bluuebunny/crossref_metadata_2025 huggingface dataset:
Standard of Living & Quality of Life Relies on Innovation: Innovation Relies on Engineering Design
Authors: Ruth Douglas , Stiver Warren
Published: April 2017

Quality of life has advanced since the industrial revolution and this advancement has accelerated with the information revolution. Life expectancy has increased, catalytic converters protect our air, a disabled athlete runs with the fastest runners in the world1, and global real GDP per capita has grown by a factor of 2.5 over the past 50 years2. This quality of life advancement is the result of continuous innovation. In today’s global economy, innovation is essential for Canada to compete (even to participate) and to continue advancing our quality of life. Collective global innovation has never been more critical. World population growth (7 billion and counting), diminishing non-renewable resources (oil and beyond) and escalating environmental challenges (climate change and pollution) all require global scale innovations or our collective quality of life will not be sustained. Canadians have contributed much to the world including the telephone and smartphone, CANDU® reactors, snowmobiles, IMAX®, and the pacemaker. However, over the last number of years, there have been multiple reports critical of Canada’s capacity for technological innovation3 and studies that offer strategies for improvement.4 While it is true that innovation is essential to the future of both Canada and the world, innovation is only a means to an end and it is incumbent on us to define the desired ends. Innovation can be a means to a higher quality of life and a more sustainable future for generations to come or it can simply be a means to increase the financial prosperity of the nation. To achieve the ends we value, it is essential to measure innovation in terms of these ends, not in terms of subtle differences in the rate of change in the GDP per capita. Are our innovations leading to cleaner water for all, a healthier and complete diet for all, and meaningful employment for all?
A Preliminary Study of the Design Approaches to Project Work Taken by Undergraduate Engineering Students
Authors: J. Laliberté Jeremy , Schramm C. , Steele A. L.
Published: April 2017

We report on a preliminary study of discrete design processes and their timing, when undergraduate engineering students undertake project work. The method of the study followed the approach undertaken by others1,2 where the project design cycle is broken into discrete stages, for example problem definition, modeling, feasibility analysis and communication. In these previous studies the design was over approximately 3 hours1 using a single session design problem and required talking aloud by the designer, so that an observer could assess the stages being undertaken at given time intervals. Our study is over one or two terms and uses self-reporting by students to the criteria. Weekly emails prompted students with individualized links to a webform to report the type of design work done in the previous week. Because a week is a relatively long interval, the web form asks the students to report in terms of their primary (most effort and time) and secondary tasks. Similar to previous studies, this study compares the time spent and the points in the design cycle when certain process are undertaken or revisited. Our results, however, describe the design process over various durations (one term projects or full-year capstone projects), for different years of study (primarily, third and fourth year), different fields of engineering (from Aerospace, Civil, Mechanical, Electrical as well as Systems) and finally for different sized teams (from pairs of students in course projects to teams of twenty in Mechanical and Aerospace capstone projects). Comparisons will also be made between the design processes of different students, based on their final grade for their project. This first year of study is seen as a preliminary year to a longer and broader study, and the paper present our preliminary results as well as lessons learned in the areas of self-reporting and sizeable, longer-term data collection.
Design & Validation Methodology applied to a roadster frame based on life prediction
Authors: Iorga Cristian , Desrochers Alain
Published: April 2017

The recent increases in gasoline price have initiated a new thrust to reduce vehicle weight, hence creating a new market opportunity in the recreational product industry. At the same time, integration of both optimization and validation at the detailed design phase into the product development process has become key to achieving a product that meets the client needs from a price/performance/reliability perspective. Such integration also leads to more accurate requirements regarding the behavior of the structural components of a recreational vehicle. Therefore, to reach the objective of a weight reduction for the structural subsystem in a three wheels roadster project, a methodology that optimizes both frame geometry and material properties according to the following types of design criteria has been developed: - Structural criteria in order to support the specified loads;- Weight and cost criteria to assess some performance and market targets;- Qualitative criteria such as aesthetic, assembly or manufacturing. One of the objectives of this paper is to outline a design and validation methodology that could be applied to the structural sub-systems of a recreational product with regard to all the design criteria established up-stream in the product development process. This approach will converge into a creative, effective and profitable solution and will allow designers to offer a feedback on the client needs. The optimization process that the approach entail allows finding one or more combinations of parameters maximizing or minimizing a given design criterion, while the validation activities provide feedback to the designers in order to verify the calculations accuracy and the respect of all design criteria. According to the nature of the load cases identified, the proposed methodology has been applied to design and validate the frame of a three wheels roadster as part of a challenging multidisciplinary project involving students, professors and engineers from the recreational products industry.
STUDENT PERCEPTIONS AND USE OF AN INVENTORY TO FACILITATE LEARNING OF INDIVIDUAL TEAM-EFFECTIVENESS
Authors: Sheridan Patricia Kristine , Reeve Doug , Evans Greg
Published: April 2017

Team-based projects have become a common method of modeling real-world experience and meeting required graduate attributes in engineering. In these projects, much of a student’s grade is attributed to work produced by an entire team, creating a need for instruction on how to work effectively as team members in addition to course-content instruction. A web-based tool is in development to create a virtual environment in which students can learn about and improve their individual team-effectiveness competencies through self- and peer-assessments. Framed as a guided reflection, these assessments are facilitated using an inventory which identifies 18 competencies along three aspects of team-effectiveness: Organisational, Relational and Communication competencies [1]. The inventory assesses observable behaviours that translate to specific levels of competency so as to provide a foundation for normalized self- and peer-assessments, as well as provide examples of how to improve. A study to assess student perceptions and use of the inventory was conducted in the Fall 2012 term in two upper year courses. The first course was a third-year course on energy systems that is required of all students in the Energy Option of Engineering Science and the second a fourth-year engineering leadership course which any engineering student can select as an elective. The objective of this study was to determine if students in a required engineering course perceived and used the inventory differently than those who self-selected into an engineering leadership course.
INTEGRATED HANDS-ON AND REMOTE PID TUNING LABORATORY
Authors: Kafuko Martha , Wanyama Tom
Published: April 2017

University control engineering coursesusually focus on Proportional Integral Derivative (PID)controllers. Moreover PID controllers are used in morethan 90% of the industrial control applications, becausethey are relatively cheap, easy to use, and robust enoughfor most industrial applications. However, universityteaching attaches most importance to the theoreticalknowledge of PID controllers, rather than the practicalskills required to support the use of these controllers inindustry. In addition, the cost and space challengesassociated with hands on laboratories make simulationbased laboratories a more attractive option for teachingPID controllers. Unfortunately, simulations do notcapture the complexity of control systems that areimportant to develop the practical skills of students. Inthis paper, we present a laboratory setup that is used toteach practical skills in PID tuning. The system controlsthe temperature of a small fictitious house whosetemperature is affected by an uncontrolled heating sourceand blow fan. The PID data is accessible to the systemuser through OLE( Object Linking & Embedding) forProcess Control, also referred as Open ProcessControl(OPC) technology. This technology allows thesystem to be used as a hands-on or remote laboratory,which allows students to learn the complexity of PIDcontrollers, while removing the time and spaceconstraints imposed by purely hands on laboratories.Being accessible remotely, the setup enables andencourages instructors to include demonstrations of PIDtuning into their lectures
Closing the Loop: Integrating 3D Printing with Engineering Design Graphics for Large Class Sizes
Authors: Baleshta James , Teertstra Peter , Luo Benny
Published: April 2017

Closing the loop by completing all stages in the design process is an important experience for every engineer. There is significant experiential merit, for example, in providing first year students with a design challenge that starts with a blank sheet of paper and ends with reflective observation of their fabricated model. The advent of 3D printing has “game changer” potential as a vehicle for this experience, but it has limitations, especially for large class sizes.An activity was devised to complete the design loop using 3D printing. This initiative effectively overcame the limited throughput rates and high material costs associated with 3D printing for 427 students.Activity outcomes were assessed via an exit survey, including whether students perceived differences between their CAD and 3D physical models. Students enjoyed the experience, and grew from it. The outcomes from this initiative along with the lessons learned may be of use to other instructors considering a similar experiential path.
INTEGRATING ENGINEERING SCIENCE AND DESIGN: CASE STUDY DEVELOPMENT FOR A FIRST YEAR ENGINEERING SCIENCE COURSE
Authors: Stacey Lyndia , Unger Andre , Ioannidis Marios , Lambert Steve
Published: April 2017

There is a need in engineering education toimprove the connection between design and engineeringscience. Students should be provided more opportunitiesto practice applying both science and design to a singleproblem in order to be better prepared for challengesthey will face when they enter the workforce. For thisreason, an instructor of a first year engineering sciencecourse was motivated to improve its connection to theCanadian Engineering Accreditation Board (CEAB)Attributes, specifically the Design attribute. The goal wasto revise the course such that the students would berequired to integrate quantitative methods that weretaught during the term through the means of design. Itwas decided that an effective pedagogical tool that couldaccomplish this was a case study, since it would providecomplexity and context using a real-world issue thatrelated to several course concepts. The methodology forcase development, implementation strategy, future steps,lessons learned, as well as the instructor’s observationswill be discussed.
Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab”
Authors: Geng Fei , Alani Faiez
Published: April 2017

This research study involves the use of experiential learning in biotechnology labs to increase student initiative, creativity and problem-solving skills through a “flipped lab” design. A key element for success in undergraduate biotechnology courses is the integration of theory and practice. Biotechnology labs thus require a new synergy of knowledge and experimental implementation. The conventional lab teaching is solely guided by the cookbook–lab manual. Although it is important in science for students to learn how to follow directions, offering only cookbook labs limits students' access to exploration. Since the ultimate goal is to allow students to think and behave like engineers, rather than to solely learn or replicate what other engineers have already done, the apparent disadvantage of this conventional teaching method is that it leaves little room for student initiative, creativity and critical problem solving.Biotechnology lab teaching can therefore be greatly enhanced by the application of experiential learning activities. Since experiential learning adapts a student-centered model of education and integrates themes with real-life applicability, biotechnology lab teaching will be more effective if students can play a more active role in lab design and procedures. This paper describes the design of a novel biotechnology lab teaching method: the “flipped lab”. A one-year assessment study has been conducted to analyze the effects of the “flipped lab” teaching method on learning outcomes as compared to the conventional model. It quantitatively examines whether the new lab design, with its emphasis on biotechnology-specific technical experience, enhanced students’ design lab activities and students’ achievement of skills. The results show moderate to significant improvement in all but one of the assessed skills, indicating that the new “flipped lab” design has been largely successful in achieving its goals.
Teaching Design to First-Year Engineering Students
Authors: McGuire Michael , Li Kin Fun , Gebali Fayez
Published: April 2017

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.
DIFFERENCES IN CONFLICT MANAGEMENT BASED ON GENDER AND PERSONALITY TYPE
Authors: Ostafichuk Peter M. , Shirzad Navid , D’Entremont Agnes , Mattucci Stephen , Naylor Carol
Published: April 2017

This study examines factors influencing studentconflict management styles in a team-based second yearmechanical engineering design course. Maddux describedconflict management along the dimensions ofassertiveness (seeking to meet one’s own needs) andcooperativeness (seeking to meet the other party’s needs).The key research questions in this study were how conflictmanagement styles changed as a result of participation inan intense team-based course and whether gender orpersonality type influenced students’ conflict managementstyles. Students completed a pre-course team formationsurvey that included prompts on how they would deal withdifferent scenarios representing common team conflicts;students responded to the same prompts again in aproject exit survey. Students’ responses in these surveyswere used to code their preferred approach for dealingwith conflicts. Two independent reviewers worked fromrandomized, anonymous survey data and coded students’responses along the two dimensions of Maddux’ model.The results indicate conflict management style iscontext dependent (the distribution of responses changedfor the different survey prompts). The most commonlyused conflict management style was Compromising, inwhich parties find a middle ground but neither fullyachieves their goals. A statistically significant reductionin assertiveness was found between pre- and post-surveys.Statistically significant differences in assertiveness werealso noted with a number of Myers-Briggs personalitytype pairs in the pre-survey. The fact that similardifferences were not observed in the post-survey suggeststhat the project experience has a normalizing effect onconflict management style. Meaningful statisticallysignificant differences in conflict management style basedon gender were not observed.
AN EXPLORATION OF COMMUNICATION AND KNOWLEDGE APPLICATION IN MULTIDISCIPLINARY UNDERGRADUATE ENGINEERING CAPSTONE DESIGN TEAMS
Authors: Milicevic Mario , Balouchestani Asli Narges , Tihanyi Deborah , Behdinan Kamran
Published: April 2017

Multidisciplinary capstone design projectsoffer students the opportunity to solve complexengineering problems that span multiple disciplinesthrough collaborative, team-based learning. Using amixed quantitative and qualitative approach, this studyexamines student experience in a multidisciplinarycapstone design course by analyzing how disciplinaryknowledge is applied, taught, and learned among teammembers. Our preliminary findings suggest correlationsbetween open communication, sharing of disciplinaryknowledge, and the likelihood of taking design risks.Future work will further explore the reasons behind thesecorrelations.
ENGINEERS AS LIFE-LONG LEARNERS: PEDAGOGICAL TOOLS FOR ENGINEERING GRADUATE ATTRIBUTE DEVELOPMENT
Authors: Nizami Shermeen , Abdelazez Mohamed , Chan Adrian D.C.
Published: April 2017

We integrate three pedagogical constructs to design a novel toolbox to support engineering graduate attribute development and measurement of life-long learning. These constructs are (i) Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain, (ii) Curriculum mapping to skill levels of Introduction, Reinforcement, Mastery and Assessment (IRMA), and (iii) High Impact Practices (HIPs). We use the toolbox in a single, but in-depth, experiential education research study in our department’s Biomedical and Electrical Engineering program. We formally introduce these pedagogies to a cohort of eighteen final year students. The students then use the toolbox throughout the term to identify and address their own educational needs such that they develop into independent, competent life-long learners. We test the effectiveness of the toolbox using mixed methods research. Bloom’s Taxonomy levels scored by the instructor and the students had a correlation coefficient of 0.36. IRMA mapping was tested using binomial hypothesis testing. The test accepted the alternative hypothesis H1: Student mapping of course learning outcomes to a skill level was informed by the instructor’s pedagogy and followed the same distribution as the instructor's mapping, i.e., the mapping was not random and p≠0.5. Results showed H1: {I (47%), R (84%), M (63%)}. In addition, experiential impressions of life-long learning on the students were gathered through qualitatively written feedback.
Implementation of PBL in Engineering Education: Conceptualization and Management of Tensions
Authors: Van Barneveld Angela , Strobel Johannes
Published: April 2017

Engineering educators are facing high demands as they are being challenged to create learning environments that not only better teach technical skills, but also incorporate process skills and foster other desirable attributes. Problem-based learning, known as PBL, and its variants have been deemed effective as an instructional strategy in a variety of different disciplines including engineering. With pedagogical innovations like PBL, however, comfortable routines related to the structure and flow of classroom activity is disrupted for both educators and students. In addition to having to manage changes within their classroom processes and routines, engineering educators must also interact and operate within the larger systems in which their classrooms are embedded, the university. The structure and culture of the university system may facilitate or hinder the teaching intentions and goals of educators, as this larger system can impose its own set of tensions. In this paper, we report findings of a research study which investigated conceptualizations of PBL, tensions as experienced when implementing PBL and strategies to manage the tensions.
Co-Curricular Activities and their Role in Supporting Experiential Learning
Authors: Shehata Medhat H.
Published: April 2017

This paper presents a study into engineeringcompetitions as a type of co-curricular activity thatenhances student engagement and skills. The motive ofthe study is to evaluate the benefits of three selectedmajor competitions and compare these benefits to thosepublished in the literature. In addition, student feedbackwas collected and analyzed to understand the majorbenefits of these competitions as seen by students.Ten major benefits were summarized and listed basedon the literature search. The three competitions understudy were analyzed and found to meet the ten listedbenefits although the level of focus on a particular benefitvaried from one competition to another.Student feedback showed that students found thatcompetitions, especially competitions that weremultidisciplinary in nature, enhanced their understandingof their engineering courses. Students also reported thatparticipation in competitions helped them during jobinterviews.
ENGAGEMENT WITH THE INVERTED CLASSROOM APPROACH: STUDENT CHARACTERISTICS AND IMPACT ON LEARNING OUTCOMES
Authors: Stickel Micah , Liu Qin
Published: April 2017

The focus of this paper is to take a closer look at this question of engagement with the inverted classroom approach and specifically address the following two research questions: 1) Do students with different degrees of engagement with the inverted classroom approach exhibit different academic characteristics?, and 2) How does the degree of engagement affect the learning of the course material?To assess these questions, the students preferred learning styles (ILS), their self-efficacy, and their academic performance prior to the course were assessed. As well, the students’ engagement with the approach was assessed through their lecture attendance and pre-class video viewing, and their learning was quantified through pre/post concept tests, in-class pop quizzes, and the final course grade.Using k-means clustering with the pre-class viewing and lecture attendance data, the cohort was divided into three groups: high, medium, and low degrees of engagement with the teaching approach. Some differences were noted in terms of the groups’ learning styles and prior academic performance, but no differences were found with their self-efficacy scores. Students in the high engagement group did significantly better than their peers in the other two groups, with final course mark averages of Mhigh = 81.8%, Mmedium = 74.0%, Mlow = 63.5%, F(2,323) = 67.4, p < .001. When prior academic performance and learning styles were controlled for, in comparison to the low engagement group, being part of the medium or high engagement group was a significant positive predictor for the final course grade, with medium = 0.168, p < .01, high = 0.349, p < .001.Since the inverted classroom approach requires a major shift in student attitudes and behaviors towards their learning, these results show that the degree of engagement with the process is an important metric to consider.
Engineering Student Leaders’ Self-Assessments of Leadership Skills
Authors: Paul Robyn , Falls Lynne Cowe
Published: April 2017

In the 21st century, graduating engineering students are required to have many skills beyond traditional technical skills. Leadership education in engineering has had an increased development over the past few decades, however there is still a lack of understanding of the effectiveness of these programs. This paper summarizes the results from a pilot study conducted with a group of undergraduate students. Engineering student leaders were given a leadership self-assessment at the beginning and end of their semester. Overall, a slight improvement was observed in the majority of the leadership competencies including character, teamwork, and technical. Male students had a decrease in their teamwork skills. Both genders ranked themselves lowest in technical abilities, however male students rated themselves significantly higher relative to female students. The findings from this study could be useful to develop and improve engineering leadership education programs based on the gaps of student competencies.
Comparison of Career Success Competencies and Engineering Leadership Capabilities
Authors: Paul Robyn , Falls Lynne Cowe
Published: April 2017

Societal expectations of twenty-first century engineers have dramatically changed over the past few decades. There is a need to educate engineers not just in technical subjects, but also in many non-technical areas including globalization, communication, and leadership. There has been a growth of engineering leadership education programs offered by postsecondary engineering institutions. The effectiveness of these programs is often measured by the student’s acquisition of skills, without considering the benefit of these skills on the students’ careers. Using the career success competencies model, this paper seeks to determine if engineering leadership education impacts career success. The analysis showed a high amount of correlation with engineering leadership capabilities, indicating a positive relationship between engineering leadership education and career success. The most significant competencies related to an engineer’s career success were career insight, proactive personality, openness to experience, and lifelong learning
EXPANDING THE BODY OF KNOWLEDGE CONCEPT FOR PROFESSIONAL PRACTITIONERS
Authors: Kinsner Witold
Published: April 2017

In recent years, the emergence of many newdisciplines and the increasing depth of existing disciplineshave prompted the development of the Body of Knowledge(BoK) concept in order to improve the uniformity of newundergraduate programs in accredited professionalschools, and to provide a requisite standard forcertifications in vocational education. A body of knowledgeis the collected wisdom, experience, processes, and factsthat both inform a profession and provide the solidfoundation from which continuous improvements andinnovative change can occur. This paper provides arguablythe first summary of 32 BoK examples, and proposes a newmodel of a BoK for professional practitioners
USE OF EPORTFOLIO TOOL FOR REFLECTION IN ENGINEERING DESIGN
Authors: Clemmer Ryan , Spencer Jennifer , Lackeyram Dale , Thompson Jason , Gharabaghi Bahram , VanderSteen Jonathan , Donald John , Zytner Richard G.
Published: April 2017

Electronic portfolios (ePortfolios) can be a beneficial tool to facilitate student learning, evaluate learning outcomes and showcase skills and experience. At the University of Guelph, the School of Engineering piloted the use of ePortfolios within the third year design course of the engineering design sequence of courses. With the implementation of graduate attributes by the CEAB, more “soft skill” attributes like individual and teamwork, project management, and lifelong learning are important skills developed by students within the design courses and can be assessed within an ePortfolio environment.Students submitted guided reflections related to major deliverables within the course. The reflections were assessed for the level of insight through rubrics in the learning management system. Overall, students improved their ability to reflect and provided good insight into their learning and roles within their group project. The response to the reflections by students was mixed. Many students found value in reflecting on their experience while other students were frustrated by the method of filling the reflection form.In the future, the objectives for reflection should be made clearer with supplementary documentation to the lecture material. Adjusting the timing of the reflections to correspond to less stressful periods of the semester and improving the ePortfolio process will help with student engagement.
A FRAMEWORK OF THE BACHELOR OF TECHNOLOGY CONCEPT AND ITS SIGNIFICANT EXPERIENTIAL LEARNING COMPONENT
Authors: Centea Dan , Singh Ishwar , Balan Lucian , Yuen Timber
Published: April 2017

The paper describes various elements of the experiential learning methodologies prescribed in the Automotive and Vehicle Technology (AVT) program. It first discusses the approaches that different instructors take to achieve the course outcomes by using different course delivery models and techniques. It then addresses an implementation of Kolb’s cycle by presenting different level of experiential learning applied in the program. Several implementations of the experiential learning are presented, and the corresponding student experience is described. At the end, the paper presents a comparison between the skills that the graduates are expected to acquire and the actual student skills reported by employers. The paper concludes with an analysis of the results of the experiential learning approach offered by the AVT program.
Team-forming and its Impact in First Year Engineering
Authors: Trivett A. , Roy C. , Sewlani Y.
Published: April 2017

During the Fall 2014 term at theUniversity of Waterloo, the first-year MechanicalEngineering course was re-designed to implement teambasedlearning. In order to improve student's job searchchances, the method of team-forming was based upon theco-op hiring process. The first two weeks of tutorials weredesigned in a way that mirrored the co-op process andprepared students with resume writing and interviewingskills. This led to a significant increase in the number ofstudents who received interviews, were ranked, and werehired by mid-semester. Attendance at tutorials improved,and timely assignment submission in a parallel coursewas improved. All of these measures indicated greaterlevels of student engagement compared with precedingcohorts.
Engineering Education: Does Our Training Reflect Student Employment Trajectories?
Authors: Hewlett James , Hoessler Carolyn , Maw Sean
Published: April 2017

Departmental/disciplinary differences aside, newly graduated engineers can be considered to have one of four general and non-exclusive initial employment trajectories: operations, technological innovation, research, and teaching. Survey data from engineering students at the University of Saskatchewan will describe the proportions of students focused on these employment trajectories by year of study, and by discipline. An important implication of this classification is that the desired graduate attributes of these four employment trajectories require divergent knowledge and skills, aside from technical competence. Operations engineers need training in hazard assessment, economics, optimization, schematics, controls, constrained design, and quality control. Technology Innovators require training in creativity, abstract thinking, taking initiative, open-ended design, technical graphics, prototyping, and market research. Research engineers need training in experimental design, statistics, the scientific method, programming, instrumentation, and data analytics. Teaching engineers require training in pedagogy, communications, curriculum design, and social-media tools. All Canadian engineering schools train for Operations. Most have an option/certificate/specialization for Technological Innovation. Some have a minor emphasis on training for the Research stream. Very few systematically prepare for the Teaching role. Are we losing some good engineers by lack of curricular support for these latter three aspirations? Equally important, are sufficient numbers of engineers being prepared in each trajectory? These questions will also be addressed in this study, as data reflecting on the personality characteristics of student respondents was collected and analyzed while looking at their employment trajectories. The potential implications of this type of analysis on attrition and retention, innovation in Canada, and more effective teaching of STEM, will be
A STRATEGY FOR TEACHING AND LEARNING OF SYSTEMATIC DESIGN ENGINEERING
Authors: Eder W. Ernst
Published: April 2017

Systematic engineering design can use thetools, models and methods recommend by Hubka to helpdesigners, especially in critical situations. These methodscan be applied for novel designing, or for re-designing.In teaching, observations of students revealed difficultiesin applying and formulating “internal and crossboundaryfunctions” of technical systems (TS), and of“operations” in a transformation process (TrfP).A strategy to overcome these difficulties is to introducesufficient theory, then to provide a re-design problem,using an existing commercial device, (a) as a cut-away toshow the inner workings, and (b) as a complete devicethat can be dis-assembled – accompanied by engineeringdrawings of each part, an assembly drawing and anexploded view. Students (1) studied the hardware anddrawings, (2) identified elemental organs, and usefulorgan groups, and (3) wrote their interpretation of whateach organ group is capable of doing – the TS-internaland/or cross-boundary functions, to be represented in aTS-function structure. An example is offered.
Triangulated authentic assessment in the HEQCO Learning Outcomes Assessment Consortium
Authors: Kaupp Jake , Simper Natalie , Frank Brian
Published: April 2017

The Higher Education Quality Council ofOntario (HEQCO) has established a consortium ofinstitutions committed to the development of usefullearning outcomes assessment techniques and to theirwide-scale implementation in their institutions. Queen'sUniversity is one of three universities and three collegesof the consortium, and the Faculty of Engineering andApplied Science (FEAS) is participating due to familiaritywith assessing learning outcomes as part of accreditation.The specific learning outcomes that are of interest toQueen's are Critical Thinking, Problem Solving,Communication and Lifelong learning.The goal of this three-year project is to assess theaforementioned general learning outcomes and cognitiveskills using three assessment methods simultaneously:embedded course assessment, using meta--rubrics toscore student artifacts, and using standardizedtests/surveys. The study will document cost and timerequired to access each of these methods in specificcourses, analyze correlation between scores from thethree methods, and evaluate developments of the genericlearning outcomes over the duration of a program. Weaim to ensure that the work of outcomes assessment issustainable, works within standard course contexts, andcan be integrated into regular course activities. Thepaper identifies the goals of the project, currentapproach, and an example of data collection in one firstyearengineering design course.
LABORATORY BASED PROJECT FOR EXPERIENTIAL LEARNING IN PLC SYSTEMS INTEGRATION AND PLC SYSTEMS DATA ACCESS
Authors: Wanyama Tom , Singh Ishwar
Published: April 2017

While there many approaches toexperiential learning, open-ended problem-basedlearning is believed in literature to be the most effectiveapproach. However, in the teaching of engineering, thisapproach is resource intensive. Consequently, it is usuallyconfined to a single capstone course in engineeringprograms. On the other hand, laboratory-based learning,which is one of the oldest forms of experiential learning,is less resource intensive than problem-based learning.But in its simplest form, where students are required tocarry out well-structured laboratories, laboratory-basedlearning does not develop students’ design, projectmanagement and communications skills. In this paper, wepresent a learning approach that combines laboratorybasedlearning with open-ended problem-based learning.This approach harnesses the strength of laboratory-basedlearning and open-ended problem-based learningapproaches, while mitigating their shortfalls. In theapproach, students working in groups of three to four areintroduced to two areas of study, namely: ProgrammableLogic Controller (PLC) systems integration and PLCsystems data access. Thereafter, the students are asked todevelop group projects which either integrate the twoareas of study, or extend the functions of the laboratoriesin one of the areas of study. Once the project is approved,the students are required to design, implement and testtheir solutions within a specified timeframe. We havereceived a lot of positive feedback from students aboutthis learning approach, and in the future we would like tocarry out a formal survey to determine its educationaleffectiveness.
A RESPONSIBILITY TO PROMOTE LEADERSHIP: ENGINEERING ENTREPRENEURS SPEAK BACK TO RESISTANCE
Authors: Reeve Doug , Sacks Robin , Rottmann Cindy
Published: April 2017

Phase one of our Engineering LeadershipProject (ELP) revealed engineers’ widespread resistanceto the idea of leadership [10,11]. To test this claim, weconducted a focus group with engineers who selfidentifiedas leaders—experienced entrepreneurs. Ourqualitative analysis of the resulting transcript resulted ineight themes, one of which we elucidate in this paper—“leadership education is the responsibility of engineeringeducators”. Our paper examines this theme and identifiesfour recommendations for engineering educators.
THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE
Authors: Cicek Jillian Seniuk , Ingram Sandra , Sepehri Nariman
Published: April 2017

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.
UNDERSTANDING THE LITERATURE ON PROBLEM ANALYSIS
Authors: Huynh A , McCahan S
Published: April 2017

Not available
First-year integrative project for computer and software engineering students at Polytechnique Montréal
Authors: Collin Jérôme
Published: April 2017

This paper presents the most important aspects of the first-year project for students in computer and software engineering at Polytechnique Montréal. A small robot is used to introduce students to hardware and software concepts of a complete and autonomous small computer. A custom robot was designed for this course and this gives the flexibility to introduce some concepts in a specific way. The fact that both software and hardware are considered makes it particularly challenging for the students but also for the teaching team. The robot itself is described but also the project structure and how students can progress in this context. The evaluation and the support offered to the students are also explained.
AN ON-LINE TEAM-EFFECTIVENESS LEARNING SYSTEM
Authors: Sheridan P K , To P M , Evans G J , Reeve D W
Published: April 2017

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PEDAGOGICAL INNOVATIONS TO SUPPORT LARGE SCALE UNDERGRADUATE INDEPENDENT RESEARCH PROJECTS
Authors: Chong A , Romkey L
Published: April 2017

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DEVELOPING STUDENT CREATIVITY IN AN ENGINEERING CONTEXT
Authors: Tallman K.M.
Published: April 2017

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PRE-UNIVERSITY OUTREACH THROUGH A SPACE CAMP AND A KIRKNESS DISCOVERY CAMP
Authors: Kinsner Witold , Masood Nusraat , Herrmann Randy , Nasri Mohamed , Van Dang Hieu , Marcynuk Kathryn
Published: April 2017

Attracting high-school students to science,technology, engineering and mathematics (STEM) shouldbe easy today, but it is not in practice. Universities andorganizations such as the Institute of Electrical andElectronics Engineers (IEEE) have invested much effortand implemented many useful mechanisms to increase theenrollment, including open house events, teaching teachersdays, IEEE’s Teachers In Service Program (TISP), IEEE’sEngineering Projects in Community Service (EPICS), aswell as IEEE’s TryEngineering, TryComputing, andTryNano. We have developed a number of new initiatives toaddress the problem in Manitoba, and feel that theapproach can be used elsewhere.This paper describes two such initiatives: a spacecamp for high-school students grade 9 to 11, and the VernaKirkness Program (VKP) discovery camp for Indigenoushigh-school students. The first camp was offered severaltimes already, while the second camp was delivered for thefirst time in 2013.
DEVELOPMENT OF AN INTEGRATED LEARNING SUITE FOR OUTCOMES AGGREGATION, ANALYSIS, AND REPORTING
Authors: Frank B , Kaupp J , Moore M , Tremblay E
Published: April 2017

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MANIPULATING LINGUISTIC DIVERSITY TO IMPROVE TEAM DYNAMICS IN AN UNDERGRADUATE ENGINEERING DESIGN COURSE
Authors: Scharf S T , Behdinan K , Foster J A
Published: April 2017

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The development of a safety training strategy for first and second-year engineering design courses
Authors: Johnston Clifton , Wile Richard , Peters Reg
Published: April 2017

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A Qualitative Study of Team Level Factors Affecting Innovation
Authors: Balouchestani Asli Narges , Zouda Majd , Behdinan Kamran
Published: April 2017

Innovation is a necessity to embrace possibilities and face challenges and problems in our continuously changing world. Multidisciplinary capstones can be a place for students to be innovative. Students not only get a chance to work on a real project from industry, but they also work with students from different disciplines. This diversity of knowledge and perspectives can lead to team innovation. This paper explores team level factors affecting innovation in 4th year multidisciplinary capstone design at the University of Toronto. This paper is a qualitative study that explores the effect of diversity of knowledge, support for innovation from supervisor and client, team size, and team vision on innovation. Our research sheds some light on what behaviors in teams lead to innovation. Supporting and encouraging these behaviors from educational institutions provides an environment for students to be more innovative
DIFFÉRENTES MÉTHODES D’APPRENTISSAGE ACTIF POUR UNE DIVERSITÉ D’APPRENANTS
Authors: Boudreault Yves , Carré Catherine , Farand Patrice , Forest Lina , Lafleur Pierre G. , Ross Annie
Published: April 2017

Pédagogie active, enseignement actif ou apprentissage actif, sont des termes qui ont comme point communl’activité d’apprentissage proposée à l’étudiant, pour qu’il s’engage dans son processus d’apprentissage. La pédagogieactive offre un défi intéressant à l’enseignant qui doit concevoir son enseignement comme une scénarisation de situationsd’apprentissage. Depuis plusieurs années, les méthodes d’enseignement liées à la pédagogie active sont prisées àPolytechnique Montréal. Ainsi, à chaque année depuis 10 ans, des enseignants sont invités à présenter à leurs pairs leurexpérience innovatrice d’enseignement dans le cadre d’une journée vouée à l’enseignement et à l’apprentissage.L’objectif de cet article est de présenter deux expériences de classe inversée et de souligner leur impact sur l’étudiant eningénierie à l’aide d’observations.
INNOVATIVE COURSE SCHEDULING AND CURRICULUM DESIGN
Authors: Akgunduz Ali , Zeng Yong
Published: April 2017

Course scheduling is a challenging operations research problem that involves students, faculty members, availability of classrooms, class sizes and many other factors. As it is the case for most scheduling problems, course scheduling is an NP-Hard problem. Due to its challenging nature, frequently the main objective is only to find a feasible solution that satisfies students, faculty and classroom requirements rather than seeking the optimality which results in most effective teaching environment for most students. Such optimal learning environment requires the satisfaction of additional constraints such as the learning capacity of students and the capacity requirements of courses. In this research we investigate the possibility of quantifying course (curriculum) workload and the acquired capacity and suggest as curriculum and/or schedule design methodology that enables a near optimum learning environment for most students.
INCULCATING SAFETY MANAGEMENT THROUGH AN ELECTRONIC LEARNING MODULE
Authors: Castrucci Jeffrey S. , Norval Graeme W.
Published: April 2017

Inculcating a safety focused mindset is an important part of an engineering education, as highlighted by the Canadian Engineering Accreditation Board curriculum requirement to cover occupationalhealth and safety. Despite the importance of coveringsafety related material, many university faculty arehesitant to cover elements of safety management due tounfamiliarity with the material. In response, MinervaSafety Management Education has developed teachingmodule slide sets covering a wide range of safetymanagement topics that are freely available forinstructors to use in their classes.In this paper, we report on the next phase ofmodule deployment: the transformation of a slide set intoan electronically facilitated, self-contained, independentlearning module. This new format includes narratedlessons and automatic grading of comprehension tests.The format removes the time burden from instructors andteaching assistants, while enabling students to absorb thematerial at their own pace outside of class instructionalhours. The module is designed to be compatible withexisting learning management systems and easilyincorporated into existing course websites. We reportstudent feedback on this new format and share findingsapplicable to the development and conversion of futureself-contained electronic learning modules.