bluuebunny/crossref_metadata_2025 huggingface dataset:
INTEGRATING UCD WITHIN AN AGILE SOFTWARE DEVELOPMENT PROCESS IN AN EDUCATIONAL SETTING
Authors: Ormandjieva Olga , Pitula Kristina , Mansura Cherifa
Published: April 2017

The Canadian Engineering Accreditation Boardhas defined 12 attributes that an institution must demonstrategraduates of its engineering program possess. We are inpursuit of the attribute "Design” dealing with the students’ability to select candidate engineering design solutions fordevelopment, with three indicators relating to how candidatesolutions are selected. Our approach to teaching “Design” isbased on “learning outcomes” rather than “teaching inputs”.In this paper, we describe the learning outcomes of teaching anewly proposed Integrated User Centered Design (UCD)-Agile Process in the context of a one term project coursewherein teams of undergraduate students apply what theyhave learnt about Agile software development and UserInterface (UI) design in the context of a real-world projectwith actual clients. The Integrated UCD-Agile Processincludes upfront design of the UI in parallel with developmentof the functionalities, UI design specialists for each sprint andusability testing of all UI design decisions
MEASURING THE IMPACT OF STUDENT LED TUTORIALS ON FIRST YEAR STUDENTS' LEARNING OUTCOMES
Authors: Kadhum Sohad , Buckham Brad , Nadler Ben
Published: April 2017

ENGR 141: Engineering Mechanics is afoundational course in the UVic Engineering Faculty thatserves all of the engineering degree programs:biomedical, civil, mechanical, electrical, computer andsoftware. Between the 2013 and 2014 offerings of thecourse, the ENGR 141 population grew dramatically, bywell over 50%, necessitating changes in the coursestructure and methods of student assessment. In additionto addressing logistical challenges, the changes weredesigned to develop the students’ confidence in theirability to wield fundamental mechanical principlesindependently and in peer-to-peer working environments.This was done by repurposing the tutorial sections of thecourse to create student driven exploration, analysis andsolution of complex three dimensional mechanicsproblems.A series of 22 problems lying outside the domain of theassignment problem sets were addressed-two in eachweek of the tutorials. The assignments and midtermsproblems were constructed so that the impact of tutorialwork on students mastery of the course Intended LearningOutcomes could be extracted.Under the new tutorial format, instructors monitoredgroup dynamics, helped troubleshoot and providedencouragement. Presentation of solution strategies weremade by select student groups each week. The currentwork describes the motivation for the changes made,observations made at implementation and somepreliminary results from analyses of the impact of the newcourse structure on student mastery of the course learningoutcomes. Important conclusions are that the student-ledtutorials should be accompanied with additionalinstructor contact hours that provide opportunity forstudents to receive tutelage on a one-to-one basis andthat individual testing should stress the procedures andtools emphasized in the tutorials.In addition, students found that assessments madethrough multiple choice testing contradicted values andprinciples being stressed in the tutorial and seminarsessions.
SELF-PERCEPTION DIFFERENCES BASED ON GENDER AND PERSONALITY TYPE IN TEAM PROJECTS
Authors: Ostafichuk Peter M. , Mattucci Stephen , D’Entremont Agnes , Shirzad Navid , Naylor Carol
Published: April 2017

Factors affecting student self-perception in thecontext of engineering design team work are examined inthis paper. Specifically, how students of different genderand personality type rank their own contributions to theirteam relative to how their teammates rank theircontributions is considered. Gender- and personalitybaseddifferences in self-serving bias – an individual’stendency to attribute positive outcomes to their ownactions and negative outcomes to external factors – areknown to exist.This two-part study examines these factors in thecontext of self-evaluation and peer evaluation scoresreceived in a second year mechanical engineering designproject course. Four evaluation events were conducted inJanuary, 2015 (Part 1), and followed by an in-classintervention (presentation) and three more evaluationevents in April, 2015 (Part 2). In Part 1, self-servingbiases were measured by examining the differencebetween self-evaluation scores and average peerevaluation scores received from teammates. Separate ttestsand mixed-linear model statistical analysis wereused to compare the average self-peer bias in evaluationscores versus gender and each of the four MBTI domainscales.Data showed a statistically significant increase in selfservingbias as the course progressed. Differences werealso noted for gender (males initially had a higher selfservingbias than females, but this difference disappearedin time), and MBTI domains of Introversion/Extraversionand Thinking/Feeling (students with a preference forExtraversion and Thinking had higher self-serving bias).The differences for gender and personality type werestatistically significant with t-tests but not with mixedlinearmodels, suggesting the observed effects were drivenby a small number of individuals with large self-servingbias. Following the intervention – consisting of a shortin-class presentation describing the observed effects fromPart 1 – reduced self-serving bias was observed in Part 2,but it is unclear if the change was due to the interventionor due to other factors.
Does Access to Rapid Prototyping Enhance Student Vision-ization?
Authors: Doyle Thomas E.
Published: April 2017

At its core, engineering technical design is the process of taking a concept to creation. In order to achievesuccessful technical design a student must combine their idea or vision of a solution (function) with a visualization of thepart/assembly (form) -- referred to henceforth as vision-ization. Teaching technical design to a large first-year class ofengineering students presents a number of challenges, but perhaps the most significant is the rapid change of the toolsused in engineering technical design. To be clear, the tools themselves are not the challenge, as the students generallyhave no trouble mastering the tools. The challenge lies in the teaching and ultimately the learning objectives; at aUniversity level the fundamental question is what pedagogical benefit does a tool provide without the knowledge to applyit? As the tools have advanced, the students (and the instructors) find themselves further from the design process resultingin course topics perceived as disconnected or without relevance. In 2006 McMaster University's first-year engineeringprogram departed from the traditional method of teaching engineering design, which was heavily focussed on form, toestablish design function as the primary objective of the course. With a yearly enrolment near 1000 students, thescalability of teaching and evaluating design function was implemented using a customized simulation and visualizationtool. The simulation was extended to the logical use of rapid prototyping machines (3D-printers) for physical creation andtesting. This paper will present the author's initial analysis of the link between pure visualization, applied visualization,and success in functional design via rapid prototyping..
EXAMINING FOURTH YEAR MECHANICAL ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES: YEAR THREE
Authors: Cicek Jillian Seniuk , Labossiere Paul , Ingram Sandra
Published: April 2017

This paper describes the third year of amixed methods explanatory case study to examine fourthyear engineering student perceptions of the CEABgraduate attributes in the Mechanical Engineeringprogram using a student exit survey and student focusgroup interviews. The purpose of this paper is to reportstudents’ perceptions of their graduate attributecompetency levels and the program’s graduate attributestrengths and weaknesses in a three-year continuum,supporting the findings with the data from three studentfocus group interviews. This investigation offers thefaculty an understanding of its student engineeringstakeholders’ perceptions of how the CEAB graduateattributes are manifest in the Mechanical Engineeringprogram. It will be used to provide feedback atinstructor, program and faculty levels as the Universityof Manitoba’s Faculty of Engineering furthers its effortstowards achieving a continuous cycle of improvement
GENDERED WORDS IN CANADIAN ENGINEERING RECRUITMENT DOCUMENTS
Authors: D’Entremont Agnes G. , Greer Kerry , Lyon Katherine A.
Published: April 2017

Gender imbalance exists in nearly everyundergraduate engineering department in Canada. Thereis evidence that subtle gendered wording may influenceperceptions of women’s fit in a field. In this study, weapplied a content analysis approach to evaluating thepresence of gendered words in engineeringundergraduate recruitment materials and compared theseresults to enrolment data and other factors for 18English-language Canadian engineering schools. To ourknowledge, this is the first evaluation of genderedwording in recruitment materials as a factor in theenrolment of women in engineering. We found that the useof feminine wording in recruitment materials has a weak,negative correlation with enrolment of women students,but a positive correlation with percentage of femalefaculty members. Our data point to the need for furtheranalysis of recruitment material and with attentionfocused on the performance of gender in this material,and how it and other factors may influence enrolment.
Engineering Student Retention and Attrition Literature Review
Authors: Kuley Elizabeth A. , Maw Sean , Fonstad Terry
Published: April 2017

The University of Saskatchewan, similar tomany engineering colleges, would like to improve studentretention. With that in mind, a literature review wasundertaken to summarize current peer reviewed literaturerelated to engineering student retention and attrition inan attempt to better understand the potential structuralcauses, processes, and student characteristics that maycontribute to student success or attrition. Through asystematic search of several major databases using thekeywords “engineering and attrition or retention,” andafter narrowing the scope to peer reviewed articleswritten between 2005 and the present, each article’sabstract was read and evaluated. Forty-five papers weredeemed to be highly relevant, and were thus included inthe literature review. Preliminary trends that haveemerged in this review are: the potential causes of highattrition rates in engineering schools, various methodsthat have been used to determine the causes of attrition,interventions that have been implemented and stories oftheir success/failure, and attributes that have been foundto correlate with student attrition or success. This paperis an attempt to organize this body of research into asingular source that can be referenced by engineeringeducators or researchers who wish to increase studentretention and improve the educational experience of theirstudents.
HIRED – Helping Industry Reach Engineers Directly An Initiative of Engagement – for Students and Employers
Authors: Geddert Carolyn , Peto Lynda , Riesmeyer Mathew
Published: April 2017

In an effort to connect Engineering students with the diverse engineering community in Manitoba, University of Manitoba Engineering Society (UMES) and the faculty have collaborated and organized a regular weekly meeting called HIRED – an acronym for “Helping Industry Reach Engineers Directly”. Industry partners are invited and eager to present to an average of 100 students in attendance on a variety of topics. It’s about sharing information – about companies, career opportunities, industry insights, safety in the workplace, employment and employability skills, networking, and job search success. The benefits to students and industry partners are clear. Students are gaining a better understanding of the opportunities available within their profession and learn first-hand about what employers are looking for in an engineering graduate. Employers have the opportunity to meet their future employees and share with students the importance of professional skills and how to make the most out of their engineering education. These weekly meetings are strategically scheduled every Monday night from 5:30 through the fall and winter academic terms with a meal as part of the deal. It’s a winning combination for the students, employers, profession and the faculty.
IMPLEMENTATION OF A BLENDED INSTRUCTION-BASED & PROBLEM-BASED LEARNING STRATEGY IN A SECOND-YEAR ENGINEERING CURRICULUM
Authors: Yuen Timber K.M. , Balan Lucian , Centea Dan , Apostolou Kostas , Singh Ishwar
Published: April 2017

This paper presents the implementation of a blended Instruction-Based Learning /Problem Based Learning (IBL/PBL) approach in an engineering technology curriculum. In a second year course “Thermodynamics and Heat Transfer”, students’ background knowledge is developed through IBL in the form of weekly lectures, and PBL in the form of labs and project. Eight weekly lab experiments are used to develop the students’ lab skills. Each one of the labs is scheduled such that it perfectly matches the material covered in the lectures. Through such a coordinated blended approach, students see in real-life how analytical solutions discussed in the textbook are applied and what the effect of altering design parameters is. This helps them develop problem solving skills. Also, they collect and analyze data to understand the limitations of the theory. Then in weeks 9-12, a PBL course project is introduced allowing students to implement the knowledge learned. In groups, they research the given topic, brainstorm solutions, build and test the prototypes, and present the results to the class. The benefits of such a blended approach include greater emphasis on important concepts, easier visualization of abstract ideas, higher adaptation of delivery method to the course content, broader scope of expected learning outcomes and increased student/professor contact time.
DEVELOPMENTOF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT
Authors: Dawe Nikita , Lesmond Gayle , McCahan Susan , Romkey Lisa
Published: April 2017

This project aims to create and validate generic rubrics that can be used to authentically assess learning outcomes in core competency areas. As these rubrics are intended for ongoing use by students and educators who have had no involvement in their development, ensuring consistent interpretation and application is a challenge. This paper describes the rubric development methodology and progress to-date on Teamwork, Communication, and Design rubrics including the refinement of outcomes, indicators, and descriptors in response to expert feedback. We also discuss challenges that have delayed testing and deployment as well as future steps.
DIVERSITY IN ENGINEERING UNDERGRADUATE EDUCATION: A CASE FOR NONCOGNITIVE VARIABLES IN ENGINEERING ADMISSIONS
Authors: Brennan R.W. , Clitheroe H. , Deacon A.K. , Eggermont M. , Larson N. , O’Neill T.A. , Rosehart W.D.
Published: April 2017

In this paper we investigate anoncognitive assessment tool that can be used inconjunction with traditional, cognitive approaches (e.g.,high-school averages) to undergraduate engineeringadmissions. The motivation for this work relates to theSchulich School of Engineering’s desire to attractstudents who bring a wide range of interest and abilitiesbased on cultural, race, gender or other aspects ofdiversity. Our hope is that a holistic approach toadmissions will provide us with a means to consider abroader, more diverse student population, while stillproviding good predictors of student success in first yearengineering.We describe a pilot study where all students student inthe Schulich School of Engineering’s first yearengineering design and communication course wereasked to complete the Noncognitive Questionnaire (NCQ)at the beginning of the Fall 2014 term. The results of thissurvey are then compared to overall student performanceat the end of the Fall 2014 term to gauge the correlationbetween NCQ scores and student performance. The resultof our study show that the NCQ is most useful for transferstudent admissions where the population is nonhomogeneous(i.e., arriving from a variety of institution,various age and experience levels), while average gradeis the best predictor of student success for high-schooladmissions.
COURSE SCHEDULING ACCORDING TO STUDENT STRESS
Authors: Ma Shuai , Akgunduz Ali , Zeng Yong
Published: April 2017

As many as one in three first-year undergraduate students cannot make it back for the sophomore year. The low retention rate for students, especially engineering students, is a widespread problem. In this paper, the quantification of course difficulty and student stress is discussed, followed by a student stress model which can integrate student stress into the course scheduling problem. Some future work is presented in the conclusion.
Using Career Education to Help Students Build and Articulate Employability Skills
Authors: Peto Lynda , Geddert Carolyn
Published: April 2017

For 80% of first-year students, the highestmotivators for attending University are related to gettinga good job and preparing for a career. Research hasshown that post-secondary students with some careergoals and engaged in career development experienceshave higher levels of engagement, academic performance,mental health, and persistence. Employers are placing agreater emphasis on a student’s skills and experience intheir recruitment process. No longer does a Universitydegree guarantee employment success upon graduation.Career education can provide the foundation andframework to help students make these connections andbe successful in transitioning into the world of work. Byunderstanding what employers’ value and knowing howto build and gain skills and experiences while inUniversity, students can enhance their employabilityoutcomes and successfully launch into their career upongraduation.The Faculty of Engineering along with Career Services atthe University of Manitoba, have developed an innovativepartnership to deliver career education embedded inrequired 1st and 2nd year Engineering courses. Theprogram called “Your Career Starts Here” wasintroduced in the Fall 2013 term in Design inEngineering (Eng 1430) and Technical Communications(Eng 2010) courses. The learning outcomes of theseinteractive modules for students include: recognizingcareer development as a life-long process of learning;identifying and describing employability skills; identifyingwhat employers value in the recruitment process;matching skills with an employer’s needs as well asidentifying gaps; and reflecting on opportunities atUniversity to build, enhance and develop skills andexperiences. Academic courses, work experiences,cooperative education and internship programs, researchexperiences, and involvement in campus groups and cocurricularprogramming are identified as careerdevelopment opportunities at the University of Manitoba.The modules include group discussions and acitivities to help students understand and identify ways to build theirskills and experiences as well as how to articulate theseskills to increase their employability outcomes upongraduation.
TEACHING ASSISTANT TRAINING TO ENHANCE GRADUATE ENGINEERING EDUCATION
Authors: Caines Susan , Lye Leonard , Hossain Mohammed Raju
Published: April 2017

Graduate student teaching assistant (TA) training is a one-day intensive program at Memorial University’s Faculty of Engineering and Applied Science that introduces new graduate students to the roles and responsibilities of being an effective TA. This program uses online tools, case studies and theory discussions to orient new TA's to teaching and learning practices. A recent survey of graduate students taken after completion of the TA training led to modification of the current program. This paper will outline the program, proposed changes to the program and demonstrate how adapting student feedback can contribute to continuous improvements in student education.
A MODULE FOR TEACHING RISK MANAGEMENT
Authors: Godri-Politt K. , Norval G.W.
Published: April 2017

The key to a successful engineering project isthe early identification of hazards, followed by designingthe process in such a way as to remove the hazard, or todevelop means to mitigate the risk. A Hazard is aninherent property of a substance or device which cancause harm to people, property, the environment, or to abusiness (loss of reputation). Any one hazard can cause aloss through a number of hazardous events. Each eventhas a specific loss quantity and frequency. Risk is theproduct of the consequence and the frequency/probabilityof the hazardous event.A learning module, that introduces the concepts of hazardand risk, has been developed, which is targeted at upperyear engineering students. The module has examplesfrom various disciplines and leads through the conceptsof hazard identification and hazard reduction. Riskquantification is introduced, as are several techniques forrisk quantification. Finally, the management of risk,including the management of residual riskThe module was provided to a class of 3rd year chemicalengineering students, to supplement an existing course inwhich inherently safer design techniques are taughtthrough use of case studies and a design project. Studentfeedback will be presented. The module will be availablefor use in fall of 2014.
RECONCILING GRADUATE ATTRIBUTE ASSESSMENT WITH EXISTING OUTCOME-BASED ASSESSMENT
Authors: Kennedy D. , Abercrombie K. , Bollo M. , Jenness J.
Published: April 2017

Historically, accreditation of engineering programs has relied on the use of input-based assessment of a program by framing major categories and identifying accreditation unit totals for each category. Beginning in 2014, compliance with an outcomes-based assessment of program quality and implementation of a program improvement process is also required.The introduction of graduate attributes assessment at BCIT prompted faculty members to question the relationship between existing learning outcomes and indicators of graduate attributes. Since both outcomes and indicators are written to describe competencies, faculty hypothesized that correlation exists between them.Upon further investigation, faculty, staff, and administrators at BCIT came to understand that there is a relationship between learning outcomes and indicators of graduate attributes, but they are not synonymous. Indicators are required to build a normalizing bridge between outcomes and attributes. They provide a rational relationship between a curriculum’s individual course learning outcomes and the twelve graduate attributes mandated by the Canadian Engineering Accreditation Board.. This is especially important for subjective expectations of learning where there is not an obvious one-to-one relationship between learning outcomes and attributes
Increasing Student Practical Experience with the Hurdle of Large Class Sizes
Authors: Baleshta James
Published: April 2017

Many students entering Mechanical or Mechatronics Engineering (MME) at the University of Waterloo (UWaterloo) have limited hands-on skills and lack practical technical knowledge. Student surveys cite a desire for increased practical experience within the curriculum.This paper presents an initiative to address this issue. A keychain project was designed to involve all first year MME students in a practical (hands-on) activity that would foster competence with machinery. This objective proved difficult to implement due to large student enrollment, where scheduling, supervision, and resources were all significant challenges. However, as a result of this experience, over 400 engineering students were provided early exposure to the Student Machine Shop, creating a desire and confidence to pursue additional experience.This program is expected to continue at UWaterloo and become a component of a wider engineering clinic initiative. The methodology and key takeaways will be discussed herein.
EXPANDING ENGINEERING DESIGN WITH MINI PROJECTS – THEORY OF MECHANISMS A PILOT COURSE
Authors: Firmani Flavio , Kadhum Sohad , Wild Peter
Published: April 2017

In order to expand the instruction ofengineering design in courses that are predominantlyengineering science, the Chair in Design Engineering ofthe University of Victoria has launched a program tointroduce design mini-projects. The development andmanagement of these projects is conducted by the courseinstructor in collaboration with a Design TeachingAssistant. The first design mini-project has beendeveloped for Theory of Mechanisms, a third-year corecoursein Mechanical Engineering. The course isprimarily theoretical and includes four laboratoryprojects that are based on deterministic problems. Inorder to establish an appropriate project, a list oflearning objectives that complements the theoreticalcontent of the course and exposes students to anengineering design problem has been identified. Theproject consists in designing and building an automatonfor young children – a mechanical toy operated by a handcrank. Overall the project was successful, studentsrapidly embraced it, the submitted prototypes generallymet or exceeded our expectations, and the learningobjectives were achieved.
STUDENT ATTITUDES TOWARDS PROGRAM PLACEMENT AFTER FIRST YEAR COMMON CORE AT THE SCHULICH SCHOOL OF ENGINEERING
Authors: Brennan R.W. , Eggermont M.
Published: April 2017

In this paper, we report on a study to quantifystudents’ attitudes towards the common first yearprogram offered at the Schulich School of Engineering. Asurvey of students from all four years of each of theSchool’s seven BSc programs is performed to determine ifthe common first year program is achieving its objectivesfrom a student perspective. More specifically, the surveyfocuses on both student opinion and student behaviourwith respect to the common first year and programselection. Students are asked to provide their input onbenefits of a common first year (i.e., as a foundation forengineering studies and exposure to the range ofengineering disciplines) and its role in the programselection process (i.e., if a different process is preferred,and how their program selection choice was impacted bya common first year).
REDESIGNING THE LEARNING EXPERIENCE: ONE PROFESSOR’S EFFO2 RTS TO DEVELOP AN ACTIVE AND ENGAGING FIRST YEAR THERMODYNAMICS COURSE
Authors: Cicek Jillian Seniuk , Ruth Douglas , Ingram Sandra
Published: April 2017

Active learning is a pedagogicalmethodology that research has shown both engages andmotivates students. This paper reports on one professor’swork to infuse active learning into his first yearthermodynamics course. Based on the results of a pilotstudy aimed at exploring the use of active learning in afirst-year thermodynamics course to engage students andimprove their learning, a problem-solving learningapproach was designed for a subsequent offering of thecourse. Mini-lectures were interspersed with tutorials,and active learning and pedagogical tools and strategieswere employed with the intent to increase studentengagement and enhance learning. At the conclusion ofthis course, a student exit survey and a student focusgroup were conducted, and students’ course marks werecompared to their cumulative grade point averages toexamine their course performance. Findings showed thatstudents were engaged by the active learning design andevidence of learning was found. This is the second phaseof a practical action research study to turn a traditional,lecture-based course into an active learning arena forfirst year engineering students at the University ofManitoba.
Development of a motorcycle frame as a problem-based learning experience in design courses for Mechanical Engineering students
Authors: Iorga Cristian , Desrochers Alain
Published: April 2017

The paradox that exists between the necessity of testing physical prototypes to achieve as much design criteria as possible and the desire to minimize the number of iterations at the experimental validation stage to manage development time and cost, has led the authors to develop a detailed design methodology that guides the engineers and designers through the main activities of the product development process (PDP).The numerical validation activities and the iterations performed at the detailed design phase of the PDP have become key in achieving a product that meets the client needs from a price/performance/reliability perspective. However, before starting the fabrication of a physical prototype, the multidisciplinary team must understand the issues linked to the material behavior under critical conditions of use and in relation with the range of selected processes.In previous papers, a generic methodology that takes into account several design criteria was presented. This methodology was applied to the recreational product industry with the aim of reducing the weight of a roadster frame while controlling its production cost. Specific to vehicle, fatigue and rigidity are amongst the structural criteria that are central to the safety of the user and the handling of the vehicle.The objectives of this paper are thus to outline the advantages of this methodology, show how it could be applied to the structural sub-systems and components of a vehicle, and how it could be integrated in an undergraduate project, taking into account all the design criteria established up-stream in the PDP.As this approach has already been validated in the recreational product industry, it will allow students to converge toward creative, effective but realistic solutions while providing a comprehensive feedback on the client needs.
Sustainability Entrepreneurship in Engineering
Authors: Hsiao Amy
Published: April 2017

Sustainability entrepreneurship is the use of innovative enterprise in a strategic manner to address a sustainability-related issue. By its operation, the process of sustainability entrepreneurship adds to the improvement of social, economic, and environmental concerns related to human quality of life. This work proposes that the distinction of sustainability entrepreneurship is having the business activity a characteristic of the innovation and making engineering or technology a critical component of the business solution. This work discusses how sustainability entrepreneurship can be introduced in undergraduate and graduate engineering curriculum, specifically through a materials science laboratory, engineering entrepreneurship, and engineering management experiences. Examples in this work demonstrate that sustainability entrepreneurship is a progression that begins with an understanding of the technical issues of sustainability as an engineering student, moves to the motivation, drive and identification of an opportunity that creates of a product or service valuable to an identified market, and finally creates a business that adds to the sustainability of life-supporting systems in the process.
A VISUALIZATION AND GAME DEVELOPMENT PIPELINE FOR STUDENTS
Authors: Roncin Andrew
Published: April 2017

Modelling, visualization, and simulation can be important aspects of a research project. For students and faculty outside the game development industry, understanding what is required can be a serious hurdle.The purpose of this paper is to give non-programmers an overview of the skill sets, software tools, and resources required to begin 3D simulation and game development. Because they are easily acquired tools that cover source control, asset creation, and game design; Git, Blender, and Unity® be examined
RATIONALE AND TEACHING OBJECTIVES FOR A CANADIAN ENGINEERING ETHICS GAME
Authors: Roncin Andrew
Published: April 2017

This paper uses Tyler’s rationale as a framework for analyzing the teaching objectives surrounding the design of a video game to teach Canadian engineering ethics.The two keys challenges in this area are defining what should be taught in engineering ethics and then how it is evaluated in order to demonstrate improved understanding. Traditionally, engineering ethics courses are taught as either codes of conduct, or based on case studies with very constrained courses. The evaluation that follows then uses the Defining Issues Test (DIT) or an instructor’s evaluation.However, the above methods could be improved by focusing on engineering ethics as a situated, embedded, and applied discipline. That is, one in which decisions are made as part of a team, embedded in a workplace whose goals will likely be in conflict with the engineers, and whose outcomes are unknown at the time decisions are made.By using a serious game in which the players are protagonists affords us the opportunity to present thick cases with multiple decision points and opportunities for players to demonstrate their ethical bias. Additionally, the progress of players and their interactions with non-playing characters can reveal information on their assumptions and ethical bias.
REDESIGNING PROBABILITY & STATISTICS FOR ENGINEERS COURSE BY DEVELOPING A CUSTOM TEXTBOOK AND REFOCUSING LECTURES ON PROBLEM SOLVING
Authors: Budiman R. Arief
Published: April 2017

The two-year experience of teachingand redesigning a probability and statistics forengineers course at the Schulich School ofEngineering will be discussed through the lensof (i) writing and using a custom textbook forthe course and (ii) refocusing lectures onapplying concepts to solving problems. Thecourse redesign, for example, allows students todevelop conceptual and practical understandingon selecting the most appropriate probabilitydistribution for a given problem. The refocusingof lectures to problem solving proves very usefulfor students. Further textbook development isbriefly discussed.
Developing Communication Skills during Undergraduate Studies: a Personalized Approach
Authors: Hertrich Sylvie , Chassé Dominique
Published: April 2017

It is no wonder that communication skills areamong the twelve attributes required by the CanadianEngineering Accreditation Board, since engineers mustpossess strong oral and written communication skills. AtPolytechnique Montréal, all undergraduate students havebeen required to take a mandatory credit for this specific“soft-skill” since 2006.As an alternative to the classical one-term class, thisthree-year long innovative educational strategy is basedon a personalized approach. The first year, after takingdiagnostic tests in written and oral communication,students attend communication workshops. They thenperform realistic communication tasks in engineeringrelatedsituations, both at school and during aninternship. Each year, they complete an e-portfolio andreflect on the development of their communication skills.This method demonstrates the academic andprofessional transversality of a program-based approach.It also allows for practical assessment of complexengineering concepts reflecting the underlying philosophyof the twelve attributes.
Assessing Class Performance and Progress using Grade Self-Estimation in Undergraduate Embedded Systems Courses
Authors: Gorobets Militina , Smith Michael R. , Marasco Emily
Published: April 2017

Embedded systems courses are typically taught with a heavy emphasis on laboratory experience using sophisticated software development tools. There is a considerable mismatch between practical and theoretical knowledge associated with a steep initial learning curve, leading to an initial bi-modal grade distribution. We introduce a self-assessment philosophy to enable the students to use a process improvement technique in order to better understand how to connect their theoretical and applied knowledge, and identify areas for improvement. Students were found to over-estimate their performance early in the semester; a tendency that was considerably corrected by the term’s end. We evaluate student performance on a number of course components using student self-analysis during final exam questions, as well as progress throughout the term exams.
Peer Review as an Active Learning Strategy in a Large First Year Course
Authors: Orjuela-Laverde M. , Chen L. R.
Published: April 2017

Peer-review of writing is an instructional strategy used to develop students’ critical thinking skills, writing competence and as a way of engaging students as active agents in their learning process [1,3,4]. In the Fall 2013 semester, two peer-review assignments were introduced in a compulsory first year engineering course, Introduction to the Engineering Profession, taken by nearly 500 students (in two sections). The objectives of the peer-review assignments were two-fold: (1) to help improve students’ writing by providing them with constructive criticism and feedback and (2) to develop students’ critical thinking and editing skills. Using a rubric provided by the instructor, students were asked to evaluate their peers’ written assignments in three categories: overall presentation, clarity and coherence (organization), and justification/explanation of the topic being discussed/analyzed. One assignment addressed the inter-disciplinary nature of the engineering profession while the second focused on making ethical decisions. Evaluators were required to justify the score given in each category, as well as to provide a short written comment on the paper as a whole. At the end of term, a class survey was conducted where students reflected on the peer review assignment from a learning perspective. This study presents the results of an analysis of those reflections. Overall, students and the instructor valued this instructional approach. Implications of this type of instructional strategy for undergraduate engineering education are also discussed.
Transition from Paper to Online Course Evaluation: Preliminary Trends in Student Response Rate and Overall Professor Evaluation
Authors: Dennison Christopher R. , Ayranci Cagri , Mertiny Pierre , Carey Jason P.
Published: April 2017

Student evaluation of teaching (SET) hasbeen used as a metric to arguably evaluate instructoreffectiveness and quality of instruction since the 1920s.SET is used in decisions regarding annual evaluation (offaculty) and is one of the most researched topics inevaluation of instructor effectiveness. Central researchquestions associated with SET include whether SET is anappropriate measure of effectiveness and whether it leadsto improved teaching and quality of graduates.In the fall 2013, the Faculty of Engineering at theUniversity of Alberta for the first time administered SETonline. The transition from paper-based and in class SETto online and out of class SET provides a uniqueopportunity to investigate changes in SET response rateand ratings of overall instructor effectiveness that couldbe attributed to change in protocol and that wouldsuggest protocol-related bias. Our preliminary resultsshow lower response rates for online SET andeffectiveness scores that were outside one standarddeviation of the previous 5-year mean. These findingsshow the importance of continuing to monitor web-basedSET results and point to directions of further research. Atthis time, this will not be possible, as the Faculty ofEngineering has discontinued online SET testing after asingle term.
Development of a Low Cost, Easily Constructed Drill Dynamometer Laboratory
Authors: Hubbard Ted , Johnston Clifton
Published: April 2017

This paper presents the development of a Drill Dynamometer laboratory using cordless drills. This particular setup was chosen as it allows students to be introduced to topics such as: motor torque and power curves, power bands, current and efficiency curves; all at a relatively low and safe power level. The setup consists of a cordless drill coupled to a hex shaft mounted friction spool. The spool and pillow block bearing mounts are Rapid Prototyped from ABS plastic. Students apply tension to a belt wrapped around the spool and brake tension is measured using a spring scale. Motor RPM is measured by means of a modified bicycle computer. The batteries on the drill are replaced with an external battery pack with voltage and current meters. Student measurements show a high degree of precision for the linear speed vs. torque curves and the parabolic power vs. torque curves. The kit is made from easily obtainable materials and supplies and was constructed quickly for less than $200 a kit.
INTEGRATING HUMAN FACTOR CONSIDERATIONS INTO CAPSTONE DESIGN PROJECTS
Authors: Algra Holly R. , Johnston Clifton R.
Published: April 2017

Engineers are, in general, poor atconsidering human factors in our designs. Human factorsare an important aspect of engineering design that mustbe introduced and nurtured in all engineers, but is achallenging problem. We have undertaken a case study ofa past capstone design project to evaluate how humanfactors were considered. This paper will present a casestudy of this project’s application of human factors.Our work hopes to identify what influenced anincreased consideration of human factors, which led tothe success of this project. A combination of diversifiedbackgrounds may have played a significant factor in thedesign process, but there were, however, likely otherfactors that impacted the team’s performance. Ourultimate goal is to use the information gained from thiscase study to develop training and design tools toincrease usability of other projects.
Course Embedded Learning Outcome Assessment Based on Authentic Student Submission at the University of Guelph
Authors: Donald J , Wolf P , Moore M
Published: April 2017

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Engineers Without Borders In-Canada Engineering Educational Programming – Case Study of Two Projects
Authors: Ghoneim Dena , Miller Patrick , Beaudin Marc , Lazurko Anita
Published: April 2017

The 21st century brings a number of opportunities and challenges that require the innovative capacity of the engineering profession. Many of these challenges and opportunities are shaped by globalization, which has impacts on how the engineering profession is educated and ultimately practices. Engineers Without Borders Canada (EWB) has recently completed the development of two projects that enable engineering students to develop skills for engineering practice in a globalized world These projects are based on ‘complementary learning outcomes’-areas that complement CEAB outcomes while providing a 21st century perspective.The first project is a final year technical elective focused on enabling electrical engineering students to combine the skills they have learned in other courses with complementary 21st included the application of systems thinking to engineering problems, sustainability and its relation to electrical engineering, and globalization and its impacts on engineering practice. The outcome of this course is to expand their ability to practice in a globalized world. EWB’s second program is a certificate that is aimed at recognizing students who develop 21st century skills throughout their education through curricular and co-curricular engagement. For curricular measurement, the certificate offers a framework to determine which courses enable the development of 21st century skills. The co-curricular component applies best practices for leadership evaluation from a number of institutions worldwide to effectively measure a student’s leadership experiences. The certificate both serves to encourage students to explore unique educational and leadership opportunities while also to recognize students who have invested their time in developing 21st century skills.
IMPROVING STUDENT INTEREST IN ENGINEERING THROUGH QUALITY ENHANCEMENT PROJECTS: MECHANICAL TESTING OF BIOMATERIALS
Authors: Hojjatie Barry , Hale Lauren , Ponce Carlos , Tran Minh
Published: April 2017

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THE SELF-DIRECTED LEARNING READINESS SCALE, CONSCIENTIOUSNESS, AND THE PREDICTION OF ENGINEERING STUDENT LEARNING OUTCOMES
Authors: Deacon A.K , Larson N , O’Neill T.A. , Brennan R.W , Eggermont M , Rosehart W
Published: April 2017

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REVIEW OF LEARNING OUTCOMES DEVELOPED FOR GRADUATE ATTRIBUTES
Authors: Beach D , McCahan S M
Published: April 2017

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COMPARING EXPECTATIONS TO EXPERIENCE IN ONLINE TEACHING
Authors: McCahan S , Cohen S , Karney B
Published: April 2017

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Effectiveness of blended learning for an energy balance course
Authors: Apostolou Konstantinos
Published: April 2017

The effectiveness of on-line modules in a fundamental chemical engineering course is examined. An undergraduate second-year course on vapour-liquid equilibrium and energy balances is augmented by six onlinemodules. Each module consists of supplementary lecture material for the students in the form of screencasts and interactive simulations followed by on-line quizzing on the fundamental aspects of the content. The quizzes of three of the six modules count for a small percentage of the final course grade (2% each), whereas the quizzes of the other three are offered only for self-assessment. The primer mode of instruction is still “traditional” face-toface. Access to the on-line resources is monitored andrecorded. The major question that is being examined is whether students value the on-line resources and access them to enhance or clarify their learning, or simply try only the on-line “mandatory”, for grade, components. Correlations between students GPA, achievement in the course, attendance to class and on-line module access and quiz achievement are also investigated. Student qualitative feedback on the effectiveness and value of the on-line material is also collected.Students in general value on-line resources: they let students work at their own pace, on their own schedule, and provide immediate feedback. This work assesses the degree to which such resources provide added value to a course that is phenomenologically outside the corecurriculum (the course is not taught to chemical engineer students) and within a busy study term
ARE MULTIDISCIPLINARY DESIGN CAPSTONE'S STUDENTS MORE INNOVATIVE THAN MONODISCIPLINARY ONES?
Authors: Balouchestani Asli Narges , Behdinan Kamran
Published: April 2017

Educating Innovative minds is one of the main objectives of educational institutions. In curricula, capstone design courses provide the biggest opportunity for students to be innovative and creative. To prepare students for the multidisciplinary workplace, many institutions have initiated multidisciplinary capstones besides their departmental capstones. This paper explores innovation in multidisciplinary and mechanical engineering capstone design courses. Comparing multidisciplinary and monodisciplinary capstones with regard to the students’ innovation will inform educational institutions about the best practices to prepare an environment for innovation to flourish. In this study, we define innovation as the ability to come up with creative ideas and being able to implement them. Our quantitative study measures innovation from rubrics that was assessed by supervisors and clients during the course of the projects. We also assessed innovation based on the students’ self-report. So innovation was measured from both external (supervisors) and internal (students) perspectives. Our results show that functional diversity of multidisciplinary capstones affects students' ability to be innovative.
Enhancing outreach through the University of Ottawa Maker Mobile
Authors: Bouchard François , Anis Hanan , Lagüe Claude
Published: April 2017

The Maker Mobile program is a new modelfor outreach at the faculty of engineering atthe university of Ottawa that allows foryearlong delivery of high quality technologyworkshops to the community atlarge. Through the transportation of rapidprototyping technologies in a 12-foot orangecube truck, the Maker Mobile deliveredmore than 719 workshops and reachedmore than 14000 youth in the past year. Inparticular this program is helping teachersincorporate engineering into theirclassrooms through hands on designactivities. This fosters interest forengineering while helping recruitmentefforts. The Maker Mobile is also helpingthe faculty develop relationships with highschools, teachers and school boards for thedevelopment of new spin off outreachinitiatives. The Maker mobile builds on asolid foundation for outreach at the facultyof engineering. Three important factorshave contributed to the development of astrong foundation for our outreach program.These factors include developing processesthat ensure sustainability and scalability, astrong association to the institution, whichcreates demand for programs and aninternal support structure that ensuresprograms have the necessary resources toscale.