Dr. Matthew Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He earned Ph.D. in Civil Engineering from the University of Florida, M.S. degrees in Materials Engineering and Mechanical Engineering from Rensselaer Polytechnic Institute, and a B.S. in Engineering and a B.A. in Religion from Swarthmore College. He Co-Directs the National Effective Teaching Institute (NETI) with Susan Lord and Michael Prince. His research has been funded by over USD 20M, mostly from the United States National Science Foundation. Along with his collaborators, he has been recognized for his work on longitudinal studies of engineering students with the William Elgin Wickenden Award for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and the best paper in IEEE Transactions on Education in 2011 and 2015, multiple conference Best Paper awards, and the Betty Vetter Award for Research from the Women in Engineering Proactive Network. The CATME Team Tools developed under Dr. Ohland’s leadership and related research have been used by over 1,450,000 students of more than 20,000 faculty at more than 240 institutions in 87 countries, and were recognized with the 2009 Premier Award for Excellence in Engineering Education Courseware and the Maryellen Weimer Scholarly Work on Teaching and Learning Award in 2013. Dr. Ohland received the Chester F. Carlson Award for Innovation in Engineering Education from the American Society for Engineering Education (ASEE) for his leadership of that project. He is a Fellow of ASEE, IEEE, and AAAS. He has received teaching awards at Clemson and Purdue. Dr. Ohland is an ABET Program Evaluator and an Associate Editor of IEEE Transactions on Education. He was the 2002–2006 President of Tau Beta Pi.
Speech Title: Monitoring and Improving Student Team Experiences
Abstract: There are many reasons to put students in teams – teaching them to work in teams, the learning benefits of collaboration, the diversity benefits of finding out other students’ perspectives, and the ability to provide a deeper level of feedback on the smaller number of assignments submitted by student teams are among them. For all these benefits, having students work in teams introduces other issues for faculty to manage – from forming teams to dealing with teams in crisis to evaluating how much each student contributed to assignments submitted as a team. CATME has helped many faculty form and manage teams, and has also enabled research suggesting better methods of managing student teams – research that has implications for the workforce as well. The talk will include a discussion of the challenges of managing virtual teams.
Susan M. Lord is Professor and Chair of Integrated Engineering at the University of San Diego (USD). She earned a B.S. with distinction from Cornell University in Materials Science and Electrical Engineering (EE) and the M.S. and Ph.D. in EE from Stanford University. She co-directs the National Effective Teaching Institute (NETI) with Matt Ohland and Michael Prince. Her research focuses on the study and promotion of diversity in engineering including student pathways and inclusive teaching. Her research has been sponsored by the United States National Science Foundation (NSF). Dr. Lord is among the first to study Latinos in engineering and coauthored The Borderlands of Education: Latinas in Engineering with Dr. Michelle Camacho. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Education Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 and 2019 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing "Developing Changemaking Engineers", an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award for "contributions to the development of more inclusive and innovative undergraduate teaching in electrical and computer engineering".
Speech Title: Enhancing Inclusivity in Online Engineering and Computing Education
Abstract: How can we educate students to be effective in the workplace when they graduate? How can we attract a broader range of students to engineering and computing? Given COVID-19 and the worldwide discussion of structural inequality, it is imperative that we find ways to make more students welcome in our online classrooms. This presentation will draw on research to examine engineering and computing pedagogy and suggest high-level issues that impact participation. Dr. Lord will explore strategies for making more students feel welcome in engineering and computing classrooms with a focus on the online environment.
Anant Agarwal is the Founder and CEO of edX and Professor of Electrical Engineering and Computer Science at MIT. Prof. Anant won the Maurice Wilkes prize for computer architecture, and MIT's Smullin and Jamieson prizes for teaching. He is also the 2016 recipient of the Harold W. McGraw, Jr. Prize for Higher Education, which recognized his work in advancing the MOOC movement. As a CEO of a global nonprofit, Anant is helping to transform traditional education, removing the barriers of cost, location and access. edX is reimagining the possibilities of education, providing the highest-quality, stackable learning experiences including the groundbreaking MicroMasters® programs. Additionally, he is a recipient of the Padma Shri award from the President of India and was named the Yidan Prize for Education Development Laureate in 2018.
Speech Title: Online Education in the New Normal
Description: edX CEO and MIT Professor, Anant Agarwal, reflects on online education in the new normal of COVID-19. He'll discuss what has changed already and what will change in the coming months (and even years) and share insights around how this both impacts and expedites his vision for the future of blended education.
Dr. Piet Kommers is an early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational technology for teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He taught more than fifteen bachelor-, master- and PhD courses and supervised more than 30 PhD students. He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual 3d worlds, constructivist learning, social media, web-based communities and international student exchange. UNESCO awarded his work in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor. He is member of advisory boards in ministries of education and academia of sciences in Singapore, Finland and Russia. Piet Kommers is the initiator of the international journal for web-based communities and overall chair of the IADIS conferences on societal applications of ICT. Since the late nineties he gave more than 40 invited and keynote lectures at main conferences in the fields of education, media and communication. His books and journal articles address the social and intellectual transformations at each transition from “traditional” into the “new” media. Instead of regarding media as extrapolating, supplanting, vicarious or even disruptive, Piet’s view is that new media elicit and seduce both individuals and organizations to reconsider human nature and challenge existential awareness at that very moment. His workshop templates and experiences have been implemented into the UNESCO IITE reports, policy briefings and Master Course. The books and journal articles of Piet Kommers reach the level of 5012 citations and the h-index of 30. He was recently nominated by seventeen countries for the prestigious 2017 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies (ICTs) in Education.
Speech Title: Smart Education
in the Post Covid Era
Abstract: New technologies like Data-Mining based upon Social Media, Machine Learning and Biometric Data through Pattern Matching; they quickly conquer its role in Marketing, Advertising, Job Finding etc. This keynote lecture informs you on the educational- and learning paradigms that can benefit from them as well. The best prediction is that making educational systems smarter, without expliciet visions on how the human players need to develop additional cognitive skills are likely to fail already in the early stages of adoption and dissemination. This is the main reason that Education can no longer ignore students' and teachers' needs to develop the emergent 21st Century Skills. During this lecture you will experience fundamental questions on the essence of human learning and how we as teachers are confronted with the issue of meta-learning and critical pedagogy.