bluuebunny/crossref_metadata_2025 huggingface dataset:
INNOVATIONS AND LIMITATIONS INVOLVED IN TREATING DEPLOYING MEMBRANE STRUCTURES AS UNFOLDING TREE LEAVES
Authors: Potvin Marie-Josée , Sylvestre Bruno , Heald Johanne C.
Published: April 2017

Many structures in space must be deployed to cover a large area. They must be lightweight and packaged as efficiently as possible to reduce their launch cost. Nature offers interesting ideas in the way it packages tree leaves and then deploys them in a flat structure. Several authors have looked at these concepts, but no research has been undertaken to take into account the effect of electrical circuits on a membrane. This paper looks at which ideas can be used for the two applications of interest to the Canadian Space Agency, namely, membrane solar panels and membrane SAR antennae.
HEAT EXCHANGER NETWORK OPTIMIZATION AND CONTROLLABILITY USING DESIGN RELIABILITY THEORY
Authors: Tellez Rodolfo , Young Brent
Published: April 2017

For a given heat exchanger network (HEN) it is often necessary to determine its behaviour to disturbances in supply temperature and/or inlet flow rate variations, that is its ability/flexibility to meet the design requirements at new operating conditions. An analysis of the HEN flexibility is very useful to assess other design options and in the design of a robust control structure. The use of design reliability theory coupled with fuzzy design uncertainties can be used to determine the possibility of violating the HEN constraints. This measures the potential of the design failure rather than the frequency of failure, the latter being measured by probability theory. The HEN constraints considered in this work are the target temperatures, hot/cold utility flow rate and heat transfer area/overall coefficient (UA). If the design under consideration results in a significant value of the failure possibility for any of these constraints, then this HEN design will require either a modification of the design or the establishment of a specific requirement in the control system. The case study treated in this paper shows that design reliability theory is a useful tool for determining HEN constraint violations that will require special attention from a control point of view, that is controllability analysis. Thus this approach has proven to be a useful tool for determining design changes and for developing a workable control scheme for HEN designs.
COMPLEX SYSTEM DESIGN EXPOSURE THROUGH A SATELLITE DESIGN COMPETITION
Authors: Schor Dario , Anderson Kane , Friesen Cody , Goodmanson Kris , May Morgan , Darbandi Arash Fazel , Kinsner Witold , Britton Ron , Symonds Malcolm
Published: April 2017

It is very difficult to teach complex system design within a classroom setting constrained by the number of students, available class time, and type of project feasible within a university course. Therefore, the University of Manitoba is utilizing the Canadian Satellite Design Challenge as an extension of the classroom where students can get exposed to complex systems through the design, implementation, and testing of a triple pico- satellite (T-Sat). In this process, the students are exposed not only to many technical challenges, but also to project management that make up the complex project. The team consists of more than 100 undergraduate and graduate students as well as over 50 advisors with various backgrounds. This paper describes the elements of complex system design experienced throughout the first 18 months of the T-Sat project.
EVALUATING INTEGRATIVE MODEL ELICITING ACTIVITIES IN FIRST YEAR ENGINEERING
Authors: Frank Brain , Kaupp Jake
Published: April 2017

This work presents the use and evaluation of model-eliciting activities (MEAs) in a first year engineering course. These MEAs are problems presented in class that require students to create a model of a system as part of the solution to a complex open-ended problem, and integrate technical, professional, and programming skills in a specific context. Three MEAs were used in the 2011-2012 academic year. Students perceived learning gains as a result of the MEAs, and improvements were observed in students’ ability to create a mathematical model, and in making effective arguments. A proposal for a more detailed study of how students solve MEAs is presented.
IMPORTANCE OF FIRST-YEAR ENGINEERING DESIGN PROJECTS TO SELF-EFFICACY: DO FIRST-YEAR STUDENTS FEEL LIKE ENGINEERS?
Authors: Michael Jon , Booth J , Doyle Thomas E
Published: April 2017

Self-efficacy, a belief that one can achieve a certain level of attainment, is important to student retention in engineering and technology fields. Developing ways to increase self-efficacy should be a primary concern for engineering programs. Several key tasks will be investigated including (a) the importance of design projects to self-efficacy in first-year engineering, and (b) making first-year engineering students feel like engineers. A team-based “Cornerstone” design project was undertaken by first-year engineering students as part of a Design and Graphics course. Two groups of first- year engineering students were surveyed, (1) students who had completed the course and design project in first term, and (2) students who were enrolled in the second term offering of the same course, before completing the design project. The survey focused on Bandura’s four identified sources of self-efficacy: (a) Mastery experiences, (b) Vicarious experiences, (c) Social persuasions, and (d) Physiological states, as well as a fifth often added characteristic (e) Drive and motivation. Additionally, students were asked to quantify their agreement or disagreement to the statement “I feel like an Engineer.” This paper will present the results between these two groups and will be of interest to faculty involved in freshmen design.
CASE STUDY IN SYSTEMATIC DESIGN ENGINEERING – BOW THRUSTER COVERS
Authors: Eder W Ernst
Published: April 2017

Students learning design engineering at times need a good example of procedure for novel design engineering. The systematic heuristic-strategic use of a theory to guide the design process – Engineering Design Science – and the methodical design process followed in this case study is only necessary in limited situations. The full procedure should be learned, such that the student can select appropriate parts for other applications. Creativity is usually characterized by a wide search for solutions, especially those that are innovative. The search can be helped by this systematic and methodical approach. This case example is presented to show application of the recommended method, and the expected scope of the output, with emphasis on the stages of conceptualizing. The case follows a novel design problem of a mechanism to open and close the bow thruster covers for the Caravan Stage Barge.
Course‐Based Learning Outcomes as the Foundation for Assessment of Graduate Attributes
Authors: Reid Darlene Spracklin , Fisher Andrew
Published: April 2017

In 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing programs for progress toward assessment of graduate attributes. This represented a significant change from traditional inputs-based to outcomes-based accreditation. As engineering schools across Canada are considering how to meet the CEAB requirements, this paper provides details on the approach taken by the Faculty of Engineering and Applied Science at Memorial University and, in particular, the development of course-based learning outcomes.
A HOLISTIC, INTERDISCIPLNARY APPROACH TO THE DESIGN OF A SUSTAINABLE PERSONAL MOBIILTY SYSTEM
Authors: Buchal Ralph
Published: April 2017

-For the past several years, undergraduate engineering students at Western University have been working on the design of a sustainable personal mobility system (SPMS). The vision of SPMS is to replace privately owned conventional cars with a sustainable mobility system built around shared lightweight electric vehicles, powered by renewable energy. In the 2011-2012 academic year, 13 undergraduate engineering students worked in five teams to further develop SPMS. They examined the economic and business feasibility of SPMS, and developed conceptual designs for the car-sharing system and vehicles. They reviewed the issues around climate change and renewable energy, and added to previous work by exploring the literature from different disciplines to learn more about car-sharing systems, electric vehicles, traffic network modeling and simulation, Monte Carlo simulation, vehicle layout and ergonomics. The students learned to take a holistic, interdisciplinary approach to the complex sociotechnical problem of sustainable personal mobility. While many students were initially uncomfortable with the ambiguity and ambitious scope of the project, they came to appreciate the many sociotechnical factors involved in designing an SPMS. An important learning outcome has been to increase student awareness and understanding of the environmental challenges facing society, as well as possible sociotechnicalsolutions.
INTEGRATING REGIONAL INDUSTRIAL THEME EXAMPLES IN PROCESS CONTROL EDUCATION
Authors: Deschenes Jean Sebastien
Published: April 2017

A process control course was elaborated around the specific regional (industrial) context in which UQAR has an important mission of regional development. A multidisciplinary approach is used, integrating notions from various fields of engineering (electrical, mechanical, chemical and civil engineering) through theme examples such as wastewater treatment, pulp and paper making, mining and metallurgical extraction (mineral grinding). Laboratory activities on such processes are realized using a simulation software specifically designed for process control education. The small size of the groups at UQAR also allows to employ innovative strategies on how to run the activities and to evaluate the students. One laboratory on a real physical system (electrical motor) was also part of the course, to balance between the advantages of the software and the more “hands-on” laboratories. General feedback and comparative appreciation from students is then presented, followed by overall conclusions
Do Engineering – Anywhere, Anytime
Authors: Walters Mark , Luther Erik , Dinolfo Julia
Published: April 2017

The need to create excitement about engineering has never been more critical. Our global community is faced with finding solutions to big challenges such as global warming, the energy crisis, and increasing demands on communications and urban infrastructure. To address these grand challenges, we require future engineers who are capable, innovative and equipped with practical skills in order to navigate from the design constraints to the solution. To encourage development of this practical skill, educators need to find ways to enable students to “do engineering,” anywhere, anytime. The three fundamental restrictions that prevent educators from being able to accomplish this are cost, accessibility to equipment – both in and out of the laboratory – and space and facilities. This paper discusses different ways in which educators are helping students connect with the world around them using graphical system design hardware and software technologies that are both affordable and scalable. We discuss flexible, compact, instrumentation platforms and illustrate how universities use this to enhance labs and improve practical experiences. We demonstrate how educators leverage low-cost, student-owned instrumentation hardware to teach concepts in students’ preferred environments, whether that is in the lab, library, or dorm room.
INTELLECTUAL PROPERTY (IP) FOR FUTURE ENGINEERS
Authors: Loiselle Michel , Olariu Dumitru
Published: April 2017

The Canadian Intellectual Property Office (CIPO) is an agency of Industry Canada responsible for the administration and processing of the greater part of intellectual property (IP) in Canada. For example, during the last fiscal year, CIPO processed approximately 100,000 patents, trade-marks, copyrights and industrial designs applications. CIPO also plays a key role in supporting Canada’s innovation performance by delivering quality and timely intellectual property rights within a modern and competitive system. CIPO strives to increase Canada’s opportunities for innovation by promoting and disseminating IP rights and information to Canadian entrepreneurs, researchers and post-secondary students.In connection with the CEEA/ACEG Conference goals to enhance the competence of graduates from Canadian engineering schools through continuous improvement in engineering education and design education, CIPO has prepared a presentation to delegates on the subject of IP and the use of IP Case Studies as a means to raise the awareness of IP amongst engineering students. During this presentation, participants will leave with a better understanding of IP and will have the opportunity to exchange on the subject; as well as understand which teaching tools are available to assist engineering faculty in introducing IP in their classrooms.
Complexity Made Simple
Authors: Kruchten Philippe
Published: April 2017

We present a simple conceptual model of what constitutes complexity and simplicity in design engineering. At the core of the model are the three concepts of 1) scale (how many things are there), 2) diversity (how many different kinds of things are there), and 3) connectivity (how many relationships are there between things). The model distinguishes essential from accidental complexity (i.e., the complexity that we, engineers, add while designing), and intrinsic versus perceived complexity. The model also articulates the complexity of the thing (or system) we design or observe versus the complexity of the community around the system: its users, designers, manufacturers, sellers, other systems, etc. This model is then used to articulate a set of heuristics to address complexity: reduce, hide, shrink, organize, explain, expose.. Finally we open the toolkits of engineers in various disciplines to identify strategies, methods, or tools that they can use to address complexity: design principles, guidelines, design methods, patterns, tactics, frameworks, etc. Approaches such as modeling, abstraction, partitioning can then be described in terms of our key concepts and heuristics; e.g., “abstraction reduces perceived complexity”. This conceptual model helps engineering students to better reflect on their practices of design, and how these practices vary across disciplines. It also provides a more systematic approach to answering the never ending question: “how can you make this simpler?”
COMPLEMENTING CLASSROOM EXPERIENCE WITH STUDENT-RUN WORKSHOPS
Authors: Schor Dario , Denton Troy , Sebastian Matthew , Woelk Matthew , Serafin Frank , Nemeth Craig , Glowacki Pawel , Poon Kiral , Anderson Kane , Linton Greg , Fazel Darbandi Arash , Kinsner Witold , McKay Allan , Biegun Kenneth , Annakkage Udaya
Published: April 2017

Professors, instructors and technical staff atvarious universities often face difficult questions regarding the tools and hands-on skills taught in the curriculum during a limited laboratory time. Therefore, to complement the classroom experience, students in Electrical and Computer Engineering at the University of Manitoba have developed and delivered a number of workshops on topics that have a direct impact in the classroom and job prospects, while encouraging independent learning and experimentation to foster lifelong learning skills. This paper describes the organization and examples from organizing more than 20 workshops that reached excess of 250 undergraduate students, graduate students, high school students, high school teachers, recent graduates, industry professionals, and hobbyist.
TEACHING INTERFACING FOR REAL-TIME SYSTEMS: NOW AND TOMORROW
Authors: Kinser Witold , Schor Dario , Beigun Ken
Published: April 2017

Teaching undergraduate students about interfacing of microprocessors and microcontrollers in real-time systems is challenging because the circuits have moved from medium to increasingly higher frequencies (multimega- and giga hertz), while wired interfacing has been augmented with wireless interfacing. This paper describes an attempt to accommodate the changes in an undergraduate course called Microprocessor Interfacing (µI) that has been offered at the University of Manitoba for many years now [1-4].The course presents real-time wired and wireless interfacing of microcontrollers, microprocessors, and microcomputers to the external world, including interfacing of input/output (I/O) devices with minimum hardware and software, as well as data acquisition with and without microprocessors, data communications, transmission and logging with embedded computers. The following topics are covered: (i) introduction on computing, architectures, processors, and technologies, (ii) architecture and organization of small computer buses, and synchronization of data transfers on local buses (iii) digital input and output (I/O), (iv) digital-to-analog (D/A) and analog-to-digital (A/D) signal conversions and converters, (v) and interfacing aspects in data communications, including encoding, modulation, error detection and forward error protection. The course also includes (a) demonstrations of bus architectures, modules, systems, and new devices, as well as (b) updates on new concepts, technologies, protocols, and software. The laboratories are innovative in terms of three levels of complexity: the Tier1 level includes five 3-hour standard labs designed for all students, the Tier2 is designed for more experienced students, and the Tier3 level lab is designed as a project for groups of students with demonstrated prior design and implementation experience [3].Tomorrow’s teaching will require a deeper exposure to high-speed circuits, as the impact of the distributed nature of signals in circuits increases due to the circuit interconnections acting as transmission lines. This requires software-based simulation and emulation of designs. Embedded systems on a chip may mitigate the problem to a degree. Course laboratories may also change because of the inexpensive equipment such as logic analyzers, protocol analyzers [5], and computer-based digital oscilloscopes. Since the test cost of such equipment is within a range of a student, laboratories-athome may also become a reality.The paper provides a description of a class structure of an interfacing course today, and identifies changes required by future material in such as course. An example of an implementation of a change is also provided.
EFFECTS OF FIRST-YEAR INTEGRATED WRITING AND DESIGN
Authors: Last Suzan , Wild Peter , Van Gyn Geri
Published: April 2017

This paper presents the results of a two yearassessment study (2010-2012) that compares the writingoutcomes of engineering students who completed a newlydesigned integrated first year Communications andDesign course (ENGR 110) to the achievements ofEngineering students who had taken the traditional firstyear composition course previously offered toengineering students. The purpose of the study was todetermine if the new course design, with its emphasis onengineering-specific reading and writing content, as wellas written assignments based on students’ design labactivities, enhanced students’ achievement of writingskills. The results show moderate to significantimprovement in all but one of the assessed skills,indicating that the new integrated course design has beensuccessful in achieving its goals.
DESIGNING AN UNDERGRADUATE FOOD PROCESSING LABORATORY FOR THE UNIVERSITY OF WATERLOO
Authors: Lai Yung P. , Sun Kyung E.K. , Moresoli Christine , Aucoin Marc
Published: April 2017

Food processing is one of the largest industries in the world, making it an attractive field for chemical engineering students to pursue. Currently, there is no food processing laboratory at the University of Waterloo. Consequently, students do not have an opportunity to link fundamental chemical and biological engineering concepts germane to the food processing industry to tangible applications. The solution is to design a versatile undergraduate food processing laboratory to enhance the engineering undergraduate experience. The laboratory would have three unit operations ubiquitous to the food industry. The three selected unit operations were spray drying, micro-encapsulation, and extrusion. Suppliers and/or providers of processing equipment, raw ingredients, and pest control services were identified with the consideration of health and safety recommendations. The food processing laboratory layout was created with consideration of minimizing workplace hazards and the risk of food contamination. The cost of running the laboratory for the first year along with equipment/materials procurement was estimated to be around $1 million CAD in an existing room at the university. By providing a food processing laboratory, chemical engineering students would be supplied a contained learning environment along with the incentive to consume their manufactured products.
COMPUTER-BASED LEARNING SOFTWARE FOR ENGINEERING STUDENTS
Authors: Poitras G. J. , Poitras E. G.
Published: April 2017

The rapidly evolving technological knowledge required by engineers imposes important challenges on how to best prepare the engineering workforce of the future. Novice engineers are faced with formulating creative solutions to problems they have never seen before; they did not really learn to solve "real world messy problems". Problem-solving in engineering requires the use of disciplinary-based heuristics that are not immediately apparent to novices in the field. The aim of this study is to evaluate and expand engineering education using cognitive apprenticeship as an instructional framework. Cognitive apprenticeship outlines pedagogical strategies that makes visible experts` problem solving heuristics to support novices in becoming more proficient. This work will provide an overview of a computer-based learning environment in a classroom with third- and fourth-year undergraduate students. First, we discuss the implementation of cognitive apprenticeship in the classroom and evaluate the learning outcomes of students with individual differences in learning styles. Second, we apply cognitive apprenticeship principles to guide the design of a Civil Engineering tutor, a computer-based learning environment that serves as a cognitive tool outside the classroom. The design of the software is driven by a cognitive task analysis of several knowledge areas that mediates competency in calculating the snow loads on buildings. This teaching tool includes the main assumptions of the cognitive apprenticeship approach and also defines instructional methods for enhancing learning. We analyze user satisfaction towards the different features of the software and derive some implications for future innovative educational tools.
IMPROVING OUTCOMES IN STUDENT DESIGN COURSES THROUGH QUALITATIVE USER RESEARCH AND CONTEXTUAL IMMERSION
Authors: Gheorghe Florin , Hodgson Antony J. , Van der Loos H. F. Machiel
Published: April 2017

Shifting from the course-based mindset into the real-world context of the user is a challenge that students often face during design courses. This can result in designs and proposed solutions that do not fully meet the technical and business needs of the client. This paper proposes a greater use of qualitative methods, paired with a deep immersion in the user environment, and highlights the value in design education through a case study example. A focus on qualitative user-studies in the discovery phase of design helps to give students perspective on the unique characteristics of users and the design context. The Engineers in Scrubs Program, in collaboration with the Uganda Sustainable Trauma Orthopaedic Program (USTOP), at the University of British Columbia is highlighted as one such example.
WHY LEARNING IS HARD: Challenges That MOOCs May Miss Providing?
Authors: Stubley Gordon
Published: April 2017

Perusal of recent popular press and vision statementsby senior government and university leaders suggests thathigher education is undergoing a massive shift with therecent release of well-polished online courses (MassivelyOpen Online Courses, MOOCs). Today’s online materials provide students and instructors with readilyavailable resources that create incredible opportunities for higher education institutions. But are these online resources sufficient for creating effective learning environments? The present thesis is that the deep learning expected of engineering students involves aspects that are difficult to address in the MOOC’s framework.
Enhanced remote laboratory work for engineering training
Authors: Saad Maarouf , Mhiri Radhi , Amadou Moustapha Dodo , Sahli Sandra , Ouertani Saber , Brady Gérald , Nerguizian Vahé
Published: April 2017

Today, with the development of digital equipment and the increased performances of Information and communication technology (ICT), the online laboratory or Lab At Distance (LAD) found an interesting tool in training systems and can also provide enrichment for the conventional laboratory. In this paper, we present the experience of developing a set of LAD performed by the school of engineering École de technologie supérieure (ÉTS) in Montreal and three colleges (CEGEP) in Quebec. From this experience, the article highlights both technical and pedagogical strengths. The different choices adopted for LAD are discussed and a preliminary assessment of the operation of this set of LAD is also presented. In addition to the beneficial sharing of facilities between institutions, new opportunities of ICT enrich the laboratory work and give it a new dimension. Visiting a Web site for an industrial application related to laboratory work allows contextualization of this work and gives more meaning to the work requested. The exploration of the technological characteristics of the equipment used can provide additional valuable learning. These new technological possibilities coincide with the emergence of new learning approaches and raise questions about the potential role of laboratory work in the training of engineering students. The techno-pedagogy is currently revolutionizing the way traditional training by bringing the experience of the laboratory in the classroom, at home and in various locations. This also allows the student to be more in touch with the technological reality of the laboratory and even industrial space through virtual tours.
Developing Leadership Skills in Engineering Students – Foundational Approach through Enhancement of Self-Awareness and Interpersonal Communication
Authors: Bayless David J.
Published: April 2017

Engineering leadership education is emerging as a vital addition to the development of theprofession. However, practitioners of engineering leadership education are still defining outcomes, objectives and curricula. The assumptions, desired outcomes, and our pedagogical approach to engineering leadership education discussed in this paper starts with a strategic assumption to minimize the emphasis on development of “vision” that is a clear focus of leadership training in business and other disciplines. While vision is clearly a critical leadership characteristic, engineering schools already excel at developing students who envision solutions to complex problems. Therefore, less effort is needed for the engineer to transition “problem solving” into “leadership vision.” Instead, the focus is placed on interpersonal communication (vs. organizational communication) and understanding of motivation and behaviors of self and with respect to interactions with others. This paper will present the methodology and reflective assessments in teaching engineering students “leadership communication,” and “self-awareness.”Leadership communication consists of techniques to develop intentional listening skills and questioning/interviewing approaches to define problems and understand motivations with emphasis on application of lessons learned from behavior inventory assessment. Further, the use of self and group reflection will be discussed in the context of both learning leadership concepts and increasing self-awareness.
ELECTRIZARTE: USING ARTS TO IMPROVE ENGINEERING EDUCATION
Authors: Yu Lochi , Abarca Fabián
Published: April 2017

“ElectrizArte” (spanish words combinedfrom “electrify” and “art”) consists of an extracurricular activity where students design, implement and operate electronic projects in which they combine arts with engineering. The students develop both engineering and artistic components of the event. The objectives of ElectrizArte are: use engineering to magnify the perception of the arts and conversely, use arts to show the capabilities of engineering. Another motivation for the students: they usually suffered from misunderstandings ofwhat they do at school, among family and friends. This certainly undermines their motivation can affect their academic performance. With ElectrizArte, they can show off their abilities and demonstrate what they are capable of, and along the way, spark interest in engineering among the general public. The projects were conceived, designed and developed by 30 undergraduate students during the Winter quarter in 2011, and included fields such as: photonics, computer vision, power electronics, and digital electronics. Students have their own motivation and had to learn in those topics by themselves.All projects were shown to the general public at acampus-wide event, and as a result, students had a real world design experience, a hands-on project and new knowledge complementing their academic courses. ElectrizArte proved to be an attractive way to engage students in extracurricular activities including engineering and art, for the benefit and satisfaction of the participants. This activity is now likely to become an annual tradition.
DONNER VOIX AUX MULTIPLES REPRÉSENTATIONS DU DÉVELOPPEMENT DURABLE DANS LES FORMATIONS EN GÉNIE
Authors: Riffon Olivier , Villeneuve Claude
Published: April 2017

Le développement durable (DD) est un concept polysémique, pouvant être interprété différemment selon les acteurs et les organisations qui se l’approprient. Les ingénieurs abordent souvent les problématiques et projets identifiés au DD sous un angle technique et économique. Dans l’exercice de leur profession, ils sont toutefois confrontés à des interprétations diverses du DD, portées par des parties prenantes aux intérêts variés et quelquefois divergents. Pour faciliter la communication et la compréhension mutuelle, la Chaire en éco-conseil de l’UQAC a développé une typologie des interprétations du DD. Cette typologie a été utilisée à deux reprises dans des formations offertes à des ingénieurs, appuyée par l’analyse d’un projet fictif au moyen d’une grille de DD. L’utilisation de ces outils dans la formation des ingénieurs vise à mieux les préparer pour le travail au sein d’équipe multidisciplinaire et à communiquer plus efficacement avec le public sur des projets de DD.
FOSTERING TEAMWORK SKILLS USING COLLABORATION SOFTWARE IN ENGINEERING DESIGN EDUCATION
Authors: Gidion Gerd , Buchal Ralph O.
Published: April 2017

The ability to work in a professional team is an essential social competence of engineers, who must collaborate on common tasks, with shared goals. Social competence has many aspects that are difficult to define and evaluate. Based on a theoretical framework of social competence, we identify several specific attributes and indicators that can be used to develop and evaluate social competencies related to teamwork in professional engineering. The specific attributes are professional project management, team interaction and professional documentation. These attributes are fostered in several ways. Team communication and coordination is fostered through explicit team roles (e.g. moderator, secretary, project manager, etc.), explicit requirements for project planning and scheduling, requiring professional documentation, and using computer tools to support these collaborative activities. These strategies develop competencies in communication, teamwork, presenting and understanding information, and using collaboration tool. At a higher level, these competencies contribute to each team member understanding the roles and contributions of the other team members, developing a shared understanding of the team’s position, and negotiating within the team and with external parties to reach sound decisions and conclusions. This paper describes and compares experiences using collaboration software tools to support teamwork activities in undergraduate design projects at Karlsruhe Institute of Technology (KIT) and Western University. Collaboration tools include Microsoft Project, Microsoft SharePoint, Sakai, and wikis. The paper discusses the selection of appropriate tools, the formalization of their use, and methods used to evaluate student competence.
SMALL-GROUP TUTORIALS AND OPEN BRAINSTORMING FOR PROBLEM-SOLVING IN ENVIRONMENTAL ENGINEERING SYSTEMS
Authors: Moorthy Arun , Chan Carolyn , Stiver Warren
Published: April 2017

Environmental Engineering Systems is a core-course for undergraduate students at the University of Guelph pursuing degrees in Environmental or Water Resource Engineering. The class is a thorough introduction to many elementary concepts of Chemical and Biological Engineering, including concepts of conservation and reactor system design, and is delivered through lecture, laboratory and tutorial components. At the University of Guelph, Environmental Engineering Systems tutorials are operatedin small groups (approx. 20 students), taking advantage of the extensive whiteboards available in the facility to promote open brainstorming as a means to solve problems. Students work in partnerships, but are encouraged to discuss with the other groups in the room, as to come to a consensus solution on a given problem. Instructors (usually 2) float around the room, coaching students as needed, but refrain from providing over-guidance and a final solution; ensuring students be cognizant of problem solving in industrial and/or higher-learning settings. This technique was beneficial to instructors, allowing for the easy identification of specific problem-solving skills students were lacking, and the appropriate corrections to be implemented. There were still some concerns about engaging timid students, and also with students becoming over-dependent on the group dynamic and not performing as well individually.
ENGINEER LEADERSHIP IN ORGANIZATIONS AND THE IMPLICATIONS FOR CURRICULUM DEVELOPMENT
Authors: Reeve Doug , Daniels Frieda , Rottmann Cindy , Sacks Robin , Wray Adam
Published: April 2017

Historically, Canadian faculties of engineering have excelled at developing the technical competencies oftheir students, but have been less successful at developing their communication, negotiation, and relationship building skills [4]. In this paper we discuss findings from the first phase of a large scale, mixed-methods study of engineering leadership. In particular, we are investigating:(1) how engineers contribute to leadership in engineering intensive organizations, (2) the defining characteristics of the leader-engineer; and (3) how we can use these findings to augment curriculum and instruction in engineering education.
TRANSLATING A CORPORATE LEADERSHIP PHILOSOPHY AND PRACTICE TO THE ENGINEERING CLASSROOM
Authors: Colcleugh David , Reeve Doug
Published: April 2017

A multi-billion dollar chemical company (DupontCanada) developed, over twenty years, a unique leadership philosophy and practice that was instrumental in the company’s remarkable improvement and great financial and societal success. The beliefs that are fundamental to this Developmental Leadership model are: values are the foundation of leadership; everyone can learn to lead; leaders develop role model leading competence through learning certain skills, character attributes and purposeful behaviours; the work of leaders in organizations is developing high performance work systems dedicated to achieving sustainable growth; and learning to be a better leader is a life-long endeavor. A leadership course for engineering students based on this was developed by the former CEO and Chairman of the company (first author David Colcleugh), an engineer by training, and has been offered to undergraduate and post-graduate engineering students at the University of Toronto since 2007. At first the course was offered as a combined undergraduate-graduate course. In 2011 it was decided to offer separate coursesfor graduate students and undergraduate students. Atextbook,  Everyone a Leader, was prepared (byColceugh) and beginning in 2012 was used, in manuscript form, in both courses. The textbook provided the curriculum and instructional framework that permitted a second instructor to lead the course –(second author Doug Reeve). The Developmental Leadership Model serves as a framework for instruction so long as the instructor’s own leadership experience is well integrated into course discussions. The course hasnow been offered eight times.The motivation for the course arises from the belief that engineering students should, in addition to having strong scientific and technical capabilities and being self-motivated to contribute, should be well prepared emotionally, socially, and ethically to accept challenges and should be to committed to develop non-technical as well as technical competencies.
LEVERAGING CLOUD-BASED SERVICES AND TOOLS FOR CURRICULUM AND ENGINEERING ATTRIBUTES MANAGEMENT
Authors: Bégin Guy
Published: April 2017

Canadian engineering schools must make the transition to outcome-based programming, assessment, and accreditation. The task can be daunting, especially for small schools or programs that cannot rely on extensive information technology support. Cloud-based services are a quick, low-cost option for facilitating many data-management and collaborative tasks required by the process. Cloud services have evolved from mere on-line storage to the "software as a service" paradigm. We report our experience with two services that facilitate collaborative work. Using on-line, specially crafted questionnaires, information may be automatically collected and formatted into spreadsheets, providing a powerful, general purpose data collection engine. This approach was used at various stages in the transition to graduate attributes processing: curriculum mapping, assessment, etc. On-line services have also been used to create a distributed repository of relevant literature for supporting the work of the “attributes”team.
SURVEYING FOURTH YEAR ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES
Authors: Seniuk Cicek Jillian , Labossiere Paul , Mann Danny
Published: April 2017

As the Faculty of Engineering at the University of Manitoba begins to emphasize outcome based teaching and assessment along with the traditional input-based teaching and assessment, data are being collected in a variety of forms. Some of the indirect data being gathered comes from students in the form of the Student Exit Survey. This survey was developed to measure students’ perception of how well their program prepared them with regards to the CEAB twelve graduate attributes. The survey asked students to consider a large number of indicators for each of the graduate attributes.The indicator list was originally constructed with the intention of sufficiently defining each attribute for the five engineering programs in the faculty while providing variety and choice. Therefore, the list was fairly extensive, and at times iterative and unwieldy. When revisiting the original Student Exit Survey, two factors ascended in importance: student feedback on their personal attribute competencies as developed within their program, and how to define attribute competency levels.To establish competency levels and make indicators more manageable for faculty and students, the indicators for each attribute were revised to reflect the six levels of Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain: knowledge, comprehension, application, analysis, synthesis and evaluation. This new attribute/indicator format was then developed into theStudent Exit Survey and given to fourth year Mechanical engineering students in Fall 2012. This paper describes that effort and analyzes the initial data from this first pass. This data will be used to inform the continued revision of the Student Exit Survey until it is a reliable and valid instrument for providing feedback at instructor, program and faculty levels as the University of Manitoba’s Faculty of Engineering forges ahead with its continual cycle of improvement.
Impact of Informed Course Design and Data-Driven Course Improvement on Student Learning
Authors: Kresta Suzanne
Published: April 2017

Can the impact of improved teaching practice (pedagogical change) be measured? The author presents results from a 17 year study of a second mass and energy balances course where the impact of teaching on cognitive change is dramatic – and at the same time insufficient. The effects of teaching and examination design on student test performance are contrasted with observations of cognitive domain behaviors, long term affective domain impact, student admission averages, and instructor workload and satisfaction in teaching large classes. The use of industrial best practice standards as a teaching and learning tool is discussed. The main conclusion is that cognitive domain changes may not be measurable in the short term, but they can be very significant over a long period of continuous improvement. A case is made for identifying courses which require advanced teaching skills (mastery courses), and mentoring those courses through various generations of instructor growth and development.
A NEW COURSE ON COMPUTING FOR SMALL SPACECRAFT ENGINEERING
Authors: Kinsner Witold
Published: April 2017

The trend towards smaller and less expensive spacecraft continues. The University of Manitoba has participated in the design and implementation of a triple-pico-satellite (code TSat) since 2010, with over 100 undergraduate and graduate students from five faculties and 16 departments, as well as 50 advisors from academia, aerospace industries, business, military, and government. Such small satellites are used for atmospheric study and testing of new research concepts such as new forms of data communications, and constellations of space robots. A graduate course on small spacecraft engineering has recently been developed to address the needs of many students in this area. The course provides foundations for the design, implementation and testing of nano-, pico- and femto-satellites. The topics cover the anatomy of a small spacecraft, its design process with the specific design of its mission and payload, orbital mechanics, spacecraft subsystems, and mission operations handling. The specific subsystems include (i) attitude determination and control (ADC), (ii) telemetry, tracking, and command (TTC), (iii) command and data handling (CDH), (iii) power (PWR), (iv) thermal (TRM), (v) structures (STR), and (vi) guidance and navigation (GAV) [1-3]. Emphasis is given to the algorithms and computing tools for such small satellites. The basis for modeling and simulation is the Systems Tool Kit (STK) from Analytical Graphics Incorporated (AGI). The course is supported by our experience in developing the TSat1 nano-satellite. This paper describes the structure of the course, the methodology used, the set of topics covered, the set of course projects, and the lessons learned from the delivery of this unique course. Although the course is now intended for electrical and computer engineering students only, its scope will be expanded to accommodate mechanical and other engineering students.
INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN
Authors: Booth Jon-Michael J. , Doyle Thomas E. , Musson David M.
Published: April 2017

All students have preferences for the way they receive and distribute information when the objective is learning. These preferences can be shown to have an effect on self-efficacy and on performance. The relationships between learning preference, self-efficacy and performance were studied using survey and grade data obtained from a first-year Engineering Design and Graphics course. The students were placed in one of three groups according to the modality (type) of design project they were given; a Simulation-Based project (SIM) using a software simulation tool, a Prototyping project (PRT) using a 3D printer, or a Simulation and Prototyping project (SAP) where they had to complete a design using both tools. Participants were given a custom survey that assessed self-efficacy and the VARK learning styles inventory which assesses learners on Visual, Aural, Read / Write and Kinesthetic learning preferences. 97 students were surveyed representing a response rate of 22.6%. Student performance was assessed by examining scores on a subset of questions related to design visualization on the final examination for the course. Data analysis involved examining the correlation between learning style and self-efficacy, and scores on final examination for each of the three course modality groups. Findings from this study include higher performance for Kinesthetic learners assigned a simulation-based project and low performance for Read/Write learners with a prototyping project. This study supports the hypothesis that student performance may depend on learning preferences coupled with design project modality.
USING ROLE-PLAY TO SUPPORT COMMUNICATION INSTRUCTION FOR ENGINEERS
Authors: Merrick Theresa , Wilkinson Lydia
Published: April 2017

By adapting the learning models of e- based role-play University of Toronto communication instructors use a mock interview to create a more acceptable gateway into engineering expertise.
RE-CONCEPTUALIZING ENGINEERING COMMUNICATION USING AGILITY AND EFFICACY
Authors: Kinnear Penny
Published: April 2017

Instruction in engineering communication, especially for students for whom English is an additional language, is often based on assumptions that the relationship between knowledge about language and the ability to use language is one of cause and effect. However, this perspective does not adequately encompass the complex, multidisciplinary nature of teaching, learning and practicing engineering communication. Partly in response to this dilemma I propose two concepts, agility and efficacy, for consideration in researching and teaching engineering communication. The concepts emerged from current conceptualizations of language as a distributed activity with a focus on the strategies, norms, perceptions, and material and symbolic means used to establish shared understanding and shared goals. Approaching this dilemma from an activity theory perspective provides an opportunity to take advantage of this multidisciplinary nature, especially with a consideration of shared objects. Activity theory is introduced through examples of engineering communication education and a multidisciplinary research project is proposed to identify the contradictions and conflicts that make teaching, learning and practicing engineering communication so challenging.