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}
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}
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 is about using the online environment to increase engagement in design and instilling a recognition of the importance of life long learning. The work assesses changes in the delivery of a 4th year nuclear engineering design course and evaluates changes in the delivery of the course as it migrated from face to face to hybrid to online. In particular, the design review process was used to enhance engagement of the student body and a lessons learned exercise was used to enhance reflection on life long learning. The engagement is assessed in terms of class attendance, activity within the learning management system, and direct engagement in the design review process. The design review process requires each student to both present a design and to critique another group’s design. The design work is done as a team but the critique is done as an individual paralleling the industry process currently in use for the nuclear sector. In addition to the technical details, the performance of each student with respect to their soft skills is also assessed. This includes the number of students that actively engage or passively engage during both presentation and critique stages. Following the design review process, the students then engage in a lessons learned activity similar to what is done in the industry but simplified to focus on their experience. The activity also included an opportunity to reflect on themselves and establish a life long learning plan to address their personal findings. Note the paper will not discuss the personal findings specifically but instead will comment on the engagement of the students. Before using online approaches, the students fell into two distinct groups. One set was strongly active in the design review process and the other set was strongly resistive to participation and did the minimum necessary to get through the exercise. It was very clear that many students felt uncomfortable speaking openly in front of others. This changed significantly with the use of online technology. There was a significant increase in the number of students that engaged or at least felt comfortable to speak in the online setting. Some students displayed perhaps too much comfort in working from their personal environment space. This observation was also noted in the lessons learned exercise where the students went from saying the minimum necessary to having a large amount of insightful comments to make. The results suggest that allowing online participation in the experience has encouraged engagement of students that would resist a face to face experience.
{"title":"Using online to enhance student engagement of design reviews and lessons learned experiences","authors":"G. Harvel","doi":"10.24908/pceea.vi.15922","DOIUrl":"https://doi.org/10.24908/pceea.vi.15922","url":null,"abstract":"This paper is about using the online environment to increase engagement in design and instilling a recognition of the importance of life long learning. The work assesses changes in the delivery of a 4th year nuclear engineering design course and evaluates changes in the delivery of the course as it migrated from face to face to hybrid to online. In particular, the design review process was used to enhance engagement of the student body and a lessons learned exercise was used to enhance reflection on life long learning. The engagement is assessed in terms of class attendance, activity within the learning management system, and direct engagement in the design review process. The design review process requires each student to both present a design and to critique another group’s design. The design work is done as a team but the critique is done as an individual paralleling the industry process currently in use for the nuclear sector. In addition to the technical details, the performance of each student with respect to their soft skills is also assessed. This includes the number of students that actively engage or passively engage during both presentation and critique stages. Following the design review process, the students then engage in a lessons learned activity similar to what is done in the industry but simplified to focus on their experience. The activity also included an opportunity to reflect on themselves and establish a life long learning plan to address their personal findings. Note the paper will not discuss the personal findings specifically but instead will comment on the engagement of the students. Before using online approaches, the students fell into two distinct groups. One set was strongly active in the design review process and the other set was strongly resistive to participation and did the minimum necessary to get through the exercise. It was very clear that many students felt uncomfortable speaking openly in front of others. This changed significantly with the use of online technology. There was a significant increase in the number of students that engaged or at least felt comfortable to speak in the online setting. Some students displayed perhaps too much comfort in working from their personal environment space. This observation was also noted in the lessons learned exercise where the students went from saying the minimum necessary to having a large amount of insightful comments to make. The results suggest that allowing online participation in the experience has encouraged engagement of students that would resist a face to face experience.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124903160","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}
This study explores different pedagogical methods to understand what motivates undergraduate and graduate engineering students to read more thoroughly, deeply and with greater criticality. It analyzes three associated activities that were intended to encourage reading: a summary of the readings, an online discussion board and a student-led discussion. The study explores questions about the amount and depth of reading, and students’ perceptions of the value of the readings and associated activities. Data was collected using the following methods: student questionnaires and focus groups, TA and instructor reflections, end of course evaluations and student grades. The results indicate thatthe associated assignments encouraged students to read more and motivated the students to read with more depth and criticality. Overall, the students had a positive perception of the readings and assignments, but they also identified pedagogical improvements that would have encouraged them to be more engaged with the reading material. The results of this research show that the associated activities in all three iterations of the undergraduate course increased reading compliance. The online discussion activities increased the depth of reading more than the summary assignment, though the discussion students read less of the entire reading weekly. The overall student perception of the reading assignment was that the assignment was good but could be made more effective with some changes. Future iterations of the courses could include new pedagogical strategies with interactive components to increase depth and engagement.
{"title":"Pedagogical Strategies for Enhancing the Outcomes of Weekly Readings","authors":"Sarah Garner, Vivian Neal","doi":"10.24908/pceea.vi.15912","DOIUrl":"https://doi.org/10.24908/pceea.vi.15912","url":null,"abstract":"This study explores different pedagogical methods to understand what motivates undergraduate and graduate engineering students to read more thoroughly, deeply and with greater criticality. It analyzes three associated activities that were intended to encourage reading: a summary of the readings, an online discussion board and a student-led discussion. The study explores questions about the amount and depth of reading, and students’ perceptions of the value of the readings and associated activities. Data was collected using the following methods: student questionnaires and focus groups, TA and instructor reflections, end of course evaluations and student grades. The results indicate thatthe associated assignments encouraged students to read more and motivated the students to read with more depth and criticality. Overall, the students had a positive perception of the readings and assignments, but they also identified pedagogical improvements that would have encouraged them to be more engaged with the reading material. The results of this research show that the associated activities in all three iterations of the undergraduate course increased reading compliance. The online discussion activities increased the depth of reading more than the summary assignment, though the discussion students read less of the entire reading weekly. The overall student perception of the reading assignment was that the assignment was good but could be made more effective with some changes. Future iterations of the courses could include new pedagogical strategies with interactive components to increase depth and engagement.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"29 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":"121337886","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}
Ghada Nafie, Giuseppe Antonio Rosi, A. Mai, Kim Johnston
Schulich has undergone a dramatic transformation of its first-year engineering cohort from a traditional delivery method to a flipped classroom. That is, course material is delivered online and class time is effectively used for active learning sessions. However, the majority of legacy first-year course content needs adaptation to fit this model, which aims at maximizing student learning and creativity. Active learning engages students and promotes analytical problem solving, critical thinking, and develops an understanding geared towards the application of the material. The necessary scaffolding to achieve this mission is a large undertaking but the added value for students is immense. We provide evidence that supports our goals and describe and reflect on seven practices implemented by our teaching team to over 500 students in 6 sections including one remote block. Active learning represents huge shifts for both instructors and students. This study aims to provide insight to those who are exploring a transition towards an active learning approach that utilizes instructor teaching teams, and more individualized support for students’ learning.
{"title":"Building Engineering Fundamentals in an Active Learning Environment","authors":"Ghada Nafie, Giuseppe Antonio Rosi, A. Mai, Kim Johnston","doi":"10.24908/pceea.vi.15944","DOIUrl":"https://doi.org/10.24908/pceea.vi.15944","url":null,"abstract":"Schulich has undergone a dramatic transformation of its first-year engineering cohort from a traditional delivery method to a flipped classroom. That is, course material is delivered online and class time is effectively used for active learning sessions. However, the majority of legacy first-year course content needs adaptation to fit this model, which aims at maximizing student learning and creativity. Active learning engages students and promotes analytical problem solving, critical thinking, and develops an understanding geared towards the application of the material. The necessary scaffolding to achieve this mission is a large undertaking but the added value for students is immense. We provide evidence that supports our goals and describe and reflect on seven practices implemented by our teaching team to over 500 students in 6 sections including one remote block. Active learning represents huge shifts for both instructors and students. This study aims to provide insight to those who are exploring a transition towards an active learning approach that utilizes instructor teaching teams, and more individualized support for students’ learning.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"27 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":"126717669","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}
Johnson poses the question, “what does it mean to be a responsible engineer?” Characteristics could be wide-ranging. Engineers Canada helps by defining graduate attributes (GAs). All GAs are important. However, GA-9 “impact(s) of engineering on society and the environment” is one characteristic that this author proposes is fundamental. The idea of sustainable design and development has seen increasing conversation and engagement in our field in recent years. With initiatives such as the United Nations (UN) “decade of action (DoA),” engineers have the innate responsibility to help deliver the promise of positively transforming our world by 2030 and beyond. Exposing engineering learners to individual and collaborative knowledge-building experiences around the idea of sustainability, and what it means to be sustainable citizens may assist. It could be as we engineers become more knowledgeable in this realm, so too might everyday citizens in their interactions with our creations. Reflecting on Quan-Haase’s idea of technology as society, relating to the idea that society advancements are in large part intertwined with advancements in technology, software engineers may have a significant role to play. This role could include the engineering of community-based computer technologies that engage citizens in knowledge-creating activities towards the betterment and well-being of society. This work explores the following questions. Can inspiration towards becoming a responsible engineer be instilled in engineering learners in academia? Can this be accomplished by facilitating a learning experience that immerses engineering learners in researching and exploring the design and development of computer technologies in support of the UN Sustainable Development Goals (SDGs)? Through resulting explorations, might both learners and everyday citizens who interact with the engineered creations be better equipped to participate in the UNs DoA, and beyond? This paper will describe a software systems engineering course at the University of Regina that facilitated a learning experience around these questions. A discussion regarding the structure of the course, its educational content, and results and feedback obtained on the learner experience will be provided. As well, ideas for continued exploration of this work will be discussed.
{"title":"Exploration in Facilitating Learning Experiences Towards Inspiring Responsible Software Engineers","authors":"Timothy Maciag","doi":"10.24908/pceea.vi.15837","DOIUrl":"https://doi.org/10.24908/pceea.vi.15837","url":null,"abstract":"Johnson poses the question, “what does it mean to be a responsible engineer?” Characteristics could be wide-ranging. Engineers Canada helps by defining graduate attributes (GAs). All GAs are important. However, GA-9 “impact(s) of engineering on society and the environment” is one characteristic that this author proposes is fundamental. The idea of sustainable design and development has seen increasing conversation and engagement in our field in recent years. With initiatives such as the United Nations (UN) “decade of action (DoA),” engineers have the innate responsibility to help deliver the promise of positively transforming our world by 2030 and beyond. Exposing engineering learners to individual and collaborative knowledge-building experiences around the idea of sustainability, and what it means to be sustainable citizens may assist. It could be as we engineers become more knowledgeable in this realm, so too might everyday citizens in their interactions with our creations. Reflecting on Quan-Haase’s idea of technology as society, relating to the idea that society advancements are in large part intertwined with advancements in technology, software engineers may have a significant role to play. This role could include the engineering of community-based computer technologies that engage citizens in knowledge-creating activities towards the betterment and well-being of society. This work explores the following questions. Can inspiration towards becoming a responsible engineer be instilled in engineering learners in academia? Can this be accomplished by facilitating a learning experience that immerses engineering learners in researching and exploring the design and development of computer technologies in support of the UN Sustainable Development Goals (SDGs)? Through resulting explorations, might both learners and everyday citizens who interact with the engineered creations be better equipped to participate in the UNs DoA, and beyond? This paper will describe a software systems engineering course at the University of Regina that facilitated a learning experience around these questions. A discussion regarding the structure of the course, its educational content, and results and feedback obtained on the learner experience will be provided. As well, ideas for continued exploration of this work will be discussed.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"13 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":"129715166","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}
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