bluuebunny/crossref_metadata_2025 huggingface dataset:
THE CORIOLIS EFFECT – WHAT’S GOING ON?
Authors: Dolovich Allan , Llewellyn Edward J , Sofko George , Wang Yu Pei
Published: April 2017

The subject of dynamics is fundamental to engineering programs in general, and can be challenging to teach. In particular, the topic of Coriolis acceleration and the “Coriolis effect” may present the greatest challenge of all. Although mathematical formulations and physical explanations are available in many textbooks and technical articles, undergraduate students still have trouble making meaningful and long-lasting connections between the mathematical expressions and the physical manifestations of the phenomenon. In our opinion, a significant part of the problem can be attributed to the traditional formulation of kinematic equations using rotating frames of reference. Normally, the Coriolis acceleration is defined, derived, and explained using at least one noninertial frame. At the University of Saskatchewan, our approach is to express the equations of rigid body dynamics solely with respect to a single inertial frame of reference, and to thereby solve all the problems that would otherwise be solved using rotating frames. We also use this approach for deriving and explaining the Coriolis effect. Although our approach is, in a sense, equivalent to the traditional method, we have found that students are better able to understand and apply the principles of dynamics when working within a single inertial frame. In this paper, our pedagogical approach will be presented and then applied to the question of “what’s going on” with the Coriolis effect
TEACHING UNDERGRADUATE POWER SYSTEM COURSES WITH THE USE OF SIEMENS PTI PSS/E-UNIVERSITY SIMULATION SOFTWARE
Authors: Tang Chi , Freeman Adam , Spence Jerome , Bradica Matthew , Ren Donge
Published: April 2017

This paper summarizes the experience in using Siemens PSSE-University power system simulation software as a teaching aid to introduce basic power system concepts to engineering technology students at the undergraduate level. Topics to be discussed and demonstrated in this paper include AC and DC power flow analysis, power system transient stability analysis, reactive power and voltage control, as well as short circuit analysis. For each of the topics presented above, the paper will provide (i) the theoretical background, (ii) a numerical example solvable by hand-calculations, and (iii) the corresponding solution obtained from running PSSE- University. The paper will also provide the perspectives of the instructor on using PSSE as a teaching tool and the perspectives of the students on using PSSE as a learning tool.
CAN MOBILE LEARNING MATURITY BE MEASURED? A PRELIMINARY WORK
Authors: Alrasheedi Muasaad , Capretz Luiz Fernando
Published: April 2017

New mobile platforms, connected seamlessly to the Internet via wireless access have become increasingly more powerful and have found usage in a diverse set of application areas. On such area that has seen exponential growth in the use of mobile devices is the educational sector. Learning facilitated by mobile phones mobile Learning (m-Learning) is increasingly being adopted as an alternative way of imparting education by several institutions. The educational institutions are becoming more open to embracing new learning platforms, which in turn has sparked the interest in developing new assessment frameworks. The increasing popularity of m-Learning in universities necessitates the development of a process maturity evaluation methodology that would help in successful adoption of the new learning platform within universities. Accordingly, this paper presents a maturity model for evaluating the maturity of universities while adopting the m-Learning platform. This is a preliminary framework based on the current understanding of the issue. Later versions are expected to be more detailed and robust with the availability of empirical data from users. Additionally, there is also is a lack of comprehensive assessment and evaluation methodology for m-Learning platform, which is considered to be one of the major roadblocks in implementing the technology. The present paper addresses an important question: Can m-Learning maturity be measured? One viable solution for the question is adapting the Capability Maturity Model (CMM) framework to design and propose a capability maturity model suitable for m-Learning within educational institutions.
An Exploratory Case Study of the Use of Video Digitizing Technology to Detect Answer-Copying on a Paper-and-Pencil Multiple-Choice Test
Authors: Zerpa Carlos , Van Barneveld Christina
Published: April 2017

In educational testing, answer-copying is considered a behaviour that poses threats to the validity of test scores interpretations, which is a concern when interpreting the test results for the purpose of making changes to curriculum and educational policies. Answer copying involves at least two examinees, one being the source and the other the copier. While different methods have been developed to detect answer-copying using statistical indices, researchers have not yet examined the use of video digitizing technology via a kinematic sanalysis of the data to detect answer-copying during test taking situations. The purpose of this case study was to explore the use of video digitizing technology to detectanswer-copying by measuring examinees’ response time, displacement and velocity from item to item on a test. A sample of two university students volunteered to demonstrate the benefits and challenges of using video digitizing technology to detect answer-copying. While this is a small scale demonstration, the outcome of this study may shed light on whether or not the use of video digitizing technology provide evidence of feasibility and some preliminary reliability in the detection of answer copying.The lesson learned from this study can inform the direction of a future program of research.
Educating Engineering Students in the Arts
Authors: Tallman Ken
Published: April 2017

The presentation will discuss a third-year engineering elective course, Engineering and Science inthe Arts, offered by the Faculty of Applied Science and Engineering at the University of Toronto. The presentation will detail the unique course deliverables, which require the engineering students to, first, create original works of art, and, secondly, to explain how these works connect to engineering and/or science. A key objective in the course was that the students eradicate the boundaries separating engineers and artists, and this presentation will consider the course’s success in this regard.
ENGINEERING LEADERSHIP IN POSITIVE SPACE
Authors: Weiss Peter E. , Mak Lesley , McCahan Susan , Bazylak Jason
Published: April 2017

Two years ago, a satirical column in the Engineering undergraduate comic newspaper elicited complaints and the accusation of homophobia from the university community. Engineering students, faculty and staff responded with several initiatives to counteract being stereotyped as homophobic. The Lady Godiva Bnad (sic), which had always marched in the Toronto Gay Pride Parade, actually built a float and set off the cannon, winning the (perhaps only ever) Shock and Awe Award. Faculty members, staff and students formed an Engineering Positive Space committee and, with the student group, LGBTQase (Lesbian, Gay, Bisexual, Trans, Queer and Allies in Science and Engineering), developed a poster that raised awareness of the diverse sexuality of engineering students as well as an Engineering Positive Space badge with a unique "engineering" variation of the Positive Space rainbow triangle.
Studying the Effectiveness of Teaching Sustainability in Project-Based Multi-disciplinary Graduate Level Engineering Course
Authors: Belkhir Lotfi
Published: April 2017

Defining the relevant sustainability learning outcomes and how we could measure our success in teaching sustainability is a complex challenge. This paper introduces the design and findings of a pilot study on the effectiveness of a new Engineering graduate course, Total Sustainability Management, in teaching and learning sustainability, both at the cognitive and the management level. The design of the pre- and post-coursequestionnaires was driven by the course key objectives and adopted framework of sustainability competencies. The findings and questions raised from this pilot study inform the proposed design of further study and, more importantly, the development of a framework for teaching and learning – and thus measuring – sustainability in graduate, interdisciplinary Engineering education.
Comparison of Student and Faculty Perceptions of Team Performance in Capstone Design Projects as Evaluated by Graduate Attribute-Linked Rubrics
Authors: Hodjson Antony J. , Mikkelsen Jon
Published: April 2017

UBC's mechanical engineering program adopted a new evaluation format two years ago basedmore on 'design dossiers' than the traditional formal engineering report. The intent was to provide students with a more industrially relevant experience of generating technical documentation, in which documents are produced on a more continuous basis. Last year, we introduced an evaluation scheme based on rubrics. This year, we plan to compare student and faculty perception sof team performance as evaluated by this rubric scheme. We expect to collect student evaluations from one third to one half of the class and will present our findings at the summer meeting.
Capstone Project Evaluation – Towards a Student-Centred Approach
Authors: Schramm Cheryl , Chan Adrian D.C.
Published: April 2017

Capstone projects present a particular challenge to assessment as compared to individual course work. Projects unfold over a year, culminating in a final report, begging the question of (balancing the) assessment of process over product. Projects across an individual department, let alone across the engineering faculty, can differ in content, the balance of depth versus breadth, the balance of research versus application, the balance of design versus implementation, and size of teams. One approach to managing this diversity is the use of broadly interpreted categories and no explicit weighted marking scheme, with the final grade determined by consensus in a department-wide meeting, held privately from the students. While flexibility and the authority of the supervising faculty member is acknowledged and maintained in this approach, the needs of the students are not necessarily best served in this approach. The movement toward learning outcomes, including the CEAB Graduate Attribute Criteria, is providing a well-understood and documented language for established indicators. This paper presents the results of an effort this year to incorporate CEAB graduate attributes into a system of marking rubrics. The goal is to better serve the needs of students with an assessment strategy that is based on explicit expectations and transparency, one which includes all deliverables, and yet still accommodates for diversity in project experiences. The paper will present the compound assessment instrument developed and used on select project teams, as well as the feedback of the students involved in the experience. The work done this year is seen as preliminary and the intent is to invite feedback to move towards broaden the adoption of the assessment instruments within our community.
Collaborative Information Behaviour of Engineering Students in Group-Based Design Projects
Authors: Saleh Nasser
Published: April 2017

Collaborative information behaviour is a research area that studies when two or more actors identify, seek, search, and use information to accomplish a task. This condensed paper reports on a longitudinal study that investigated the collaborative information behaviour of engineering students in assigned design projects.
ENSEIGNEMENT DE LA COMBUSTION DANS L’OPTIQUE DU DÉVELOPPEMENT DURABLE
Authors: Detuncq Bruno
Published: April 2017

L’enseignement de la combustion ne peut plus se faire maintenant comme elle se faisant autrefois. La prise encompte de la diminution des réserves et des conséquences des émissions doivent être traités comme un tout dans uncours de premier cycle en génie portant sur la combustion. Un questionnement sur les enjeux sociaux économiques et environnemental doit être intégré aucours de façon à dégager une vision globale duphénomène. Tendre vers un équilibre des différentes parties est un objectif important.
Literature Review on Engineering Design Assessment Tools
Authors: Moazzen Iman , Hansen Terry , Miller Mariel , Wild Peter , Hadwin Allyson , Jackson LillAnne
Published: April 2017

Design is one of the twelve graduate attributes that must be assessed as part of the accreditation process for engineering programs in Canada, as required by the Canadian Engineering Accreditation Board (CEAB). However, assessment of design competence is a complex task due to the fact that design process is non-linear and depends on many factors including communication skills, teamwork skills, individual knowledge and skills, and project complexity. Also, for engineering instructors, a key challenge is that this assessment is usually qualitative rather than quantitative. In this paper, a literature review on different design assessment techniques including quantitative, qualitative, and mixed measurement tools is provided, and three key features which must be taken into consideration while developing a design assessment tool are discussed.
Leadership Development through Project Based Learning
Authors: Cain Karen , Cocco Sandra
Published: April 2017

The traditional hierarchical model of leadership is outdated and in its place are flatter industrial models where leadership is shared amongst the various individuals in a team. The modern team based project is an essential method used to create successful endeavors. Engineers must be trained to lead and participate in multidisciplinary teams. The learning process of becoming an effective leader and a valued team member must begin through the introduction of leadership skills during undergraduate engineering education. Project Based Learning (PBL) is an example where such training can have a profound influence on the learner, enabling growth of future leaders. Project Based Learning has long been touted as an excellent method of active learning which greatly facilitates application and retention of theory. Its use to improve ‘soft skills’ such as communication, individual growth, life-long learning and team-work is also evident. Difficulties with PBL are more often institutionally-based involving implementation on a large scale and faculty enthusiasm and time commitments. This paper expands on the use of PBL as a method to develop student leaders focusing on individual student experiences within team environments. It introduces various PBL approaches and their implementation within an existing engineering educational framework.
THE USE OF MAXIMA IN TEACHING ANALOG AND DIGITAL SIGNAL PROCESSING
Authors: Gargour Christian , Ramachandran V. , Gabrea M.
Published: April 2017

Maxima is mathematical software which can be obtained freely on the web. While Maxima it not specifically designed for analog and/or digital signal processing manipulations, its versatility and numerous symbolic as well as numerical manipulations capabilities makes it an interesting tool to be used by instructors and students of these types of courses. We will expose in this paper how Maxima can be used for that purpose and we will give numerous examples to illustrate its use in this domain.
MULTIMEDIA CONTENT AND LABORATORY ENHANCEMENTS FOR COURSES IN DIGITAL SYSTEMS AND COMPUTER ARCHITECTURE
Authors: Manjikian Naraig , Sugarman Valerie
Published: April 2017

This paper describes multimedia content and laboratory enhancements for courses in digital systems and computer architecture at Queen's University. The laboratory enhancements for the computer architecture course reflect new equipment with field-programmable logic chip technology for continuity from the preceding digital systems course. New laboratory exercises on pro- cessor implementation rely on the multimedia content and reinforce the technical link to the preceding logic course. Student usage of multimedia content in the two courses was monitored with a learning management system, re- vealing averages of almost 10 accesses per student in the digital systems course and over 15 accesses per student in the computer architecture course. Some students made no accesses, but others made 20 to 30 accesses. Finally, re- sults from surveys conducted in the courses to obtain feedback from students indicate that the majority of re- spondents obtained a learning benefit from the content.
CUSTOM GRAPHICAL SIMULATORS FOR VHDL LOGIC DESCRIPTIONS AND THE ALTERA NIOS II PROCESSOR
Authors: Manjikian Naraig , Sugarman Valerie
Published: April 2017

This paper describes the rationale for devel- oping custom graphical simulators for courses in digital logic and computer architecture, discusses key features of these simulators in relation to the laboratory hardware for the two courses in question, and explores the learning benefits that can be obtained. The digital logic simulator models switch/pushbutton inputs and LED outputs, and it allows a custom circuit to be specified rapidly in a subset of the VHDL language using predefined signal names and flip-flop elements. The computer architecture simulator provides higher-level modeling of the execution behavior of a 32-bit processor with graphical depiction of register and memory contents. It simulates character input/output, and it models the switch, pushbutton, and LED features of laboratory hardware. When students in the two courses were surveyed about the custom simulators, a majority of them indicated a degree of enhancement to their learning.
ReFresh: Retaining First Year Engineering Students and Retraining for Success
Authors: Shyminsky Neil , Mak Lesley
Published: April 2017

Student retention and support are key priorities at the University of Toronto Faculty of Applied Science and Engineering, as is evidenced by a first year to second year average retention rate of 91% over the past 4 years. At U of T Engineering, academic standing and registration are determined on a term-by-term basis. As a result, student performance in the fall term can result in obligatory withdrawal from their studies in January, including first year students. While approximately only 4% of the first year class have to withdraw, the impact can be very distressing for the individual student, as his/her plans for the year are disrupted and their confidence shaken. Withdrawal from studies can occur for many reasons such as insufficient academic background from their high school, personal crisis, low resilience and lack of study skills and these struggles can be especially acute for international students. The ReFresh Program gives these students an opportunity to continue their education while learning from their mistakes. A small classroom environment allows students to integrate into a collaborative community, create study groups with classmates, communicate easily with their instructors and TA’s and benefit from constant support from First Year Office staff. This format helps students deal with the personal and academic challenges that prevented them from performing at their best in the fall term, relearn the foundations and key concepts of Calculus, Physics, Computer Programming, Chemistry and Linear Algebra and develop a plan to be successful for the next fall to repeat their first semester. This paper will discuss the structure of the ReFresh program as well as the impact on student success, student development and retention.
Visualization Performance and Rapid Prototyping in First Year Design
Authors: Doyle Thomas E. , Musson David , Booth Jon-Michael
Published: April 2017

Visualization literature suggests that solid-modeling software tools improve visualization skills as a result of interaction with the model. As an extension of these findings, the authors proposed that product dissection and real-time simulation of the model should further improve visualization. Our prior study examined visualization performance using solid-modeling in three teaching modalities of a Freshmen Design and Graphics course: 1) Traditional, 2) Project Based Dissection, and 3) Simulation Based Design. The first and second modalities focused assessment on the part/assembly form, whereas the third modality transitioned the outcome expectations to understanding and function of mechanism design. Our comparison between teaching modalities revealed an unexpected bifurcation of results where the top performing group from several years of data demonstrated slight performance improvement with consistent variance, while the lower performing group decreased in performance with substantial increase in variance. It was proposed that the abstract nature of mentally reconstructing a solid-model or real- time simulation was a potential factor in the lower performing group. In September 2013 the author implemented rapid prototyping capability as pilot study in improving the traditional Design & Graphics course. This paper will discuss the implementation of rapid prototyping and present the preliminary results on visualization performance. This paper will be of interest to educators interested in first year Design & Graphics.
“THERMODYNAMICS IS NOT A SPECTATOR SPORT!” [7] AN EXPLORATORY STUDY ON INCORPORATING ACTIVE LEARNING INTO A FIRST YEAR THERMODYNAMICS COURSE
Authors: Cicek Jillian Seniuk , Ruth Douglas , Ingram Sandra
Published: April 2017

Student engagement is deemed as one of the fundamental components of consequential learning. Essentially, contextualizing information in authentic events and situations and designing active learning experiences to orchestrate opportunities for students to construct their own knowledge are ways to engage students in their own learning process. This paper reports on a Professor’s efforts to turn a traditional, lecture- based first year Thermodynamics course into an active learning arena. The study uses a qualitative approach to data collection and analysis, with data amassed through participant observations and open-ended interviews with the Professor. A number of categories and themes have already emerged. This paper outlines the category, Instructional Strategies, and discusses how they were modified and/or amplified to incorporate active learning in an attempt to further engage students.
DESIGNING RUBRICS FOR COMMUNICATION COURSES IN ENGINEERING: A Work in Progress
Authors: Parker Anne , Topping Aidan
Published: April 2017

This paper will focus on the rubrics that we have developed for the technical communication course and the senior (capstone) design projects. As part of the C.E.A.B.’s and our own Faculty of Engineering’s mandate to more clearly define the goals of each course, the learning attributes associated with course content, and how these are assessed, we first developed rubrics that would help us track and assess students’ communicative competence. However, we soon learned that our presentation of the information impacts how well students assimilate it. Consequently, in our rubrics for the senior (capstone) design courses, we began to phrase the assignment requirements as action items, as something that must be done; for example, a document’s “layout and document design” must use “clear markers to create a visually appealing document,” and the illustrations must “communicate design elements and results.” In this way, students are encouraged to reflect on their individual performance, and one outcome for them is the opportunity to engage in a meaningful dialogue with the professor. One outcome for the professor is having the means to indicate a student’s position on a spectrum of performance. Finally, although linking attributes to learning objectives and determining “competency levels” can be very challenging, we hope to show how the rubrics we have designed may indeed make the task less daunting and more manageable for all stakeholders in the education of our engineering students.
TEACHING AND LEARNING MODES FOR DESIGN ENGINEERING
Authors: Eder W. Ernst
Published: April 2017

Important learning outcomes include students’ ability for effective communication (verbal and written, but also graphical for sketching and data interpretation) and teamwork. The ability to apply a systematic engineering design method to design or re- design technical systems is not stated, yet that capability distinguishes engineers from scientists, and artistic designing from design engineering. It is to some extent related to creativity. Applying a systematic engineering design method includes the ability to use the engineering sciences heuristically for ‘order-of-magnitude’ and ‘what-if’ estimates of future configurations. This requires understanding the physical behavior of phenomena, individually and in their relationships, both by ‘visual feel’ and by mathematical exploration, in a student’s development of expertise. These requirements indicate a need for change in the teaching and learning procedures and methods, departing from the mainly science-oriented lecturing and examination assessment that has been conventional, and therefore changes in the curriculum. A guiding premiss, also valid for design engineering, is formulated by Klaus: ‘Both theory and method emerge from the phenomenon of the subject’.
Engineering Education Research and Development at Queen’s University
Authors: Strong David , Frank Brian
Published: April 2017

Research and development in engineering education has been prominent at Queen’s University since the early 1990’s. Initially focused on evolving improved methods to encompass theoretical, practical, industrial, and multidisciplinary aspects into undergraduate engineering programs, the outcome of those early endeavours became what is now known as “Integrated Learning” at Queen’s. This effort also recognized the need for a new and different facility to accommodate evolving pedagogical approaches and enhanced team-based activities, and in 2005, the 6,000 m2 Integrated Learning Centre was opened. Both the Integrated Learning philosophy and the corresponding facility have been a tremendous success. With the establishment of Integrated Learning , engineering education research began to expand both in breadth and depth. Research studies and publications have included topics such as optimized assessment of both students and pedagogical activities, understanding student attitudes towards learning, evaluating engineering practitioners’ needs and expectations of engineering graduates, defining needs for outreach activities, developing and assessing measurements for graduate attributes, and using web-based classroom response systems for quality student feedback. Graduate students have been engaged in engineering education research topics for nearly a decade, with the first Master’s student with a full- fledged engineering education research topic graduating in 2006, and the first post-doctoral researcher hired in 2011. Additional graduate students have been engaged in engineering education research since, producing four more Master’s graduates to date, and two more in process. The outcomes from this research, combined with collaborative efforts across the faculty, have resulted in new and innovative pedagogy, including the Multidisciplinary Design Stream and the recently introduced Engineering Design & Professional Practice sequence. Both of these programs include a combination of proven and innovative pedagogy, and through multiple assessment techniques, themselves become the subject of ongoing research and development. Further research studies are underway. One is exploring how critical thinking develops in first year engineering, and whether the use of complex authentic engineering problems assists in developing critical thinking. Queen’s is also part of a learning outcomes consortium project with Toronto, Guelph, and University of Kansas, and three Ontario colleges, to develop procedures for assessing learning outcomes at an institutional level. In addition, Queen’s is part of a collaboration with 7 Canadian and US schools on research into sustaining change in institutions and influencing adoption of evidence-based practices. The panel presentation will provide more detail on our past, present, and future research in this field. The engineering education research community in Canada is dynamic but under-represented, and it is hoped that this session will encourage more engineering academics to venture into this field.
ENHANCEMENT OF TEACHING TECHNIQUES AND STUDENT LEARNING IN A PRODUCTION TECHNOLOGY UNDERGRADUATE COURSE
Authors: Mohamed A. , Fisher A. , Naterer G. F.
Published: April 2017

Engineering education requires engineering practice, supervision, and experience. This paper examines some of the main elements of engineering education and its challenges in mechanical and manufacturing engineering courses. Innovative teaching and learning methods are discussed for introducing students to the engineering profession. A number of techniques and suggestions are provided to enhance the engineering education process. These include the importance of practice, audio- visual tools, and broadening the students' perspectives of ethical issues in engineering. Student feedback indicates that such an integrated approach enhances their learning. Industry- based projects help them to be better prepared for the graduate engineering profession as well as improve their communication skills. A number of such enhancements to engineering courses are highlighted in this paper.
BETS – Innovating on Co-op to Enhance Engineering Education
Authors: Parker Wayne , McLellan Jennifer , Steffler Jeremy , Fondacaro Rocco
Published: April 2017

The Business Employment Transferable Skills (BETS) program was a pilot project established for unemployed first year Waterloo Engineering students to train them in entrepreneurial skills and provide them with experience in start-up companies. Twenty students participated in the BETS program and they were “hired” in a similar competitive manner used for regular co-op jobs. The students were from 8 different engineering programs and had completed 8 months of academic study prior to entering the program. Students initially completed 80 hours of training to build workplace skills required to succeed in an entrepreneurial work place. Employers submitted a one-page form, describing a proposed project and the BETS coordinator “matched” them with teams of two students for 3 week work placements. Each student completed a total of 4 placements over a 12 week period. A total of 29 start-ups, with limited financial resources to staff projects, in local technology incubators participated. Most were in various ICT sectors however a few other sectors were represented. Most companies had fewer than 5 employees and most personnel were non-salaried “founders”. Students worked on a range of projects including web site development, market research, data gathering and database development, mobile app development and product testing. At the end of each placement the students received an assessment of their performance by the employers. The students completed an assessment of the work placement where they identified skills developed, challenges encountered and successes achieved. BETS was well received by students and employers. Companies benefited from completion of short-term projects and developed a rapport with potential future employees. BETS students gained insight into start-ups and relevant, transferable and marketable skills and outcompeted classmates in the next co-op round. The lessons learned during the trial will be presented at the conference.
Teaching Dynamics Using Sports Biomechanics
Authors: Maw Sean
Published: April 2017

The first course in Dynamics can be a challenging one for many undergraduate engineering students. Concepts can be complex, mathematical treatments can be non-trivial, and the theory can be difficult to apply. While lectures introduce course material, tutorials are often used for textbook problem solving and labs allow for an experiential exploration of the concepts. However, given the volume of material covered in Dynamics, the relative infrequency of labs, and their limited duration, one could argue that labs do not adequately fulfill their important role. With this perspective in mind, a redesign of this course took place so that in each lecture, one or more concepts were visually demonstrated and/or students took part in an activity to illustrate the concepts. This was in addition to the regular lab experiences. Furthermore, many of the demonstrations were taken from the world of sports to provide both accessible relevance and reinforcing examples. Feedback from students suggests that this approach is both helpful and motivating. Students report “getting it” through these demonstrations and enjoying the learning experience more than conventional approaches. Students were asked which “daily dynamic demos” they preferred, and the reasons for those preferences as a matter of course development. It appears that the richer, more personally relevant and more interactive the demonstrations, the more impact they had. This paper describes the various demonstrations and lab exercises, the motivations behind using each of them, and the concepts that were illustrated by each one. Preferred ones are identified, and the reasons for those preferences are also presented.
Use of logbooks as a tool for life-long learning
Authors: Doré Sylvie
Published: April 2017

A new learning activity designed to raise awareness of students to lifelong learning was introduced in an elective course in mechanical engineering at École de technologie supérieure. The goal of the paper is to describe this activity and to report on its effectiveness.
Teaching Electronics for non Electrical Engineers Using Blended Learning and Experiential Learning
Authors: Bakr Mohamed H.
Published: April 2017

I present in this paper overview of an experiment that was carried out at McMaster University, Canada, on teaching electronics for non electrical engineers. A combination of experiential learning and blended learning was used at an introductory electronics course. The initial results show improvement in the way students rated both the instructor and the course as a whole and in the way they understood the subject and how it relates to real life. I discuss different aspects of this work and present recommendations for improvement
EFFECTIVENESS OF VARIOUS SUPPLEMENTAL TEACHING APPROACHES IN EDUCATION OF ENGINEERING MATHEMATICS
Authors: Cao Yang
Published: April 2017

This paper provides information on how two secondyearengineering mathematics courses are delivered atUBC Okanagan. The goal is to provide more diversifiedteaching and learning strategies that suit students withdifferent learning styles. The list of approaches used inclass includes: traditional lectures in classroom;tutorial session and assignments; typed lecture andtutorial notes, Q&A through Piazza.com; video tutorialsthrough YouTube; Matlab/Maple simulations; andLecture videos on YouTube. Students can resort tovarious resources for answers. In order to explore theeffectiveness of these approaches, a survey wasconducted to collect students' opinions on strength,weakness and improvements of those various assistiveapproaches. The paper will give a brief introduction ofhow these supplemental teaching approaches areintegrated into the courses, and will discuss theeffectiveness of these approaches based on the surveyresults
USING AN ONLINE PERSONALITY ASSESSMENT TOOL TO OPTIMIZE FIRST-YEAR ENGINEERING DESIGN TEAMS
Authors: Variawa Chirag , Murphy Julie , Wong Albert
Published: April 2017

This paper discusses a Canadian-made online cloud-based personality assessment tool, and its application in a first-year engineering design course at a large private US university. The motivation for this study is to develop an automated approach to maximizing diversity during team formation at the first-year level, while encouraging learning about differences in personality and their effect on teams. The study found that the CLUES software being used was a step towards greater understanding of differences, and that students who used the knowledge of personality during the team formation phase reported a greater sense of inclusivity.
ETHICS 2.0: AN INTROSPECTIVE APPROACH TO UNDERSTANDING AND TAKING OWNERSHIP OF YOUR ACTIONS
Authors: Karim Karim S.
Published: April 2017

ECE290 (Engineering Profession, Law andEthics) is a second year core course in the undergraduateElectrical and Computer Engineering program at theUniversity of Waterloo. This course was designed to moveaway from achieving desired ethical outcomes or “right”answers and instead to focus on refining individualdecision-making processes. Ethics was framed asstemming from the fundamental identity question faced byeach individual and the core beliefs held by the individualwith an aim to make the course more personal, engagingand introspective for the student. Students also gainedpractical experience in deconstructing their own identityby identifying and understanding master behavioralpatterns and the perspectives of various characters inpertinent literature and case studies where ethicalambiguity is at the forefront. Evaluation and testingmethods for the ethics component of the course weredesigned to focus on evaluating the depth and breadth ofthe students’ decision-making processes. Student courseevaluation questionnaires had a response rate of between60-75% and indicated that students strongly believed theywere being encouraged to think critically and reasonindependently
HOMES OF HOPE: VISUALIZING SOCIAL RESPONSIBILITY
Authors: Vathje Lauren Jatana , Eggermont Marjan , Brennan Robert
Published: April 2017

A sense of professional social responsibilityis a key quality for engineers of the 21st century.Community Engaged Learning (CEL) is an excellent wayto develop social responsibility (SR) in students. But,there is a need to better understand how different typesCEL experiences impact SR development. Recently, apsychological framework and survey has been createdthat addresses how SR develops in engineers. We putthese SR tools to the test, along with some othermeasures, to see how a short-term international CELexperience impacted the students’ SR development.This study was of an exploratory nature to see how to bestwork with the new psychological framework and othermeasures of SR. All indicators showed that the short terminternational CEL had a positive impact on SRdevelopment and the SR tools proved to be useful ininterpreting and visualizing the impact on students. Ourfuture work aims to conduct many studies like this, to seeif we can understand how different types of CEL relate todevelopment of different areas of SR in students.
EXPERIENCE WITH A SMALL UAV IN THE ENGINEERING DESIGN CLASS AT CAPILANO UNIVERSITY – A NOVEL APPROACH TO FIRST YEAR ENGINEERING DESIGN
Authors: Wlodyka Mark , Dulat Margaret
Published: April 2017

Capilano University offers a very successfulfirst-year Engineering Transfer and EngineeringTransition Diploma program. A key learning experiencefor students of both programs is a one-semesterEngineering Design course, in which the instructor leadsthe student through a practical design project, applyingengineering design principles that are presented in thecourse. In 2014, a new project design theme wasintroduced, specifically working with small UnmannedAerial Vehicles (UAVs). The teaching methodologycombined both lecture and student led learningexperiences. Student teams of 4 were provided a commonassignment to carry out a field investigation using a UAVand video camera to simulate an industrial application.With experience gained on a PC based flight simulator,all teams successfully completed their designs, carried outtheir UAV flights and documented their results. Studentsdeveloped project management and communication skillsearly in their engineering education. This innovativeapproach in first year provides students with immediateexposure to the practical limitations that constrainengineering design. The teaching methodology isexpected to result in graduate engineers who havestronger skills in teamwork, communication, and designcapability. This first year teaching methodology hasshown significant promise as demonstrated through thequality of the design projects, as well as positive feedbackfrom the students.
The challenges of launching a MOOC and reusing that material in a blended campus class
Authors: Dunn Kevin G.
Published: April 2017

Online courses are launching daily on thevarious massive open online course (MOOC) platforms,such as Coursera and edX. These electronic resources arecostly to develop and often likened to sunk “capitalcosts”, as contrasted to ongoing “operating costs” of atraditional face-to-face class. To complete this economicanalogy, it makes sense to amortize, or profitably reusethose electronic materials in the university classroom, asa way to achieve a blended class. It is also worthwhilelearning from others' experiences so those large capitaland labour-intensive investments of video and resourcedevelopment are used profitably.There are some shortcomings and counterintuitiveaspects to the fully online class, described in the paper.The experience of the author using these MOOCmaterials in his active-learning flipped class is described.Plentiful advice is available online regarding the blendedclass, and we give feedback and commentary on thevarious successes and failures experienced when runningthis advanced, final-year engineering statistics course.What activities to use during scheduled class-time is oneof the more daunting questions for the instructor flippinga course, so this section is covered in greatest depth.Some student qualitative feedback is interspersedthroughout.
Practical Elements of Mechanical Engineering – An Enrichment to University Engineering Education
Authors: Straatman Anthony G.
Published: April 2017

Practical Elements of Mechanical Engineering (PEME) is an enrichment program developed by the Department of Mechanical and Materials Engineering at Western University in collaboration with Fanshawe College of Applied Arts and Technology. The PEME program was developed mainly in response to the changing backgrounds of students entering university engineering programs, and to provide an opportunity for students to get exposure to practical courses in machining, welding, metrology, and other practical areas, which complement the traditional Mechanical engineering curriculum. The PEME program is thus a formal avenue whereby students have an opportunity to gain some additional practical knowledge of their profession.
Ipsative learning: a personal approach to a student's experience of PBL within an integrated engineering design cornerstone module
Authors: Tilley Emanuela , Mitchell John E.
Published: April 2017

The Faculty of Engineering Science atUniversity College London (UCL) has recently undergonea reform of the undergraduate curriculum, which resultedin the creation of a distinctive programme that connectedcurriculums from across seven engineering disciplines.The Integrated Engineering Programme is extensive,taking in nearly 700 students in its inaugural year at thestart of the autumn 2014 term. Its most significantcontributions are the experiential and authentic learningopportunities it provides students allowing them to applytheir technical knowledge and develop their professionalskills in engineering design modules year on year. Thefirst opportunity for students to do this is within thecornerstone Integrated Engineering Design module inyear I. This paper seeks to investigate the impact of anipsative learning approach (feedback and assessment thatis based on learner’s progress) within this multidisciplinaryproblem/project-based learning environment(PBL/PjBL), which focuses learning outcomes on thestudent’s ability to engage with the process of engineeringdesign. The methods of conducting the research includethe analysis of reflective writings by each studentthroughout the first of two 5-week ‘Challenge’ projects. Aset of reflections written by each student was associatedwith two formative assessment meetings, referred to asDesign Review Meetings, held with their academic leader.This data is also supplemented with verbal feedbackprovided by students and academics, which has beenprovided during follow up interviews and focus groups.Student self reflections written after each of the twomeetings support common theses of increasedunderstanding of the project aims and depth of studentresearch efforts. Surprisingly, however is the evidence,which implies that an ipsative PBL environmentempowers students to make critical personal andengineering decisions for effective progression within anengineering design project.
Evolution of graduate attribute assessment and continuous program improvement in the Faculty of Engineering at McGill University
Authors: Saunders Amber L. , Mydlarski Laurent B.
Published: April 2017

Herein, we summarize the development and implementation of processes to meet the CEAB's graduate attributes and continuous program improvement criteria at McGill University's Faculty of Engineering. This involved determining roles and responsibilities, developing tools for measuring graduate attributes, conducting pilot projects, and refining our process. Like other institutions, we have encountered obstacles: changes to CEAB reporting requirements, resource constraints, resistance to change, and the challenge of finding a learning management system that is adaptable to our needs. We concluded that it was necessary to adopt processes that i) were initially rudimentary, but could then be scaled up, and ii) were flexible enough to respond to the changing reporting requirements. Pedagogical assistance provided by McGill University's Teaching and Learning Services was also beneficial in developing the new outcomes-based assessment procedures.
EVALUATION OF INDIVIDUAL MEMBERS IN ENGINEERING DESIGN TEAMS
Authors: Couturier Michel F. , Bendrich Guida
Published: April 2017

The curriculum of accredited engineering programs in Canada must culminate with a significant design experience where students must demonstrate an ability to work in teams. The determination of individual grades for work products submitted by a team is however a challenging task. To deter students from free riding on the efforts of their teammates, every team member should not simply receive the same grade. Individual grades in the senior process design course at the University of New Brunswick are determined by first assigning a team grade to team deliverables and then adjusting each team member’s grade up or down using a multiplier. The value of the multiplier is based on peer and mentor evaluations and on the level of participation of the student in course activities. The peer ratings collected in 2014-2015 are generally higher than the mentor ratings, likely because of peer pressures to give high ratings. The bias is greatly reduced however when the evaluations are normalized by dividing the rating for each student by the team average. Because of this bias, the mentor evaluations should complement the peer ratings when providing formative feedback to students and determining individual team member grades.
“My Studying Stops When?”: Addressing Delivery and Assessment of Lifelong Learning and Professionalism at the University of Regina
Authors: Wagner Doug , Hussein Esam , DeMontigny David
Published: April 2017

Three one credit hour sequential coursesare described as a tool for delivering and assessinglearning outcomes in the CEAB mandated attributes ofLife-Long Learning and Professionalism as anaugmentation to existing work study programs at theUniversity of Regina. The development of these coursesthrough the Masters of Engineering program, allowing asmaller scale trial before full scale implementation at theundergraduate level is described. The future developmentand potential expansion of this course offering as aprofessional development offering to practicing engineersis also presented.