Project-based design method is widely used in engineering design education. However, it is time-consuming to develop design thinking skills through projects. This paper proposes that learning methodology and projects will significantly improve students’ learning experience and outcomes. The TASKS framework is used to analyze the pros and cons of three different learning methods: methodology-based learning, project-based learning, and methodology-driven project practice. According to the TASKS framework, perceived Task workload and mental capacity (including Affect, Skills, and Knowledge) affect mental Stress. Mental stress has an inverse U-shaped curve relationship with mental effort. Since the mental capability can be assumed constant for a short period, human performance in a task is related to the mental effort that can be put into the task. Methodology-based learning method requires students to be comfortable using an abstract methodology, which is often not the case. On the other hand, while project-based learning can engage students effectively, a high number of projects are needed to equip students with the necessary design thinking skills. The methodology-driven project practice would integrate the advantages of both previous methods. This paper conducted a detailed analysis of the three learning methods using the TASKS framework.
{"title":"Design education: learning design methodology to enrich project experience","authors":"Chang Su, A. Akgunduz, Y. Zeng","doi":"10.24908/pceea.vi.15951","DOIUrl":"https://doi.org/10.24908/pceea.vi.15951","url":null,"abstract":"Project-based design method is widely used in engineering design education. However, it is time-consuming to develop design thinking skills through projects. This paper proposes that learning methodology and projects will significantly improve students’ learning experience and outcomes. The TASKS framework is used to analyze the pros and cons of three different learning methods: methodology-based learning, project-based learning, and methodology-driven project practice. According to the TASKS framework, perceived Task workload and mental capacity (including Affect, Skills, and Knowledge) affect mental Stress. Mental stress has an inverse U-shaped curve relationship with mental effort. Since the mental capability can be assumed constant for a short period, human performance in a task is related to the mental effort that can be put into the task. Methodology-based learning method requires students to be comfortable using an abstract methodology, which is often not the case. On the other hand, while project-based learning can engage students effectively, a high number of projects are needed to equip students with the necessary design thinking skills. The methodology-driven project practice would integrate the advantages of both previous methods. This paper conducted a detailed analysis of the three learning methods using the TASKS framework.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"49 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":"127253527","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}
Shelir Ebrahimi, R. Yazdanpanah, Armaghan Taghvaei
In a rapidly changing world, Canadian Universities are preparing students by developing learner-centered experiential learning programs. Most of these programs within Engineering are mainly project-based courses to provide an opportunity for students to practice design-thinking process along with other technical skills. Engineering students are usually competent with the technical aspects of the design-thinking process, but they struggle to grasp the importance of the early steps that focus on understanding the challenge and generating ideas. A team of educators have come together to create gamified experiences to guide students through idea generation process. This mini-project is part of a larger work that focuses on the design and the development of a multi-component online course to train students in creating new engineering design thinking mindset. This paper that is a small piece of an on-going effort, focuses on the design and the test run of a gamified experience based on the concept of “what if?” question to help students to generate more ideas.
{"title":"Pre-Production of a Gamified Experience for Creating New Design Thinking Mindset","authors":"Shelir Ebrahimi, R. Yazdanpanah, Armaghan Taghvaei","doi":"10.24908/pceea.vi.15919","DOIUrl":"https://doi.org/10.24908/pceea.vi.15919","url":null,"abstract":"In a rapidly changing world, Canadian Universities are preparing students by developing learner-centered experiential learning programs. Most of these programs within Engineering are mainly project-based courses to provide an opportunity for students to practice design-thinking process along with other technical skills. Engineering students are usually competent with the technical aspects of the design-thinking process, but they struggle to grasp the importance of the early steps that focus on understanding the challenge and generating ideas. A team of educators have come together to create gamified experiences to guide students through idea generation process. This mini-project is part of a larger work that focuses on the design and the development of a multi-component online course to train students in creating new engineering design thinking mindset. This paper that is a small piece of an on-going effort, focuses on the design and the test run of a gamified experience based on the concept of “what if?” question to help students to generate more ideas.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"3 11 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":"127978774","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}
This study focuses on how the evolution of the engineering classroom can benefit from bringing additional humanistic techniques into our practice. One classic aspect of traditional classroom operation is the rhetorical essay format of assignments. It is usually the case that engineering documents are performed with rigor to specific standards and while this is of importance to creating regular reporting in industry, it can also limit the amount of creativity a student can display in their analysis of the subject content. This study begins to examine the challenges with allowing students both governance and freedom of their academic expression of engineering content to foster creativity in our student communities. When given the option for a creative presence in their coursework, students chose a creative path but only when their creative efforts did not affect their grades. When examining their final grades there was little correlation between what activity students chose to display their learning, however, there may be some indication that allowing them to find creative ways of using tools introduced in class is where the students gained the most insight from their activity.
{"title":"Examining Expansion of Creative Curricular Expression through Students as Partners Classroom Activity","authors":"David L. Bruce, Martin Kohler","doi":"10.24908/pceea.vi.15926","DOIUrl":"https://doi.org/10.24908/pceea.vi.15926","url":null,"abstract":"This study focuses on how the evolution of the engineering classroom can benefit from bringing additional humanistic techniques into our practice. One classic aspect of traditional classroom operation is the rhetorical essay format of assignments. It is usually the case that engineering documents are performed with rigor to specific standards and while this is of importance to creating regular reporting in industry, it can also limit the amount of creativity a student can display in their analysis of the subject content. This study begins to examine the challenges with allowing students both governance and freedom of their academic expression of engineering content to foster creativity in our student communities. When given the option for a creative presence in their coursework, students chose a creative path but only when their creative efforts did not affect their grades. When examining their final grades there was little correlation between what activity students chose to display their learning, however, there may be some indication that allowing them to find creative ways of using tools introduced in class is where the students gained the most insight from their activity.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"46 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":"125367401","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}
The Department of Chemical and Biological Engineering (CHBE) at UBC has undertaken a high-resolution analysis of its accreditation data with the aim to identify any correlations between students’ declared gender, visa status (international or domestic), performance in individual indicators, course grades, and/or overall program GPAs. The hope is to extract meaningful information about the value of the indicators used in collecting information about our programs, increase the reliability of the data collected by reviewing those indicators that do not yield actionable data, identify predictors of student performance, and identify biases, if any, in the success rates of our students. This paper presents the results of the first steps of this analysis, using four core courses spanning CHBE’s programs. Correlations between performance in different indicators is represented by interaction heat maps and scatterplots, and performance by gender or student status are represented as violin plots. This paper serves as a proof of concept for this type of analysis, highlighting the value of this high-resolution look at accreditation data.
{"title":"Preliminary Results from a High-Resolution Analysis of Accreditation Data to Assess Indicators, Identify Predictors and Assess Equitability of Teaching Practices","authors":"M. Hosseini, Roza Vaez Ghaemi, Gabriel Potvin","doi":"10.24908/pceea.vi.15872","DOIUrl":"https://doi.org/10.24908/pceea.vi.15872","url":null,"abstract":"The Department of Chemical and Biological Engineering (CHBE) at UBC has undertaken a high-resolution analysis of its accreditation data with the aim to identify any correlations between students’ declared gender, visa status (international or domestic), performance in individual indicators, course grades, and/or overall program GPAs. The hope is to extract meaningful information about the value of the indicators used in collecting information about our programs, increase the reliability of the data collected by reviewing those indicators that do not yield actionable data, identify predictors of student performance, and identify biases, if any, in the success rates of our students.\u0000This paper presents the results of the first steps of this analysis, using four core courses spanning CHBE’s programs. Correlations between performance in different indicators is represented by interaction heat maps and scatterplots, and performance by gender or student status are represented as violin plots. This paper serves as a proof of concept for this type of analysis, highlighting the value of this high-resolution look at accreditation data.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"38 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":"123370917","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}
This paper explores undergraduate mentors’ perspectives on, and participation in, “Bringing STEM to Life: Work Integrated Learning in Physics” (BSTL), a work-integrated, equity-oriented STEM outreach program administered by the kindergarten to industry (k2i) academy at York University’s Lassonde School of Engineering. To that end, this study brings Feminist Science and Technology Studies and critical pedagogy to bear on a three-phase methodological approach to generating and analyzing qualitative data pertaining to the mentorship component of BSTL. Preliminary findings suggest that (1) undergraduate mentors bring complex STEM motivations, shaped by intersecting marginalized identities, to bear on their mentorship duties; (2) mentors possess nuanced yet occasionally contradictory understandings of STEM, equity, and society; and (3) mentors’ experiences in the BSTL program are variable but positive. These findings suggest that outreach programs can expand their capacity to generate equitable outcomes by actively supporting the creation of STEM counterspaces, foregrounding equity training, and exposing mentors to critical theoretical perspectives on STEM, equity, and society.
{"title":"Undergraduate Mentors’ Perspectives on Equity-Oriented STEM Outreach","authors":"Callum Sutherland, Aida Mohammadi, J. Harris","doi":"10.24908/pceea.vi.15842","DOIUrl":"https://doi.org/10.24908/pceea.vi.15842","url":null,"abstract":"This paper explores undergraduate mentors’ perspectives on, and participation in, “Bringing STEM to Life: Work Integrated Learning in Physics” (BSTL), a work-integrated, equity-oriented STEM outreach program administered by the kindergarten to industry (k2i) academy at York University’s Lassonde School of Engineering. To that end, this study brings Feminist Science and Technology Studies and critical pedagogy to bear on a three-phase methodological approach to generating and analyzing qualitative data pertaining to the mentorship component of BSTL. Preliminary findings suggest that (1) undergraduate mentors bring complex STEM motivations, shaped by intersecting marginalized identities, to bear on their mentorship duties; (2) mentors possess nuanced yet occasionally contradictory understandings of STEM, equity, and society; and (3) mentors’ experiences in the BSTL program are variable but positive. These findings suggest that outreach programs can expand their capacity to generate equitable outcomes by actively supporting the creation of STEM counterspaces, foregrounding equity training, and exposing mentors to critical theoretical perspectives on STEM, equity, and society.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"18 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":"132347540","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}
P. Hungler, Michael Chabot, Lev Mirzoian, Kimia Moozeh
Providing student capstone teams with an opportunity to demonstrate their design competency and complete a team challenge inside a full-scale chemical processing plant provides a novel learning opportunity. A full-scale virtual reality (VR) chemical processing plant was built as an immersive learning application for the Chemical Engineering and Engineering Chemistry capstone design course at Queen’s University in Kingston. During their capstone design course, student teams are required to work on the design of an ampicillin processing facility and the VR application was designed to provide a high-fidelity representation of an operating plant, including a piping and instrumentation diagram (P&ID). To examine the impact of this new VR learning tool, a broken plant exercise was designed to examine the efficacy of the application. The student cohort was divided into two groups for the exercise; paper-based, and web VR based. Each group completed several surveys and a tutorial problem. Initial quantitative results comparing the survey responses from both groups will be presented.
{"title":"Virtual Reality Broken Plant Tutorial for Capstone Design","authors":"P. Hungler, Michael Chabot, Lev Mirzoian, Kimia Moozeh","doi":"10.24908/pceea.vi.15949","DOIUrl":"https://doi.org/10.24908/pceea.vi.15949","url":null,"abstract":"Providing student capstone teams with an opportunity to demonstrate their design competency and complete a team challenge inside a full-scale chemical processing plant provides a novel learning opportunity. A full-scale virtual reality (VR) chemical processing plant was built as an immersive learning application for the Chemical Engineering and Engineering Chemistry capstone design course at Queen’s University in Kingston. During their capstone design course, student teams are required to work on the design of an ampicillin processing facility and the VR application was designed to provide a high-fidelity representation of an operating plant, including a piping and instrumentation diagram (P&ID). To examine the impact of this new VR learning tool, a broken plant exercise was designed to examine the efficacy of the application. The student cohort was divided into two groups for the exercise; paper-based, and web VR based. Each group completed several surveys and a tutorial problem. Initial quantitative results comparing the survey responses from both groups will be presented.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"56 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":"134584757","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}
This research aims to provide insight into engineering education and how to structure academic course work and projects to demonstrate how engineers benefit society. By establishing the connection between industry and society, female students may be more interested in pursuing both Engineering education and a career in the field following graduation. As it is not part of the typical curriculum to structure coursework this way, many students fail to make this connection. Through the introduction of a community-based learning course project, first-year students were required to teach mechanics concepts to Grade 7 and 8 students. They were then asked to reflect on their experiences with the project using reflection reports and focus group discussions. The results largely illustrate an increased interest from students in the field of Engineering, especially among female first-year students.
{"title":"Constructing Community Learning Opportunities to Reduce Attrition Against Women in Engineering","authors":"Rania Al-Hammoud, Zahra Khosa, Michael Roclawski","doi":"10.24908/pceea.vi.15846","DOIUrl":"https://doi.org/10.24908/pceea.vi.15846","url":null,"abstract":"This research aims to provide insight into engineering education and how to structure academic course work and projects to demonstrate how engineers benefit society. By establishing the connection between industry and society, female students may be more interested in pursuing both Engineering education and a career in the field following graduation. As it is not part of the typical curriculum to structure coursework this way, many students fail to make this connection.\u0000Through the introduction of a community-based learning course project, first-year students were required to teach mechanics concepts to Grade 7 and 8 students. They were then asked to reflect on their experiences with the project using reflection reports and focus group discussions.\u0000The results largely illustrate an increased interest from students in the field of Engineering, especially among female first-year students.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"28 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":"123647149","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}
Catherine Betancourt-Lee, B. Lindsay, Mandeep Pandey, M. Boyce, Kim Johnston
First year engineering students begin their degree with pre-conceived notions of how the year will go, with respect to their academics, in addition to their social and spiritual lives. This thereby gives way to a loss of self-efficacy, associated with both engineering itself and their own self-concept led by that initial disconnection. Thus, it is important to understand what factors influence the connections between engineering self-efficacy and their academic, social, and spiritual life-habits. Life habits can be defined as any set of factors encouraging the growth of an individual, affecting an individual’s life, ranging from learning strategies to self-perception of oneself and everything in between. Previous research has explored the stressors specific to students in first year engineering and how this affects students’ wellbeing overall [1] - although not specific to the motivational belief that is self-efficacy and the effect it has on their entire life. Using an inductive thematic analysis [2] on responses written by students who completed a series of self-reflections after participating in Mental Wellness and Engineering Attributes seminars offered in their first year Engineering courses, this research explores the factors that influence the connection between self-efficacy and an individual’s personal growth as described through life habits. The five themes that were found were social/spiritual wellness in terms of a support system, a fixed academic mindset with an “all or nothing” behavior, the inability to cope with transitioning and adapting out of their previous institutions, harmful expectations, and the importance of finding a balance in their everyday lives. Given these findings, the connection between self-efficacy and life habits is prevalent both negatively and positively for first year engineering students. The results suggest that individuals in their first year of engineering are caught off guard by the difficulty of the program, leading to a loss of self-efficacy and the development of new negative learning strategies - until they discover how to succeed in engineering.
{"title":"Factors that influence the connection between engineering self-efficacy and growth within academic, social and spiritual life habits","authors":"Catherine Betancourt-Lee, B. Lindsay, Mandeep Pandey, M. Boyce, Kim Johnston","doi":"10.24908/pceea.vi.15955","DOIUrl":"https://doi.org/10.24908/pceea.vi.15955","url":null,"abstract":"First year engineering students begin their degree with pre-conceived notions of how the year will go, with respect to their academics, in addition to their social and spiritual lives. This thereby gives way to a loss of self-efficacy, associated with both engineering itself and their own self-concept led by that initial disconnection. Thus, it is important to understand what factors influence the connections between engineering self-efficacy and their academic, social, and spiritual life-habits. Life habits can be defined as any set of factors encouraging the growth of an individual, affecting an individual’s life, ranging from learning strategies to self-perception of oneself and everything in between. Previous research has explored the stressors specific to students in first year engineering and how this affects students’ wellbeing overall [1] - although not specific to the motivational belief that is self-efficacy and the effect it has on their entire life. Using an inductive thematic analysis [2] on responses written by students who completed a series of self-reflections after participating in Mental Wellness and Engineering Attributes seminars offered in their first year Engineering courses, this research explores the factors that influence the connection between self-efficacy and an individual’s personal growth as described through life habits. The five themes that were found were social/spiritual wellness in terms of a support system, a fixed academic mindset with an “all or nothing” behavior, the inability to cope with transitioning and adapting out of their previous institutions, harmful expectations, and the importance of finding a balance in their everyday lives. Given these findings, the connection between self-efficacy and life habits is prevalent both negatively and positively for first year engineering students. The results suggest that individuals in their first year of engineering are caught off guard by the difficulty of the program, leading to a loss of self-efficacy and the development of new negative learning strategies - until they discover how to succeed in engineering.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"38 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":"125005217","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}
Design is an art that combines technical challenges, learning and creativity. The activity is challenging for many students, who struggle to frame and understand the complexity of their project. To add to the challenge, the work done and the vision in the team is only partially shared. Unsurprisingly, it is hard to teach. This paper presents concept-space; a novel way to build and organize design information, from problem understanding to solution elaboration and validation. It is conceived as both an efficient workspace and a graphical communication medium to help process the complex and fuzzy nature of design. This study uses a SoTL approach to evaluate concept-space when used in multidisciplinary capstone design projects. Final questionnaires and focus groups with 26 students and 6 teachers were used to collect data after using concept-space for a full semester. The study provides strong support that concept-space is a serious asset to help students learn design and to help teachers teach design.
{"title":"Discovering Concept-Space to Improve Student Experience and Teaching in Design Projects","authors":"David Foley","doi":"10.24908/pceea.vi.15884","DOIUrl":"https://doi.org/10.24908/pceea.vi.15884","url":null,"abstract":"Design is an art that combines technical challenges, learning and creativity. The activity is challenging for many students, who struggle to frame and understand the complexity of their project. To add to the challenge, the work done and the vision in the team is only partially shared. Unsurprisingly, it is hard to teach.\u0000This paper presents concept-space; a novel way to build and organize design information, from problem understanding to solution elaboration and validation. It is conceived as both an efficient workspace and a graphical communication medium to help process the complex and fuzzy nature of design. This study uses a SoTL approach to evaluate concept-space when used in multidisciplinary capstone design projects. Final questionnaires and focus groups with 26 students and 6 teachers were used to collect data after using concept-space for a full semester. The study provides strong support that concept-space is a serious asset to help students learn design and to help teachers teach design.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"59 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":"121264134","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}
Full-stack software development skills are highly sought after by the tech industry. These skills are often obtained through hands-on experience in addition to learning the fundamental knowledge. Therefore, in order to provide effective training to software engineering students, it is important that educational institutions invest in innovative and practical training strategies. constructivist teaching and learning activities such as Project-based learning (PBL) can serve as effective strategies to provide hands-on and practical learning experiences for software engineering students. However, given the complexities of software development life-cycle, it would be highly beneficial to tailor a PBL approach that supports student learning and provides effective training. This research proposes an agile-based learning framework to facilitate learning of full-stack software development and the soft-skills that complement it. This framework has been applied to a software development and architecture course at the University of Calgary in fall 2021. The student perception of the delivery of the course and their performance is presented through survey, and the analysis of their Git repositories.
{"title":"Full-stack Development and Soft Skills: An Agile-based Learning Framework","authors":"Majid Bahrehvar, Mohammad Moshirpour","doi":"10.24908/pceea.vi.15844","DOIUrl":"https://doi.org/10.24908/pceea.vi.15844","url":null,"abstract":"Full-stack software development skills are highly sought after by the tech industry. These skills are often obtained through hands-on experience in addition to learning the fundamental knowledge. Therefore, in order to provide effective training to software engineering students, it is important that educational institutions invest in innovative and practical training strategies. constructivist teaching and learning activities such as Project-based learning (PBL) can serve as effective strategies to provide hands-on and practical learning experiences for software engineering students. However, given the complexities of software development life-cycle, it would be highly beneficial to tailor a PBL approach that supports student learning and provides effective training. This research proposes an agile-based learning framework to facilitate learning of full-stack software development and the soft-skills that complement it. This framework has been applied to a software development and architecture course at the University of Calgary in fall 2021. The student perception of the delivery of the course and their performance is presented through survey, and the analysis of their Git repositories.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"337 5 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":"116361384","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}
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