D. Galatro, Sourojeet Chakraborty, Ning Yan, N. Goodarzi, Jeffrey S. Castrucci, Marko Saban
Education 4.0 is the framework to facilitate the development of skills and competencies of engineering students required for Industry 4.0 through the integration of Industry 4.0 applied concepts, networked approach, digitalization of higher education institutions (HEI), and online advancement of teaching and learning practices. In the chemical engineering curriculum of several HEIs, considerable progress in implementing this framework has been made by including computer-aided design tools, updating manufacturing technologies, using simulation and analysis of virtual models, and implementing data analytics in engineering courses and programs. Process and plant design courses such as Plant Design demand that undergraduate students leverage knowledge from core courses completed during first three years of their degree program by developing a plant's conceptual design. This course clearly sets a pathway to integrate Education 4.0 to Industry 4.0. All stakeholders of this course (students, teaching team, and clients) can progressively identify challenges and opportunities to optimize this integration. Many suggested improvements might require a vertical integration of new concepts in the chemical engineering curriculum, involving courses of different levels throughout the undergraduate curriculum. Nevertheless, we consider that immediate actions shall be taken by teaching teams and industry partners in courses such as Plant Design for students achieving the required competencies and skills before graduating from universities. For instance, running a successful multi-disciplinary engineering team for plant design in the industry will require undergraduate students to become familiar with codes, standards, and regulations. According to our industry partners, this lack of familiarization significantly affects the learning curve of junior engineers at work and shows a disconnection between what is learned at university and what is required in the workplace. To facilitate the transition of our students into the process design industry in the framework of Education 4.0-Industry 4.0, in this work, we describe and present the results of applying a strategy to tackle this challenge by (i) identifying the currently applicable codes, standards, and regulations in the process engineering industry for each technical deliverable (process flow diagram, piping and instrumentation diagram, line list, plot plan, design of equipment, risk management, and safety documents) of the course; (ii) designing and delivering workshops to describe and illustrate their applicability; and (iii) creating a written set of guidelines applicable to the course and the workplace.
{"title":"Education 4.0: Integrating Codes, Standards, and Regulations in the Chemical Engineering Curriculum","authors":"D. Galatro, Sourojeet Chakraborty, Ning Yan, N. Goodarzi, Jeffrey S. Castrucci, Marko Saban","doi":"10.24908/pceea.vi.15829","DOIUrl":"https://doi.org/10.24908/pceea.vi.15829","url":null,"abstract":"Education 4.0 is the framework to facilitate the development of skills and competencies of engineering students required for Industry 4.0 through the integration of Industry 4.0 applied concepts, networked approach, digitalization of higher education institutions (HEI), and online advancement of teaching and learning practices. In the chemical engineering curriculum of several HEIs, considerable progress in implementing this framework has been made by including computer-aided design tools, updating manufacturing technologies, using simulation and analysis of virtual models, and implementing data analytics in engineering courses and programs. Process and plant design courses such as Plant Design demand that undergraduate students leverage knowledge from core courses completed during first three years of their degree program by developing a plant's conceptual design. This course clearly sets a pathway to integrate Education 4.0 to Industry 4.0. All stakeholders of this course (students, teaching team, and clients) can progressively identify challenges and opportunities to optimize this integration. Many suggested improvements might require a vertical integration of new concepts in the chemical engineering curriculum, involving courses of different levels throughout the undergraduate curriculum. Nevertheless, we consider that immediate actions shall be taken by teaching teams and industry partners in courses such as Plant Design for students achieving the required competencies and skills before graduating from universities. For instance, running a successful multi-disciplinary engineering team for plant design in the industry will require undergraduate students to become familiar with codes, standards, and regulations. According to our industry partners, this lack of familiarization significantly affects the learning curve of junior engineers at work and shows a disconnection between what is learned at university and what is required in the workplace. To facilitate the transition of our students into the process design industry in the framework of Education 4.0-Industry 4.0, in this work, we describe and present the results of applying a strategy to tackle this challenge by (i) identifying the currently applicable codes, standards, and regulations in the process engineering industry for each technical deliverable (process flow diagram, piping and instrumentation diagram, line list, plot plan, design of equipment, risk management, and safety documents) of the course; (ii) designing and delivering workshops to describe and illustrate their applicability; and (iii) creating a written set of guidelines applicable to the course and the workplace.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129583952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mental model is a term that has been discussed in three contexts: (1) how mental models are understood in cognitive psychology, (2) how learners learn in science subjects, and (3) how people solve practical problems. Since mental models have been discussed in different contexts, this paper aims to conduct an integrative literature review that analyzes the materials published on mental models and their relevance for engineering education. The outcome of the review is a conceptual framework of mental models for engineering education with two highlights. First, mental models can help characterize learners’ (mis-)understanding of scientific concepts and technical systems. Second, mental models are of practical use when learners are engaged in some problem-solving tasks. In turn, mental models have a potential to support deep learning and project-based learning.
{"title":"Mental models and engineering education: a literature review","authors":"Simon Li, C. Chua, Jay Campo, Kashif Raza","doi":"10.24908/pceea.vi.15918","DOIUrl":"https://doi.org/10.24908/pceea.vi.15918","url":null,"abstract":"Mental model is a term that has been discussed in three contexts: (1) how mental models are understood in cognitive psychology, (2) how learners learn in science subjects, and (3) how people solve practical problems. Since mental models have been discussed in different contexts, this paper aims to conduct an integrative literature review that analyzes the materials published on mental models and their relevance for engineering education. The outcome of the review is a conceptual framework of mental models for engineering education with two highlights. First, mental models can help characterize learners’ (mis-)understanding of scientific concepts and technical systems. Second, mental models are of practical use when learners are engaged in some problem-solving tasks. In turn, mental models have a potential to support deep learning and project-based learning.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133024947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica J. Li, Cindy Rottmann, A. Chan, Dimpho Radebe, Mackenzie Campbell, Emily Moore
Recent research suggests that engineers can be more inclined to identify leadership in the practices of admired colleagues than recognizing themselves as leaders [1-4]. We believe by asking engineers who they view as exemplary engineering leaders, we can sidestep some engineers’ reluctance to adopt leadership as part of their engineering profession to allow us to better understand the qualities of engineers who lead. This work is based on two survey questions that ask engineers 1) to identify exemplary engineering leaders in their lives, and 2) to describe what makes an exemplary engineering leader. While we set out to analyze the 828 open-ended responses through Engineering Leadership Orientations framework [3], our analysis of the responses revealed 3 perspectives engineers take to define exemplary engineering leadership: an individual’s values, attributes and traits, an individual’s skills, abilities, and behaviours, and lastly, an individual’s impact to community, society, or the profession. This works contributes to the developing definition of engineering leadership by providing the perspective of engineering professionals from industry.
{"title":"What Makes an Exemplary Engineering Leader? In the Words of Engineers","authors":"Jessica J. Li, Cindy Rottmann, A. Chan, Dimpho Radebe, Mackenzie Campbell, Emily Moore","doi":"10.24908/pceea.vi.15941","DOIUrl":"https://doi.org/10.24908/pceea.vi.15941","url":null,"abstract":"Recent research suggests that engineers can be more inclined to identify leadership in the practices of admired colleagues than recognizing themselves as leaders [1-4]. We believe by asking engineers who they view as exemplary engineering leaders, we can sidestep some engineers’ reluctance to adopt leadership as part of their engineering profession to allow us to better understand the qualities of engineers who lead. This work is based on two survey questions that ask engineers 1) to identify exemplary engineering leaders in their lives, and 2) to describe what makes an exemplary engineering leader. While we set out to analyze the 828 open-ended responses through Engineering Leadership Orientations framework [3], our analysis of the responses revealed 3 perspectives engineers take to define exemplary engineering leadership: an individual’s values, attributes and traits, an individual’s skills, abilities, and behaviours, and lastly, an individual’s impact to community, society, or the profession. This works contributes to the developing definition of engineering leadership by providing the perspective of engineering professionals from industry.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114219294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christoph M. Sielmann, Victoria Chiu, Casey Keulen
The Community of Inquiry (CoI) survey is a validated survey instrument for assessing student experience through teaching, social, and cognitive presence. Certain course formats involve students within the same course experiencing learning through different pathways, such as multi-campus courses, where students participate in a course at different physical locations or campuses; or hybrid courses where some students participate primarily asynchronously and others primarily synchronously. We have produced a rapid, online, CoI-based survey application with integrated MANOVA analytics to support the instructors in assessing how learning is experienced within a course consisting of multiple, diverse cohorts of students. The tool is intended to provide easy, early feedback to instructors on perceived equity and learning experience discrepancies between student communities within the course. Further information is also provided by the tool on pedagogy that could contribute to causes and solutions of diverging perceptions of presence in multi-cohort courses.
{"title":"Online Survey Tool for Multi-Cohort Courses","authors":"Christoph M. Sielmann, Victoria Chiu, Casey Keulen","doi":"10.24908/pceea.vi.15858","DOIUrl":"https://doi.org/10.24908/pceea.vi.15858","url":null,"abstract":"The Community of Inquiry (CoI) survey is a validated survey instrument for assessing student experience through teaching, social, and cognitive presence. Certain course formats involve students within the same course experiencing learning through different pathways, such as multi-campus courses, where students participate in a course at different physical locations or campuses; or hybrid courses where some students participate primarily asynchronously and others primarily synchronously. We have produced a rapid, online, CoI-based survey application with integrated MANOVA analytics to support the instructors in assessing how learning is experienced within a course consisting of multiple, diverse cohorts of students. The tool is intended to provide easy, early feedback to instructors on perceived equity and learning experience discrepancies between student communities within the course. Further information is also provided by the tool on pedagogy that could contribute to causes and solutions of diverging perceptions of presence in multi-cohort courses.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125690361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teamwork plays a key role in engineering due to the complexity and skill requirements of modern engineering projects. For this reason, emphasis is placed on the development of teamwork skills in most engineering education programs across Canada. In most cases, teamwork scaffolding and training occurs in person using team-based projects or experiential activities. Unfortunately, virtual teaching environments make a good deal of traditional teamwork training activities difficult to implement. This paper explores methods that have been shown to be successful in teaching teamwork skills to engineering students, taking into account the particular challenges faced in technical environments. Unique implementations of these methods for virtual learning environments are discussed, and additional challenges created by virtual teamwork are also examined in relation to these methods. Finally, a strategy for proving experiential learning activities based on “paper challenges” is described and a new virtual learning environment that allows students, working in teams, to learn teamwork skills and simulate real-world team-based challenges synchronously over the web is presented.
{"title":"Exploring Virtual Methods for Teaching Engineering Teamwork","authors":"P. Dumond","doi":"10.24908/pceea.vi.15975","DOIUrl":"https://doi.org/10.24908/pceea.vi.15975","url":null,"abstract":"Teamwork plays a key role in engineering due to the complexity and skill requirements of modern engineering projects. For this reason, emphasis is placed on the development of teamwork skills in most engineering education programs across Canada. In most cases, teamwork scaffolding and training occurs in person using team-based projects or experiential activities. Unfortunately, virtual teaching environments make a good deal of traditional teamwork training activities difficult to implement. This paper explores methods that have been shown to be successful in teaching teamwork skills to engineering students, taking into account the particular challenges faced in technical environments. Unique implementations of these methods for virtual learning environments are discussed, and additional challenges created by virtual teamwork are also examined in relation to these methods. Finally, a strategy for proving experiential learning activities based on “paper challenges” is described and a new virtual learning environment that allows students, working in teams, to learn teamwork skills and simulate real-world team-based challenges synchronously over the web is presented.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123352078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
First-year university is an ideal time for students to begin the development of critical thinking and self-directed learning skills. Structuring critical reflection with experiential learning activities can provide opportunities for students to develop and learn how to apply these skills in the future. Previous research has identified considerations for implementing critical reflection into the first-year engineering curricula in ways that students will meaningfully engage. The primary goal of this work was to integrate critical reflection learning outcomes, activities, and assessments into the first-year engineering curriculum connected to experiential learning activities. Critical reflection activities were scaffolded to a critical reflection framework, adapted to the first-year engineering context. Three critical reflection assessments were mapped to experiential learning activities to further the development of these skills in parallel, such as teamwork, problem solving, and communication. One assignment involved a peer review process, where students had the opportunity to learn from each other’s experiences, and give constructive feedback through learning of students’ shared university experiences. The benefits of developing student reflection skills are obvious, and the improvements witnessed are encouraging. However, there remain many challenges, particularly with respect to assessment methodologies, and student motivation. Meaningful integration of critical reflection remains an iterative learning experience for the instructors.
{"title":"Integrating a critical reflection framework for experiential learning activities into a large first-year engineering course","authors":"S. Mattucci, Kai Zhuang, J. Harris, M. Jadidi","doi":"10.24908/pceea.vi.15920","DOIUrl":"https://doi.org/10.24908/pceea.vi.15920","url":null,"abstract":"First-year university is an ideal time for students to begin the development of critical thinking and self-directed learning skills. Structuring critical reflection with experiential learning activities can provide opportunities for students to develop and learn how to apply these skills in the future. Previous research has identified considerations for implementing critical reflection into the first-year engineering curricula in ways that students will meaningfully engage. The primary goal of this work was to integrate critical reflection learning outcomes, activities, and assessments into the first-year engineering curriculum connected to experiential learning activities. \u0000Critical reflection activities were scaffolded to a critical reflection framework, adapted to the first-year engineering context. Three critical reflection assessments were mapped to experiential learning activities to further the development of these skills in parallel, such as teamwork, problem solving, and communication. One assignment involved a peer review process, where students had the opportunity to learn from each other’s experiences, and give constructive feedback through learning of students’ shared university experiences. \u0000The benefits of developing student reflection skills are obvious, and the improvements witnessed are encouraging. However, there remain many challenges, particularly with respect to assessment methodologies, and student motivation. Meaningful integration of critical reflection remains an iterative learning experience for the instructors.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126427489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. DeDecker, Anastasia Chouvalova, Karen Gordon, R. Clemmer, J. Vale
Problem-solving skill development is an important aspect of student learning in science, technology, engineering, and mathematics (STEM) academic environments, but when solving problems, undergraduate students can choose learning approaches that may either hinder or develop their problem-solving skills. For example, memorization can be used as a learning approach to recall knowledge with or without the intention of understanding course content. Given the diverse roles of memorization in learning, the objective of this study is to investigate student perceptions of the use and importance of memorization when solving problems in STEM undergraduate courses. Focus groups were conducted with students from two Canadian institutions with participation from students enrolled in biology, chemistry, computer science, and engineering majors. The results indicate that students find memorization valuable in their course contexts and identify the importance of transitioning memorized knowledge to understanding of subject material. Students need time to access and apply knowledge when solving problems and therefore, instructors should design assessments to alleviate time pressures. Instructors should also explain to students when use of memorization is appropriate and which learning approaches will help students develop their problem-solving skills.
{"title":"Memorization: Friend or Foe when Solving Problems in STEM Undergraduate Courses","authors":"S. DeDecker, Anastasia Chouvalova, Karen Gordon, R. Clemmer, J. Vale","doi":"10.24908/pceea.vi.15945","DOIUrl":"https://doi.org/10.24908/pceea.vi.15945","url":null,"abstract":"Problem-solving skill development is an important aspect of student learning in science, technology, engineering, and mathematics (STEM) academic environments, but when solving problems, undergraduate students can choose learning approaches that may either hinder or develop their problem-solving skills. For example, memorization can be used as a learning approach to recall knowledge with or without the intention of understanding course content. Given the diverse roles of memorization in learning, the objective of this study is to investigate student perceptions of the use and importance of memorization when solving problems in STEM undergraduate courses. Focus groups were conducted with students from two Canadian institutions with participation from students enrolled in biology, chemistry, computer science, and engineering majors. \u0000The results indicate that students find memorization valuable in their course contexts and identify the importance of transitioning memorized knowledge to understanding of subject material. Students need time to access and apply knowledge when solving problems and therefore, instructors should design assessments to alleviate time pressures. Instructors should also explain to students when use of memorization is appropriate and which learning approaches will help students develop their problem-solving skills.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115272651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.24908/pceea.vi0.14945
N. Nelson, R. Brennan
Despite recent research and initiatives, learner-centered instructional practices have not made their way into post-secondary Science, Technology,Engineering and Math (STEM) classrooms, even though there is clear evidence showing the benefits include increased grades, higher student engagement, and deeper learning. STEM educators rank the barriers associated with active learning higher than their colleagues in other disciplines, and identify the inability to cover all the content as a key factor in their decision to adhere to didactic practices. Insights and instructional strategies and methods garnered from teaching-related faculty development opportunities are often tried, but their use is not generally sustained unless a personal experiencedrives that change in practice. Unquestionably, COVID-19 has had an immediate, global impact on higher education. Educators have been forced to alter their teaching practices to accommodate the switch to remote learning. Most Teaching and Learning Centers offered myriad workshops to facilitate this change. This quantitative study set out to determine if COVID-19 precautions created the personal experience necessary to initiate a change in STEM teaching practices. Using educator-related threshold concepts as a framework, it analyzed institutional registration records to determine the type of faculty development opportunitieschosen by engineering educators, and the extent to which they participated in those related to learner-centered instructional practices for remote delivery.Analysis shows that engineering educators participated proportionally less than their colleagues in other disciplines, and there is an indication that the pandemic may facilitate an ongoing change in the teaching practices of engineering educators. Opportunities for enhancing faculty development practices for engineering educators are proposed.
{"title":"COVID-19: A MOTIVATOR FOR CHANGE IN ENGINEERING EDUCATION?","authors":"N. Nelson, R. Brennan","doi":"10.24908/pceea.vi0.14945","DOIUrl":"https://doi.org/10.24908/pceea.vi0.14945","url":null,"abstract":"Despite recent research and initiatives, learner-centered instructional practices have not made their way into post-secondary Science, Technology,Engineering and Math (STEM) classrooms, even though there is clear evidence showing the benefits include increased grades, higher student engagement, and deeper learning. STEM educators rank the barriers associated with active learning higher than their colleagues in other disciplines, and identify the inability to cover all the content as a key factor in their decision to adhere to didactic practices. Insights and instructional strategies and methods garnered from teaching-related faculty development opportunities are often tried, but their use is not generally sustained unless a personal experiencedrives that change in practice. Unquestionably, COVID-19 has had an immediate, global impact on higher education. Educators have been forced to alter their teaching practices to accommodate the switch to remote learning. Most Teaching and Learning Centers offered myriad workshops to facilitate this change. This quantitative study set out to determine if COVID-19 precautions created the personal experience necessary to initiate a change in STEM teaching practices. Using educator-related threshold concepts as a framework, it analyzed institutional registration records to determine the type of faculty development opportunitieschosen by engineering educators, and the extent to which they participated in those related to learner-centered instructional practices for remote delivery.Analysis shows that engineering educators participated proportionally less than their colleagues in other disciplines, and there is an indication that the pandemic may facilitate an ongoing change in the teaching practices of engineering educators. Opportunities for enhancing faculty development practices for engineering educators are proposed.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133934511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.24908/pceea.vi0.14971
Chelsea Dubiel, J. S. Cicek, Roxanne Greene, Shawn Bailey, F. Delijani
The field of engineering needs to develop while healing our relations with the lands, waters, and living systems. Fostering ethical spaces where Indigenous ways of knowing and being and western worldviews can hold space together, and cease to separate the technical from the social, are key to progressing equitably as a society. In the field of engineering within Turtle Island, it is essential that we adapt the engineering design process to reflect this. Following the execution of an Engineering and Architecture transdisciplinary Design Build course at University of Manitoba, and in partnership with the Shoal Lake No. 40 First Nation, it was acknowledged by stakeholders that further analysis of this project could establish lessons learned. This paper speaks to engineering education practice. The objective of this research is to develop recommendations for how the engineering design process can make space for Indigenous ways of knowing and being. Shoal Lake No. 40 community members, one engineering contractor, and four university faculty members were asked their perspectives on the development and implementation of two projects conducted with the community members and on the First Nation lands. Through the co-analysis of these open-ended discussions, recommendations were developed for how the engineering design process can integrate four touchstones external to the design process. The touchstones enable an engineer to perceive the design process and establish core intentions for a project that creates space for Indigenous values and principles and western worldviews.
工程领域需要发展，同时修复我们与土地、水和生命系统的关系。培育伦理空间，使土著的认识和存在方式与西方世界观能够将空间结合在一起，并停止将技术与社会分开，这是社会公平发展的关键。在海龟岛的工程领域，我们必须调整工程设计过程来反映这一点。在马尼托巴大学(University of Manitoba)与Shoal Lake No. 40 First Nation合作开展工程和建筑跨学科设计建造课程之后，利益相关者认识到，对该项目的进一步分析可以建立经验教训。本文从工程教育的实际出发。这项研究的目的是为工程设计过程如何为土著认识和存在的方式创造空间提出建议。Shoal Lake No. 40社区成员、一名工程承包商和四名大学教师被问及他们对与社区成员和第一民族土地进行的两个项目的开发和实施的看法。通过对这些开放式讨论的共同分析，提出了工程设计过程如何整合设计过程外部的四个试金石的建议。这些试金石使工程师能够感知设计过程，并为项目建立核心意图，为土著价值观和原则以及西方世界观创造空间。
{"title":"AN ADAPTED ENGINEERING DESIGN PROCESS: GUIDING TOUCHSTONES","authors":"Chelsea Dubiel, J. S. Cicek, Roxanne Greene, Shawn Bailey, F. Delijani","doi":"10.24908/pceea.vi0.14971","DOIUrl":"https://doi.org/10.24908/pceea.vi0.14971","url":null,"abstract":"The field of engineering needs to develop while healing our relations with the lands, waters, and living systems. Fostering ethical spaces where Indigenous ways of knowing and being and western worldviews can hold space together, and cease to separate the technical from the social, are key to progressing equitably as a society. In the field of engineering within Turtle Island, it is essential that we adapt the engineering design process to reflect this. Following the execution of an Engineering and Architecture transdisciplinary Design Build course at University of Manitoba, and in partnership with the Shoal Lake No. 40 First Nation, it was acknowledged by stakeholders that further analysis of this project could establish lessons learned. This paper speaks to engineering education practice. The objective of this research is to develop recommendations for how the engineering design process can make space for Indigenous ways of knowing and being. Shoal Lake No. 40 community members, one engineering contractor, and four university faculty members were asked their perspectives on the development and implementation of two projects conducted with the community members and on the First Nation lands. Through the co-analysis of these open-ended discussions, recommendations were developed for how the engineering design process can integrate four touchstones external to the design process. The touchstones enable an engineer to perceive the design process and establish core intentions for a project that creates space for Indigenous values and principles and western worldviews.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134300222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.24908/pceea.vi0.14961
L. Romkey, T. Ross, Daniel Munro
This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.
{"title":"FUTURE SKILL DEVELOPMENT IN UNDERGRADUATE STUDENTS THROUGH WORK IN STEM OUTREACH","authors":"L. Romkey, T. Ross, Daniel Munro","doi":"10.24908/pceea.vi0.14961","DOIUrl":"https://doi.org/10.24908/pceea.vi0.14961","url":null,"abstract":"This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132099040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：