LEARNING AND PROGRESSION IN (TOO MUCH OF?) AN ENTREPRENEURIAL CHALLENGE DURING COVID-19

A venture creation programme (VCP) is an academic programme in which students' creation of a new entrepreneurial venture is a central vehicle for learning. A VCP puts students in the role of entrepreneurs with real opportunities and challenges. The entrepreneurial journey is a bumpy ride, and COVID-19 has added significant challenges for entrepreneurs, including students in VCPs. Previous research emphasises how entrepreneurial learning occurs through handling entrepreneurial challenges. The purpose of the present paper is to investigate the role of COVID-19induced challenges in VCP students' learning. We applied fuzzy-set qualitative comparative analysis (fsQCA) to data from students in a technology-oriented VCP in Scandinavia, collected in April 2021. FsQCA offers the opportunity to investigate complex logic combinations of factors that explain an outcome and is particularly suited for small samples. Multi-item measures assessed (1) the progress of students' ventures, (2) entrepreneurial learning and (3) perceived challenges from COVID-19. We also asked whether students had entered or exited an entrepreneurial project and whether these projects were run by a team or only the individual student. We found that COVID-19-induced challenges impeded VCP students' learning and that students' individual progress was important for learning during crisis situations. Thus, entrepreneurship educators should help students get 'back on the horse-which means being involved in new entrepreneurial projects-if their challenges lead them into stagnation and inactivity. Progress, both in students' ventures and for students as individuals, should be nurtured by entrepreneurship educators. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Reuse Modern landscape: a pedagogical programme on co-creation of inclusive and innovative public spaces

Landscape architecture has been one of the great contributions of the Modern Movement, both in spatial and aesthetic terms and in terms of its social commitment, which substantially improved the quality of urban life. Today, much of this heritage is affected by the passage of time or requires adaptation to profound contextual changes. In addition, the global health crisis provoked by COVID 19 exposed conflicts - overdensity, social inequality, lack of community spaces - that reposition public space as one of the priority issues on the urban agenda. In this context, schools of architecture find in the re-use of modern public space an opportunity to integrate in their didactic strategies essential themes of our time: the social, cultural and environmental dimension. However, academic programmes are more focused on the artistic and technical education of the architect and have some resistance to integrate these themes. Instead, concepts and tools such as social participation, gender perspective, intersectional and intercultural approaches, collective memory, nature-based solutions, among others, allow transcending the production of objects to design human and healthy spaces with a true sense of inclusion, equity, diversity and innovation. In this sense, this paper proposes a common pedagogical programme that addresses the potential of integrating the open space produced according to Modern Movement principles into an inclusive public space that takes in consideration the contemporary urban challenges. Combining perspectives and knowledge from the north and south, this educational network is based on didactic and research projects developed in Europe (Coimbra, Portugal) and South America (Buenos Aires, Argentina and Campinas, Brazil). © Design: Social Commitment and Quality of Life, Proceedings.All rights reserved.

Online Learning During Covid-19 in a Making Centered Engineering Community

Throughout the decade, but especially over the past and a half, there has been an increase in the integration and use of online learning tools in education. Spring 2020, with the onset of the Covid-19 pandemic, students and professors had to quickly adapt to online learning and teaching. This study investigates the impacts that this rapid transition to online learning on the students in an undergraduate making-centered and design-focused engineering program. Focus group interviews were conducted during the pandemic with four different undergraduate cohorts in the academic program. Results demonstrate how the disruption to in-person learning impacted community, collaboration, and learning. Qualitative data analyses highlight similarities and differences in experiences across cohorts. Based on the responses, an understanding of how students adapted to this shift to online learning is revealed. This study provides themes and patterns for student adaptations and learning experiences in an undergraduate engineering program. © American Society for Engineering Education, 2022.

Applying a Collaborative Online International Learning Experience (COIL) during two Undergraduate Environmental Engineering Courses in the US and Mexico

The ability to communicate effectively and to work in multidisciplinary teams with individuals from diverse international backgrounds are some of the student outcomes that need to be met by academic programs seeking accreditation by independent organizations such as ABET. International course collaborations able to fulfill these goals are challenging under regular conditions, but the COVID-19 pandemic and the migration to virtual learning in both Mexico and the United States presented an opportunity to test multinational collaboration during a regular course context. In the Fall 2021, we piloted a month-long collaboration between two engineering courses at Rice University (US) and Tecnológico de Monterrey (Mexico). This collaboration was designed to meet the two student outcomes stated above in the context of UN Sustainable Development Goal 6 using COIL. A series of activities were designed to promote student reflection on topics such as the cultural, social, and technical factors related to the design of a rainwater collection system. Examples of these activities include discussion sessions prompting the exchange of ideas by students from both institutions, and mutual evaluation of their rainwater harvesting designs. At the end of the collaboration, the students completed a survey reporting their understanding of the current global water crisis, the challenges to provide sustainable solutions, and their perception of the collaboration. Due to differences in both courses, such as accessibility and quality of internet access, the personal goals of the students and the language barrier, the authors obtained mixed reactions from the students to this collaboration. Most students reported that this experience was positive, provided new knowledge and an opportunity to develop their international collaboration skills;only a few students reported no positive outcomes. Although this first collaboration proved to be satisfactory for both students and instructors, it also provided several learning opportunities, such as forming smaller work groups to allow the students to connect at a more individual level, providing TAs to be present in every discussion room to encourage participation of all students, and emphasizing the need for more cultural awareness, such as the fact that some participants are not having these discussions in their native language. © American Society for Engineering Education, 2022.

Development of a digital factory using automation simulation tools

This paper describes an academic project building on various state-of-the-art Industry 4.0 technologies. The project considers as the primary scenario the current problem behind the accumulation of biological waste in the vicinity of hospitals due to the COVID-19. To that end, a fully automated personal protective equipment recycling plant is developed using the Factory I/O simulation tool, TIA Portal, and Ignition. The project is considered to serve well as a reference for other Electrical Engineering undergraduates while complementing their training in skills such as design, automation, and supervision of industrial processes. © 2022 IEEE.

Analysis of Teachers' Satisfaction With Online Learning During the Covid-19 Pandemic

After one and a half years of forced E-Learning in Jordan due to the COVID-19 pandemic, the Ministry of Higher Education approved a new regulation titled 'Blending E-Learning in Higher Education Institutes (HEI)', which comes hand in hand with an action plan, aiming to transform certain percentages of academic programs (AP) offered in HEI into online and blended learning. This study investigates the attitude of 174 staff members at University of Petra towards the newly stated regulation, and their readiness level to implement the action plan. It also investigates the satisfaction rate of the academic staff with the experience of e-learning during the COVID-19 pandemic in Jordan from March 2020-till Au-gust 2021. The study was conducted with a questionnaire distributed electronically. The results show that improvements need to be done on three areas: teachers' training on techniques to create and manage e-content, online assessment methods, and increasing the interactions of students in online courses. It also shows that staff members are satisfied with the new regulations to have percentages of courses fully online while others are blended courses;however, there is dissatisfaction with the pass\fail regulation set by the ministry during the pandemic period. © 2022 IEEE.

Supporting New Programs During the Pandemic: Using Benchmarking to Communicate Resource Acquisition Needs

Two academic programs had been approved for creation at a four-year public university. Shortly after embarking on a collection and resource review process, the COVID-19 pandemic hit. Due to the pandemic, many libraries and academic departments were asked to reduce their overall expenditures. New methods had to be utilized to enhance funding-focused conversations. The use of benchmarking was implemented to identify discipline-specific sources and influence budgetary approval. The benchmarking materials that were generated facilitated communication within the library, the emerging academic programs, and university-level administration. The use of these reports resulted in positive results in this specific case and ultimately led to the acquisition of a large portion of the requested resources. This approach may prove to be useful for increasing understanding across university units and assist with obtaining additional funding. [ FROM AUTHOR] Copyright of Serials Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

ACADEMIC PROGRAM FOR THE INTERNATIONALIZATION OF THE TEACHING OF SPANISH AS A FOREIGN LANGUAGE AT THE UNIVERSITY OF CIENFUEGOS

The most contemporary context, conditioned by the COVID 19 pandemic, has pondered the need for virtualization of teaching in Higher Education. In this sense, the search for alternatives for the internationalization of universities constitutes one of the most effective, pertinent and sustainable ways in order to socialize knowledge, good practices and ways of overcoming, in non-attendance conditions;so that virtual platforms become an opportune space and developer for this endeavor. The work that is presented is a proposal for an academic program for the teaching of Spanish as a Foreign Language (ELE) offered by the Faculty of Humanities, of the University of Cienfuegos (UCf), to international students with training needs in research processes. and in Spanish and English language and literature