Engineering educators pedagogical training

Project Information
Project name Engineering educators pedagogical training
Project number 598506-EPP-1-2018-1-PT-EPPKA2-CBHE-JP ENTER

 

 

Years of implementation 15-11-2018 – 14-11-2021
Project website http://www.erasmus-enter.org/
 
Partners

 

Instituto Politecnico do Porto Portugal (coordinator)
Tallinn University of Technology Estonia
DTI University Slovakia
National Research Tomsk Polytechnic University Russian Federation
Kazan National Research Technological University Russian Federation
Tambov State Technical University Russian Federation
Don State Technical University Russian Federation
Association for Engineering Education of Russia Russian Federation
Al-Farabi Kazakh National University Kazakhstan
Academician Y. A. Buketov Karaganda State University Kazakhstan
Kazakhstan Association of Engineering Education Kazakhstan
Vyatka State University Russian Federation
Agency of Educational Strategies and Initiatives Bologna Club Russian Federation
 

 

Project description and main objectives The ENTER project main objective is develop multi-level modular system for pedagogical training of engineering educators based on international network cooperation and 7 specific project objectives:

•Analyze European practice in effective methods of highly skilled engineering educators training;

•Develop three programmes (basic, fundamental, advanced) for engineering educators with a variable set of modules based on modern education technologies such as e-learning;

•Develop technology for creating individual paths in engineering pedagogics;

•Develop patterns of international cooperation in implementing the modules and providing dissemination of outcomes and outputs;

•Develop legal support documents and regulations for network cooperation;

•Develop evaluation criteria for professional competencies mastered by engineering educators and criteria for training programmes quality assessment;

•Assess the results of pilot programmes implemention.

In the framework of the project three programs for teachers of engineering specialties with a variable set of modules based on modern learning technologies, such as e-learning, developed technologies for creating individual trajectories in engineering pedagogy will be developed.

Types of developed programs:

• iPET-1 is a short-term program with the issuance of a “Qualification Development” Certificate upon completion. The main goal of the training program is mastering professional competence, ensuring the readiness of a young university teacher to effective teaching activities based on systematic psychological and pedagogical knowledge and skills, as well as creating an image of a teacher, forming components of pedagogical skills, mastering elements of pedagogical engineering;

• iPET-2 – professional retraining program. The curriculum of the professional retraining program “Engineering Pedagogy” will be based on the general principles of engineering education development and the reflection of qualification requirements for teachers of higher technical schools, which are determined by a high degree of variability, uncertainty, growing information flows, innovative processes, the introduction of new technologies that complicate the professional context;

• iPET-3 – an internationally recognized full program with international accreditation with the award of the qualification “Engineering Educator”. The training program (advanced training) “Pedagogical skill of a teacher of engineering in higher education” implies that the listener / “student” chooses its main content: among the proposed modules, the listener / “student” chooses two or three, at its discretion, based on professional and personal needs , technical capabilities, personal preferences.

 

Programmes will have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members.

The project will develop training programs, syllabus, curriculum, define learning outcomes for iPET-1, iPET-2, iPET-3, form a credit structure of modules for each of the programs, work programs, training materials, define groups of developers, collect and assemble the exchange of innovative materials; the mechanisms for transfer and recognition of iPET credits in the framework of a consortium. Training materials will be structured for networking and e-learning. At the same time, training materials will be prepared for staff development, the procedures for selecting instructors for iPET modules and their training will be defined. The iPET course trial will be tested in accordance with the developed procedure and methodology. The materials developed during the project will be included in the electronic library.

The implementation of the project’s tasks will be facilitated by experienced experts involved in the development, evaluation and accreditation of training materials.

 

Expected results of the project Three programs for engineering educators with a variable set of modules based on modern learning technologies, such as e-learning, have developed technologies for creating individual trajectories in engineering pedagogy.

 

A significant increase in the number of engineering educators, studying in the programs of pedagogical and professional improvement.

 

Improving the quality of engineering education in all participating countries. On a wider scale, the project will lead to an increase in the qualifications of engineering educators, who will provide better training for university students.

 

Model of international cooperation in the implementation of modules and ensuring the dissemination of results, documents on legal support and rules for network cooperation, criteria for assessing professional competencies mastered by of engineering educators, and criteria for evaluating the quality of curricula.

Target beneficiaries. Significance of the project for the target beneficiaries.

 

 

 

The project has six target groups: (i) engineering professors; (ii) HEIs; (iii) professional engineering associations; and (iv) accreditation bodies; (v) employers and (vi) policy makers. The first and second target groups of the project will be represented by university teachers, whose main area of activity is engineering education. The involvement of the target group will be achieved through the Universities of the Consortium and their relationship with university staff, that is, teachers of engineering disciplines. At the same time Academician e.A. Buketov KSU will attract teachers from other universities in the region, employees of engineering enterprises, responsible employees for staff development to participate in “PET” advanced training programs, to promote the modernization of engineering education technologies by improving the pedagogical skills of PET students. Within the framework of the project, the university plans to pilot at least 60 people specializing in engineering education.

The project will meet the need of all target groups for qualified engineering educators who are enrolled in teacher education and professional development programs, and will improve the quality of engineering education.

Graduates of engineering specialties, teachers will have new professional skills, both personal and team-oriented, the ability to better integrate into the corporate environment. Engineering professors enrolled in the proposed programs within the project will receive new competencies, including the ethics of professional and intercultural communication, psychological stability in modern conditions; marketing and management skills, including their electronic formats, social networking skills, ICT literacy, advanced training and financial accounting techniques, linguistics, productivity techniques, skills for writing reports, articles, educational materials and world-class manuals.

 

Project achievements and impact

 

The project will develop criteria for assessing professional competencies mastered by engineering educators, and criteria for assessing the quality of curricula, which will offer more competitive educational programs on the Kazakhstan and international educational services market, increase the attractiveness of educational programs for applicants, and provide guarantees for graduates to get jobs through involvement stakeholders to all stages of development, implementation of educational programs, qualification assessment quality of preparation. New programs will be adapted to the needs of both universities and students. On a wider scale, the project will lead to an increase in the qualifications of engineering teachers, who will provide a better and more modern education for university students.

The project will develop a model of international cooperation on the implementation of modules and ensuring the dissemination of results, combined online and offline learning formats using the best innovative practices of each partner. The network idea of cooperation will allow to accumulate and spread the potential of experts in the field of engineering and university professors among teachers of engineering disciplines, to provide high-quality iPET.

Target beneficiaries will receive multi-level modular programs for pedagogical training of engineers and teachers based on international network cooperation, modernized bachelor and master programs, new forms of the educational process, advanced training programs for teachers of engineering and natural sciences, new forms of assessment of students’ professional competencies, training materials and tests materials, online learning tools, scientific and academic contacts.

Next steps.

Project sustainability.

 

 

Information about the iPET programs will be disseminated in the target groups, all educational and methodological materials developed during the project will be available to them, and motivation to take advanced training courses by teachers will be increased. The iPET proposed in the course of the project will significantly increase the number of engineering educators enrolled in pedagogical and professional development programs.

Criteria for assessing professional competencies mastered by educational engineers and criteria for evaluating the quality of curricula will be developed, which will allow offering more competitive educational programs on the Kazakhstan and international educational services market, increasing the attractiveness of educational programs for applicants, providing guarantees for graduates through the involvement of stakeholders to all stages of development, implementation of educational programs, qualification assessment of training . New programs will be adapted to the needs of both universities and students. On a wider scale, the project will lead to an increase in the qualifications of engineering educators, who will provide a better and more modern education for university students.

The categories of stakeholders participating in the development of educational programs implemented in the project. Stakeholders from research institutes, engineering companies, universities, colleges that train specialists in engineering, engineering and technical departments of enterprises, departments implementing advanced training programs, accreditation agencies, education departments will be involved in the project.
Working group

Kick-off meeting
PILOTING
SCHEDULE
MATERIALS OF TRAINING COURSES
INFORMATION ABOUT COACHES
FEEDBACK FROM PARTICIPANTS

ENTER_registration for iPET-programs

Dear colleagues, we invite you to participate in the pilot professional development courses for teachers of disciplines in the educational programs of engineering profile (regardless of the discipline taught).

The courses are held within the international project 598506-EPP-1-2018-1-PT-EPPKA2-CBHE-JP ENTER “Pedagogical training of engineering teachers” program ERASMUS+. The goal of the ENTER project is to create a new multicultural and international approach to formal postgraduate professional and teacher education through customization and adaptation to the needs of teachers and universities.

Participants in the pilot courses can choose the curriculum that best suits their needs:

– iPET-1 (2 ECTS) – the program content allows trainees to master professional competencies, psychological and pedagogical knowledge, and pedagogical technologies for effective pedagogical activities;

– iPET-2 (8 ECTS) – the content of the programs is based on the general principles of engineering education development and qualification requirements for university teachers in accordance with the growing information flows, innovative processes, introduction of new technologies, complicating the context of professional activity;

– iPET-3 (20 ECTS) – the content of the programs is focused on meeting the individual needs of students in professional development, compliance with international and national professional standards that define qualification requirements for teachers.

Within the pilot programs, participants will be offered courses such as

Innovations in engineering pedagogy

Time Management

Effective interaction

Improving the effectiveness of instructional interactivity

Systems analysis in education

Educational Psychology and Communication

Stakeholder Engagement

Sustainable Development

Digital Education

Problem-Based, Project-Based, and Practice-Based Learning

Assessment of Learning Outcomes

Course design

Engineering and innovation process

Final Design

Teachers from universities in Portugal, Slovakia, Estonia,

Russia, Kazakhstan

in Kazakh:

https://docs.google.com/forms/d/e/1FAIpQLSftLAzLtxTN_aYU17TczHMdPbKHdRqR4-Viih-ovlS4hdL1ZA/viewform?usp=sf_link

in Russian:

https://docs.google.com/forms/d/e/1FAIpQLSfOCSbGTidQHvXPaEFhL_YjECQkHhR11B-fX_uhvihN_7zjRg/viewform?usp=sf_link


Disclaimer

This project has been co-funded by the Erasmus+ Programme of the European Union. This web-page reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

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