ISEP - Instituto Superior de Engenharia do Porto
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- Contributions to Higher Engineering EducationPublication . Several ...; Nascimento, Maria M.; Alves, Gustavo R.; Morais, Eva V.SPEE devised an international conference to disseminate work and research done and to share views with each other. Thus, the international conferences—acronym CISPEE—arose and are dedicated to engineering education, and its goals are to become a major discussion forum for all stakeholders groups of engineering education. At the same time, CISPEE aims to gather academics, researchers, and professionals directly or indirectly linked to engineering education in order to discuss the progress in this work field and to disseminate its results and each new approach. Usually, CISPEE includes pre-conference workshops, plenary, thematic, and posters sessions. The authors are invited to present their work in the major conference topics: Engineering Ethics; Information and Communications Technologies (ICT) in Engineering Education; Continuing Engineering Education (CEE); Mathematics in Engineering Education; Tools to Develop Higher Order Thinking Skills; and Future Outlook of the Profession and Education in Engineering. In 2013, this society organized the First International Conference of the Portuguese Society for Engineering Education (CISPEE 2013) held at ISEP, Polytechnic of Porto, Porto, Portugal, and the Second International Conference of SPEE was in 2016 (CISPEE 2016) and was held at University of Trás-os-Montes and Alto Douro (UTAD) in Vila Real, Portugal. CISPEE 2016 edition brought together teachers and researchers from several engineering schools, from Portugal, and from the international community (e.g., Canada, Spain, South America, and Europe) to share good practices that may contribute to (Re)Thinking Higher Engineering Education, the issues related to critical thinking and problem-solving, communication, collaboration, creativity, and innovation in engineering education. (Re)Thinking Higher Engineering Education was and still is challenging since engineering education is the activity of teaching knowledge and principles—higher education—related to the professional practice of engineering—life and life-long learning. Therefore, beyond the examination of the economic, cultural, and social factors, which influence the education of engineers in different higher education institutions, we should question ourselves about critical thinking and problem-solving, communication, collaboration, creativity, and innovation provided to engineering students (the four C referred in the 2010 American Management Association survey [2]). Training those skills in higher education students may change the way they look at issues, organize their views, and incorporate others’ views in order to stimulate new perspectives and prevent biased views of a real situation or problem.