Dr. I. Kish)

(continued)

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(continued) 20

1991, Dresden, Germany

Modern Graduate and Post Graduate Education of Engineers (Moderne Aus – und Weiterbildung von Ingenieuren) TU Dresden Prof. Dr. G. Lehmann, Prof, Dr. G. Binger

21

1992, Klagenfurt, Austria

The Engineer in Modern Europe (Der Ingenieur im vereinten Europa) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

22

1993, Esslingen, Germany

Engineering Pedagogy as a Bridge between Learning and Research (Ingenieurpadagogik – Brücke zwischen Lehre und Forschung) Institute of Applied Sciences, Esslingen (FH für Technik Esslingen) Prof. Dr. G. Kurz

23

1994, Prague, Czech Republic

Vision and Strategies for Europe (Visionen und Strategien für Europa) IGIP’s joint symposium with SEFI TU Prague Dipl.Ing. Dr. J. Mericka

(continued)

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(continued) 24

1995, Wolfsburg, Germany

Engineering Education and Structural Changes in the Workplace at the End of the Twentieth Century (Ingenieurausbildung und Strukturveranderungen am Arbeitsplatz des ausgehenden 20. Jahrhunderts) University of Applied Sciences of Braunschweig/ Wolfenbüttel (FH Braunschweig/ Wolfenbüttel) Prof. Dipl.Ing. Dr. K. Bruns

25

1996, Vienna-Budapest

Education through Communication (Bildung durch Kommunikation) Technical University of Budapest (TU Budapest) (Ass.Prof. Dr. I. Kiss), Federal Economic Chamber Vienna (Dipl.Ing. Dr.H. Hofschneider), Technical University of Vienna (Ing. R.Wagner, Dipl.Ing. Dr. M. Weissenböck)

26

1997, Klagenfurt, Austria

The Engineer of 2000 – Overinformed – Undereducated? (Ingenieur 2000 – Overinformed – Undereducated?) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

27

1998, Moscow, Russia

Pedagogical Problems in Engineering Education (Padagogische Probleme in der Ingenieurausbildung) Moscow Automobile and Road Construction State Technical University (MADI) Prof. Dr. V.Prikhodko

28

1999, Istanbul, Turkey

Engineering Education in the Third Millenium Istanbul Technical University (ITU) Prof. Dr.E. Ekinci, Prof. Dr. S. Incecik, Prof. Dr. G. Saglamer

(continued)

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(continued) 29

2000, Biel-Bienne, Switzerland

Unique and Excellent. Engineering Education in 21th Century (Unique and Excellent. Ingenieurausbildung im 21. Jahrhundert) University of Technic and Architecture of Biel (Hochschule für Technik und Architecture Biel) Prof. Dr. R. Ruprecht

30

2001, Klagenfurt, Austria

Desire to Learn (Lust am Lernen) The University of Klagenfurt Prof., Dipl.Ing. Dr. A. Melezinek, Dipl.Ing.H. Weidner

31

2002, St. Petersburg, Russia

Engineer of the 21th century (Ingenieur des 21. Jahrhunderts) St. Petersburg Mining Institute Prof. Dr. V. Litvinenko

32

2003, Karlsruhe, Germany

Information – Communication – Knowledge- Engineering Education Today University of Applied Sciences Karlsruhe Prof. W. Fischer

33

2004, Fribourg, Switzerland

Local Identity –Global Awareness University of Applied Sciences Fribourg Prof. Dr. R. Ruprecht, Prof. R. Scheurer

(continued)

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(continued) 34

2005, Istanbul, Turkey

Design of Education in the 3rd Millennium – Frontiers in Engineering Education Yeditepe University (on the Seven Hills) Prof. L. Gürer, Prof. G. Gürer, Prof. A. Öztürk

35

2006, Tallinn, Estonia

Engineering Education – the Priority for Global Development Tallinn University of Technology Prof. J. Vanaveski, Dr. T. Rüütmann

36

2007, Miskolc, Hungary

Joining Forces in Engineering Education towards Excellence Joint conference of IGIP and SEFI Technical University Miskolc Prof. A. Varady

37

2008, Moscow, Russia

Engineering Competencies – Traditions and Innovations Moscow Automobile and Road Construction State Technical University Prof. Dr. V. Prikhodko

38

2009, Graz, Austria

Q2 of E2 – Quality and Quantity of Engineering education University of Applied Sciences Campus 02 (Fachhochschule der Wirtschaft) Prof. Dr. U. Traussnigg (continued)

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(continued) 39

2010, Trnava, Slovakia

Diversity Unifies – Diversity in Engineering Education A joint conference with SEFI Slovak Technical University (STU), Faculty of Material Science and Technology (MTF) Prof. O. Moravˇcik, K. Krpálková-Krelová, J. Otˇcenáš

40

2011, Santos, Brazil

Forming International Engineers for the Information Society UNISANTA – Santa Cecília University Prof. Dr. C. da Rocha Brito, Prof. Dr. Melony M. Ciampi

41

2012, Villach, Austria

Collaborative Learning and New Pedagogical Approaches in Engineering Education The first joint conference ICL/IGIP The 15th International Conference on Interactive Collaborative Learning and the 41st International Conference on Engineering Pedagogy University of Applied Sciences Villach Prof. Dr. M. Auer, Mag. D. Zutin

42

2013, Kazan, Russia

The Global Challenges in Engineering Education A joint conference IGIP and ICL The 16th International Conference on Interactive Collaborative Learning and the 42th International Conference Kazan National Research Technological University. Prof. Dr. V. Ivanov

43. 2014, Dubai, United Arab Emirates

Interactive Collaborative Learning and Engineering Pedagogy A part of the 2014 World Engineering Education Forum (WEEF14) 17th International Conference on Interactive Collaborative Learning 43th IGIP International Conference on Engineering Pedagogy General Chair -Michael E. Auer, CUAS Villach, Austria (continued)

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(continued) 44

2015, Florence, Italy

Interactive Collaborative Learning and Engineering Pedagogy A part of the 2015 World Engineering Education Forum (WEEF15) 18th International Conference on Interactive Collaborative Learning 44th IGIP International Conference on Engineering Pedagogy General Chair -Michael E. Auer, President of IGIP

45

2016, Belfast, United Kingdom

19th International Conference on Interactive Collaborative Learning 45th IGIP International Conference on Engineering Pedagogy General Chair -Michael E. Auer, President of IGIP ICL2016 Chair- James Uhomoibhi, Ulster University, UK

46

2017, Budapest, Hungary

Teaching and Learning in a Digital World 20th International Conference on Interactive Collaborative Learning 46th IGIP International Conference on Engineering Pedagogy General Chair—Michael E. Auer Conference Chair - Istvan Simonics, Hungary

47

2018, Kos Island, Greece

The Challenges of the Digital Transformation in Education 21th International Conference on Interactive Collaborative Learning 47th IGIP International Conference on Engineering Pedagogy Aristotle University of Thessalonik General Chair: Michael E. Auer, CUAS, Villach, Austria Conference Chair-Thrasyvoulos Tsiatsos (continued)

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(continued) 48

2019, Bangkok, Thailand

The Impact of the 4th Industrial Revolution on Engineering Education 22nd International Conference on Interactive Collaborative Learning48th IGIP International Conference on Engineering Pedagogy General Chair—Michael E. Auer, CTI, Frankfurt/Main, Germany Conference Chairs—Hanno Hortsch, IGIP President, Technical University Dresden, Germany Asst. Prof. Dr. Panarit Sethakul, KMUTNB, Thailand Conference Chair—Tiia Rüütmann

49

2020, Tallinn, Estonia

Educating Engineers for Future Industrial Revolutions 23rd International Conference on Interactive Collaborative Learning 49th IGIP International Conference on Engineering Pedagogy (fully virtual conference) Tallinn University of Technology General Chair—Michael E. Auer, CTI, Frankfurt/Main, Germany

50

2021, Dresden, Germany

Mobility for Smart Cities and Regional Development – Challenges for Higher Education 24th International Conference on Interactive Collaborative Learning 50th IGIP International Conference on Engineering Pedagogy (a hybrid conference) TU Dresden and HTW Dresden General Chair—Michael E. Auer, CTI, Frankfurt/Main, Germany Conference Chair—Hanno Hortsch, Dresden University of Technology, Germany (continued)

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(continued) 51

2022, Vienna, Austria

“Learning in the Age of Digital and Green Transition” 25th International Conference on Interactive Collaborative Learning 51st IGIP International Conference on Engineering Pedagogy Vienna University of Technology (TU Wien), University of Applied Sciences (FH Technikum Wien) General Chair—Michael E. Auer, CTI, Frankfurt/Main, Germany Conference Chairs—Wolfgang Pachatz, Ministry of Education, Science and Research, Austria & Tiia Rüütmann, Tallinn Technical University, Estonia

Besides regional and international conferences, the system of Cetres of Engineering Pedagogy IGIP has the tradition of organizing Summer Schools and workshops where technical teachers have the opportunity to improve their pedagogical competencies. In 2006, in the period from 28 August to 15 October, IGIP Summer School was organised by Federico Flueckiger. This Summer School was a combination of distance and classroom learning. It was attended by 22 participants from nine different countries spread over three continents: Europe, Africa, and America. This modern variant of the IGIP Summer School had a modular structure, permitting participants to study five modules separately. The participants attended all the modules and completed them by taking the required exam, which brought them 96 credit hours [16]. In September 2007, Summer School at Technical University in Gabrovo was devoted to the topic “Competencies in Engineering Education and Pedagogical Psychology”. It attracted participants from Austria, Bulgaria, Serbia, Montenegro, Turkey, and Ukraine [17].

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On October 17–18, 2011, a special workshop was held at Tallinn University of Technology to celebrate the 10th anniversary of Estonian Centre for Engineering Pedagogy founded there in 2001. The workshop was devoted to the problems of effective college teaching and conducted by specialists from the USA Dr. Richard Felder and Dr. Rebecca Brent. The workshop was intended for the participants in all STEM (Science, Technology, Engineering, and Mathematics) disciplines and biological sciences [18].

2.6 IGIP Presidency, Executive Committee, Membership and Dynamics of the Changes 2.6.1 IGIP Membership Representatives of various countries are involved in the activities of IGIP. International Society for Engineering Pedagogy offers a number of benefits to its members: • • • • • • • • •

supplementary and refresher courses in all fields of Engineering Education international research results and experiences contacts with colleagues worldwide an international forum for presenting projects and other research reduced price for the annual publication of conference proceedings IGIP Newsletter which keeps you up to date reduced fees for participation at IGIP annual symposia contacts with UNESCO and UNIDO thanks to IGIP “consultative status” reduced fees for publication in “International Journal for Engineering Pedagogy” (see Sect. 2.10). Annual membership fees Individuals ……………………………….. 50 EUR Students………………………………….. 25 EUR Institutes, associations ………………….. 150 EUR In 2022 IGIP has • 341 full members • 1327 affiliate members • 22 institutional members.

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75

IGIP Institutional Members (2022) Polytechnic of Porto—School of Engineering Gustavo Alves (gusa117) Porto, PRT Czech Technical University in Prague, Masaryk Institute of Advanced Studies Pavel Andres Prague 6, CZE Moscow automobile and the road construction state technical university Ilya Arifullin Moscow, RUS FH Technikum Wien Thomas Faast Wien, AUT Slovak University of Agriculture Martina Gazarova Nitra, SVK University of Talca Diego Gormaz-Lobos Curica, CHL Technical University of Munich (TUM) Matthias Gottlieb Munich, DEU Northwest State Community College Ryan Hamilton Archbold, OH Obuda University Ildika Holik Budapest, HUN DTI University Roman Hrmo Dubnica nad Váhom, SVK HTL Wolfsberg Jürgen Jantschgi Wolfsberg, AUT TGM and TU Vienna Gerald Kalteis Scheibbs, AUT TU Dresden Steffen Kersten Dresden, DEU Pädagogische Hochschule Niederoesterreich Norbert Kraker Baden, AUT Ukrainian Engineering Pedagogics Academy Oleksandr Kupriyanov Kharkov, UKR (continued)

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(continued) King Mongkut’s University of Technology North Bangkok (KMUTNB) Phimvalanch Moosikaphan Bangkok, THA Vilnius Gediminas Technical University Vida Navickiene Vilnius, LTU Technical University of Kosice Daniela Petrikova Kosice, SVK Universidade do Porto Teresa Restivo Porto, PRT Tallinn University of Technology Tiia Rüütmann Tallinn, EST Riga Technical University Jans Slihte Riga, LVA InnovaHiEd Academy Eduardo Vendrell Vidal Valencia, ESP Petrus Communications France, SARL Kirsten Williamson ([email protected]) Paris, FRA

Now IGIP has introduced Corporate Membership and the first Corporate Member is MathWorks. Founded in 1984, MathWorks is the leading developer of mathematical computing software for engineers and scientists. Dassault Systèmes.

Dassault Systèmes, the 3DEXPERIENCE Company, provides businesses and people with virtual universes to imagine sustainable innovations. Its 3DEXPERIENCE Platform leverages the Company’s world-leading 3D software applications to transform the way products are designed, produced, and supported, enabling businesses to craft delightful customer experiences.

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For more info about Dassault Systèmes: http://www.3ds.com/. For 50 years of IGIP among its members there were representatives of various countries. Some of them joined the Society for a comparatively short period of time, some educators participated in IGIP activities for all their lives. Many of them were delegates of IGIP annual conferences, making presentations, taking part in the discussions, exchanging advanced experiences. IGIP international conferences traditionally attract members of sister associations of Engineering Education. Unfortunately, we cannot name all active members of IGIP [10], but we shall be glad to receive additional information from the readers of this book and to include more of our colleagues in its next edition.

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2.6 IGIP Presidency, Executive Committee, Membership and Dynamics …

79

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2 The Activities of IGIP

2.6 IGIP Presidency, Executive Committee, Membership and Dynamics …

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2.6.2 Scientific Advisory Board The Scientific Board, or Advisory Council, acts as an advisor to IGIP. The mission of the Board is the support and the worldwide promotion of the goals of the society. The members of this board advise on: • planning and organizing conferences, regional meetings, summer schools and special projects; • further development of IGIP with cooperations worldwide; • prizes in science, engineering or Engineering Pedagogy. Scientific Advisory Board (2010–2014) Chairman of the Scientific Board • Norbert Kraker (Austria) Members of Scientific Board • • • • •

Martin Bilek (Czech Republic) Robert Ruprecht (Switzerland) José Carlos Marques dos Santos (Portugal) Victor Schutz (the USA) Vassiliy Zhurakowskiy (Russia)

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Scientific Advisory Board (2014–2021) Chairman of the Scientific Board • Viacheslav Prikhodko, MADI, Russian Federation Members of the Scientific Board • • • •

Norbert Kraker, PH Niederösterreich, Austria Pavel Andres, CVUT, Czech Republic Victor Schutz, IEEE, USA Sabina Jeschke, RWTH Aachen, Germany

International Advisory Board (since 2022) • Chairman of the International Scientific Board Teresa Restivo, University of Porto, Portugal. Members of the International Scientific Board. • • • • • • •

Stephanie Farrell, Rowan University, USA Diego Gormaz Lobos, Chile David Guralnick, Kaleidoscope Learning, USA Andreas Pester, British University Egypt Rachel Schroeder, Airbus, GB (asked) Rupesh Vasani, Ahmedabad, Gujarat, India Susan Zvacek, Independent Consultant, USA

2.6.3 IGIP Presidents and General Secretaries For 30 years permanent president of IGIP was its founder Prof. Adolf Melezinek. Having left his post in 2003, he was elected IGIP Honorary Life President. His successors tried to preserve the best traditions of IGIP but at the same time set the task of its further development. It is hardly possible to overestimate the role of General Secretaries whose everyday painstaking and thorough work that requires attention, punctuality and accuracy is critical for the success of a great variety of administrative functions. For 30 years of Adolf Melezinek’s Presidency Harmut Weidner fulfilled the duties of the General Secretary. He played a very important role in the foundation and formation of IGIP. The year of 2002 was a very decisive and significant for IGIP. It is the time when at the symposium in St. Petersburg at the General Assembly IGIP members elected its new President who became the second president of IGIP since its foundation. Federico Flueckiger, a representative of Switzerland, received the majority of votes. According to IGIP Statutes he took his responsibilities in 2003. He had a very complicated task of the leadership of IGIP after 30 years of Adolf Melezinek Presidency. Maintaining continuity in the most important matters according to his own words [16] F. Flueckiger for the four years of his leadership managed to improve

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the administrative level of IGIP activities. The general public appearance of the IGIP was modernized and given a new outfit. For example, a new brochure about IGIP was published, an internet site was designed, a new data base was created. F. Flueckiger paid great attention to the development of international ties of IGIP with other organizations. At that time especially close contacts were established with the European sister organization—SEFI. With the purpose of smoothing the way for the two organizations to cooperate more closely the IGIP-SEFI Task Force was organized. It was a permanent committee that consisted of four members of the boards of each organization. Besides the sister organization drew up and signed an IGIPSEFI Vision Statement. In 2007 the second joint IGIP-SEFI symposium took place at Technical University of Miscolz (Hungary). The numbers of the educators awarded with Ing.Paed.IGIP diplomas had steadily grown and by that time had reached 789. The IGIP Working Groups completely revised the IGIP accreditation criteria for Engineering Education programs as well as recommendations for a corresponding curriculum [19]. The next IGIP President was elected at the 35th Symposium in Tallinn in 2006. It was Norbert Kraker who once again represented Austria. According to his own opinion the period of his Presidency was marked with three main achievements [6]. Firstly, IGIP became one of the societies that founded International Federation of Engineering Education Societies (IFEES), and Norbert Kraker as IGIP President was elected one of Vice Presidents of this new organization [20]. Secondly, for this period IGIP managed to strengthen national monitoring committees. To some extent it resulted in the increase of the number of “Ing.Paed.IGIP” educators included in the Register which reached 1000. Thirdly, the amendments to the IGIP Statutes were worked out and a new version of them were approved at the General Assembly in Trnava in 2010. The next IGIP President was elected in Trnava in 2010. Michael Auer became the President representing simultaneously two countries. He represented Germany as a citizen of this country and he represents Austria being Professor of an Austrian University. Just at the beginning of his Presidency he formulated the current aims of IGIP [21]. In his opinion the aims of IGIP which is a scientific association, active in Engineering Education and especially in Engineering Pedagogy are connected with enormous changes in product and technology cycles in engineering, in educational technologies and also in the educational systems. So, he planned to direct the focus of his work as President of IGIP to the following points: • • • •

Scientific Profile International Visibility of IGIP Membership Development Active Collective Leadership

It is necessary to state that practically all the tasks defined by IGIP President Michael Auer elected in 2010 had been solved successfully by 2014. One of the greatest achievements was updating the IGIP curriculum on a deeper scientific foundation. This work was done successfully and the Third IGIP Prototype Curriculum had been approved (for more detail see Sect. 2.2).

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The open access online journal “International Journal of Engineering Pedagogy” known as iJEP was launched in 2011 that alongside with traditional conference proceedings give more opportunities of publishing scientific results and practices to IGIP members and other specialists (for more detail see Sect. 2.10). There was an idea to prepare a book on the history of IGIP and the book “International Society for Engineering Pedagogy” and it was published in Russian in 2015 [10]. For the first four years of his Presidency Michael Auer did a lot to increase the visibility of IGIP at the international level. A number of agreements with international organizations were signed. IGIP was involved in some international scientific projects. M. Auer is quite right saying that networking is today’s magic formula [21]. Along with IGIP own symposia IGIP actively participated in other scientific conferences, international forums, organized special sessions at the conferences on the problems of Engineering Education or acted as a supporting organization. An important goal of IGIP’s work was attracting new members to IGIP, especially young scientists and engineering educators. A lot of measures were taken to make membership more attractive; some incentives were introduced and what is even more important Young Scientist Award was introduced. There was also the task of bridging the gap between East and West, developed and developing countries and it has been solved as well. For example, there have been established National Monitoring Committees in the USA and Canada. The number of educators included in the “Ing.Paed.IGIP Register” was increased. For the President an important issue was also provision of open access to information to IGIP members. Dissemination of electronic version of IGIP official journal “Report” and Electronic Newsletter contributed to it. Finally, President’s vision was an open leadership, which involves members actively in all processes. For that purpose, all the people interested were invited to EC meeting, videoconference meetings were introduced. Working Group on the development of the Third Prototype Curriculum was formed and it was open for representatives of all the countries [21]. Successful solution of the tasks set in 2010 determined unanimous election of Michael Auer IGIP President for the next term which took place at the general Assembly at the Annual Conference in Kazan in September 2013. The results were so impressive that Michael Auer was elected as President of the International Federation of Engineering Education Societies (IFEES) in 2016 for two years. IFEES was established by representatives from 29 organizations and three industrial affiliates during the American Society for Engineering Education’s (ASEE) GCEE in Rio De Janeiro, Brazil, on October 9, 2006. The mission of the organization is connecting the world’s Engineering Education societies to leverage the members’ collective strengths to improve Engineering Education worldwide. In order to avoid the conflict of interests Michael Auer had to stop his presidency in IGIP. Teresa Restivo was supported by the General Assembly, on September 22, 2016, in Belfast, to be IGIP President for the time interval up to the next regular election. At the Assembly she stressed that IGIP had to be aware of all the challenges and demands that Engineering Education faces nowadays and had to promote and foster

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the use of modern methodologies and strategies and analyze their results, fulfilling its superior mission as the oldest society of its kind in Europe. The complexity of the tasks of today’s mission required the efforts of all its members. She believed that there were two main and affordable tools that can help to join efforts among the IGIP Community: the Newsletter and Working Groups. These two tools will be effective only if there is support and cooperation among the IGIP members. The Newsletter gave the opportunity to share the materials connected with Talking about Teaching (TaT’xx), another Special Session established by the Portuguese Society for Engineering Education (SPEE) within IGIP Annual Conferences. In 2018 IGIP members elected Hanno Hortsch new President of IGIP. He is a long time IGIP member. Since 2012 Hanno Hortsch has been General Secretary of the German Section of IGIP. Being a specialist in Vocational Education, Educational Technology and Engineering Pedagogy during his Presidency he focused on the development of the Forth IGIP Prototype Curriculum. He worked out the overview of the Curriculum and the description of the modules. In 2021, because of the pandemic COVID-19 the 24th International Conference on Interactive Collaborative Learning and 50th IGIP International Conference on Engineering Pedagogy “Mobility for Smart Cities and Regional Development – Challenges for Higher Education” was a hybrid conference, and for the first time in the history of IGIP President was elected by electronic remote secret voting by all the members of IGIP. Tiia Rüütmann was elected President unanimously. Below one can find brief information about presidents and general secretaries of IGIP from the moment of its foundation in 1972 till 2022. IGIP Presidents and General Secretaries, 1972–2022 First IGIP Founding President (1972–2003) Honorary Life President (2003–2015) Adolf Melezinek, Austria.

Dipl.-Ing. Dr.phil. A. Melezinek from 1971 was a full Professor of the University of Klagenfurt, the founder of the Klagenfurt School of Engineering Education. For many years he had been a consultant in Engineering Education for UNESCO and UNIDO, a

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visiting professor at Technical University of Karlsruhe (Germany), Technical University of Vienna (Austria), Technical University of Graz (Austria), Technical University of Prague (Czech Republic), Technical University of Budapest (Hungary) and other universities. His work was internationally recognized. He was awarded with the titles of Doctor Honoris Causa of Technical University of Liberec, Moscow Automobile and Road Construction State Technical University (MADI), (Russia), Technical University of Gradec Kralove (Czech Republic), Technical University of Kharkov (Ukraine), Technical University of Tallinn (Estonia). At the same time, he was Honorary Professor Kharkov Academy of Engineering Pedagogy (Ukraine), Tambov State Technical University (Russia), Honorary Senator of the Technical University of Budapest Hungary), etc. Adolf Melezinek is the author of more than 130 publications on Engineering Pedagogy, of 20 textbooks, the editor of 48 volumes of IGIP Symposia proceeding. IGIP General Secretary (1972–2003). Hartmut Weidner, Austria

Hartmut Weidner had technical education and was a Diplom-Engineer (Dipl.-Ing). After graduation from the university, he was offered the position at the University of Klagenfurt. He began his professional carrier at the Educational Technology Department and worked under the supervision of Prof. Adolf Melezinek. H. Weidner was one of the organizers of the First IGIP Founding Symposium. At this Symposium he took the responsibilities of IGIP General Secretary. He is known for his punctuality, accuracy and attention in his hard work that he carried out until his retirement in 2003. Together with A. Melezinek he was also the organizer of IGIP Symposia that took place in Klagenfurt (Austria) in 1973, 1975, 1978, 1981, 1986, 1992, 1997 and 2001. He took a very active part in compiling and publishing IGIP Symposium Proceedings. H. Weidner’s contribution to the establishment of national monitoring committees in different countries is really great. He gave a lot of valuable information and shared his recollections that were very useful for the book “IGIP. International Society for Engineering Pedagogy. The Past, Present and Future [10].

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IGIP President (2003–2006) Federico Flueckiger, Switzerland

Dr.phil., Prof. of the University of Applied Sciences of Southern Switzerland (UPSI) Daniel Federico Flueckiger graduated as a teacher for secondary schools in Bern. From 1989 to 1995 he was a lecturer at Bern University of Applied Sciences. In 1995 he received his PhD in computer science. In 2000 Federico Flueckiger has a position as a professor for computer science at “the Scuola Universitaria Professionale della Svizzera Italiana”, being at the same time also a co-director of the eLab of SUPSI in Lugano (Switzerland)). From 2006 to 2008 F. Flueckiger was President of IGIP International Monitoring Committee. IGIP General Secretary (2003–2006) Günther Kurz (1921–2005), Germany

Professor, Ph.D. Günther Kurz belonged to an age-group which received higher education after serving in the army in the Second World War. After receiving his teaching certificate, he taught physics, chemistry and mathematics at a vocational school. Later he lectured at pre-study institutions of the Institute of Technology in Dresden and Humboldt University in Berlin. He continued his education with a diploma degree in physics. From 1964 till his retirement in 1983 he was a staff member of the preceding institution of the now University of Applied Sciences in

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Darmstadt. For his thesis “Didactics and Pedagogy of Noise Protection Studies” he was awarded a PhD from the University of Klagenfurt. His advisor was Honorary Life President Prof. A. Melezinek. He is known for his contributions at the annual conferences on the problems of philosophy, teaching physics and other sciences. IGIP President (2006–2010) Norbert Kraker, Austria

Professor, Mag., Dr. Norbert Kraker has his academic background both in sciences and Engineering Pedagogy. Besides teaching at higher technical secondary schools and colleges, at a university for applied sciences and at a teacher training institution, he also spent many years working as an engineer. By 2006 for more than five years Prof. Mag. Dr. Norbert Kraker had been the principal of Pedagogical Academy of Graz (Berufspaedagogische Akademie Graz), Austria. This post-secondary institution deals with the education and training of teachers for vocational and professional secondary schools and colleges in Austria. In 2009 he was appointed Vice Rector of the University of Teacher Education in Lower Austria. In the last three years this institution has become one of the biggest institutions for the in-service training of teachers and part-time study courses for teachers in Austria. IGIP General Secretary (2006–2010) Eleonore Lickl, Austria

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At that time Dipl.Ing. Dr. Eleonore Lickl taught at the Vocational and Technical College for Chemical Industry in Vienna (HBLVA), Austria and at the University of Teacher Education Styria in Graz, Austria. Her interests were in all areas of Engineering Education, especially in professionalization of engineering faculty in general. You can find her biography in Sect. 2.6.4. IGIP President (2010–2016) Michael E. Auer, Austria

Prof. Dr.-Ing., Dr.sc.techn., Dr. h.c. Professor for Electronics at Carinthia University of Applied Sciences, Villach, Austria, Department of Systems Engineering and the Head of the Center of Competence in Online Laboratories and Open Learning (CCOL). Michael E. Auer was born in Weimar in 1948. In 1971 he received his Ing. degree and in 1975 he obtained his Ph.D. degree with a thesis on “Design and Analysis of ECL Circuits” from Dresden University of Technology. From 1974 to 1991 he was an assistant professor at the faculties Electrical Engineering and Informatics of this University. From 1991 to 1995 he was the Head of Software Department in F + O Electronic Systems GmbH, Heidelberg. In 1995 Michael Auer was appointed Professor of Electrical Engineering of the School of Electronics at Carinthia University of Applied Sciences, Villach, Austria and at the same time he had also a teaching position at the University of Klagenfurt. He works also as a visiting professor at the Universities of Amman (Jordan), Bra¸sov (Romania), and Patras, (Greece) and gave guest lectures at MIT Boston and Columbia University New York and many other universities. M. Auer is Founding President and CEO of the International Association of Online Engineering (IAOE). He is founder and chair of the annual International Conference Interactive Computer aided Learning (ICL) in Villach, Austria, chair of the steering committee of the annual International Conference Remote Engineering and Virtual Instrumentation (REV). Under his guidance international teams developed a Joint European Master Study Program Remote Engineering (EU project MARE) and a Joint European Bachelor Study Program Information Technology (EU project BIT2010). He is Managing Editor of a number of international journals: “The International Journal of Online Engineering” (iJOE), “Emerging Technologies in Learning” (iJET) and “Interactive Mobile Technologies” (iJIM).

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M. Auer is Professor Honorific of the University TRANSILVANIA, Brasov, Senior Member of the Institute of Electrical and Electronics Engineers (IEEE). He held the position of the Vice-Rector of Carinthia University of Applied Sciences until the end of 2020. Because of his international work and recognition, Michael Auer has been the driving force behind IGIP active participation in and contribution to the development of Engineering Pedagogy. IGIP General Secretary (2010–2011) Herbert Peter Kleber, Austria

Herbert Kleber graduated from Technical College for Electronics and Communications Engineering (HTBL) in Klagenfurt, Austria in 1986 with the Degree of Engineer. In 2002 he received the Diploma in Pedagogical Studies (Dipl. Päd.) at Teacher’s College (PÄDAK), Klagenfurt, Austria. In 2008 he received the Degree of Master of Engineering in Remote Technologies (MEng) in Carinthia University of Applied Sciences (CUAS) in Villach. Since 2005 H. Kleber has had the position of Laboratory Engineer and e-learning Administrator at the same University. He is an expert in programming, database analysis and design, software engineering, e-learning, user interface design, electronic design, and testing. IGIP General Secretary, 2011–2016 Danilo Garbi Zutin, Austria

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M.Sc. Danilo Garbi Zutin graduated in electrical engineering from the State University of Sao Paulo (UNESP), Brazil. In 2007 Danilo Zutin joined the Carinthia University of Applied Sciences (CUAS), Austria, as a project and research assistant. He currently holds the position of a ChiefEngineer in the Center of Competence in Online Laboratories and Open Learning (CCOL) at the same University. His main research is in the field of online laboratories, online lab architectures and their educational application. D. Zutin obtained his Master degree in Systems Design (specialization in Remote Systems) from the same university (CUAS) in 2009. Danilo is an author or co-author of more than 20 scientific papers mostly in the field of online laboratories. He also serves as a program committee member of several conferences and participates in their organization, like REV (Remote Engineering and Virtual Instrumentation) and the IEEE EDUCON Conference, where he currently serves as Technical Program Chair. IGIP President (2016–2017) Teresa Restivo, Portugal

Maria Teresa Restivo has a Physics degree in Solid State Physics and a Ph.D. in Engineering Sciences, both from the University of Porto, Portugal. Her teaching activities were carried out for more than 40 years within the Automation, Instrumentation and Control Group of the Mechanical Engineering Department, Faculty of Engineering (FEUP), University of Porto (U.Porto), up to June 2021. Her research activities were developed with the System Integration and Process Automation Research Group (UISPA), within the Associated Laboratory for Energy, Transports and Aeronautics (LAETA), funded by the Portuguese Science and Technology Foundation (FCT). Since 2020 she integrates the Biomechanics Group of LAETA hosted in the Research Pillar of the Institute of Science and Innovation in Mechanical and Industrial Engineering (INEGI). She was Member of the U.Porto Assembly (1999– 2009), and of the U.Porto Senate (2001–2009). She was Member of FEUP Representative Assembly (2001–10), and Member of FEUP Scientific Board (2005–19). She was Coordinator of the UISPA Research Group (2008–18) and Director of the UISPA Business Unity within INEGI (2015–2019). Currently, her interests are focused in exploring data from a few patented and commercialized medical embedded and smart

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devices, in which development she was involved in the last 10 years. She is also interested in the use of Immersive Technologies in Health and Training, and in integrating those technologies with Collaborative Robots for rehabilitation. Inclusion of these experiences in Education has been always a constant goal. She promoted and co-authored the first e-learning course (Instrumentation for Measurement) at FEUP in 2000–01. Later, she was adviser of the U.Porto Group of New Technologies in Education—GATIUP, (2003–2005). She had contributed to the design of several non-formal learning activities for the Society organized at U.Porto and at FEUP, and cooperated with many of those different editions, since 2000. In this context, she was responsible for setting up the open experimental resources “online experimentation @ feup for all”, used as experimental distance education contents for teaching and training (remote experiments, simulators, cross-reality, HMD, Virtual and Augmented Reality Apps). She is author (co-author) of over 150 articles, 8 books, 4 in National and 4 in International publishers (one nationally and internationally awarded, among different other awards in Education and in R&D activities), and over 12 International book chapters. She has been project coordinator and team member at national level and as FEUP partner leader in European projects. She has been involved in supervising MSc and PhD theses and internships. She has five national patents and two international family patents. These two, after technology transfer, are currently on the market under a U. Porto spin-off. She is member of the Steering Committee and General Chair of Experiment and International Conferences (2011–). She is an institutional member of the Global Online Laboratory Consortium (GOLC). She was the first President of the Portuguese Society of Engineering Education (2010–2012), and SPEE Honorary Member (2018), and Vice-President of the IEEE Edu. Soc. PT (2011–12). She was Executive Member of the International Association of Online Engineering (IAOE) (2014–18), and Co-Chair of its Scientific Advisory Board (2018–). She is Editor-in-Chief of its Journal, the International Journal of Online and Biomedical Engineering (iJOE) (2019–). She is Past-President of the International Society for Engineering Pedagogy (IGIP), and member of its Executive Committee (2010–21). She was Editor of the IGIP Newsletters (2017–21). She holds the “ING PAED IGIP” diploma of International Engineering Educator and was distinguished with the Adolf Melezinek Meritorious Service Award 2019. She is in charge of creating the International Advisory Board of IGIP. She is a member of the Administration Board of the Portuguese Agency for Assessment and Accreditation of Higher Education Programs (A3ES), December 2020–. She is cooperating with FEUP in R&D and within supervision activities, as well as with the Biomedical Research Group of LAETA.

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IGIP General Secretary, 2016—present Prof. Dr. (mult.) Michael E. Auer, Austria IGIP President (2018–2022) Hanno Hortsch, Germany

Prof. Dr. habil. Hanno Paul Hortsch holds German 2nd higher Grade of PhD, Dr. in Sciences and Methodology, he is Doctor of Vocational Pedagogics, Didactics and Methodology, Master’s degree (Diplom-Ingenieur-Pädagoge) in Information Technology, Automation and in Vocational Education. His career has been always connected with Engineering Education. From 1990 to 1992 he was director of the Institutes of Basics in Vocational Education, Educational Technology and Engineering Pedagogy. In the period of 1992–2010 he was appointed director of Institute for Vocational Education and Further Education. Since 2008 he has been director of Institute of Further and Continuing Education in TU Dresden. At the same time, he has the responsibilities of Dean for Academic Affairs, a member of different Senate Commissions and in 2015 he has elected President of the Association for the Promotion of Vocational and Further Education at the TU Dresden. Since the 1990s, Hanno Hortsch has been involved with a multitude of professional research service projects in 28 countries and presently involved with programs in China, Chile, Germany, Czech Republic, Thailand, and Kenya. Hanno Hortsch is Honorary Professor at different international universities. For years Hanno Hortsch has been an active IGIP member. In 2012 he began working as General Secretary of the German Section of IGIP. In 2017 he was elected President of International Society for Engineering Pedagogy. IGIP President (2022–present) Tiia Rüütmann, Estonia

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Assoc. Prof. Dr. Tiia Rüütmann, Tallinn University of Technology (TalTech). Estonian Centre for Engineering Pedagogy. Tiia Rüütmann is Associate Professor and Head of Estonian Centre for Engineering Pedagogy at the Department of Mechanical and Industrial Engineering, Tallinn University of Technology (TalTech), Estonia. She is also Head of the Centre for teaching Excellence at TalTech School of Engineering. She graduated TalTech as Diploma Engineer in the field of Chemical Engineering and Cybernetics in 1982, and received her second MSc in chemical engineering at TalTech in 1992. She defended her PhD in education (with specialization in Engineering Pedagogy) at University of Hradec Králové, Czech Republic in 2007 under the supervision of Prof. Dr. Adolf Melezinek, and was awarded PhD degree in Engineering Pedagogy. Since 2007 she has been the Chairperson of the Curriculum Council and of the Master’s degree examination board of technical teachers at Estonian Centre for Engineering Pedagogy at TalTech. Tiia Rüütmann has been a member of IGIP and Secretary General of IGIP Estonian MC since 2003. In 2004 she was awarded the title of Ing.Paed.IGIP. She is a member of IGIP Executive Committee since 2010 and was the president of IGIP International Monitoring Committee in 2010-2021. She is an author of articles and a supervisor of students’ final theses in the field of Engineering Pedagogy. Her teaching area has been Engineering Pedagogy Science, Didactics and Methodology. Her research interests are effective teaching strategies, models, and methods in the field of Engineering Pedagogy Science. In 2021 she received IEOM Global Engineering Education Award and she was invited to share her journey to professional success by writing her chapter in a book published by IFEE/GEDC “Rising to the Top”.

2.6.4 Executive Committee Since the foundation of IGIP the Executive Committee has proved to be an effective organ of administration. At the beginning of IGIP activities mainly educators from Austria and Germany worked in the Executive Committee: Dr., Eng. Herbert Böhm, Germany; Dipl.Ing. Robert Essmann, Austria; Prof. Dipl.Ing. Albert Haug, Germany; Prof., Dr. Otto Hittmair, Austria; Dipl.Ing. Dr. Friedrich Mitschke, Austria; Dr. Robert Neunteufel, Austria; Dipl.Ing. Friedrich Pany, Austria; Prof.. Dipl.Ing. Dr. Fritz Paschke, Austria: Dipl.Ing. Dr. Franz Skacel, Austria: Prof. Erich Stöhr, Austria; Prof. Dipl.Ing. Swoboda, Austria. It is necessary to mention especially Albert Haug, Harald Hofschneider, Gudrun Kammasch.

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Albert Haug

Professor Albert Haug was with IGIP from the beginning in 1972. He was an active member at the founding symposium of IGIP and for many years he was a member of the Executive Committee. His belief was: “There are several facilities, which mark the reputation of science and research up to the Nobel Prize. But there is almost none to support the teaching of engineering”. In his opinion it was one of the aims of IGIP. After shortened apprenticeship in a radio workshop Albert graduated from the Technical High School of Stuttgart (Technische Hochschule Stuttgart) and later received his PhD from the University of Klagenfurt within Engineering Pedagogy. After the defense of his thesis with the title “Integration des System-Denkens moderner Elektronik in die Curricula” he was habilitated in laboratory didactics in 1982. From 1957 to 1960 A. Haug worked as an engineer at the Electrotechnical Laboratory of Stuttgart (Elektrotechnisches Laboratorium Stuttgart), then at the State Engineering School (Staatliche Ingenieurschule), until it started as University of Applied Sciences. In 1989 Albert Haug retired, but went on working in the laboratory of didactics and key qualifications of engineers. Albert Haug published a lot of works. At the end of his career most of them were devoted to the history of technical development. In total his work includes 16 books, more than 50 technical articles, 55 articles on Engineering Pedagogy, and 13 articles on the history of technology. Professor A. Haug [22] also described the history of IGIP, tightly connected with the Klagenfurt School of Engineering Pedagogy and professor Melezinek in the period 1972–1994. In his description, we can read the basic information about IGIP activities, country members and representatives [22].

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Harald Hofschneider

From 1989 to 2007 Hofrat Dipl.-Ing. Dr. techn. Harald Hofschneider was a member of IGIP Executive Committee. He was responsible for one of the most important functions of any association—the function of a cashier. He always did this duty reliably. Harald Hofschneider worked in the EC until his retirement in 2007. As a member of IGIP he made a lot of presentations at IGIP symposia. Everybody in IGIP appreciated his contribution to Engineering Education, his personal dedication and his merit while working on behalf of IGIP. Harald Hofschneider graduated from the Technische Hochschule Wien and received his doctorate there in 1972. His working life began at the Austrian Brown Boveri AG, he was teaching at the Höheren Technischen Lehranstalt Wien 10, at the Technische Hochschule Wien and at the Berufs-pädagogischen Akademie Wien. Since 1988 Harald Hofschneider was head of the educational board for the technical colleges in Vienna [23]. Gudrun Kammasch

For a long time, Gudrun Kammasch was a member of the IGIP Executive Committee, from 2006 to 2010—Vice-President of IGIP. She was engaged in founding several working groups and for many years she was the leader of WG “Women in technical Careers”, together with Ralph Dreher she was Co-leader of WG “Research in Engineering Education and Engineering Pedagogy”. After her studies in Food and Pharmaceutical Chemistry in Stuttgart, Marburg and Berlin she was appointed to the department of Food Science and Technology at the University of Applied Sciences in Berlin. At the beginning of her career she

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got interested in Engineering Pedagogy as she was highly motivated to educate and form young people, to develop their personality. In these early years she became acquainted with IGIP, its dedicated male and more and more female colleagues. She was concerned with ethical issues and in particular social and ecological impacts. She was very much interested in the works of Albert Haug and Fritz Kath, archetypes in knowledge and humanity. She is known for curriculum development in a comprehensive “engineering capacity building program” in Ethiopia [24]. Below there are EC members of recent years listed. Executive Committee 2001 President Prof. Adolf Melezinek, Austria. EC members Prof., Dr. Günther Binger, Germany. Dr. Kruno Hernaut, Germany. Dipl.-Ing., Dr. Harald Hofschneider, Austria. Prof., Dr. Gudrun Kammasch, Germany. Prof. Günther Kurz, treasurer, Germany. Prof., Dr. Martin Mittag, Germany. General Secretary Dipl.-Ing.Hartmut Weidner, Austria. Executive Committee 2005 President Prof. Federico Flueckiger, Switzerland. Honorary Life President Prof. Adolf Melezinek, Austria. Vice President Dr. Kruno Hernaut, Germany.

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EC members Prof. Lorenzo Cantoni, Switzerland. Dipl.-Ing., Dr. Harald Hofschneider, Austria. Prof., Dr. Gudrun Kammasch, Germany. Prof., Dr. Viacheslav Prikhodko, Russia. General Secretary Prof. Günther Kurz, Germany. Working Group Coordinator Prof. Robert Ruprecht, Switzerland. Executive Committee 2006 President Prof. Mag. Dr. Norbert Kraker, Austria. Honorary Life President Prof. Adolf Melezinek, Austria. Vice President Prof., Dr. Gudrun Kammasch, Germany. EC members Dr. Ralph Dreher, Germany. Dr. Dana Dobrovská, Czech Republic. Dr. Eric de Graaff, The Netherlands. Dipl.-Ing., Dr. Harald Hofschneider, treasurer, Austria. Prof.Robert Ruprecht, Switzerland. Prof., Dr. Viacheslav Prikhodko, Russia. Dr. Herbert Zlöbl, Austria. General Secretary Dr. Eleonore Lickl, Austria. Working Group Coordinator Prof. Robert Ruprecht, Switzerland.

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Executive Committee 2007–2010 President Prof. Mag. Dr. Norbert Kraker, Austria. Honorary Life President Prof. Adolf Melezinek, Austria. Vice President Prof., Dr. Gudrun Kammasch, Germany. EC members Dr. Ralph Dreher, Germany. Dr. Dana Dobrovská, Czech Republic. Dr. Eric de Graaff, The Nederlands. Mag. Dr. Axel Zafoschnig, treasurer, Austria Prof.Robert Ruprecht, Switzerland. Prof., Dr. Viacheslav Prikhodko, Russia. Dr.Herbert Zlöbl, Austria. General Secretary Dr. Eleonore Lickl, Austria. Working Group Coordinator Dr., eng. Bernd Lübben, Germany. From 2006 to 2010 according to the Agreement between IGIP and SEFI representatives of these societies were members of Executive Committees of both organizations. For some time, Eric de Graaf represented SEFI in IGIP Executive Committee. Executive Committee 2010–2014 President Prof. Dr. (mult.) Michael E. Auer, Austria. Honorary Life President Prof. Adolf Melezinek, Austria. Vice Presidents Vice President on Membership and Regional Affairs—Prof., Dr. Viacheslav Prikhodko, Russia.

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Vice President on International Relations – Prof. Melany M. Ciampi Vice President on Educational Affairs – Ass. Prof. Pavel Andres EC members Mag. Dr. Axel Zafoschnig, treasurer, Austria Dr. Ing. PhD. Roman Hrmo, Slovakia Prof. Dr. Teresa Restivo, Portugal Asoc. Prof. Dr. Tiia Rüütmann, Estonia Prof. Tatiana Polyakova, Russia General Secretary Dipl.-Ing. Herbert Kleber, Austria (2010–2011) Dipl.-Ing. Danilo Zutin, Austria (2011–2014) Executive Committee 2014–2018 President Prof. Dr. (mult.) Michael E. Auer, Austria (2014–2016) Prof. Dr. Teresa Restivo (2016–2017) Prof. Dr. Hanno Hortsch (2018–2022) Vice Presidents Vice President – Mag. Dr. Axel Zafoschnig, treasurer, Austria Vice President – Dr. Tatiana Polyakova, Russia EC members Dr. Ing. PhD. Roman Hrmo, Slovakia Prof. Dr. Teresa Restivo, Portugal Assoc. Prof. Dr. Tiia Rüütmann, Estonia Prof. Istvan Simonics, Hungary Dr. Eleonore Lickl, Austria Dr. James Uhomobhi, UK General Secretary Dipl.-Ing. Danilo Zutin, Austria (2011–2016) Prof. Dr. (mult.) Michael E. Auer, Austria (2016–)

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Executive Committee 2018–2021 President Prof. Hanno Hortsch, Germany. Past President Prof. Dr. Teresa Restivo, Portugal Vice Presidents Vice President – Mag. Dr. Axel Zafoschnig, treasurer, Austria Vice President – Dr. Tatiana Polyakova, Russia EC members Dr. Jose Marques, Portugal Assoc. Prof. Dr. Tiia Rüütmann, Estonia Prof. Istvan Simonics Dr. Matthias Utesch James Wolfer, USA General Secretary Prof. Dr. (mult.) Michael E. Auer, Austria. Executive Committee 2021–Present In 2020 because of the Coronavirus pandemic President and EC elections were postponed and organized via electronic voting in 2021 during the Conference in Dresden (Germany). The information about EC members is below. President Prof. Hanno Hortsch, Germany (until 2022) Assoc. Prof. Dr. Tiia Rüütmann, Estonia (2022) Vice Presidents First Vice-President and Treasurer Axel Zafoschnig, Austria

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A member of EC from 2007 with the position of a treasurer. Axel Zafoschnig graduated in 1980 and received his PhD in 1992 from the University of Klagenfurt. Axel Zafoschnig, who has been IGIP’s Treasurer for many years, has over 30 years of experience as a teacher at various Technical Secondary Schools and at Engineering Education Institutions in Carinthia, Austria, as well as at University Colleges in Plymouth and Norwich, UK. He worked in language education, in school development, and in curriculum design, as a teacher, teacher trainer, headmaster and inspector, for both the Board of Education of Carinthia and for the Federal Ministry of Education. He also served as Chair of the Austrian Textbook Commission for English and worked as language consultant and as certified interpreter before court. Before his retirement he worked as the VET Chief Inspector for Technical Colleges in Carinthia, Austria. In his professional career with the Board of Education in Carinthia, the General Education Directorate and the Ministry of Education, he has always worked in the VET (Vocational Education and Training) sector. As the VET Chief Inspector for Technical Colleges and as the Head of the Department of Vocational Education and Training in the Kärnten Region, it has been his task to pedagogically monitor and supervise the Technical Colleges (HTL) and to foster the implementation of new curricula, quality management initiatives and exams. Regarding initiatives for the labour market, the cooperation between education and employment, i.e., liaising with industrial enterprises and with potential employers of HTL graduates, was one of his main objectives. Axel Zafoschnig retired in April 2021 and currently works as a free-lance educational consultant and teacher trainer. Vice-President Tatiana Polyakova, Russia

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Tatiana Polyakova, Head of the Foreign Languages Department of Moscow Automobile and Road Construction State Technical University (MADI), Professor, Doctor of Pedagogical Sciences. T. Polyakova received the Diploma with Honors of a teacher of English and German from Moscow State Pedagogical Institute (the English Faculty, 1978), Degree of Candidate of Pedagogical Sciences (Ph.D. equivalent) (1987) with the thesis “The Methods of Teaching Profession-Oriented Reading at Technical Universities”, Degree of Doctor of Pedagogical Sciences (2011) with the thesis “The Diversification of Life-long Professional Language Training in Engineering Education”. T. Polyakova started her career at MADI in 1978 as an assistant professor at the Foreign Languages Department, in 1987 became a senior teacher, in 1990 – an associate professor, and in 1995 was elected Head of the Department. Her research is related to the development of foreign language training as a component of Engineering Education system through diversification of learners’ needs, curricula, programs, and teaching materials and Engineering Pedagogy. Her main fields of teaching are courses of English for Specific Purposes for students and postgraduates and courses in methods of teaching foreign languages for teachers. T. Polyakova is a member of the board of the Russian Association of Educators in the Sphere of Linguistics (1996). T. Polyakova has been a member of IGIP since 1998, since 2009 she has been the Chair of the IGIP Working Group “Languages and Humanities in Engineering Education”. In 2010, she was elected IGIP Executive Committee member and she has been IGIP Vice President since 2014. T. Polyakova was an active member of the Organizing Committees of the 27th and 37th IGIP Symposia held in MADI in Moscow. She is a regular speaker at IGIP conferences, international and national conferences on the problems of teaching foreign languages. For dissemination of Engineering Pedagogy ideas in Russia she published the book “IGIP: the Past, Present and Future” together with V. Prikhodko in 2015. T. Polyakova is an author and co-author of two monographs on Engineering Pedagogy, more than 15 nationally published textbooks and manuals for teaching English at engineering universities (some of them were awarded with international and national prizes) and of more than 80 scientific articles. She is a member of editorial boards of regularly published journals “Pedagogy” (since 2012) and “International Journal of Engineering Pedagogy”. She was an executive editor of IGIP official journal “Report” (2005–2012). T. Polyakova has experience in international projects participation. Under her guidance within the framework of Tempus project “Innovative Language Curricula for Technical Universities” (2007–2009) a set of materials was developed in English for academic mobility intended for teachers, students, and administrators of technical universities and five Russian-Kirghiz glossaries were compiled and published within the project financed by the fund “Russian World” (2017). For her long time and fruitful work for IGIP Tatiana Polyakova received the Adolf Melezinek Meritorious Service Award.

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EC members Eleonore Lickl, Austria

Eleonore Lickl graduated as “Diplom-Ingenieur” from the University for Natural Resources and Applied Life Sciences in 1980 in Food Science and Biotechnology and received her Ph.D. from the same university in 1982. She has worked in industry and research in Austria, Switzerland, The Netherlands and Taiwan before she started to teach in 1989. Her interests are all areas of engineering education, especially in professionalization of engineering faculty in general. She trains professionals starting to teach in Austrian VET Schools in the STEM sector, her expertise is also in teaching first and second year students in chemistry and chemical engineering. Since 2006 she has been teaching at the University of Teacher Education Styria in Graz, Austria. From 1989 to 2021 she had been teaching also at the Vocational and Technical College for Chemical Industry in Vienna, Austria. She is a member of the Executive Committee of the International Federation of Engineering Education Societies (IFEES0, President of the International Monitoring Committee of IGIP, former Secretary General of IGIP. From 2011 to 2017 she had been editor-in chief of the online journal “The International Journal of Engineering Pedagogy” (iJEP). She is also writing in Austrian media related to chemistry, and food and biotechnology. For her fruitful work for IGIP Eleonore Lickl was awarded with the title IGIP Senior member and Adolf Melezinek Meritorious Service Award. Pavel Andres, Czech Republic

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Pavel Andres has been an active member of IGIP NMC, Czech Republic, since 2003. He received Ing.Paed. IGIP title in 2004. Pavel has education both in technical field in Czech Technical University (CTU) in Prague, Faculty of Mechanical Engineering with Dipl. Ing. in 1993 and humanities in Masaryk Institute of Advanced Studies (MIAS), in the sphere of Technical Teacher Education with Bachelor Degree in 2001. In 2002, he received Ph.D. in CTU in Prague, Faculty of Mechanical Engineering. Pavel works at Masaryk Institute of Advanced Studies (MIAS), CTU in Prague college tutor. He is engaged in two study programs of Technical Teacher Education and Management and Economy. He has experience as a study information system administrator. Since 2015 he has had the position of Vice Dean for education and he is a member of the Vice-Dean educational board, MIAS Collegium Member. At the same time, he is a member of Legislative Committee (AS/Czech Technical University in Prague), a member of Education Committee (AS/Czech Technical University in Prague, a member of Committee for IT Strategy (AS/Czech Technical University in Prague), an employee (Institute of Pedagogical and Psychological Studies/Masaryk Institute of Advanced Studies and Department of Cognitive Systems and Neurosciences/Czech Institute of Informatics, Robotics and Cybernetics). His subject of interest is connected with technical teacher education, especially Teaching Methodology, Didactics, ICT in education, and PC literacy. Uriel Rubén Cukierman, Argentina

Uriel Cukierman currently serves as Researcher and Professor at the Universidad Tecnológica Nacional (UTN) in the position of Director of the Center for Educational Research and Innovation (CIIE), and as Research Professor at the University of New Mexico (USA). Also he is Associate Director at innovaHiEd Academy, President of the Argentine Section and Executive Committee member of the International Society for Engineering Pedagogy (IGIP), Member of the Institute for Engineering Education at the National Academy of Engineering. He regularly teaches courses on education as a visiting professor in various universities at home and abroad, particularly on topics related to Competency-Based Education, Learning Technologies and other directly related issues. Uriel Cukierman previously served as Dean at the Faculty of Engineering of the University of Palermo, President of the International Federation of Engineering

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Education Societies (IFEES) and Member of the Executive Committee of the Global Engineering Deans Council (GEDC), Secretary of Information and Communication Technologies at UTN, Director of the bachelor’s degree in Educational Technology at UTN, Director of the Electronics Department at Technical School ORT. Has almost forty years of teaching experience in various public and private institutions. Works of his authorship have been published in various media, as well as in national and international scientific publications. Has published four books, five book chapters and more than fifty papers and other scientific and academic documents. He has been awarded as Honorary Professor at Ricardo Palma University (Peru), IEOM Distinguished Educator Award (USA) and IGIP Senior Member and International Engineering Educator Award (Austria). Wolfgang Pachatz, Austria

Wolfgang Pachatz studied at the at the Federal Academy of Public Administration from 1995 to 1997. From 2000 to 2004 he studied Politics at the University of Vienna, and graduated it with the Academic degree of M.A. Wolfgang Pachatz works at the Federal Ministry of Education, Science and Research in Austria and is the President of IGIP Austria. He was chairing several National Curriculum working groups. As a VET expert, he was also the head of working groups dealing with quality management and faculty development. One of his main objectives is the cooperation between VET-schools and industrial enterprises as the potential employers of graduates. He has also initiated the working group “Entrepreneurship Education in Engineering” which is now one of the activities of IGIP National Section Austria. In addition, he is currently leading projects dealing with the implementation of the digital and green transition at vocational schools in Austria. In the Engineering Pedagogy community, he is a well-known expert with a genuine interest in the exchange of ideas and opinions with education experts from other countries. Wolfgang Pachatz is also member of the Austrian National Working Group on ECVET, Member of the European Advisory Committee on Vocational Training and Member of the Vocational Education and Training Working Group of the European Commission.

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István Simonics, Hungary

Dr. habil. Istvan Simonics was Associate Professor and General Director of Trefort Agoston Centre for Engineering Education at Óbuda University Kandó Kálman Faculty of Electrical Engineering in Budapest, Hungary. He retired in 2020. He graduated as an Electrical engineer M.Sc. at Budapest University of Technology and Economics (BME), in 1980 and as an Engineer Teacher M.A. at BME, in 1985. He obtained the University Doctor degree in Pedagogy at the University of Szeged in 1989, his dissertation dealt with Computer-assisted learning. He obtained a Ph.D. degree in Education at the Eötvös Loránd University at Budapest, in 2008. His dissertation dealt with the role of electrical training materials. He was habilitated in 2017. From 2002 he held lectures and seminars at the Óbuda University Trefort Agoston Centre for Engineering Education. His major fields of research include engineering education, teacher training, mentor teacher training, adult training methodology, digital literacy, and the methodology of electrical training materials. He is working as an expert in those fields. He has been elected member of IGIP Executive Committee from 2014. Istvan Simonics has honours and awards: IGIP Adolf Melezinek Meritorious Service Award ((2021), Senior Member Award (2018), International Engineering Educator “Ing. Paed.IGIP” H-057 (2012); John von Neumann Computer Society Multimedia in Education Oeuvre Award (2021), Forever Membership Award (2016), Training Material Development Award (2014); Hungarian Association of Vocational Training Vocational Training Award (2011); Eisenhower Exchange Fellow MN USA (1993). Istvan Simonics is a member of Editorial Board of International Journal of Engineering Pedagogy (iJEP); Informatics’ group of Pedagogy Department of Hungarian Academy of Sciences and Hungarian Comparative Educational Society.

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Matthias Utesch, Germany

Matthias Utesch graduated from Technical University of Munich with Ph.D. in 1993. From 1992 to 2009 he worked as executive consultant in different areas of responsibility such as corporate responsibility projects, quality management, research projects in Siemens AG, Munich. In 2009 he began his career in the sphere of education as professor in Information Systems in the University of Applied Sciences, Munich. His educational interests focused on Games Engineering, IT-based learning and study skills of learners. Since 2012 he has been working at Department of Informatics of Technical University of Munich and since 2011 at Upper Vocational School for Technology, Munich, as a teacher of technology and computer sciences. He has been promoting application of STEM sciences to technical systems and processes in mechanical engineering, energy technologies, thermodynamics, electrical engineering, computer architecture, digital technologies, software engineering and programming languages. Matthias Utesch has extensive experience as a lecturer and researcher in engineering education focusing on IT-based learning and study skills. He gained longtime experience with major technical projects. From 1999 to 2004 he was engaged in German ‘Initiative D21‘: development and worked our first applications of IT-based classrooms at German schools. From 2003 to 2007 he participated the development of quality standards for schools and quality assessments. Almost at the same time (2004–2009) he was a member of Jury of German educational award ‘digita‘. 2007– 2008 he was a member of Core Advisory Board of EU Framework Programme FP6/ iclass. From 2002 to 2009 he was a university leader of many projects in informatics, computer sciences, business administration and soft skills. In 2011 he set up the project office ‘Digital Education Network, Bavaria’. And since 2009 he has been contributing to Pupils´ Academy of Serious Gaming. Matthias Utesch is currently chair of the IGIP Working Group Games in Engineering Education GinEE and editor-in-chief of the International Journal of Engineering Pedagogy iJEP.

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2.6.5 International Monitoring Committee In the 20th century International Monitoring Committee included representative of various countries of three groups: the countries of Western Europe, the countries of Eastern Europe and the countries of transition period. Below you can find family names of IMC members from 1995 to 2021. Members of International Monitoring Committee (IMC), 1995–2010 Region

1995

1996

1997

1998

1999

2000

2001

2002

President

Hernaut

Hernaut

Hernaut

Hernaut

Hernaut

Hernaut

Hernaut

Hernaut

Hollinger

Hollinger

Hollinger

Hollinger

Stakenborg

Region 1 Region 2

Region 3

Hollinger

Hollinger

Hollinger

Ursprung

Ursprung

Osterwalder Osterwalder Osterwalder Osterwalder Osterwalder Schaufelberger

Melezinek Melezinek Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Ondracek

Ondracek

Ondracek

Ondracek

Ondracek

Ondracek

Ondracek

Ondracek

Schelling

Schelling

Schelling

Schelling

Schelling

Schelling

Schelling

Schelling

Biro

Biro

Biro

Biro

Biro

Biro

Biro

Biro

Heuritsch

Heuritsch

Heuritsch

Heuritsch

Heuritsch

Heuritsch

Heuritsch

Heuritsch

Region

2003

2004

2005

2006

2007

2008

2009

2010

President

Hernaut

Hernaut

Hernaut)

(Flueckiger)

Flueckiger

Flueckiger

Bilek

Dobrovská

Region 1

Stakenborg

Region 2

Region 3

Stakenborg

Stakenborg

Stakenborg

Stakenborg

Stakenborg

Stakenborg

Dehing

Rocha Brito

Rocha Brito

Rocha Brito

Rocha Brito

Rocha Brito

Rocha Brito)

Rocha Brito

Schaufelberger

Schaufelberger

Schaufelberger

Schaufelberger

Burri

Burri

Burri)

Pleul

Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Melezinek

Ondracek

Dobrovská

Dobrovská

Dobrovská

Dobrovská

Dobrovská

Dobrovská

Simonova

Schelling

Schelling

Vanaveski)

Vanaveski

Mutanov

Mutanov

Mutanov

Tóth

Biro

Biro

Artyukh

Artyukh

Artyukh

Artyukh)

Artyukh

Soloviev

Heuritsch

Zhurakowski

Zhurakowski

Zhurakowski

Zhurakowski

Zhurakowski

Zhurakowski)

Kipper

When considering IMC, it is necessary to mention its Presidents who contribute greatly to the activity of IGIP. Kruno Hernaut, Dana Dobrovska and Tiia Rüütmann who were IMC Presidents for more than 10 years are among them. Kruno Hernaut

Kruno Hernaut joined IGIP in 1990 and according to his own words in IGIP he “found the sound scientific basis” to his interests in Engineering Education. He was

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a member of Executive Committee, Vice-President until 2010. He was President of Intonational Monitoring Committee from 1995–2005. He was eager to engage actively within the committees of IGIP – he was one of the founding fathers when the Ing.Paed. IGIP Register was established. Later he and his team worked out the Criteria approved of in 2005. From 1957 till 1960 Dr.-Ing. Kruno Hernaut worked as an engineer at the Elektrotechnisches. After graduating from the University of Zagreb in 1966 he started his working career as an engineer of development and project manager for communication systems with Siemens AG, Munich. His research in microelectronics led to his dissertation and he received his PhD from the University of Dortmund. In 1980 his interest in further education of engineers brought him into the politics of education. As chairman of FEANI and of the International Monitoring Committee he shared his knowledge with us. Kruno formed immensely the structure and today’s level of the IGIP-Index and of the IGIP-register. IGIP had all the advantages of Kruno’s manifold activities in other societies (IEEE, VDI, VDE). He gave all the information he received within his international career to the Society. It has to be mentioned that his contacts to industry were very useful for IGIP. With his energy, ideas and high profile Kruno gave great commitment in forming today’s modern IGIP [25]. Dana Dobrovska

Dana Dobrovská is Doc. Ph.Dr.. She worked at Masaryk Institute of Advanced Studies, Czech Technical University in Prague. She became IGIP member at the beginning of -1159333631990s. Not once she was elected EC member. Later she replaced Martin Bilek as am IMC member under the Presidency of Federico Flueckiger. Later she acted as IMC President. She contributed greatly to the development of the Third IGIP Prototype Curriculum. IGIP International Monitoring Committee (2010–2014) was approved during the IGIP Annual General Assembly on 29 March 2011 in Santos, Brazil. The following representatives of various countries are now members of the IGIP International Monitoring Committee (IMC).

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International Monitoring Committee (IMC), 2010–2014 Dana Dobrovská (Czech Republic)

IMC President

Adolf Melezinek (Austria)

IGIP Honorary Life President

Claudio da Rocha Brito (Brazil) Alphons J.M. Dehing (the Netherlands) Hants Kipper (Estonia) José Couto Marques (Portugal) Christian Pleul (Germany) Ivana Simonova (Czech Republic) Alexander Soloviev (Russia) Agnes Toth (Hungary)

IMC Members 2014–2017 Tiia Rüütmann (Estonia)

IMC President

Pavel Andres (Czech Republic) Dana Dobrovská (Czech Republic) Claudio da Rocha Brito (Brazil) Hants Kipper (Estonia) José Couto Marques (Portugal) Gabriele Schachinger (Austria) Ivana Simonova (Czech Republic) Alexander Soloviev (Russia) Agnes Toth (Hungary)

IMC Members 2017–2021 Tiia Rüütmann (Estonia) Pavel Andres (Czech Republic) Dana Dobrovská (Czech Republic) Steffen Kersten (Germany) Hants Kipper (Estonia) José Couto Marques (Portugal) Ivana Simonova (Czech Republic) Alexander Soloviev (Russia) Agnes Toth (Hungary)

IMC President

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IMC Members 2021–Recent Eleonore Lickl (Austria) Pavel Andres (Czech Republic)

IMC President

Roman Hrmo (Slovakia) Steffen Kersten (Germany) Teresa Larkin (USA) Ivana Simonova (Czech Republic) Alexander Soloviev (Russia)

2.6.6 Working Groups The activities of Working Groups are described in detail in 1.4 and 2.1. It is worth underlining that Working Groups have always been international and their chairpersons have also represented various countries. Below there is a list of Working Groups of 1998 with the names of their chairpersons. – Working with projects (Prof. Dr. Fritz Kath, Hamburg) – People and technology (Prof. Dr. Joachim Hoefele, Zurich) – Curriculum development in engineering sciences (Prof. Carl Olov Stawstrom, Sweden) – Women and technical careers (Prof. Dr. Gudrun Kammasch, Berlin) – Postgraduate training (Dr. Uwe Reese, Dresden) – Technical teacher training (Dr. Vera Ziroff-Gut, Zurich) – Media (Prof.Dr. Hans Berhard Woyand, Wuppertal) – Chemistry (Univ.Doz.Dr. G. Pohl, Linz) – Engineering Education in and for developing countries (no spokesperson at present) – Language and technology (Prof. Dr. Kurt Prochazka, Vienna) – Traffic education (Doz.Dr. Agoston Papp, Budapest) – Higher technical schools (Dr. Christian Dorninger. Vienna) – Design education (Prof. Dr. Ernst Edcr Ontario, Prof. Dr. Vladimir Hubka, Zurich) Of course, we can see the evolution of the Working Groups, for example WG “Language and technology”. At the beginning the WG dealt with problems of didactically sound layouts for instruction manuals, regardless of what language they were written in. At the same time the activities of this WG concerned also characteristic formulations in specific languages, such as conveying technical knowledge in a specific country and in a specific educational system and in this case, it was connected with the language of the country concerned. Signing the Bologna Declaration by many countries stimulated the development of professional and academic mobility of teachers and students and it caused focusing on the problem of foreign language teaching mainly English. It influenced the character of this WG and made

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it necessary to change its name. The WG received the title “Language and humanities in Engineering Education”. The chairpersons of this WG at different time were prof. Dr. Kurt Prochazka, (Austria), Prof. Robert Ruprecht, (Switzerland), prof. Dr. Tatiana Polyakova, (Russia). The working group “Higher Technical Schools” could only cover the countries in which this type of school existed. In contrast, “Technical Teacher Training” related to a broad international field in which a wide variety of countries could learn a lot from each other’s educational systems. Thus, the working groups always have to deal with urgent “local” matters in their fields but always have to set new accents and priorities as well. This is another mark of the fundamental work being carried out and contributed to Engineering Education by IGIP’s working groups. Among the Working Groups chairpersons, it is necessary to recollect Fritz Kath (Germany), Gudrun Kammasch (Germany), Ralph Dreher (Germany), Robert Ruprecht (Switzeland), and Achim Hoefele (Switzerland). Fritz Kath, (1926–2009)

Fritz Kath is well-known as the founder and promoter of the Working Group “Working with Projects”. He insisted on the balance between theory and practice and his presentations at the symposia has led to the common belief within IGIP that the main objective of Engineering Education is more than solving technical problems, it is the human factor that Fritz Kath always wanted to be emphasized. He was born in Berlin, immigrated to Israel and returned to Germany in order to take up the career in teaching at the University in Hamburg. His understanding of the other people worries, the ability of communication contributed to his excellent way of teaching. Apart from his constant striving for the best concept of teaching, Fritz Kath always focused on the concepts of didactic reduction and transformation, two ideas that advocated a symbiosis between theoretical background and practical experience. In his everyday life he was curious, focused on progress, and at the same time supportive to all those who wanted to progress in engineering and teaching. His concept of the world was that of a man who wanted to understand as much as possible of the world around him. Even when seriously ill, Fritz Kath told his friends, “I am never bored as long as I can still think about things.” This clear message reflects his whole life and shows what a brilliant mind Fritz Kath was.

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For all these merits IGIP awarded Fritz Kath with the IGIP Medal of Honor for his life achievements at the Conference in Graz [26]. Robert Ruprecht

Dr. Robert Ruprecht, a longtime IGIP member, for many years was the leader of the WG “Language and Humanities in Engineering Education” until 2009. Being a teacher of German literature, he represented lectures of the humanities in IGIP. He did a lot for the development of the Society. Robert Ruprecht was a member of the Executive Committee of IGIP and the first coordinator of IGIP working groups. He initiated the WG Statutes. He was a member of the SEFI-IGIP Task Force and a member of the Administrative Council of SEFI. He hosted Annual Symposium in Biel in 2000. He edited a number of Symposia Proceedings. His presentations showed his erudition those who listened to him will forget his artistic manner. As professor of the Swiss Berner Fachhochschule Biel-Bienne, in 2008 he was elected President of the Association of Professors of Swiss Universities of Applied Sciences “Verband der Fachhochschuldozierenden Schweiz fh-ch”, “Fédération des Associations de Professeurs des Hautes écoles spécialisées suisses hes-ch”, “Federazione svizzera dei docenti delle Scuole universitarie professionali sup-chfh-ch” [27]. Achim Hoefele

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Achim Hoefele worked in ZHW, Winterthur. Achim Hoefele led the group Man and Technology for many years. He was also one of the central persons in the development of the Second IGIP Prototype Curriculum. This and his engagement in questions of ethics, university politics and patent law represented high value for IGIP, and its sustainability. Achim Hoefele also technically contributed to the success of the Biel, Freiburg and Tallinn symposia by providing them with a translation service for which he could motivate his students [28]. Ralph Dreher

At that time PhD Ralph Dreher was a professor of the University of Siegen (Universität Siegen), Germany and the Head of the Department of Professional Technical Education Didactics. Ralph Dreher was born in 1965. He graduated from the University of Hamburg where he studied mechanics, automotive service, the German language and pedagogy of professional education. During his studies he met IGIP member Fritz Kath, who no doubt influenced his education and development. From 2001 to 2010, he was the leader of the Working Group “Work with projects”. From 2006 to 2010 he was IGIP EC member. From 2010 to 2013 he was appointed director on research. Since 2006 he is General Secretary of German National Section. In 2014 he was honored as “Senior Member” of IGIP He is the author of periodic publications in the field of problem-based learning and research-oriented learning as methods for Engineering Teaching. In 2014, there were the following Working Groups in the International Society for Engineering Pedagogy: History of Engineering Pedagogy and IGIP • Viacheslav Prikhodko, MADI (STU), Moscow (RU) • Adolf Melezinek, Alpen-Adria University Klagenfurt (AT) IGIP Awards • Martin Bilek, University of Hradec Králové (CZ) International Aspects of Engineering Education • Claudio Da Rocha Brito, COPEC (BR) • Melany M. Ciampi, COPEC (BR)

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Knowledge Management and Computer-aided Technologies • Hans-Bernhard Woyand, Bergische Universität Wuppertal (DE) • Martin Bilek, University of Hradec Králové (CZ) Language and Humanities in Engineering Education • Tatiana Polyakova, MADI (STU), Moscow (RU) Publications • Tatiana Polyakova, MADI (STU), Moscow (RU) Pre-University Engineering Education (K-12) EEC—English Engineering Certifcate • Gabriele Schachinger, TGM—Institute of Technology Research in Engineering Pedagogy and Engineering Education • Gudrun Kammasch, Beuth Hochschule für Technik Berlin (DE) • Ralph Dreher, Bergische Universität Wuppertal (DE) Technical Teacher Training • Bernd Lübben (DE) Women in Technical Careers • Gudrun Kammasch, Beuth Hochschule für Technik Berlin (DE) • Yvonne Geerts, Fontys University of Applied Sciences (NL) Working with Projects • Ralph Dreher, Bergische Universität Wuppertal (DE) • Georg Spöttl, Universität Bremen (DE) At IGIP meeting in Athens, during EDUCON 2017, the organization of three Working Groups and one Task Force was initiated: • Task Force “EE multilingual glossary”—leader Tatiana Polyakova (Russia) • Games in engineering—leader Matthias Utesch (Germany) • Teaching best practices—leader Susan Zvacek (USA), co-leader Tiia Rüütmann (Estonia) • Information technologies in Engineering Education—leader Teresa Restivo (Portugal), co-leader James Wolfer (USA). As now electronic games give the opportunity to experience virtual situations and a significant educational potential in 2017 IGIP Working Group “Games in Engineering Education” (GinEE) was arranged to focus on discussing the most successful

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applications of game-based learning and industry-oriented game learning in Engineering Education. New IGIP WG “Teaching Best practices” organized a lot of workshops at the international conferences. The WG “Information Technologies in Engineering Education” (ITinEE) deals with the effectiveness of various information technology resource uses in education and the results of its work were useful in the period of Coronavirus pandemic in 2020–2022. The organization of WG “Entrepreneurship in Engineering Education (EiEE)” was supported by the Executive Committee at ICL/IGIP conferences in 2016, 2017 and 2018. The WG aims at reinforcing entrepreneurial education in engineering educational institutions of different levels.

2.7 Engineering Pedagogy Research In the framework of the history of Engineering Pedagogy Science three schools on Engineering Pedagogy have been developed: • Dresden School of Engineering Pedagogy (1951, developed by Hans Lohman); • Prague School of Engineering Pedagogy (1960, developed by Stanislav Novák); • Klagenfurt School of Engineering Pedagogy (1971, developed by Adolf Melezinek). The development of the Klagenfurt School of Engineering Pedagogy is based on the works of Prof. A. Melezinek and is closely connected with the activity of IGIP. At an early stage within the Klagenfurt School, Engineering Pedagogy was introduced as a new subject aimed at training people with the background in engineering to teach technical disciplines most effectively either at vocational schools, universities of applied sciences, or technical universities. The subject “Engineering Pedagogy” helped teachers to determine the aims of a lecture, a seminar, laboratory work, to choose the most appropriate technologies of the transfer of teaching material, etc. As “Train the Trainer” has been the main slogan of IGIP since the date of its foundation, the subject concentrated on practical instructions to the teacher. This subject was very popular with technical discipline teachers because they could find clear answers to the main questions connected with the organization of the educational process. Soon Engineering Pedagogy as a subject gradually evolved into a separate science with its own area of studies. The area of studies mainly concerned a new system of pedagogical technical teacher training and required defining the aims, content, technologies, forms, and aids of teaching within such a system on the theoretical basis, which in its turn made Engineering Pedagogy research necessary. The theoretical concepts were developed by the representatives of the Klagenfurt School of Engineering Pedagogy according to the traditional philosophic-humanistic approach and, taking into account the technocratic approach within cybernetic pedagogy that was popular in the second part of the 20th century [29].

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However, the peculiar feature of the Klagenfurt School is that, Engineering Pedagogy is considered to be a science and at the same time an art. “The educational process should be scientific—a sensible algorithm should be created for the activity of teaching—but we should not lose the sight of a person and their art which inspire teaching and give it creating impulses. The art of teaching should be brought to bear the foundation of a science on the effects of learning process” [30]. The personality of a teacher remains the main factor influencing the process and the results of Engineering Education. The design of a new pedagogical and psychological-pedagogical system for technical institutions teachers stimulated research in the field of Engineering Pedagogy. No doubt, the main result of this period is the development of the First IGIP Prototype Curriculum. It defined the repertory of the subjects to be taught, their aim and content, a wide range of teaching methods, introductions of advanced technical aids of teaching including TV and video. Research was concentrated on technical teacher training. It is necessary to underline that this system proved to be quite effective in educational institutions of secondary and higher Engineering Education, in various countries. At the beginning of the third millennium the world was becoming different entering the era of changes occurring with unprecedented speed. The changes influenced all spheres of the society including engineering. The development of information and communication technologies increased the efficiency and intensity of labor. Industry required highly qualified engineers who were able to work in new conditions. The demand for engineers possessing quite new skills and abilities was underlined in many presentations at annual international IGIP conferences. It became evident that complex, interdisciplinary engineering fields, showing extremely dynamic development, e.g. computer-aided engineering, surface engineering, could be regarded as energizers in accelerating these processes in wide range of industrial and economic sectors, but also induced needs for new competencies and continuing refreshment of knowledge from professionals. Another emerging need is improvement of language skills—mainly technical English—in the more and more globalized labor market [31]. The emerging info-, bio-, and nano-technologies, current practices of engineering in industry were changing in response to technological changes and new ways of doing business globally various stakeholders: industry, education, government, and wider community. There appeared new requirements to engineers. It became necessary for them to have analytical skills and practical ingenuity, creativity and good communication skills. They had to master not only the basics of business and management but also leadership abilities, flexibility and a preparedness to be lifelong learners [32]. In order to introduce changes in the pedagogical system of technical teacher training it was urgent to understand what kind of students technical teachers should train, what kind of qualities they should develop in them. In order to understand it, it was necessary to analyze engineering activity, to determine what competencies are in demand on the labor market, what are the requirements of the industry. In other words, in order to improve and update teachers training it was necessary to study Engineering Education in general. To re-design engineering programs to achieve the

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desired outcomes, to design outcomes-based programs with the emphasis on design ability, multi-disciplinary team work, professional and ethical responsibilities, wider impact of engineering solutions and knowledge of contemporary issues. The subject of Engineering Pedagogy being focused on the pedagogical system of teachers training incorporated a pedagogical system of Engineering Education. A comparatively new subject, a new science having a lot of blanks in them caused curiosity and enthusiasm of educators and as a result inspired them for various pedagogical research. Three factors seem to have influenced and accelerated the research in Engineering Pedagogy by educators in different countries. First of all, it was the development of Engineering Pedagogy which offered the platform, the basic approaches to research. IGIP Training Centers in their turn prepared a lot of educators acquainted with the main Engineering Pedagogy notions. The second factor is connected directly with the activity of IGIP. Dissemination of the ideas of Engineering Pedagogy and the Klagenfurt School in particular attracted the attention of engineering educators to the pedagogical problems and showed their importance for the efficiency of Engineering Education. The symposia, regional conferences, summer schools, workshops giving a chance of presentation various experiences, exchanging opinions involved a lot of educators who were ready to solve pedagogical problems on the scientific basis [33]. The third factor was connected with the Bologna process. Many European countries signed the Bologna Declaration the main purpose of which was the creation of common higher education area. The educators were pressed to introduce changes in the national systems of Engineering Education. It was necessary to introduce new curricula, syllabi, technologies, evaluation techniques radically different from the traditional ones and that demanded designing new pedagogical systems. It was possible to do having some scientific foundation for it. The search for a sound scientific basis caused pedagogical research as well. So, the Bologna process and the dissemination of Engineering Pedagogy were the major preconditions that determined the breakthrough in Engineering Education. Further development of Engineering Pedagogy widened its subject and it no longer concentrated only on technical teacher training but it turned into a branch of professional pedagogy with the basics of the Klagenfurt School and traditions of national schools of pedagogy and higher education pedagogy. The resulted theories are under the influence of national traditions, scientific schools, national systems of Engineering Education, diversity. Joint activities in EU funded projects result in huge pool of such innovative methodological solutions and valuable learning materials and provide long-term impact and sustainability of international cooperation realized by these projects. Engineering Education is becoming global and this impacts on what happens locally. While there are many elements common in Engineering Education programs around the world, the approach to the formation of engineers has characteristics unique to the history and development of individual countries [10]. Research in Engineering Pedagogy Science is the key to science-based, effective and motivating teaching engineering, and builds the ground of teaching competencies of engineering faculty [34, 35].

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The quality of engineering education crucially depends on engineering pedagogical competencies of engineering faculty. Pedagogical competences are becoming more considerable in the quality assessment of higher education. The basis of engineering pedagogical education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactical models for insurance of effective teaching and meaningful learning and serves as the basis of research in Engineering Pedagogy. Research in curriculum theory and practice, engineering didactics, including design of learning goals and outcomes, course content, individual differences of students, supporting critical thinking and collaboration, learning environment and new IT tools and technologies, e-learning and blended learning, gamification, remote and e-labs, flipped classroom and contemporary effective methodology of teaching and assessment, mentoring, feedback and teacher training – to mention but a few, are of high interest for future research in Engineering Pedagogy.

2.8 IGIP Awards Albert Haug not once underlined that Nobel Prize is not given to educators. In order to overcome it IGIP introduces prizes to university and college teachers. The main goal is to draw attention to the significance of high-level excellent teaching, to encourage quality teaching, and, last but not least, this is a measure to make highly qualified teachers, who contribute to the development of Engineering Education, recognized by the society.

For the first time the IGIP prize was awarded at the symposium in Basel (Switzerland) in 1988. It went to prof. Dr. H. Pfeiffle. For many years up to 2010 the highest reward of the International Society for Engineering Pedagogy (IGIP) has been IGIP Honorary Gold Ring. Among the bearers of IGIP ring are Prof. Albert Haug, Prof. O. Hittmair, Prof. Adolf Melezinek, Dr. Friedrich Mitschke. In 2006, at the Closing Ceremony of the Conference in Tallinn, Estonia, Gold Honorary Rings were presented to Dr.Ing. Kruno Hernaut and Dr. Federico Flueckiger [25].

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On the occasion of the 37th IGIP International Symposium in Moscow in 2008, this highest reward was presented to the Rector of Moscow Automobile and Road Construction State Technical University (MADI) Viacheslav Prikhodko.

In 2010 newly elected President of IGIP Michael Auer initiated the idea of new awards. In 2011, three types of awards were introduced: • Golden Nicola-Tesla-Chain • Adolf-Melezinek-Meritorious-Service Award • “IGIP Senior Member” The Golden Nicola-Tesla-Chain is a Golden Chain with a medal and a certificate. It is given for outstanding achievements in Engineering Education worldwide.

The Adolf-Melezinek-Meritorious-Service Award is a wooden panel with IGIP logo and a metal plate with text and certificate. It is given for outstanding achievements and long-time work in the International Society for Engineering Pedagogy.

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“IGIP Senior Member” is a certificate that goes to members of IGIP for their longtime fruitful work in the Society.

Being aware of the fact that the prizes are particularly effective when they are awarded not only to long-serving experienced teachers but also to young people for their excellent achievements as well, IGIP introduces also the IGIP Young Scientist Award. IGIP invites all young scientists to submit a paper for the IGIP Young Scientists Award session. All submissions are subject to double blind reviewing process. Authors of the three best papers (only one author per paper) are awarded with conference participation and accommodation as well as a support for travel costs. In 2011 an award committee under the leadership of Martin Bilek was established. The committee gives its recommendations to the IGIP Executive Committee to make the final decision. The 15th International Conference on Interactive Collaborative Learning (ICL2012) and the 41st International Conference on Engineering Pedagogy “Collaborative Learning and New Pedagogical Approaches in Engineering Education”, which took place 26-28 September 2012, Villach, Austria, was a jubilee conference for IGIP and the above-mentioned prizes were awarded for the first time. The Award Committee headed by Prof. Martin Bilek chose international scientific personalities for outstanding achievements in Engineering Education and Pedagogy to be the first winners.

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During the IGIP conference with the Nicola-Tesla-Chain were awarded: Adolf Melezinek, Austria

Rob Reilly, USA

The Adolf-Melezinek-Meritorious-Service Award was received by: • Viacheslav Prikhodko, Russia • Victor Schutz, USA • Hartmut Weidner, Austria The honorable title “IGIP Senior Member” was given to: • • • • •

Vasiliy Ivanov, Russia Larisa Petrova, Russia Eleonore Lickl, Austria Dana Dobrovska, Czech Republic Norbert Kraker, Austria

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The IGIP Young Scientist Award went to: • Ramona Oros, Transilvania University of Brasov, Romania With the work on: Educational Studies of the Use of a WiTAG System • Swetlana Rusina, Belgorod State Technological University, Russian Federation With the work on: Gender characteristics of graduates – engineers • Tiago Andrade, Faculdade de Engenharia, University Porto, Portugal With the work on: Project Based Learning Activities in Engineering Education. In 2013, during the 16th International Conference on Interactive Collaborative Learning and the 42th International Conference “The Global Challenges in Engineering Education”, that took place in Kazan National Research Technological University (Russia) IGIP Awards were given at the Ceremony for the second time. The following educators were awarded with Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy: Susan Lord, USA

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Cornel Samoila, Romania

Adolf Melezinek Meritorious Service Award for outstanding achievements and longtime active work for and within IGIP went to: • Francoise Come, France • Eleonore Lickl (Austria) • Vasiliy Zhurakovskiy (Russia) For longtime active membership in IGIP the following teachers became IGIP Senior Members: • Jose Couto Marques (Portugal) • Ivana Simonova (Chezh Republic) • Agnes Toth (Hungary) In 2014, during the 17th International Conference on Interactive Collaborative Learning and the 43th International Conference on Engineering Pedagogy, that took place in Dubai (United Arab Emirates), IGIP Awards were given at the Ceremony for the third time. Two educators were awarded with Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy: Claudio Borri, Italy

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Christian Dorninger, Austria

The Adolf Melezinek Meritorious Service Award for outstanding achievements and longtime active work for and within IGIP went to: Dana Dobrovska, Czech Republic Vassiliy Ivanov, Russia In 2015, during the 18th International Conference on Interactive Collaborative Learning and the 44th International Conference on Engineering Pedagogy, that took place in Florence (Italy), IGIP Awards were given at the Ceremony again. Two educators were awarded with Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy: Sabina Jeschke, Germany

Oliver Moravcik, Slovakia

Adolf Melezinek Meritorious Service Award went to three educators from different countries: Ivana Simonova, Czech Republic Alexander Soloviev, Russia Agnes Toth, Hungary

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In 2016, during the 19th International Conference on Interactive Collaborative Learning and the 45th International Conference on Engineering Pedagogy, that took place for the first time in the United Kingdom in Belfast (Italy), IGIP Awarding Ceremony was also organized. Again, two educators were awarded with Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy: Hanno Hortsch, Germany

Hans Hoyer, USA

Adolf Melezinek Meritorious Service Award went to three educators who represent different countries. Norbert Kraker, Austria Larissa Petrova, Russia Jüri Vanaveski, Estonia

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In 2017, during the 20th International Conference on Interactive Collaborative Learning and the 46th International Conference “Teaching and Learning in a Digital World”, that took place in Budapest (Hungary), IGIP Awarding Ceremony already became a tradition. And according to the tradition two educators were awarded with Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy: Andras Benedek, Hungary

Manuel Castro, Spain

The Adolf Melezinek Meritorious Service Award once again went to representatives of universities in different countries. Jose Couto Marques, Portugal Julia Ziyatdinova, Russia Danilo Zutin, Austria In 2018, during the 21th International Conference on Interactive Collaborative Learning and the 47th International Conference “The Challenges of the Digital Transformation in Education”, that took place on Kos Island (Greece), during the traditional IGIP Awarding Ceremony the following educators were awarded with the Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy:

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Stephanie Farrell, USA

Demetrios Sampson, Greece

Two educators both from Austria were honored with the Adolf Melezinek Meritorious Service Award: Wolfgang Pachatz, Austria Arno Rettensteiner, Austria In 2019, during the 22th International Conference on Interactive Collaborative Learning and the 48th International Conference “The Impact of the 4th Industrial Revolution on Engineering Education”, that took place in Bangkok (Thailand), the Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy went to: Doru Ursutiu, Romania

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Krishna Vedula, India

The following educators from different countries were honored to receive the Adolf Melezinek Meritorious Service Award: Tatiana Polyakova, Russia Teresa Restivo, Portugal Tiia Rüütmann, Estonia In 2020 the 23th International Conference on Interactive Collaborative Learning and the 49th International Conference “Educating Engineers for Future Industrial Revolutions” took place in Tallinn (Estonia), but because of Coronavirus pandemic it was fully virtual conference. For that reason, IGIP Executive Committee took the decision not arrange awarding. In 2021, during the 24th International Conference on Interactive Collaborative Learning and the 50th International Conference “Mobility for Smart Cities and Regional Development – Challenges for Higher Education”, that took place in Dresden (Germany), as it was a hybrid conference, Awarding Ceremony was again organized. The Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy went to: Gudrun Kammasch, Germany

The Adolf Melezinek Meritorious Service Award went to three educators: István Simonics, Hungary Matthias Utesch, Germany Axel Zafoschnig, Austria

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In 2022, during the 25th International Conference on Interactive Collaborative Learning and the 51th International Conference “Learning in the Age of Digital and Green Transition”, that took place in Vienna (Austria), Nikola Tesla Chain for outstanding achievements in the field of Engineering Pedagogy went to: Xavier Fougier, France

Michael Auer, Austria

The Adolf Melezinek Meritorious Service Award went to: Alberto Cardoso, Portugal Ralf Dreher, Germany Hants Kipper, Estonia IGIP-SPEED Young Scientist Award was given to a group of students from Austria who researched on the topic of “Online lab development by students for students” and to a group of Argentinian students who presented a study called “What motivates the dual role of students in the 1st and 2nd FAEI?”

2.9 Cooperation with Sister Organizations From a very early stage, a very important aim of IGIP has always been its fruitful co-operation with international associations and sister organizations. In the 20th century IGIP had the consultative status with UNESCO and UNIDO. The most

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important international meetings where IGIP was partly or totally responsible for the organization were: World Conference on Education in Applied Engineering and Engineering Technology, Cologne, 1984; 1st European Forum on Supplementary Training for Engineers, Stuttgart, 1988; World Conference on Engineering Education for Advancing Technology, Sydney, 1989. World Conference of Engineering Education, Portsmouth 1992; World Congress Engineering Education, Vienna/Budapest, 1996 (main organizer IGIP); 4th European Forum for Continuing Engineering Education, Trondheim, 1999. World Engineering Education Forum (WEEF 2014) “Engineering Education for a Global Community”, Dubai, 2014. World Engineering Education Forum (WEEF 2015) , Florence, Italy, 2015.

Historically there were close ties between IGIP and other European and International organizations, such as SEFI, FEANI, IEEE, ASEE, ENIM, CNE (Cartagena Network of Engineering), IFEES, ASIBEI (Asociación Iberoamericana de Instituciones de Enseñanza de la Ingeniería), COPEC. Currently IGIP is a member of IFEES and ENAEE, and has agreements on cooperation with ASEE, IEEE EdSoc, IUCEE and SEFI. IFEES International Federation of Engineering Education Societies

The founding meeting of IFEES took place during the 5th Annual Global Colloquium on Engineering Education of the ASEE (American Society for Engineering Education) in Rio de Janeiro on the 9th of October, 2006. Approximately 35 representatives from worldwide acting Engineering Education societies were invited. The President and the Members of the Executive Committee were elected after an introduction round Prof. Claudio Borri (Italy) was elected as President of IFEES for the

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period 2007–2009. The IGIP President, Norbert Kraker, being elected to the Executive Committee, was one of the Vice-Presidents of IFEES. This was an honor for IGIP and at the same time a confirmation of the importance of Engineering Pedagogy for Engineering Education improvement [20]. Since that time IGIP is a permanent member of IFEES. The aim of IFEES is to promote Engineering Education globally and to enhance its quality by bringing together members from Engineering Education societies around the world to share teaching methods, curriculum plans, and every other aspect of educating engineers, to include those organizations from developing countries. According to IFEES Strategic Plan of 2011the mission of the federation is provision of a global network of engineering education stakeholders which leverages the collective resources of its members to fulfill their missions by identifying, discussing, and advancing common objectives of the Engineering Education community to meet the global challenges. IFEES promotes the following core values among its members and in all of its activities: • • • •

Excellence in Engineering Education globally and in IFEES members Sensitivity to issues regarding our communities and environment A culture of community building and collaboration among all stake holders An Engineering Education profession which displays integrity, honesty, work ethic, cultural awareness, diversity and social responsibility • Capacity building in Engineering Education • Contributing to the socio-economic development of developing communities • integrity, transparency, and respect in all dealings In its activities IFEES addresses the following four areas of interest: • • • •

Engineering Education Infrastructure R&D and Entrepreneurship Student Attraction and Success Lifelong Learning.

More information about IFEES under www.ifees.net. GEDC

IFEES initiated the foundation of GEDC (Global Engineering Deans Council). The date of birth is 8 May 2008, twenty peers from prestigious institutions across the planet met in Paris. Paris was chosen as a symbolic place of modern Engineering Education development, and as the sign of a renaissance for a new global, necessary, and significant effort for a global civilization.

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IGIP was represented at this meeting. Viacheslav Prikhodko was among educators who signed “Paris Declaration” as an inaugural statement of GEDC. Thanks to his efforts on the GEDC web-site there is a Russian version of the Declaration. It was translated by Prof. T. Polyakova. The Mission of the GEDC is to serve as a global network of engineering deans and to leverage the collective strengths of the deans for the advancement of Engineering Education, research and service to the global community. The four main arms of our strategic plan are: institutional leadership, curriculum leadership, policy leadership and accreditation leadership. Now GEDC has now grown to include over 125 deans from over 30 countries, 5 regional chapters, over 10 corporate and other partners, with membership of all types growing quickly. More information about GEDC under gedcouncil.org SEFI—European Society for Engineering Education

European Society for Engineering Education (French: Société Européenne pour la Formation des Ingénieurs) was founded by 21 European Universities at the Catholic University of Leuven in 1973.Now it is located in Brussels. So, both associations have a rich history. For a long time, there have been close ties between sister organizations. They organized joint conferences, coordinated mutual work of Working groups, had SEFI-IGIP Task Force, etc. IGIP President Michael Auer renewed cooperation with this sister organization and in 2011 “Memorandum of Understanding Between the Internationale Gesellschaft für Ingenieurpädagogik (IGIP) and the Société Européenne pour la Formation des Ingénieurs” was signed. The Document is aimed at the encouraging close collaboration between the two societies whose objectives are: enhancing the quality of higher Engineering Education, promoting European Engineering Education and teaching methods, collaborating at the European and global levels, disseminating knowledge on higher Engineering Education, representing a common voice within the world of Engineering Education Associations. More information about SEFI under www.sefi.be. ASEE

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IGIP and ASEE (American Society for Engineering Education) are both committed to further improvement of Engineering Education and engineering technology. ASEE and IGIP have also signed an agreement to further advancement of global engineering excellence through the publication of the Journal of Engineering Education (JEE) in Europe. The American Society for Engineering Education was founded in 1893 and is a nonprofit organization of individuals and institutions committed to furthering education in engineering and engineering technology. It accomplishes this mission by promoting excellence in instruction, research, public service, and practice; exercising worldwide leadership; fostering the technological education of society; and providing quality products and services to members. In pursuit of academic excellence, ASEE develops policies and programs that enhance professional opportunities for engineering faculty members, and promotes activities that support increased student enrollments in engineering and engineering technology colleges and universities. Strong communication and collaboration with national and international organizations further advances ASEE’s mission. ASEE and IGIP sign cooperation agreements on a regular basis. IGIP traditionally organizes a workshop on Engineering Pedagogy during the ASEE Annual Conference. More information about ASEE under www.asee.org. IEEE EdSoc

IEEE stands for the Institute of Electrical and Electronics Engineers. IEEE is the full legal name of the association which is pronounced as “Eye-triple-E”. It is the world’s largest technical professional association, that unites engineers, scientists, and allied professionals. IEEE was registered in 1963 but its roots go back to the 19th century and chronologically the association is connected with 1884 when electricity began influencing life of the society and electrical industry was established. In the middle of the 19th century the electric telegraph gave the opportunity to transmit messages faster than any other communication system. IEEE as the world’s largest technical professional society is dedicated to advancing innovation and technological excellence for the benefit of humanity. It is designed to serve professionals involved in all aspects of the electrical, electronic, and computing fields and related areas of science and technology that underlie modern civilization. In 1979 IEEE registered the name IEEE EdSoc (IEEE Education Society). It is an international organization that promotes, advances, and disseminates state-of-theart information and resources related to the theory and practice of education and educational technology. In 2011 IGIP and IEEE EdSoc signed “Memorandum of Understanding”. According to it the societies agreed:

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• • • •

to grant advantageous membership dues rates to exchange the societies’ newsletters to cooperate activities in organization and support of meetings and conferences to sponsor jointly an online peer review publication that deals with education pedagogy • to become partners in the award entitled “Nicola Tesla Chain” For more information about the IEEE Education Society: http://www.ewh.ieee. org/soc/es/. ENAEE

IGIP is currently one of the members of ENAEE (European Network for Accreditation of Engineering Education). ENAEE is engaged in launching. in accord with its General Policy Statement and in collaboration with the EUR-ACE Implementation and PRO-EAST projects, the EUR-ACE European accreditation system of engineering programs. In this system (described in detail in EUR-ACE document A2) National Agencies accredit study programs, as they already do, and the EUR-ACE label can be added to the accreditation, provided the Agency and the program satisfy the EUR-ACE Framework Standards). The label will distinguish between “First Cycle Degree” and “Second Cycle Degree”, in accord with the European Qualification Framework. More information about ENAEE under www.enaee.eu. SPEE

SPEE—the Portuguese Society for Engineering Education (Portuguese: the Sociedade Portuguesa para a Educação em Engenharia (SPEE). It is a young organization, founded at the Faculty of Engineering of University of Porto (FEUP) in 2010. The main objectives of SPEE are the promotion of education through teacher training, projects dissemination, exchange and cooperation between individuals and institutions and fostering problem analysis and solution within Engineering Education in close cooperation with similar societies in Europe and worldwide. SPEE has set up a number of working groups (Ethics in Engineering, IT for Engineering Education, Lifelong Learning in Engineering, Mathematics in Engineering Education and

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Tools to Develop Higher Order Thinking Skills) and wishes to promote cross fertilization with similar groups in other societies. Presently, SPEE has over 200 individual members and 20 institutional members in Portugal and a few from the American Continent. SPEE has been actively involved in the process of curriculum proposal for accreditation of FEUP as IGIP training center for “International Engineering Educators”, which was successfully approved in September 2011. According to “Memorandum of Understanding” signed by IGIP and SPEE in 2011 both societies direct their cooperation to: • • • • •

enhance the quality of higher Engineering Education (HEE) promote European Engineering Education and teaching methods collaborate at the European and global levels disseminate knowledge on HEE represent a common voice within the world of Engineering Education Associations.

For more information please go to spee.org.pt. IUCEE

IUCEE—Indo Universal Collaboration for Engineering Education was founded as Indo USA Collaboration for Engineering Education in 2007. It included over 150 leaders of Engineering Education and businesses from US and India. The aim of IUCEE is to improve the quality and global relevance of engineering education in India. The activities of the organization are connected with building an ecosystem for transmitting Engineering Education in India with the assistance of Engineering Education experts and industry from around the world. More information: http://iucee.org/. Cooperation with Engineering Education organizations is significant for IGIP as it multiplies the efforts towards the excellence and dissemination of Engineering Pedagogy ideas. The contribution of IGIP to the mutual activity is unique. While sister associations concentrate mainly on training future engineers, IGIP’s main focus is on “training trainers”, i.e. further education of technical lecturers.

2.10 International Journal of Engineering Pedagogy (iJEP) Symposia and Conference Proceedings have always been a rich collection of papers describing the results of research in the sphere of Engineering Education and practical experiences of technical universities of different countries. But the world is changing

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faster now than ever before and in the 21st century Engineering Pedagogy required more publication possibilities for regular opinion exchange. Therefore, just after the elections in 2010 President Michael Auer took the initiative of publishing a new online journal. He suggested the name “iJEP” which stands for “International Journal of Engineering Pedagogy”. In 2011 the project was launched and was a success. In April 2011 the first issue went online followed by two more issues of iJEP in the same year [13]. Eleonore Lickl, an IGIP member and former General Secretary, was asked to be Editor-inChief of it. She presented the journal to the readers of the IGIP Report in 2011 [36]. IGIP EC member Matthias Utesch has been Editor-in-Chief since 2020. The International Journal of Engineering Pedagogy (iJEP) is an independent, peerreviewed online journal. It serves as an international forum related to Engineering Pedagogy and Education, published at present six times a year. Teachers, educators and researchers as well as schools and institutions are invited to discuss their research, experiences, ideas, and perspectives in the field of Engineering Pedagogy at a worldwide level.

iJEP is open to all aspects of Engineering Pedagogy. Major fields of interest include • • • • • • • • • • • • • • •

teaching and learning styles methods, practices and philosophies in engineering assessment ethics inclusivity sustainability online and laboratory learning professional practice global dimensions of Engineering Education/globalization quality issues technical teacher training student communities curricula in the Bachelor and Master system faculty development lifelong learning.

The Editorial Board of iJEP is an international expert team that guarantees a stable high scientific level. A large group of colleagues are invited as reviewers, both from universities and engineering schools. Every submission is reviewed by two independent reviewers.

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Editorial Team Editor-in-Chief • Matthias Christoph Utesch, TU München, Germany Executive Editor • Michael E. Auer, CTI Frankfurt/Main—New York—Vienna—Bangalore Deputy Editor-in-Chief • Matthias Gottlieb, Technical University of Munich, Germany, Germany Senior Editor • Klaus-Tycho Foerster, University of Vienna, Austria Editors • Stamatios Papadakis, School of Education, University of Crete, Greece, Greece • Tatiana Yurievna Polyakova, MADI, Moscow, Russian Federation • Istvan Simonics, Obuda University, Hungary Technical Editor • Sebastian Schreiter, Lagorce, France Editorial Board • Sébastien Jacques, University of Tours, College of Engineering, GREMAN UMR 7347 (CNRS, INSA Centre Val-de-Loire), France, France • Teresa L Larkin, American University, Washington DC, United States • Eleonore Lickl, HBLVA, Vienna, Austria • Stamatios Papadakis, School of Education, University of Crete, Greece, Greece • Maria Teresa Restivo, University of Porto, Portugal • Elio Sancristobal, Spanish University for Distance Education UNED, Spain • Phillip A. Sanger, Purdue University College of Technology, United States • Alexander Solovyev, MADI, Moscow, Russian Federation • Andre Thomas, Texas A&M University, United States

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The journal is open for everyone. Readers do not pay any fee, just registration is necessary. Link: http://online-journals.org/index.php/i-jep. Since 2012 the journal published 4 regular issues per year and in 2013 in addition iJEP introduced special issues. In 2012 they were three: Special Issue TAT’2012, IGIP 2012, and TALE 2013. In 2014 by April Special Issue – CISPEE. The Special Issue TAT’2012 includes most interesting contributions of the Special Track Session TaT’12 organized by IGIP and the Portuguese Society for Engineering Education (SPEE) (Portuguese: Sociedade Portuguesa para a Educação em Engenharia) in 2012. TAT is an acronym for “Talking about Teaching”, which was the name of a thought provoking column in one of the SPEE Newsletters. It was written by Susan Zvacek from Fort Hays State University. Her paper stimulated discussions and there was an idea to continue them within the framework of a special track with the same name “TaT’12” and in future “TaT’NN”. TAT’2012 was organized at the 41st International Conference on Engineering Pedagogy in September 2012. The proposed topics were concerned not only with resources and modern technologies in Engineering Education, but also with the effectiveness of knowledge in order to guaranty simultaneously the spirit of engineering leadership in society and the lifelong learning capability. Vol.3 (2013) http://online-journals.org/index.php/i-jep/article/view/2494/2480. The special issue IGIP 2012 contains selected papers from the joint conferences: the 41st International Conference on Engineering Pedagogy and the 15th International Conference on Interactive Collaborative Learning which were held 26–28 September 2012, Villach, Austria. The IGIP conference was dedicated to the 40th anniversary of the founding of the International Society of Engineering Education. During the conference also the 80th Birthday of the founder of IGIP, Adolf

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Melezinek – the father of Engineering Pedagogy as a scientific subject, was celebrated with an honorary colloquium. Vol/3 (2013) http://online-journals.org/index. php/i-jep/article/view/2537/2504. Special Issue EDUCON 2013 presents the papers from the 4th Annual Global Engineering Conference EDUCON 2013 “Synergy from Classic and Future Engineering Education” sponsored by IEEE Education Society. The conference was held at the School of Mathematics and Natural Sciences at Technische Universität Berlin to discuss the latest research results in the field of Engineering Education. The topics range from attracting, engaging and retaining issues over study abroad programs and methods/technologies in (distance) learning to infrastructure and technologies for Engineering Education. Vol.3 (2013)http://online-journals.org/index.php/i-jep/article/view/2811/2627. Special Issue TALE 2013 includes the most significant research and practiceoriented presentations of TALE2013 Conference “Science & Engineering Education for Humanity” held Bali Dynasty Resort, Kuta, Indonesia from 26-29 August 2013. International Conferences on Teaching, Assessment, and Learning for Engineering (TALE) are organized by the IEEE every year and are held in the Asia-Pacific region (IEEE Region 10). They complement other conferences sponsored by the IEEE Education Society, most notably Frontiers in Education in North America (IEEE Regions 1–7) and EDUCON in Europe/Middle East/Africa (IEEE Region 8). The aim of TALE 2013 was to provide a forum for academicians and professionals from various education fields to discuss the theme of fostering innovation and excellence in Engineering Education, including computing, computer science, information technology and cognate disciplines. Vol. 3 (2013) Special Issue http://online-journals.org/index.php/i-jep/article/ view/3449/2893. Special Issue – CISPEE contains a selection of highly rated papers from CISPEE2013 “Engineering Education: Challenges for Innovation” which was the 1st International Conference of the Portuguese Society for Engineering Education (SPEE). SPEE is a young society launched by the Faculty of Engineering of University of Porto, in February 19,2010. Vol. 4 No5 Special Issue http://online-journals.org/index.php/i-jep/article/view/ 3539/3004. Due to the great interest in publishing in iJEP, six regular issues as well as additional special issues have been published since 2018.

2.11 Conclusions Writing the book, you have read, required a lot of time and work, but working on it was extremely interesting and useful for the authors, as it allowed us to recall a lot of events in IGIP’s life, that we witnessed, as well as to find new facts that have already become its history.

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A careful study of IGIP’s materials, the works of IGIP members, and the analysis of IGIP activities undertaken on this basis allows us to draw several, in our opinion, important conclusions. During its existence, the International Society for Engineering Pedagogy, founded in 1972 by a group of enthusiasts from German-speaking countries, has really turned into an international organization. Engineering Pedagogy, the foundations of which were laid by the Klagenfurt School, have been supported and widely developed in various countries, especially in Eastern Europe and Russia. Engineering Pedagogy provided a scientific platform for conducting scientific research in different countries, which were supposed to provide answers to numerous questions posed to Engineering Education at the turn of the century by the rapid change in the conditions of professional activity of engineers and the need to reform educational systems within the framework of the Bologna process. Research in the field of Engineering Pedagogy is characterized by a combination of unified approaches and diverse national traditions due to the historical development of different countries, the peculiarities of scientific pedagogical schools and systems of Engineering Education. The involvement of a large number of teachers with high-level technical education in theoretical pedagogical work contributed to a more accurate approach to conducting research and obtaining significant data. This has an impact on the methodology of conducting research in other areas of pedagogy as a humanitarian scientific discipline. The history of IGIP shows that the developed structure of the Society to the maximum extent corresponded to the tasks set and has not lost its relevance at the present time. The basic approaches and principles laid down during the development of the First IGIP Prototype Curriculum have stood the test of time, and make it possible, while maintaining the basic idea, to modernize the Curriculum, promptly responding to the changes in Engineering Education. IGIP Training Centers established in different countries, international summer schools, seminars and workshops organized by IGIP are forms of organizing long life psychological and pedagogical training of teachers of technical disciplines, which becomes absolutely necessary in the conditions of constant changes taking place in the field of Engineering Education. The IGIP organization of both annual international and regional conferences and seminars provides an opportunity to discuss not only common problems and issues but also those existing at the national level, which, of course, contributes to the preservation of the existing diversity of Engineering Education systems enriched with common approaches in a globalized world. Throughout 50 years of IGIP’s existence, it has been possible to maintain IGIP’s specificity in the conditions of a large and increasing number of societies dealing with Engineering Education, primarily providing teachers of technical disciplines with the opportunity to improve their skills. To do this, IGIP has all the necessary resources.

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“Ing.Paed.IGIP” Register which is maintained by IGIP, confirms high qualifications of technical teachers at the international level, which is of particular importance in modern conditions of professional mobility development, and encourages professional development. IGIP timely and constructively defines the current tasks in connection with the new challenges facing Engineering Education, which guarantees its further systematic and productive development. IGIP is more democratic than ever and is open to new countries, for both young and teachers and researchers with important pedagogical experience. Paying great attention to the development of new innovative teaching technologies, IGIP continues to fulfill its main purpose—to improve the competences level of technical teachers, dynamically responding to the demands of the time and promptly making improvements to the system of psychological and pedagogical training because only highly qualified teachers, who are talented in applying the entire arsenal of fantastic up-to-date teaching tools, determine to a large extent the improvement of the quality engineers training and learning, whose professional competence and talent are the key to the dynamic development of society. The presented book reflects to the maximum extent possible all aspects of the emergence, existence and development of a unique community of teachers, scientists, public and political figures whose interests are directly or indirectly related to Engineering Education, or rather to Engineering Pedagogy, which focuses on the teacher, methodology and practice of teaching engineering. The authors will be grateful for comments and additions to the next edition of the book.

References 1. Lickl E (2009) Report of the 38th IGIP symposium—Q2 of E2. Report 38:7–12 2. Van Engelshoven P (2003) Update of the Ing.Paed.IGIP concept? In: Information—communication—knowledge. Engineering Education Today. Fachhochschule Karlsruhe, Karlsruhe 29–33 3. Kammasch G, Ziroff Gut V (2005) Von der Hagia Sophia zum ING.-PAED Curriculum: Ein Beitrag der Arbeitsgruppen der IGIP. In: Keynotes. Öztürk A, Flueckiger F, Ruprecht R, Gürer LK Design of Education in the 3rd Millenium. Frontiers in Engineering education. 34th international engineering education symposium IGIP, 12–15 Sept 2005, vol II, Yeditepe University, Mor Ajans, Istanbul, Turkey, pp 109–127 4. Zafoschnig A (2013) The development of the new ING-PAED IGIP curriculum into an umbrella for modularized national and regional engineering education curricula. In: International conference on interactive collaborative learning (ICL). Kazan National Research Technological University, Kazan, Russia, pp 230–234 5. Rüütmann T, Annus I, Kübarsepp J, Läänemets, U, Umborg, J (2021). Updated curriculum for engineering pedagogical continuing in-service education. In: ICL2021—24th international conference on interactive collaborative learning, 22–24 Sept 2021, TU Dresden and HTW Dresden, Germany, pp 379–390 6. Kraker N (2007) President’s message. Report 36:5

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32. Radcliffe DF (2006) Global challenges facing engineering education: opportunities for innovation. In: Engineering education—the priority for global development. Book of abstracts. Flueckiger F, Ruprecht R, Rüütmann T (eds) IGIP, Tallinn, Estonia 27–38 33. Driensky D (1999) Einführung in die Ingeneurpädagogik. Bratislava 34. Rüütmann T (2019). Engineering pedagogy as the basis for effective teaching competencies of engineering faculty. In: Vysshee Obrazovanie v Rossii. Higher Educ Russia 28(12):123−131. https://doi.org/10.31992/0869-3617-2019-28-12-123-131 35. Rüütmann T (2020) Effective tools and models for engineering faculty mastery teaching supporting meaningful learning. In: Restivo T, Alves G, Porto CA (eds) Engineering education for the future in a multicultural and smart world. IEEE EDUCON2020 proceedings: 2020 IEEE global engineering education conference (EDUCON), Porto, Portugal, 27.-30.04.2020. IEEE, Portugal, pp 1622−1626 36. Lickl E (2011) IGIP’s and IEEE-ES new peer-reviewed online journal: international journal of engineering pedagogy (iJEP). Report 40:15–16

Appendix 1

Series of Publications on Engineering Pedagogy

Ergebnisse und Perspektiven der Ingenieurpädagogik (1972). Melezinek A (ed). Band l. Die Technik und ihre Lehre (1973). Melezinek A (ed). Band 2. Ingenieurpädagogik und Computereinsatz (1974). Melezinek A (ed). Band 3. Fortschritte der Ingenieurpädagogik (1975). Melezinek A (ed). Band 4. Zur Integration des Systemdenkens moderner Elektronik in die Curricula (1976). Melezinek A (ed). Band 5. Ingenieurpädagogik – Probleme, Ergebnisse, Perspektiven (1976). Melezinek A (ed). Band 6. Lehrmethoden der Informatik (1976). Melezinek A (ed). Band 7. Lernen im Bereich der Technik (1977). Melezinek A (ed). Band 8. Technik – Gegenstand und Mittel der Bildung (1978). Melezinek A (ed). Band 9. Konstruktionsunterricht an Technischen Hochschulen (1978). Melezinek A (ed). Band 10. Technik und Didaktik (1979). Melezinek A (ed). Band 11. Technikvermittlung im Universitäts – und Hochschulbereich (1979). Melezinek A (ed). Band 12. Ingenieurausbildung an höheren Schulen (1980). Melezinek A (ed). Band 13. Ingenieurwissenschaftliche Reformstudiengänge in der Bewährung (1981). Melezinek A (ed). Band 14. Ingenieurpädagogik – Perspektiven für die 80er Jahre (1981). Melezinek A (ed). Band 15. Internationale Ingenieurausbildung (1982). Melezinek A (ed). Band 16. Technik und Umwelt (1983). Melezinek A (ed). Band 17. Humanökologie und Umwelttechnik in Lehre und Forschung (1983). Melezinek A (ed). Band 18. Praxisorientiertes Technikstudium in den USA (1984). Melezinek A (ed). Band 19.

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

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Appendix 1: Series of Publications on Engineering Pedagogy

Technologietransfer – Kooperation im Dienste des Menschen (1984). Melezinek A (ed). Band 20. Ingenieurpädagogik – Lösungsansätze im internationalen Vergleich (1985). Melezinek A (ed). Band 21. ISBN 3-88064-122-6 Medien und Technik (1986). Melezinek A (ed). Band 22. Technik und Informationsgesellschaft (1987). Melezinek A (ed). Band 23. Technik lehren – Technik lernen (1988). Melezinek A (ed). Band 24. Technik und Humane Daseinsgestaltung (1989). Melezinek A (ed). Band 25. Moderne Aus- und Weiterbildung von Ingenieuren (1) (1991). Melezinek A (ed). 26. Moderne Aus- und Weiterbildung von Ingenieuren (2) (1991). Melezinek A (ed). Band 27. ISBN 3-88064-215-X Ingenieurcurricula am Übergang von Planwirtschaft zur Marktwirtschaft (1991). Melezinek A (ed). Band 28. Ingenieurausbildung 2000 (1990). Melezinek A (ed). Band 29. Der Ingenieur im vereinten Europa (1992). Melezinek A (ed). Band 30. Vol. 31. Ingenieurpädagogik – Brücke zwischen Lehre und Forschung (1993). Melezinek A (ed). Band 31. ISBN 3-88064-232-X Visionen und Strategien für Europa (1) (1994). Melezinek A (ed). Band 32. Visionen und Strategien für Europa (2) (1994). Melezinek A (ed). Band 33. Interdisziplinarität und Internationalität der Universität Klagenfurt: Die Klagenfurter Ingenieurpädagogische Schule (1995). Melezinek A (ed). Band 34. Ingenieurausbildung und Strukturveränderungen am Arbeitsplatz des ausgehenden 20. Jahrhunderts (1995). Melezinek A (ed). Band 35. ISBN 3-88064-259-1 Bildung durch Kommunikation (1996). Melezinek A (ed). Band 36. Ingenieur 2000 – Overinformed – Undereducated? (1997). Melezinek A (ed). Band 37. ISBN 3-88064-273-7 25 Jahre IGIP – Who is Who (1997). Melezinek A (ed). Band 38. Pädagogische Probleme in der Ingeuieurausbildung (1998). Melezinek A, Prikhodko V (eds). (1) Band 39. ISBN 3-88064-284-2 Pädagogische Probleme in der Ingenieurausbildung. Melezinek A, Prikhodko V (eds). (2) Band 40. ISBN 3-88064-284-2 Engineering Education in the Third Millennium (1) (1999). Melezinek A (ed). Band 41. ISBN 3-88064-289-3 Vol. 42. Engineering Education in the Third Millennium (2) (1999) Melezinek A (ed). Band 42. ISBN 3-88064-290-7 Perspektiven im zusammenwachsenden Europa (1999). Melezinek A (ed). Band 43. Unique and Excellent. Ingenieurausbildung im 21. Jahrhundert (2000). Melezinek A (ed). Band 44. ISBN 3-88064-295-8 Lust am Lehren – Lust am Lernen (2001). Melezinek A (ed). Band 45. ISBN 3-88064-302-4 IGIP-Who is Who (2001). Melezinek A (ed). Band 46. ISBN 3-88064-303-2

Appendix 1: Series of Publications on Engineering Pedagogy

149

Ingenieur des 21. Jahrhunderts (2002). Litvinenko V, Melezinek A, Prikhodko A. (1). Band 47. Referate des 31. Internationalen Symposiums “Ingenieur des 21. Jahrhunderts”. – S.-Peterburg. ISBN 5-94211-073-5 Ingenieur des 21. Jahrhunderts (2002). Litvinenko V, Melezinek A, Prikhodko A. (2). Band 48. ISBN 5-94211-073-5 Information – Communication – Knowledge. Engineering education today. Information – Komunikation – Wissen. Ingenieurpädagogik Heute (2003) Fischer W, Flueckiger F (eds). Referate des 32 Simposiums der Internationalen Gesellschaftfier Ingenieurpädagogik. – Karlsruhe. Local Identity – Global Awareness. Engineering education today (2004). F. Flueckiger F, Ruprecht R, Scheurer R (eds). 33 Symposium IGIP. – Frieburg, ISBN 2-940156-28-X Design of Education in the 3rd Millennium. Frontiers in Engineering Education. Proceedings (1) (2005). Öztürk A, Fluekiger F, Gürer L, Ruprecht R (eds). Design of Education in the 3rd Millennium. Frontiers in Engineering Education. Keynotes (2) (2005). Öztürk A, Fluekiger F, Gürer L, Ruprecht R (eds). Engineering Education – the Priority for Global Development. Book of Abstracts (2006). Fluekiger F, Ruprecht R, Rüütmann T (eds) +CD. Joining Forces in Engineering Education Towards Excellence. Proceedings SEFI and IGIP Joint Annual Conference 2007 (2007). Szentirmai L, Szarka T (eds) +CD. ISBN 978-963-661-772-1 Engineering Competences – Traditions and Innovations. Proceedings of the 37th International IGIP Symposium. Book of Abstracts (2008) +CD. ISBN 5-7962-00933 (978-5-7962-0093-3) Q2 f E2 – Quality and Quantity of Engineering Education. Proceedings of the 38th International IGIP Symposium. Book of Abstracts (2009). 38th International IGIP Symposium. Norbert Kraker, Eleonore Lickl, Udo Traussnigg, Heidi Schlener (eds) - Graz344 p. +CD. Diversity unifies – Diversity in Engineering Education. Proceedings of the Joint International IGIP-SEFI Annual Conference 2010 (2010). Resetova K (ed) +CD. ISBN 978-2-87352-003-8 Forming International Engineers for the Information Society. Book of Abstracts (2011). Brito C. da R, Ciampi M. M (eds). ISBN 978-85-89120-87-6 15th International Conference on Interactive Collaborative Learning www.icl-con ference.org and 41st IGIP International Conference on Engineering Pedagogy (2012) IEEE Xplore® ISBN 978-1-4673-2427-4. http://ieeexplore.ieee.org/xpl/mostRecen tIssue.jsp?punumber=6388992 16th International Conference on Interactive Collaborative Learning and 42nd IGIP International Conference on Engineering Pedagogy (2013), Kazan, Russia. IEEE Xplore® ISBN 978-1-4799-0153-1 http://ieeexplore.ieee.org/xpl/mostRecen tIssue.jsp?punumber=6630248

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Appendix 1: Series of Publications on Engineering Pedagogy

17th International Conference on Interactive Collaborative Learning and 43rd IGIP International Conference on Engineering Pedagogy (2014). Dubai. IEEE Xplore® ISBN 978-1-4799-4437-8. http://ieeexplore.ieee.org/xpl/mostRecentIssue. jsp?punumber=7002490 18th International Conference on Interactive Collaborative Learning and 44th IGIP International Conference on Engineering Pedagogy (2015), Florence, Italy. IEEE Xplore® ISBN 978-1-4799-8707-8. http://ieeexplore.ieee.org/xpl/mostRecen tIssue.jsp?punumber=7302374 Interactive Collaborative Learning. Proceedings of the 19th ICL Conference Volume 1&2 (2016) Auer M E, Guralnick D, Uhomoibhi J (eds.) ISBN 978-3-31950337-0, © 2017, Available Formats: eBook, Softcover. http://www.springer.com/ in/book/9783319503363 Engineering Education for a Smart Society. World Engineering Education Forum & Global Engineering Deans Council (2016). Auer M. E, Kim, K.-S (eds.). ISBN 978-3-319-60937-9, © 2018, Available Formats: eBook, Softcover. http:// www.springer.com/in/book/978-3-319-60936-2 Teaching and Learning in a Digital World. Proceedings of the 20th International Conference on Interactive Collaborative Learning – Volume 1&2 (2017). Auer M.E, Guralnick D, Simonics I (eds). ISBN: 978-3-319-73210-7. http://www.springer. com/de/book/9783319732091 The Challenges of the Digital Transformation in Education. Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) Volume 1&2 (2018) Michael E. Auer M.E, Tsiatsos T (eds). ISBN: 978-3-03011932-4. https://link.springer.com/book/10.1007/978-3-030-11932-4 The Impact of the 4th Industrial Revolution on Engineering Education. Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019) – Volume 1&2 (2019). Auer M.E, Hortsch H, Sethakul P (eds). ISBN: 978-3-030-40274-7. https://link.springer.com/book/10.1007/978-3-030-40274-7 Educating Engineers for Future Industrial Revolutions. Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020), Volume 1&2 (2020). Auer ME, Rüütmann T (eds). ISBN 978-3-030-68197-5. https://link. springer.com/book/10.1007%2F978-3-030-68198-2 Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Volume 1&2 (2021) Auer M E, Hortsch H, Michler O, Köhler T (eds). ISBN: 978-3-030-93904-5. https://link.springer.com/book/10.1007/ 978-3-030-93904-5

Appendix 2

The First IGIP Curriculum

Subject

Number of hours

Engineering education theory

36

Engineering education practice

36

Educational technology

12

Laboratory didactics

12

Understandable text creation

16

Rhetoric

12

Communication and discussion training

32

Selected principles of psychology

16

Selected principles of sociology Principles of biological development

8 8

Other subjects (e.g. school law, management)

16

Total

204

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

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Appendix 3

IGIP Criteria for Accreditation of Engineering Pedagogy Studies

IGIP Criteria for Accreditation of Engineering Pedagogy Studies

Decided by the International Monitoring Committee on September 11th, 2005 Approved by IGIP Executive Committee on September 11th 2005

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

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Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

1. IGIP Accreditation Criteria for Engineering Pedagogy 1.1 Introduction The qualification profile of an engineering pedagogue is based on two pillars: – Engineering qualification which was earned through a recognised and/or accredited engineering education followed by relevant professional experience. – Qualifications in engineering pedagogy acquired in the course of a comprehensive educational program for engineering educators. The engineering pedagogy program is generally an independent course of studies after an engineering program. But it can also be an integral part of an engineering degree program. Educational programs for engineering pedagogues can be accredited by the IGIP. To be accredited they must meet the accreditation criteria defined by the IGIP.

1.2 Goals of IGIP Accreditation The purposes of IGIP accreditation are: – To assure that graduates of the accredited engineering pedagogical programs are well prepared to perform their teaching duties in engineering subjects and meet the criteria for IGIP registration as an International Engineering Educator, ING-PAED IGIP. – To promote the quality assurance, quality improvement and modernisation of the engineering pedagogy programs. – To create public awareness of the high quality of the programs for engineering pedagogues. The accreditation is a voluntary process which educational institutions must apply to the IGIP for through the responsible IGIP-NMC.

1.3 IGIP Accreditation Criteria The accreditation criteria defined by the IGIP for the corresponding education processes of a program for engineering educators (cf. Chap. 3) are: (a) (b) (c) (d)

Organisation of the program Entrance requirements for first year students Skills/abilities of the graduates Engineering pedagogical curriculum

Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

155

(e) Lecturers and professors (f) Institutional resources (g) Quality control and feedback. The following minimum standards for the accreditation criteria are to be considered.

1.3.1 Accreditation Criterion (a): Organisation of the Program Depending on the structural requirements of the national education system (cf. Chap. 2), the engineering pedagogy program can be organised as: – An independent course of studies which follows a completed engineering program – Integration of the engineering pedagogy program into an engineering degree program. 1.3.1.1 Independent Course of Studies for Engineering Pedagogy Engineering education training as stand-alone program (cf. Chap. 2) occurs either in form of: – a comprehensive graduate education program with a certificate of completion, or – a comprehensive program with an academic degree on a Second Cycle Degree1 level. – In this case the following requirements have to be fulfilled for IGIP accreditation: – The training institution must show how the engineering pedagogical training has been embedded into the national education system and how it is recognised. 1.3.1.2 Integrated Program for Engineering Pedagogy In this case, the engineering pedagogical program is integrated into an existing program of engineering studies. The following requirements have to be fulfilled for IGIP accreditation: – The degree conferred by the corresponding program of engineering studies must be on a SCD level (see Chap. 2). – The programs of engineering studies for consideration are consecutive or overlapping courses which award an academic SCD degree (e.g. Master of Engineering, Master of Science or similar) as well as long-term courses of study which award an academic SCD degree (e.g. graduate in civil engineering at a university).

1

SCD = Second Cycle Degree (Master Degree).

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Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

– When a student is integrated into a long program of study, the engineering teachers’ training must take place in the second part of the program of engineering studies (i.e. in the advanced semesters). – The successful completion of the engineering pedagogical segment of the program must be separately certified (e.g. by a certificate of engineering pedagogy). – Educational institutions must show that they confer recognised certificates of engineering pedagogy. 1.3.2 Accreditation Criterion (b): Entrance Requirements for First Year Students The success of the educational process depends primarily on the quality and the commitment of the students. In this context, special attention must be paid to the entrance requirements of applicants. The minimum standards defined by the IGIP for applicants to qualify for acceptance as students are:

1.3.2.1 Within Independent Course of Studies for Engineering Pedagogy – a completed degree in engineering from a nationally recognised and/or accredited course in engineering with a degree at least at the level of First Cycle Degree.2 Bachelor of Engineering, Bachelor of Science (in any discipline of engineering science) and others. – a high degree of engineering expertise which is generally acquired during relevant professional experience. 1.3.2.2 Within Integrated Program for Engineering Pedagogy – Enrolment in a consecutive or overlapping program of engineering studies with an academic SCD degree (e.g. Master of Engineering) requires applicants to have completed a nationally recognised and/or accredited program of engineering studies with a degree which corresponds at least to the level of FCD. – A long-term program of study in engineering science requires that applicants for integrated engineering teachers’ education must have successfully completed a basic studies program. In all cases, the degree program specified should be compliant with FEANI requirements (see www.feani.org).

2

FCD = First Cycle Degree (Bachelor Degree).

Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

157

1.3.3 Accreditation Criterion (c): Skills/Abilities of the Graduates IGIP expects that the graduate of a program in engineering pedagogy, in addition to a high degree of engineering expertise, can also demonstrate solid competence in engineering pedagogy. Regarding competencies in engineering pedagogy, the specific skills which educators must acquire are: – – – – – –

Pedagogical, social, psychological and ethical skills Didactical skills Evaluative skills Organisational/management skills Self-awareness and developmental skills Communicative and peer group skills.

Please find additional information on the competencies in engineering pedagogy recommended by IGIP in Chap. 4.

1.3.4 Accreditation Criterion (d): Engineering Pedagogy Curriculum The engineering pedagogy curriculum is the central building block of an engineering educator’s training. For the program in engineering pedagogy, the educational institution must present documentation comprising: – A table listing the curriculum modules stating the ECTS credit points and attendance hours (1 ECTS corresponds to 30 h of work, of which 12 are attendance hours). – Detailed conditions of study stating the contents and learning goals of individual educational modules and the overall program of study in agreement with the established skills/abilities which students are supposed to acquire during the program. – Minimum standard for the work load and attendance hours in the engineering pedagogy program: 20 ECTS (corresponding to 600 hours work load, of which 240 are attendance hours). – The minimum standards for the modules of the engineering pedagogy curriculum are described within Table 1: The conditions regarding the implementation of the curriculum are: (1) The curriculum must contain all required modules (RM1-RM6) and one required elective (either REM1 or REM2—total 18 ECTS). (2) Elective credit points (ECP) can be used in accordance with the educational institution to reinforce individual required modules (e.g. RM2 and RM5) and/or for adding an additional required module or a self-defined elective (ARM). (3) If necessary, the required modules RM3 and RM4 can each be divided into two modules and separately tested.

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Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

Table 1 Minimal standards for an engineering pedagogical curriculum3 Module description

ECTS at least

Core modules

8

RM1

Theoretical and practical engineering pedagogy

6

RM2

Laboratory methodology

2 4

Theory modules RM3

Psychology and sociology

3

REM

REM1—Ethics (1 ECTS) REM2—Intercultural competences (1 ECTS)

1

Practice modules

6

RM4

Oral communication skills, scientific writing

3

RM5

Working with projects

1

RM6

Media, E-learning, computer aided technologies

2

Elective credit points

2

ECP

2

In total

Electives

20

For more information please see the document “IGIP Recommendations for Curricula in Studies of Engineering Pedagogy”. If the institution of engineering pedagogy presents an educational curriculum whose contents, structure and/or methodology deviates from the IGIP curriculum it must prove that the required skills for engineering educators are taught, and explain how this is done: – Detailed examination regulations showing how the achievement of the learning goals of individual modules and the overall course program is regularly monitored and confirmed by the students. – The education is completed by one final exam held by a commission of at least 3 members. During the exam the candidates must show that they have acquired the skills of an engineering pedagogue. – The final exam consists of the presentation and discussion of the candidate’s portfolio and an examination interview, in particular about the portfolio’s components. – The portfolio contains the confirmations of the lecturers in all the modules completed, the complete written planning and performance of a teaching session, including video recording, and a subsequent analysis as well as the problem solving of at least one didactic case study. – The exam is marked as “passed” or “failed”.

3

RM = Required module, REM = Required elective (self-defined elective) module, FCP = Free credit points

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1.3.5 Accreditation Criterion (e): Lecturers and Professors The criteria which lecturers and professors working in the engineering education program must meet are: – High degree of expertise documented by the completion of a relevant university degree program at least at the level of an SCD level (e.g. university diploma, master’s degree, or similar). – Lecturers in the engineering education modules should be registered as INGPAED IGIP. A doctorate in engineering pedagogy is recommended. 1.3.6 Accreditation Criterion (f): Institutional Resources The educational institution must show that suitable resources are available for the engineering pedagogical program. The minimum standard requires: – Proof of suitable classrooms and practice rooms. – Proof of adequate, state-of-the-art media equipment in the classrooms and practice rooms (PCs, projectors, internet access, video recorders and players, and similar items). – Assistant personnel adequate to meet the capacity of the school. – Adequate supply of learning materials for the students. – Written confirmation by the institution’s administration that the program is designed to run for an extended period of time and that, in consequence, its long-term financial backing has been secured. 1.3.7 Accreditation Criterion (g): Quality Control and Feedback The educational institution must show that effective measures for quality control and quality assurance of the educational program are defined and implemented. In particular, it should be able to document that: – A procedure exists and is implemented which involves surveying students about the achievement of educational goals in all modules and throughout the whole educational program. – The address files of graduates are filed and maintained according to the year of graduation. – The graduates are surveyed about the usefulness of their training as engineering pedagogues for the practice of their profession. – The employers of the graduates are regularly polled about the relevance of the engineering pedagogical training on the job. – A procedure exists and is implemented which permits changes to improve and enhance the educational process.

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1.4 Application for Accreditation If an institution meets the above described criteria it may apply for accreditation of engineering pedagogy program to the IGIP-Monitoring Committee in the relevant country. The list of IGIP-MCs and the application forms can be downloaded from the IGIP website http://www.igip.org/.

2. Organisation Forms of Engineering Pedagogy Programs in Different Education Systems 2.1 Diversity of National Systems National educational systems are expressions of a country’s cultural identity. Although they have many common roots, there are major structural differences between individual countries. The first major difference, which reflects national needs and perceptions, can even be seen on the secondary school level. Each country has its own types of schools, each of which specify content-related focal points, educational approaches and the lengths of their educational programs. Similar differences can also be found at the university level. There, they are expressed as country-specific universities which have their own educational profiles, diverse levels of theoretical and practical integration and divergent ways of giving students their final evaluations before graduation. The academic titles and degrees awarded vary, and the degree programs differ in length. If you compare the structures of the programs of study at university level, the diversity can be reduced to two different university systems (Fig. 1). – The “continental European university system” has two types of programs of university study which are offered parallel to each other as alternatives: – The “long-term” program of study generally takes five years, is frequently more theoretically oriented, and ends with a “diploma”. – The “short” program of study generally takes three to four years, is frequently more practical oriented, and awards a “diploma”, too.

2.2 A Common European Approach: The Bologna Declaration The Anglo-American consecutive system and its academic degrees, the Bachelor’s and Master’s, have created an international standard. This system strongly promotes the international mobility of students and graduates.

Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies SCD

Diploma degree

Long-term cycle studies

~ 5 years

161

SC Degree

SC course of study Diploma degree

Short-term cycle studies

Second Cycle Degree

FCD

FC Degree

FC

First Cycle Degree

course of study 3 - 4 years

Traditional Continental European Model

3 - 4 years

European Higher Education System

Fig. 1 Structures of programs of study in different educational systems

The European ministers of education and scientific research, in their efforts to create a “European university space” and a “European university system”, have turned to the basic structure of the consecutive system. The agreement signed in June 1999 is called the Bologna Declaration. The “European University System” is essentially based on two main study cycles: – The program in the first cycle (lasting at least 3 years, 180 European Credit Transfer System Credit Points) ends with the First Cycle Degree (FCD). The designation of the academic degree awarded is determined on a national level. The internationally known designation “Bachelor” is frequently chosen. – The program in the second cycle (lasting at least one year, 60 ECTS CP) ends with the Second Cycle Degree (SCD). Admissions requirement to the second cycle is the successful completion of the first program cycle (FCD). In addition to the national titles and degrees, the degree is popularly referred to as the “Master’s”. The scope of the program of study in the European university system is measured by a determination of the students’ work load. The work load includes all student activities related to learning specific material and/or to develop a specific skill, so that he/she meets the exam requirements. This includes, in additional to presence in the classroom, all other necessary learning and competence-development activities both on and off campus. The students’ work load is expressed in credit points. For example, in the European Credit Transfer System (ECTS), one credit point (1 ECTS CP) is awarded for the students’ work load of 30 h (1 ECTS CP). The Bologna Declaration obliges the countries to adapt national programs of study to the structure of the European university system by 2010. During the transition period, the university programs in Europe are made up of a combination of the old

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and new system and form a coexistence of the new consecutive programs of the first and second cycle with the traditional “long” and “short” programs. Figure 1 shows how the traditional programs are formally compatible with the new ones.

2.3 Integrating the Engineering Pedagogy Programs Into the European University System The European university system creates many opportunities for continuative programs in the second cycle. These include: – Consecutive programs: in the second cycle, students deepen their knowledge and competencies, usually in the same branch of study. Consecutive programs are “degree programs” (at least 60 ECTS CP). They end with the SCD degree (e.g. Master’s). – Overlapping programs: in the second cycle, students broaden their knowledge and competencies in a second branch of study. Overlapping programs are “degree programs” (at least 60 ECTS CP). They end with the SCD degree (e.g. Master’s). – Adult education programs: in these programs, students acquire knowledge and skills in what is usually an overlapping program whose scope (less than 60 ECTS CP) does not meet the full requirements for the award of a SCD degree. Therefore, adult education programs generally end with a university certificate. Possibilities of how to embed the engineering pedagogical training to the structure of the European university system is shown in Fig. 2. Type 1 Independent Second Cycle Studies

Type 2 Integrated in other Courses of Study SCD

Master (SCD)

Certificate Ing-Paed

Certificate IngPaed Studies

min. 20 ECTS CP

Master (SCD) Curriculum

Ing-Paed Studies min. 60 ECTS CP

Diplom (SCD) Certificate IngPaed Curriculum

min. 20 ECTS CP

min. 60 ECTS CP

FCD

FCD or SCD (Diploma degree, Bachelor, Master)

Short- or long-term cycle studies

min. 180 ECTS CP

Long-term cycle studies

min. 240 ECTS CP

Fig. 2 Options for engineering pedagogy in the European university system

Appendix 3: IGIP Criteria for Accreditation of Engineering Pedagogy Studies

First year students

163

IGIP curriculum Graduates

Entrance requirements

Students, Teachers Infrastructure

Skills/abilities

Feedback (quality control)

Fig. 3 Educational process

3. Educational Process Every educational program—including programs in engineering pedagogy—is a multi-layered process. The quality of the final results is measured by the success enjoyed by graduates in their professional careers. It depends largely on the commitment of all those involved, both inside and outside the educational institution. Therefore, the graduates should be included into the planning, controlling and implementation of this process (see Fig. 3). At the beginning of the engineering educational process, the first-year student has already a certain profile and level of entrance qualifications. These entrance qualifications have been acquired in previous phases of education and career experience. The institution of engineering pedagogy must clearly define the entrance qualifications for students studying engineering pedagogy, i.e. specify in detail what knowledge and skills are expected of first-year students. The result of the process of training teachers in engineering pedagogy is to graduate educators with certified degrees and specific competencies which certify them as qualified teachers in technical subjects based on their training as teachers of engineering. The level of qualifications and profile should correspond to market requirements. Hence, the desired final qualification should be defined as a series of competencies/skills necessary to pursue a career in the profession. A mere list of the knowledge acquired in the framework of the educational process is insufficient to describe the degree qualification. The heart of the qualification process is an educational program with a clearly defined curriculum designed to overcome the difference between entrance level and graduation qualification. Ideally, a curriculum should be strictly results-oriented, i.e. the entrance level of students is raised to a clearly defined graduate level. The curriculum defines the teaching process (the coordinated sequence of lectures and seminars), the testing process (the evaluation of the students’ achievements) and the process of practice transfer (the practical implementation of those competencies and the development of skills).

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The actors on the inside of these processes are students, lecturers, professors and other academic and administrative personnel. They use the institutional resources (facilities, equipment and financial resources of the educational program, etc.). On the other side there are the employers, who play a major role when the students write their thesis with the help of those outside the university. The quality of this process depends heavily on coordination between individual process components and between the participants and the existing feedback loops on all levels. Moreover, the universities should initiate a process of quality control and document the results. The information collected in this way should be used for the continuous improvement of the program. In the framework of such a process, the students should be asked whether their program of studies satisfied the desired objectives and whether, in their opinion, it brought to them the knowledge and skills needed. As part of quality control, feedback from the employers´ side should also be sought after in which both expertise and behavioural competence of the newly hired graduates are judged on the job. This could be done, for example, by sending a questionnaire to students immediately after graduation, and to their employers several years later, requesting their feedback. For the areas: – – – – – –

Entrance qualifications for first-year students Competencies/skills of the graduates Engineering pedagogy curriculum Lecturers and professors Institutional resources Quality control and feedback.

IGIP defines minimum criteria which must be met for the accreditation of an engineering pedagogy program.

4. Competencies in Engineering Pedagogy The target group should acquire the necessary professional competences of an engineering instructor. These general, professional competencies consist of two main groups: technical expertise and typical engineering pedagogical competencies in the narrower sense of the term. The engineering educational competencies are to be summarised as follows: – – – – – –

Pedagogical, social, psychological and ethical competencies Didactical skills Evaluative competencies Organisational (Management-) competencies Oral communication skills and social competencies reflective and developmental competencies.

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4.1 Technical Competencies It is assumed that the candidate has acquired a high level of technical knowledge while studying engineering and has met the requirements as defined by the ‘Fédération Européenne d’Associations Nationales d’Ingénieurs—FEANI’ for registration as European Engineer—EUR ING. Both an engineering diploma and professional experience in engineering for at least one year is required (cf. Sect. 1.3.2).

4.2 Pedagogical, Social, Psychological and Ethical Competencies Engineering pedagogues: 4.2.1 create a positive working and learning atmosphere 4.2.2 see the students as learning partners in a relationship characterised by mutual respect 4.2.3 use group-dynamics, stimulate interaction between professor and students and as well as within the student groups 4.2.4 use input from students and give students room for creativity 4.2.5 support students in the development of their professional identity 4.2.6 stimulate “value-orientation” in the students and are aware of their own ethical point of view (within the field of conflict between humans, society and the environment) 4.2.7 behave as a representative of his or her professional group.

4.3 Didactical Skills and Subject Expertise Engineering pedagogues: 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 4.3.6

use engineering pedagogy models of the teaching process for creating their own lessons. use in their own teaching variations of the information flow. observe the components of the six-dimensional education space in their own teaching and relate these to the selected teaching method. provide insight into the selected didactic method and rethink this with colleagues and students. set clear teaching goals, select suitable materials and structure them appropriately. chose by conscious consideration of the components of the teaching process the best teaching methods and strategies, e.g. laboratory didactics and project work.

166

4.3.7 4.3.8 4.3.9 4.3.10

4.3.11 4.3.12

4.3.13

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find illustrative explanations and clear communication important and act accordingly. integrate new development in technology and didactics into their own teaching. create an inspiring learning environment for students. are comfortable using what may be called the “classic” teaching media, as well as the optimal creation of a corresponding “new” teaching media (e.g. learning platforms, note book classes, etc). consider the differences between students in the learning process (e.g. intercultural differences). use the experience of students, build on these experiences, and stimulate students to translate these experiences into practical subjective working theories. Advise students on portfolio work. stimulate students: – to include their experiences in the learning process; – to be responsible for their actions; – to assess themselves as professional engineers.

4.4 Evaluative Competencies Engineering pedagogues: 4.4.1 develop instruments for (self-)assessment of professional engineering skills 4.4.2 evaluate the students using assessments 4.4.3 monitor and record student progress during the learning process.

4.5 Organisational/Management Competencies Engineering pedagogues: 4.5.1 4.5.2 4.5.3 4.5.4 4.5.5

create an adequate physical and virtual learning environment have a good time management for their own work observe relevant laws and keep track of educational policy administer their relevant data adequately improvise if necessary.

4.6 Communicative and Social Competencies Engineering pedagogues: 4.6.1 work in trans-disciplinary teams

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4.6.2 make their own teaching vision explicit, relate it to the visions and concepts of their colleagues and communicate about it 4.6.3 contribute to the development of guidelines and visions of their own profession and to the modernisation process of teaching 4.6.4 have a relevant regional or (inter)national network 4.6.5 contribute to knowledge in the field of engineering pedagogy and communicate about it 4.6.6 communicate satisfactorily both orally and in writing in a variety of contexts 4.6.7 be competent in scientific writing.

4.7 Reflective and Developmental Competencies Engineering pedagogues: 4.7.1 appreciate new developments (e.g. new technologies) and integrate them into their teaching 4.7.2 systematically rethink their own teaching strategies and their teaching behaviour 4.7.3 make their own learning process transparent to students and colleagues 4.7.4 are willing and in the position of initiating an IGIP accreditation and an IGIP registration as an engineering pedagogue.

Appendix 4

IGIP Recommendations for Studies in Engineering Pedagogy Science

IGIP Recommendations for Studies in Engineering Pedagogy Science

Decided by the International Monitoring Committee on September 11th, 2005 Approved by IGIP Executive Committee on September 11th 2005

English Version by the Authors

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

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1. Introduction The minimum requirements of an engineering pedagogy curriculum are settled in Sect. 1.3.4 of IGIP criteria for accreditation of engineering education studies (Table 2). The rules regarding the execution of the curriculum are: (1) The curriculum must contain all required modules (RM1-RM6) and one required elective (either REM1 or REM2—total 18 CP). (2) Elective credit points (FCP) can be used according to the judgment of the educational institution to reinforce individual required modules (e.g. RM2 and RM5) and/or for adding an additional required module or a self-defined elective (ARM). (3) As necessary, the required modules RM3 and RM4 can each be divided into two modules and separately tested. The basic requirements cover four blocks of modules: • Core module (at least 8 CP): The two required modules RM1 (Engineering Pedagogy Science in Theory and Practice with at least 6 CP) and RM2 (Laboratory Didactics with at least 2 CP). • Theory modules (at least 4 CP): This block contains the required module RM3 (Psychology and Sociology with at least 3 CP) as well as a required elective module Table 2 Minimal standards for an engineering pedagogical curriculum4 Module description

CP at least

Core modules

8

RM1

Engineering pedagogy science in theory and practice

6

RM2

Laboratory didactics

2

Theory modules

4

RM3

Psychology and sociology

3

REM

REM1—Ethics (1 CP) REM2—Intercultural competences (1 CP)

1

Practice modules

6

RM4

3

Rhetoric, communication, scientific writing

RM5

Working with projects

1

RM6

Media, E-learning, computer aided technologies

2

Elective credit points FCP Total

4

Electives

2 2 20

RM = Required module, REM = Required elective (self-defined elective) module, FCP = Free credit points.

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REM (where REM1 is ‘Ethics’ and REM2 is ‘Intercultural Competences’ with at least 1 CP each). • Practice modules (at least 6 CP): This block foresees the three required modules RM4 (Rhetoric, Communication, Scientific Writing with at least 3 CP), RM5 (Working with Projects with at least 1 CP) and RM6 (Media, E-Learning, Computer Aided Technologies with at least 2 CP). • Elective credit points (at least 2 CP). The elective credit points that are available (2 CP correspond to 10% of the whole curriculum) can be used in this context for: • Reinforcing individual required modules (especially RM2 and RM5). • Taking on a second required module. • Introducing an additional, self-defined elective. Below, two alternatives are presented. The first alternative was developed keeping in mind a cautious further development of the traditional IGIP curriculum. The second alternative goes one step further and shows how an “ING-PEAD IGIP curriculum” is defined with the help of a module handbook.

2. IGIP Curriculum for Engineering Pedagogy: Alternative 1 2.1 Concept and Overall Goal of the IGIP Engineering Pedagogy Curriculum The IGIP model’s point of departure is that the individual engineering lecturers initiate and are responsible for the teaching and learning concepts for the training of engineers and technicians. The quality and success of the engineering studies are decisively influenced by the teachers’ personalities and how they are trained. Engineering educators expand their typical engineering subject competence by acquiring teaching and learning skills in theoretical and practical coursework corresponding to the objectives of the ING-PAED-IGIP model. The students taking engineering education training should acquire the necessary professional skills which technical teachers must have to be able to exercise their profession effectively and creatively. These skills are explained in detail in Sect. 3.3 and in Chap. 4 of the IGIP criteria for accrediting engineering pedagogy programs and are included as examples in the engineering pedagogy curriculum. The proven IGIP engineering education curriculum is based on the knowledge of traditional pedagogy in philosophy and the liberal arts but respects the particular character of the technician and the analytical-methodological approach in the fields of engineering science.

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After many years of experience in industry or research, engineers who are appointed as teachers at a technical school or university are influenced by their professional careers. Their way of thinking is determined by the precision of the technology, by their work with quantifiable, measurable events and objects. The influence of their discipline, the “language” of engineers, must be considered in their engineering pedagogy education, it must penetrate the engineering education curriculum. The competence of an engineering educator is made up of a number of sub-skills. Examples of how the acquisition of these sub-skills can be measured (the required minimum standard) are presented in the descriptions of the curriculum’s individual modules.

2.2 Curriculum Modules This table contains an overview of the curriculum modules: CP

Module name RM1

Engineering pedagogy in theory and practice

6

RM2

Laboratory didactics

2

RM3a

Psychology

2

RM3b

Sociology

1

RM4a

Rhetoric, communication

2

RM4b

Understandable text creation, scientific writing

1

RM5

Working with projects

1

REM1

Ethics

1

REM2

Biological and intercultural competences

1

RM6

Media, e-learning, computer aided technologies

2

FCP

Elective credit points

1

In total

20

The elective available credit points were used to add another required subject (the curriculum thus contains REM1 and REM2) as well as an elective module, which—corresponding to the situation in the individual countries—is determined in coordination with the individual NMC. Furthermore, some of the modules were split. Instead of the required module RM3 (psychology and sociology with 3 CP) the two required modules RM3a (psychology with 2 CP) and RM3b (sociology with 1 CP) have been introduced. In the same manner the required module RM4 (Rhetoric, communication, scientific writing with 3 CP) was split in to required modules RM4a (Rhetoric, communication with 2 CP) and RM4b (Understandable text creation, scientific writing with 1 CP).

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2.3 Description of the Modules 2.3.1 RM1—Engineering Pedagogy in Theory and Practice (6 CP) The core module “Engineering Pedagogy in Theory and Practice” is the spine of the curriculum—the base and integrating part of the engineering pedagogy science “Technical Teacher Training.” Here, the starting point is practically oriented technical teaching. This is understood as a process which, like any other, is subject to specific regularities and is determined by a series of components throughout its course. These components—teaching goals (G), teaching materials (T), teaching media (M), psychological structure (P), social structure (S) and teaching methods (TM) have a complex interdependent relationship. The overall volume of this module corresponds to 6 credits (at least 72 classroom hours), of which 3 credits (36 classroom hours) for the sub-module “Engineering Pedagogy in Theory” and 3 credits (36 classroom hours) for the sub-module “Engineering Pedagogy in Practice.” The course contents of both sub-modules must be intimately related to each other—theory accompanied by integrated exercises. In the sense of a theory and practice composite, all the modules of the curriculum are grouped around this core module in the context of the communicative interactive system. All the modules of the curriculum are integratively summarized at this point. The engineering pedagogy education must start with the required module “Engineering Pedagogy in Theory and Practice” At the outset, this gives the target group a structural overview and introduction. Over the course of the program, the remaining material in the module should be integrated into the training schedule and, at the end of the training program, should also be planned to provide a final summary. The focus of the exercises is the development of lesson plans with themes from technical subjects and how to present the lessons. The exercises must be planned in detail in writing and be practised with the group. In every case, they should be recorded and analysed using these video recordings (TV-Video-training). Besides the teacher of the course, the group also acts in this context as a review panel. Minimum standards for achieving the sub-skills of this module are included as examples: Students • Sketch and analyse the engineering pedagogy model of the teaching process. • Describe the basic variants of the information flow in the teaching process; analyse the relevant advantages and disadvantages, name examples of applications. • Name the components of the six-dimensional educational space (teaching process components) and illustrate them with examples from their own disciplines. • Describe how these components interrelate; formulate the relationships between the components in the form of a mathematical function using the example for the teaching method.

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• Describe the engineering pedagogy approach to planning lessons based on the Cartesian method. Illustrate this approach with examples in their own disciplines. • Consciously considering the components of the teaching process, select the best teaching methods. • Name typical teaching methods, their advantages and disadvantages, and illustrate them with examples from their disciplines. • Analyse and use the most appropriate analogies, simulations and animations. • Analyse possible approaches to deriving laws in an educational context and illustrate them with examples from their disciplines. • Formulate concrete, clear teaching goals and also consider the goal level. • Transform the contents of scientific and technical subjects in their teaching discipline by means of the appropriate material selection and material structure. • Analyse the subject-matter-time problem, use most appropriate methods for its solution and illustrate the problematic with examples from their disciplines. • Underscore central phenomena, terms, laws and their interrelationships. • Concentrate on clearness and good intelligibility, use appropriate teaching media, use the proven intelligibility dimensions. • Present optimally: understandably, clearly, both verbally and non-verbally. • Obtain effective feedback from students. • Use the best media. • Motivate students and activate their participation. • Initiate a positive learning atmosphere. • Consider the individual learning style of the students. 2.3.2 RM2—Laboratory Didactics (2 CP) In terms of focal points, this module deals with psycho-motoric aspects of technical teaching, experimental technical projects and research. The module “Laboratory Didactics” requires the previous knowledge of and intensive working with the contents of the module “Engineering Pedagogy in Theory and Practice.” Minimum standards for the acquisition of sub-skills in the module “Laboratory Didactics” are included as examples: Students • Demonstrate the importance of laboratory work in engineering pedagogy. • Analyse the experiment as a part of the process of acquisition of scientific knowledge. • Select optimum learning goals for laboratory work. • Develops the structure of controlled experiments: defining the objective— formulating hypothesis – setting up the experiment—determining results and conclusions. • Master and use the basic forms of educational laboratory work: tightly defined exercise experiments—individually designed experiments—semester paper on laboratory work, etc.

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• Master the basic forms of written laboratory reports: test chart—record of results—findings report—technical report, etc. • Master the basic forms of oral laboratory reports. • Analyse the possibilities of computer use in the laboratory. • Follow safety regulations in the laboratory. 2.3.3 RM3a—Psychology (2 CP) In this module an in-depth understanding of teaching and learning should be worked out, especially topics related to cognitive psychology as well as educational psychology should be examined. Minimum standards for achieving sub-skills in this module are included as examples: Students • Have a general overview of psychology and master the basic terminology of psychology. • Analyse terms “talent” and “ductility” (technical knowledge, understanding, intelligence). • Describe the most important learning theories. • Sketch out the steps of human information processing (Frank Organizational Chart), name and use their most important consequences to design their courses. • Describe the problematic of “forgetting” and “retaining.” • Analyse the problematic “motive” and use motivating measures in their teaching. • Assess their own teaching activity and draw corresponding consequences. 2.3.4 RM3b—Sociology (1 CP) The purpose of this module is to sketch out the methodological approach of sociology. In particular, this should be presented using the example of how social groups function and their characteristic dependencies. Minimum standards for the acquisition of sub-skills of this module are included as examples: Students • Analyse factors of social interaction in engineering teaching. • View the school class as a social group whose members are the teacher as well as the students. • Characterize the usual structures in student groups. • Complement the teacher-centred teaching with group-centred teaching. • Characterize the leadership styles and prefer the socially integrative leadership style in their teaching. • Analyse organizations and leadership styles in teaching. • Analyse the teacher personality, especially specifics, taking as examples the character of technical lecturers.

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2.3.5 RM4a—Rhetoric, Communication (2 CP) The study of rhetoric should lead to an increased awareness of how language is used and provide at least a superficial demonstration of the problematic of voice training, the right articulation from a basic degree of clarity to fascinating persuasive power. The actual communication and discussion training are intended to improve language use both in teaching situations and in situations involving decisions amongst colleagues. Minimum standards for the acquisition of sub-skills of this module are included as examples: Students • Master (at least basic aspects of) voice training. • Master (at least basic aspects of) and exercise proper articulation with a focus on clarity to fascinating persuasive power. • Direct attention to language use both in teaching situations and in situations involving decisions amounts colleagues. • Sharpen their perception of the abilities and needs of students and colleagues. • Exercise analysis and overcoming of linguistic barriers specific to the discipline. • Exercise cooperative forms of speaking and negotiating in view of social situations. • Master the art of holding discussions, especially during advisory discussions and oral tests. • Master the feedback technique and moderation. • Are aware of both verbal and non-verbal behaviour. This module focuses on the exercises of the participants.

2.3.6 RM4b—Understandable Text Creation, Scientific Writing (1 CP) The objective of this module—starting from the theoretical basics—is close-topractice training for independent composition of easily understandable texts in the fields of technology and the natural sciences. Minimum standards for the acquisition of sub-skills of this module are included as examples: Students • Explain the most important “Intelligibility Theories.” • Master the four most important dimensions of “intelligibility” (Hamburger school). • Realize a perception training unit for these dimensions. • Realize a complex training unit to improve given texts (scripts, manuals, operating instructions,).

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• Realizes a training unit for the independent composition of easily understandable texts. • Analyse text—image interaction. • Characterize the most important scientific papers (seminar papers, diploma papers, dissertations ….). • Explain the most important principles of scientific writing (honesty, rational argumentation, reproducibility, completeness …). • Explain the system of citing sources (citations, references to literature, comments and bibliographies …. both in printed media and on the internet). • Describe and analyse the most important types of text and text standards in the technology and the natural sciences. This module focuses on the exercises of the participants.

2.3.7 RM5—Working with Projects (1 CP) The subject of this module is a form of learning which is especially suitable for connecting the application of and immersion into specialized scientific contents with a subjectively oriented personality development. The module “Working on Projects” requires knowledge learned in the core module “Engineering Pedagogy in Theory and Practice.” and the modules “Psychology and Sociology,” and others. Minimum standards for the acquisition of the sub-skills of this module are included as examples: Students • Name the basic abilities to be promoted during work on projects. • Consider the importance of emotions to people; illustrate this with examples from their own disciplines. • Master the systematic planning and organization of specialized scientifically oriented projects. • Master the handling of open-ended learning processes: judging instead of evaluating. • Organize the effective presentation of project results by the learning group. 2.3.8 REM1—Ethics (1 CP) This module is intended to present basic positions in ethics, attention being devoted especially to ethics in the fields of science and technology. Minimum standards for the acquisition of the sub-skills in this module are included as examples: Students • Know the basic positions of ethics. • Make efforts to promote awareness of how technological practice has enormous ethical relevance.

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• Reflect on technology between the conflicting interests of people, society and the environment. • Analyse the importance of codes of ethics based on examples from different engineering associations. • Analyse anthropological, educational psychology bases of morality and the development of morality. • Use case examples for processing in discussion the moral-ethical legitimacy of their own behaviour in case examples. • Realize practical exercises: ethical dilemmas. 2.3.9 REM2—Biological and Intercultural Aspects (1 CP) This module deals with the development characteristics peculiar to people, the biologically and psychologically set limits of human endurance, with the problematic of the term normalcy and the interculturally conditioned problems in courses. Minimum standards for the acquisition of the sub-skills of this module are included as examples: Students • Describe development characteristics peculiar to people, especially from the view of the biological and psychological limits of endurance. • Characterize the term normalcy; study the individual characteristics and syndromes of disturbed students. • Develop openness, understanding and sensitivity for different cultural influences. • Have and use basic knowledge and awareness of main-stream cultures. 2.3.10 RM6—Media, E-Learning and Computer Aided Technologies (2 CP) This module focuses on the most important devices, facilities and systems contributing to the design of classroom teaching. Attention is devoted to the function, operation, but especially the appropriate use of the devices. Minimum standards for acquiring the sub-skills of this module are included as examples: Students • • • • •

Define the term “teaching media.” Sketch and analyse the structure of the most important teaching media. Differentiate between “classic” and “new” media. Name the typical ways of using what are known as “classic” teaching media. Master the operation of these media (hardware) as well as the optimum set-up of the corresponding data media (software).

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• Use adequately what are known as the “new” media, e.g. advanced learning platforms, various forms of internet communication, plan the didactic concept of notebook classes, explain and use databases, etc. • Use knowledge of auditoriology, consider such things as optimum projection conditions for visualizations (room-dependent, requirements for image and object), etc. For this curriculum: Em. O. Univ. Prof. Dipl.-Ing. D.Phil. DDDr. h.c. Adolf Melezinek

3. IGIP Curriculum for Engineering Pedagogy: Alternative 2 3.1 Preliminary Remark During the renewal of the ING-PAED IGIP—curriculum a secured basis could be assumed: The curriculum, which was previously developed by Adolf Melezinek, has been anchored since 1993 thanks to his personal commitment at numerous universities in many countries as an advanced training program for technical lecturers. Since then there have been discussions about the themes in the engineering pedagogy science curriculum and about its renewal, especially in the IGIP Working Group “Technical Teacher Training,” and published in the conference reports of annual IGIP—symposia on engineering education. In close cooperation with Adolf Melezinek the IGIP working groups developed • Technical Teacher Training (initiative and coordination)—Bernd Lübben and Vera Ziroff Gut • Curriculum Development—Traugott Schelker • Working on Projects—Ralph Dreher and Fritz Kath • Knowledge Management and Computer Aided Technology—Hans-Bernhard Woyand • Natural Sciences in Engineering Pedagogy—Leo Gros • People and Technology—Joachim Hoefele • Language and Humanities in Engineering Pedagogy—Robert Ruprecht • Women in Technical Careers—Gudrun Kammasch in the years 2004/2005 the currently available up-dated version of the “ING-PAED IGIP-Curriculums.” The ING-PAED IGIP curriculum permits engineering educators to acquire professional competences as stated in Chap. 4 of the “IGIP Criteria for the Accreditation of Engineering Education Programs.”

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3.2 Concept The following guiding ideas were formulated for the IGIP-PAED IGIP Curriculum: The ING-PAED IGIP Curriculum • Communicates engineering teaching competences as education in the sense of a triad consisting of knowledge, a repertoire of teaching methods, and value orientations. • Enables teachers in engineering programs to realize a future-oriented training program for engineering and prepares them to take responsibility for a sustainable, humane and socially and environmentally compatible contribution to shaping society, the world of work and technology. • Communicates for this educational task – the necessary knowledge and the necessary insights, – a repertoire of teaching methods which connects aspects of teaching the subject with general social science aspects, – (as well as) educational and subject-related vital value orientations. • Makes statements regarding: – the disciplines and modules of the curriculum, – the individual contents and goals/competences, – practical phases, which must relate to the theoretical context, and permit reflection on teaching practice against a theoretical background, – testing modalities. Engineer educators use the knowledge and abilities acquired here in their teaching and enable the learners in turn to use complex scientific and technological systems in a competent and sustainably responsible manner which reflects the educational goal.

3.3 Structure, Disciplines and Modules of the IGIP Curriculum The diagram prefacing the module manual defines the structure and complexity of the individual modules and disciplines of the engineering education curriculum and establishes the individual ECTS credit points. The core module Engineering Pedagogy in Theory and Practice and the continuation of this, the basic module Laboratory Didactics form the spine of the curriculum, this where the course to be presented for the final exam (with planning, video recording of the performance, and analysis) and the didactic case study are developed.

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Mainly theory-oriented modules with basics are arranged to the left of this core module, more practice-oriented modules to the right. In the module Psychology and Sociology those contents are selected from the classic disciplines: psychology, sociology and biology which engineering educators need for teaching and practice. This module represents an essential basis for all the modules of the curriculum. The module Media, E-Learning, Computer-Aided Technologies is an introduction into the appropriate use of modern media. The special significance of project work in today’s engineering education science and practice is reflected in the newly included module Working with Projects. Considering the internationalism and mobility of teachers and students as well as the important ethical questions in the profession of engineers the issues of Intercultural Competences and Ethics should be taken up in all modules as important cross-sectional tasks. However, in addition, these subjects have also been given consideration and depth as elective modules. We recommend implementing the focal points of the knowledge and competences learned in the individual modules directly in the teaching during the short teaching trials of engineering pedagogy practice which take place immediately afterwards. At this time the lecturers of the individual modules should be included in the evaluation and thoughtful analysis of these teaching trials. The module descriptions are open-ended to permit specifying locally the respectively different requirements and conditions depending on the educational institutions, regions and countries.

3.4 Portfolio and Final Examination Corresponding to the “IGIP Criteria Sect. 1.3.4,” the participants in the engineering educator training document on a continuous basis the learning processes and work results module by module in a portfolio that contains the confirmation of the teachers of the individual modules. Furthermore, corresponding to the “IGIP Criteria Sect. 1.3.4,” the complete planning, performance and analysis of a course including video recording as well as the solution of a didactic case study is presented for the final exam to the “Engineering Pedagogy Colloquium”—both documented in the portfolio.

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3.5 Tabular Overview Over the ING-PAED IGIP Curriculum CP

Module name RM1

Engineering pedagogy in theory and practice

6

RM2

Laboratory didactics

3

RM3

Psychology and sociology

3

RM4a

Rhetoric, communication

2

RM4b

Scientific writing

1

RM5

Working with projects

2

RM6

Media, E-learning, computer aided technologies

2

REM

Electives REM1—Ethics or REM2—Intercultural Competences

1

Total

20

The elective credit points have been used to extend the required modules RM2 (Laboratory Didactics) up to 3 CP and RM5 (Working with Projects) up to 2 CP. Furthermore, one of the modules has been split. Instead of the required module RM4 (Rhetoric, Communication, Scientific Writing with 3 CP) the two required modules RM4a (Rhetoric, Communication with 2 CP) and RM4b (Scientific Writing with 1 CP) have been introduced.

3.6 Diagram of the ING-PAED IGIP Curriculum Cf. the illustration on the next page.

Appendix 4: IGIP Recommendations for Studies in Engineering Pedagogy Science IGIP Recommendations for Engineering Pedagogy Studies

Engineering Pedagogy Curriculum ING-PAED IGIP Practice Modules

Theory Modules Fundamental Modules Psychology and Sociology 3 credits

Engineering Pedagogy

Rhetoric, Communication Scientific Writing 3 credits

Working with Projects Optional Module Ethics

Portfolio as evaluation/ documentation

2 credits

1 credit 6 credits

Media , E-Learning and

Optional Module Intercultural Competences

Computer Aided Technologies

1 credit 2 credits

Basic Module Laboratory Didactics 3 credits

Portfolio and Exam Planning, registration and discussion of a lecture Elaboration of a didactic case study Engineering pedagocical colloquium

Registration as ING-PAED IGIP

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3.7 Module Manual for Engineering Pedagogy Studies 3.7.1 RM1—Engineering Pedagogy in Theory and Practice

Type

Description

Title

• Engineering Pedagogy in Theory and Practice • Part 1: Module Engineering Pedagogy in Theory • Part 2: Module Engineering Pedagogy in Practice

Credits

6 (3 credits each part)

Presence time

Total 72 h

Learning objectives/competences

Engineering educators expand their typical engineering subject competence with teaching and learning competences in the field of engineering pedagogy science (especially educational, subject teaching and evaluative competences) in theory and practice corresponding to the general objectives of the ING-PAED IGIP concept. In the interaction of pedagogy theory and teaching methodology practice they develop the core competences for planning, performing and evaluating teaching and learning events of all kinds in the disciplines of natural sciences and engineering for the fields of higher and continuing education. The Theory-Module Engineering Pedagogy provides the theoretical basis for the “engineering pedagogy competence” in the sense of knowledge, a repertoire of teaching methods, and value orientations in teaching. This means the ability — Sensibly to select content, methods and media corresponding to the discipline, theme and level of study; — To perceive students individually as partners in learning in relationships marked by mutual respect and to motivate and guide them towards research-oriented learning; — To reflect on one’s own teaching in view of the components of the six-dimensional education space and to continuously grow; and, most importantly, — To be enthusiastic about the subject and the teaching, to provide the basics which sustainably enable working out new problems thanks to knowledge that is connectable to new learning. The Practice Module Engineering Pedagogy trains the practical basics for "competence as an engineering educator" in the sense of putting knowledge to work, a repertoire of teaching methods, and value orientations in teaching. Aptitude develops as — Well-grounded decisions are made on content, method and media which correspond to the discipline, theme and level of study; — The students are perceived individually as a learning partner in relationship marked by mutual respect and are motivated to reflect on their own learning and to improve themselves continuously; — Insight from other modules are applied and integrated as components in the six-dimensional education space into the learning process. This is the prerequisite for maintaining — Enthusiasm for the subject and the teaching, to provide the basics by means of knowledge that can be adapted and that enables the sustainable working out of new problems.

Requirements

According to the IGIP accreditation criteria

Level

According to the IGIP accreditation criteria (continued)

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(continued) Type

Description

Recommended learning Seminar (Engineering Pedagogy in Theory) with integrated exercises (Engineering form Pedagogy in Practice) to be implemented in the lesson. These exercises are intended to be prepared in the course of planning and developing as case studies in the seminar and be reflected on and evaluated afterwards in a concluding phase. Exercises (Engineering Pedagogy in Practice) with integrated seminar themes (Engineering Pedagogy in Theory) for implementation in teachings. These exercises are planned as case studies, carried out and documented, and presented in the seminar to initiate improvement processes. Portfolio as an individual documentation of the learning process. Status

Required module (basic module of study)

Recommended exam form

Cf. Sect. 1.3.4 “IGIP Accreditation Criteria” Written elaboration: 1. Portfolio as individual documentation of the training and continuous education process. 2. Conception of a course in view of the whole semester’s work in written form (curriculum draft). 3. Detailed planning, execution (incl. video recording) and analysis of a single course considering all aspects (see contents) of the training. 4. Solution of a didactic case study. 5. Engineering Pedagogy colloquium

Conclusion of the module

Provided participation is on a regular and active basis

Approved modules

Modules with comparable content

Contents

Theory module Engineering Pedagogy 1. Education and the training of engineers: Historical review, outstanding personalities, theories and innovations. 2. Technical teaching as specialized teaching: The Klagenfurt engineering pedagogy model of the teaching process as well as other models and concepts for education and training in engineering and natural sciences Didactic analysis as the core of planning work. Subject systematic and interdisciplinary thinking in contexts. Knowledge-based structures as perspectives of methodological approaches to teaching. 3. Methods of engineering pedagogy Teaching and learning oriented methods including telematic methods (see also practice module Media, e-learning, Computer Aided Technologies). Methods based on technological structures and technical processes (see also basic module Laboratory Didactics). Method concepts as preparation for typical professional engineering work (see also practice module Working on Projects). Opportunities and limits of a method are developed from the respective thematic and its methodological analysis with respect to personality growth of teachers and learners (see theory modules of the IGIP curriculum). 4. Knowledge levels, learning goals and competences Knowledge and experience, teaching and learning, research and development, co-shaping and participation, planning and executing, observing and reporting, documenting and presenting, analysing and evaluating, systematizing and innovating in the training and adult education processes of the various disciplines. 5. Visualization Concepts for visualizing natural and engineering science interrelations and processes and their realizations by the appropriate use of media (see also practice module Media, e-Learning, Computer Aided Technologies) (continued)

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(continued) Type

Description 6. Curriculum development and implementation Analysis of the general conditions and objectives for the development of curricula. Co-ordination processes in the framework of cooperation or various areas of responsibility. Implementation processes as decisions, grounded on teaching methods, on a teaching and learning concept and on media equipment. This includes the problematic of the didactically reduced knowledge levels (“overview knowledge” versus “knowledge of examples”) as well as the promotion of classifying and thinking in systematic connections. 7. Didactic structuring Design of interdisciplinary teaching and learning processes: problem orientation, project orientation, application orientation, science orientation, technical process orientation, work process orientation and others, using examples for the Module Engineering Pedagogy in Practice. See also core module Laboratory Didactics and practice module Working with Projects. Practice Module Engineering Pedagogy 8. Planning, executing and reflecting on individual teaching phases or complete courses such as: Lecture, seminar, colloquium, theoretical exercise, experimental exercise, laboratory session, project, excursion, scientific guidance with interrelating references between theory and practice of engineering pedagogy as well as mentoring and supervision with audio-visual recording. 9. Designing special phases in courses Initiating teaching and learning processes. Cooperating in the team. Promoting classroom knowledge as well as of the availability of knowledge and experience. Visualization and documentation of learning achievements. Improvement of expertise, methodology and social competences. 10. Module integrating teaching and learning concepts Inclusion of essential assertions from the parallel modules on theory and practice • Psychology and Sociology • Rhetoric, Communication, “Scientific Writing” • Media, E-Learning, Computer Aided Technologies • Working with Projects As well as the electives • Ethics • Intercultural Competences as "cross-section themes" paying particular attention to the conception of didactic method in the trial teaching sessions.

Recommended bibliography

Melezinek, Adolf (1999): Ingenieurpädagogik. Praxis der Vermittlung technischen Wissens. Wien/New York: Springer-Verlag, 4. Aufl. Proceedings of the annual IGIP symposiums of the years 2001–2005.

Further hints

The other theory modules are offered at staggered hours parallel with the core module Engineering Pedagogy in Theory and Practice. The respective elements from these theory modules then flow into the tasks assigned to be completed in the individual practice phases. Planning, execution, evaluation and didactic reflection also refer to them. The Laboratory Didactics module builds on this. Module prerequisite is an intensive participation in the Engineering Pedagogy module. Hence, the test for the Laboratory Didactics module should not take place until after the Engineering Pedagogy in Theory and Practice module has been successfully completed.

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3.7.2 RM2—Laboratory Didactics

Type

Description

Title

Laboratory Didactics

Credits

3

Presence time

36 h

Learning objectives/competences The Laboratory Didactics module reinforces in particular social, organizational, communicative, ethical skills and enables the graduates to; • Plan and develop laboratory exercises reflecting the schedule of courses and, in doing so, pay particular attention to the different learning levels as well as “soft skills” such as team and communication competences during the technical conception of the laboratory experiments • Write didactically structured laboratory manuals • Plan a didactically-structured use of media, including electronic media; • Perceive students as partners—aware of the importance of human relationships for learning as such and different cultural influences; • Call attention to and communicate the special importance of the relationship between technology and responsibility: both in relation to safety concerns in the laboratory itself as well as in relation to “products of technique” in estimating their human, social, and ecological consequences. Requirements

• Grounded knowledge in the individual discipline including unsupervised laboratory work. The expertise must permit being able to react immediately and appropriately to new, spontaneously arising problems in laboratory practice (especially during “Working on Projects” in the laboratory). • Expertise and personal competence, occupational safety, safety and environmental aspects (environmental impact, disposal, and other subjects) must be continuously included and adequately translated into action. • Advanced knowledge of Engineering Pedagogy in Theory and Practice

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with integrated exercises (continuation of Engineering Pedagogy in Theory and Practice)

Status

Required module (basic module of study) (continued)

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(continued) Type

Description

Recommended exam form

Cf. Sect. 1.3.4 “IGIP Criteria” For documentation in the portfolio: the conception of a laboratory exercise 1. With regard to the whole duration of the semester 2. As well as the detailed planning of an exercise day considering all aspects (s. contents) of laboratory work 3. Presentation of the pertinent, written laboratory instructions

Conclusion of the module

Provided participation is on a regular and active basis

Approved modules

Modules with comparable content

Contents

1. The various steps and methods of laboratory work: from “integrated laboratory” to the “project-oriented laboratory” and to the final paper 2. From comprehension to guided and finally unsupervised experimentation: the progressive complexity of learning, acting and understanding during the various phases of laboratory work 3. Epistemological and empirical aspects of laboratory work: recognize and/or create living reality with technological systems Historic and cultural importance of the “laboratory” 4. Reinforcement of social competences in the laboratory: Appropriate use of elements of rhetoric and presentation, communication and team work 5. The supportive use of electronic media in laboratory exercises and to prepare laboratory exercises 6. Laboratory instructions and scripts Aspects of design corresponding to the various stages of laboratory work 7. Laboratory reports Where and in which form are they reasonably demanded in the various stages of laboratory work (oral and/or written)? 8. Intercultural aspects of laboratory work, e.g. effects of language barriers, different attitudes in daily situations during laboratory work (continued)

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(continued) Type

Description

Recommended bibliography

For example: Bruch muller, Hans-Georg; Haug, Albert (2001): Labordidaktik für Hochschulen. Schriftenreihe report Band 40, Hrsg.: Lenkungsausschuss der Studienkommission für Hochschul-didaktik an den Fachhochschulen Baden-Württembergs Alsbach/Bergstraße Bruchmüller, Hans-Georg (2004): INGMEDIA unterstützt Präsenzlabor. Lernsoftware fürs Ingenieur-Studium. FHU life, Magazin der FH Ulm, Heft 2, S. 4–6 und S.9 Bericht über ein BMBF-Projekt unter Beteiligung von fünf Hochschulen im universitären und Fachhochschulbereich Kammasch, Gudrun (2004): Labordidaktik in der Diskussion. Das Labor und die Nutzung seiner methodischen Vielfalt im derzeitigen Umstrukturierungs-prozess der Hochschulen NNHL 1 15 04 11, E 5.2 S. 1-18 … and further equivalent literature

Further hints

The contributions, especially those of Albert Haug, in the framework of the IGIP symposia on Laboratory Didactics and on Working with Projects give an extensive understanding of the theory of this module The prerequisite for the module Laboratory Didactics is an intensive participation in the Engineering Pedagogy module. Exercises for this should wait until the advanced engineering pedagogy practice The test for the Laboratory Didactics module should not be held until after the engineering pedagogy module has been successfully completed

3.7.3 RM3—Psychology and Sociology

Type

Description

Title

Psychology and Sociology

Credits

3

Presence time

36 h (continued)

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(continued) Type

Description

Learning objectives/competences

The Psychology and Sociology module forms both the foundation for the Rhetoric, Communication, Scientific Writing, Working with Projects, Ethics, Intercultural Competences and Engineering Pedagogy modules as well as the structural basis for the acquisition of psychological, social, educational competences as well as reflexive and self-development competence. The participants – Acquire theoretical and practical fundamentals in social and communication psychology, in learning and development psychology, in pedagocical psychology, – Acquire psychological, social and pedagogical competence, – Acquire a deeper understanding of teaching and learning, of interaction between teachers and students on levels of cognition, perception, emotion and action – Experience and understand learning as part of the interaction between teachers and learners, in which the individual personality of the participants and their respective biographies, learning background and development have an impact – Train their observation of themselves and others – Are aware of inner processes in the teaching and learning situation, think about them, and work on them, to acquire competence about themselves and others, – Strengthen their ability to work in teams.

Requirements

According to the IGIP accreditation criteria

Level

According to the IGIP accreditation criteria

Recommended learning form

Lecture to selected theoretical basics Seminar with exercises on case studies

Status

Required module

Recommended exam form

Cf. Sect. 1.3.4 “IGIP Criteria” Take up psychological and sociological aspects in the final test of the “Engineering Pedagogy in Theory and Practice” module 1. In the portfolio to document the continuing education process to ING PAED IGIP 2. In the conception and execution of a course (curriculum draft) 3. In reflecting on teaching methods of the course taught in the engineering pedagogy colloquium

Conclusion of the module

Provided participation is on a regular and active basis

Approved modules

Modules with comparable content (continued)

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(continued) Type

Description

Contents

From the following four main chapters, at least four aspects must be treated. 1. Social and communications psychology – People as social creatures – Group relationships and group dynamics – Symmetrical and asymmetrical relationship patterns in groups – Self-perception and perception of others in social and communicative processes – Capacity for empathy and awareness – Ability to shape emotional and cognitive processes 2. Learning psychology – Biological basics of learning – Brain functions – Memory: retention and forgetting – Intelligence and talent – Learning techniques – Fear of tests 3. Development psychology – Developmental phases of man – Influences in the early years of a person’s development – Bonding and bonding patterns – The role of role models – Importance of the peer group – Psychological disturbances and their influence on learning – Aggression and violence 4. Educational psychology – Introduction to university teaching – Importance of personality – Importance of the group – Learning atmosphere and learning success – Emotion and emotional intelligence – Workload and stress Apart from an introduction to the theoretical substance of these subjects in psychology, what should be primarily trained is also introspective and extrospective observation as part of teaching engineering sciences. This means thinking over, working on and understanding personal reactions in the teaching/learning situation. Using video recordings, personal teaching sequences can be worked on; case examples discussed and be interpreted against the background of the acquired theoretical basics. This way, a basic understanding of learning is promoted in the context of scientific and engineering teaching together with the socio-psychological processes associated with it and the development of emotional intelligence is supported when interacting with the students (continued)

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(continued) Type

Description

Recommended bibliography

Atkinson, R.L.: Psychology. Harcourt, Inc. 2000 Edelmann, W.: Lernpsychologie. 6., vollst. überarb. Aufl. Weinheim 2000 Gage, N.L.; Berliner, D.C. (1996). Pädagogische Psychologie (5. Aufl.). Weinheim 1996 Goleman, D.: Emotionale Intelligenz. München 1997 Heckhausen, H.: Motivation und Handeln (2. ed.). Berlin 1989 Kuhl, J. (2001). Motivation und Persönlichkeit. Göttingen: Hogrefe Oerter, Rolf; Montada, Leo: Entwicklungspsychologie. 3., vollständig überarbeitete Auflage, Kap. 18, Weinheim 1995, S. 862–894 Spitzer, Manfred: Lernen. Gehirnforschung und die Schule des Lebens. Heidelberg 2002

Further hints

Selected topics of Psychology and Sociology will be introduced within the modules Engineering Pedagogy in Practice and Laboratory Didactics as well

3.7.4 RM4a—Rhetoric, Communication

Type

Description

Title

Rhetoric, Communication

Credits

2

Presence time

24 h (continued)

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(continued) Type

Description

Learning objectives/competences The communicative competences are essential for working successfully as a teacher, both for communicating engineering knowledge and skills as well as for promoting the ability to work in teams and cooperate. The participants – Master the monologue and dialogue forms of communication – Acquire language skills (voice training, clear and understanding wording, argue persuasively, use language appropriately and effectively for listeners and the situation) – Write clearly structured lectures and speak on their subjects well and correctly – Open discussions naturally and appropriately, keep them moving, and end them – Develop an awareness of the complexity of interpersonal relationships on cognitive and emotional levels – Can actively listen (can understand, interpret and appropriately react to the verbal and nonverbal message of others) – Know feedback rules and question techniques and learn to use them – Recognize manipulation techniques and can deal with conflict situations Requirements

Participate in module Psychology and sociology

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with practical exercises (Video registration and discussion)

Status

Required module

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Provided, participation is on a regular and active basis Portfolio of a teaching sequence

Approved modules

Modules with comparable content

Contents

– skills – Theoretical and practical basics of rhetoric and communication – Communication models – Holding discussions (expert and advisory discussions, oral examinations) and negotiating techniques – Feedback techniques and moderation – Cooperative talking – Verbal and non-verbal behaviour in teaching situations – Organize expert discussions (continued)

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(continued) Type

Description

Recommended bibliography

Alteneder, Andreas: Fachvorträge vorbereiten und durchführen 9.Auflage, Erlangen 1994 Amon, Ingrid: Die Macht der Stimme. Persönlichkeit durch Klang, Volumen und Dynamik. 3., erw. Aufl., Frankfurt/Wien 2004 Duden: Reden – gut und richtig halten. Hg. v. Dudenredaktion, in Zus.-Arb. mit Siegfried A. Huth. Mannheim 2000 Schultz von Thun, Friedemann: Miteinander Reden. Bd. 1-3 11.Auflage Reinbek bei Hamburg 1981–2003 Waibel, Jochen: Ich Stimme: das Stimmhaus-Konzept für die Balance von Stimme und Persönlichkeit Bergisch Gladbach 2000

Further hints

Selected topics of Rhetoric, Communication will be introduced within the modules Engineering Pedagogy in Practice as well

3.7.5 RM4b—Scientific Writing

Type

Description

Title

Scientific Writing

Credits

1

Presence time

12 h

Learning objectives/competences

The Scientific Writing module permits lecturers to write scientific and engineering texts correctly, cogently and understandable also considering their didactic conception The participants – Are familiar with text types and their characteristic in science and technology – Master text conventions and standards in science and technology – Learn the didactic conception of scientific and engineering texts (script, key word script, formulas, guiding questions, etc.) – Are familiar with the special characteristics of specialist language – Can write understandably for target audiences – Can structure texts clearly – Create convincing graphics, illustrations and transparencies – Can design the layout of a text appropriately.

Requirements

Participate in module Rhetoric, Communication (continued)

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(continued) Type

Description

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with case studies

Status

Required module

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Provided participation is on a regular and active basis

Approved modules

Modules with comparable content

Contents

– Text types and text conventions in science and technology – General language, specialist language and meta-language – Writing processes – Didactic aspects of texts in university teaching of science and technology – Characteristics of text intelligibility (incl. exercises) – Cogency in terms of substance, language and presentation – Exercises for text production and text revision – Appropriate graphics and illustrations to support the text – Layout design

Recommended bibliography

Jacobs, Eva-Maria; Knorr, Dagmar (H.): Schreiben in den Wissenschaften. Frankfurt/M. 1997 Kruse, Otto: Keine Angst vor dem leeren Blatt. Ohne Schreibblockaden durchs Studium. Frankfurt/M. 2002 Kruse, Otto; Jacobs, Eva-Maria; Ruhmann, Gabriele (Hg.): Schlüsselkompetenz Schreiben. Konzepte, Methoden, Projekte für Schreibberatung und Schreibdidaktik an der Hochschule Berlin 1999 Langer, I./Schulz von Thun, W./Tausch, R.: Verständlichkeit in Schule, Verwaltung, Politik und Wissenschaft. München 1974

Further hints

Selected topics of Scientific Writing will be introduced within the modules Engineering Pedagogy in Practice and Laboratory Didactics as well

3.7.6 RM5—Working with Projects

Type

Description

Title

Working with Projects

Credits

2

Presence time

24 h (continued)

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(continued) Type

Description

Learning objectives/competences

The “Working with Projects” (“WP”) is a form of learning which is especially suitable for linking the application and deepening of specialized scientific contents with a subject-oriented personality development and offers many opportunities to enlarge one’s skills as an engineering educator. The goal of this module should be that tomorrow’s engineering educators • Can have a conscious feel for this simultaneous connection of competence in the subject, method and social competences in this form of learning and • Deal simultaneously with the necessary role of the teacher during the “Working with Projects” module in a reflective manner. Hence, the core of this module is that tomorrow’s engineering educators themselves process a project designed around a technical subject to have a personal educational experience which, thanks to the joint processing together with the teacher, supports their efforts to: • Become familiar with the value and limits of this form of learning; • Recognize the necessity of intentional preparation from the view of the teacher and the learner, • Learn to rate themselves in terms of their abilities to moderate, to flexibly design lessons, and reflect on the subject and themselves, to be able to • Perfect these to such an extent that they are potentially capable of using working on projects as a form of learning

Requirements

Participate in modules Engineering Pedagogy in Theory and Practice and Psychology and Sociology

Level

Expert level

Recommended learning form

Execution and reflection on a subject-related project by the students

Status

Required module (basic module of study)

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Presentation of a project result by the group of students

Approved modules

Modules with comparable content (continued)

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(continued) Type

Description

Contents Comment: The contents as specified are intended as examples. What and in what scope are thematized emerges from the specific problem situations in project work

• Differentiating between purpose and goal of project work, • The basic abilities promoted by project work, • The value of the emotions for people, • Planning the work project from the view of the teacher, • Process of intentional preparation, • Methods/strategies of introspective and extrospective reflection • Dealing with open-ended learning processes: judging instead of evaluating

Recommended bibliography

Dreher/Spöttl (Hg.): Arbeiten mit Projekten. Ein Ansatz für mehr Selbstständigkeit beim Lernen. Bremen, 2002

Further hints

The current status of discussion about project work can be summed up by the publications of the IGIP working group “Working with Projects” A cooperation between those responsible for the core module Engineering Pedagogy in Theory and Practice and the module Psychology and Sociology (esp. learning psychology) is not only desirable, it is necessary The members of a learning group should have the same/similar educational background in the subject Selected elements from the module Working with Projects are planned into and tried out in the Modules Engineering Pedagogy in Practice and in the module Laboratory Didactics

3.7.7 RM6—Media, E-Learning and Computer Aided Technologies

Type

Description

Title

Media, E-Learning and Computer Aided Technologies

Credits

2

Presence time

24 h

Learning objectives/competences

The module should provide the basis for the competence to integrate “classic” as well as “new media” in a didactically appropriate and technically perfect way into the lesson.

Requirements

Well-founded knowledge within the corresponding subject (continued)

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(continued) Type

Description

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with case studies

Status

Required module

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Regular and active participation is understood

Approved modules

Modules with comparable content

Contents

1. Commonly used media, appropriate deployment and utilization 2. Basic types of media-supported teaching learning forms tele-teaching, tele-tutoring, tele-cooperation, media-supported individual learning, synchronous and asynchronous e-earning techniques, e.g. learning platforms 3. The appropriate use of CAD, CAM and CAE in teaching: animation, simulation and their limits 4. Examples of successful and abortive integration of media in teaching

Recommended bibliography

Ehlers, Ulf-Daniel [Hrsg., 2003]: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. L 3—lebenslanges Lernen im Bildungsnetzwerk der Zukunft/Bundesministerium für Bildung und Forschung; Bundesinstitut für Berufsbildung, BiBB. Bielefeld: ISBN: 3-7639-3098 Kerres, Michael (2001): Multimediale und telemediale Lernumgebungen. Konzeption und Entwicklung. München Niegemann, Helmut M. (2004): Kompendium E-Learning. Berlin. ISBN: 3-540-43816-5. Sauter, Annette M.: Blended learning: effiziente Integration von E-Learning und Präsenztraining. In: Sauter; Sauter (2004): 2 Aufl. München. ISBN: 3-472-05592-8

Further hints

Selected topics of Media, E-Learning and Computer Aided Technologies will be introduced within the module Engineering Pedagogy in Practice as well

3.7.8 REM1—Ethics

Type

Description

Title

Ethics

Credits

1

Presence time

12 h (continued)

Appendix 4: IGIP Recommendations for Studies in Engineering Pedagogy Science

199

(continued) Type

Description

Learning objectives/competences

– Expanding skills related to ethical norms – Knowing basic ethical positions – Reflect on engineering between the conflicting interests of people, society and the environment – Analyse importance of codes of ethics of various engineering associations – Become familiar with anthropological, educational and psychological basics of moral judgments – Work through moral-ethical legitimating of own behaviour in case studies in discussions

Requirements

According to the IGIP accreditation criteria

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with case studies

Status

Required elective module

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Regular and active participation is understood

Approved modules

Modules with comparable content

Contents

– Ethics and morality in world cultures – Basic positions of ethics in the context of Occidental Christian cultural development – Ethics in engineering and science – Anthropologic, educational and psychological basics of morality and moral development – Practical exercises: ethical dilemmas – Case examples

Recommended bibliography

Stuttgart 1993 Oerter, Rolf; Montada, Leo: Entwicklungspsychologie. 3., vollständig überarbeitete Auflage, Kap. 18, Weinheim 1995, S.862-894 Staub, Ervin: Individuelles Selbst und Gruppenselbst, Motivation und Moral. In: Edelstein, Wolfgang; Nunner-Winkler, Gertrud; Noam, Gil: Moral und Person. Frankfurt/M. 1993, S. 363-384

Further hints

Selected topics of Ethics will be introduced within the module Engineering Pedagogy in Practice as well

200

Appendix 4: IGIP Recommendations for Studies in Engineering Pedagogy Science

3.7.9 REM2—Intercultural Competences

Type

Description

Title

Intercultural Competences

Credits

1

Presence time

12 h

Learning objectives/competences

Deepen sensitivity and openness for cultural influences in teaching/learning processes and different types of courses Especially: – Develop understanding for special situation of students from other countries/cultures – Develop ability to be able to adequately respond to individuals – Capable of calling on basic knowledge of other cultures

Requirements

According to the IGIP accreditation criteria

Level

According to the IGIP accreditation criteria

Recommended learning form

Seminar with case studies

Status

Required elective module

Recommended exam form

According to the IGIP accreditation criteria

Conclusion of the module

Regular and active participation is understood

Approved modules

Modules with comparable content

Contents

– Idea of world-wide and regionally important culture areas, their characteristic and values – The importance of human rights as individual rights – Anthropological foundation of humanity and cultural diversity – Examples of interculturally determined problems in courses – Examples of “intercultural competence”

Recommended bibliography

–

Further hints

Selected topics of Intercultural Competences will be introduced within the module Engineering Pedagogy in Practice as well

Appendix 5

The Third IGIP Prototype Curriculum: Structure

Curriculum Structure 20 ECTS

MC1 Engineering Education in Theory

MT4 Psychology

MP4 Presentation and Communication Skills

MC2 Engineering Education in Practice

MT5 Sociology

MP5 Scientific Writing

MC3 Laboratory Didactics

MT6 Engineering Ethics

MP6 Working with Projects

MT7 Intercultural Competence

MP7 ICT in Engineering Education

ECP8 Evaluation of Student Performance ECP9 Quality Management ECP10 Portfolio Assessment ECP11 Creative Thinking ECP12 Coaching and Mentoring in Education ECP13 Collaborative Work ECP15 Teaching Subject in English ECP16 Infoliteracy

Curriculum Structure 20 ECTS - 6/3/13 - Mindjet

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

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Appendix 6

The Third IGIP Prototype Curriculum: Description of Modules

6.1 MC1—Engineering Education in Theory

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Engineering Education in Theory MC1 2 ECTS Core Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

Seminar Other

Students are able to describe/formulate: • The concept of pedagogy and its subject, object, functions. Specifics of educational research and research methods. • The essence of education. The function of education. Relationship between education, heredity and environment. • The characteristics of the concept of education, its function, classification criteria. Contemporary theories of learning and their reflection in educational practice.

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

203

204

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules • • •

• • •

• • •

• • • • • • •

• Course Content:

Keywords:

Objectives of the Course: Recommended Literature:

Education in the context of postmodern thinking. Globalization and Education. Purpose of education and its classification. Teaching process, the nature, characteristics, features and definitions. Teaching process as a cognitive process. Acquisition of new knowledge. Theory of curriculum definition. The modern concept of teaching. Alternative educational concept. Education laws and principles, their importance to the overall efficiency of the educational process. Teaching methods as a tool dynamics of the educational process. Classification of methods. Organizational form of teaching. Didactic function of modern technical means. Teaching diagnosis and evaluation of students. Education and creativity. Creativity in the work of teachers and pupils. The student's personality and its development. The problem of peer relationships. Education and social organizations focused on social activities and educational care for children and youth. Helping professions. Youth and socially negative effects of actions and behavior. Addiction, juvenile delinquency. The family as an educational factor. Youth. Leisure Time Pedagogy. The mass media. Vulnerable children and youth. Children's rights. Education of students with special needs. Personality of the teacher, the conditions for its success, competence and capability in teaching and training. The educational system and the tendency of its further development. Curricular reform and its impact on the transformation of the educational process at school. Development of a contemporary concept of social pedagogy

Education---inheritance---environment relation, function of education, topical theories of education, objective of education, educational process, modern conceptions of instruction, educational documentation, educational laws and principles, teaching methods, organizational forms, diagnostics and assessment, education and creativity, importance of aesthetic education in cultivation of human being, ethical and multicultural education. Education, science education, education, care, Copernican turn in education, alternative education, education of handicapped, educational categories, pessimistic approach, optimistic and realistic approach, the educational system, creativity, talent, etc. The goal of the subject is to present students with fundamental and up--to---date knowledge of pedagogy.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

205

6.2 MC2—Egineering Education in Practice

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Engineering Education in Practice MC2 3 ECTS Core Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

seminar other

Students are able to: • •

• • •

• • •

•

explain the position of Teaching Methodology, as a scientific and academic discipline; define general and specific objectives, key and professional competencies, is able to apply specific educational objectives of technical subject based on didactic curriculum analysis define the basic didactic categories; is able to name didactic rules and principles, apply them in technical subject teaching clarify the approach of didactic analysis; is able to apply selected taxonomy of educational objectives; define the basic outline of teaching methods, organizational forms and methods; apply this knowledge to specific topics of technical education; discuss and give examples of pros and cons of various teaching methods and forms; Methodology of solving tasks --- problem method solving, especially quantitative tasks, describe the strategy and problem-based solving; give examples of educational media in teaching technical subjects; formulate requirements for creating and testing procedures; create a didactic test; features of a quality didactic test. Creation of non---standardized didactic test, the choice of answers. Item analysis of the test; propose a grading scale based on the results of didactic test; prepare for a lesson. Types of teacher preparations, analysis of

206

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules detailed preparation.

Course Content:

General didactics is a thought system that provides students with theoretical knowledge needed for effective management of the educational process, based on detecting patterns, and relations between the educational objectives, curriculum content, resources, conditions, evaluations, teacher and students’ activities. It presents various teaching conceptions and leads teachers to differentiate imaginative and thought---provoking moments from fashion trends. It establishes theoretical bases to be used for reasoned decision making on didactic and practical training steps. • • • • • • • • •

Keywords: Objectives of the Course:

Recommended Literature:

Engineering Pedagogy/Teaching Methodology as a scientific and academic discipline in Technical Teacher Education; Relationship Engineering Pedagogy to other social sciences, especially educational, psychological and social; Framework educational programs and school curricula for secondary technical education; Educational goals of technical education; key and professional competencies; Didactic analysis and specification of the objectives of technical education; Didactic principles and their application in education; Overview of teaching methods; Overview of organizational forms of teaching; Basic overview of educational means and didactic aids.

curriculum, educational objectives, didactic analysis, teaching methods, organizational forms, didactic aids The aim is to acquaint students with the theory of education and teaching, so that they are able to learn the basics of didactic thinking and successfully follow the educational process.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

207

6.3 MC3—Laboratory Didactics

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Laboratory Didactics MC3 2 ECTS Core Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

seminar other

Students: • demonstrate the importance of laboratory work in engineering pedagogy; • analyse the experiment as a part of the process of acquisition of scientific knowledge; • select optimum learning goals for laboratory work; • develops the structure of controlled experiments: defining the objective – formulating; hypothesis – setting up the experiment – determining results and conclusions; • master and use the basic forms of educational laboratory work: tightly defined exercise; • experiments – individually designed experiments – semester paper on laboratory work; • master the basic forms of written laboratory reports: test chart – record of results – findings report – technical report, etc.; • master the basic forms of oral laboratory reports; • analyse the possibilities of computer use in the laboratory; • follow safety regulations in the laboratory.

The subject Laboratory Didactics is aimed at vocational education and training. The main topics of the course include: • Methodology of laboratory exercises

208

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules • • •

Keywords:

Objectives of the Course:

Recommended Literature:

Preparation of teachers for vocational training and labs Diagnosis in hours of practical education and training, creation of tests for these hours, including didactic test Current issues of didactics of vocational education and training

conditions of professional training, master of professional teaching, his/her professional competencies, system of professional training, stages of acquiring labour skills, didactic principles, curriculum, teaching methods in vocational training, organizational forms, material resources, evaluation and control, management of vocational training The objective of Laboratory Didactics is to provide basic information on preparation for teaching training, incl. lab classes, methodology of planning and the organization of learning days, keeping basic pedagogical documentation and cross---curricular activities in secondary vocational schools.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.4 MN4—Psychology

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Psychology MT4 2 ECTS Theory Module --- choose one of the possibilities ---

tutorial Lecture laboratory project --- choose one of the possibilities ---

seminar other

Students are able to: • Define the bases of psychology, biological, behaviour and cognitive approach; • characterize theoretical and applied disciplines of psychology; • name methods in psychology; • characterize biological and social conditionality of the human psyche; • define term of consciousness; • distinguish between sensation and perception • define concept of learning • characterize kinds of memory, memory stages, process of forgetting and emotions; • describe terms of thinking and speech; inter---relationship between speech and language; • define the concept of intelligence; • characterizes theory of motivation, is able to apply in pedagogical process; • describe emotions, term of emotional Intelligence • define the concept of personality. •

Educational psychology as a science --- methods of educational psychology --- upbringing --- learning/teaching --- e---learning --adolescence --- teacher personality --- Burn---out syndrome in teaching professions.

209

210

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules •

Keywords:

Objectives of the Course:

Recommended Literature:

Social psychology focuses on social life of individuals, his relations to other people and his communication with other people. • General psychology and psychology of personality Introduction to psychology --- psychological sciences --- methods in psychology --- biological and social determination of psyche --consciousness --- sensation and perception --- learning --- memory --thinking and language --- motivation --- emotions --- personality --impact of personality to teaching profession. Psychology for technical teachers, disciplines of psychology, psychological methods, learning, forgetting, memory, stimulation, motivation, emotions, intelligence, personality. Students (technicians, teachers of technical subjects) are offered basic orientation in the field of educational psychology, with a great emphasis on the influence of process of learning/teaching/upbringing upon the personality of technical teachers and his students. Terminology, methods and research results of social psychology are of key importance for the students and special attention is drawn to practical issues of everyday experience of teaching staff at secondary technical schools.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.5 MT5—Sociology

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Sociology MT5 1 ECTS Theory Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

Students are able to: • • • • • •

Course Content:

Keywords:

Objectives of the Course:

Recommended Literature:

seminar other

describe Sociology as a science, sociological thinking, including historical aspects, the main concepts and relationships; identify sociological concepts (e.g. culture, class, technology, race, gender); define interrelationship between sociology and management; cope with different social roles; describe society on the threshold of the 21st century; apply sociological research; identify principles of research design (e.g. subject, qualitative, quantitative, evaluation), interpret tabular and graphic representations of information related to social sciences, interpret research findings from sociological studies

Sociology as science, sociological thinking including historical aspects, basic terms and relations, Sociology of education, Sociological research, Managing of social roles in pedagogy, Society at the beginning of the 21st century, discussion on current sociological themes. sociology, socialization, society, social role, communication, institutions, social stratification, power, aggression, sociological research, research methods in sociology, sampling methods In a practical view the goal of the subject is to acquire means of applied research, i.e. the creation of questionnaires and other techniques (structured interview, content analysis) of quantitative and qualitative sociology. Another goal is to master (both in theory and in practice) different social roles and situations that the students will be faced with in their careers.

211

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Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules sociology. Another goal is to master (both in theory and in practice) different social roles and situations that the students will be faced with in their careers.

Recommended Literature:

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.6 MT6—Engineering Ethics

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Engineering Ethics MT6 1 ECTS Theory Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

Pedagogical staff should be able to: • • • • • •

Course Content:

seminar other

develop the intellectual, physical, emotional and social potential of each individual student; create, promote and maintain a suitable environment for learning; to enter further education and develop their skills; collaborate with colleagues and other professionals in the interest of student learning; work with parents and the local community, building up trust and respect the right to privacy; develop intellectual and ethical aspects of the student's personality.

Ethics is currently a relatively independent scientific discipline of philosophical nature which explores morality as a social phenomenon. Ethics is the science that examines the morally relevant behaviour. Ethical requirements can generally be structured as follows: • qualification requirements; • standing of the profession in society (social prestige); • professional growth; • rules for violations of the principles of professional ethics; • ways to control the profession, etc.

213

214

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

Keywords:

Objectives of the Course:

Recommended Literature:

Beginnings of continental philosophy, Socrates, Socratic schools, Plato, Academy of Plato, Aristotle, philosophy as living wisdom, start of Christianity, philosophy of the Middle Ages, Renaissance and Reformation, Philosophical conception of the human being, ethics, engineering/professional ethics. As a study course, Engineering Ethics is closely related to Philosophy. The goal is to offer general information on European thinking advancement in the cultural---historical framework from the beginning of continental philosophy to the present. Theories of the human and problems of morality are considered.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

215

6.7 MT7—Intercultural Competence

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Keywords: Objectives of the Course:

Recommended Literature:

Intercultural Competence MT7 1 ECTS Theory Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

seminar other

Cultural competence refers to an ability to interact effectively with people of different cultures and socio---economic backgrounds, to work with persons from different cultural/ethnic backgrounds. Students: • have explicit awareness of cultural influences in society; • are able to communicate effectively across cultures; • understand the various cultures of students and reflect on how the differences or similarities may affect effectiveness of your classroom and instruction The course Intercultural Competence deals with the definition of multicultural education as a kind of practical educational activities which scientific background is social pedagogy in the context of cultural, social, and physical anthropology, ethnography. Folklore, sociology, etc. prehistory introduces approaches to implementing multicultural education at home and abroad, analyses, projects, policies and experience with multicultural education in selected countries and research on the phenomena related to multicultural education. multicultural education, foreign cultures The goal of the course provides students with knowledge of socio--pedagogical issues, focusing on the so---called multicultural education, whose mission is to eliminate barriers, prejudice and xenophobia resulting from ignorance of foreign cultures, nations and ethnic groups.

216

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.8 MP4—Presentaion and Communication Skills

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language of Instruction: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Presentation and Communication Skills MP4 2 ECTS Practice Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

Students are able to: • • • • • • • • • • • • • • • •

Course Content:

Keywords:

seminar other

identify purposes of communication; identify the influences of context on effective communication; identify the steps in speech preparation; identify types of speeches; identify the elements of audience analysis; identify the components of an outline; select communication strategies appropriate to a given context; identify potential barriers in communication; select appropriate language to enhance a speech; select appropriate presentation aids for a speech; identify strategies for improving students' listening skills; use language appropriate for a specific audience in a given situation; use time appropriately; use appropriate eye contact and body movement speak/present briefly, with clarity; speak/present with enthusiasm, persuasively;

Introduction to the history and theory of speech culture, Fundamentals of speech technique, Essential aspects of development of language creativity (seminar), Preparation for a speech, Basic communicative skills. speech culture, language culture, language capabilities, articulation,

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

217

218

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.9 MP5—Scientific Writing

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Scientific Writing MP5 1 ECTS Practice Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

Students are able to: • • •

• • • • •

Course Content:

seminar other

are familiar with text types and their characteristic in science and technology; master text conventions and standards in science and technology; learn the didactic conception of scientific and engineering texts (script, key word script, formulas, guiding questions, etc.); are familiar with the special characteristics of specialist language; can write understandably for target audiences can structure texts clearly; create convincing graphics, illustrations and transparencies; can design the layout of a text appropriately.

Research work should display the approach of the author to the chosen topic: theoretical and methodological base, assessment of the current situation and its existing theoretical interpretation, the goal of the work, definition of the issue, determination of hypotheses, basic terms used in the work, methods used to gain the goal of the work. The principle of this work is to demonstrate particular skills and knowledge to the professional, scientific texts and the ability to carry out empirical

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

Keywords:

Objectives of the Course:

Recommended Literature:

research (probe) and use of appropriate methods of work. The defence is allowed (presentation objectives, research methodology, methods and results). Project, R&D, structure of research work, theoretical and methodological base, formal requirements of a diploma work, bibliographic citation, citation of electronic network sources, references. Students should fulfil the requirements of research work. Scientific work at the Bachelor level is usually the first research work of the author, the topic is therefore generally rather narrow which facilitates achieving the desired insight.

219

220

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.10 MP6—Working with Projects

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Working with Projects MP6 1 ECTS Practice Module --one of the

Tutorial

---

lecture

Laboratory project --- choose one of the possibilities ---

seminar other

Students are able/have: • ability to work with scientific texts; • a general orientation in the studied field; • deeper interest in the sub---specialized topic; • appropriate level of mastery of specialized terminology and technical language; • the skill to work with the sources of technical information independently, analyse them and formulate an opinion; • the skill to apply pedagogical and didactic knowledge in teaching technical subjects; • carry out research work and interpret the results and prepare textbooks, worksheets, sample tests (including non--standardized didactic test), based on the analysis of selected educational curriculum; • the skill to summarize and generalize the partial results and cited authors and formulate recommendations for social practice.

Project consists of: • theme of the work, focus of the topic (working title), justification of importance; • theoretical basis --- summary of the study of literature, literature review; • structure of the work; • formulation of research problem, with the support of the results of

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

221

222

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

6.11 MP7—ICT in Engineering Education

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language of Instruction: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

ICT in Engineering Education MP7 1 ECTS Practice Module --- choose one of the possibilities ---

Tutorial lecture Laboratory project --- choose one of the possibilities ---

Students are able to: • •

• • • • •

Course Content:

seminar other

identify when it is appropriate to design and produce various types of media; determine what kind of media (or combination according to educational function) should be produced to meet a specific instructional need; identify techniques for planning, designing, and evaluating technologies applied to education process; identify effective methods for selecting resources that meet the information needs of the learning community; identify factors that influence access to information; identify appropriate electronic or digital resources and technologies for presenting information.; identify ways to use technology to communicate with the school learning community.

ICT and its use in teaching, computer networks, typology, connecting, addressing, communication protocols, the history of the internet, internet connection, internet services, communication services on the internet, internet searching, security issues etc. Educational Technologies provide students with basic knowledge of the field of information and communication technologies. Subject is focused on new aspects of the illustrative method as well. It deals with current ways of improving illustration by using animation in

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

Keywords:

Objectives of the Course:

223

explaining technical areas that otherwise, due to their complicated nature, would not allow sufficient explanation by the verbal---pictorial method. ICT in teaching, electronic learning, internet searching, e---learning/blended learning, modern technologies, communication services and tools, Learning Management Systems (LMS), Content Learning Management System (CLMS), standards, SMART technologies, structure and organization of the electronic course, Methodology of courses, didactic approach to creating scenarios and structure of the e--course, measuring the effectiveness of e---course The goal of the subject is to provide students with basic knowledge of the field of information and communication technology (with emphasis on its practical application).

Recommended Literature:

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites:

Engineering Education in Theory MC1 2 ECTS Core Module --- choose one of the possibilities ---

tutorial

lecture

laboratory project --- choose one of the possibilities ---

seminar other

224 Competencies:

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules Students are able to describe/formulate: • The concept of pedagogy and its subject, object, functions. Specifics of educational research and research methods. • The essence of education. The function of education. Relationship between education, heredity and environment. • The characteristics of the concept of education, its function, classification criteria. Contemporary theories of learning and their reflection in educational practice. • Education in the context of postmodern thinking. Globalization and Education. • Purpose of education and its classification. • Teaching process, the nature, characteristics, features and definitions. Teaching process as a cognitive process. Acquisition of new knowledge. Theory of curriculum definition. • The modern concept of teaching. Alternative educational concept. • Education laws and principles, their importance to the overall efficiency of the educational process. • Teaching methods as a tool dynamic of the educational process. Classification of methods. Organizational form of teaching. Didactic function of modern technical means. • Teaching diagnosis and evaluation of students. • Education and creativity. Creativity in the work of teachers and pupils. • The student's personality and its development. The problem of

• • • • • • •

• Course Content:

peer relationships. Education and social organizations focused on social activities and educational care for children and youth. Helping professions. Youth and socially negative effects of actions and behaviour. Addiction, juvenile delinquency. The family as an educational factor. Youth. Leisure Time Pedagogy. The mass media. Vulnerable children and youth. Children's rights. Education of students with special needs. Personality of the teacher, the conditions for its success, competence and capability in teaching and training. The educational system and the tendency of its further development. Curricular reform and its impact on the transformation of the educational process at school. Development of a contemporary concept of social pedagogy

Education---inheritance---environment relation, function of education, topical theories of education, objective of education, educational process, modern conceptions of instruction, educational documentation, educational laws and principles, teaching methods, organizational forms, diagnostics and assessment, education and creativity, importance of aesthetic education in cultivation of human being, ethical and multicultural education.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules Keywords:

Objectives of the Course:

225

Education, science education, education, care, Copernican turn in education, alternative education, education of handicapped, educational categories, pessimistic approach, optimistic and realistic Approach, the educational system, creativity, talent, etc. The goal of the subject is to present students with fundamental and up--to---date knowledge of pedagogy.

Recommended Literature:

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Laboratory Didactics MC3 2 ECTS Core Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

seminar other

Students: • demonstrate the importance of laboratory work in engineering pedagogy; • analyse the experiment as a part of the process of acquisition of scientific knowledge; • select optimum learning goals for laboratory work; • develops the structure of controlled experiments: defining the objective – formulating; hypothesis – setting up the experiment – determining results and conclusions; • master and use the basic forms of educational laboratory work: tightly defined exercise; • experiments – individually designed experiments – semester paper on laboratory work; • master the basic forms of written laboratory reports: test chart – record of results – findings report – technical report, etc.; • master the basic forms of oral laboratory reports; • analyse the possibilities of computer use in the laboratory; • follow safety regulations in the laboratory.

226

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

Course Content:

The subject Laboratory Didactics is aimed at vocational education and training. The main topics of the course include: • Methodology of laboratory exercises

• • • Keywords:

Objectives of the Course:

Recommended Literature:

Preparation of teachers for vocational training and labs Diagnosis in hours of practical education and training, creation of tests for these hours, including didactic test Current issues of didactics of vocational education and training

conditions of professional training, master of professional teaching, his/her professional competencies, system of professional training, stages of acquiring labour skills, didactic principles, curriculum, teaching methods in vocational training, organizational forms, material resources, evaluation and control, management of vocational training The objective of Laboratory Didactics is to provide basic information on preparation for teaching training, incl. lab classes, methodology of planning and the organization of learning days, keeping basic pedagogical documentation and cross---curricular activities in secondary vocational schools.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

227

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Psychology MT4 2 ECTS Theory Module --- choose one of the possibilities ---

tutorial

lecture

laboratory project --- choose one of the possibilities ---

seminar other

Students are able to: • Define the bases of psychology, biological, behaviour and cognitive approach; • characterize theoretical and applied disciplines of psychology; • name methods in psychology; • characterize biological and social conditionality of the human psyche; • define term of consciousness; • distinguish between sensation and perception • define concept of learning • characterize kinds of memory, memory stages, process of forgetting and emotions; • describe terms of thinking and speech; inter---relationship between speech and language; • define the concept of intelligence; • characterizes theory of motivation, is able to apply in pedagogical process; • describe emotions, term of emotional Intelligence • define the concept of personality.

•

Educational psychology as a science --- methods of educational psychology --- upbringing --- learning/teaching --- e---learning --adolescence --- teacher personality --- Burn---out syndrome in teaching professions.

228

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules •

Keywords:

Objectives of the Course:

Recommended Literature:

Social psychology focuses on social life of individuals, his relations to other people and his communication with other people. • General psychology and psychology of personality Introduction to psychology --- psychological sciences --- methods in psychology --- biological and social determination of psyche --consciousness --- sensation and perception --- learning --- memory --thinking and language --- motivation --- emotions --- personality --impact of personality to teaching profession. Psychology for technical teachers, disciplines of psychology, psychological methods, learning, forgetting, memory, stimulation, motivation, emotions, intelligence, personality. Students (technicians, teachers of technical subjects) are offered basic orientation in the field of educational psychology, with a great emphasis on the influence of process of learning/teaching/upbringing upon the personality of technical teachers and his students. Terminology, methods and research results of social psychology are of key importance for the students and special attention is drawn to practical issues of everyday experience of teaching staff at secondary technical schools.

Appendix 6: The Third IGIP Prototype Curriculum: Description of Modules

229

International Society for Engineering Society Module/Course description

University/Institution: Faculty: Academic Year: Semester: --- choose one of the possibilities --Course Title: Course Code: Number of Credits Allocated: Type of Course: Level of Course: Year of Study: Language: Teaching Methods: Assessment Methods: Lecturer: Prerequisites: Competencies:

Course Content:

Keywords: Objectives of the Course:

Recommended Literature:

Intercultural Competence MT7 1 ECTS Theory Module --- choose one of the possibilities ---

tutorial lecture laboratory project --- choose one of the possibilities ---

seminar other

Cultural competence refers to an ability to interact effectively with people of different cultures and socio---economic backgrounds, to work with persons from different cultural/ethnic backgrounds. Students: • have explicit awareness of cultural influences in society; • are able to communicate effectively across cultures; • understand the various cultures of students and reflect on how the differences or similarities may affect effectiveness of your classroom and instruction The course Intercultural Competence deals with the definition of multicultural education as a kind of practical educational activities which scientific background is social pedagogy in the context of cultural, social, and physical anthropology, ethnography. Folklore, sociology, etc. prehistory introduces approaches to implementing multicultural education at home and abroad, analyses, projects, policies and experience with multicultural education in selected countries and research on the phenomena related to multicultural education. multicultural education, foreign cultures The goal of the course provides students with knowledge of socio--pedagogical issues, focusing on the so---called multicultural education, whose mission is to eliminate barriers, prejudice and xenophobia resulting from ignorance of foreign cultures, nations and ethnic groups.

Appendix 7

The Fourth IGIP Prototype Curriculum

Overview of the Fourth IGIP Prototype Curriculum Module number

Module name

Module Area I: Higher Education System and Vocational Education System IGIP – M 1

1

Higher Education System and Vocational Education System

Module Area II: Basics of Engineering Didactics and Methodology – Educational Technology (Designing of Learning and Teaching Processes – Didactics and Methodology) IGIP - M 2

4

Unit 1: Design of Teaching and Learning Processes Unit 2: Media in Engineering Education Unit 3: Communication Processes Unit 4: Control and Evaluation of Learning Outcomes in Engineering Education

Module Area III: Design of Academic Courses IGIP – M 3

4

Unit 1: Relation between Lecture – Seminar – Consultation – Self Study Unit 2: Laboratory 2

Module Area IV: Curriculum Theory and Practice IGIP – M 4

Unit 1: Determination of Study Goals and Objectives (Qualifications, Competencies) Unit 2: Teaching Portfolio

Module Area V: Didactical Paths from Theory to Application IGIP – M 5

3

Didactical Paths from Theory to Application—Internships, Research Projects with Partners from the Labour Market (continued)

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer, The International Society For Engineering Pedagogy, Lecture Notes on Data Engineering and Communications Technologies 151, https://doi.org/10.1007/978-3-031-19890-8

231

232

Appendix 7: The Fourth IGIP Prototype Curriculum

(continued) Module number

Module name 3

Module Area VI: Application IGIP – M 6

Unit 1: Best Cases, Best Practice Unit 2: Final Colloquium 3

Module Area VII: Selected Additional Units IGIP – M 7

All Units are Examples! Unit 1: Digitization of Teaching Unit 2: Excursions to HE (Research) Institutions and the industrial partners Unit 3: Entrepreneurship Unit 4: …

Module Description of the Fourth IGIP Prototype Curriculum Module number

Module name

National responsible lecturer

IGIP – M 1

Higher Education System and Higher Vocational Education System

Contents and purposes of the qualification

The participants should be able to describe the strengths and weaknesses of the national education system in an international comparison. Different career paths to the career goal “engineer” are described. They have an overview of the relationship between vocational and engineering education in the national context

Forms of teaching

Lectures or seminars

Assessment and evaluation

Presentation and handout or term paper

Credit points and grades

Through this module 1 credit points can be acquired

Amount of work

Total work load equals 30 h

Module number

Module name

IGIP – M 2

Basics of Engineering Didactics and Methodology – Educational Technology (Designing of Learning and Teaching Processes - Didactics and Methodology)

National responsible lecturer

(continued)

Appendix 7: The Fourth IGIP Prototype Curriculum

233

(continued) Module number

Module name

Contents and purposes of the qualification

Overall Goal Participants should be able to design teaching and learning processes in initial and continuous engineering education for specific target groups by taking the existing condition into consideration; and especially using different media. Planning, execution, analysis and evaluation of above- mentioned processes are to be included Unit 1: Design of Teaching and Learning Processes Participants are able to design teaching and learning processes under goal- and target group-oriented aspects on the basis of scientific evidence. They are able to apply the variety of didactic design elements (methods, organization forms of learning and teaching and so on) in their field Unit 2: Media in Engineering Education Participants have knowledge on concept formation of didactic education media, about the functions of didactical media in teaching and learning processes, on media-didactic activity areas and basic design approaches Unit 3: Communication Processes Participants are able to carry out communicative processes purposefully in their teaching activities on the basis of scientific evidence and the provisions of personality characteristics of the communication partners. Unit 4: Control and evaluation of learning outcomes in engineering education. Participants are able to design, monitoring and evaluation processes of learning outcomes (personality features, qualifications, competencies) on the basis of scientific evidence.

National responsible lecturer

Forms of teaching

Lectures and seminars 40 h

Assessment and evaluation

Term paper

Credit points and grades

Through this module 4 credit points can be acquired

Amount of work

Total work load equals 60 h

Module number

Module name

IGIP – M 3

Design of Academic Course Types

National responsible lecturer

Contents and purposes of the qualification

Unit 1: Relation between Lecture – Seminar – Consultation – Self Studies Participants are able to plan, to carry out and to follow up academic course types in accordance with the intended qualification goals and the target groups. They are able to determine the peculiarities of the academic teaching and study forms in their context in specific cases Unit 2: Laboratory Participants are able to design purposeful teaching and learning processes in laboratory work and internships in exercises and self-study based on scientific findings (continued)

234

Appendix 7: The Fourth IGIP Prototype Curriculum

(continued) Module number

Module name

Forms of teaching Se

Seminars

National responsible lecturer

Assessment and evaluation

Design and Presentation of an academic engineering course type

Credit points and marks

Through this module 4 credit points can be acquired

Amount of work

Total work load equals 60 h