bluuebunny/crossref_metadata_2025 huggingface dataset:
RUBRICS FOR ACCREDITATION AND OUTCOMES ASSESSMENT IN ENGINEERING CAPSTONE PROJECTS
Authors: Bishop William , Nespoli Oscar , Parker Wayne
Published: April 2017

Capstone projects offer an excellent oppor- tunity to assess the attributes of engineering students in their final year of studies. For the purposes of accredi- tation and outcomes assessment, capstone projects can be used to establish that engineering students have ob- tained a suitable level of mastery of the skills necessary to be successful in their field of study. At the University of Waterloo, a committee was formed by the Faculty of Engineering to investigate, develop, and implement a common set of rubrics for the purpose of consistently assessing graduate attributes across all engineering disciplines. Faculty members from every engineering discipline were appointed to the committee. Using the collective experience of the committee members, a set of rubrics for outcomes assessment was established. This paper examines the design of the six rubrics that the committee deemed to be equally applicable to all engineering disciplines. These rubrics assess the CEAB graduate attributes of problem analysis, design, individual and team work, communication skills, and economics and project management. Each rubric subdivides the assessment of an attribute into a set of elements that are examined independently. This paper presents the rubrics, examines the elements of each CEAB graduate attribute, and examines the expected level of mastery associated with each assessment level. This paper concludes with a discussion of the recent use of the rubrics in the assessment of capstone projects in the Department of Electrical and Computer Engineering.
UPDATE ON THE UNIVERSITY OF TORONTO GRADUATE ATTRIBUTE PROCESS
Authors: McCahan Susan , Romkey Lisa
Published: April 2017

The Faculty of Applied Science and Engineering at the University of Toronto has been working through the development of a continuous curriculum improvement process for the past two years. The main group working on this is the Graduate Attributes Committee (GAC) which is made up of faculty representatives from each department. In this paper and presentation we will describe the process we have developed. In addition, we will show examples of the materials that the GAC has produced. Of particular interest are the extensive rubrics that have been developed that can be used as a starting point for professors tasked with assessing the learning outcomes identified for the Graduate Attributes. Faculty have begun to customize these generic rubrics for particular assignments, and examples will be shown of this work. The development process has resulted in reflection and discussion on our curriculum. The development process has also led to reflection on the difficulties involved in assessing the Graduate Attributes and compiling the data we collect. These issues will be explored briefly in the paper.
ENHANCED STUDENT PERFORMANCE THROUGH INDUSTRY ADVISORS
Authors: Schor Dario , Anderson Kane , Russell Brady , Darbandi Reza Fazel , Darbandi Arash Fazel , Kinsner Witold , Friesen Cody , Reid Stephanie , Britton Ron , Symonds Malcolm , Kotelko Diane , Ferguson Philip , Harris Raymond , Czyrnyj Walter , Kovnats Samuel , Schor Maia , Thoren Alan , Hughes Brendan
Published: April 2017

Undergraduate students that complete their degrees and enter industry are seldom prepared for some of the realities of the work force. The expectations of academic reports for laboratories and course projects have strong theoretical considerations that often focus on small sub-problems manageable within a laboratory, unit, or at most a course. This exposure is very different from long term industry projects where designs not only have to work in isolation, but must also adhere to customer specifications, strict timelines, and limited budgets. In order to bridge the gap, the University of Manitoba introduced industry advisors into the team competing in the Canadian Satellite Design Challenge to design, build, and test an operational triple pico-satellite (T-Sat). The advisors attend internal reviews and provide feedback on many areas including designs and documentation. In addition to aiding students in their performance at the competition, the process also provides motivation for long-term career goals, networking opportunities for students, and a strong foundation on many desirable skills for successful careers as a Professional Engineer. This paper describes the process of integrating advisors and the observed benefits from the experience at the University of Manitoba.
A NOVEL FACULTY-WIDE APPROACH TO TEACHING SECOND YEAR ENGINEERING DESIGN AND PROFESSIONAL PRACTICE
Authors: Strong David S , Frank Brian
Published: April 2017

In the 2011-2012 academic year Queen’s University introduced a new second year faculty-wide design course as part of its initiative to create a four year Engineering Design and Practice Sequence (EDPS) in all engineering programs. This paper discusses the structure, delivery, results, and feedback on the first offering of the second year EPDS course. Based on learning objectives developed by a faculty-wide curriculum committee, the one-term course was designed with a novel hybrid delivery process. The structure incorporates common instructional material and integrated projects across all departments during the first half of the course, and continues with discipline-oriented projects to enhance and reinforce the overall learning objectives through the latter half. Over 600 second year students from the Faculty of Engineering and Applied Science were enrolled, and more than a dozen instructors and 34 teaching assistants were involved in the course delivery over both academic terms. Details of the course structure, examples of instructional material and projects, and feedback from all representative parties are discussed.
ENGINEERING DESIGN VS. ARTISTIC DESIGN – A DISCUSSION
Authors: Eder W. Ernst
Published: April 2017

‘Design’ can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be co-ordinated for internal consistency and plausibility. Design Research tries to clarify design processes and their underlying theories – designing in general, and particular forms, e.g. design engineering. Theories are a basis for deriving theory- based design methods. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important – a task for industrial designers, architects, etc. ‘Conceptualizing’ consists of preliminary sketches, a direct entry to hardware – industrial designers work ‘outside inwards’. For a product that should work and fulfill a purpose, perform a transformation process, its functioning and operation are important – a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Design engineering is more constrained than industrial design, but in contrast has available a theory of technical systems and its associated engineering design science, with several abstract models and representations of structures. Engineering designers tend to be primary for technical systems, and their operational and manufacturing processes – they work ‘inside outwards’. Hubka’s theory, and consequently design metho- dology, includes consideration of tasks of a technical system, typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Hubka’s methodology is demonstrated by several case examples.
A Comparison of Institutional Approaches to CEAB Graduate Attribute Requirements
Authors: Kaupp James , Frank Brain , Brennan Robert , McCahan Susan , Narayanan Lata , Ostafichuck Peter , Sepehri Nariman , Watts K Christopher
Published: April 2017

This paper describes and compares the different approaches of seven Canadian institutions to the Canadian Engineering Accreditation Board (CEAB) requirements for continuous quality improvement using graduate attributes. Program approaches are compared by: program objectives & management, indicators, curriculum mapping, assessment & data collection and curriculum improvement. The significant differences include approaches to curriculum mapping, data collection and curriculum improvement.
CONTINUOUS IMPROVEMENT OF A PROFESSIONAL SKILLS DEVELOPMENT COURSE
Authors: Acheson Katherine , Bhutani Anish , Cudmore Dale , Fannon Anne , Noel Tonya , Stubley Gordon , Teertstra Peter , Kroonenberg Alanna Vanden , Zink Murray
Published: April 2017

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QUESTIONNAIRE FOR ASSESSING DESIGN PRACTICES
Authors: Gendron Steeve , Brousseau Jean , Elouafi Abderrazak , Urli Bruno
Published: April 2017

In 2010, an exploratory survey on methods, tools and design techniques (MTT) has led to a better understanding of design practices of small and medium enterprises (SMEs) located in Eastern Quebec. The results of this survey have shown that most companies report having a structured design process, while only some resort to MTT. Following this study, a new research was launched to develop performance indicators for the design process, but also, and more generally, for design projects. To do this, a tool was developed to characterize and evaluate the design practices of companies as a way to establish performance indicators following a longitudinal study. A questionnaire was developed as a tool based on a model of design system consisting of six dimensions (human, management, environment, product, process and techno-scientific). In the questionnaire, each dimension is characterized by different descriptors which are analyzed by four aspects that measure: i) if the descriptors are taken into consideration (the occurrence of the descriptors), ii) the importance of the descriptors according to the project success , iii) the company’s performance level related on the descriptors and iv) the involvement of partners. For validation purposes, the tool was tested on a pilot basis by eight companies. This paper introduces the questionnaire and the model that directed its construction and the types of analysis that can be conducted using the data collected.
CEAB-INSPIRED RUBRICS FOR ASSESSING DESIGN DOSSIERS IN CAPSTONE DESIGN COURSES
Authors: Hodgson Antony J , Van der Loos Machiel
Published: April 2017

In the UBC Mechanical Engineering Department, we have recently shifted from using formal reports as our primary documentation process in our capstone design course to a 'design dossier' approach in which students document their work on a task-by-task basis. While this approach has significant benefits in terms of students learning how to document their design work on a routine basis, it has produced challenges in marking a wide range and volume of submissions from different teams working on different projects. In this paper and presentation, we share our experiences of using marking rubrics inspired by the Canadian Engineering Accreditation Board's list of graduate attributes.
MODELS FOR LEADERSHIP IN CURRICULAR INNOVATION: CONCORDIA’S CENTRE FOR ENGINEERING IN SOCIETY
Authors: Gopakumar Govind , Gale Deborah Dysart , Caron Brandiff , Drew Robin
Published: April 2017

This paper provides an overview of emerging trends in Innovative engineering pedagogy incorporating interdisciplinary ventures in universities. These trends encompass both pedagogical philosophies and institutional modes of delivery. We examine similar models across North America, with special reference to the Canadian context. We conclude with a case study of Concordia University’s Centre for Engineering in Society (CES), a small academic unit of interdisciplinary humanities and social science scholars housed within the Faculty of Engineering and Computer Science and staffed by disciplinary experts working together with engineers; CES presents a unique model in Canada. The CES model offers some promising opportunities for engineering education as it pursues its mission to articulate the difference between the competent technician and the professional as citizen and leader who pilots the technological trajectory of society. The presence of non-engineering faculty members leads to interdisciplinary research and collaboration, improved integration of risk, social impact and equity assessment in curricular and project design, and innovation in addressing CEAB graduate attributes. CES also presents a neutral space for activities that cross engineering and computer science boundaries, in particular collaborative global engineering projects, humanitarian engineering, and groups such as Engineers without Borders. Challenges include faculty and students indifference to non-technical subject matter, inability to negotiate critical studies of technology, and a tendency for marginalization of faculty without technical expertise.
External Assessment of Engineering Programs
Authors: Ferens Ken
Published: April 2017

This paper reports on an Industry Focus Group Forum, which was held 20 October 2011. The purpose of the forum was to obtain local Industry’s perception and opinions of the strengths and weaknesses of new engineering graduates from the Department of Electrical and Computer Engineering, University of Manitoba at the time they enter the work force. Key strengths of best-in-class engineering employees were identified, such as attitude, knowledge base, creativity, communication, and initiative. While these were the attributes of best-in-class employees, they represented goals to which new graduates should aspire. The industry members also identified weaknesses of new engineering graduates, such as life-long learning, practical aspects, engineering tools, and communication. The strengths and weaknesses were mapped to Canadian Engineering Accreditation Board attributes for validation. The secondary purpose of the forum was to establish a process by which the Faculty can assess their graduates at the time they enter the workforce. The process involved external opinions of the quality of the Faculty’s new graduates.
INNOVATIVE ASSESSMENT OF CEAB GRADUATE ATTRIBUTES IN LARGE CLASS: LAW AND ETHICS IN ENGINEERING PRACTICE
Authors: Easa Said , Rosen Marc , Beaumont Robert
Published: April 2017

Four CEAB graduate attributes were assessed in a fourth-year common engineering course. The graduate attributes assessed were: professionalism, impact of engineering on society and environment, ethics and equity, and lifelong learning. The course addressed the legal and ethical aspects of engineering practice. The learning objectives were assessed in the midterm and final exams for the entire class (446 students) using multiple choice questions. An innovative method to assess the learning objectives was developed. Each learning objective was divided into a number of knowledge elements or case-study behavioural elements. A question was then developed for each element. The group of questions was used as the basis for establishing scales to measure student performance. Three scales were defined: poor, average, and excellent based on the number of questions the students answered correctly. Based on the assessment results, program improvements related to the learning objectives were identified.
IDENTIFYING DISCIPLINE-SPECIFIC VOCABULARY ON ENGINEERING EXAMS
Authors: Variawa Chirag , Mccahan Susan
Published: April 2017

The goal of engineering examinations is to measure the academic performance of our students with respect to learning outcomes. On exams, the students are often asked contextualized questions using vocabulary that might be unfamiliar. A study is being conducted that investigates the accessibility of language on engineering exams with the goal of making language clearer for all students.Specifically, a Term-Frequency Inverse-Document Frequency (TF-IDF) algorithm is used to characterize words on a given engineering exam. By comparing data across different test cases, the TFIDF algorithm appears to accurately distinguish discipline-specific vocabulary from non-disciplinespecific vocabulary. These results inform an approach that could maintain the integrity of engineering exams and create more accessible assessment tools.
Student perceptions and reported use of video recorded lectures in engineering courses
Authors: Steele Alan , Schramm Cheryl
Published: April 2017

Between 2008 and 2010 an introductory circuit analysis course for second year engineering students had its lectures recorded (2008 was audio only, other years were by video) and the recordings were made available to registered students as a supplemental resource. Attendance to lectures was still required. In 2011 an introductory programming course was recorded in a similar way. In each of these offerings the students were anonymously surveyed at the end of the course using an online survey tool with most questions using a five point Likert category scale. The survey looked at the perceived usefulness of the recordings, the approach to watching and the impact on attendance. The responses showed strong support to having video lecture capture and the reported use of the videos was to watch selected material. There was a difference between the courses on the impact on attendance, with the circuit analysis course indicated little impact on attendance, whereas the responses from the other course indicates more missed lectures due to the availability of recordings.
Description of Technical Electives that Prepare Engineers for Careers in the Medical and Health Care Professions
Authors: Mann Danny , Ripat Jacquie , Quanbury Art , Morrison Jason , Paliwal Jitendra
Published: April 2017

In response to student interest in the broad field of biomedical engineering, theDepartment of Biosystems Engineering has developed three technical electives that now form the core of a Biomedical Specialization that is available to students in the Biosystems Engineering program at the University of Manitoba. These courses have been designed to help prepare engineers to meet the challenges of interacting with the medical and health professions. Required courses covering cell biology and physiology provide engineers with a fundamental understanding of living organisms. One cannot interact with medical and health professionals without this basic level of knowledge, however, this basic knowledge is not sufficient. To effectively work with medical and health professionals, engineers must understand the structure of these professions and the roles traditionally played by engineers in these professions. The paper will provide an in-depth description of these three courses. Students completing these courses are well prepared to work in the medical and health professions.
OUTLINING A RELEVANT UNDERGRADUATE COURSE ON COMPUTER VISION
Authors: Thomas Gabriel
Published: April 2017

Having offered a computer vision course as a 4th year undergraduate elective for almost a decade now prompt me to re-evaluate it, not just with the idea of adding new trends seen at international symposia on a yearly basis but evaluating the course taking into consideration what can be seen as needed outside academia and within academia as a preparation for industry jobs and further studies and research. Thus, this paper suggests the different topics that such a course must cover in order to have a strong background on the necessary steps needed to successfully implement a computer vision system. A discussion regarding software and hardware tools involves what I perceive to be an importance towards covering computer vision based on mobile devices.
Multifunction Hardware Experimentation Laboratories
Authors: Arfa Khaled , Roy Gilles , April Georges-Émile
Published: April 2017

The electric machines laboratory, now underdevelopment at École Polytechnique de Montréal for ourelectrical engineering department, is presented as anexample to illustrate the pertinence of physicalexperimentation laboratories and therefore as thejustification for the considerable investments they require.
A flexible robotics themed system for teaching basic engineering concepts and skills
Authors: Dian Joshua , Colic Sinisa
Published: April 2017

The robotics stream of the University of TorontoDEEP summer program consistently attracts numer-ous motivated high school students. As instructors,we have developed an extensible low cost platformthat students can construct and enhance over asequence of courses. The platform provides anengaging medium to address many aspects of elec-trical, computer and mechanical engineering whilemaintaining a robotics theme. These include thetheory of electromagnetism, analog and digitalcircuits, software development and ultimately basicmachine learning. Students surveys conducted at thebeginning and end of each course were used to gaugestudent engagement and knowledge before and afterthe courses and provide evidence that the roboticsthemed approach is an eective method for teachinga broad spectrum of engineering material.
Teaching Design in Computer Engineering
Authors: Ferens Ken
Published: April 2017

This paper reports on a project based learning approach taken to teach the ECE 3740 Systems Engineering Principles and ECE 3730 Principles ofEmbedded Systems Design courses at the University of Manitoba. These courses were 100% hands-on, and each student was given development hardware and software in a lunch box to take home and work on projects throughout the course. Industry representative projects were chosen based on the author’s 5 years of experience working in the embedded systems industry. The courses were given in a company-like setting, where the lectures and laboratories were organized as product requirements gathering and analysis, design modeling and review, test plan and procedures, engineering change request and management, documentation, and product deployment meetings and events. The test and final exam were performed by students in the laboratory; they brought their embedded systems hardware in the lunch box,solved the given hands-on problems of the test/exam, and demonstrated their solutions, in real-time. This novel methodology allowed the examiner to directly assess student performance in the CEAB attributes of Design, Analysis, Investigation, and Tools, because their designsand solutions were actually demonstrated in actual hardware and software, not just on paper, like the conventional assessment approach for tests and exams.
BEING A TEACHING ASSISTANT (TA) IN FIRST-YEAR ENGINEERING COURSE: PERSPECTIVES, CHALLENGES, REWARDS AND RECOMMENDATIONS
Authors: Choi Jong Sook
Published: April 2017

The CEN100 Introduction to Engineeringteaching assistantship experience is examined from aTA ’s perspective. In addition to generic duties, CEN100TAs are primary deliverers of the engineering design component of the course and assessors of 55% of the course materials. Challenges faced by CEN100 TAs include changing students ’ perception of the course and effectively managing expectations from students and the course instructors. Also, maintaining fair and consistent grading is a big challenge to TAs. However, being CEN100 TAs has many rewards, such as improving organizational skills and public speaking skills, and obtaining real life teaching experience. Considering the degree of importance TAs play for the course, it is recommended that proper TA training is offered using available resources from the Learning and Teaching Office. Also, feedback from TAs should be rigorously collected and incorporated in CEN100 in addition to having proper TA evaluations from both students and the course instructor.
Laboratory At Distance: Importance of Student’s Profile and Their Evaluated Experience
Authors: Nerguizian Vahé , Mhiri Radhi , Saad Maarouf , DESCHÊNES Jean-Sébastien , Kane Hamdjatou
Published: April 2017

The paper presents the implementation and the outcomes of a new pedagogical active approach for laboratory work in electrical engineering at École de technologie supérieure (ÉTS) using interactive experiments. The objective was the introduction of Laboratory At Distance (LAD) executed by students. This approach considers communication via Internet through appropriate software programs with miniaturized kit connected to Personal Computer (PC) where work could be done from home or from any place (Lab@home). The specificities of the communication are designed to continually evolve with new feats of Information and Communication Technologies (ICT). Judicious questionnaire for a survey was prepared to assess and validate the student’s satisfaction with this approach. Satisfaction, dissatisfaction, suggestions and comments highlighted by students in the survey showed that student’s profile is an important factor in bringing new approaches and suggested that the approach needs to be dynamic with necessary changes required during the application of LAD from one semester to another.
LES PROJETS INTÉGRATEURS FINAUX EN GÉNIE INFORMATIQUE ET LOGICIEL: UN CONTEXTE D’APPRENTISSAGE FAVORISANT LA TRANSITION VERS LE MARCHÉ DU TRAVAIL
Authors: Gendreau Olivier , Collin Jérôme
Published: April 2017

En 2005, Polytechnique Montréal a introduit dans son cursus l’apprentissage par projet. Les projets intégrateurs finaux en génie informatique et logiciel visent le développement complet d’un système, dont les besoins sont précisés par un client industriel, en respectant les pratiques recommandées des domaines respectifs. Cet article explique comment l’implication d’un client industriel dans un projet intégrateur final contribue au processus d’apprentissage des étudiants et facilite leur transition vers le marché du travail. Contrairement à la grande majorité des travaux effectués dans le cadre de leur formation, les étudiants doivent composer avec des besoins changeants du client. Les projets visent d’ailleurs à consolider les acquis de leur formation et de solliciter leurs aptitudes d’apprentissage dans une perspective « juste à temps », propre au contexte industriel, en plus de mettre en pratique leurs habiletés personnelles et relationnelles.
A SUCCESSFUL APPROACH TO EDUCATING ENGINEERING LEADERS AT THE GRADUATE LEVEL
Authors: Pitts Simon , Klosterman Steven , McGonagle Steven
Published: April 2017

We need to develop future engineering leaders who have the capability to lead teams in efficiently and effectively delivering projects and products for their stakeholders.This paper describes the methodology used by the Gordon Engineering Leadership Program at Northeastern University to teach Engineering Leadership at the graduate level to achieve this goal.The approach utilized in the Gordon Engineering Leadership Program (GEL) involves an integrated course which has a close alignment with industry and leverages five primary elements: Leadership Capabilities, Leadership Laboratories, Product Development, Scientific Foundations and a Challenge Project. This paper outlines two critical areas, the use of a leadership capability framework linked to interactive leadership laboratories and the use of mentoring to maximize the educational value of the “Challenge project”.
DEVELOPING ENGINEERING MANAGERS: THE MASTER OF ENGINEERING MANAGEMENT PROGRAM AT MEMORIAL UNIVERSITY OF NEWFOUNDLAND
Authors: Hsiao Amy
Published: April 2017

The Master of Engineering Management (MEM) program in the Faculty of Engineering and Applied Science (FEAS) at Memorial University of Newfoundland (MUN) is one of the first designated MEM graduate programs in Canada. With a mandate to attract both local and international students from all engineering disciplines, and to provide balanced graduate training in Management and Engineering, the program has experienced increasing growth since it welcomed its first cohort in 2009. For the purpose of knowledge sharing and discourse, this paper will present details of the program and student characteristics, and discuss outcome assessment and future program planning.
On the Peculiarities of Design: An Engineering Perspective
Authors: Abdulla Mouhamed , Shayan Yousef R.
Published: April 2017

It is a fact of our existence, that no matter where we are, we most often find ourselves either hearing, seeing, talking, or even engaged in design related activities. Despite this reality, the notion of“design”, and in particular “engineering design”, is often ambiguous, and at times obscure. Thus, the transfer of knowledge of this crucial topic to engineering students engaged in practical hands-on learning or analytical research is usually perplexing to accomplish. In light of this, it becomes worthwhile to dissect and reflect on the abstraction of the design process in engineering. In fact,the aim of this article is to investigate the facets of applied design, and elaborate on its diversity, complexity and elements. Eventually, by concretizing this subject matter, we hope to slightly assist engineering students in alleviating some of the vagueness associated with the principle of design, and enhance their technical skillset during innovative conceptions.
COLLABORATIVE PROJECT: CROSSING BORDERS BETWEEN ARTS AND ENGINEERING
Authors: Desrochers Alain , Benson Jim
Published: April 2017

The paper is about a collaborative project focused on the design and fabrication of a cauldron for the Canada Games 2013, involving students from engineering and fine arts, along with trainees in welding and machining. However, the subject of this inquiry is more about the process that led to the completion of the cauldron than it is about the cauldron itself. Indeed, the authors explore the cultural differences, the human relations, the management of authority and the moving limits of creativity relative to the client’s own vision of the artwork. No strong consensus clearly emerges from the analysis but it can be seen that the behavior variability between some students within a same group is greater than it can be between different groups in some instances. Hence, as wisdom would have it, goodwill, maturity and motivation can overshadow tension and stress caused by leadership competition and a constrained timetable.
EXPERIENTIAL LEARNING IN LEADERSHIP DEVELOPMENT: SELECT PROGRAM AT MCMASTER UNIVERSITY
Authors: Ha Minha R.
Published: April 2017

This presentation provides a detailed overview ofSELECT in its two pilot years, the learning from which informs the model of student leadership, learning and development that guides ongoing program decisions. For SELECT, the new co-curricular leadership development program open to undergraduate engineering students at McMaster University, student ownership has been the key driver of program development from its inception to ongoing implementation. The efforts to align the program content and processes to the program vision and principles are met with a unique opportunity and challenge of strengthening and sustaining student ownership (and authorship) through cohorts, and learning as educators to understand and design for true experiential pedagogy in given context.
THE ASSESSMENT OF LEADERSHIP OUTCOMES IN CAPSTONE PROJECTS USING ANONYMOUS PEER FEEDBACK
Authors: Bishop William D.
Published: April 2017

Assessing the leadership abilities of engineering students for the purposes of accreditation and outcomes assessment is a particularly challenging task. For a few students, clear evidence of leadership will exist. These students naturally take on leadership roles within their teams. They have the complete confidence and support of their teammates. The team functions as a cohesive unit. In such a situation, an instructor can easily recognize the quality of leadership provided but may struggle with quantitatively assessing the leadership abilities exhibited. In other cases, students arguably possess leadership abilities yet fail to demonstrate their abilities in a way that can be assessed by an instructor. Such students might demonstrate leadership within their team by taking on an undesirable task or by taking on a disproportionate share of the workload. If a student perceives that leadership is not required, a student might demonstrate great leadership by not taking on an obvious leadership role. Peer feedback can help an instructor identify such examples of leadership.To enable proper assessment of leadership abilities,a suitable environment must be created such that all students have a natural opportunity to demonstrate their leadership skills in their own way. Such an environment is often created by a capstone project. Given the scope of a capstone project, all team members typically have several opportunities to take on a leadership role and/or demonstrate leadership.The challenge is to assess leadership quantitatively without forcing a change in the behaviour ofthe students. This paper examines the design and implementation of an anonymous peer feedback survey for the purpose of quantitatively assessing different measures of teamwork and leadership abilities in engineering students. This paper describes the challenges that are associated with such an assessment process. This paper also discusses the advantages and disadvantages of the proposed assessment technique.
CREATING FACULTY BUY-IN: LEADERSHIP CHALLENGES IN IMPLEMENTING CEAB GRADUATE ATTRIBUTES
Authors: Gopakumar Govind , Dusart-Gale Deborah , Akgunduz Ali
Published: April 2017

In 2009 the Canadian Engineering Accreditation Board (CEAB) announced its intention requiring all undergraduate engineering programs in Canada to utilize twelve graduate attributes for assessing the capacities of its students. In response, engineering faculties across the country have been experimenting with creating processes that incorporate these graduate attributes as a means to stimulate program improvement to achieve curricular and program innovation. Many of the support resources (like the inter-university collaboration EGAD, for example) have focused largely in three directions – definitional, programmatic and information management challenges faced by different engineering programs.Less attention has been given to identifying and addressing leadership challenges faced by faculty administrators in piloting curricular and programmatic changes such as the CEAB graduate attributes. We argue that these challenges result from fundamental features of university educational culture: faculty members place great value upon autonomy in their workplace, and likewise expect a high degree of intellectual independence in designing courses. The introduction of CEAB attributes, together with the mandated changes they will bring to course design, is perceived by faculty members as an external imposition. Such a perception we suggest introduces some scepticism in the faculty about its efficacy leading to a disengagement from the change process. Thorough attention to these cultural factors impacting on graduate attributes adoption is crucial to the implementation of successful curriculum development.Describing these challenges in detail, this paper will outline some pathways that can circumvent these impediments to curricular innovation.
DEVELOPMENT OF AN ENGINEERING CLASS PROJECT INCORPORATING A PERSONAL VISION OF SUSTAINABLE DEVELOPMENT TEACHING
Authors: Pinsonnault Ariane , Muller Stéphanie , Levasseur Annie , Samson Réjean
Published: April 2017

The decade 2005-2014 has been set by UNESCO as the United Nations decade of Education forSustainable Development (SD) [1]. As graduate studentsof this decade, our vision of SD teaching targets inengineering concerns the development of attitudes to assess projects and related impacts in a systemic way, the development of transversal skills, and the collaboration between experts from different fields to facilitate sustainable decisions. These assumptions can be linked tothe qualities required by the Canadian Engineering Accreditation Board [2].What kind of student exercises relies on all these assumptions? As teaching assistants (TA) in the class Environmental Design and Life Cycle Thinking (GCH2220-Polytechnique Montreal), we propose a possible answer. The main goals of this class are to familiarize students with the concepts of environmental design and life cycle thinking, as well as with different existing tools to apply these concepts. As TAs, we are in charge of a project that aims at providing students an opportunity to acquire practical aspects.The subject of the project presented is the environmental redesign of coated paper production, andits main objectives are: to improve teamwork skills, todevelop critical thinking when analyzing the results of an environmental assessment, and to develop skills to convince people within a company to adopt environmental solutions. In order to achieve these goals, the project was built on four main steps and students are evaluated through two reports and a poster presentation. Teams of four students were formed in order to mix students with different backgrounds (types of engineering programs, amount of credits completed) and obtain multidisciplinary teams. The project, the way it is presented in class, and its relevance for the students as future engineers are assessed through a survey in order to improve the exercise for the following classes.
OUTILS DE DÉVELOPPEMENT DURABLE POUR L’INGÉNIEUR. COURS OFFERT AUX ÉTUDIANTS DU BACCALAURÉAT EN GÉNIE À L’ÉCOLE DE TECHNOLOGIE SUPÉRIEURE
Authors: Terrier Philippe
Published: April 2017

Depuis l’été 2012, l’École de technologie supérieure (ÉTS) offre un cours en développement durable aux étudiants de 1er cycle en ingénierie. Ce cours désigné par l’acronyme et le titre « ING 500 : outils de développement durable pour l’ingénieur », vient compléter l’offre de cours optionnels dans presque tous les programmes de génie proposés à l’ÉTS. Le cours est conçu de façon à donner aux futurs ingénieurs des compétences multidisciplinaires en lien avec le développement durable (économie, droit de l’environnement, responsabilité sociale, analyse de cycle de vie, biomimetisme, gestion environnementale, éco conception…). Ce cours prépare également les étudiants à l’intégration du développement durable dans leur projet de fin d’études en leur présentant les outils indispensables du domaine. Cet article exposera la genèse du cours ING 500, son contenu ainsi que son organisation.
CONCEPTUALIZE–DESIGN ENHANCEMENT OF SYSTEMATIC DESIGN ENGINEERING METHOD
Authors: Eder W. Ernst
Published: April 2017

The engineering design methodology of Pahl and Beitz is good in the detailed stages, but needs enhancement in the early stages of conceptualizing and embodiment-in-principle. The concept of ‘functions’ has been enhanced by Hubka and colleagues. A ‘functional basis’ (Hirtz et al) has improved the definitions of ‘flows’ and ‘functions’, their work does not go far enough to provide a basis for conceptualizing. ‘Affordances’ (Maier and Fadel) are covered by full use of systematic conceptualizing of design engineering solutions. The Pahl-Beitz model and method of ‘decomposition of functions’, ‘physics’, and components is contrasted with the Hubka models of a transformation system, TrfS, its constituents, structures, properties life cycle, etc., and their use as method for design engineering by searching for alternative embodiments at each of these levels of abstraction. These steps are illustrated in (to date) 21 case examples published between 1976 and 2012, several of them in the CEEA conferences and their predecessors.
EXPLORING DESIGN IDENTITY THROUGH A “REVERSE ENGINEER AND IMPROVE” VALUES ELICITATION ACTIVITY
Authors: Foster Jason A. , Sheridan Patricia Kristine
Published: April 2017

This paper presents a 60-90 minute reverse engineering activity that has been used in a variety of contexts to connect design and leadership education and to demonstrate the need for leadership education in effective design work. This activity elicits participant values by having them identify the key design decisions embodied in familiar artefacts, that have been sourced from multiple suppliers who themselves have distinct and recognizable values. Anecdotal observations and trends between sessions of this activity held in different contexts are discussed, alongside an activity plan so that others can replicate the activity.
Monitoring Student Engagement in First Year Engineering
Authors: Van Gyn Geraldine , Wild Peter
Published: April 2017

In a 2006 study to assess student engagement in the first year, engineering students were the least likely to express positive views about that experience and reported low levels of academic engagement. Initiatives to address this situation in engineering were in progress, including the development of two first year courses integrated engineering design with required writing courses. To monitor engagement and satisfaction, and assess the impact of the course interventions, the same research methodology as the 2006 study was used in 2010, 2011, and 2012 following the implementation of these courses. Participants in focus groups discussed questions related to engagement and identified factors that had led to their satisfaction or dissatisfaction. Themes identified for the three different time periods were compared to each other and to those that emerged in the original 2006 study. Significant among the themes was the experience in the design/communications courses. Themes of dissatisfaction and alienation were highly consistent with the 2006 study but became moderated. This process reinforced the need for authentic engineering course experiences in the first year and is consistent with previous research.
Integrating Information Literacy in the Engineering Curriculum: A Program Approach
Authors: Saleh Nasser
Published: April 2017

The paper summarizes a program-based model that has been developed at Queen's University to integrate an information literacy program into the undergraduate engineering program to meet CEAB graduate attributes in professional and design course. A program-level approach to information literacy is useful to define the purpose and goals of information literacy outcomes and also to capture evidence of student learning. It also informs instructional methods that can be developed in class or through the use of embedded learning modules at the course management system in addition to hands-on library workshops.
DESIGN WORKSHOP FOR ONTARIO ENGINEERING COMPETITION
Authors: Pearce Cheryl , Lambert Steve
Published: April 2017

The annual Ontario Engineering Competition (OEC) challenges participants from Ontario engineering schools to identify solutions to challenges experienced by the engineering profession. The competition includes six competition categories: Junior Team Design, Senior Team Design, Parliamentary Debate, Engineering Communications, Consulting Engineering, and Innovative Design. OEC is the regional competition to qualify for the Canadian Engineering Competition (CEC), with the top two placing teams in each category qualifying to participate in the CEC. The University of Waterloo (UW) has held internal competitions to select the debate and technical speaking competitors for many years. The competitors for the innovative design are selected based on a brief proposal. Several years ago, the Engineering Society introduced the Waterloo Engineering Competition (WEC), held twice annually in the Spring and Fall, to select teams to compete in the Junior Team Design, Senior Team Design, and Consulting categories for OEC. In an attempt to provide more guidance to the WEC winners prior to their participation in OEC, the six winning teams were invited to participate in a design workshop. A discussion of the design workshop and student feedback for the past two years will be discussed. A comparative study between the two workshop offerings will be used for future improvements of the WEC and pre-OEC workshop.
DEVELOPMENT OF AN ANALOG AND DIDACTICAL SIMULATOR FOR HYDROELECTRIC POWER PLANTS
Authors: Juste Tsotie Wamba , Wamkeue René
Published: April 2017

The aim of this paper is the development of a new tool for teaching, training and experimentations of hydropower plants. This educational tool, designed in collaboration with Hydro-Québec of the region of Abitibi Temiscamique (Québec), will absolutely be useful in practical teaching and training of production’s staff and future production engineering students in hydroelectric power stations. The paper presents the simulator’s digital and analog aspects. In each case, the process of implementation and of use is exposed. Some results of the model of the generator demonstrate the ability of the latter to be useful for almost all simulations.
Effective Use of Graduate Students as Teaching Assistants in Undergraduate Engineering Education
Authors: Rosales Janna , Spracklin-Reid, Darlene , Caines Susan
Published: April 2017

Undergraduate Engineering Education can be significantly enhanced through the effective use of Teaching Assistants. Traditionally, Teaching Assistants have been viewed as support for the instructor, but as student-centred learning models take more precedence, the role of the Teaching Assistant is changing to adapt. Recognizing the challenges presented by large class sizes and Teaching Assistants’ limited teaching experience, how can we effectively employ graduate students as Teaching Assistants to enhance undergraduate learning in engineering? This paper provides details on the approach taken by Memorial University to support Teaching Assistants as educators and to draw on their experience and enthusiasm for engineering education. It also examines the approach taken in one undergraduate engineering course to engage Teaching Assistants with the content, the students, and the professor.
TEACHING NETWORK TECHNOLOGIES THAT SUPPORT INDUSTRY 4.0
Authors: Singh Ishwar , Al-Mutawaly Nafia , Wanyama Tom
Published: April 2017

Industry 4.0 is a combination of many elements, including distributed intelligence, network security, massive data, cloud computing, and analytics, among other things. Such elements are critical to the “Digital Factory”, a term that has been recently introduced by many companies indicating a comprehensive portfolio of seamlessly integrated hardware, software and technology-based services, with the aim to enhance manufacturing productivity and improving efficiency. Typically, industrial networks enable the gathering of extensive data from productionlines and plants, which are increasingly becoming distributed. The gathered data is transmitted to analysis centers where it is transformed into information and used to make better informed decisions. In addition, modern industrial networks allow plant data to be automatically filtered and transmitted to various production controllers. Ultimately, industrial networks enable Industry 4.0 to have the following benefits: improved safety, increase uptime, lower energy costs, and improved maintenance;all of which lead to manufacturing competitiveness in cyber-physical production systems supported by Smart Grid implementations. This paper presents the extent to which industrial networks are taught at the School ofEngineering Technology at McMaster University. Further, the paper covers teaching methods of industrial networks and their related applications within manufacturing plants and electrical grid.
EPICS: Meeting Outcomes with Multidisciplinary Student Teams
Authors: Oakes William , Drummond Maeve , Zoltowski Carla
Published: April 2017

Engineering Projects in Community Service— EPICS — is a service-learning program that wasdeveloped nearly twenty years ago at Purdue University.Under this program, undergraduate students inmultidisciplinary teams earn academic credit for longtermprojects that solve technology-based problems forlocal or global community service organizations. TheEPICS model has been implemented at 23 universities inNorth American and on other continents. With itsemphasis on the start-to-finish design of significantprojects that will be deployed by the communitycustomers, EPICS addresses many of the programoutcomes mandated by ABET and the CEAB and, morebroadly, to meet the Washington Accord graduateattributes. This paper describes the curricular andassessment procedures and documentation that have beendeveloped to enhance and evaluate the students' abilitiesto meet outcomes including functioning onmultidisciplinary teams; communicate effectively; andunderstand the impact of engineering solutions in aglobal and societal context.