bluuebunny/crossref_metadata_2025 huggingface dataset:
ELECTRIZARTE: COMBINING ENGINEERING EDUCATION, ARTS AND SOCIAL OUTREACH IN AN EXTRA-CURRICULAR ACTIVITY
Authors: Willink Teodoro , Núñez Gustavo , Yu Lochi
Published: April 2017

In the Electrical Engineering undergraduate program of the University of Costa Rica, most of the design and analysis projects are guided, structured and related to a specific topic, limiting technical content and machining the way problems are solved, which in turn, restricts the motivated student creativity. The ElectrizArte Project provides the opportunity to develop both technical and not-technical skills in a extra-curricular enviroment. As the main theme, ElectrizArte allows students to design, implement, and operate projects that combine engineering with art, taking advantage of the particular situation that many of the students participating in the project, have interest in art in general, or practice some artistic activity.
Enhancing Learning Experiences of Graduate Students in the Faculty of Engineering and Applied Sciences at Memorial University of Newfoundland
Authors: Caines Susan , Lye Leonard
Published: April 2017

The Faculty of Engineering and Applied Science (FEAS) at Memorial University of Newfoundland (MUN) offer 17 unique programs to over 500 graduate students. In addition to providing financial support, office space, courses, and supervision to students, FEAS has developed an interconnected series of programs, seminars, and workshops to help graduate students succeed in their studies, research, and life after graduation. Among these are the Graduate Seminar Course, the TA Training Program, the Outstanding TA Award, regular professional development seminars, the Graduate Mentorship Program, in addition to numerous EDGE (Enhanced Development of the Graduate Experience) programs and workshops offered by the School of Graduate Studies. This suite of academic and professional supports plays a critical role in FEAS’s goals and represent innovative and significant work that foster graduate student success. This paper describes these innovative strategies and demonstrates FEAS’s and MUN’s commitment to providing outstanding opportunities for students to grow and succeed in their graduate studies
SUCCESSES WITH TWO-STAGE EXAMS IN MECHANICAL ENGINEERING
Authors: Fengler Markus , Ostafichuk Peter M.
Published: April 2017

Two-stage exams consist of a traditionalpencil-and-paper examination written in class byindividual students, followed immediately by a secondsitting in which the students retake the same exam inteams (i.e. a collaborative test). The team test providesan immediate opportunity for students to discuss, debate,teach, and receive feedback on the subject matter. Itdraws on principles of goal-directed practice, timelytargeted feedback, and collaborative learning.The practice of two-stage testing is a defining featureof the Team-Based Learning approach, and is used forintroductory reading quizzes that begin each coursemodule. These have been part of the instructionalapproach in Mechanical Engineering at the University ofBritish Columbia for over a decade. In 2014, we haveextended two-stage testing to include midterm and finalexaminations. To accommodate the team portion, examswere shortened by approximately one third and questionswere reformatted to be easier to complete in teams.Students report a strong preference this approach(72% in favour) and report a resulting improvement intheir understanding of the course material (75%). Examperformance gains have also been observed. In almost allcases, teams outperform their strongest member, and it isnot uncommon that the weakest team outperforms thestrongest individual in the class. As an added benefit, therevised question structure that makes it easier for studentsto collaborate on exam writing has also simplified andexpedited the marking process.
INCORPORATING EXPERIENTIAL LEARNING IN LOWER DIVISION ENGINEERING COURSES
Authors: Hajshirmohammadi Atousa , Zarei Nilgoon
Published: April 2017

“Experiential learning” as a method of delivering course material is becoming more recognized in university education, in recent years. This paper is a report on the early phase of a project at the School of Engineering Science at Simon Fraser University which aims at incorporation of experiential learning in lower division courses.The course considered here is a first year course in Logic Circuits. An example of an assignment given to students which implements the experiential learning method is presented and the results of students’ feedback on this method of learning compared to conventional method is summarized.Future directions for subsequent phases of this project are outlined, namely expansion of this method by adding more examples and incorporation of experiential learning in other lower division courses. Furthermore, implementation of a system to measure the effectiveness of experiential learning method is also considered.
DEVELOPING A MODEL FOR INNOVATION IN UNDERGRADUATE ENGINEERING EDUCATION – THE SYSTEMATIC INTEGRATION OF HUMAN-CENTERED DESIGN
Authors: Neumann W. Patrick , Village Judy , Village Judy , Bristow Michelle , Bristow Michelle , Salustri Filippo A. , Salustri Filippo A.
Published: April 2017

The goal of this project was to integratemore human factors and human centered design contentinto mechanical engineering courses. Using the Six Sigma(DMAIC) approach, we defined HF broadly as anycourse content aspects related to humans. We measuredthe HF content of courses based on interviews with 38instructors. All but six courses had less than 10 hours ofHF content and only one course taught students how touse HF aspects to improve design. Twelve courses weretargeted for improvement and of these, seven instructorsagreed to integrate HF content. The observed rate ofchange is modest and ongoing support would be neededto foster more substantial development. We recommend amore nuanced 4-level model for defining HF-relatedcoursework. We also discuss the barriers to integratingHF and suggest some countermeasures
Bridging Research and Education through the Case Method
Authors: Effa David , Lambert Steve , Abdel-Rahman Eihab
Published: April 2017

Research is the foundation of modernhigher education and the motivation behind the majorityof work done by university faculty. Research results are amajor metric used to rank universities worldwide. It is amajor contributor to University reputation. There is agrowing trend to focus on research, with little time left foreducational improvements and little or no synergybetween the two. Bridging the gap between research andeducation can enhance student experience by exposingthem to applications which require fundamentalknowledge. Currently at the undergraduate level, thereare limited pedagogical tools employed to address thisopportunity. Case methods can create synergy betweenresearch and education. Engineering cases sourced frompostgraduate research are a teaching tool that can beused to help undergraduate students understand andappreciate the complexity of engineering research andgain insight into fundamental concepts. In this paper, acase-based framework to integrate academic researchand teaching is explored. Detailed descriptions of thecase method approach, case development, and theviability and reproducibility of these strategies arepresented.
IMPLEMENTING EXPERIENTIAL EDUCATION ON ENGINEERING AND SOCIETY
Authors: Harsh Matthew , Caron Brandiff , Dysart-Gale Deborah , Gopakumar Govind , Schmitt Ketra
Published: April 2017

Recent educational research in engineeringhas examined the challenges Canadian universities arefacing when implementing graduate attributes, especiallythose attributes that involve significant social components(such as ethics and equity, impact of technology onsociety, and communication skills). In response to thesechallenges, this paper asks: how might experientialeducation be used as an approach to teach non-technicalgraduate attributes? Having asked this question at ourown institution, we are in the process of implementingexperienced-based approaches to engineering education.We describe our efforts in curricular and non-curricularspaces which include adding project-based components toour existing courses on technology and society andcommunication, designing a new experiential course oncreativity and innovation, serving as clients for capstonecourses, facilitating reflection for our co-op program,developing a workshop on community engagement, andorganizing design competitions in our innovation centre.We analyze the challenges and the benefits of theseapproaches. Our argument is that experience alone maynot lead to planned learning outcomes, so finding creativeways to promote reflection on experience becomescritical. In our programs, this has meant: playing the roleof both client and facilitator in projects; partnering withfaculty members in other disciplines; and having studentsdirectly interact with users from very differentbackgrounds. Through these approaches, we are findingways to help students visualize the lived context oftechnology use in communities, and ways to help themunderstand the non-technical components of design andco-op work that are essential if we want to create just andsustainable outcomes though technology. The implicationof this preliminary reflexive account is that experientialeducation holds much promise for improving instructionrelated to non-technical graduate attributes.
TEACHING WISDOM AND OTHER SOFT SKILLS WITHIN ENGINEERING CURRICULA
Authors: Piczak Michael , Heidebrecht Arthur
Published: April 2017

Engineering accreditation bodies routinelyexamine the state of university engineering programs toensure currency and relevance. Accreditation by theCanadian Engineering Accreditation Board (CEAB)focuses largely on the development of technical skills andcompetencies. While required graduate attributesacknowledge the inclusion of selected “soft skills”, e.g.communications and teamwork, curricular emphasis leansdecidedly in the direction of achieving technical skillsimplying that soft skill development is squeezed in as anafterthought rather than being afforded deliberaterecognition. Indeed, rapid growth of technologicaldevelopment as well as including content required byregulatory agencies (e.g. health and safety), points towardeven greater pressure to marginalize soft skills, whichparadoxically, seasoned engineering managers look for intheir hires and those considered for promotion.In addition to basic communications and teamwork,important soft skills and competencies include: creativity,collaboration, instilment of a sense of wonder/curiosity,learning to learn, lifelong learning, reading withcomprehension, thinking skills, and the infusion of wisdomto design, problem solving and decision making.Including soft skills development presents a challenge formost engineering professors, often because their owneducation was focused almost exclusively on technicalmaterial. Given this situation and evolving curricularpressures, the challenge becomes identifying ways andmeans of introducing the teaching of wisdom toengineering students.This paper focuses on one particular soft skill: wisdom, aconcept which can be difficult even to define, let aloneconvey/teach. Engineering professors must think throughwhat is meant by wisdom, structure opportunities for theconsideration of wisdom in design/decision makingsituations and develop methods for evaluating theapplication of wisdom – all within existing curricularconstraints. Practical suggestions are advanced to helpengineering professors infuse wisdom into their lectures,tutorials and labs as a matter of accelerating the learningand maturation of their students.
THE SELF-REPORTED CONFIDENCE AND PROFICIENCY LEVELS OF UNDERGRADUATE ENGINEERING STUDENTS IN AN ENGINEERING TECHNICAL COMMUNICATION COURSE
Authors: Parker Anne , Marcynuk Kathryn
Published: April 2017

We have conducted surveys at thebeginning and the end of semesters in an EngineeringTechnical Communication course, surveys that aredesigned to determine how confident our students feelabout “Communication Skills” and personal skillsdevelopment, or “Lifelong Learning” (defined here asthe ability to devise ways to develop broader knowledgeand to identify personal strengths and weaknesses). Ourobjective is to see whether students’ confidence levelsincrease and then compare these levels with wherestudents believe they should be once they graduate. Inthis paper, we report on the data obtained from thesetwo surveys conducted from Winter 2013 until Winter2015. Normally, one section of the class completed thesurveys, although two sections (A01 and A02) completedthe surveys in both the Winter 2013 semester and in theWinter 2015 semester, for a total of 9 classes thatparticipated.. So far, we have found that students doindeed feel more confident in all the surveyed areas atthe end of the semester.Yet, regardless of their growing confidence,many students also feel they have not yet achieved thelevel of proficiency expected of them once they graduate.For example, for “personal skills” (such as applyingcritical inquiry and analysis to engineering problemsand doing the communications that support theengineering work), 5 represents an ability to lead orinnovate in a particular area, and 3 indicates an abilityto understand and explain. In our surveys the aggregatewas 3.4 for the initial survey (n=450 students) and 3.5for the end-of-term survey (n=378). Most telling,however, is the level students feel they must achieve bythe time they graduate (4.5). In other words, byacknowledging that lifelong learning is an importantattribute, one that they will have to continue to developif they are ever to achieve the level expected of them,students demonstrate a remarkable level of selfawareness.
ENGINEERING GRADUATE ATTRIBUTES EXHIBITED BY HIGH SCHOOL STUDENTS
Authors: Chong Allison , Strong David S.
Published: April 2017

Awareness and knowledge of both the engineering profession and engineering education programming is important for students in high school because strategic course choices must be made for students to qualify for university enrolment. This paper, a work-in-progress of a larger study, uses a qualitative analysis framed by the CEAB Graduate Attributes to gain insight into how teachers identify students who could become engineers. Participants clearly identified traits that describe the Knowledge Base attribute. Many participants identified other traits that described how students work; these did not fit easily within one attribute. The one attribute that was notably absent was Design.The findings describe that participants had a partial idea of the traits that would describe a potential engineer. This gap in knowledge supports work to develop a complete idea of the engineering profession at the high school level to ensure students can make informed course selection decisions and, in turn, career decisions
ENGINEERING IN MEDICINE
Authors: Hsiao Amy , Smith Andrew
Published: April 2017

This work presents a description and assessment of the first introductory course in biomedical engineering, the result of a two-year exchange between clinicians and researchers in the Faculties of Medicine and Engineering and Applied Science. The course is an integration of research into teaching, as well as the first step in incorporating engineering into Medicine. Through lectures, clinical shadowing, tours, critical reflection and a final project, students interested in healthcare experienced a unique, multidisciplinary learning environment in a seminar-style setting. The work will present student assignments, student feedback and student application of the key concepts in the course. An assessment of the defined learning outcomes for the course is also addressed. In presenting this work, the authors would also like to promote knowledge sharing of how engineering and medicine are integrated at other universities in the area of Biomedical Engineering, specifically as a major, a sub-discipline, or a multidisciplinary undergraduate degree.
DEVELOPING SYSTEMS THINKING SKILLS: A HIGH-SCHOOL COURSE ON ENGINEERING DESIGN
Authors: Gero Aharon , Danino Ofer
Published: April 2017

A unique course has recently been developed at the Technion – Israel Institute of Technology for 12th grade students majoring in physics and electronics. During the course students are required to complete – on a team basis – various engineering tasks. The aims of the course are to increase its graduates’ motivation to study science and engineering, to develop their systems thinking skills, and to train them in teamwork. The study described in the paper examined to what degree the course’s second goal (developing systems thinking) had been attained. Thirty-two 12th graders participated in the study, which utilized quantitative tools alongside qualitative ones. The students were asked to fill out an anonymous questionnaire at the beginning and the end of the course. The questionnaire was a five-level Likert scale based on the CEST (Capacity for Engineering Systems Thinking) questionnaire. Additionally, semi-structured interviews were held with students at the end of the course. The study indicates an improvement in students’ systems thinking skills – characterized by a large effect size.
THEORY OF TECHNICAL SYSTEMS – LEARNING TOOL FOR ENGINEERING EDUCATION
Authors: Eder W. Ernst
Published: April 2017

Hubka’s theory of technical systems (TTS)describes what is common to all engineering devices,whatever their physical principles. This theory is basedon a general transformation system (TrfS), which can beused to show engineering in the contexts of society,economics and historic developments. The TS-life cycleconsists of seven major TrfS, each consisting of productspecificTrfS. Each operator of a TrfS is itself a TrfS. Theconnection to the general economy, and its financialconsequences, is shown in the TS-life cycle LC4 with itssupply chain, and stages LC6 and LC6A, the operatingproduct with its supply chain and distribution chain.Transformation systems are hierarchical. Each subsystemcan be viewed as a TrfS in its own right. Each TrfSis a sub-system to a more complex system. Invention andinnovation in TrfS can be shown (historically) to alter thestate of society, beneficially and adversely. From thisTTS, Hubka derived a systematic methodology as guide todesign engineering, novel design and re-design.
The Development and Teaching of Corrosion Course in an Engineering Program
Authors: Caines Susan , Shirokoff John
Published: April 2017

The development and teaching of a corrosion course that includes laboratories in a senior level engineering program is outlined and discussed with respect to their learning outcomes, graduate attributes, assessment and practical value. The laboratory course of study complements the overall course in terms of building on a student’s background in electrochemical theory, corrosion concepts, engineering practice, analyzing data, and comparing measured data to theory.
INTRODUCTION TO HEALTH AND SAFETY RESPONSIBILITIES
Authors: Norval G.W.
Published: April 2017

The accreditation requirement is that allengineering students be introduced to their professionalresponsibilities, and particularly, those relating to“social, health, safety and legal” aspects. There is nodefinition as to what this entails, and there areconsiderable differences between schools in deliveredcontent.Ontario has made two substantial changes to Health andSafety legislation and regulation. Workers, supervisorsand employers have always been covered by thelegislation; the legislative changes mean that students arenow covered under Occupational Health and Safetylegislation. This change brings all undergraduateteaching facilities into compliance with the IndustrialRegulations. The impact on research will be profound asall research laboratories will workplaces, under theIndustrial Regulations, and supervisors will have"supervisory'' obligations for their students.Ontario now requires that all workers have introductorytraining on the health and safety system as well astraining on workplace specific hazards. All supervisorsare required to complete training on their responsibilities,including hazard recognition. This training is availableas e-modules, and this minimum training is acceptable forall workplaces, and workplaces are allowed to use theirown materials so long as they cover a defined list oftopics. The supervisory level material defines a minimumstandard of content for all engineers, which is readilysupplemented by additional content, such as working atheights, WHMIS, and electrical safety.
Massive Open On-line Courses in Engineering
Authors: Al-Mutawaly Nafia , Piczak Michael
Published: April 2017

spectrum of terms including remote,distance, blended and massive on line courses (MOOCs)capture the latest trends in teaching/learning from JK tothe Ph.D. level. These pedagogical approaches involvecombinations of face-to-face, asynchronous, andsynchronous delivery of courses to class sizes that cansurpass 300,000 students per offering. MOOCs, typicallyasynchronous, represent an attractive delivery paradigmfor small and large institutions alike as economies of scalehold out visions of significant cashflows, promotion of aSchool’s brand to previously unreachable audiences,democratization of higher education, and enrichment of theplanet’s knowledge capital. MOOCs, however, are notwithout their challenges including: significant commitmentand up-front costs, wading into uncharted territory,defense of academic integrity/brand image, handling ofhands-on laboratory content and poor completion rates.From students’ perspectives, MOOCs present an attractiveand viable alternative permitting study in the convenienceof their home accessing resources from the world’s finestacademic institutions at competitive costs. This paper willexamine the concept of MOOCs with a focus on coursecompletion rates (dependent variable) as a function ofclass size, academic discipline, evaluation methods,delivery platform and course duration (independentvariables). The presented data set (n= 111) is partitionedinto three knowledge domains: engineering, managementand others to quantify completion rate differences acrossthe three identified categories, with emphasis on theengineering discipline. The paper will also present bestpractices for delivering engineering courses/labs based ona MOOCs model. Lessons learned from blended/distancecourse delivery experiences at McMaster University,Bachelor of Technology Program, are extended into theMOOC environment.
RUBRICS AS A VEHICLE TO DEFINE THE TWELVE CEAB GRADUATE ATTRIBUTES, DETERMINE GRADUATE COMPETENCIES, AND DEVELOP A COMMON LANGUAGE FOR ENGINEERING STAKEHOLDERS
Authors: Cicek Jillian Seniuk , Ingram Sandra , Sepehri Nariman , Burak J.P. , Labossiere Paul , Mann Danny , Ruth Douglas , Parker Anne , Ferens Ken , Godavari Norma , Oleszkiewicz Jan , Topping Aidan
Published: April 2017

This paper discusses the evolution of a set ofrubrics for the 12 CEAB graduate attributes in theFaculty of Engineering at the University of Manitoba. Therubrics are intended as a pedagogical assessment tool forinstructors of individual courses as applicable, and forassessment at the program level. Individuals from faculty,industry and the University of Manitoba Centre for theAdvancement of Teaching and Learning have beeninvolved in the process of evaluating and revising boththe content and wording of the rubrics in order that theymeet the following criteria: (i) the foci and indicatorsadequately communicate the knowledge, skills, attitudes,values and behaviours that our engineering stakeholdersagree do define each attribute; (ii) the competency levelfor each indicator is representative of what engineeringeducators and stakeholders agree defines proficiency;and (iii) the language in the rubrics is consistent andagreeable to all engineering stakeholders. These rubricsare expected to accomplish a number of outcomes-basedpedagogical and accreditation goals, including: dividingthe attributes into teachable and measurable foci andindicators; defining competency levels; and becoming avehicle for the development of a common language forfaculty, students and industry when they discuss, teach,assess and acquire the knowledge, skills and behavioursof the CEAB graduate attributes. This paper reports onthe evolution of these rubrics, and outlines plans for theircontinued development and use within the faculty.
Engineering Design Survey
Authors: Moazzen Iman , Miller Mariel , Wild Peter , Jackson LillAnne , Hadwin Allyson
Published: April 2017

Design is one of twelve graduate attributesthat needs to be assessed as part of the accreditationprocess for engineering programs in Canada, as requiredby the Canadian Engineering Accreditation Board(CEAB). However, assessment of design competence is acomplex task due to the fact design process is non-linearand depends on many factors including communicationskills, teamwork skills, individual knowledge and skills,and project complexity. This study aims to captureundergraduate students’ design and teamwork skills andthe challenges they face in their design projects. To thisend, a low-cost assessment tool which can beimplemented and analyzed relatively fast is presented.The tool is a new survey which assesses students’ selfreportedintentions and skills for four key dimensions ofteam-based engineering design: (a) design process, (b)design communication, (c) teamwork, (d) regulation ofteamwork. The survey was administered to the first yearstudents enrolled in “Design and Communication I” aftercompletion of a final design project. In this paper, thesurvey development and key findings from the collecteddata are discussed in detail.
TEACHING WITH TECHNOLOGY IN ENGINEERING EDUCTION
Authors: Spracklin-Reid Darlene , Koenig Caroline , Hurley Suzanne , Phillips Pam
Published: April 2017

Engineering courses present many challengesand opportunities for Instructional Designers.Communicating technical content in an onlineenvironment while encouraging and maintaining studentengagement is an area of particular interest ininstructional design. This paper will examine some of thechallenges posed by technical courses and how theinstructional design team in the Distance EducationLearning and Teaching Support division of MemorialUniversity meets these challenges.
BUILDING RELATIONSHIPS BETWEEN ENGINEERING AND THE TRADES THROUGH SERVICE LEARNING
Authors: Spracklin-Reid Darlene , Ryan Amanda , Smith April
Published: April 2017

Engineers and tradespeople have a longhistory of working together in a variety of industries. AtMemorial University, we are building that relationshipthrough service learning. In partnership with Togetherby Design, engineering students have the opportunity towork on community service projects with students,apprentices and journey persons from a variety of trades.Engineering students are able to learn from their fellowteam members, as well as share some of their own areasof expertise and skill. Through this collective learningprocess, relationships are established along with a mutualunderstanding of the value of teamwork.
USING THE CASE METHOD TO FACILITATE LEARNING OF DESIGN FOR MANUFACTURING AND COST
Authors: Effa David , Nespoli Oscar , Lambert Steve
Published: April 2017

Design for Manufacturing and Assembly (DFMA) is anintegral methodology for product development that aimsto simplify the manufacturing process, increaseproductivity, and minimize costs while maintainingproduct quality. DFMA is often difficult since significantmanufacturing knowledge is required. The importance ofDFMA is underlined by the fact that a large portion ofproduct manufacturing costs (materials, processing,assembly and indirect costs) is determined by early designdecisions. Therefore, it is important for engineeringstudents to understand the limiting factors and practicesrelevant to the application of DFMA. Although DFMAconcepts can be taught through conventional lecturemethods, true understanding of this multi-faceted andhighly integrated strategy requires real-world practice.The case method provides an effective pedagogicalapproach to help students understand and fullyappreciate the complexity of engineering practice, gainexperience and develop the skills necessary to deal withthis complexity, and make connections between varioustopics in their undergraduate curriculum. In this paperwe describe the effort taken in Mechanical Engineering atthe University of Waterloo (UW) to develop andimplement case studies to address this gap.
Industrial Projects in a Project-Based Learning Environment
Authors: Stoicoiu Calin , Cain Karen
Published: April 2017

Industry is progressively moving at a faster pace with complicated problems and projects that require increasingly rapid turn-around. Newly graduated engineers are often required to work on projects having, in many cases, poorly defined scope, constraints and outcomes. In addition to their technical knowledge, employers expect enhanced communication, entrepreneurial and managerial skills.Project-based learning (PBL) enhances engineering education, providing students with a setting that closely simulates their post-graduation work environment. The addition of projects into the engineering curriculum creates avenues towards improving communication, individual growth, life-long learning and team-work; skills that industry desires. The key has always been to present students with problems and projects that are as open-ended and realistic as possible, creating situations that closely resemble those encountered in industrial settings, such as: project requirements that are not well structured, changes to project scope and timelines and the need to address a customer’s changing needs or expectations.The addition of a real project in cooperation with an industry partner may be the ultimate method of achieving these goals. The development and management of the project is complex involving students, faculty, and the industry partner, but generates tangible advantages for all three parties. This paper will discuss the many benefits and challenges of incorporating a real industrial project into the educational environment.
FINDING PRODUCTIVE INTERSECTIONS BETWEEN ENGINEERING AND THE HUMANITIES
Authors: Wilkinson Lydia
Published: April 2017

The importance of a liberal arts education for engineers is articulated in both the CEAB and ABET accreditation criteria, but while these stipulate minimum complementary studies requirements, the degree to which faculties provide opportunities for immersion in the liberal arts varies across institutions. An understanding of the types of approaches that various faculties are taking to facilitate this immersion can provide useful models for successful integration of liberal arts opportunities. This paper will provide a survey of the intersection of arts and engineering across faculties in Canada and the US, in order to gain an understanding of both the methods of liberal arts integration and its perceived value
PROCESS SAFETY MANAGEMENT LEARNING MODULE
Authors: Orr Valerie , Barghi Shahzad , Buchal Ralph
Published: April 2017

An engineer’s paramount duty is to protect the welfare of the public. This duty includes ensuring that technical systems are designed and operated as safely as possible. This is achieved by minimizing the risk of injury or harm to people, property and the environment. Process Safety Management (PSM) is a framework for managing process risks associated with the storage, handling and manufacturing of hazardous substances, but the general principles are not industry-specific. The ultimate goal of PSM is to prevent the occurrence of major hazard incidents for the lifetime of the process, regardless of changes in personnel, organization, or environment. In PSM, a hazard incident is the unintended release of harmful substances or energy from equipment that is meant to contain it. PSM requires organizational commitment, and active participation of all stakeholders. PSM is based on process knowledge combined with systematic hazard identification and risk analysis. Risk is a measure of the probability and severity of a hazard incident. While risk is never zero, it can be minimized by taking measures to reduce the probability of occurrence, and to limit the severity of the consequences. Measures to reduce risk include inherently safer design, improving operating procedures, safer work practices, improving maintenance procedures and process documentation, improving management of change, and planning for responding to incidents. PSM systems undergo continuous improvement by incorporating lessons from hazard incidents, measuring and auditing performance, and generally learning from experience. Western University has developed a learning module on Process Safety Management to introduce engineering students to these important concepts. The module has been developed using PowerPoint, and is fully editable by instructors to suit specific learning objectives. The module includes numerous case studies to illustrate important PSM concepts, and a library of sample quiz questions is also included.
CANADIAN CIVIL ENGINEERING AND SUSTAINABLE DEVELOPMENT COMPETENCE
Authors: Wright M , Froese T , Nesbit S
Published: April 2017

Not available
FLIPPING THE ENGINEERING CLASSROOM
Authors: Nelson Nancy
Published: April 2017

Traditional classrooms encourage surfaceand strategic learning instead of the deep learningrequired for true mastery of one’s discipline. Bychallenging beliefs in the tried-and-true roles of professorand student, a flipped classroom can increase studentaccountability, engage them in a dynamic learningenvironment, and improve their depth of learning.
OFFERING INTERDISCPLINARY COURSES: THE WHY, THE HOW AND THE WHAT
Authors: Amirfazli Alidad , Gingras Murray , Nostbakken Linda , Renke Wayne
Published: April 2017

Students in their future workplace will likely face multifacetedchallenges; as such, solutions require integrationand collaboration across disciplines. An interdisciplinaryinstruction benefits students’ learning by exposing themto fundamental topics and perspectives that they wouldnot have been able to obtain easily within their programs.Peer learning and interactions by students from differentbackgrounds provides further learning opportunities. Thepaper is a reflection of the experience of the fourinstructors involved in teaching an interdisciplinarycourse in the area of energy who were from four distinctFaculties over the period of 2010-2012. Planning well inadvance is important to allow instructors from differentbackgrounds with varied traditions in teaching to developa working rapport. Throughout the planning stagesdedicated administrative support must be provided tofacilitate attending to logistics of setting up the coursewithin the university system. The right incentivise for theinstructors should also be provided due to higher thannormal time commitment. What was learnt that there is aneed to provide both foundation material and moreadvanced perspectives simultaneously given the diversebackground of students and topics in an interdisciplinarycourse. Also, it was found that instructors benefitted fromteaching such a course by learning from traditions andmethods in another discipline, and went on to improveother courses in their discipline both in content andteaching style. It was also found that lack of integrationwith “regular” programs, or “official” endorsing candissuade some students from participating. Other lessonsinclude issues around instructor team’s chemistry, coursecontent design, e.g. the need for group projects tointernalize the material, and the use of technology.
TEACHING DELTA-SIGMA SIGNAL CONVERSION IN AN INTERFACING COURSE
Authors: Kinsner Witold
Published: April 2017

Conversion of signals is fundamental to theinterfacing of embedded systems. Such signal conversionsinclude (i) analog-to digital (A/D) in order to translate ananalog form of the signal to its sampled and quantized formfor digital signal processing, (ii) digital-to-analog (D/A) inorder to translate the digital samples to a correspondingboxcar signal for further low-pass filtering and recovery ofthe original signal, and (iii) digital-to-digital (D/D) toachieve new desired properties of the data.This paper focuses on teaching the delta-sigma (ΔΣ)A/D conversion that is often omitted from an interfacingcourse because it appears to be a difficult topic tocomprehend and to teach. This new approach links the newΔΣ conversion to the other classes of A/D conversiontechniques explicitly, thus unifying and simplifying theteaching of signal conversions.
Teaching Innovation and Entrepreneurship: Impact on Intention and Capability
Authors: Hodgson Antony J. , Van der Loos H.F. Machiel
Published: April 2017

In last year's conference, we presented adiscussion of the relevance of the "Innovation Agenda"for engineering education. In the current paper, wepresent an overview from the literature of what isunderstood about the effectiveness of teaching innovationand entrepreneurship in order to prompt discussion aboutpotential implications for engineering curriculum design.
Comparative Analysis of Engineering Curricula for Alignment with 21st Century Engineering Practices
Authors: Lazurko Anita , Miller Patrick , Ghoneim Dena
Published: April 2017

The vast engineering challenges of the 21st century and the unique position of engineers as decision makers, conveners, and influencers has created a need for a directional shift in the content and teaching methods used in Canadian engineering education.Both Canadian and international universities were evaluated based on nine criteria deemed relevant and important to the evolution of engineering education by Engineers Without Borders Canada. These include overall vision and direction of the engineering faculty and university, interdisciplinary opportunities, leadership programs and recognition, topics in technology and society, innovation in curriculum content or delivery, a growing understanding of globalization, cross cultural communication and project management, and a direct connection between work experience and curriculum.Results have shown that many Canadian universities are strong overall, while some universities have strengths in a few areas. These results can be utilized and shared as best practices. The international program evaluation showed very diverse results, some of which can be adapted and utilized in Canadian engineering curriculum. These results can be employed as many entities collectively move forward to develop and reinvent engineering education in the 21st century.
A MODULE FOR TEACHING THE ROLE OF ETHICS IN SAFE PRACTICE
Authors: Flather C. , Ruth D.
Published: April 2017

The first duty of a professional engineer, emphasized in every professional act and code of ethics in Canada, is to protect the public. This duty extends from the design of structures, devices and processes that are safe and do not fail, to ensuring that structures, devices and processes are used in a safe manner. Engineers therefore have a duty to conduct their practice in an ethical manner, practicing only within their scope of competency, and taking personal responsibility for their works. Because the teaching of engineering is generally considered the practice of engineering, engineering educators have an ethical responsibility to ensure that students graduate with an understanding of what constitutes “ethical practice”. This presentation will describe a training module that allows students to explore ethically challenging situations through examination of case studies. The module is based on the Association of Professional Engineers and Geoscientists of Manitoba (APEGM) Code of Ethics and the cases that are presented are based on actual disciplinary cases.
Integrative Activities for First Year Engineering Students-Fuel Cell Cars as a Linking Project Between Chemistry, Mechatronics Concepts and Programing
Authors: Hulls Carol , Rennick Chris , Robinson Mary , Melek William , Bedi Sanjeev
Published: April 2017

In Mechatronics Engineering at the University of Waterloo, a joint project involving small, inexpensive fuel cells cars was introduced to show how courses in the first term relate to one another. Additionally, the project was designed to provide the students with hands on learning, to give the students a taste of what to expect in later years, and to start incorporating many of the CEAB's graduate attributes at an introductory level. The fuel cell car consists of two low-voltage cells, a low power microcontroller and several sensors mounted on a motorised platform. Students employed concepts from chemistry, programming and mechatronics systems throughout the project, submitting reports at key milestones. during the projet, students needed to make decision in a team environment on which strageties to implement to meet the goals of the project. The project culminated in a final competition and report. Students were surveyed at the start, and end, and the term to measure any changes in attitude with regards to the courses as well as their satisfaction with the project. The project was well recieved by students but significant challenges remain to be solved.
AWARENESS OF SELF AND THE ENGINEERING FIELD: STUDENT MOTIVATION, ASSESSMENT OF ‘FIT’ AND PREPAREDNESS FOR ENGINEERING EDUCATION
Authors: Bennett Claudia , Ha Minha R. , Bennett Julian , Czekanski Aleksander
Published: April 2017

Understanding factors that influence incoming students’ preparedness and success is critical in improving educational efficacy. Students’ prior experiences, assumptions, and habits influence their engagement in process of learning to become competent design engineers. A thematic analysis of students’ reasons for pursuing an engineering major revealed such decisions to be based on self-assessed personal fit. This paper indicates four common types of personal fit as described by students: matching skillsets, desirable activities, meaningful impact, and exploratory intrigue. From these, two key factors emerged: an awareness of self (ie. skills, interests, values) and an awareness of the engineering field (ie. nature of its work, its value to society, its value to the individual). These factors were influenced by: prior academic performance in core courses, authoritarian influence and the presence of engineers within their social networks. The paper also discusses incoming students’ perception of design engineering attributes as revealed in their survey responses. We argue that efforts are needed to provide students, before and during university, with opportunities to engage with career engineers or engineering exercises in order for them to be able to accurately establish an understanding of the engineering field, negotiate expected learning outcomes, master effective strategies to succeed, assess their strengths and limitations. The data are drawn from a larger study on student motivation and learning process in design engineering education.
BUILDING A MORE COMPLETE DESIGN EXPERIENCE: PHILOSOPHIES AND REFLECTIONS FROM A SECOND YEAR MECHANICAL ENGINEERING DESIGN PROJECT COURSE
Authors: Carrick Roger , Czekanski Alex , Ha Minha R.
Published: April 2017

For undergraduate engineering students,earlier exposure to and training in the design engineeringprocess hold much value for an enriched experience andan in-depth understanding of engineering design.Simultaneously, students in their earlier years requiremore guidance and frequent feedback to inform their ownexpectations of learning objectives, as well as developeffective learning strategies. This paper focuses on thedesign and implementation of a second year MechanicalEngineering “Mini-Design Project” course, which hadfour main goals: (1) provide students with their first“complete” design experience, allowing them to take aproject from problem to produced solution; (2) integrateknowledge and skills from other courses in the curriculum;(3) allow for the enhancement of under-represented CEABgraduate attributes, particularly design and teamwork;and (4) prepare students for high performance in theircapstone projects. Several learning needs wereaddressed: Effective teamwork skills, effective projectmanagement, and systematic practice of engineeringdesign with an emphasis on the process. Students wereplaced in teams of 4-5 and given a design problem withspecified evaluation criteria, and strict restrictions onconstruction materials. Students were given milestonesthroughout the term that encouraged them to follow thedesign process, as well as build, test and evaluate theirdesigns. Mechanisms for creating and supporting designteams are described, and students’ feedback andcomments on these mechanism are discussed.
Testing Inter-Rater Reliability in Rubrics for Large Scale Undergraduate Independent Projects
Authors: Chong Alan , Romkey Lisa
Published: April 2017

This work outlines the process of testinginter-rater reliability in rubrics for large scaleundergraduate independent projects; more specifically,the thesis program within the Division of EngineeringScience at the University of Toronto, in which 200students work with over 100 supervisors on anindependent research project. Over the last few years,rubrics have been developed to both guide the students inthe creation of their thesis deliverables, and to improvethe consistency of supervisor assessment. To examineinter-rater reliability, 12 final thesis reports wereassessed using the course rubric by the two generalistexperts, who have worked extensively with the thesiscourse and designed the rubrics, alongside the projectsupervisor. We found substantial agreement between thetwo generalist experts, but only fair agreement betweenthe generalist experts and the supervisors, suggesting thatwhile the rubric does help towards developing a commonset of expectations, there may be other aspects of thesupervisor’s assessment practice that need to beconsidered.
DEVELOPMENT AND IMPLEMENTATION OF A CROSS DISCIPLINE CAPSTONE DESIGN EXPERIENCE AT THE UNIVERSITY OF MANITOBA
Authors: DeGagne W.C.D. , Labossiere Paul
Published: April 2017

One of the most effective and efficient ways for an engineering program to facilitate compliance with the Canadian Engineering Accreditation Board (CEAB) accreditation criteria is through capstone design projects and courses. Currently, the University of Manitoba Faculty of Engineering has several capstone design courses; however, each is independently focused on its own respective discipline. The resulting educational experience for students, though rigorous and challenging, is maintained within the boundaries of the students’ engineering discipline, thereby neglecting to provide the opportunity for students to work with people from multiple disciplines and across multiple fields. This style/mode of education, where students work in silos, arguably does not reflect real world engineering. Program representatives from the Faculty of Engineering agree. An interdisciplinary capstone course would provide a more rounded engineering education for students. Exposing students to other disciplines and facilitating their learning of the knowledge, skills and behaviours required to work in a multidisciplinary capacity will more effectively prepare students for the real world. Thus, to better comply with CEAB requirements and to increase the breadth and depth of students’ engineering education, an interdisciplinary capstone pilot course will be launched at the University of Manitoba.This paper explains how this multidisciplinary capstone pilot program has been developed, and touches on the early stages of its initiation and implementation.