Presentation on theme: "ASEE International Forum, Indianapoolis, Indiana, USA, 1 June 2014"— Presentation transcript:
1 ASEE International Forum, Indianapoolis, Indiana, USA, 1 June 2014 Vision 20/25Engineeringfor theAmericas1ASEE International Forum, Indianapoolis, Indiana, USA, 1 June 2014
2 Panelists Maria Mercedes Larrondo Petrie, PhD LACCEI Executive DirectorOAS Engineering for the Americas CoChairJaime Bonilla Ríos, PhDLACCEI President ElectGEDC LatAm Chapter PresidentJose Carlos Quadrado, PhDIFEES PresidentPast President of ASIBEIRenetta Garrison Tull, PhDLACCEI Women in STEM LeaderCo-PI, ADVANCE Hispanic Women in STEM
3 Engineering in the Americas Maria Mercedes Larrondo Petrie, PhDLACCEI Executive DirectorOAS Engineering for the Americas CoChair
4 Engineering in the Americas Key elements of international collaborationsLinkages among organizationsEvolution of collaboration among the organizationsOAS Vision 20/25Highlight some InitiativesAccreditation Capacity BuildingFaculty Pedagogy Capacity BuildingDean and Director Management and Leadership Capacity BuildingWomen and Diversity in STEM
6 International Collaboration NeedInfrastructureLinkagesCritical Mass ofStakeholdersAgreementScale-up, Drill-down
7 Stakeholders, Organization and Linkages IndustryCompanies and Professionals and their OrganizationsWFEOWorld Federation of Engineering OrganizationsUPADIPanamericanFederation ofEngineering OrganizationsASCEASMEIEEE…Regions
8 Stakeholders, Organization and Linkages GovernmentAgencies and OrganizationsUNUNESCOUnitedNationsOASOrganization of American StatesMinistriesNational AcademiesNational Science Foundation EquivalentsAccreditation Agencies
9 Stakeholders, Organization and Linkages UniversitiesEngineering Education OrganizationsIFEESInternational Federation of Engineering Education SocietiesASIBEILACCEIABENGEASECEIASEEANFEICEEACONDEFICONFEDI…StakeholdersFacultyDean and DirectorsStudents
10 Stakeholders, Organization and Linkages UniversitiesEngineering Deans or Directors CouncilsGEDCGlobal Engineering Deans CouncilGEDC Latin AmericaLACCEI EDDCASEE EDCCanadian EDCNucleo de Decanos…StakeholdersFacultyDean and DirectorsStudents
11 Stakeholders, Organization and Linkages UniversitiesStudents and their OrganizationsSPEEDStudentPlatform for Engineering Education DevelopmentTau Beta PiHonor SocietyStudent Chapters ofProfessionalOrganizationsStakeholdersFacultyDean and DirectorsStudents
12 OAS Engineering for the Americas The Ministers of the 34 countries of the OAS created “Engineering for the Americas” (EftA)Three Focus Areas:Engineering EducationAccreditationJob CreationBrought together the organizations from different sectors and industry
13 Linking across the Americas In 2006, in the first symposium of Engineering for the Americas, an agreement to collaborate was signed by government, and academic organizations, at global, regional and national levels
14 Major outcome of EftAOutcome of their EftA collaborative effort: Proposal for creation of Greater Caribbean Region Engineering Accreditation System (GCREAS) was funded by the InterAmerican Development BankMulti-national agencyMulti-lingual agencyCommitted to become a signatory of the Washington AccordCurrently accrediting
15 OAS Ministers’ Vision 20/25 Vision 20/25 in Science, Technology and Innovation for the America: Hemispheric Cooperation for Competitiveness and Prosperity in a Knowledge EconomyWorking Groups formed:InnovationHuman Resource Training and EducationNational Quality InfrastructureTechnology Development
16 WG1: InnovationGoal for 2025: To develop a culture of technology-based innovation in the Americas that fosters inclusiveness, entrepreneurship and creative thinking in academia, the private and public sectors and society in general
17 WG2: Human Resources Training and Education Goal for 2025:To increase by at least 50% the number of female and male graduates in Science, Technology and Engineering (STE) and technical education, and to substantially improve study programs in these areas to respond to the changing needs of industry, especially Micro, Small and Medium Enterprises (MSME), and specific communities.
18 WG2: Human Resources Training and Education Targets:1. Increase inter-American cooperation in STE education by: promoting academy public–private partnerships; sharing best practices; exchanging faculty and students and developing programs of excellence such as dual degrees among universities; and, strengthening the OAS hemispheric initiative Engineering for the Americas (EftA)
19 WG2: Human Resources Training and Education Targets:2. Promote technical education to create a critical mass of qualified technicians for strategic industries by fostering the creation of technical specializations; upgrading study programs with the use of information and communication technologies (ICTs); and, promoting local and regional partnerships with universities and the public and private sectors.
20 WG2: Human Resources Training and Education Targets:3. Upgrade STE study programs and seek their international recognition by incorporating entrepreneurial, innovation and sustainability components; creating academia-public–private partnerships (cooperatives and internship programs); and promoting, at local and international levels, the exchange of best practices, applied research and the use of ICTs and advanced networks.
21 WG2: Human Resources Training and Education Targets:4. Provide opportunities for faculty to continue professional development such as and post-doctoral degrees, and sabbaticals.5. Attract the best students towards STE careers, especially women and minority groups, by increasing awareness on the importance of STE, establishing scholarship funds, and, making loans and other financial assistance options available to them.6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.
22 WG2: Human Resources Training and Education Targets:6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.
23 WG2: Human Resources Training and Education Targets:6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.
24 WG3: National Quality Infrastructure Goal for 2025:To ensure that all OAS member states have access to internationally recognized quality infrastructure services to foster competitiveness, innovation, trade and consumer safety
25 WG4: Technology Development Goal for 2025:To strengthen Inter-American cooperation in science, technology and innovation in selected priority areas to achieve more effective and faster technological development in the region.
26 Major Outcomes in WG2 Goal for 2025: 600 graduate scholarships given by Mexico for non-Mexican faculty and students to study MS or PhD in STE in the Monterrey Tec campuses in MexicoMobility program will be announced July 21, 2014Surveys completed in student perception of STE and industry needsDelphi surveys being completed by traditional engineering program disciplines (Industrial, Chemical, Civil, Mechanical and Electrical.
27 National and Region Indicators have been proposed Human Resource Training and EducationIndicators:University students by scientific fieldsUniv graduates, master’s graduates and doctorates by scientific fieldResearchers per thousand labor force S&T personnel (technicians, R&D scholars/doctorates, researchers, S&T services personnel, technicians and equivalent staff)Researchers by sector of employment (higher education, enterprises, government, non profit/private organizations)Researchers by scientific field (agricultural science, engineering and technology, medical sciences, natural and exact sciences)Researchers by graduation level (doctorates, basic university degree, master and other post-secondary diploma)
29 Mutual recognition of accreditation accords International Engineering AllianceWashington Accord – 1989for engineering (~4 years duration)Sydney Accord – 2001for engineering technology (~3 yr,)Dublin Accord – 2001for technician engineering (~2 yrs)In the Americas, only the US and Canada have signed.
30 To obtain international recognition, programs are accredited by other signatory agencies
31 What is being done to increase the numbers of accredited Engineering programs in Latin America and the Caribbean?
32 #1: New Accrediting Agencies have been created with the commitment of signing the Washington Accord Inter American Development Bank funded creation of:ACAAI: Central American Accrediting Agency for Architecture and Engineering Programsbased on Engineers CanadaGCREAS: Greater Caribbean Region Engineering Accreditation SystemsBased on ABETIEEE and University of the West Indies createdCACET: Caribbean Accreditation Council for Engineering and Technologybased on Engineering Council of the UK
33 #2: A regional accord has been signed to move toward mutual recognition and mobility within the LAC regionIn 2010, the ALAI Latin American Engineering Accreditation Accord was signed by national and regional accrediting agencies and engineering education associations:Argentina (CONFEDI)Bolivia (CEUB)Brasil (ABENGE and CONFEA)Central America (ACAAI)Chile (Acredita and CONFEDI)Colombia (ACOFI)Mexico (CACEI)Paraguay (CPI)
34 #3: Professional societies are assisting accreditation agencies to align their process to comply with Washington AccordIEEE (Institute of Electrical and Electronic Engineers)is working with the Peruvian accrediting agency (ICACIT, founded in 2001)translated the ABET materials into Spanishtrained evaluatorsAssisted in ICACIT-ABET simultaneous accreditation visits since 2007, and ICACIT accreditation visits starting in 2009
35 #4: Bridging the knowledge and experience gap through capacity building The Ministers of Science and Technology of the 34 countries in the Organization of American States (OAS) launched Engineering for the Americas initiative and cited engineering program accreditation as one of the 3 priority focus areas.LACCEI has been working with the OAS since 2006 on strategies to advance accreditation
36 #4: Bridging the knowledge and experience gap through capacity building LACCEI developed a model to provide a systematic approach for universities to attain an accreditable or substantially equivalent engineering programLACCEI developed the Par Amigo “Friendly Peer” or “Peer Mentor” Accreditation Training ProgramGeneric + agency-specific workshops to build capacity and expertise in the accreditation processDatabase of Par Amigos expertsWorkshop materials in English and SpanishLACCEI sponsors the OAS Forum for Accrediting Agencies at their annual conference
37 Par Amigo initiative objectives: assisting engineering programs with the selection of accrediting method and agencyassisting engineering programs through the accreditation process and the preparation of the self-studyserving as a multilingual and multicultural resource of information, practical assistance and mentors for engineering programs considering or seeking accreditationdeveloping faculty leaders in program accreditation and evaluation for accrediting agencies in the Americascertifying and maintaining a Par Amigo registry who are familiar with and current in accreditation processes and provide cost effective assistance to engineering programs seeking accreditation. (Require each Par Amigo donate one week a year of free training/consulting/advice.)
38 Engineering Education Capability Maturity Model Extension of an integrated process improvement model, theCapability Maturity Model (CMM)Goal: To increase capability of an institution’s educational processes.Process capability - the inherent ability of a process to produce planned results.
39 Based on the Capability Maturity Model Level 5: Optimizing Continuously improving processChange managementLevel 4:ManagedPredictable processQuantitative managementLevel 3:DefinedStandard, consistent processDevelop your processEngineering managementLevel 2:RepeatableDisciplinedprocessFollow management principlesProject managementLevel 1:Initial
40 EE-CMM Level 1 - Initial Few processes are defined. Processes are adhoc and mostly reactive.Productivity and quality vary.Success depends on individual effort.Current levels of quality and productivity of peer programs/institutions are not known.To advance to the next level – Level 2:identify and analyze peer programs,define its mission, goals, and objectives,impose more structure and control on educational process to enable more meaningful measurement.
41 EE-CMM Level 2 - Repeatable Have policies for managing educational programs and procedures to implement these policies.Have established disciplined processes to identifyinputs and outputs of the process,constraints and resources used to produce the final product.Basic project management practices are used to track cost, retention and productivity and compare them with peer institutions.Faculty document course syllabi, goals, objectives, learning outcomes, results and feedback, so successful course delivery can be repeated.A strong curriculum for each degree program includes engineering sciences, humanities, social sciences, communication skills & an appropriate professional component.To advance to Level 2 from Level 1:Use policies to guide degree programs in establishing management processes.Stabilized program planning and tracking produce repeatable earlier successes.Effectively control process using a program management system, following realistic plans based on performance in previous terms.
42 EE-CMM Level 3 - Defined To advance to Level 3 from Level 2: Educational process for management & educational activities is documented, standardized, and integrated into a standard process for the institution.Mission, goals & objectives are published in the catalog and posted.All programs use approved, tailored version of institution’s standard process for developing and maintaining degree programs/courses.This level includes all in Level 2.To advance to Level 3 from Level 2:Publish learning outcomes in syllabiDocument strategies to achieve outcomesPublish University & College mission statementsPublish educational objectives for each program in the catalogInvolve constituencies in reviewing and updating educational objectivesPeer review proposed programs & coursesIntegrated program managementFaculty development program
43 EE-CMM Level 4 – ManagedCollect/use detailed measures of educational program/courses to quantitatively understand & control both the process & the programs.This level includes all in Level 3.To advance to Level 4 from Level 3:Document & implement feedback & assessment processes to determine if intended outcomes are being achievedQuality managementQuantitative process managementComparison with peer institutionsDocument sufficient staff allocation and compensationDocument good facilities and strong institutional supportInvolve constituencies in evaluating program outcomes
44 EE-CMM Level 5 - Optimizing Continuous process improvement thru quantitative feedback from process and from testing innovative ideas & technologies.This level includes all in Level 4.To advance to Level 5 from Level 4:Manage changes in the educational processManage changes in technologyManage student retention and rate of graduationInvolvement by all facultyFeedback results in changes in educational program
45 Par Amigo Workshops will be presented at the next LACCEI conference Accreditation TeamZ.O. Gephardt, USAM.A. McPherson, PAA. Camacho, COLead the successful accreditation of UNINORTE’s 6 Engineering programs by ABETPar Amigo Workshops will be presented at the next LACCEI conference22-24 July 2014 in Guayaquil, Ecuador(for more information:
46 CAPACITY BUILDING THROUGH INTERNATIONAL RECOGNIZED CERTIFICATIONS
47 Prof. Development of Engineering Faculty, Deans, and Students For Faculty:COPEC and LACCEI, in partnership with IGIP are offering courses towards the ING PAED (Engineering Pedagogist) certificationLACCEI offers Research and English improvement stays at its Florida HeadquartersFor Faculty and Program Directors:LACCEI is offering Par Amigo certificationABCs of AccreditationTranslated workshops and materials on advanced topics given by ABET and CEAB
48 Prof. Development of Engineering Faculty, Deans, and Students For Students:LACCEI in partnership with SPEED offer FLEI workshops on leadership, globalization and soft-skillsLACCEI in partnership with SPEED sponsors national, hemispheric and global student research/project competitions.
49 Prof. Development of Engineering Faculty, Deans, and Students For Deans:GEDC Latin America is providing professional development for deansFor Deans and Program Directors:LACCEI in partnership with IGLU (in English: Institute for University Management and Leadership will be announcing IGLU-Ingenieria certification courses that are customized for Engineering Deans and Engineering Program Directors
50 GEDC LaTAM Jaime Bonilla Ríos, PhD LACCEI President Elect GEDC LatAm Chapter President
52 GEDC LatAm Topics Next GEDC LatAm meeting September 28-30, 2014 The present and future of Engineering in LatAmAccreditation IssuesInternationalizationRole of the National and International Accreditations on Quality of Engineering EducationCurriculum innovations in Engineering SchoolsBest Practice Industry-University ProgramsResearch Activities in Development of an EngineerLeading Faculty through Institutional ChangesMOOCS: Threat or Opportunity?Global VisiónInnovationExperiential LearningNext GEDC LatAm meetingSeptember 28-30, 2014Viña del Mar, ChileUniversidad Andrés Bello
54 IGLU - INGENIERIA Jose Carlos Quadrado, PhD IFEES President Past President of ASIBEIPast President of SEFI
55 Women and diversity in STEM in the AMERICAS Renetta Garrison Tull, PhDLACCEI Women in STEM LeaderCo-PI, ADVANCE Hispanic Women in STEM
56 LACCEI Collaboration Community > 10,000 in the database, designing specialized search engine for searching for academic or research collaborators
57 LACCEI 12 university founded LACCEI is 2003 Has grown to more than 180 universities interested in collaborating academically and in research with Latin American and Caribbean Engineering progs.Responsible OAS EftA Engineering Education inits
58 LACCEI Invitation multilingual, LACCEI 2014 Conference July 2014 Guayaquil, Ecuadorlow cost, 1 free registration per Institution Membermultilingual,EftA Encuentro opportunity to join initiativesProceedings published with ISBN, indexed, archived, invited to LACCEI JournalHemispheric Student Research Competition$75 conference registration for students competingWinner is sponsored to compete SPEED Global Student Competition in World Engineering Education Forum of IFEES~500 participants
59 Gracias, Merci, Obrigado, Thank You LACCEI Board of Directors160+ UniversitiesSkype: LACCEI
60 OAS-LACCEI Women in STEM initiative 2010 The Inter-American Year of Women (OAS)An opportunity to evaluate successes and challenges in the defense of women’s human rights and gender equity and equality, and create awareness regarding gender issues.“The low representation of women in science and engineering is a major hindrance to global capacity building in science and technology”Women for Science. An Advisory Report, InterAcademy Council, 2006
61 OAS-LACCEI Women in STEM initiative US data In the US, women make up about half of the total workforce and receive half of the degrees in certain scientific fields, yet they represent only about 20% of the nation’s scientific and technical workers (US-NA, 2007). (Beyond Bias and Barriers, National Academies of Science, 2006)Percentage of STEM PhD degrees awarded to WomenSource: National Science Foundation (2006). Survey of Earned Doctorates, , Arlington, VA.
62 OAS-LACCEI Women in STEM initiative US Data Ten-year Comparison of Undergraduate Women Enrolled in Engineering Disciplines in the U.S
63 OAS-LACCEI Women in STEM initiative US data % Women in Engineering Degree Programs in 1998 and 2008(Summarized NSF data in Larrondo Petrie, Beltran Martinez, LACCEI 2010)Degree% Women1998%Women2008% ChangeBS19.73%17.53%-2.19%MS20.11%21.60%1.49%PhD17.50%22.12%4.62%Total19.61%18.63%-0.98%
64 OAS-LACCEI Women in STEM initiative BRAZIL data CNPq Census of Research GroupsResearchers by Sex (%) –CNPq Census of Research Groups % of Women Researchers and Women Group Leaders (2008)Scientific Areas% of Women% Women Group LeadersEngineering and Computer Sciences27.3121.90Exact Sciences and Earth Sciences33.7328.21Agrarian Sciences37.8632.29Applied Social Sciences47.6944.20Biological Sciences53.2951.26Health Sciences59.2755.44Human Sciences60.4056.37Arts and Linguistics66.4666.49TOTAL48.8944.52Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)
65 OAS-LACCEI Women in STEM initiative BRAZIL data CNPq Census of Research GroupsPercentage of Women Students in Research Groups by Level20002002200420062008PhD49.151.852.854.455.1MSc52.255.756.757.7Undergraduates58.258.157.458.559.5Total54.156.057.3Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)
66 OAS-LACCEI Women in STEM initiative Equity in LAC in STEM research? Other countries in the Latin America and Caribbean% of women enrolled in technological careers:-Chile: 15% (2007)- Costa Rica: 20% (2004)According to a 2009 UN study,46% of STEM researchers in LAC are female,Argentina, Cuba, Brazil, Paraguay and Venezuela have achieved gender parity. (Women and Girls in Science and Technology: increasing opportunities in Educatiomn, Research and Employment, Eva M. Rathberger, UN, 2009)