This paper describes a project with common equipment that was adapted and offered to both an undergraduate and a graduate-level course with learning outcomes tailored specifically to each group of students. This project is an immersive, multi-disciplinary engineering design activity with a focus on materials, solid mechanics, and instrumentation. The activity incorporates aspects of fundamental engineering theory, virtual predictive simulation, as well as physical testing and data collection. All of this was done in the context of a material selection and failure analysis of a piece of furniture (cantilever chair) which is a simplistic and recognizable device by the students. The project focusses on structural analysis of the chair under a variety of loading conditions, coupled with a virtual simulation model using Finite Element Analysis (FEA). FEA is utilized to identify critical regions of the structure which are prone to failure. The complexity, constraints, and provided resources of the model varied, depending on the specific implementation of the course. Finally, a physical test apparatus was constructed and used to generate experimental responses that the students were able to use to calibrate their predictive model and theoretical hand calculations. This activity was created initially for in-person instruction but was adapted for remote delivery during the pandemic. Both qualitative and quantitative data collected from 2nd year and graduate students indicated that the activity was effective in improving several forms of knowledge acquisition. This paper will discuss in detail how a common project platform was adapted for the two academic levels with evidence of its efficacy
{"title":"Multi-Disciplinary Design Activity for Undergraduate and Graduate Engineering Students","authors":"A. Gryguć, C. Rennick, Reem Roufail, S. Bedi","doi":"10.24908/pceea.vi.15908","DOIUrl":"https://doi.org/10.24908/pceea.vi.15908","url":null,"abstract":"This paper describes a project with common equipment that was adapted and offered to both an undergraduate and a graduate-level course with learning outcomes tailored specifically to each group of students. This project is an immersive, multi-disciplinary engineering design activity with a focus on materials, solid mechanics, and instrumentation. The activity incorporates aspects of fundamental engineering theory, virtual predictive simulation, as well as physical testing and data collection. All of this was done in the context of a material selection and failure analysis of a piece of furniture (cantilever chair) which is a simplistic and recognizable device by the students. \u0000The project focusses on structural analysis of the chair under a variety of loading conditions, coupled with a virtual simulation model using Finite Element Analysis (FEA). FEA is utilized to identify critical regions of the structure which are prone to failure. The complexity, constraints, and provided resources of the model varied, depending on the specific implementation of the course. Finally, a physical test apparatus was constructed and used to generate experimental responses that the students were able to use to calibrate their predictive model and theoretical hand calculations. \u0000This activity was created initially for in-person instruction but was adapted for remote delivery during the pandemic. Both qualitative and quantitative data collected from 2nd year and graduate students indicated that the activity was effective in improving several forms of knowledge acquisition. This paper will discuss in detail how a common project platform was adapted for the two academic levels with evidence of its efficacy","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":"122234311","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}
Basic circuit analysis is a core course in most of the undergraduate engineering programs and is the prerequisite course for many other courses in the undergraduate electrical engineering program. Students enter into engineering schools with varying knowledge of the concepts of basic circuit analysis depending on whether they come from high school, CEGEP, or a technical college, etc. Many students from all engineering majors struggle to learn the concepts taught in these courses which creates challenges for both faculty members and students in courses when for which basic circuit analysis is a pre-requisite course. There is more research done in understanding the conceptual knowledge of physics of electricity and electric (and electronic) components and improving the instruction of basic circuit analysis concepts, but not enough work is done to understand the mistakes undergraduate electrical engineering students continue to make course after course. For this study, the authors look at the persistent problems in learning circuit analysis techniques by looking at students’ use of these techniques in three core courses in electrical engineering program namely electronics 1, electronics 2 and electromagnetic waves and guiding structures. Students’ responses to exam questions that specifically expected students to use these concepts are analyzed. The objective of the study was to analyze whether the understanding of the application of circuit analysis techniques get better as students continue to use these concepts in more courses and applications, or the problems persist. Results show that the students persistently make mistakes in applying KVL and KCL equations, nodal analysis, superposition theorem, voltage divider, and mesh analysis. Additionally, the results reveal that students persistently make mistakes in questions that involve the concepts of load and no load, open circuit, series components, parallel components, voltage drop across the current source, and voltage gain. It is noted that the mistakes made by students do not get much better as they continue taking more courses. The results of this study are important from many aspects. They are helpful to understand the continuing struggles of students and so are helpful to design pedagogy and assessment in a way that these concepts can be well explained. Thorough understanding of the concepts in a course that is as important as basic circuit analysis is important to achieve many engineering education goals including student retention, motivation, innovation, and inclusion.
{"title":"Persistent mistakes in learning basic circuit analysis","authors":"Farrah Fayyaz, C. Trueman","doi":"10.24908/pceea.vi.15974","DOIUrl":"https://doi.org/10.24908/pceea.vi.15974","url":null,"abstract":"Basic circuit analysis is a core course in most of the undergraduate engineering programs and is the prerequisite course for many other courses in the undergraduate electrical engineering program. Students enter into engineering schools with varying knowledge of the concepts of basic circuit analysis depending on whether they come from high school, CEGEP, or a technical college, etc. Many students from all engineering majors struggle to learn the concepts taught in these courses which creates challenges for both faculty members and students in courses when for which basic circuit analysis is a pre-requisite course. There is more research done in understanding the conceptual knowledge of physics of electricity and electric (and electronic) components and improving the instruction of basic circuit analysis concepts, but not enough work is done to understand the mistakes undergraduate electrical engineering students continue to make course after course. For this study, the authors look at the persistent problems in learning circuit analysis techniques by looking at students’ use of these techniques in three core courses in electrical engineering program namely electronics 1, electronics 2 and electromagnetic waves and guiding structures. Students’ responses to exam questions that specifically expected students to use these concepts are analyzed. The objective of the study was to analyze whether the understanding of the application of circuit analysis techniques get better as students continue to use these concepts in more courses and applications, or the problems persist. Results show that the students persistently make mistakes in applying KVL and KCL equations, nodal analysis, superposition theorem, voltage divider, and mesh analysis. Additionally, the results reveal that students persistently make mistakes in questions that involve the concepts of load and no load, open circuit, series components, parallel components, voltage drop across the current source, and voltage gain. It is noted that the mistakes made by students do not get much better as they continue taking more courses. The results of this study are important from many aspects. They are helpful to understand the continuing struggles of students and so are helpful to design pedagogy and assessment in a way that these concepts can be well explained. Thorough understanding of the concepts in a course that is as important as basic circuit analysis is important to achieve many engineering education goals including student retention, motivation, innovation, and inclusion.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"103 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":"115615909","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}
Menatalla Ahmed, A. Mowafy, Lina Yañez Jaramillo, Marnie V. Jamieson
This paper introduces a methodology to investigate the impact of utilizing multilayered peer learning pedagogical strategies to integrate the Canadian Engineering Grand Challenges into a large first-year engineering design course. The Canadian Engineering Grand Challenges (CEGC) evolved from the seventeen UN sustainable development goals (UNSDG). The CEGC focus on achieving access to safe water; resilient infrastructure; sustainable energy, industry, and cities; and inclusive STEM education. The incorporation of the CEGC into higher education can be viewed as a tool to empower students to understand the significance of engineering in society with respect to the achievement of the UNSDG. Consequently, their inclusion in the first-year engineering education curriculum serves to engage students with urgent and complex societal problems and the socio-contextual impact of engineering decisions and designs. Peer learning has regularly been applied as an active learning strategy, often with smaller class sizes. A multilayered peer learning strategy was implemented to engage students with the CEGC in a large class of ~1100 students. This strategy is reviewed with respect to delivery logistics and observed efficacy.
{"title":"Curriculum Integration of the Canadian Engineering Grand Challenges in a First-year Undergraduate Design Course Using Multi-layered Peer Learning: A Methodology","authors":"Menatalla Ahmed, A. Mowafy, Lina Yañez Jaramillo, Marnie V. Jamieson","doi":"10.24908/pceea.vi.15957","DOIUrl":"https://doi.org/10.24908/pceea.vi.15957","url":null,"abstract":"This paper introduces a methodology to investigate the impact of utilizing multilayered peer learning pedagogical strategies to integrate the Canadian Engineering Grand Challenges into a large first-year engineering design course. The Canadian Engineering Grand Challenges (CEGC) evolved from the seventeen UN sustainable development goals (UNSDG). The CEGC focus on achieving access to safe water; resilient infrastructure; sustainable energy, industry, and cities; and inclusive STEM education. The incorporation of the CEGC into higher education can be viewed as a tool to empower students to understand the significance of engineering in society with respect to the achievement of the UNSDG. Consequently, their inclusion in the first-year engineering education curriculum serves to engage students with urgent and complex societal problems and the socio-contextual impact of engineering decisions and designs. Peer learning has regularly been applied as an active learning strategy, often with smaller class sizes. A multilayered peer learning strategy was implemented to engage students with the CEGC in a large class of ~1100 students. This strategy is reviewed with respect to delivery logistics and observed efficacy.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"10 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":"116932886","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}
Throughout each academic semester, software engineering students are often provided with opportunities to explore open-ended project-based activities. Within the confines of specific courses, many of these explorations have resulted in interesting and impactful, partially or fully engineered software solutions. However, after student-developed solutions are explored, tested, and delivered within a classroom setting it has been the author’s experience that they often don’t progress beyond the course in which students explored and created them in. The results of this are missed opportunities for innovation as well as missed opportunities for further creative and collaborative explorations. This work-in-progress explores the following question: what could a model, process, and/or framework look like that would enable software engineering educators to create a learning environment that facilitates continued exploration, collaboration, and iteration of project-based student work beyond individual courses? This paper will describe an exploratory hybrid framework called ORhiDeCy that the author has designed and has been exploring in his courses over the last several years. This paper describes ORhiDeCy, an example of its successful use in the author’s software engineering teaching practice, collaborator and student feedback, and the author’s reflections and ideas for continued explorations.
{"title":"Facilitating Cross & Beyond Course Project-Based Software Engineering Learning Experiences","authors":"Timothy Maciag","doi":"10.24908/pceea.vi.15838","DOIUrl":"https://doi.org/10.24908/pceea.vi.15838","url":null,"abstract":"Throughout each academic semester, software engineering students are often provided with opportunities to explore open-ended project-based activities. Within the confines of specific courses, many of these explorations have resulted in interesting and impactful, partially or fully engineered software solutions. However, after student-developed solutions are explored, tested, and delivered within a classroom setting it has been the author’s experience that they often don’t progress beyond the course in which students explored and created them in. The results of this are missed opportunities for innovation as well as missed opportunities for further creative and collaborative explorations. This work-in-progress explores the following question: what could a model, process, and/or framework look like that would enable software engineering educators to create a learning environment that facilitates continued exploration, collaboration, and iteration of project-based student work beyond individual courses? This paper will describe an exploratory hybrid framework called ORhiDeCy that the author has designed and has been exploring in his courses over the last several years. This paper describes ORhiDeCy, an example of its successful use in the author’s software engineering teaching practice, collaborator and student feedback, and the author’s reflections and ideas for continued explorations.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"18 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":"121034965","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}
Mackenzie Campbell, Cindy Rottman, Jessica Li, Andrea Chan, Dimpho Radebe, Emily Moore
Strong leadership has been required during the COVID-19 pandemic to protect public health and ease the adaptation to living “remotely.” This study explores whether and how COVID-19 has impacted engineers’ leadership identities through the lens of Relational Leadership Theory. From qualitative survey responses, leadership identity was found to be both strengthened and weakened, as well as both changed and not changed by Relational, Structural, and Personal Agency factors. The quantitative data showed that women, racialized people, and internationally trained engineers were more likely to be affected by the pandemic in some way than male, white, or Canadian trained engineers. Implications for engineering educators include the importance of teaching students about structural barriers to leadership and ways to support the leadership development of students who are returning to in-person learning with transformed leadership identities.
{"title":"Leaders in Isolation: Impacts of the COVID-19 Pandemic on Engineers’ Leadership Identities","authors":"Mackenzie Campbell, Cindy Rottman, Jessica Li, Andrea Chan, Dimpho Radebe, Emily Moore","doi":"10.24908/pceea.vi.15914","DOIUrl":"https://doi.org/10.24908/pceea.vi.15914","url":null,"abstract":"Strong leadership has been required during the COVID-19 pandemic to protect public health and ease the adaptation to living “remotely.” This study explores whether and how COVID-19 has impacted engineers’ leadership identities through the lens of Relational Leadership Theory. From qualitative survey responses, leadership identity was found to be both strengthened and weakened, as well as both changed and not changed by Relational, Structural, and Personal Agency factors. The quantitative data showed that women, racialized people, and internationally trained engineers were more likely to be affected by the pandemic in some way than male, white, or Canadian trained engineers. Implications for engineering educators include the importance of teaching students about structural barriers to leadership and ways to support the leadership development of students who are returning to in-person learning with transformed leadership identities.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"74 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":"122012980","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}
At the Department of Electrical and Computer Engineering and the School of Biomedical Engineering at the University of British Columbia (UBC) a system of providing and refining time estimates for student completion of homework assignments has been introduced in two integrated second-year Engineering and Math courses. Particular attention has been given to individual homework questions. In this paper findings to date are presented after two offerings of the courses in which this system was implemented. By using student feedback from the first offering to adjust instructor time estimates, instructors were able to obtain time estimates accurate to within 5 minutes of student reported averages for 77% of ELEC211 and 64% of BMEG 220 questions. Student perception of the usefulness of time estimates was generally positive, ranging from 35% to 64% of students reporting the initiative to be either ‘useful’ or ‘very useful’ over 3 years of data. Examples drawn from both courses will be discussed to demonstrate how the collected data is being used to identify areas of further improvement to assignment questions and course structure.
{"title":"Benefits of Establishing Accurate Student Learning Time Estimates in Two Second-Year Integrated Engineering and Math Courses","authors":"N. M. Harandi, Carol P. Jaeger","doi":"10.24908/pceea.vi.15934","DOIUrl":"https://doi.org/10.24908/pceea.vi.15934","url":null,"abstract":"At the Department of Electrical and Computer Engineering and the School of Biomedical Engineering at the University of British Columbia (UBC) a system of providing and refining time estimates for student completion of homework assignments has been introduced in two integrated second-year Engineering and Math courses. Particular attention has been given to individual homework questions. In this paper findings to date are presented after two offerings of the courses in which this system was implemented. By using student feedback from the first offering to adjust instructor time estimates, instructors were able to obtain time estimates accurate to within 5 minutes of student reported averages for 77% of ELEC211 and 64% of BMEG 220 questions. Student perception of the usefulness of time estimates was generally positive, ranging from 35% to 64% of students reporting the initiative to be either ‘useful’ or ‘very useful’ over 3 years of data. Examples drawn from both courses will be discussed to demonstrate how the collected data is being used to identify areas of further improvement to assignment questions and course structure.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"138 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":"123166263","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}
There are many challenges related to the implementation of project-based learning (PBL) in the engineering curriculum. The amount of work required by instructors to design well-posed projects is a barrier to the broad adoption of PBL. On the other hand, poorly designed PBL activities often cause frustration among students, create extra work for instructors and students alike, and generally detract from the intended learning outcomes. In this paper we introduce a unique co-curricular program that supports instructors in the creation of high-quality and high-impact PBL activities. The program is innovative as it involves and benefits multiple stakeholders including students employed through the program, faculty, industry, and the engineering curriculum. The ongoing efforts to improve the program are also described.
{"title":"Designing a co-curricular program to support project-based learning in the engineering curriculum","authors":"D. Richert, Michael Benoit","doi":"10.24908/pceea.vi.15835","DOIUrl":"https://doi.org/10.24908/pceea.vi.15835","url":null,"abstract":"There are many challenges related to the implementation of project-based learning (PBL) in the engineering curriculum. The amount of work required by instructors to design well-posed projects is a barrier to the broad adoption of PBL. On the other hand, poorly designed PBL activities often cause frustration among students, create extra work for instructors and students alike, and generally detract from the intended learning outcomes. In this paper we introduce a unique co-curricular program that supports instructors in the creation of high-quality and high-impact PBL activities. The program is innovative as it involves and benefits multiple stakeholders including students employed through the program, faculty, industry, and the engineering curriculum. The ongoing efforts to improve the program are also described. ","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"132 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":"125125307","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 new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.
{"title":"Systems Theory Framework for Embedding Lifelong Learning Holistically in Undergraduate Engineering Education","authors":"Amanda Saxe, Rehab Mahmoud, N. Razavinia","doi":"10.24908/pceea.vi.15885","DOIUrl":"https://doi.org/10.24908/pceea.vi.15885","url":null,"abstract":"The new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"34 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":"127035331","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}
Jannik Eikenaar, Natalie Forssman, G. Webb, L. Patterson, A. Eisenstein
Following the United Nations Declaration on the Rights of Indigenous Peoples and other guiding documents, engineering schools in Canada have begun the work of Indigenous reconciliation by helping students develop competencies relevant to engineering study, research, and practice. In our School, a curricular project has been implemented in the undergraduate program: a key element is the Indigenous Community Consultation Project (ICCP) delivered through a required communication course. Through a case study approach, students learn intercultural communication skills in the specific context of preparing to work with Indigenous communities in Canada. In developing and delivering the ICCP, course instructors are also empowered to take part in relevant professional development initiatives and to grow their pedagogical practices. We are now studying the impact of the ICCP on students’ learning and plan to share results in future publications.
{"title":"Preparing Engineering Students for their Professional Obligations for Meaningful Engagement with Indigenous Communities in Canada","authors":"Jannik Eikenaar, Natalie Forssman, G. Webb, L. Patterson, A. Eisenstein","doi":"10.24908/pceea.vi.15862","DOIUrl":"https://doi.org/10.24908/pceea.vi.15862","url":null,"abstract":"Following the United Nations Declaration on the Rights of Indigenous Peoples and other guiding documents, engineering schools in Canada have begun the work of Indigenous reconciliation by helping students develop competencies relevant to engineering study, research, and practice. In our School, a curricular project has been implemented in the undergraduate program: a key element is the Indigenous Community Consultation Project (ICCP) delivered through a required communication course. Through a case study approach, students learn intercultural communication skills in the specific context of preparing to work with Indigenous communities in Canada. In developing and delivering the ICCP, course instructors are also empowered to take part in relevant professional development initiatives and to grow their pedagogical practices. We are now studying the impact of the ICCP on students’ learning and plan to share results in future publications.","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":"131828449","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}
Canadian engineers are expected to uphold high ethical standards as part of their responsibility to the profession and society. This expectation is echoed in the Canadian Engineering Accreditation Board (CEAB) graduate attributes and in the Ritual of the Calling of an Engineer [1], [2]. Part of upholding high ethical standards as an engineer involves the essential skill of being able to detect and identify ethical issues. This refers to one’s Ethical Sensitivity (ES), which is often overlooked in Engineering Ethics Education (EEE) currently. EEE in North America primarily focuses on the action plans and justifications developed to address presented ethical dilemmas, not on how to identify ethical dilemmas. This then leads to the question, are students’ ES skills being developed over the course of their undergraduate career? While there is some existing research on ethical decision-making and the factors that influence it, there is markedly less research on ES, less on ES assessment, and even less on ES assessment in engineering students. Additionally, the majority of ES assessment tools currently used are either not designed to specifically assess ES, are not designed for engineering, and/or cue the participant in some way to the ethical dilemmas presented, which could misrepresent the participant’s actual ES abilities. This research will investigate current literature on ethical sensitivity and will also describe a research method to assess ES development in undergraduate engineering students. The focus of this paper will be on a pilot study currently in progress along with the next steps for this research. These results can provide insight to educators, ideally resulting in more effective teaching practices, and ultimately creating more ethically conscious engineering graduates.
{"title":"Assessing Ethical Sensitivity Development in Undergraduate Engineering Students","authors":"A. Thoo, D. Strong","doi":"10.24908/pceea.vi.15923","DOIUrl":"https://doi.org/10.24908/pceea.vi.15923","url":null,"abstract":"Canadian engineers are expected to uphold high ethical standards as part of their responsibility to the profession and society. This expectation is echoed in the Canadian Engineering Accreditation Board (CEAB) graduate attributes and in the Ritual of the Calling of an Engineer [1], [2]. Part of upholding high ethical standards as an engineer involves the essential skill of being able to detect and identify ethical issues. This refers to one’s Ethical Sensitivity (ES), which is often overlooked in Engineering Ethics Education (EEE) currently. EEE in North America primarily focuses on the action plans and justifications developed to address presented ethical dilemmas, not on how to identify ethical dilemmas. This then leads to the question, are students’ ES skills being developed over the course of their undergraduate career? While there is some existing research on ethical decision-making and the factors that influence it, there is markedly less research on ES, less on ES assessment, and even less on ES assessment in engineering students. Additionally, the majority of ES assessment tools currently used are either not designed to specifically assess ES, are not designed for engineering, and/or cue the participant in some way to the ethical dilemmas presented, which could misrepresent the participant’s actual ES abilities.\u0000This research will investigate current literature on ethical sensitivity and will also describe a research method to assess ES development in undergraduate engineering students. The focus of this paper will be on a pilot study currently in progress along with the next steps for this research. These results can provide insight to educators, ideally resulting in more effective teaching practices, and ultimately creating more ethically conscious engineering graduates.","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":"130190887","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：