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The two-day event helped In锚s and Shannon connect with other engineering education research experts, including people they authored manuscripts with during the pandemic but had never physically met.聽

The consisted of workshops on various topics associated with ethics, that involved the extensive use of breakout groups to explore:

鈥⒙犅� 聽Using emotions in engineering education to bridge the divide between micro and macro ethics in engineering education
鈥⒙犅� 聽Using digital games for the teaching and learning of ethics in STEM聽
鈥⒙犅� 聽A canvas for ethical design of learning experiences with digital tools
鈥⒙犅� 聽Building bridges instead of filling gaps: an asset-based approach to reframing engineering ethics education
鈥⒙犅� 聽Masculinities and ethics in engineering education聽

Generous coffee and meal breaks provided ample opportunity to galvanize professional and personal connections.聽

Participants themselves posed questions for roundtable discussion on the second day:

鈥⒙犅� 聽How can we research emotions in engineering ethics education with assets-based approaches? And how can we leverage diverse students' emotional assets for improving engineering ethics education?
鈥⒙犅� 聽How can we build trust in student teams?
鈥⒙犅� 聽War and education: what are the ethical / moral responses by and within engineering education?
鈥⒙犅� 聽How should we work with STEM teachers to introduce of ethical components into their courses (especially when they consider they are not expert enough on the subject)?

The Spring School was conducted in hybrid mode, with active participation from online atendees and presenters. There were some growing pains as the hotel was out of practice hosting conferences, but the online attendees who stuck out the initial glitches in sound quality proved a very welcome addition to the workshops. Guest speakers joined from Mexico and Sweden, and community building events were included for physical and virtual participants alike.

Shannon stated; 鈥淭he pandemic helped the global EER community come together in new and powerful ways. Let鈥檚 do all we can, via and CEE, to provide access to hybrid EER events moving forward. We all need to make sure we鈥檙e all reaching across the global resource divide, to build capacity for quality research and teaching practice in engineering education.鈥澛�