Maryam Moridnejad, Wendy H. Fox-Turnbull, P. Docherty
To find solutions to complex problems, engineering practice needs to adapt and embrace diverse thinking. The lack of female participation in engineering fields, in the western world including New Zealand, at the tertiary education level (post secondary/high school level e.g., university, polytechnic, etc.) has been a barrier for diversity, equity and innovation in both the industry and academic professions. Non-diverse professions miss out valuable contributions and new ways of approaching problems that a varied workforce brings. New Zealand needs to mitigate the gender bias to ensure a diversity of skills and knowledge in the engineering profession is fostered. This paper presents findings from three studies as part of a larger research project aimed at investigating influencing factors that contribute to female participation in engineering studies at the tertiary level in New Zealand. In the three studies researchers explored student teachers, current polytechnic engineering students and high school students’ perceptions, experiences, and influences related to engineering. The first study investigated future teachers of children aged 11-13 years perceptions of engineering and engineers. The second study investigated the impacts and influences that led domestic and international female engineering students choose the Civil Engineering programme at Waikato Institute of Technology (Wintec). The third study investigated the impacts and influences that led to Year 12 and 13 students to enrol in a trades engineering related course at Wintec. The three completed studies deployed qualitative research methods using focus group and individual interviews. The first study found that participants held very strong stereotypical views about who engineers are and described them as: white, male, middle-aged, good at maths and science who may be antisocial, and that they design and build stuff while getting dirty. The second study found that barriers to selection of engineering for women include the school system; lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. The third study found that young women were exposed to strong stereotypical thinking and behaviours throughout their lives that could potentially steer them away from a career in engineering. Other barriers included a lack of timely, accurate career advice, outdated school facilities and inauthentic enactment of curriculum. However, exposure to positive role models and strong support networks, along with developing self-efficacy, assisted them to overcome these barriers enabling them to explore engineering as a potential career pathway. Given the strong stereotypical views about engineering from future teachers, incorrect perceptions about engineering in society and lack of engineering career and subject choice guidance available to students at school, it is not surprising that the
{"title":"Influencing Factors Impacting Women to select Engineering- A Range of Perspectives","authors":"Maryam Moridnejad, Wendy H. Fox-Turnbull, P. Docherty","doi":"10.24908/pceea.vi.15847","DOIUrl":"https://doi.org/10.24908/pceea.vi.15847","url":null,"abstract":"To find solutions to complex problems, engineering practice needs to adapt and embrace diverse thinking. The lack of female participation in engineering fields, in the western world including New Zealand, at the tertiary education level (post secondary/high school level e.g., university, polytechnic, etc.) has been a barrier for diversity, equity and innovation in both the industry and academic professions. Non-diverse professions miss out valuable contributions and new ways of approaching problems that a varied workforce brings. New Zealand needs to mitigate the gender bias to ensure a diversity of skills and knowledge in the engineering profession is fostered. This paper presents findings from three studies as part of a larger research project aimed at investigating influencing factors that contribute to female participation in engineering studies at the tertiary level in New Zealand. In the three studies researchers explored student teachers, current polytechnic engineering students and high school students’ perceptions, experiences, and influences related to engineering. \u0000The first study investigated future teachers of children aged 11-13 years perceptions of engineering and engineers. The second study investigated the impacts and influences that led domestic and international female engineering students choose the Civil Engineering programme at Waikato Institute of Technology (Wintec). The third study investigated the impacts and influences that led to Year 12 and 13 students to enrol in a trades engineering related course at Wintec. The three completed studies deployed qualitative research methods using focus group and individual interviews. \u0000The first study found that participants held very strong stereotypical views about who engineers are and described them as: white, male, middle-aged, good at maths and science who may be antisocial, and that they design and build stuff while getting dirty. The second study found that barriers to selection of engineering for women include the school system; lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. The third study found that young women were exposed to strong stereotypical thinking and behaviours throughout their lives that could potentially steer them away from a career in engineering. Other barriers included a lack of timely, accurate career advice, outdated school facilities and inauthentic enactment of curriculum. However, exposure to positive role models and strong support networks, along with developing self-efficacy, assisted them to overcome these barriers enabling them to explore engineering as a potential career pathway. \u0000Given the strong stereotypical views about engineering from future teachers, incorrect perceptions about engineering in society and lack of engineering career and subject choice guidance available to students at school, it is not surprising that the","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":"131681362","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}
A. d’Entremont, William Shelling, Jennifer A. Pelletier, Heather Gerrits
Equity, diversity, and inclusion (EDI) education is critical for engineering students, as the impact of inequity and colonization in engineering projects and processes can have long-lasting and widespread impacts. There are two challenges to equity in engineering practice: Canadian engineers as a group do not fully reflect the diversity of the community due to various systemic barriers, and they may not have been trained to consider whose perspectives are missing. We had the opportunity to embed EDI education within a larger second-year cohort program and link it explicitly to engineering. We created three EDI modules that were deployed in the 2020-2021 cohort. The format was video quizzes (introductory, asynchronous) and guest speakers with graded reflections (additional, more advanced content). The modules consisted of content concerning EDI in context, discussing bias, privilege, intersectionality, colonialism, race and specific racisms, gender, sexual orientation and discrimination in society with a special focus on links to engineering (including barriers engineering students may experience). We collected pre- and post-survey data. Most students agreed that they were familiar with most of the concepts already (71%), but most students also agreed that they learned a lot from the EDI modules (74%). We attribute this to lacking familiarity with applying EDI concepts in engineering contexts. Two thirds (68%) agreed the content would help in their professional lives. When asked an openended question about the most impactful thing they learned, just over half of the responses explicitly mentioned engineering, professional life, and/or workplaces. This indicates that our goal of tying EDI content to engineering and professional activities was successful. Overall, we successfully integrated an EDI curriculum into an existing second-year program, linking the content explicitly to engineering.
{"title":"Developing and deploying an introductory equity curriculum for engineering","authors":"A. d’Entremont, William Shelling, Jennifer A. Pelletier, Heather Gerrits","doi":"10.24908/pceea.vi.15959","DOIUrl":"https://doi.org/10.24908/pceea.vi.15959","url":null,"abstract":"Equity, diversity, and inclusion (EDI) education is critical for engineering students, as the impact of inequity and colonization in engineering projects and processes can have long-lasting and widespread impacts. There are two challenges to equity in engineering practice: Canadian engineers as a group do not fully reflect the diversity of the community due to various systemic barriers, and they may not have been trained to consider whose perspectives are missing. We had the opportunity to embed EDI education within a larger second-year cohort program and link it explicitly to engineering. \u0000We created three EDI modules that were deployed in the 2020-2021 cohort. The format was video quizzes (introductory, asynchronous) and guest speakers with graded reflections (additional, more advanced content). The modules consisted of content concerning EDI in context, discussing bias, privilege, intersectionality, colonialism, race and specific racisms, gender, sexual orientation and discrimination in society with a special focus on links to engineering (including barriers engineering students may experience). \u0000We collected pre- and post-survey data. Most students agreed that they were familiar with most of the concepts already (71%), but most students also agreed that they learned a lot from the EDI modules (74%). We attribute this to lacking familiarity with applying EDI concepts in engineering contexts. Two thirds (68%) agreed the content would help in their professional lives. When asked an openended question about the most impactful thing they learned, just over half of the responses explicitly mentioned engineering, professional life, and/or workplaces. This indicates that our goal of tying EDI content to engineering and professional activities was successful. \u0000Overall, we successfully integrated an EDI curriculum into an existing second-year program, linking the content explicitly to engineering.","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":"124842319","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 discusses a comparative study of first-year engineering students’ beliefs around design-based teamwork. In this study, survey data was collected from first-year students at a large research-based university in 2014 and compared to those discussed in the present literature. Using qualitative analysis, these descriptive textual responses were used to identify themes that represented specific beliefs. These themes discussed individual accountability, seeing teamwork as a collection of individual work, challenges around team member motivation, and intra-team communication challenges. When compared to the literature, themes regarding teamwork as inefficient due to experiences around unequal divisions of work and perceived skill disparity emerged as reflective of the literature. An underlying value of optimization emerged in our analysis. Tapping into this core value could enable students to develop more effective teamworking strategies.
{"title":"First-year Undergraduate Engineering Student Beliefs About Teamwork: A Qualitative Analysis.","authors":"Inho Kim, Patricia K. Sheridan","doi":"10.24908/pceea.vi.15973","DOIUrl":"https://doi.org/10.24908/pceea.vi.15973","url":null,"abstract":"This paper discusses a comparative study of first-year engineering students’ beliefs around design-based teamwork. In this study, survey data was collected from first-year students at a large research-based university in 2014 and compared to those discussed in the present literature. Using qualitative analysis, these descriptive textual responses were used to identify themes that represented specific beliefs. These themes discussed individual accountability, seeing teamwork as a collection of individual work, challenges around team member motivation, and intra-team communication challenges. When compared to the literature, themes regarding teamwork as inefficient due to experiences around unequal divisions of work and perceived skill disparity emerged as reflective of the literature. \u0000An underlying value of optimization emerged in our analysis. Tapping into this core value could enable students to develop more effective teamworking strategies.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"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":"123815208","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}
An overemphasis on following detailed procedures in second-year lab courses has indicated student passivity and disengagement from the purpose and meaning of laboratory experiments. To abate this, adjustments were made to course structure and deliverables to introduce an inquiry-based approach that required students to develop their own lab procedures based on stated objectives and an overview of the experimental equipment. Surveys were conducted and student feedback indicated that the majority students found the new approach to have increased their understanding of their experiments.
{"title":"Assessing the Shift to an Inquiry-Based Approach in 2nd Year Chemical Engineering Labs on Observed Student Engagement and Self-Reported Understanding","authors":"P. Chintalapati","doi":"10.24908/pceea.vi.15868","DOIUrl":"https://doi.org/10.24908/pceea.vi.15868","url":null,"abstract":"An overemphasis on following detailed procedures in second-year lab courses has indicated student passivity and disengagement from the purpose and meaning of laboratory experiments. To abate this, adjustments were made to course structure and deliverables to introduce an inquiry-based approach that required students to develop their own lab procedures based on stated objectives and an overview of the experimental equipment. Surveys were conducted and student feedback indicated that the majority students found the new approach to have increased their understanding of their experiments.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"123 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":"123585572","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}
Not knowing how university learning is different from high-school learning often introduces challenges that can have a negative effect on first-year student wellness [1]. One alternative to help students develop the required learning skills is to embed this content into regular first-year courses [2]. We deployed screencasts on transition to university learning and student wellness (previously developed by Ostafichuk [3]) in a first-year calculus sequence for engineering students, and measured student academic buoyancy through the yearlong intervention [4]. Our aim was to investigate whether academic buoyancy increased through the year, and whether watching the screencasts correlated with any increases in academic buoyancy. Results show that student academic buoyancy increased through the year. The increase was statistically significant and had a large effect size for students who completed all three surveys during this period. The increase was not statistically significant and had a small effect size for students who completed any two surveys, but our analysis suggests this increase was not by chance. Although the intervention was well-received by students, our data did not show a correlation between the intervention and the increase in academic buoyancy. Limitations of this study include a small sample size, and our academic buoyancy data having been collected during the 2020-2021 remote learning year.
{"title":"Tracking academic buoyancy after embedding a transition to university learning component into a first-year calculus sequence.","authors":"Juan Abelló","doi":"10.24908/pceea.vi.15931","DOIUrl":"https://doi.org/10.24908/pceea.vi.15931","url":null,"abstract":"Not knowing how university learning is different from high-school learning often introduces challenges that can have a negative effect on first-year student wellness [1]. One alternative to help students develop the required learning skills is to embed this content into regular first-year courses [2]. \u0000We deployed screencasts on transition to university learning and student wellness (previously developed by Ostafichuk [3]) in a first-year calculus sequence for engineering students, and measured student academic buoyancy through the yearlong intervention [4]. Our aim was to investigate whether academic buoyancy increased through the year, and whether watching the screencasts correlated with any increases in academic buoyancy. \u0000Results show that student academic buoyancy increased through the year. The increase was statistically significant and had a large effect size for students who completed all three surveys during this period. The increase was not statistically significant and had a small effect size for students who completed any two surveys, but our analysis suggests this increase was not by chance. Although the intervention was well-received by students, our data did not show a correlation between the intervention and the increase in academic buoyancy. \u0000Limitations of this study include a small sample size, and our academic buoyancy data having been collected during the 2020-2021 remote learning year.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"80 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":"129365606","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}
Engineering Deans Canada (EDC) recently articulated Grand Challenges that recognize the role of engineers and the specific needs of Canadians in the form of Canadian Engineering Grand Challenges (CEGCs). The CEGCs offer a unique framework to motivate and engage engineering students from different disciplines and encourage collaboration and the sharing of their discipline expertise. The CEGCs also offer a framework for engineering students to develop leadership skills and gain awareness of their technological, innovation and stewardship roles. In this paper, we report on a student-led approach in the online environment for the creation of two workshops and one “Leadathon” case competition related to the CEGCs and leadership skills development. The activities were developed and delivered by a team of engineering students with the support of faculty members. We refer to this student-led model as “for-students-by-students’. Feedback collected from student facilitators and participants indicate that the resulting activities were effective in engaging students and raising awareness of the CEGCs and of their role to address societal problems as future engineers. We present the methodology that was adopted to leverage and take advantage of the online environment, while addressing differences in participant interactions and engagement from the perspective of opportunities and challenges. Finally we discuss potential avenues to integrate into the mainstream curriculum for-student-by-student model related to the interaction with CEGCs.
{"title":"Canadian Engineering Grand Challenges in co-curricular and online environment: Opportunities and Challenges","authors":"Nadine Ibrahim, John Donald, C. Moresoli","doi":"10.24908/pceea.vi.15880","DOIUrl":"https://doi.org/10.24908/pceea.vi.15880","url":null,"abstract":"Engineering Deans Canada (EDC) recently articulated Grand Challenges that recognize the role of engineers and the specific needs of Canadians in the form of Canadian Engineering Grand Challenges (CEGCs). The CEGCs offer a unique framework to motivate and engage engineering students from different disciplines and encourage collaboration and the sharing of their discipline expertise. The CEGCs also offer a framework for engineering students to develop leadership skills and gain awareness of their technological, innovation and stewardship roles. In this paper, we report on a student-led approach in the online environment for the creation of two workshops and one “Leadathon” case competition related to the CEGCs and leadership skills development. The activities were developed and delivered by a team of engineering students with the support of faculty members. We refer to this student-led model as “for-students-by-students’. Feedback collected from student facilitators and participants indicate that the resulting activities were effective in engaging students and raising awareness of the CEGCs and of their role to address societal problems as future engineers. We present the methodology that was adopted to leverage and take advantage of the online environment, while addressing differences in participant interactions and engagement from the perspective of opportunities and challenges. Finally we discuss potential avenues to integrate into the mainstream curriculum for-student-by-student model related to the interaction with CEGCs.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"58 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":"129149113","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 is situated in the recent interest within engineering education communities in adopting transdisciplinary practices as well as the evolving scholarship and discussions on transdisciplinarity (TD) in broader contexts over the past few decades. We first introduce a historical overview of the discussions and scholarly work on TD, from which we identify some features of a transdisciplinary orientation. Further, we examine the website information of nine TD-explicit initiatives and seven cross-disciplinary initiatives in postsecondary settings across the world—in light of two general approaches to TD (the Nicolescuian approach and the Zurich approach) and the identified TD-oriented features. Our reviews exhibit the commonalities and differences between transdisciplinary and interdisciplinary initiatives, and a notable divide between TD-related theories and practices. Our findings also reveal opportunities and challenges in pursuing transdisciplinary activities in engineering education and practice. We call for a fundamental conceptual change to enable a real transformation toward transdisciplinarity.
{"title":"Exploring Transdisciplinarity in Engineering Education and Practice: A Review of Literature and Existing Initiatives","authors":"Qin Liu, Helen Tran","doi":"10.24908/pceea.vi.15953","DOIUrl":"https://doi.org/10.24908/pceea.vi.15953","url":null,"abstract":"This paper is situated in the recent interest within engineering education communities in adopting transdisciplinary practices as well as the evolving scholarship and discussions on transdisciplinarity (TD) in broader contexts over the past few decades. We first introduce a historical overview of the discussions and scholarly work on TD, from which we identify some features of a transdisciplinary orientation. Further, we examine the website information of nine TD-explicit initiatives and seven cross-disciplinary initiatives in postsecondary settings across the world—in light of two general approaches to TD (the Nicolescuian approach and the Zurich approach) and the identified TD-oriented features. Our reviews exhibit the commonalities and differences between transdisciplinary and interdisciplinary initiatives, and a notable divide between TD-related theories and practices. Our findings also reveal opportunities and challenges in pursuing transdisciplinary activities in engineering education and practice. We call for a fundamental conceptual change to enable a real transformation toward transdisciplinarity.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"59 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":"128861070","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}
Graeme S. Noble, Josh Mogyoros, Laura Roa, Theresa Frost, Nicolas Ivanov, Nhien Tran-Nguyen, D. Kilkenny
Secondary school curricula in Canada for subjects like science, technology, engineering, and math (STEM) often focus on surface-level learning. While frequently believed to be a precursor for later complex and in-depth studies, such approaches to teaching and learning fail to adequately prepare students for life outside of the classroom, including for future studies in their field of choice. In response to demands for STEM programming that inspires critical thought over rote standardizable knowledge, in 2016, Discovery was created. An interdisciplinary program operated out of the University of Toronto’s Faculty of Applied Science and Engineering, Discovery symbolizes a participatory partnership between the University of Toronto and local secondary schools to support inquiry-based learning for entire classrooms of high school students on a longitudinal basis. Discovery Instructors—consisting of multilevel post-secondary students—work alongside secondary school educators to devise problem-based projects that address key Ontario curriculum targets. Over the course of a semester, high school students are guided by university Instructors to engage in collaborative projects in biology, chemistry, and physics to expand their learning portfolios beyond the confines of a traditional classroom. However, while Discovery seeks to diversify learning for all involved, educator development for Discovery Instructors has remained largely implicit. In this study, we will introduce a teaching development course into Discovery’s Instructor preparation. Within a blended online learning environment across seven weekly modules, Instructor assessment will consist directly of discussion boards containing content- and reflection-based prompts using holistic rubrics and indirectly via mentored students’ performance. A pilot program is currently underway with a sample of enrolled Instructors with data to be collected as the program progresses.
{"title":"Student-Teacher Becomes the Teacher-Student: Educator Preparation for Post-Secondary Students to Enrich High School Student STEM Learning in the Discovery Educational Initiative","authors":"Graeme S. Noble, Josh Mogyoros, Laura Roa, Theresa Frost, Nicolas Ivanov, Nhien Tran-Nguyen, D. Kilkenny","doi":"10.24908/pceea.vi.15843","DOIUrl":"https://doi.org/10.24908/pceea.vi.15843","url":null,"abstract":"Secondary school curricula in Canada for subjects like science, technology, engineering, and math (STEM) often focus on surface-level learning. While frequently believed to be a precursor for later complex and in-depth studies, such approaches to teaching and learning fail to adequately prepare students for life outside of the classroom, including for future studies in their field of choice. In response to demands for STEM programming that inspires critical thought over rote standardizable knowledge, in 2016, Discovery was created.\u0000An interdisciplinary program operated out of the University of Toronto’s Faculty of Applied Science and Engineering, Discovery symbolizes a participatory partnership between the University of Toronto and local secondary schools to support inquiry-based learning for entire classrooms of high school students on a longitudinal basis. Discovery Instructors—consisting of multilevel post-secondary students—work alongside secondary school educators to devise problem-based projects that address key Ontario curriculum targets. Over the course of a semester, high school students are guided by university Instructors to engage in collaborative projects in biology, chemistry, and physics to expand their learning portfolios beyond the confines of a traditional classroom. However, while Discovery seeks to diversify learning for all involved, educator development for Discovery Instructors has remained largely implicit.\u0000In this study, we will introduce a teaching development course into Discovery’s Instructor preparation. Within a blended online learning environment across seven weekly modules, Instructor assessment will consist directly of discussion boards containing content- and reflection-based prompts using holistic rubrics and indirectly via mentored students’ performance. A pilot program is currently underway with a sample of enrolled Instructors with data to be collected as the program progresses.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"51 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":"117011947","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 seeing an increasing interest in entrepreneurship education across the disciplines, engineering programs included. With a parallel growing emphasis on work-integrated learning opportunities for students, a unique opportunity is presented with an Entrepreneurial Work-Integrated Learning (EWIL) pedagogy, where entrepreneurship education is delivered through the application of work-integrated learning pedagogy. Supervised Entrepreneurial Work-Integrated Learning (sEWIL) is a particular modality of EWIL, where engineering students learn about entrepreneurship through participation in a start-up working environment, where students directly observe and participate in the entrepreneurial working environment. sEWIL offers students an authentic real-world learning environment where tacit entrepreneurial knowledge is acquired, knowledge that cannot be taught through in-class traditional teaching practices. Through purposeful reflection, engineering students are confronted with the question of their professional and personal identities and their compatibility to the start-up working environment, whether as entrepreneurs or as working engineering professionals. The sEWIL pedagogy is presented and discussed through a work-integrated learning quality framework.
{"title":"Engaging Engineering Students with Engineering Entrepreneurship and the Start-Up Working Environment through Supervised Entrepreneurial Work-Integrated Learning","authors":"A. Eisenstein","doi":"10.24908/pceea.vi.15845","DOIUrl":"https://doi.org/10.24908/pceea.vi.15845","url":null,"abstract":"Higher-education institutions are seeing an increasing interest in entrepreneurship education across the disciplines, engineering programs included. With a parallel growing emphasis on work-integrated learning opportunities for students, a unique opportunity is presented with an Entrepreneurial Work-Integrated Learning (EWIL) pedagogy, where entrepreneurship education is delivered through the application of work-integrated learning pedagogy. Supervised Entrepreneurial Work-Integrated Learning (sEWIL) is a particular modality of EWIL, where engineering students learn about entrepreneurship through participation in a start-up working environment, where students directly observe and participate in the entrepreneurial working environment. sEWIL offers students an authentic real-world learning environment where tacit entrepreneurial knowledge is acquired, knowledge that cannot be taught through in-class traditional teaching practices. Through purposeful reflection, engineering students are confronted with the question of their professional and personal identities and their compatibility to the start-up working environment, whether as entrepreneurs or as working engineering professionals. The sEWIL pedagogy is presented and discussed through a work-integrated learning quality framework.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"14 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":"122001706","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}
Students registered in numerical-based problem-solving courses are often given a number of assignments to complete independently in order to demonstrate and refine their problem-solving skills. Traditionally, these assignments are paper-based and all students receive the same problems to solve; thus, they often rely heavily on their peers or on solution manuals to complete their assignments. As a result, assignment grades are typically high, but do not correlate with test or exam performance. In this paper, we describe the use of Numbas, an open educational resource created by the University of Newcastle, England, as a customizable, online assignment system. Using Numbas, each student is provided with a unique set of problems, each with randomly generated values. While they are still allowed to work collaboratively with their peers, this randomization encourages students to develop their critical thinking skills to solve unique problems. To identify if the use of the online assignment system is correlated with enhanced performance, final exam grades earned by students who were exposed to either the paper-based or the online assignment system were compared. Furthermore, data from student feedback surveys were analyzed to identify student-perceived strengths and challenges associated with the online assignment system, and to determine possible opportunities for improvement. The study demonstrated an improvement in knowledge-based skills among students who were exposed to the online assignment system, compared to those who wrote paper assignments. However, no significant improvement in problem-solving skills was observed. Similar findings have been reported by other research works studied the same concept. Further, 88% of students surveyed reported that the online assignment system improved their learning experience.
{"title":"Benefits of Transitioning from Paper-Based to Online Assignments in Problem Solving Courses","authors":"Ali Hosseini, Caroline Ferguson","doi":"10.24908/pceea.vi.15871","DOIUrl":"https://doi.org/10.24908/pceea.vi.15871","url":null,"abstract":"Students registered in numerical-based problem-solving courses are often given a number of assignments to complete independently in order to demonstrate and refine their problem-solving skills. Traditionally, these assignments are paper-based and all students receive the same problems to solve; thus, they often rely heavily on their peers or on solution manuals to complete their assignments. As a result, assignment grades are typically high, but do not correlate with test or exam performance. \u0000In this paper, we describe the use of Numbas, an open educational resource created by the University of Newcastle, England, as a customizable, online assignment system. Using Numbas, each student is provided with a unique set of problems, each with randomly generated values. While they are still allowed to work collaboratively with their peers, this randomization encourages students to develop their critical thinking skills to solve unique problems. To identify if the use of the online assignment system is correlated with enhanced performance, final exam grades earned by students who were exposed to either the paper-based or the online assignment system were compared. \u0000Furthermore, data from student feedback surveys were analyzed to identify student-perceived strengths and challenges associated with the online assignment system, and to determine possible opportunities for improvement. The study demonstrated an improvement in knowledge-based skills among students who were exposed to the online assignment system, compared to those who wrote paper assignments. However, no significant improvement in problem-solving skills was observed. Similar findings have been reported by other research works studied the same concept. Further, 88% of students surveyed reported that the online assignment system improved their learning experience. ","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"165 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":"127386757","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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