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See detailIntegrated Project with Focus on Energy Transition and Circular Economy for Developing Engineering Students' Soft Skills
Léonard, Grégoire ULg; Pfennig, Andreas ULg; Toye, Dominique ULg et al

Poster (2016, September 05)

The present work reports the experience of an integrated project developed at the University of Liege for master students in chemical engineering. The goals are to promote the acquisition of soft skills ... [more ▼]

The present work reports the experience of an integrated project developed at the University of Liege for master students in chemical engineering. The goals are to promote the acquisition of soft skills and to consolidate technical knowledge by integrating and linking chemical engineering disciplines usually taught separately. A case study was selected to address some of the challenges related to energy transition: students had to design the energy system of a remote island and make it as energy independent and CO2-neutral as possible by 2030. The course of action during the academic year, the assessment of soft skills, and the tools offered to ease the mentoring and encourage the acquisition of soft skills are described. Not all implemented techniques performed equally well, and this project finally appeared to be a challenge for the teaching team as well. 1 Introduction and background Over the last few years, University authorities, industrial partners as well as national and international experts that evaluated the education quality of our Department (AEQES, CTI) strongly suggested that opportunities should be offered to students to increase their soft skills as part of their curriculum. Moreover, many developments in chemical engineering are related to energy transition and circular economy, which are both transdisciplinary to conventional lectures. In this paper, we present methods and mentoring tools developed to teach students technical and soft skills for multi-disciplinary topics. 2 Description of the integrated project Objectives and constraints were defined at the onset of the project for both technical and soft skills. The technical objective was to propose an energy system that would make Reunion Island as energy independent and CO2-neutral as possible by 2030. This idea originated in the challenge set by the Eurecha 2015 student contest[1], for which students had to design facilities for a sheikhdom: electricity, water recycling, production of fertilizers… In our case, Reunion Island (~850 000 inhabitants) was considered as a case study as it is remote, has large biomass resources and high potential for renewable energies. Besides the objectives mentioned above and in order to force students to look at chemical engineering processes, the treatment of wastewater was imposed as well as the use of a synthetic liquid fuel as energy carrier. The targeted soft skills included working in large groups of minimum 4 students, efficient communication of results in English - both written and oral -, ability to integrate knowledge from various disciplines, development of critical mind and demonstration of independent and creative thinking. 3 Course of actions A team of 8 professors and senior scientists mentored the project and contributed to its assessment. The 10-ECTS project was divided in two parts. In the fall semester, students made global energy balances to design the energy system that would fulfill the objectives. As a result, a Sankey diagram of the energy flows on Reunion Island by 2030 was produced to allow for an overview of the available Island’s resources and needs, as well as of processes that can make the link between resources and needs. In the spring semester, two processes identified in the first part, namely the synthesis of bio-ethanol and bio-methanol, were modelled in more details using commercial software. Different tools were used to encourage student initiatives and work: • The use of a shared on-line portfolio for students to gather their documents improved their internal communication, but this remained a marginal channel for communication with teachers • In the fall semester, students orally presented progress reports every two weeks. After a feedback to students, the teaching team met to discuss the achievements and set the objectives for the next two weeks. This was very positive for the communication inside the teaching team. However, presentations every fortnight implied a work overload for students that had to constantly focus on preparing the presentations. • From the beginning, students were strongly encouraged to reach out to field experts whose contacts were provided. However, they preferred to rely mostly on Internet as their main source of information and reached out only rarely for help and usually very late. • In the fall semester, students had to designate new team leaders in turn every fortnight. This was abandoned as it prevented the establishment of clear structures in the group, reducing its efficiency. • In the spring semester, work tables allowed students to work directly with the teacher specialized in their task. This was appreciated by students and teachers, and it needs to be further encouraged. • Help in the group organization and interactions was provided by the PSGO (psychology of groups and organizations). This also included videoscopy, i.e. filming the students during their presentations and analyzing the records with them. This help was appreciated by students. The assessment was based on technical results for 60%, and soft skills for 40%. The evaluation of technical skills was done partly by all teachers equally and partly by teachers whose expertise was the closest to the technical sub-tasks. For soft skills, efficient communication, creativity in the work and results and links with conventional lectures were assessed. Critical thinking was evaluated through the relevance of qualitative and quantitative results and discussions. Group work was assessed by the teachers as well as by students through mutual evaluation. 4 Conclusions and perspectives The integrated project gave students a first opportunity to improve their soft skills along with their technical knowledge. It also improved their communication skills and their fluency in English. The teaching team proposed different mentoring techniques to encourage efficient work, with varying results. Finally, as the assessment ignored soft skills improvements, it may be modified by evaluating soft skills all year long so both the final result and the observed improvements contribute to the grade. Reference Eurecha, The European Committee for the Use of Computers in Chemical Engineering Education, 2015. Announcement for student contest problem competition 2015. http://bari.upc.es/eurecha/. [less ▲]

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See detailAnalyse exploratoire des liens entre l’interaction entraîneur-joueuses, les représentaitons mutuelles de l’entraînement et la performance sportive
Rémy, Elodie; Manfredini, Tiber ULg; Cloes, Marc ULg

in Bulletin de Psychologie (2015), 68(5), 355-366

The coach-athlete relationship is well documented in the literature. Based on an original research model, the study is focused on three female basketball clubs of the 1st regional division in Wallonia ... [more ▼]

The coach-athlete relationship is well documented in the literature. Based on an original research model, the study is focused on three female basketball clubs of the 1st regional division in Wallonia. Combining interviews, participant observation, focus groups, and perception questionnaires, it appears that the relational dynamics of the three sites differs considerably: ‘Back to back’, ‘Above-below’, ‘Inside’. In each case, the coach-players relationship does not seem suitable to the optimal use of the available resources, in order to reach a sport performance in agreement. Courses of actions are suggested for provoking some improvement of the situations. [less ▲]

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See detailAnalyse de l’interaction entraîneur-sportifs. Analyse qualitative exploratoire d’un modèle original
Remy, Elodie ULg; Manfredini, Tiber ULg; Cloes, Marc ULg

in Carnel, Béatrice; Moniotte, Julien (Eds.) Intervention, Recherche et Formation: Quels enjeux, quelles transformations? (2013, September)

Notre démarche, novatrice, s’inscrit dans une orientation sociale de la psychologie du sport. Selon Brown (2006), la psychologie sociale correspond à la compréhension d’un comportement individuel dans un ... [more ▼]

Notre démarche, novatrice, s’inscrit dans une orientation sociale de la psychologie du sport. Selon Brown (2006), la psychologie sociale correspond à la compréhension d’un comportement individuel dans un contexte social. La psychologie du sport, elle, se définit comme « l’étude de l’effet des facteurs psychologiques et émotionnels sur les performances et de l’influence de la pratique sportive sur ces mêmes facteurs » (Cox, 2005, p. 14). Notre objectif consistait à déterminer le lien entre, d’une part, ce que les coaches définissent comme leur(s) priorité(s) d’actions, ce qu’ils font concrètement et comment le vivent les sportifs et, d’autre part, ce qu’attendent ces derniers. Il s’agissait également de déterminer comment le lien entre ces quatre aspects influe sur la performance et comment la performance agit en retour sur ces aspects. Afin de développer une méthodologie rigoureuse, nous avons élaboré un modèle qui a servi de cadre de référence pour la collecte de données au sein de trois équipes de basket-ball de 1ère régionale féminine wallonne (deuxième niveau hiérarchique belge). Dans chaque site, nous avons sollicité à la fois les joueuses et les entraîneurs (interviews, focus group, observations et questionnaires). Dans la première équipe, un net décalage est mis en évidence entre le projet du coach, celui des joueuses et les moyens dont dispose le club. Il se manifeste par des comportements contradictoires et ambivalents entre joueuses et entraîneur, ce qui semble impacter considérablement la performance. La seconde équipe s’inscrit dans un cadre particulier (école de formation ne pouvant connaître ni promotion ni relégation). La jeunesse des joueuses et le style de coaching vécu comme oppressant par les plus jeunes débouche sur un climat susceptible de limiter la performance. Enfin, la troisième équipe se situe largement en-dessous du niveau attendu. Les joueuses composent avec un entraîneur démissionnaire et un préparateur physique porté aux nues dont le comportement est décrit comme affectif et protecteur. Ce constat fait obstacle à une vision objective des acteurs sur les résultats. Ces résultats plaident en faveur du modèle proposé et pour un approfondissement de l’étude des liens entre dimensions organisationnelle, groupale et individuelle dans l’étude de la performance sportive collective. [less ▲]

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See detailLa formation des travailleurs sociaux face aux enjeux et contraintes de la société post-moderne
Faulx, Daniel ULg; Manfredini, Tiber ULg

in Quelles formations au métier du social pour quel travail social ? (2007, July)

Depuis une quinzaine d’années, les sociétés occidentales connaissent d’importants changements du point de vue économique, social et idéologique ; jusqu’à modifier les comportements mêmes des individus ... [more ▼]

Depuis une quinzaine d’années, les sociétés occidentales connaissent d’importants changements du point de vue économique, social et idéologique ; jusqu’à modifier les comportements mêmes des individus, leur rapport aux autres, au temps, à l’espace, au métier, à l’activité et finalement à l’existence sociale. Or, les bases fondamentales des dispositifs de formation en groupe, spécifiquement ceux qui sont destinés aux travailleurs sociaux, sont issues pour bonne partie du modèle de l’éducation permanente et des postulats de l’action socio-culturelle, deux courants qui se sont développés dans un contexte économique, social et idéologique assez différent de celui que nous connaissons aujourd’hui. A partir de ce constat, l’hypothèse de départ de notre réflexion est que ces dispositifs sont appelés à se remettre en question face à ces évolutions. Comment conserver les atouts du modèle formatif tout en l’adaptant aux réalités actuelles ? C’est autour de cette question principale que nous avons construit notre contribution. Après avoir commenté ces changements, nous proposons plusieurs dispositifs de formation que nous avons mis en place à cet effet. Prendre en compte les changements économiques, idéologiques, « managériaux » et professionnels (qu’il s’agisse des participants ou de la profession de formateur elle-même) qui marquent notre environnement de formation nous paraît constituer un défi fondamental pour les formateurs d’adultes, notamment dans le secteur non marchand. En partageant notre expérience de formateurs dans le cadre de ce colloque, notre objectif est d’ouvrir une réflexion sur les manières de conserver la richesse de l’approche issue de l’éducation permanente tout en intégrant une réflexion méthodologique qui tient compte de ces changements qui modifient profondément le rapport des organisations et des individus à la formation. [less ▲]

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See detailFondements épistémologiques de la formation des adultes et société post-moderne : Un mariage impossible ?
Faulx, Daniel ULg; Peters, Stéphanie ULg; Manfredini, Tiber ULg

in Education Permanente (2007), 173

Depuis une vingtaine d’années, les sociétés occidentales ont connu de profondes modifications sociales, techniques, économiques et idéologiques habituellement reprises sous le concept global de post ... [more ▼]

Depuis une vingtaine d’années, les sociétés occidentales ont connu de profondes modifications sociales, techniques, économiques et idéologiques habituellement reprises sous le concept global de post-modernité. Or, les bases fondamentales des dispositifs de formation des adultes sont issues pour bonne partie des positions épistémologiques et méthodologiques de la psychosociologie clinique, de l’approche rogérienne de la relation et de l’approche lewinnienne du groupe telles qu’elles se sont développées en France dans les années 1960. Après avoir examiné les tensions qui existent entre ces deux modèles, nous formulons des propositions méthodologiques qui permettent d’articuler ces positions épistémologiques et méthodologiques avec les évolutions qui marquent les sociétés post-modernes. [less ▲]

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See detailA la recherche des indicateurs de conflits graves : les représentations des professionnels de l'intervention en situation de conflit.
Faulx, Daniel ULg; Delvaux, Sophie; Manfredini, Tiber ULg

in Cahiers Internationaux de Psychologie Sociale (2007), 75-76

This article aims at identifying the characteristics of major conflicts in organisations as seen by the professionnals. This survey points out 24 indicators of a major conflict clustered around three main ... [more ▼]

This article aims at identifying the characteristics of major conflicts in organisations as seen by the professionnals. This survey points out 24 indicators of a major conflict clustered around three main organising elements:the time space element, the processes and the consequences. The results tend to show that, according to professionals, a major conflict situation causes a deep change within the organisation system as it leads not only to a broadening of the conflict to other elements within the system but also to a reduction of its complexity and of the variety of its configuration [less ▲]

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See detailSpatialité et temporalité du vécu du bien-être
Manfredini, Tiber ULg; Gavray, Claire ULg; Born, Michel ULg

in Bawin, B. (Ed.) L'exclusion et l'insécurité d'existence en milieu urbain (2001)

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