Proceedings of the Canadian Engineering Education Association (CEEA)最新文献

{"title":"Joining students on their SLICCs journey","authors":"Mary Robinson, K. Lithgow, C. MacGregor","doi":"10.24908/pceea.vi.15950","DOIUrl":"https://doi.org/10.24908/pceea.vi.15950","url":null,"abstract":"At Waterloo Engineering, we have great student leaders who go far beyond the average of 120 hours needed for a course credit in leadership roles, but currently receive no academic credit for this work. The SLICC (Student-Led, Individually-Created Course) model, developed by professors at the University of Edinburgh, is a great way to help the student leaders reflect on their own leadership experiences in a personalized format, producing a product that is of value to them. That is the motivation for a new course, offered in the winter 2022 term for the first time, GENE 415: Practical Analysis of Student Leadership Experience. \u0000As instructors, we were completely new to the SLICC model. After some basic training in the mechanics of the SLICC process with folks at Waterloo who are implementing it in their courses and support from folks at the University of Edinburgh, we put ourselves through a SLICC project with our students. This was done with lots of support from a senior educational developer from the Centre for Teaching Excellence. \u0000This is the story of SLICCs being implemented by two seasoned instructors and their educational journey to guide ten senior engineering student leaders through a new course designed to acknowledge, through course credit, their substantial leadership experiences throughout their undergraduate studies in engineering. This SLICC experience was completed at the height of the Omicron wave of COVID-19 in Ontario, revealing both the benefits and challenges of this self-directed learning model being implemented in an online environment and then shifting to in-person.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"68 Suppl 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128175610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leading Large Scale Innovation: Building Institutional Flexibility","authors":"S. Kresta, Vince Bruni-Bossio, Nancy K. Turner","doi":"10.24908/pceea.vi.15976","DOIUrl":"https://doi.org/10.24908/pceea.vi.15976","url":null,"abstract":"RE-Engineered was launched at the University of Saskatchewan in 2021/22. It was designed to build community among our first-year engineering students with modularized courses, full integration across all learning outcomes and courses, competency-based assessment, introduction to 4 sciences instead of the usual 2, an Indigenous Cultural Contextualization module, and replacement of final exams in December with a week of experiential learning days across 5 engineering disciplines. The scale of the changes envisioned by the first-year team (Sean Maw and Joel Frey) was so large that it impacted most institutional support units and had substantial operational and teaching practice change requirements for two colleges. \u0000Over the four-year design process, it became clear that the curricular design required a parallel and intentional process of broad organizational change for successful implementation. From this realization sprung the Change Management Committee (CMC). This group has leveraged resources (financial, human, expertise), influenced key decision makers on campus, and facilitated deep organizational change.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121949453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Delivery of an Electric Circuits Course Featuring Competency Based Assessment for First Year Engineering","authors":"J. Frey, Elizabeth Adams, Shaobo Huang, Christopher Elash","doi":"10.24908/pceea.vi.15962","DOIUrl":"https://doi.org/10.24908/pceea.vi.15962","url":null,"abstract":"Most common-core first year engineering programs in Canada include an introduction to electric circuits and electromagnetic physics. The launch of the RE-ENGINEERED first year program at the University of Saskatchewan has provided an opportunity to try something different in this arena. The RE-ENGINEERED program includes a “spine” of electric circuit analysis and the related physics that runs through both semesters of the first year. \u0000The modular and highly integrated structure of the RE-ENGINEERED program has allowed for accelerated courses that take advantage of timely learning in other courses. In the fall term, students are introduced to direct-current, resistive circuit analysis in a six-week, fifteen-contact-hour module. In the winter term, they experience an accelerated physics course which covers the electricity, magnetism, capacitance, and inductance concepts often taught in tandem with basic circuit analysis. The students then finish the winter term with an intensive course on alternating-current circuit analysis. \u0000The fall term course fully adopts the competency based assessment system of the RE-ENGINEERED program, and uses in-house-developed quizzes and tutorials on the most basic concepts and calculations to scaffold students to solving more complex circuit analysis problems. The course forgoes a hands-on lab component and focuses on circuit simulation using an open-source simulation package. Concurrent math and MATLAB courses introduce required linear algebra concepts just in time for use in the circuit analysis problems. \u0000This paper describes the development and delivery of the fall term course, including how the learning outcomes were synthesized and then used as the basis for the development of all other aspects of the course to ensure constructive alignment. Instructor and student impressions of the first delivery of the course are presented along how lessons learned will be applied to modify the course for future offerings.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124647578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Étude comparative des performances académiques d’étudiants exposés à une classe inversée ou traditionnelle : Méthodologie et résultats préliminaires","authors":"Patrick Terriault, A. Kozanitis, Patrice Farand","doi":"10.24908/pceea.vi.15869","DOIUrl":"https://doi.org/10.24908/pceea.vi.15869","url":null,"abstract":"La classe inversée gagne sans cesse en popularité depuis quelques années et des études montrent que les étudiants obtiennent généralement de meilleurs résultats académiques lorsqu’ils sont exposés à une classe inversée comparativement à une classe traditionnelle. Cependant, un aspect qui n’a pas vraiment été pris en compte jusqu’à présent concerne le temps que les étudiants consacrent à leurs apprentissages. En effet, certaines études soulèvent la possibilité que les meilleures performances académiques des étudiants exposés à une classe inversée soient la conséquence d’une charge de travail accrue, et non celle de la stratégie pédagogique proprement dite. Dans le but d’alimenter la littérature scientifique de données probantes sur cette question, une étude a été réalisée dans un cours obligatoire du programme de génie mécanique de l’École de technologie supérieure. Le cours a été simultanément offert à deux groupes distincts en conservant identique un maximum d’éléments comme les évaluations, le matériel pédagogique et le personnel enseignant. En fait, la seule différence entre les deux groupes est la stratégie pédagogique employée lors des séances de cours théoriques, soit une classe inversée pour un groupe et classe traditionnelle pour l’autre. Tout au long de la session, des données ont été collectées, notamment les évaluations faites par le professeur ainsi que le temps consacré aux études autodéclaré hebdomadairement par les étudiants. Une analyse préliminaire des résultats indique que les performances académiques des étudiants sont similaires entre les deux classes, mais qu’une différence émerge au niveau du temps consacré aux études. En effet, les étudiants ayant une moyenne cumulative élevée ont consacré moins de temps à leurs apprentissages dans la classe inversée, contrairement aux étudiants ayant une faible moyenne cumulative. En considérant les notes et le temps consacré aux études, les étudiants ayant une forte moyenne cumulative ont donc été plus efficaces dans la classe inversée, tandis que ceux ayant une faible moyenne cumulative l’ont été dans la classe traditionnelle.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134278434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Perception of the Link between Their Courses and Future Career","authors":"S. Bagherzadeh","doi":"10.24908/pceea.vi.15961","DOIUrl":"https://doi.org/10.24908/pceea.vi.15961","url":null,"abstract":"Reflective writing is known to be helpful in enhancing understanding, promoting life-long learning, and shaping students’ identity as future professional engineers. Students in a second-year chemical engineering course were asked to write a reflective paragraph, maximum of one page, on how they expect to apply the concepts learned in the course in their future profession as an engineer. This task was introduced to students as part of a term project that was due on the last day of classes in the fall term of 2021 academic year. The reflection portion of the term project was worth 2% towards the final grade of the course. It should be noted that this course was focused on technical content and there was no guidance provided on critical reflective writing.\u0000This class is taken by students from four different programs including, chemical and biological engineering – process option (CHML), chemical and biological engineering – bio option (CHBE), environmental engineering (ENVL), and integrated engineering (IGEN).\u0000The student reflections were qualitatively analyzed using coding and thematic analysis to identify the common themes and skills mentioned by students. The total word count was over 52000 and, on average, students wrote 253 words for their reflection assignment, with a standard deviation of 102 words, a minimum of 54 and a maximum of 629 words.\u0000Six key themes were identified. The most common themes referred by students include “sustainability”, “general problem-solving strategy”, and “material and energy balances (MEB) as a backbone of process and product design”. These themes were specifically mentioned by 47%, 40%, and 27% of students, respectively.\u0000As expected, sustainability was the most popular theme between ENVL students followed by CHML, IGEN and CHBE students. The prevalent theme among IGEN students was “general problem-solving strategy” as over half of them saw it as the main takeaway of the course. Almost one third of CHML and CHBE students saw this course as the backbone for their program and future career, where as only 25% of ENVL students and only 10% of IGEN students believed so.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132191017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formative Feedback on Problem-Solving Skills: Intent and Action","authors":"Tamara Kecman, S. McCahan","doi":"10.24908/pceea.vi.15860","DOIUrl":"https://doi.org/10.24908/pceea.vi.15860","url":null,"abstract":"Formative feedback is integral for the learning of difficult skills such as problem solving. To understand why less than ideal amounts of feedback are sometimes provided to students, this study elicited undergraduate engineering instructors’ intentions, and then observed their actions regarding formative feedback on midterm exams in courses that purport to teach problem solving. Intentions were collected through a survey that emulated the intentions-focused portion of the Teaching Perspectives Inventory. The questions were reworked to reference Fink’s FIDeLity feedback system. Actions were then measured by analyzing feedback provided on previous midterm exams administered by the same instructors who filled out the survey. Alignment between the instructors’ intentions and actions were analyzed by comparing the survey results and the midterm exam marking. Overall, instructors’ actions are generally aligned with their intentions. However, their intentions tend to favour time saving practices rather than using every known method for providing high-quality formative feedback.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133118567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of Virtual Equipment Training","authors":"J. Boudreau, David Nku, H. Anis","doi":"10.24908/pceea.vi.15861","DOIUrl":"https://doi.org/10.24908/pceea.vi.15861","url":null,"abstract":"The University of Ottawa faculty of engineering, in Ottawa Canada, is home to multiple rapid prototyping facilities as well as entrepreneurship spaces. This includes a makerspace, a machine shop and a design space for any student to use free of charge. Due to COVID-19 the spaces were either shut down or running virtual activities where possible. In the absence of any significant virtual content for learners, virtual computer simulations and virtual reality simulations were developed for various technologies including a manual mill and lathe, a laser cutter and soldering. Even as the COVID-19 restrictions are being lifted, the virtual simulations will be used as a pre-training introduction for in-person sessions. This paper aims to understand how well the virtual training simulations compare and compliment the in-person training for different equipment. Factors considered are the level of previous knowledge and level of interest in the equipment. The same assessment will be given to 3 groups of participants: those who have only done the virtual training, who have only done the in-person training and who have done both. The results from each group will be compared and analyzed to determine the efficacy of the virtual simulation and what advantages it has as a pre-training resource. ","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134228694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problem-solving in biology vs. engineering: What can engineering educators learn from biology educators","authors":"Anastasia Chouvalova, S. DeDecker, R. Clemmer, J. Vale, Karen Gordon","doi":"10.24908/pceea.vi.15938","DOIUrl":"https://doi.org/10.24908/pceea.vi.15938","url":null,"abstract":"Problem-solving (PS) is a universal skill inherent to nearly all disciplines. This study’s objective is to explore the types of PS assessments that engineering and biology undergraduate students are exposed to and what PS approaches they use to complete these assessments. Comparing PS assessments and approaches between the two disciplines will help reveal important lessons that engineering educators can apply when immersing their undergraduate students into PS. Qualitative data was obtained from focus groups with students in engineering (n = 6), and biology (n = 5). Notable differences were found across disciplines, with students mentioning different skill sets pertinent to PS, assessment features, and PS strategies. A posteriori analysis of students’ focus group responses revealed that an epistemic lens is an appropriate framework for interpreting students’ response. Schommer’s epistemic dimensions of knowledge (i.e., structure and stability of knowledge) are used to classify results and indicate that biology students are frequently exposed to the complex structure of knowledge through multi-factorial systems whereas engineering students are typically exposed to the instability of knowledge, particularly through design projects. Other interesting observations related to biology students’ tendency to engage in discussion as a helpful study approach, while engineering students may view group discourse as a hindrance. Our results can inform engineering educators of how they can incorporate PS practices used by biology educators into their classrooms to promote better learning outcomes and encourage deeper learning approaches in students, while cultivating more mature epistemic beliefs.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133864532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing the Quality Assurance of Fashion Technology Courses in India: A Comparative Study between Educators and Industry Professional","authors":"E. Suresh, A. Kumaravelu","doi":"10.24908/pceea.vi.15881","DOIUrl":"https://doi.org/10.24908/pceea.vi.15881","url":null,"abstract":"Higher education institutions are entrusted with the herculean task of ensuring quality in teaching and learning process of students. It is important that these institutions establish and maintain a proper quality assurance system so that they can offer quality services to their key stakeholders. Fashion Technology courses in India are undergoing drastic transformations in the recent years to keep pace with developments in industry and market conditions. The expectations from the stakeholders has increased manifold and it is the responsibility of the education leaders related with Fashion Technology courses to ensure higher quality in educational offerings. The purpose of this work is to evaluate the importance of different factors in ensuring quality in fashion technology courses. From the extensive review of literature on quality assurance parameters in higher education, ten unique factors were identified. Data were collected from 330 faculty members and 280 industry professionals from fashion design technology industry. Quality assurance parameters like Resources (Students, Faculty, Infrastructure), Education Management, Instructional Design and Delivery, Assessment and Evaluation, Student learning outcomes, Learning Experiences, Professional Attributes, and Skill Sets were considered in this study. Statistical measures like relative importance index (RII), t-test, correlation analysis, etc. were used to compare the perception of educators and industry professionals. The study highlights the importance of different factors in promoting quality assurance in fashion technology courses. The findings has several implications for educators to focus on enhancing quality assurance in higher education in general and fashion technology courses in particular.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121922325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing a copper mineral processing plant in virtual reality: A new tool for mining engineering education","authors":"C. Gibson, Michael Chabot, Janice Law, Matthew Thoms, Kimia Moozeh, Derek Blais, Paul Marleau","doi":"10.24908/pceea.vi.15874","DOIUrl":"https://doi.org/10.24908/pceea.vi.15874","url":null,"abstract":"In 2021, Queen’s University partnered with BBA Engineering Consultants to build a full-scale, virtual reality copper sulphide mineral processing plant. This project, financially support by e-Campus Ontario, aims to prepare Ontario post-secondary institutions to increase their training capacity in mineral processing to meet projected labour demands.\u0000The tool includes an environment where engineering students can work in real-time to diagnose problems in a high-fidelity and safe manner using virtual reality to sharpen real-life problem solving and design skills, so students are workplace-ready for employment in the mining industry.\u0000This paper examines the design process beginning with conceptual design, through detailed design and pilot testing. Various aspects of the project are discussed, including the agile project management approach, the importance of considering pedagogical objectives early in the project, the value of partnering with industry, and plans for further development of the tool.","PeriodicalId":314914,"journal":{"name":"Proceedings of the Canadian Engineering Education Association (CEEA)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125658988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}