Promoting Awareness Of, And Sharing Good Practices On, Supporting Engineering Students With Disabilities

The amount of literature that focuses on diversity and inclusion within engineering education continues to grow. However, research traditionally focuses on gender, and despite the United Nations Convention for the Rights of Persons with Disabilities (CRPD) being passed in 2016, there is still a lack of work which describes the experience of students with disabilities....Robot Dynamic

80 Years of Aerospace Engineering Education in the Netherlands

This year, 2020, the Faculty of Aerospace Engineering at Delft University of Technology in the Netherlands celebrates its 80th birthday. This paper describes the history of the department since its founding in early 1940, just before the start of World War II in the Netherlands, until present day. The paper will highlight how its research and education developed within the socio-economic context of the Netherlands and the developments in aerospace over the past 80 years

Educating Future Robotics Engineers In Multidisciplinary Approaches In Robot Software Design

In 2020, a new two-year MSc programme in robotics was launched. Unlike most existing robotics programmes, which approach robotics from a specific discipline, this programme aims to train multi-deployable robot generalists using a cognitive approach (no hardware creation). The field of robotics is multidisciplinary by nature and educating students on how to approach projects with a multidisciplinary mindset is at the forefront of the programme. Hence, at the end of the first year, students are thrust into experiencing the true multi-disciplinarity of the robotics field in a synthesizing, multidisciplinary project-based course. In this 5 EC course, students work together in groups of 5 on an industry-based assignment making a translation of societal issues from different perspectives (human, sustainability, safety, ethics, economic, etc.) into intelligent robot solutions. Each team develops and tests a complete, integrated software package for a complex robot system in a simulated environment and implements it in a real robot at the end of the course. Various robots are used, each related to a different case study which is taken on by multiple teams. Students are supported in their project with workshops and minilectures on transferable skills, systems engineering and the Robot Operating System (ROS). This paper describes the development, implementation, and results of the course over its first three years of running. It will present lessons learned from the perspectives of all parties involved: lecturers, technical staff, industry, and students as well as future plans and recommendations for others looking at creating similar courses

Movement Matters: Results of an Introductory Dance Project at the Village of Humber Heights - Report Series # 16

Recent surveys suggest that, although they seem to understand its value and importance (Ory et al., 2003), less than a quarter of all older adults get the recommended amount of exercise (Statistics Canada, 2005). It is possible that the majority of exercise programs currently available are traditional and gym-based, offering limited ways of encouraging active engagement that may not be appealing to many older adults. In recent years, the benefits of dance programs that incorporate flexibility and balance training have been explored. The current pilot project examined the potential for dance training to be considered an innovative health promotion strategy, one that encourages healthy aging and helps to maintain functional autonomy. Older adults from the Village of Humber Heights participated in 12 weeks of ballet and contemporary dance training. Pre- and post-dance training physical (flexibility, agility, muscular endurance and balance) measures were gathered. In addition, participants were invited to write in a journal for the duration of the dance training; this allowed the researchers to identify potential internal and external barriers to inclusion in physical activity (e.g., self limiting beliefs, stereotypes and/or lack of opportunity)

The effectiveness of an activity to practise communication competencies: a case study across five European engineering universities

Although accreditation bodies emphasise communication competencies development in engineering curricula due to its importance for future engineers, the focus is often mainly on oral presentation and written reports. A communication activity was created to practice and reflect on students’ communication competencies including describing information in a short time, listening skills, and ask and respond to questions. This activity was implemented at five different European engineering universities involving 393 students. This study explores the effectiveness of this activity as a case-study of game-based learning to practise and reflect on engineering students’ communication competencies. A mixed-method approach measuring students’ communication performance, their perceived communication competencies, and the benefits of this activity to students was used to explore the game characteristics that make the activity effective. The findings of the scoring rubric and the questionnaire used showed that this activity is effective. Because it is engaging and set by rules, students actively participated during the activity, reflected on their effective and ineffective communication competencies, the existing communication barriers and styles, gained awareness, experienced communication in teams, and cooperated with different people. This study highlights the effectiveness of a small intervention using a proven communication activity, which is freely available as OpenCourseWare through TU Delft for anyone to use.This work was partially supported by FCT-Fundacao para a Ciencia e Tecnologia within the R&D Units Project Scope UIDB/00319/2020 and by the Erasmusthorn program of the European Union (grant agreement 575778-EPP-1-2016-1-BE-EPPKA2-KA)