The International journal of engineering education

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  Año 2018, Vol. 34, Número Extraordinario 5

  • Section I: Guiding Engineering Educators: Keeping Pace with Scientific-Technological Change and Socio-Economic Development

    • Guiding engineering educators: Keeping pace withscientific-technological change and socio-economic development

      José Luis Martín Núñez, Andrés Díaz Lantada

      págs. 1438-1439

      

    • Impact of the initial training of engineering schools’lecturers

      José Luis Martín Núñez, Iciar de Pablo Lerchundi, María Cristina Núñez del Rio, Juan Carlos del Mazo Fernández, Juan Luis Bravo Ramos

      • Resumen

      págs. 1440-1450

      

    • How do we teach?: a practical guide for engineering educators

      Eric Forcael, Gonzalo Garcés, Peter Backhouse Erazo, Lena Bastías

      • Resumen

      págs. 1451-1466

      

    • Optimization of faculty time-management: some practical ideas

      María José García García, Juan José Escribano Otero, Fermín Sánchez Carracedo, Eva Millán Valldeperas, Julia González Rodríguez

      • Resumen

      págs. 1467-1478

      

    • Bridging the gaps between technology and engineering education

      Myriam Peñafiel Aguilar, Rosa Navarrete Rueda, Sergio Luján Mora, Juan Zaldumbide

      • Resumen

      págs. 1479-1494

      

    • Design of a STEM lecturer-training programme based on competencies

      David López Álvarez, Antoni Pérez Poch

      • Resumen

      págs. 1495-1503

      

    • Training profile of faculty in applied sciences

      Arturo Caravantes Redondo, Iciar de Pablo Lerchundi, Gema Martí-Blanc, José Luis Martín Núñez, José Antonio Sánchez Núñez

      • Resumen

      págs. 1504-1515

      

    • A process for self-training of engineering educators using e-learning

      Tania Calle Jiménez, Sandra Sánchez-Gordon, Myriam Peñafiel Aguilar, Sergio Luján Mora

      • Resumen

      págs. 1516-1526

      

    • Improving engineering educators’ sustainability competencies by using competency maps.The EDINSOST project

      Fermín Sánchez Carracedo, Jordi Segalàs Coral, Eva María Vidal López, Carme Martin, Joan Climent, David López Álvarez, Jose María Cabré García

      • Resumen

      págs. 1527-1537

      

    • Training engineering educators on accessible and inclusive learning design

      Félix Andrés Restrepo Bustamante, Héctor Amado Salvatierra, Salvador Otón Tortosa, José Ramón Hilera González

      • Resumen

      págs. 1538-1548

      

    • Development of a graduate on-line certificate program in engineering education

      Jacek Uziak, Ryan Barlow, Idalis Villanueva, Oenardi Lawanto, Kurt Becker

      • Resumen

      págs. 1549-1561

      

    • Developing a community of practice to support the space engineering higher education community

      Lucinda Berthoud, Andrew Glester

      • Resumen

      págs. 1562-1568

      

    • Strengthening educational partnerships: An online preparation program for engineering partners

      Franziska Trede, Reza Mahinroosta

      • Resumen

      págs. 1569-1580

      

    • New instructional approach for fostering generic and professional competences: Case study of the project and problem based learning engineering practice course

      Marija Bozic, Jelena D. Certic, Milica Vukelic, Svetlana Cizmic

      • Resumen

      págs. 1581-1591

      

    • Detection of training deficiencies in the autonomous learning of graphic engineering students: A universityteacher training experience based on competencies

      Noelia Olmedo Torre, Maria Martínez-Martínez

      • Resumen

      págs. 1592-1603

      

    • The challenges of assessing transformative learning:Lessons learned from an instructional design workshop for colombian engineering faculty

      Juan D. Ortega-Alvarez, Camila Mugnai Vieira, Matilde Sánchez-Pena, Ruth A. Streveler

      • Resumen

      págs. 1604-1614

      

    • Learning thermodynamics with iPad: adaptation and learning opportunities for both instructor and students

      Anirudh Srinivasan, Diana Bairaktarova

      • Resumen

      págs. 1615-1625

      

    • Proposal for a postgraduate programme for STEM education

      Luciano Andreatta Carvalho da Costa, Tânia Cristina Baptista Cabral, Fabrícia Damando Santos

      • Resumen

      págs. 1626-1633

      

  • Section II: Learning Outcomes, Innovations, Faculty Development, Faculty Attitudes, Self-Efficacy, Transfer Students, Virtual Teams, Team Based Learning

    • The relationship between engineering students’achievement goals, reflection behaviors, and learning outcomes

      Damji Heo, Saira Anwar, Muhsin Menekse

      • Resumen

      págs. 1634-1643

      

    • How engineering faculty interpret pull-oriented innovation development and why context matters

      Matthew S. Barner, Shane A. Brown, Benjamin D. Lutz, Devlin Montfort

      • Resumen

      págs. 1644-1657

      

    • Factors of sensemaking affecting engineering faculty’sdecision to use the in-class cognitive engagement survey

      Allyson J. Barlow, Matthew S. Barner, Natasha Perova, Kathleen Quardokus Fisherfisher Fisher, Shane A. Brown

      • Resumen

      págs. 1658-1670

      

    • Examining validity of general self-efficacy scale for assessing engineering students’ self-efficacy

      Bimal Nepal, Michael D. Johnson, Debapriyo Paul, Timothy J. Jacobs

      • Resumen

      págs. 1671-1686

      

    • Collaboration task-technology fit for student distributed engineering design teams

      Brett Stone, Matthew O. Wald, Steven E. Gorrell, Michael Richey

      • Resumen

      págs. 1687-1700

      

    • Project and team-based strategies for teaching software architecture

      Melina Vidoni, Jorge Marcelo Montagna, Aldo Vecchietti

      • Resumen

      págs. 1701-1708

      

    • Biomedical engineering project based learning: Euro-african design school focused on medical devices

      Arti Ahluwalia, Carmelo de Maria, Andrés Díaz Lantada, June Madete, Philippa Ngaju Makobore, Alice Ravizza, Licia di Pietro, Mannan Mridha, Juan Manuel Muñoz-Guijosa, Enrique Chacón Tanarro, Janno Torop

      • Resumen

      págs. 1709-1722