At Waterloo Engineering, we have great student leaders who go far beyond the average of 120 hours needed for a course credit in leadership roles, but currently receive no academic credit for this work. The SLICC (Student-Led, Individually-Created Course) model, developed by professors at the University of Edinburgh, is a great way to help the student leaders reflect on their own leadership experiences in a personalized format, producing a product that is of value to them. That is the motivation for a new course, offered in the winter 2022 term for the first time, GENE 415: Practical Analysis of Student Leadership Experience. As instructors, we were completely new to the SLICC model. After some basic training in the mechanics of the SLICC process with folks at Waterloo who are implementing it in their courses and support from folks at the University of Edinburgh, we put ourselves through a SLICC project with our students. This was done with lots of support from a senior educational developer from the Centre for Teaching Excellence. This is the story of SLICCs being implemented by two seasoned instructors and their educational journey to guide ten senior engineering student leaders through a new course designed to acknowledge, through course credit, their substantial leadership experiences throughout their undergraduate studies in engineering. This SLICC experience was completed at the height of the Omicron wave of COVID-19 in Ontario, revealing both the benefits and challenges of this self-directed learning model being implemented in an online environment and then shifting to in-person.
在滑铁卢工程学院，我们有优秀的学生领袖，他们在领导角色方面的学习时间远远超过了平均120小时的课程学分要求，但目前这项工作没有获得学分。由爱丁堡大学教授开发的SLICC(学生主导，个人创造课程)模式，是帮助学生领袖以个性化形式反思自己的领导经历的好方法，从而产生对他们有价值的产品。这就是开设新课程的动机，该课程将于2022年冬季学期首次开设，名为GENE 415:学生领导经验的实践分析。作为教师，我们对SLICC模式完全陌生。在滑铁卢大学(Waterloo)的同事们对SLICC过程的机制进行了一些基本的培训后，我们在爱丁堡大学(University of Edinburgh)的同事们的支持下，与学生们一起完成了SLICC项目。这是在卓越教学中心的高级教育开发人员的大力支持下完成的。这是两位经验丰富的讲师实施SLICCs的故事，以及他们的教育之旅，指导10名高级工程学生领导通过一门新课程，该课程旨在通过课程学分承认他们在工程本科学习期间的丰富领导经验。这次SLICC体验是在安大略省新冠肺炎疫情最严重的时候完成的，揭示了在在线环境中实施这种自主学习模式，然后转移到面对面学习模式的好处和挑战。
{"title":"Joining students on their SLICCs journey","authors":"Mary Robinson, K. Lithgow, C. MacGregor","doi":"10.24908/pceea.vi.15950","DOIUrl":"https://doi.org/10.24908/pceea.vi.15950","url":null,"abstract":"At Waterloo Engineering, we have great student leaders who go far beyond the average of 120 hours needed for a course credit in leadership roles, but currently receive no academic credit for this work. The SLICC (Student-Led, Individually-Created Course) model, developed by professors at the University of Edinburgh, is a great way to help the student leaders reflect on their own leadership experiences in a personalized format, producing a product that is of value to them. That is the motivation for a new course, offered in the winter 2022 term for the first time, GENE 415: Practical Analysis of Student Leadership Experience. \u0000As instructors, we were completely new to the SLICC model. After some basic training in the mechanics of the SLICC process with folks at Waterloo who are implementing it in their courses and support from folks at the University of Edinburgh, we put ourselves through a SLICC project with our students. This was done with lots of support from a senior educational developer from the Centre for Teaching Excellence. \u0000This is the story of SLICCs being implemented by two seasoned instructors and their educational journey to guide ten senior engineering student leaders through a new course designed to acknowledge, through course credit, their substantial leadership experiences throughout their undergraduate studies in engineering. This SLICC experience was completed at the height of the Omicron wave of COVID-19 in Ontario, revealing both the benefits and challenges of this self-directed learning model being implemented in an online environment and then shifting to in-person.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"68 Suppl 3 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":"128175610","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}
RE-Engineered was launched at the University of Saskatchewan in 2021/22. It was designed to build community among our first-year engineering students with modularized courses, full integration across all learning outcomes and courses, competency-based assessment, introduction to 4 sciences instead of the usual 2, an Indigenous Cultural Contextualization module, and replacement of final exams in December with a week of experiential learning days across 5 engineering disciplines. The scale of the changes envisioned by the first-year team (Sean Maw and Joel Frey) was so large that it impacted most institutional support units and had substantial operational and teaching practice change requirements for two colleges. Over the four-year design process, it became clear that the curricular design required a parallel and intentional process of broad organizational change for successful implementation. From this realization sprung the Change Management Committee (CMC). This group has leveraged resources (financial, human, expertise), influenced key decision makers on campus, and facilitated deep organizational change.
{"title":"Leading Large Scale Innovation: Building Institutional Flexibility","authors":"S. Kresta, Vince Bruni-Bossio, Nancy K. Turner","doi":"10.24908/pceea.vi.15976","DOIUrl":"https://doi.org/10.24908/pceea.vi.15976","url":null,"abstract":"RE-Engineered was launched at the University of Saskatchewan in 2021/22. It was designed to build community among our first-year engineering students with modularized courses, full integration across all learning outcomes and courses, competency-based assessment, introduction to 4 sciences instead of the usual 2, an Indigenous Cultural Contextualization module, and replacement of final exams in December with a week of experiential learning days across 5 engineering disciplines. The scale of the changes envisioned by the first-year team (Sean Maw and Joel Frey) was so large that it impacted most institutional support units and had substantial operational and teaching practice change requirements for two colleges. \u0000Over the four-year design process, it became clear that the curricular design required a parallel and intentional process of broad organizational change for successful implementation. From this realization sprung the Change Management Committee (CMC). This group has leveraged resources (financial, human, expertise), influenced key decision makers on campus, and facilitated deep organizational change.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"22 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":"121949453","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}
J. Frey, Elizabeth Adams, Shaobo Huang, Christopher Elash
Most common-core first year engineering programs in Canada include an introduction to electric circuits and electromagnetic physics. The launch of the RE-ENGINEERED first year program at the University of Saskatchewan has provided an opportunity to try something different in this arena. The RE-ENGINEERED program includes a “spine” of electric circuit analysis and the related physics that runs through both semesters of the first year. The modular and highly integrated structure of the RE-ENGINEERED program has allowed for accelerated courses that take advantage of timely learning in other courses. In the fall term, students are introduced to direct-current, resistive circuit analysis in a six-week, fifteen-contact-hour module. In the winter term, they experience an accelerated physics course which covers the electricity, magnetism, capacitance, and inductance concepts often taught in tandem with basic circuit analysis. The students then finish the winter term with an intensive course on alternating-current circuit analysis. The fall term course fully adopts the competency based assessment system of the RE-ENGINEERED program, and uses in-house-developed quizzes and tutorials on the most basic concepts and calculations to scaffold students to solving more complex circuit analysis problems. The course forgoes a hands-on lab component and focuses on circuit simulation using an open-source simulation package. Concurrent math and MATLAB courses introduce required linear algebra concepts just in time for use in the circuit analysis problems. This paper describes the development and delivery of the fall term course, including how the learning outcomes were synthesized and then used as the basis for the development of all other aspects of the course to ensure constructive alignment. Instructor and student impressions of the first delivery of the course are presented along how lessons learned will be applied to modify the course for future offerings.
在加拿大，最常见的一年级工程课程包括电路和电磁物理的介绍。萨斯喀彻温大学(University of Saskatchewan)推出的“重新设计”(RE-ENGINEERED)第一年项目为在这一领域尝试不同的东西提供了机会。重新设计的课程包括电路分析的“主干”和贯穿第一年两个学期的相关物理。reengineered项目的模块化和高度集成的结构允许加速课程，利用其他课程的及时学习。在秋季学期，学生将在为期六周，15个接触小时的模块中学习直流电阻电路分析。在冬季学期，他们将经历一门加速物理课程，涵盖电、磁、电容和电感概念，通常与基本电路分析一起教授。学生们在冬季学期结束时将学习交流电路分析的强化课程。秋季课程完全采用reengineered program的能力评估体系，并使用内部开发的测试和教程，以最基本的概念和计算来帮助学生解决更复杂的电路分析问题。本课程放弃动手实验组件，并着重于使用开源仿真包进行电路仿真。并行数学和MATLAB课程及时介绍了必要的线性代数概念，以便在电路分析问题中使用。本文描述了秋季学期课程的开发和交付，包括如何综合学习成果，然后将其用作课程所有其他方面开发的基础，以确保建设性的一致性。教师和学生对课程第一次交付的印象，以及如何将所学到的经验教训应用于修改课程以适应未来的课程。
{"title":"Development and Delivery of an Electric Circuits Course Featuring Competency Based Assessment for First Year Engineering","authors":"J. Frey, Elizabeth Adams, Shaobo Huang, Christopher Elash","doi":"10.24908/pceea.vi.15962","DOIUrl":"https://doi.org/10.24908/pceea.vi.15962","url":null,"abstract":"Most common-core first year engineering programs in Canada include an introduction to electric circuits and electromagnetic physics. The launch of the RE-ENGINEERED first year program at the University of Saskatchewan has provided an opportunity to try something different in this arena. The RE-ENGINEERED program includes a “spine” of electric circuit analysis and the related physics that runs through both semesters of the first year. \u0000The modular and highly integrated structure of the RE-ENGINEERED program has allowed for accelerated courses that take advantage of timely learning in other courses. In the fall term, students are introduced to direct-current, resistive circuit analysis in a six-week, fifteen-contact-hour module. In the winter term, they experience an accelerated physics course which covers the electricity, magnetism, capacitance, and inductance concepts often taught in tandem with basic circuit analysis. The students then finish the winter term with an intensive course on alternating-current circuit analysis. \u0000The fall term course fully adopts the competency based assessment system of the RE-ENGINEERED program, and uses in-house-developed quizzes and tutorials on the most basic concepts and calculations to scaffold students to solving more complex circuit analysis problems. The course forgoes a hands-on lab component and focuses on circuit simulation using an open-source simulation package. Concurrent math and MATLAB courses introduce required linear algebra concepts just in time for use in the circuit analysis problems. \u0000This paper describes the development and delivery of the fall term course, including how the learning outcomes were synthesized and then used as the basis for the development of all other aspects of the course to ensure constructive alignment. Instructor and student impressions of the first delivery of the course are presented along how lessons learned will be applied to modify the course for future offerings.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"55 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":"124647578","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}
La classe inversée gagne sans cesse en popularité depuis quelques années et des études montrent que les étudiants obtiennent généralement de meilleurs résultats académiques lorsqu’ils sont exposés à une classe inversée comparativement à une classe traditionnelle. Cependant, un aspect qui n’a pas vraiment été pris en compte jusqu’à présent concerne le temps que les étudiants consacrent à leurs apprentissages. En effet, certaines études soulèvent la possibilité que les meilleures performances académiques des étudiants exposés à une classe inversée soient la conséquence d’une charge de travail accrue, et non celle de la stratégie pédagogique proprement dite. Dans le but d’alimenter la littérature scientifique de données probantes sur cette question, une étude a été réalisée dans un cours obligatoire du programme de génie mécanique de l’École de technologie supérieure. Le cours a été simultanément offert à deux groupes distincts en conservant identique un maximum d’éléments comme les évaluations, le matériel pédagogique et le personnel enseignant. En fait, la seule différence entre les deux groupes est la stratégie pédagogique employée lors des séances de cours théoriques, soit une classe inversée pour un groupe et classe traditionnelle pour l’autre. Tout au long de la session, des données ont été collectées, notamment les évaluations faites par le professeur ainsi que le temps consacré aux études autodéclaré hebdomadairement par les étudiants. Une analyse préliminaire des résultats indique que les performances académiques des étudiants sont similaires entre les deux classes, mais qu’une différence émerge au niveau du temps consacré aux études. En effet, les étudiants ayant une moyenne cumulative élevée ont consacré moins de temps à leurs apprentissages dans la classe inversée, contrairement aux étudiants ayant une faible moyenne cumulative. En considérant les notes et le temps consacré aux études, les étudiants ayant une forte moyenne cumulative ont donc été plus efficaces dans la classe inversée, tandis que ceux ayant une faible moyenne cumulative l’ont été dans la classe traditionnelle.
近年来，倒班教学越来越受欢迎，研究表明，与传统课堂相比，学生在倒班教学中通常会取得更好的学习成绩。然而，有一个方面到目前为止还没有被真正考虑到，那就是学生花在学习上的时间。事实上，一些研究提出了一种可能性，即学生在倒班课堂上的更好的学习成绩是工作量增加的结果，而不是教学策略本身的结果。为了为这一问题的科学文献提供证据，在ecole de technologie superieure机械工程课程的必修课程中进行了一项研究。该课程同时提供给两个不同的群体，同时保留了评估、教材和教师等最多相同的要素。事实上，这两个群体之间唯一的区别是在理论课程中采用的教学策略，即一个群体采用倒班教学，另一个群体采用传统教学。在整个课程中，收集数据，包括教师的评估和学生每周自我报告的学习时间。对结果的初步分析表明，两个班级的学生学习成绩相似，但在学习时间上存在差异。事实上，与累积平均水平低的学生相比，累积平均水平高的学生在反向课堂上花在学习上的时间更少。因此，在成绩和学习时间方面，累积平均水平高的学生在倒班班表现更好，而累积平均水平低的学生在传统班表现更好。
{"title":"Étude comparative des performances académiques d’étudiants exposés à une classe inversée ou traditionnelle : Méthodologie et résultats préliminaires","authors":"Patrick Terriault, A. Kozanitis, Patrice Farand","doi":"10.24908/pceea.vi.15869","DOIUrl":"https://doi.org/10.24908/pceea.vi.15869","url":null,"abstract":"La classe inversée gagne sans cesse en popularité depuis quelques années et des études montrent que les étudiants obtiennent généralement de meilleurs résultats académiques lorsqu’ils sont exposés à une classe inversée comparativement à une classe traditionnelle. Cependant, un aspect qui n’a pas vraiment été pris en compte jusqu’à présent concerne le temps que les étudiants consacrent à leurs apprentissages. En effet, certaines études soulèvent la possibilité que les meilleures performances académiques des étudiants exposés à une classe inversée soient la conséquence d’une charge de travail accrue, et non celle de la stratégie pédagogique proprement dite. Dans le but d’alimenter la littérature scientifique de données probantes sur cette question, une étude a été réalisée dans un cours obligatoire du programme de génie mécanique de l’École de technologie supérieure. Le cours a été simultanément offert à deux groupes distincts en conservant identique un maximum d’éléments comme les évaluations, le matériel pédagogique et le personnel enseignant. En fait, la seule différence entre les deux groupes est la stratégie pédagogique employée lors des séances de cours théoriques, soit une classe inversée pour un groupe et classe traditionnelle pour l’autre. Tout au long de la session, des données ont été collectées, notamment les évaluations faites par le professeur ainsi que le temps consacré aux études autodéclaré hebdomadairement par les étudiants. Une analyse préliminaire des résultats indique que les performances académiques des étudiants sont similaires entre les deux classes, mais qu’une différence émerge au niveau du temps consacré aux études. En effet, les étudiants ayant une moyenne cumulative élevée ont consacré moins de temps à leurs apprentissages dans la classe inversée, contrairement aux étudiants ayant une faible moyenne cumulative. En considérant les notes et le temps consacré aux études, les étudiants ayant une forte moyenne cumulative ont donc été plus efficaces dans la classe inversée, tandis que ceux ayant une faible moyenne cumulative l’ont été dans la classe traditionnelle.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"45 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":"134278434","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}
Reflective writing is known to be helpful in enhancing understanding, promoting life-long learning, and shaping students’ identity as future professional engineers. Students in a second-year chemical engineering course were asked to write a reflective paragraph, maximum of one page, on how they expect to apply the concepts learned in the course in their future profession as an engineer. This task was introduced to students as part of a term project that was due on the last day of classes in the fall term of 2021 academic year. The reflection portion of the term project was worth 2% towards the final grade of the course. It should be noted that this course was focused on technical content and there was no guidance provided on critical reflective writing. This class is taken by students from four different programs including, chemical and biological engineering – process option (CHML), chemical and biological engineering – bio option (CHBE), environmental engineering (ENVL), and integrated engineering (IGEN). The student reflections were qualitatively analyzed using coding and thematic analysis to identify the common themes and skills mentioned by students. The total word count was over 52000 and, on average, students wrote 253 words for their reflection assignment, with a standard deviation of 102 words, a minimum of 54 and a maximum of 629 words. Six key themes were identified. The most common themes referred by students include “sustainability”, “general problem-solving strategy”, and “material and energy balances (MEB) as a backbone of process and product design”. These themes were specifically mentioned by 47%, 40%, and 27% of students, respectively. As expected, sustainability was the most popular theme between ENVL students followed by CHML, IGEN and CHBE students. The prevalent theme among IGEN students was “general problem-solving strategy” as over half of them saw it as the main takeaway of the course. Almost one third of CHML and CHBE students saw this course as the backbone for their program and future career, where as only 25% of ENVL students and only 10% of IGEN students believed so.
{"title":"Students’ Perception of the Link between Their Courses and Future Career","authors":"S. Bagherzadeh","doi":"10.24908/pceea.vi.15961","DOIUrl":"https://doi.org/10.24908/pceea.vi.15961","url":null,"abstract":"Reflective writing is known to be helpful in enhancing understanding, promoting life-long learning, and shaping students’ identity as future professional engineers. Students in a second-year chemical engineering course were asked to write a reflective paragraph, maximum of one page, on how they expect to apply the concepts learned in the course in their future profession as an engineer. This task was introduced to students as part of a term project that was due on the last day of classes in the fall term of 2021 academic year. The reflection portion of the term project was worth 2% towards the final grade of the course. It should be noted that this course was focused on technical content and there was no guidance provided on critical reflective writing.\u0000This class is taken by students from four different programs including, chemical and biological engineering – process option (CHML), chemical and biological engineering – bio option (CHBE), environmental engineering (ENVL), and integrated engineering (IGEN).\u0000The student reflections were qualitatively analyzed using coding and thematic analysis to identify the common themes and skills mentioned by students. The total word count was over 52000 and, on average, students wrote 253 words for their reflection assignment, with a standard deviation of 102 words, a minimum of 54 and a maximum of 629 words.\u0000Six key themes were identified. The most common themes referred by students include “sustainability”, “general problem-solving strategy”, and “material and energy balances (MEB) as a backbone of process and product design”. These themes were specifically mentioned by 47%, 40%, and 27% of students, respectively.\u0000As expected, sustainability was the most popular theme between ENVL students followed by CHML, IGEN and CHBE students. The prevalent theme among IGEN students was “general problem-solving strategy” as over half of them saw it as the main takeaway of the course. Almost one third of CHML and CHBE students saw this course as the backbone for their program and future career, where as only 25% of ENVL students and only 10% of IGEN students believed so.","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":"132191017","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}
Formative feedback is integral for the learning of difficult skills such as problem solving. To understand why less than ideal amounts of feedback are sometimes provided to students, this study elicited undergraduate engineering instructors’ intentions, and then observed their actions regarding formative feedback on midterm exams in courses that purport to teach problem solving. Intentions were collected through a survey that emulated the intentions-focused portion of the Teaching Perspectives Inventory. The questions were reworked to reference Fink’s FIDeLity feedback system. Actions were then measured by analyzing feedback provided on previous midterm exams administered by the same instructors who filled out the survey. Alignment between the instructors’ intentions and actions were analyzed by comparing the survey results and the midterm exam marking. Overall, instructors’ actions are generally aligned with their intentions. However, their intentions tend to favour time saving practices rather than using every known method for providing high-quality formative feedback.
{"title":"Formative Feedback on Problem-Solving Skills: Intent and Action","authors":"Tamara Kecman, S. McCahan","doi":"10.24908/pceea.vi.15860","DOIUrl":"https://doi.org/10.24908/pceea.vi.15860","url":null,"abstract":"Formative feedback is integral for the learning of difficult skills such as problem solving. To understand why less than ideal amounts of feedback are sometimes provided to students, this study elicited undergraduate engineering instructors’ intentions, and then observed their actions regarding formative feedback on midterm exams in courses that purport to teach problem solving. Intentions were collected through a survey that emulated the intentions-focused portion of the Teaching Perspectives Inventory. The questions were reworked to reference Fink’s FIDeLity feedback system. Actions were then measured by analyzing feedback provided on previous midterm exams administered by the same instructors who filled out the survey. Alignment between the instructors’ intentions and actions were analyzed by comparing the survey results and the midterm exam marking. Overall, instructors’ actions are generally aligned with their intentions. However, their intentions tend to favour time saving practices rather than using every known method for providing high-quality formative feedback.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"9 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":"133118567","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 University of Ottawa faculty of engineering, in Ottawa Canada, is home to multiple rapid prototyping facilities as well as entrepreneurship spaces. This includes a makerspace, a machine shop and a design space for any student to use free of charge. Due to COVID-19 the spaces were either shut down or running virtual activities where possible. In the absence of any significant virtual content for learners, virtual computer simulations and virtual reality simulations were developed for various technologies including a manual mill and lathe, a laser cutter and soldering. Even as the COVID-19 restrictions are being lifted, the virtual simulations will be used as a pre-training introduction for in-person sessions. This paper aims to understand how well the virtual training simulations compare and compliment the in-person training for different equipment. Factors considered are the level of previous knowledge and level of interest in the equipment. The same assessment will be given to 3 groups of participants: those who have only done the virtual training, who have only done the in-person training and who have done both. The results from each group will be compared and analyzed to determine the efficacy of the virtual simulation and what advantages it has as a pre-training resource.
{"title":"Efficacy of Virtual Equipment Training","authors":"J. Boudreau, David Nku, H. Anis","doi":"10.24908/pceea.vi.15861","DOIUrl":"https://doi.org/10.24908/pceea.vi.15861","url":null,"abstract":"The University of Ottawa faculty of engineering, in Ottawa Canada, is home to multiple rapid prototyping facilities as well as entrepreneurship spaces. This includes a makerspace, a machine shop and a design space for any student to use free of charge. Due to COVID-19 the spaces were either shut down or running virtual activities where possible. In the absence of any significant virtual content for learners, virtual computer simulations and virtual reality simulations were developed for various technologies including a manual mill and lathe, a laser cutter and soldering. Even as the COVID-19 restrictions are being lifted, the virtual simulations will be used as a pre-training introduction for in-person sessions. This paper aims to understand how well the virtual training simulations compare and compliment the in-person training for different equipment. Factors considered are the level of previous knowledge and level of interest in the equipment. The same assessment will be given to 3 groups of participants: those who have only done the virtual training, who have only done the in-person training and who have done both. The results from each group will be compared and analyzed to determine the efficacy of the virtual simulation and what advantages it has as a pre-training resource. ","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"6 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":"134228694","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}
Anastasia Chouvalova, S. DeDecker, R. Clemmer, J. Vale, Karen Gordon
Problem-solving (PS) is a universal skill inherent to nearly all disciplines. This study’s objective is to explore the types of PS assessments that engineering and biology undergraduate students are exposed to and what PS approaches they use to complete these assessments. Comparing PS assessments and approaches between the two disciplines will help reveal important lessons that engineering educators can apply when immersing their undergraduate students into PS. Qualitative data was obtained from focus groups with students in engineering (n = 6), and biology (n = 5). Notable differences were found across disciplines, with students mentioning different skill sets pertinent to PS, assessment features, and PS strategies. A posteriori analysis of students’ focus group responses revealed that an epistemic lens is an appropriate framework for interpreting students’ response. Schommer’s epistemic dimensions of knowledge (i.e., structure and stability of knowledge) are used to classify results and indicate that biology students are frequently exposed to the complex structure of knowledge through multi-factorial systems whereas engineering students are typically exposed to the instability of knowledge, particularly through design projects. Other interesting observations related to biology students’ tendency to engage in discussion as a helpful study approach, while engineering students may view group discourse as a hindrance. Our results can inform engineering educators of how they can incorporate PS practices used by biology educators into their classrooms to promote better learning outcomes and encourage deeper learning approaches in students, while cultivating more mature epistemic beliefs.
{"title":"Problem-solving in biology vs. engineering: What can engineering educators learn from biology educators","authors":"Anastasia Chouvalova, S. DeDecker, R. Clemmer, J. Vale, Karen Gordon","doi":"10.24908/pceea.vi.15938","DOIUrl":"https://doi.org/10.24908/pceea.vi.15938","url":null,"abstract":"Problem-solving (PS) is a universal skill inherent to nearly all disciplines. This study’s objective is to explore the types of PS assessments that engineering and biology undergraduate students are exposed to and what PS approaches they use to complete these assessments. Comparing PS assessments and approaches between the two disciplines will help reveal important lessons that engineering educators can apply when immersing their undergraduate students into PS. Qualitative data was obtained from focus groups with students in engineering (n = 6), and biology (n = 5). Notable differences were found across disciplines, with students mentioning different skill sets pertinent to PS, assessment features, and PS strategies. A posteriori analysis of students’ focus group responses revealed that an epistemic lens is an appropriate framework for interpreting students’ response. Schommer’s epistemic dimensions of knowledge (i.e., structure and stability of knowledge) are used to classify results and indicate that biology students are frequently exposed to the complex structure of knowledge through multi-factorial systems whereas engineering students are typically exposed to the instability of knowledge, particularly through design projects. Other interesting observations related to biology students’ tendency to engage in discussion as a helpful study approach, while engineering students may view group discourse as a hindrance. Our results can inform engineering educators of how they can incorporate PS practices used by biology educators into their classrooms to promote better learning outcomes and encourage deeper learning approaches in students, while cultivating more mature epistemic beliefs.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"158 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":"133864532","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}
Higher education institutions are entrusted with the herculean task of ensuring quality in teaching and learning process of students. It is important that these institutions establish and maintain a proper quality assurance system so that they can offer quality services to their key stakeholders. Fashion Technology courses in India are undergoing drastic transformations in the recent years to keep pace with developments in industry and market conditions. The expectations from the stakeholders has increased manifold and it is the responsibility of the education leaders related with Fashion Technology courses to ensure higher quality in educational offerings. The purpose of this work is to evaluate the importance of different factors in ensuring quality in fashion technology courses. From the extensive review of literature on quality assurance parameters in higher education, ten unique factors were identified. Data were collected from 330 faculty members and 280 industry professionals from fashion design technology industry. Quality assurance parameters like Resources (Students, Faculty, Infrastructure), Education Management, Instructional Design and Delivery, Assessment and Evaluation, Student learning outcomes, Learning Experiences, Professional Attributes, and Skill Sets were considered in this study. Statistical measures like relative importance index (RII), t-test, correlation analysis, etc. were used to compare the perception of educators and industry professionals. The study highlights the importance of different factors in promoting quality assurance in fashion technology courses. The findings has several implications for educators to focus on enhancing quality assurance in higher education in general and fashion technology courses in particular.
{"title":"Enhancing the Quality Assurance of Fashion Technology Courses in India: A Comparative Study between Educators and Industry Professional","authors":"E. Suresh, A. Kumaravelu","doi":"10.24908/pceea.vi.15881","DOIUrl":"https://doi.org/10.24908/pceea.vi.15881","url":null,"abstract":"Higher education institutions are entrusted with the herculean task of ensuring quality in teaching and learning process of students. It is important that these institutions establish and maintain a proper quality assurance system so that they can offer quality services to their key stakeholders. Fashion Technology courses in India are undergoing drastic transformations in the recent years to keep pace with developments in industry and market conditions. The expectations from the stakeholders has increased manifold and it is the responsibility of the education leaders related with Fashion Technology courses to ensure higher quality in educational offerings. The purpose of this work is to evaluate the importance of different factors in ensuring quality in fashion technology courses. From the extensive review of literature on quality assurance parameters in higher education, ten unique factors were identified. Data were collected from 330 faculty members and 280 industry professionals from fashion design technology industry. Quality assurance parameters like Resources (Students, Faculty, Infrastructure), Education Management, Instructional Design and Delivery, Assessment and Evaluation, Student learning outcomes, Learning Experiences, Professional Attributes, and Skill Sets were considered in this study. Statistical measures like relative importance index (RII), t-test, correlation analysis, etc. were used to compare the perception of educators and industry professionals. The study highlights the importance of different factors in promoting quality assurance in fashion technology courses. The findings has several implications for educators to focus on enhancing quality assurance in higher education in general and fashion technology courses in particular.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"16 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":"121922325","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}
C. Gibson, Michael Chabot, Janice Law, Matthew Thoms, Kimia Moozeh, Derek Blais, Paul Marleau
In 2021, Queen’s University partnered with BBA Engineering Consultants to build a full-scale, virtual reality copper sulphide mineral processing plant. This project, financially support by e-Campus Ontario, aims to prepare Ontario post-secondary institutions to increase their training capacity in mineral processing to meet projected labour demands. The tool includes an environment where engineering students can work in real-time to diagnose problems in a high-fidelity and safe manner using virtual reality to sharpen real-life problem solving and design skills, so students are workplace-ready for employment in the mining industry. This paper examines the design process beginning with conceptual design, through detailed design and pilot testing. Various aspects of the project are discussed, including the agile project management approach, the importance of considering pedagogical objectives early in the project, the value of partnering with industry, and plans for further development of the tool.
{"title":"Designing a copper mineral processing plant in virtual reality: A new tool for mining engineering education","authors":"C. Gibson, Michael Chabot, Janice Law, Matthew Thoms, Kimia Moozeh, Derek Blais, Paul Marleau","doi":"10.24908/pceea.vi.15874","DOIUrl":"https://doi.org/10.24908/pceea.vi.15874","url":null,"abstract":"In 2021, Queen’s University partnered with BBA Engineering Consultants to build a full-scale, virtual reality copper sulphide mineral processing plant. This project, financially support by e-Campus Ontario, aims to prepare Ontario post-secondary institutions to increase their training capacity in mineral processing to meet projected labour demands.\u0000The tool includes an environment where engineering students can work in real-time to diagnose problems in a high-fidelity and safe manner using virtual reality to sharpen real-life problem solving and design skills, so students are workplace-ready for employment in the mining industry.\u0000This paper examines the design process beginning with conceptual design, through detailed design and pilot testing. Various aspects of the project are discussed, including the agile project management approach, the importance of considering pedagogical objectives early in the project, the value of partnering with industry, and plans for further development of the tool.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"42 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":"125658988","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：