Projektai

About the project

EMBRACE HE brings together models of innovative best practice and embedded curricular, extracurricular, pedagogical, pastoral and collaborative activities (with Students’ Unions, external stakeholder etc.), to address student mental illness and wellbeing, with a unique open access toolkit training model. The aim for EMBRACE HE is to enhance innovation in HE response to student mental wellbeing by enabling learning, implementation of projects and practice to address mental wellbeing issues in HE and with this, to increase the evidence base with the highest quality information and materials to allow HEIs to make informed choices about methods to respond to student wellbeing issues. Finally EMBRACE HE aims to help educators and associated professionals in HEs, as our key target group, to enhance student wellbeing, to tackle lower grades, drop out and poor life chances post-graduation, higher rates of suicide and para-suicide, substance misuse, self-harm, use of health services for mental health issues or hospitalisation and social exclusion/lack of participation in HE and society. The target groups of EMBRACE HE, are all teaching, learning, support, administrative, managerial/executive and information staff working in HEI's, HE policy makers & student representative organisations. The beneficiary group will be students across Europe, in every type of HEI context, studying from foundation level to doctoral studies.

EMBRACE HE will:
- design and create a programme of activities that will bring together best practices in an easily implemented format to support HEI's in supporting student mental wellbeing.
- provide training, tools and resources for academics and academic-related staff in HE, who support students,
- create policy resources for HE wide implementation and action planning, structured activities at the institutional, systems and class room levels, to support good student wellbeing,
- share and disseminate the above and have impact in Europe and beyond, in enhancing the capacity of HE to support student wellbeing needs.
EMBRACE HE has been developed to bring together, through an innovative open learning toolkit approach, the good, exciting and effective practice that is already visible but poorly consolidated across Europe. It then provides the knowledge & skills for HEIs to implement innovations in their organisations.

The partners will each lead a work package or programme of activities to develop toolkits on specific issues of contemporary importance for student mental health and wellbeing. This methodology will also allow each partner to input information into each work package too, to bring together innovation and best practice from a wide range of sources.

Project consortium

Coordinator:

Birmingham City University Birmingham, United Kingdom https://www.bcu.ac.uk/

Partners:

	Public University of Navarre Navarre, Spain http://www.unavarra.es
	Western Balkans Institute Belgrade, Serbia http://www.wb-institute.org/
	University of Crete Heraklion, Greece http://www.en.uoc.gr/
	Vilnius University Vilnius, Lithuania http://www.vu.lt

Meetings

8 Transnational Projects Meetings for Partners.

Modules

About the project

The interactions between students and instructor, students and students, instructor and educational technology and students and educational technology used in the classroom with a holistic perspective will be explored by using wearable eye-trackers. Eye tracking technology records and measures movements of eyes and analysis of eye data give direct information about the cognitive process of participants. That is, both instructors and students eye movement data will be collected during teaching in classrooms. By this way, this project can reflect the multidimensional structure of in-class interactions.

THEE project will also contribute to technology integration attempts to university classrooms. It is obvious that academicians are stakeholders of successful technology integration and understanding how they use technology in classrooms is necessary to create innovative teaching strategies.

At the end of the THEE project, based on the findings, MOOC based e-learning materials on effective teaching in Higher Education will be provided for academics all around Europe. These materials will be hosted on Bilgeis (MOOC) portal which is run by METU. Outputs of the project will be open to all who want to benefit for their teaching experience. The project findings can be used to prepare guidelines for instructor needs to enhance classroom management skills and who are at the beginning of his/her career. By this way, the project can increase the quality of teaching in higher education by providing more effectively managed classrooms with successfully integrated technology.

Project consortium

Coordinator:

Middle East Technical University Ankara, Turkey http://www.metu.edu.tr

Partners:

	DamaSistem Ankara, Turkey http://www.damasistem.com
	Vilnius University Vilnius, Lithuania http://www.vu.lt
	Network of Universities from the Capitals of Europe (UNICA) Brussels, Belgium http://www.unica-network.eu/
	Ataturk University Erzurum, Turkey https://www.atauni.edu.tr/
	University of Salerno Fisciano, Italy http://www.unisa.it

Meetings

8 Meetings for Partners.

Modules

About the project

Objectives of the project:

• to improve pedagogical skills and competencies of future teachers, that are related to the teaching and training of various aspects of CT;

• to develop a deeper understanding of future teachers in CT.

The methodology is based on an approach to develop and test a set of subject/educational environment specific educational modules with a possibility of integration into future teacher curricula. The motivation is based on the ongoing European reform of approaches to STEM education and, therefore, the needs and importance of the educational aspects related to CT.

We consider CT as an integrative skill within the described STEM model. The primary role of computational models in modern scientific research and, therefore, in research-oriented education is emphasized. In order to develop, implement, and study computational models that include both technical and social aspects, students should have skills for solving problems in a highly digitised educational environment, such as decomposing and generalising skills and skills to automate, algorithmize, calculate, and design.

The project focuses on curriculum development activities for the education and training of future teachers. Target group – future teachers involved in STEM education and in particular those who concerned with CT aspects and appropriate curriculum development. Another target group – future teachers of preschool institutions (kindergartens), primary schools, lower and upper secondary schools of various subjects including foreign languages, art and humanities.

The project’s philosophy is based on a post-scientific tendency to merge scientific and technical knowledge with social and humanitarian knowledge including contextual knowledge as well. We support a pragmatist approach to education in terms of sharing community values and solving relevant life problems. The adapted TPACK (Technological, Pedagogical, and Content Knowledge) framework for CT and STEM is promoted to develop modules for future teacher education.

The project results in a set of modules developed for training future teachers on various aspects of CT as related to STEM project-based education. The developed modules are self-sufficient, which allows them to be included in study programs, and form a part of the coherent CT curriculum for STEM and related subjects.

Meetings

The Kick-off Partner Meeting at Vilnius University, Lithuania The 1st TeaEdu4CT Project Meeting was hosted by Vilnius University Faculty of Philosophy. It was held in Vilnius, on October 15-16, 2019. It was attended by representatives from all ten project partner institutions.

The TeaEdu4CT Project Partner Meeting in Paderborn, Germany The partner meeting was organised by University of Paderborn, Germany, on November 29-30, 2021

The TeaEdu4CT Project Partner Meeting in Palermo, Italy The partner meeting was organised by CESIE, the Italian project partner, on March 17-18, 2022, in Palermo, Italy (Venue: CRE.ZI.PLUS - https://www.creziplus.it/ )

Modules

• Module 1
• Module 2
• Module 3
• Module 4
• Module 5
• Module 6
• Module 7
• Module 8
• Module 9
• Module 10

Module 1

 

Developmental Framework Module 1 is designed for students of different profile teacher study programs i.e. future teachers. This module is also suitable for in-service teacher professional development in computational thinking (CT) and STEM education. Module 1 consists of five units: 1) Cognitivism; 2) Digital Competence Framework; 3) TPACK framework; 4) Inquiry based learning; 5) Problem based learning. The module can be adopted in different study programs e.g. face-to-face or on-line. The module provides theoretical background for future teacher training in CT & STEM. The module is structured into several activities and each of them consisting of 2–3 hours of face-to-face interaction. It includes 2 sessions of 90 minutes and 70 minutes of homework. It includes lecture parts, group discussions, debates and student presentations. Translations: (EN) Framework for the support of the modules: CT & STEAM for future teacher education (LT) Bendrasis modulis: informatinis mąstymas ir STEAM būsimiems mokytojams (EE) Mooduleid toetav raamistik: raalmõtlemine (RM) ja MATIK tuleviku õpetajakoolituses (TR) Kavramsal çerçeve: Geleceğin Öğretmen Eğitimi için BİD & STEAM (IT) Quadro di riferimento del corso di formazione: Concetti alla base del pensiero computazionale e dell’approccio STEAM per la formazione del corpo docente    Suplementary resources

Module 2

 

General Introduction to CT Module 2. General Introduction to Computational Thinking: A basic module suitable for all teachers Module 2 provides future teachers with basic knowledge and skills on teaching and learning of CT. The core of Module 2 can be considered a prerequisite for studying other modules. The module addresses both teachers’ content knowledge and their pedagogical content knowledge (PCK). The module consists of 4 units, and takes approximately 24-30 hours to complete. Participants practice CT using digital tools like Google Ngrams, a tool for visualizing occurrences of words in literature in the course of time, and simulation of spreading and infections of the Zika virus, also application on a climate model. The module makes use of a widely used programming language, Scratch. Participants experience also two main strategies for teaching and learning of CT: 1) unplugged learning, e.g. tasks of the international Bebras challenge, and 2) the problem of escaping from a maze. The module includes many tasks, mostly carried out in pairs or groups. These can be a useful basis for assessment. Translations:  (EN) General Introduction to Computational Thinking: a basic module suitable for all teachers (LT) Bendras įvadas į informatinį mąstymą: pagrindinis modulis, tinkamas visiems mokytojams (DE) Allgemeine Einführung in Computational Thinking: ein Basismodul, das für alle Lehrkräfte geeignet ist (NL) Algemene inleiding tot computationeel denken. Een basismodule die geschikt is voor alle leraren (SE) Allmän introduktion till datalogiskt tänkande. En grundläggande modul för alla lärare   Suplementary resources

Module 3

 

CT for Pre-school  Module 3 is specific for pre-school (kindergarten) teachers and students. Teaching CT in these early ages mostly requires the use of cognitive abilities like logical reasoning, decision making on comparisons, and finding similar patterns in various visuals. STEAM integration of CT is also introduced for making cross curricular connections of the themes. Hence, this module has a significant contribution for pre-schoolers in terms of the pedagogical approaches to integrate CT into teaching-learning activities. The module 3 has composed of 4 units: 1) CS Unplugged Activities; 2) Creative Drama Activities; 3) Games and Toys; 4) Integrating CT and STEAM into Early Childhood Education. All activities in the module are expected to have potential impacts on not only teachers but also pupils. Many derivatives can be created by teachers for different situations and implementations, hence having an easy transferrable structure. Translations: (EN) CT for Preschool Future Teachers: Specific Features, Approaches and Practical Solutions (TR) Geleceğin Okul Öncesi Öğretmenleri için Bilgi İşlemsel Düşünme: Belirli Özellikler, Yaklaşımlar ve Pratik Çözümler (DE) CT für angehende Vorschullehrkräfte: Spezifische Merkmale, Ansätze und praktische Lösungen  (LT) Informatinis mąstymas būsimiesiems ikimokyklinio ugdymo pedagogams: specifinės savybės, metodai ir praktiški sprendimai   Suplementary resources

 

Module 4

 

CT for Primary School Module O4 is target explicitly at primary schools and aims at integrating conceptual development with specific practical elements in education. Since the activities describe real-world phenomena like finding the optimal route from one place to another, it teaches not only how to use the technology and reflexion on the use, but also includes skills from other STEAM areas like spatial and logical thinking. The module requires no prerequisites and can also be used for in-service teacher trainings. The module consists of 4 units: 1) general teaching-learning-theories (e.g. constructivism) as well as national guidelines that must be considered when implementing CT in primary classrooms are discussed; 2) CT as a problem-solving process including technical artifacts; 3) students are asked to design their own lectures based on the presented robots; 4) students evaluate their own lessons, giving and getting feedback by and to the teacher of the class and thereby repeat and summary the theory about CT. Translations: (EN) CT for primary education future teachers: specific features, approaches and practical solutions (LT) Informatinis mąstymas būsimiems pradinio ugdymo mokytojams: ypatumai, požiūriai ir praktiniai sprendimai (GR) Υπολογιστική Σκέψη για υποψήφιους εκπαιδευτικούς πρωτοβάθμιας κπαίδευσης: Συγκεκριμένα χαρακτηριστικά, προσεγγίσεις και πρακτικές λύσεις (DE) CT für (angehende) Grundschullehrkräfte Besonderheiten, Ansätze und praktische Lösungen (IT) Il pensiero computazionale nel lavoro delle e degli aspiranti insegnanti della scuola primaria: caratteristiche specifiche, approcci e soluzioni pratiche     Suplementary resources

 

Module 5

 

CT for STEM Teachers This module is meant for future teachers in STEM subjects, e.g., teachers in mathematics, physics, chemistry, biology. The module fosters teachers’ development knowledge and skills on CT in STEM, as well as on teaching and learning of CT in a STEM context. The module 5 consists of 3 units, and takes approximately 24-30 hours to complete. In Unit 1, students practice CT using two cases: 1) an example in mathematics, involving a statistical analysis on an existing, historical data set: the passenger list of the U.S.S. Titanic, 2) building the NetLogo simulation activity. Unit 2 elaborates on teaching and learning of CT. In Unit 3, participants design a lesson activity for their own STEM subject, building on the competencies acquired so far. In the design, participants combine elements of the subject with aspects of CT. The module includes many tasks, mostly carried out in pairs or groups. These can be a useful basis for assessment. Translations: (EN) CT for STEM future teachers: specific features, approaches and practical solutions (LT) Informatinis mąstymas būsimiems STEM mokytojams: savybės, metodai ir praktiniai sprendimai (NL) CT for STEM Toekomstige Leraren. Specific Features, Approaches en praktische oplossingen (EE) Raalmõtlemine tulevastele loodus-, täppis- ja tehnoloogiaainete (LTT) õpetajatele. Erialased aspektid, erinevad lähenemised ja praktilised lahendused (SE) Datalogiskt tänkande för STEM - lärarstudenter. Särdrag, strategier och praktiska lösningar (GR) Υπολογιστική Σκέψη για Υποψήφιους Εκπαιδευτικούς STEAM. Ειδικά χαρακτηριστικά, προσεγγίσεις και πρακτικές λύσεις   Suplementary resources

 

Module 6

 

CT for Informatics Teachers Module 6 provides teaching and learning material, which can be used by teacher educators to design a lecture for prospective informatics teachers with about 1 ECTS. The material enables prospective informatics teachers to understand the role of Computational Thinking in informatics education. Module 6 concentrates in its activities on one side on the reflection of the thinking processes while solving informatics tasks and on the other side on the reflection of CT content in informatics applications in other disciplines. The module is structured in 4 units: 1) CT demonstrated on the algorithmic paradigm divide-and-conquer; 2) CT aspects of codes, understanding Huffman codes; 3) Virus simulation: CT in biology, medical research, and health; 4) Robotics and sensor technology - CT in our digital world. The first two units deal with core informatics topics obtained from algorithms design and information representation. The third and fourth unit deal with interdisciplinary problem solving with means of informatics. Translations: (EN) CT for informatics (computing) prospective teachers: specific features, approaches and practical solutions (DE) CT für angehende Informatik (computing) Lehrkräfte: Besonderheiten, Ansätze und praktische Lösungen (LT) Informatinis mąstymas mokant informatikos: specifiniai bruožai, metodai ir praktiniai sprendimai  (EE) Raalmõtlemine informaatikaõpetajatele   Suplementary resources

 

Module 7

 

CT for the Languages & Arts The aim of this module is to facilitate future teachers to embed CT skills into their Language, Arts, and Humanities subjects. This module is about the “A” in STEAM. Thus, in this module CT is viewed as a framework to develop students’ artistic, linguistic, social, humanity skills through developing prospective arts, languages, and humanities school teachers’ conceptual, pedagogical, reflective competences in CT. The module has consisted of 3 units: 1) CT viewed as “A” in STEAM; 2) CT for Social Sciences; 3) CT for Language Arts. This module was contributed to the field with its creative implementation ideas and relation in terms of showing computational thinking aspects with disciplines of arts. These ideas are expected to inspire teachers so that they can design and implement similar activities in their classes possibly having an important impact in terms of teaching CT skills. Moreover, all the ideas have transferability to lower or upper ages with similar subjects. Translations: (EN) CT for language arts and humanities prospective teachers: specific features, approaches and practical solutions (TR) Dil Öğretimi ve Sosyal Bilimler Öğretmen Adayları için Bilgi İşlemsel Düşünme: Belirli özellikler, Yaklaşımlar ve Pratik Çözümler (IT) Il pensiero computazionale nell’insegnamento delle discipline umanistiche: caratteristiche specifiche, approcci e soluzioni pratiche  (FI) Ohjelmoinnillista ajattelua kielten ja humanististen aineiden tuleville opettajille: ominaispiirteet, lähestymistavat ja käytännön ratkaisut   Suplementary resources

 

Module 8

 

Educational Environments for CT  Module 8 is about how to create educational environments that support the integration of Computational Thinking (CT) with STEAM. CT is seen here as a skill set that supports the integration of methods from computer science to the disciplinary practices. Three perspectives (mathematics, engineering, and science) on Computer Science combined with a model of CT are used as a framework in this module. Module 8 is intended for the future teacher students of STEAM. There are no prerequisites except for good knowledge of their own main subject(s) and pedagogical studies. The module is an elaboration of the Code, Connect and Create (3C) professional development model. The innovation in this module is based on the choice of components (models, technologies, and theories) and their interaction. In addition to learning how to create educational environments supporting integrating CT and STEAM the students will also know why these components were chosen. Translations: (EN) Educational environments for CT: design and aspects of integration (GR) Εκπαιδευτικά περιβάλλοντα για την υπολογιστική σκέψη: σχεδιασμός και πτυχές ενσωμάτωσης (LT) Edukacinė informatinio mąstymo aplinka: projektavimas ir integravimo aspektai  (FI) Ohjelmoinnillista ajattelua ja monialaista opetusta tukevat digitaaliset ympäristöt   Suplementary resources

 

Module 9

 

Constructivist and Project Driven CT Module 9 develops teacher’s competence with challenge based and project based learning methods for scaffolding learner development of CT skills. Participant target groups are pre-service teachers with an interest in CT in their classroom practice. The module comprises 6 units, 16 activities, and takes approximately 27-30 hours to complete. The module introduces participants to the basic ideas of constructionism through a combination of hands-on activities and presentations. Constructionism is introduced as the conceptual basis of learning activities in CT skills development in Unit 1. The remaining units support teachers in the process of designing appropriate learning strategies for CT using a challenge based constructionist pedagogy. The final units provide a set of materials to scaffold the development of challenge based classroom practice and assessment rubrics. Translations: (EN) Using Constructivism, and Project and Challenge Driven Pedagogy for learning Computational Thinking (NL) Constructivisme en project – en uitdagingsgerichte pedagogie voor het leren van computational thinking (IT) Utilizzare il costruttivismo e la didattica basata sui progetti per apprendere il pensiero computazionale (SE) Använda konstruktivism samt projekt- och utmaningsbaserad pedagogik för att lära sig datalogiskt tänkande  (LT) Konstruktyvizmu, projektais ir iššūkiais grindžiama pedagogika mokantis informatinio mąstymo   Suplementary resources

Module 10

 

Pedagogy of CT in STEAM Module 10 focuses on practical aspects of instructional design guidelines and digital tools that can help teachers to integrate CT into everyday learning and teaching activities in any subject area. The module is based on Merrill's task-centred instructional design approach. A set of free digital authoring tools will be introduced and put into practice during the practical and collaborative instructional design activities. This module is designed for future teachers in any subject area and education levels from preschool to upper-secondary. The students are expected to be acquainted with key concepts and issues of teaching CT (Module 1) as well as one module related to their subject area or target education level (e.g. in case of future language teachers, Module 7: CT for languages, arts and humanities). Module 10 is meant to be taught collaboratively to future teachers from various subject areas, so they could explore through collaboration the different perspectives on CT. Translations: (EN) Technological, pedagogical and instructional design aspects of teaching CT (DE) Technologische, pädagogische und didaktische Aspekte des Computational Thinking Unterrichts (IT) Aspetti tecnologici, pedagogici e relative alla progettazione didattica legati all’insegnamento del pensiero computazionale  (EE) Raalmõtlemise õpetamise tehnoloogilised, pedagoogilised ja õppedisaini aspektid (LT) Technologiniai, pedagoginiai ir edukaciniai informatinio mąstymo ugdymo projektavimo aspektai (NL) Technologische, pedagogische en didactische ontwerpaspecten van CT-onderwijs   Suplementary resources

 

Quality Assurance

Quality Assurance in TeaEdu4CT

In order to ensure successful project outcomes, TeaEdu4CT partnership has implemented specific Quality Assurance processes and methods. This activity occurred continuously throughout the project lifecycle and included:

• setting evaluation standards, actions and tools in a Quality Assurance Plan;
• performing a continuous analysis of quality levels in project activities and events through self-assessments, third-party evaluations and report of activities;
• identifying weak point and collecting evidence to traduce changes in project work.

This internal evaluation process represented a joint effort of all project partners and focused on: Project Management, Dissemination, the Modules (intellectual outputs of the project) and their Pilot implementation in partner countries; the Learning, Teaching, Training events; Partnership meetings.

The internal evaluation of the Modules was accompanied by the involvement of an Advisory Board of external experts reviewing project partners’ work and providing advice to ensure quality of Intellectual Outputs and maximise impact of projects results.

Advisory Board for TeaEdu4CT project

Alberto Biondo, CSC “Danilo Dolci”, Italy

Serhat Bahadır Kert, Yildiz Technical University, Turkey

Filiz Kalelioğlu, Başkent University, Turkey

Piret Luik, University of Tartu, Estonia

Renate Motschnig, University of Vienna, Austria

Andreas Mühling, Kiel University, Germany

Efi Nisiforou, University of Nicosia, Cyprus

Matti Tedre, University of Eastern Finland

Tapio Salakoski, University of Turku, Finland

Marytė Skakauskienė, National Agency for Education, Lithuania

Newsletters

TeaEdu4CT project Newsletter 1, February 2020

TeaEdu4CT project Newsletter 2, July 2020

TeaEdu4CT project Newsletter 3, February 2021

TeaEdu4CT project Newsletter 4, July 2021

TeaEdu4CT project Newsletter 5. May, 2022

TeaEdu4CT project Newsletter 6. July, 2022

Dissemination

Workshop "A teacher education curriculum to support computational thinking in compulsory schooling" on the TeaEdu4CT project organized in international ESERA conference "Fostering scientific citizenship in an uncertain world” on 30 of August - 3rd of September 2021.

Presentation "Addressing the teaching competence GAP in computational thinking: a modular approach" on the TeaEdu4CT project organized in international ESERA conference "Fostering scientific citizenship in an uncertain world” on 30 of August - 3rd of September 2021.

During the TeaEdu4CT project, the Moodle platform was used to develop MOOC courses. A 6-courses MOOC was prepared and opened to all prospective teachers on the servers of Ankara University in order to make national dissemination of the outputs (modules) of TeaEdu4CT project permanent and available to learners. While the offered courses support prospective teachers in the preparation of basic STEM subjects and non-computer activities, they also include the lessons prepared for the modules O3 and O7. The URL of the website is tech.ankara.edu.tr     The prepared courses on MOOC was packed separately so they can be used within Moodle LMSs worldwide. All six MOOCS courses can be downloaded from here. More about MOOC.

Project consortium

Coordinator:

Vilnius University Vilnius, Lithuania http://www.vu.lt

Partners:

	University of Turku Turku, Finland https://www.utu.fi/en
	KTH Royal Institute of Technology Stockholm, Sweden https://www.kth.se/en
	Ankara University Ankara, Turkey https://en.ankara.edu.tr/
	Tallinn University Tallinn, Estonia https://www.tlu.ee/en
	CESIE Palermo, Italy https://cesie.org/
	TU Wien Wien, Austria https://www.tuwien.at/en/
	Radboud University Nijmegen, Netherlands https://www.ru.nl/english/
	Paderborn University Paderborn, Germany https://www.uni-paderborn.de/en/university/
	CARDET Nicosia, Cyprus https://www.cardet.org/

The project is run by eight universities and two research centres. Vilnius University (Faculty of Philosophy) is a project coordinator.

About the project

Project description:

EASTEM aims to bridge the gap between industry and universities, facilitating employability of graduates through student centered competence development.

Based on key issues identified by our needs analysis, EASTEM addresses three key issues in student centered competence development:

a.) Staff development for lecturers
Uppsala University will lead staff development in cascade format in student centered competence development. In the first phase, participating staff are asked to develop and implement a test bed, a student project module, where students solve problems from local industry/communities in international teams across partner institutions. Bringing together lecturers as well as students it will lead to competence development for both groups. In the second phase, the module is run a second time. In addition, the lecturers will develop and conduct their own staff development sessions for other lecturers both within and outside of their institutions. As a primary target group it will give lecturers capacity and confidence to utilize student centered competence development approaches in their teaching. By bringing in industry/community based problems into a classroom setting, the participating students will develop ther competences and the university will be able to strenghten their collaboration with local industry and the surrounding community.

b.) Establishing STEM Education centers
Coordinated by VU, EASTEM will support the development and launch of centers of excellence for STEM Education. Participants will undergo staff development in center establishment and management. With the support of VU and the consortium, each institutional team will establish a center for STEM Education. In addition, VU will provide staff development in cascade format for lecturers involved in organising center activities, on student engagement in the centers and activities for lecturers at K-12 level. This will provide a network of 10 centers for STEM Education connected to european research groups, managed by teams with the capacity to run them, activities with a competence development focus, providing a sustainable focal point for WP2 activities. It will provide institutions with a platform for increasing visibility to developments within STEM Education and a further way to build their relationship with stakeholders, including local industry/community.

c.) Facilitating industry engagement and competence indegration into educational programs
IMT Atlantique will guide discussions in how to integrate competences into educational programs. Recognising the importance of competece development for students, this brings it to a strategic level. In providing support and understanding for how a process for competence integration into STEM educational programs can be developed, EASTEM provide partner institutions with the capacity to develop their own processes for continuous integration of competence development, industry involvement, and how to update or modify existing univerity strategies towards creating competence integrated education educational programs.

Project consortium

Coordinator:

Uppsala University

Partners:
Vilnius University, VU
IMT Atlantique, IMTA
Ho Chi Minh City University of Technology and Education, HCMUTE
University Of Sciences, Hue University, HUS
Hung Yen University of Technology and Education, HYUTE
Del Institute of Technology, DEL
Udayana University, UNUD
Institut Teknologi Bandung (ITB)
Universitas Gadjah Mada, UGM
Chiang Mai University, CMU
Mahidol University, MU