bluuebunny/crossref_metadata_2025 huggingface dataset:
ANALISIS GAYA GEMPA PADA BANGUNAN RUMAH TINGGAL DI WILAYAH GEMPA TINGGI
Authors: Zebua Alfian Wiranata
Published: January 2019

Abstract : Four stories building was used as structure model. Static earthquake loads distribution were determined according to SNI 1726:2012. The effect of dynamic earthquake loads also considered. The result of structural analysis determined using ETABS. It were static shear force 1.082,64 KN and dynamic shear force, Fx = 1.057 KN and Fy = 983,5 KN. Colomn and beam forces were also determined. Support reactions and joint displacements were determined through structural analysis. Mass modal participation has been reached over 90% at mode 5. Story drift was still smaller than the allowable story drift.Keywords : earthquake loads analysis, residential building.Abstrak:Model struktur yang dianalisis yaitu gedung beraturan lantai 4 untuk rumah tinggal. Distribusi beban gempa statik diperoleh sesuai dengan SNI 1726:2012. Pengaruh beban gempa dinamik juga diperhitungkan. Hasil analisis struktur diperoleh antara lain besaran gaya geser statik 1.082,64 KN dan gaya geser dinamik, Fx = 1.057 KN dan Fy = 983,5 KN. Besaran gaya elemen kolom dan balok juga diperoleh. Reaksi tumpuan serta perpindahan titik buhul dapat diketahui dari hasil analisis yang dilakukan. Pada mode 5, partisipasi massa model yang dianalisis sudah mencapai 90%.Simpangan antar lantai yang terjadi pada model struktur tidak melebihi simpangan yang diijinkan.Kata kunci : analisis gaya gempa, bangunan rumah tinggal.
Engineering Preparatory Programs: Students’ Academic Motivation
Authors: Gero Aharon , Abraham Gershon
Published: January 2019

Engineering preparatory programs (EPPs) offer candidates who have not attained adequate achievements during their secondary education an opportunity to improve their chances to be accepted to undergraduate engineering programs. In light of the importance of academic motivation in EPPs, this study characterized the motivational factors for studying engineering in students attending an EPP in Israel. Forty students took part in the study which utilized quantitative tools. The findings indicate that the students were primarily motivated by interest in studying engineering (intrinsic motivation) and by recognition of their inherent value (identified regulation). However, a comparison of the Relative Autonomy Index to the one of excelling 12th grade students majoring in engineering reveals a significant difference between the two groups. This gap, in favor of the high school students, is characterized by a medium effect size.
Indigenizing the Applied Science Curriculum: First Steps
Authors: Eikenaar Jannik Haruo
Published: January 2019

This poster presents the initial phase of a project to Indigenize the undergraduate Applied Science (APSC) engineering curriculum at UBC’s School of Engineering (Okanagan campus). The presenter anticipates interest from (and possible collaboration with) attendees interested in similar initiatives, as well as feedback and suggestions on the project itself.
Indigenous Knowledge, Perspectives, and Design Principles in the Engineering Curriculum
Authors: Friesen Marcia R. , Herrmann Randy
Published: January 2019

Canadians live with a legacy of troubled relationships between Indigenous Canadians and non-Indigenous Canadians, rooted in a history of colonialism and racism. Aligned with the Truth & Reconciliation Commission's Calls to Action and the University of Manitoba's Strategic Priorities 2015-2020, The Faculty of Engineering is planning curriculum initiatives to incorporate Indigenous Knowledge, perspectives and design principles.The paper reviews the conceptual approach which encompasses both the culture of the institution as well as specific curriculum initiatives. These curriculum initiatives include redeveloping three core courses, first-year Design in Engineering, third year Engineering Economics, and third year Technology & Society for explicit inclusion of Indigenous knowledge, perspectives, and design principles; integrating Indigenous design emphases in capstone design courses, including Indigenous design principles and design application of importance to Indigenous communities, such as infrastructure development, energy independence, and food security; increasing the participation of Indigenous students in the Coop/Industrial Internship Program (IIP), and using the Coop/IIP to build authentic linkages to Manitoba Indigenous communities and environments; and, fostering linkages between teaching and existing faculty research programs
So you need to choose a textbook: An investigation into first-year engineering calculus textbooks in Canada
Authors: Gollish Sasha , Karneyc Bryan
Published: January 2019

The motivation for this paper was two-fold; first to examine the types of textbooks that are being used to teach calculus to undergraduate engineering students in the Canadian Universities; and, second, to assess whether these textbooks do a "good job" at teaching calculus to undergraduate engineering students.The calculus textbooks used by engineering faculties across Canada were found through an online search, either by downloading a course syllabus or through a course website. Research into these various textbooks was done through the various textbook company websites and other articles. A review of the various textbooks was provided. In addition, select calculus textbooks were selected for a more thorough review of teaching differentiation.More often universities are choosing calculus textbooks that are rooted in engineering.
Improving Motor Skills of Students with Disabilities via Engineering Education
Authors: Morganc Sarah
Published: January 2019

Schools in Montreal have adopted variouskinds of technologies and programs to help students withlearning or speech impairments succeed based on one ofthe Quebec’s Education Minister’s mandates, notablythrough integrating these tools into the classroom. At LaSocieté des Handicapés du Québec, students (ages 3-18)get the opportunity to interact with robots by building andprograming them. The purpose of the study is to observehow teaching robotics can develop their motor skills orother cognitive abilities.Over the course of 12 weeks, students (ages 3-4)were given building instructions and kits, and asked tobuild and program their robots. Students with roboticsexperience were grouped and considered as a baseline.The other students were separated into two other groupsand had no prior experience. All three groups hadstudents with and without special needs. The study aimedto analyze how motor skills and various other abilitiesimproved over the 12 weeks in comparison to thechildren’s performance during the first session of theterm. The number of lessons required for the three groupsto reach similar results was also tracked. Overall, allstudents showed significant improvement in motorabilities. Both groups with no experience were able toreach similar precision and accuracy results as those withexperience.
Making writing practices visible and sustainable in the engineering curriculum: a practice architectures theory analysis
Authors: Goldsmith Rosalie , Willey Keith
Published: January 2019

Engineering practice requires engineers who have strong spoken and written communication skills, but the development of these skills, notably writing practices, is often invisible in the engineering curriculum, and rarely embedded. Decades of reviews of engineering education have identified the gap between the engineering curriculum and engineering practice, such as engineering graduates’ level of writing skills being inadequate for the workplace. This paper draws on research from a qualitative study which investigates the perspectives of engineering educators about writing practices in the engineering curriculum, utilizing the theory of practice architectures as a theoretical and methodological lens. Using examples from the case studies, we explore some constraints of the development of writing practices in the engineering curriculum. We then focus on case studies where the development of writing practices is enabled within a subject, across a sequence of subjects and throughout an engineering degree program, and identify elements that contribute to these practices. Our findings suggest that the development of writing practices can be integrated into engineering studies, but certain pre-conditions are required.
More Time for Hands-On Learning: Flipping the Engineering Classroom in a Polytechnic
Authors: Koska Stephanie , Condra Louise
Published: January 2019

This case study examines the use of the flipped classroom model in the polytechnic environment. This research gathered data through four student surveys and student grades and supported by overall instructor reflections. Overall this research indicates that using the flipped model in an engineering polytechnic education environment can be successful in extending in-class hands-on learning time while maintaining high levels of student satisfaction and grades
Evaluation of Student Experiences in a Developed Blended Learning Course in Engineering
Authors: Sepehri Mohammadali , Vargas M. L. Francisco , Adeeb Samer
Published: January 2019

Blended learning is an instructional approach where traditional face-to-face instructional time and computer-mediated learning are combined. Higher education institutions are progressively moving towards a blended learning model because of the opportunities that blended learning offers with respect to increasing engaged inquiry in the classroom, the need to use classroom space more efficiently, as well as the need for greater flexibility in scheduling with changing student demographics. The main motivation for implementing a blended learning approach in one of the key engineering undergraduate course in the Civil and Environmental Engineering program at the University of Alberta emerged from a need to improve student engagement and satisfaction.
Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy
Authors: Shekhar Prateek , Saad Aileen-Huang , Ostrawoski Anastasia , Ostrawoski Anastasia
Published: January 2019

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.
Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example
Authors: Watson E. , Ivey M. , Mohamed Y.
Published: January 2019

In 2016 and 2017, the Faculty of Engineering made significant efforts to review the state of all programs, and our course learning outcomes and redevelop them as necessary. This review was driven by new Canadian Engineering Accreditation Board (CEAB) requirements to report course learning outcomes as part of the Course Information Sheets. This paper looks at the work done in collaboration with the University’s Center for Teaching and Learning (CTL) in undertaking this initiative.Generally speaking, the experiences gained through this process were that learning outcomes benefit the instructors, students, and program alignment; regular workshops and one-on-one interactions improved the culture around learning outcomes amongst faculty members; having up-to-date learning outcomes must be a continuing process; learning outcomes are invaluable in ensuring continuity and consistency in course offerings; and, pedagogical/teaching service units are valuable partners in propagating pedagogical knowledge.
A multi-institutional investigation of first-year engineering tutorials: content, pedagogy, and effectiveness
Authors: Ebrahimi Shelir , Variawa Chirag , Harris Jeffrey
Published: January 2019

For many courses, tutorial classes are important part of students’ learning. They are mainly designed to offer students in large classes (usually over 60 students) the opportunity for a more focused discussion and direct engagement with other students and teaching assistants (TAs). Therefore, it is important to make sure tutorial classes address students’ needs and reach the effectiveness that is expected from tutorial classes. However, teaching assistants provide essential support roles in the coordination of large undergraduate tutorial classes, but are often overlooked in discussions of pedagogy, both as aspiring teachers and as continuing learners.In this research, we looked at the overall structure and effectiveness of first-year tutorial classes in design and non-design courses from TA’s points of view at two large Canadian universities; the University of Toronto and York University. The intended outcome of this work is to discuss teaching assistants’ perceptions on tutorial classes, content and pedagogy of distinctive styles of tutorials, as well as strengths and weaknesses of tutorial classes, and any opportunities for improvement.
Research and Education in Accessibility, Design, and Innovation: Integrating Post-Secondary Training in Accessibility
Authors: Ahmadi Mojtaba
Published: January 2019

In Canada, approximately 1 in 7 individuals are livingwith a disability. This segment of the population isgrowing, partly due to the aging population . Arange of barriers can prevent people from fullyparticipating in society, especially people withdisabilities; barriers may be physical or architectural,related to information, communications, andtechnology, attitudinal, or systemic. Accessibilityrefers to the design and delivery of products, facilities,and services to be independently used by people,regardless of ability.
Preliminary Results of a Study Assessing Engineering Students' Formation of Identity as Rhetorician
Authors: Rolfes Debora , Owen Corey , Hunchak Julie
Published: January 2019

The difficulty of teaching communicationskills to engineering students in a way that facilitates thetransfer of knowledge to workplace situations is widelyacknowledged. At the College of Engineering at theUniversity of Saskatchewan we have tried to address thisdifficulty by developing a programme that attempts to addthe identity of effective communicator to the students’identity as engineer. The purpose of this study is to beginto assess whether students are forming this identity. UsingBurke’s concept of terministic screens and the analyticaltools of cluster criticism, we analyze the transcripts ofinterviews of students returning from internshipexperiences to assess whether students’ language choicesreflect a rhetorical orientation to the world and thus thedevelopment of an identity of rhetorician
Tackling Kirkpatrick: Creating and Improving a First-Year Electromagnetics Activity
Authors: Wright Derek
Published: January 2019

–At the University of Waterloo, 1B electrical and computer engineering students participate in a series of hands-on, open-ended design activities. In particular, a wind-your-own motor activity has been trialed on four occasions. The activity is widely recognized as being fun, but are the students designing or kludging? The Kirkpatrick Model of Training Evaluation was used as a framework to assess student perceptions of the activity and to guide focus group discussions. The activity was iteratively improved to maintain a positive reaction while increasing student learning.
Building Better Together: Interprofessional reflections on educating students when designing assistive technology
Authors: Davies Claire , Delarosa Elizabeth , Murphy Susanne , Donnelly Catherine
Published: January 2019

This paper presents the results of a student questionnaire after completion of the course “Building Better Together (BBT)”. BBT is an interdisciplinary project-based teaching and learning experience that facilitated a collaboration between the engineering and occupational therapy programs within Queen’s University. This project integrated different frameworks to develop competencies for students from both programs which included: an engineering design process, a clinical process framework used by occupational therapists, and an inter-professional framework. We share the responses from an inter-professional questionnaires that included feedback about discipline-specific learning objectives, resources utilized, weekly course format, and outcomes of this experience
A Python Computer Science Course Taught with a New Web Platform
Authors: Lavoie Francis B. , Proulx Pierre
Published: January 2019

Computer science is now considered as the basis of the future economy. It is then important to adapt courses given to future engineers to this reality. All Canadian engineers now require a solid basis in computer science and, especially, they need to be aware of and able to use computer tools specific to their domain. Consequently, the Department of Chemical Engineering of the Université de Sherbrooke switched from Matlab teaching to Python with the Spyder programming interface in 2016. This latter high-level programming language is indeed free and open-source and, particularly, its use is constantly increasing in both research and industrial fields.
From Complaining to the Associate Dean to Leading Innovation and Entrepreneurship in the Engineering Classroom
Authors: Bruton Alex
Published: January 2019

In this paper I provide a personal narrative,early exploration of, and directions for work being carriedout to reframe and more deeply understand the learningtaking place in my engineering entrepreneurshipclassroom. The first contribution is a new pedagogical lensbeing used to frame the learning students need to doexplicitly in terms of the key competencies, barrierconcepts, and learning thresholds my students need tomaster (as opposed to the time-based tables of content andsyllabi we normally use). The second contribution is adescription of the game-like dynamics that have resultedfrom this competency-threshold lens, and which seem tohave, in turn, encouraged a switch in focus from ‘gettinggrades’ to ‘leveling up’ by mastering the competenciesbetween and at each barrier or threshold. I also describehow this new lens seems to have focused me and mystudents more on their personal processes of buildingknowledge than just the products of the learning normallyassessed. The third contribution is a proposed researchmethodology and novel approach to data collection thattogether promise to provide a rich narrative andsignificantly deeper understanding of my students’learning experiences. I share insights gained to date on thisresearch journey, along with steps for further research.
Effects of a Fall Reading Break on First Year Students' Course Performance in Programming
Authors: Hulls Carol , Rennick Chris , Robinson Mary , Mohamed Samar
Published: January 2019

This paper presents a mixed methods study into the effects of a fall break on course performance in a first semester programming course in Mechatronics Engineering at the University of Waterloo.In 2016, the University of Waterloo instituted a two-day fall break immediately following Thanksgiving Monday, on a three-year pilot. The stated rationale for this break was to address student wellness and mental health issues, especially as this pertains to students transitioning from high school and their “looming midterms”. As of October 2017, there are now 20 institutions in Ontario with a fall break of between one five days in length after the Thanksgiving holiday.A linear regression model was calculated to examine the impact of the fall break on students. This model predicts students who regretted how they spent the fall break will earn 6% less in their first programming course. A logistic regression model was calculated which predicted inexperienced, struggling students have the highest odds of regretting how they spent the break.Three focus groups were conducted with students who experienced the fall break in fall of 2016 or 2017. These focus groups examined student perceptions of the fall break, how they recalled using their time during the break, and their reflections on the br
Will that be on the exam? - Student perceptions of memorization and success in engineering
Authors: Clemmer Ryan , Gordon Karen , Vale Julie
Published: January 2019

In engineering, it is important for students to develop strong problem analysis skills; however, this skill development may be hindered by a reliance on memorization. In this study, a survey was used to investigate undergraduate engineering student perspectives towards their curriculum and memorization and their styles using Bigg’s revised two-factor Study Process Questionnaire (R-SPQ-2F).The majority of the participants are characterized as students having good study habits, a deep motivation, and deep strategies when approaching their education. They generally recognize the decreasing importance of memorization as they progress in the engineering curriculum. There is also a fairly large subset of students that are classified as deep motivation but surface strategy. Most students believe that at least 50% of an exam should contain questions similar sample problems or assignment questions and surface learners tend to perceive exams to be unfair if too many questions are dissimilar. There was no observed correlation between grades and the R-SPQ-2F results in the courses examined. These results tend to support the hypothesis that surface strategies, including memorization, are being employed by undergraduate students as a means of obtaining adequate performance in lieu of problem analysis skill development.
The Development of GENE 101 – A ‘Strategies and Skills for Academic Success’ Course for First Year Engineering Students at Waterloo
Authors: Owen William S. , Barichello Maria , Prier Andrea
Published: January 2019

As a way to help ease the struggles thatstudents face in the transition from high school intouniversity, the Engineering Faculty at the University ofWaterloo started a reduced load program in 2010. Duringtheir first term at Waterloo, engineering students who arein academic jeopardy after midterms can drop twoprescribed courses to give the students an opportunity tofinish the term on a successful note. The two droppedcourses are taken during the following spring term alongwith a third course, GENE 101 – Strategies and Skills forAcademic Success. After successfully completing thereduced load terms, the students return to a full load.GENE 101 is considered a foundational success course.This paper will look at the curriculum and structure of thecourse and the impact it has had on engineering students.At the time of this writing, two groups of students who tookGENE 101 and the reduced load program have graduatedfrom Waterloo as engineers.
Training Teaching Assistants to be Coaches: A Sustainable Approach
Authors: Dimopoulos Alexandros , Wilson Eric , Bubbar Kush , Wild Peter
Published: January 2019

More is being asked of graduate teachingassistants (GTAs) as engineering education places anincreased emphasis on teamwork and design. GTAsdirectly influence undergraduate learning. How theyapproach their role can determine if that influence ispositive or negative. Exerting a positive influencerequires GTAs to encourage positive group dynamics,foster self-directed learning, and support individual andteam innovation. In other words, the role of a GTA iscloser to that of a coach than to a teacher or a mentor.Unfortunately, most GTAs lack experience and skill incoaching and facilitation. To help shift our GTAs’perspectives and help them to think, act, and viewthemselves as coaches, we have developed a coachingand facilitation training workshop. We have now offeredthis workshop for a second year. The second offeringincludes a number of important updates which weredriven by three motivations: 1) improved educationaleffectiveness, 2) sustainability, and 3) dissemination.Important changes include a new activity to introduce theuse of open-ended questioning and a workbook whichsupports the workshop activities and acts as a referencesource which participants can consult after the workshop.We have also created a facilitators’ guide so that theworkshop may be delivered by facilitators other than theauthors. All workshop materials have been released undera Creative Commons license to facilitate dissemination.
Becoming Aware of Engineering Culture: Toward Sculpting a New Way of Acting, Being, and Thinking in the World
Authors: Flemming Scott A.C. , Johnston Clifton R. , Thompson Sandra MacAulay
Published: January 2019

In this paper the problem of “engineering culture” is explored through the lens of Cultural Anthropology. A literature review of papers which have examined engineering culture in various university environments was conducted and preliminary conclusions drawn. Anthropologists define culture as how groups and individuals respond to dominant images. Of the various images in the literature, the image of the engineer as “problem solver” is most helpful in diagnosing the issues with engineering culture – a culture that has been found to lack in promoting self awareness, political awareness, understanding perspectives of others, and hearing marginal voices. A proposed new image of the engineer as a “problem solver and problem definer” helps move engineering educators toward the practice of teaching problem definition in core technical courses so that a new culture can be sculpted; one that encourages political and self awareness, understanding others’ perspectives, and the ability to listen to traditionally marginalized voices.
Combining Hierarchical Task Analysis and Usage Scenarios to Help Embed Human Factors in Design
Authors: Salustri Filippo A. , Neumann W. Patrick
Published: January 2019

The introductory design course in Mechanical and Industrial Engineering at Ryerson University combines Human Factors (HF) and Design. Due to its unique character, we have developed custom courseware.In recent years the instructors have noticed four specific shortcomings in students’ abilities to incorporate HF into their designs. We are developing new courseware that focuses on embedding HF considerations into the requirements specification stage. The courseware incorporates a novel combination of Hierarchical Task Analysis (a well-known method) with Usage Scenarios (a method of Salustri’s invention, based on the work of Stone and Wood). We further alter the courseware in several other ways to minimize the amount of documentation that students need to provide, while still capturing their decision-making process well enough to allow appropriate assessments. A plan for implementing and assessing the proposed work is also presented.
Use of a roleplaying exercise to illustrate design stakeholder roles in a first-year design course
Authors: Abelló Juan , Avalos-Rivera Alys , Motavas Saloome , Prodanovic Vladan , Zappa-Hollman Sandra
Published: January 2019

VANT 150 is a first-year course in designand sustainability for international students enrolled inthe Vantage One program at UBC. One of its learningoutcomes is to understand the importance ofcommunication between different stakeholders in thedesign process.The 2016 final exam revealed that students haddifficulties understanding the positions of the designer,client and user as stakeholders. A simulation(roleplaying) exercise was implemented in 2017 in orderto help students better understand these roles and raiseawareness about the importance of communicationbetween them.The 2016 and 2017 final exams included a question todifferentiate stakeholder roles. We found that the averagescore in this question was 8% higher in 2017 than in2016. This difference is statistically significant withp < 0.005. This suggests the stakeholder simulationactivity helped our students better understand theseconcepts.
Use of Cyber Attacks as a Case Study for Design Projects in an Undergraduate Process Control Course
Authors: Wu Haoyu , Omelon Sidney , Mujcin Maja
Published: January 2019

Cyberattacks on process control systems are a new phenomenon. A new, simplified, and constrained design project was tested in a third year chemical engineering process control class. This design project was assigned to self-selected, small (3-4) student groups, who were tasked to produce five reports in series. The first report provided a preliminary identification and description of a cyberattack on a chemical process control system. The second report described a more detailed and technical analysis of the cyberattack, using a block diagram. The third report was a proposal of how an engineer on duty during the attack could have mitigated the effects of the cyberattack. The design component was the goal of the fourth report: create a strategy for preventing future, similar cyberattacks. The fifth report was a summary report of the first four reports, with edits made to improve the content and quality of technical writing. After the course was completed, an on-line survey was offered to the students. The results revealed the students’ inexperience with generating a solution to open problems, solving problems with few available resources, and the need for technical writing improvement.46 % of the student survey respondents reported that the project increased their understanding of the relevance of process control to their education; 32 % reported a neutral effect, and 21 % a negative effect. An overall positive recommendation favoured repeating improved iterations of this project
Developing a Laboratory for Engineering Education in Mechatronics
Authors: Fazlirad Alireza , Brennan Robert W.
Published: January 2019

This paper reports the development processof a laboratory in mechatronics for mechanicalengineering education at the undergraduate level. The labwas developed to meet two primary objectives: creatingand enhancing opportunities for student skill developmentin the context of two key Canadian EngineeringAccreditation Board (CEAB) graduate attributes, andproviding hands-on experience in mechatronic design inline with current trends in mechatronics education andindustrial practice.Of the twelve CEAB attributes, “Design” and “Useof Engineering Tools” are most compatible with the labin mechatronics. The mechatronics lab was developed,providing occasion for students to engage in engineeringdesign work and use modern engineering equipment inthe process.In step with trends and requirements of industry,mechatronics education in recent years has made a shifttoward integration of microcontrollers with sensors andactuators as integral parts of mechatronics design work.Mechatronics equipment has also become more widelyavailable at lower cost, enabling broader access andcreating the possibility of replicating industrial projectson a smaller scale within a university lab. Themechatronics lab reflects these developments.This paper also explores the continuity of learningoutcomes from lectures to labs and the connectionbetween these outcomes and graduate attributes. Itoutlines some of the issues and limitations encountered.We also report on qualitative student experience based oninteractions and informal student feedback.
Collaborative Knowledge Building using Microsoft SharePoint
Authors: Buchal Ralph , Songsore Emmanuel
Published: January 2019

An effective computer-based collaborative knowledge building platform must support collaborative activities such as articulating perspectives, debating alternative viewpoints, clarifying meanings, linking ideas, building consensus, and reflecting on learning. The current study reports findings of a qualitative study that was conducted to understand the effectiveness of Microsoft SharePoint as a collaboration platform for engineering students’ group projects. Students reported that SharePoint had most of the affordances they would desire in an ‘ideal’ collaborative learning platform. Students also perceived training and guidance in the use of SharePoint as important and integral to their success and overall experience of SharePoint. The study concludes with recommendations instructors who use group projects for assessments, including (1) the need to provide and encourage the use of well-integrated platforms, (2) the need to set explicit standards for providing peer feedback and (3) the need to provide guidance and support for students using collaborative learning platforms.
Adapting waterfall design to an eight-month capstone course
Authors: Newland Franz , Sadek Hossam , Smith James Andrew
Published: January 2019

York University’s multi-disciplinary capstone design class was established “to include significant elements of design and implementation” in such as manner as to “resemble engineering projects in practice.” The class was restructured in summer 2016 to coincide with the introduction of fourth-year cohorts in both the Electrical and Mechanical programs. The changes were designed to more closely emulate an industry-standard approach. Choosing an industrially-accepted design methodology would provide a good framework for the project design and implementation and would be motivational to the students as they transitioned from university to professional life. In parallel, the course directors used a narrative structure, the Hero’s journey, to help students identify their pathways through capstone and to tell their capstone stories after the experience.We adapted the gating reviews for the Waterfall model often used in large government contracts. At the start of the project, students are provided a governing document (similar to a contract). Gate reviews are held at preliminary and critical design stages, test readiness and post-test review and final delivery. Every deliverable requires team reflection, similar to bidder self-evaluations on government contracts. The project concludes with an open house, similar to a product release, for students to present their projects and processes to stakeholders and the general public.This paper presents the results of the first two years of the newly revised capstone, using the Hero’s Journey metaphor and the waterfall model.
Assessment of Individual and Teamwork Attributes in Undergraduate Engineering Students
Authors: O'Neill Thomas
Published: January 2019

Engineers Canada Accreditation Board lists12 Canadian Engineering Graduate Attributes necessaryfor program accreditation. One of these is the Individualand Team Work attribute. At the University of Calgary anannual survey has been developed to assess studentperceptions of teamwork. The survey examines students’overall satisfaction with teamwork activities, attitudestowards teamwork, perceived emphasis and supportreceived from the department, teamwork skills(competence and importance), and personal support forteamwork initiatives. Based on the responses from pastyears two trends can be identified: students perceive agap between their competence in teamwork skills and theimportance of those skills, and students show high levelsof support for more teamwork initiatives. Following thesetrends three recommendations can be made: teamworkskills development activities for the students, moreopportunities for peer feedback in team projects, andsupport for first year students. By annually administeringassessments engineering departments can evaluate theirsuccess in developing the necessary Individual and TeamWork attribute required by Engineers CanadaAccreditation Board for program accreditation.
Extending Creative Activity in the Engineering Classroom
Authors: Tallman Ken , Mei Christina
Published: January 2019

This ongoing research project focuses oncreativity in undergraduate engineering education.Following the research reported at CEEA 2017, thecurrent research asks whether undergraduate studentstaught in a Fall 2016 and, now, a Fall 2017 class, willdevelop enhanced creative skills in other learning andprofessional learning environments as a result of havingtaken the course. As well as studying the students’ creativegrowth, the research tracks the students’ metacognitivedevelopment. Are students more aware of themselves aslearners? Are they able to better articulate their creativeprocesses and learning processes once they have finished the course? The results from interviews conducted in April 2018 with nine students, five from Fall 2017 and four from 2016, suggest that students lack concrete awareness of changes in their creative paths after completing the course but have conspicuous awareness of changes in their metacognitive skills and in their confidence to “speak their minds.”
Evolution of Canadian Engineering Education Assessment Practice 2010-2017
Authors: Sullivan Monique , Brennan Robert
Published: January 2019

This paper explores graduate attribute assessment across Canadian engineering programs. Research papers from the 2010-2017 CEEA conferences were reviewed to gather a snapshot of how graduate attributes are assessed in the classroom. The purpose of the review is to begin the process of identifying gaps in GA assessment. The analysis is based on a framework by Wiggins and McTighe in Understanding by Design. A discrepancy in diagnostic, formative and summative assessment was found.
Assessing the ability of students to self-evaluate their level of comprehension in a 1st year chemical engineering course
Authors: Sowinski Andrew
Published: January 2019

Self-regulated learners have the ability to accurately assess their own level of learning, and to adjust their learning methods in order to master their learning. These types of learners generally show a strongpersistence, and are most likely to succeed in in theiracademic career.To help determine whether students already possessthe skill to identify their academic capabilities, a selfassessment and reflection method was employed after every lecture in a first year chemical engineering course.The students were also tested at the beginning of the next lecture to determine the accuracy of their self-assessment. To have an academic goal, students were asked at the beginning of the course to estimate their desired lowest mark.On average, students overestimated their ability 47%of the time, and student did not show an improvement on their level comprehension over the course of the semester.Also only 22% of the students obtained a mark that wasequal to or greater than their desired lowest mark.
Linking Academic Courses with Practical Hands-on Experience for Civil, Environmental and Geological Engineering Students
Authors: Al-Hammoud Rania
Published: January 2019

Civil, environmental and geological engineering students are often disconnected from hands-on activities related to their area of study for the first several years of their degree due to a focus on theory and fundamentals. This can lead to a failure to connect concepts between academic courses as well as high rates of transfer to other programs. This paper will present the implementation of a 2-day ‘design days’ event where civil, environmental and geological engineering students work in an open setting with a realistic problem they may encounter in future co-op jobs or upon graduation. Preliminary results of student feedback from the most recent design days showed students felt they were able to explore creative solutions to the design problem and have a better understanding of what is involved in an open design process While there was limited reporting of increased motivation in their current courses, they did report that the design days increased the likelihood that they would approach a professor or TA outside of class time or office hours. Overall, every students said they would participate in another similar event, including 46% stating strongly they would participate again.
TOWARDS EQUITABLE REPRESENTATION OF WOMEN IN ENGINEERING AT A TECHNICAL INSTITUTION: A CASE STUDY
Authors: Golder Katherine , Wallace Joanna
Published: January 2019

In North America, women account for a lowpercentage of the student population in technology-related fields such as computer science and engineering. While rates of women enrolled in these programs have risen since  1980, the fields remain male-dominated. Why are women so underrepresented in engineering?Technical institutions, such as MIT, have been able toachieve near gender balance in some of their programs.While this was a goal MIT strived for over the past 15years, it shows that common reasons for reducedenrollment rates of women may be addressed by theinstitutions themselves.As a polytechnic institution offering trades, diploma,and accredited degree programs, the institution described in this case serves students from a wide variety of backgrounds with a wide variety of career goals. But the number of women in these programs remains low. We hope that by implementing programs and methods proven toimprove enrollment rates of women at other institutionsBCIT will be able to increase the number of women in theirengineering programs.This paper includes an overview of the institute, anoutline of some of the broader context of engineeringeducation in North America, a description of anintervention carried out by the authors, as well aspreliminary survey and discussion results from theintervention. This paper offers first steps for others whomay want to facilitate discussion at their institutions.
OBACIS IV: THE CLOSED-LOOP TEACHING AND LEARNING FRAMEWORK
Authors: Ismail Mohamed
Published: January 2019

OBACIS is a tri-platform outcome-based assessment and continues improvement system. The system is composed of three integrated platforms/applications: a Win app, an Excel app, and a Web-app. In this paper, a Closed-Loop Teaching and Learning Framework (CTLF) is presented. The framework is composed of two layers: A program layer and a course layer. At the heart of the program layer lies the program-level closed-loop teaching and learning process (P-CTLP) with an overarching process concerned with the analytics and the continuous improvement activities located in the feedback loop. P-CTLP has several inputs or constituents that affect its quality outcomes, namely the successful engineering graduates and the continuously improving program outcomes, a.k.a. Graduate Attributes. At the course layer, there is a simplified course-level closed-loop teaching and learning process (C-CTLP) with its simplified feedback loop, inputs and outputs. P-CTLP and C-CTLP are a sort of master-detail closed-loop continuous improvement system. C-CTLP is managed and controlled by individual faculty members, while higher administrative and executive staff manages P-CTLP and the overall CTLF. Since the outcome-based accreditation is still locked in the data collection phase, the framework presented will be the foundation for creating a data-driven analytics engine and a continued improvement system at the program and faculty levels. The proposed framework should be instrumental in justifying the effort and the investment spent on the new outcome-based accreditation process.
A Systematic Review of Canadian Engineering Education Research 2004-2017
Authors: Brennan Robert
Published: January 2019

This paper provides a systematic review ofengineering education research papers from theC2E2/CDEN/CEEA-ACEG-ACEG series of conferencesfrom 2004 to the present. The purpose of the review is totrack the evolution of engineering education across the“engineering practice” and “engineeringresearch/theory” spectrum. The analysis is based on theNational Science Foundation-funded RREE committee’sproposed four levels of rigor in inquiry about teachingand learning. The results of the review show that although there is a trend towards an increasing proportion of theory-oriented papers, practice-oriented papers still dominate
Student usage of short online single-topic videos in a first-year engineering chemistry class
Authors: Delaviz Yasaman , Ramsay Scott D.
Published: January 2019

This study explored students’ usage patternswith 5-10 minute single-topic (“short topic”) videosproduced solely for online use to support undergraduatestudents enrolled in a first-year introductory course toengineering chemistry and materials science at theUniversity of Toronto. The short topic videos were postedas unlisted YouTube videos and made available to studentsusing the Blackboard learning management system.Analytical data was collected from these unlisted YouTubevideos. In 2016, 142 student participants completed ananonymous survey that collected information on users’perceived usefulness and the reason for using the shorttopic videos. In the survey responses, 70.4% of studentsindicated a preference for using the short topic videos toreview specific content vs. full lecture captures. A total of76 short topic videos were created with an average videolength of 8:11 min. The videos were intentionally keptshort, with a maximum duration of 13:46 min. View counts and feedback from the survey responses suggested that students used the short topic videos to review contents and found the videos to be a valuable learning resource. The videos were re-used as the main learning content in the online equivalent course offered in 2017 and 2018. Datacollected from YouTube analytics demonstrated similarusage behavior and retention in the videos when used asthe main learning resource in the online courses to whenthe videos were provided as supplementary resources.
AN ENGINEERING DESIGN COURSE TO DEVELOP AND ASSESS CRITICAL THINKING AND PROBLEM SOLVING
Authors: Mulligan Ryan P. , Simper Natalie , Mulligan Nerissa
Published: January 2019

A challenging new engineering design course is developed as part of the Engineering Design and Practice Sequence in the Civil Engineering program. This course engages students in a cyclical design process where they plan, build, test, and evaluate a model-scale tidal current turbine. They then use their own observations and analysis to iteratively inform, improve and re-test their design.The two objectives of this paper are to provide a description of the development and structure of this design course, and to assess student learning. The Final Design Reports were externally evaluated using the Valid Assessment of Learning in Undergraduate Education rubrics. Students also completed a standardized test called the Collegiate Learning Assessment as an objective evaluation of longitudinal learning gains. The Civil Engineering students demonstrated significant improvement in critical thinking, problem solving, and written communication skills.
Engineering Instructor Use and Interpretation of Rubrics in a Large Scale Undergraduate Independent Research Course
Authors: Dawe Nikita
Published: January 2019

This work extends prior research into the efficacy and validity of rubrics designed for a large scale fourth year capstone course at the University of Toronto.In the context of this required course - in which projectsspan the gamut from industry-partnered design projects to research oriented theses - rubrics serve several important functions for students, supervisors and administrators. In this paper, we describe a set of interviews conducted with project supervisors (faculty) and the key findings based on these interviews. A number of interesting themes emerged, on the perceptions and use of the rubrics, views on thepurpose of the rubric, and on specifics of rubric design.The results of this work will support the development of a survey and, eventually, changes to rubric design anddeploymen