bluuebunny/crossref_metadata_2025 huggingface dataset:
Exploration of Skills Needed for Graduate-Level Community Engaged Learning in Engineering
Authors: Ogbeyemi Akinola , Zhang Wenjun , Bradford Lori
Published: December 2024

Community-engaged learning in graduate engineering programs has had growing attention in engineering education research to prepare researchers for supporting communities in solving complex problems. As a practice, community-engaged learning in engineering struggles to achieve equitable outcomes for community partners because students in such programs may lack skills or possess charity or patriarchal mindsets. A charity mindset is characterized by an uncritical desire to help, with Western engineering deemed favourable over community knowledge systems resulting in the design of solutions that try to address symptoms of inequity without meaningful community involvement. With the increase of community-driven and engaged learning in engineering graduate studies, pushed by research agencies and the marketing of large-scaled international grand challenges, the development of engagement skills in graduation education is needed. In this paper, we highlight the specific successes and challenges faced by one graduate student and their supervisors undertaking community-engaged learning. We explore these issues while embedded in a project with three Indigenous communities on improving resilience in an engineering procurement and construction (EPC) process for healthcare facilities in Indigenous communities by incorporating cultural and social factors. We bring forward these successes and challenges to build a conversation around designing curricula for engineering-engaged learning skills for graduate students.
Opportunities and Obstacles for an Embedded STS Program in Engineering
Authors: Orchard Alexi
Published: December 2024

The “Embedded STS Program” is a model for teaching the ethics of engineering and technology via instructors from a Science and Technology Studies (STS) program housed directly within an Engineering department. Our institution, the University of Waterloo, has an embedded STS-like program under another name, the Centre for Society, Technology, and Values (CSTV). In this paper, we share the results of a qualitative survey completed by 43 students recruited from seven of the CSTV courses offered in 2022. These results provide context as to obstacles and opportunities in the embedded program related to curricular, institutional, and cultural dimensions. We conclude there is a need for resources and leadership to manage the curricular and cultural obstacles that hinder (1) students in applying knowledge on ethics and social impacts across educational and professional contexts and (2) institutions in drawing upon STS expertise for teaching engineering and technology ethics.
First Impressions on Supporting Students with a Course-Aligned, AI-powered Virtual Teaching Assistant (TA), Oliver
Authors: Kamal Zille Huma , Cooper-Stachowsky Michael
Published: December 2024

We show in this paper that an LLM-based tutor with a simple, web-based interface is readily used by students to answer natural language queries without specific training. Through analysis of the log data of nearly 3000 separate interactions, we find that students tend to use the tutor to clarify concepts and explain sticking points in laboratory assignments. Results indicate that the chatbot was used throughout the course at times outside of regular help-seeking hours, indicating that the tutor provides personalized support to students who are in need of help even when it is not available. Finally, through analysis of the log data, we can generate useful insights into student learning throughout the course.
Course Design Using Competency Based Assessment
Authors: Al-Hammoud Rania , Guan Bill , Klompstra Tesse , Wisawakornwisit Siwakorn , Li Richard
Published: December 2024

Competency-Based Assessment (CBA) in higher education enhances student learning through refined teaching practices. Effective CBA relies on clearly defined competencies measured with precise frameworks and rubrics, allowing multiple opportunities for mastery demonstration and emphasizing deeper understanding. Performance-based assessments with integrated feedback improve the process, despite instructors' initial burden and student confusion over grading schemes. Clear communication and a streamlined transition process mitigate these challenges, fostering a more efficient educational experience. This paper details the redesign of a first-year mechanics course from a flipped classroom to a CBA model, highlighting the advantages of starting from a flipped model. Additionally, it provides a visual aid illustrating grade distribution within the CBA framework, aiming to enhance students' comprehension.
Fostering Inclusive Learning in Engineering through Equity-Based Design Education
Authors: Hemmerich Andrea , Deilami Negar , Ngo Thuy-Anh , Park Sean , Fleisig Robert
Published: December 2024

The integration of equity, diversity, inclusion, and accessibility (EDIA) in engineering education is often overshadowed by traditional engineering ideologies that prioritize technical work and objectivity. Our research aimed to understand how learning equity-based design affected students' perceptions of inclusivity in their learning environment and the quality of their design work. The Design Thinking curriculum was enhanced to integrate EDIA principles and the Liberatory Design framework. We hypothesized that these design courses would positively impact students' equity-based design competencies and sense of belonging in engineering. Data were collected via post-course surveys and reflection assignments. Survey results from six participants indicated positive impacts on students' perceptions of inclusivity and agency for social change. Thematic analysis of reflection assignments revealed a link between self-awareness, inclusive design, and empowerment to challenge societal norms. Despite the study's exploratory nature and small sample size, findings suggested that engaging in equity-based design approaches fostered inclusive learning in engineering education.
Engineering Inclusivity by Design: Co-Designing an Inclusive Innovation Workshop
Authors: Nazir Fatima , Earle Shayna , Hemmerich Andrea
Published: December 2024

In North American universities, engineering faculties often exhibit unequal representation, with inclusivity in the curriculum hindered by aspects like elitism and technical social dualism. This project aimed to foster a more inclusive engineering culture by co-designing a workshop with students at McMaster University to appreciate diverse identities and incorporate equity principles into their work. The "Inclusive Innovation Design Challenge" workshop, attended by 55 students, introduced concepts of self-identity and positionality, followed by a human-centred design sprint based on equity-based co-design principles. Participants developed personas and brainstormed solutions to design challenges, enhancing awareness of the value of diverse perspectives. The outcome was overwhelmingly positive; feedback from a post-workshop survey indicated a shift in participants' perceptions towards their identities and the inclusion of diverse perspectives in design. Ongoing research will evaluate the workshop's impact on integrating these insights into coursework and enhancing the sense of belonging in engineering programs.
Good, bad, or somewhere in between? A content analysis of perceptions of CEAB accreditation through CEEA proceedings
Authors: Guest Elise , Lampron Roselyne , Cyrus Pemberton
Published: December 2024

This paper investigates the perceptions of interested and affected parties regarding the Canadian Engineering Accreditation Board (CEAB) accreditation system, which is of importance amidst Engineers Canada’s ongoing initiatives such as the Accountability in Accreditation (AinA) and the Futures of Engineering Accreditation (FEA) projects. Through a content analysis of adjectives and adverbs in the proceedings of the Canadian Engineering Education Association (CEEA) conferences from 2020 to 2022, this study reveals a predominantly neutral impression of the CEAB accreditation system. Qualitative analysis highlights concerns such as feasibility and effectiveness alongside recognition of accreditation's benefits in ensuring program quality and student success. Thematic codes shed light on various aspects of engagement with the CEAB accreditation system. The findings may contribute to informed decision-making processes and discussions within the engineering education community around improvements and the future of the CEAB accreditation system.
The Innovation Problem Finder Dartboard: Embedding Critical Design in the Engineering Workflow
Authors: Orchard Alexi
Published: December 2024

This paper introduces the “Innovation Problem Finder Dartboard" (IPFD), a generative critical design-inspired pedagogical tool for ideating on the potential uses, misuses, and alternative contexts of a given technology. In a first year Engineering Communication course, students used the IPFD, accompanied by a brief worksheet they completed in groups, during the problem definition stage of their term project. The aim of employing the IPFD activity in this context is twofold: students will 1) generate ideas about how equity, diversity, and inclusion (EDI) and social and environmental justice factor into an engineering design problem and 2) think critically about existing and potential engineering contexts, cultures, and practices.
Application of a Senior Student's Rhetorical Skillset in a Novel Situation to Assess Learning Transfer
Authors: Rolfes Debora , Epoch Libby
Published: December 2024

Previous research suggests that our communication program has had success in developing students’ rhetorical judgment, allowing them to successfully navigate the transition to professional engineering environments. However, we are situated in the College of Engineering; it is possible that the weight of the environment is having an unrecognized positive influence on students’ ability to adapt to the context of professional engineering. This paper seeks to understand whether the identity of rhetorician, embraced by a graduate of our program, extends beyond the particular professional context of engineering. Calling upon Dillon’s discussion of the dimensions of footing from Rhetoric as Social Imagination: Explorations in the Interpersonal Functions of Language (2008), a student’s success in adapting to a novel communication environment is assessed to reflect on whether her communication judgment transfers to an environment other than professional engineering.
Visualizing Engineering: A Practitioner’s Perspective on Engineering Education
Authors: Saharan Shehryar , McGill Gaël , Jenkinson Jodie , Oliver Michele , Gordon Karen
Published: December 2024

Visualizations are integral to the fields of science and engineering, serving as essential tools for both education and professional practice. They encompass a diverse range of modalities, from illustrations to simulations, and play vital roles in facilitating conceptual understanding, scientific discovery, and communication. In engineering education, visual representations are fundamental to problem-solving approaches, requiring learners to navigate complex information through graphical, conceptual, and mathematical components. This paper delves into the role of visualizations as didactic external representations – emphasizing the importance of design choices informed by both empirical evidence and craft-based knowledge. We discuss the gap between visualization research and practice, and showcase visualization stimuli across various scientific subject matter, exemplifying the diverse applications and pedagogical potential of visualizations for engineering education. We also outline key research challenges and opportunities, advocating for partnership between visualization practitioners, researchers and educators to address these challenges.
Individual and Team Work and its Effectiveness in Engineering Design Courses
Authors: Sehri Mert , Dumond Patrick
Published: December 2024

This paper seeks to correlate project grades and students survey responses with the efficiency and effectiveness of collaborative efforts, providing insights into how enhanced team dynamics translates to improved project outcomes. Through this preliminary exploration, valuable insights are obtained regarding the nuanced landscape of teamwork in engineering education, shedding light on the intricate interplay between team dynamics, individual learning, and project success. This study represents the first results of an ongoing project.
The Intersectional Experiences of Women of Colour in Undergraduate Engineering
Authors: Katila Parizad , Kaur Abhilasha , Allen Trinity , Tan Yue , Caballero Daniela , Jones Kim
Published: December 2024

Our students’ lived experiences shape their learning journey, but existing literature gives little insight into the challenges that women of colour in engineering face in Canada. We used reflexive thematic analysis to understand recurring themes from focus group conversations with 26 women of colour at a medium-sized, research-intensive university. We show women of colour who are pursuing engineering have undergraduate experiences that are affected by identity, academics, family and peer relationships. The generic multiple worlds theoretical construct helped explain the tension between worlds. Students adapted to new academic challenges with imposter syndrome, leadership frustration and high standards. Oftentimes, support from immigrant parents translates into expectations, adding pressure, while finding peers who shared similar identities and offered genuine support proved to be a challenge. Sometimes, academic settings and peers prevented women of colour from feeling included in engineering. Institutions should create nurturing environments for women of colour and actively engaging parents.
Perspectives on Industry-Sponsored Capstone Projects Within Mechanical and Materials Engineering at Western University
Authors: Makaran John
Published: December 2024

Capstone projects that are conducted in final year study within Mechanical and Materials Engineering at Western University, traditionally, have been either student-originated, faculty-originated, or facilities-originated. Capstone projects provide students with an opportunity to apply what they have learned in their studies to an actual problem in a team setting. Recently, the capstone project course had experienced revisions with a desire to increase the number of industry and community-sponsored projects. Industry-sponsored capstone projects can provide value, not only to the sponsoring company, but also to the participants who are afforded the opportunity to work on a relevant industry problem. There are intrinsic benefits for students having worked on a project that can, depending on the outcome, be used by the industry sponsor to add value to their operations. Particularly, where student capstone projects are externally funded, there exists the expectation that the project outcomes will be in a usable form. In recognizing the value of industry-sponsored capstone projects, we have implemented a rigorous method of capstone project oversight based upon the experience of other academic institutions, existing literature, and employing conventional project management strategies and tools. This paper discusses some of the challenges associated with industry-driven capstone projects and some manners in which we have attempted to address them.
The History of the CEAB Accreditation Criteria and Procedures – Criterion 3.4.5 Complementary Studies
Authors: Foster Jason
Published: December 2024

In Canada, most undergraduate engineering programs are accredited by the Canadian Engineering Accreditation Board (CEAB). Operating since 1965, the Board has developed and accredited against an evolving set of criteria. The accreditation criteria specify that those being accredited may explore alternative interpretations and means of meeting the criteria. However there is little information available to guide such interpretation and design such means. This research summarizes and explores the evolution of the accreditation criteria for those aspects related to “complementary studies” comprising communication, teamwork, ethics, economics, and related topics.
A Multi-Year Study of First-Year Engineering Student Well-being at a Large Canadian University
Authors: Ostafichuk Peter , Bagherzadeh Alireza , Jaeger Carol , Nakane Jon
Published: December 2024

A five-year study into student well-being at a large Canadian university is presented. Through weekly surveys tracking student well-being with the Short Warwick Edinburgh Mental Wellbeing Scale (WEBMWS), a gradual but persistent drop in student well-being over the academic year is consistently observed. Average well-being on WEBMWS over the five years corresponds to students feeling optimistic, useful, relaxed, etc. “some of the time,” and is consistent from year to year. Student rankings of key stressors each week reveal academics (high grades, workload, competitive program entry, and passing) dominate concerns, while stressors related to transitioning to first-year university are an order of magnitude less prevalent. Clear and statistically significant differences are noted between different student groups, with men tending to report better well-being than both women and non-binary students, with international students reporting slightly better well-being than Canadian students, and students with a mental disability reporting lower well-being than those without.
Gender Diversity in Engineering Graduate Studies
Authors: Allen Trinity , Fitzgerald Kevin , Jones Kim
Published: December 2024

Representation of women in engineering graduate school demands attention, which we examined using institutional datasets in a medium-sized research-intensive Canadian university. The proportion of women increased in our PhD programs, but around 2018/19 started to decrease in our MEng and MASc programs, in part due to a new MEng program. The proportion of applications from women visa students remained steady, but domestic student applications dropped from a peak of 30% in 2019 to approximately 25% women in 2022. Within our own institution, women were slightly more likely to apply to continue from undergraduate to graduate programs than men. Women were slightly more likely to be accepted, though women had slightly higher GPAs than men applicants. Offer acceptance and registration were not gendered, nor were withdrawals or leaves of absence. Increased attention should be paid to recruiting Canadian women to graduate school.
The use of Oral Exams to Evaluate Experiential Learning Outcomes in a Lab Setting
Authors: Makaran John
Published: December 2024

In the third year of Mechanical and Materials Engineering at Western University, students with limited prior exposure to electricity and electronics are required to take a course in electrical fundamentals. Although outside the traditional boundaries of their engineering discipline, increasingly, electronics has permeated traditional engineering disciplines with conversion of electrical energy to mechanical energy becoming increasingly relevant. To expose students to experiential learning, in the past, students were assigned labs to demonstrate their ability to support experiential learning outcomes. The labs were comprised of a pre-lab component that was to be completed prior to the practical portion of the lab, followed by measurements, analysis and discussion within a lab setting. All components were to be completed by students individually. With the advent of online AI tools, such as ChatGPT and an increase in the number of students in a cohort, the learning value of the labs was diminished, and it no longer was practical to conduct the experiential components of a lab as was performed in the past. New approaches were sought, and this year, landed upon a traditional method of evaluation: the oral examination. This paper outlines the process employed and the associated outcomes of this exercise.
Development of an open access student-authored conceptual multiple-choice questions bank and its impact on student learning
Authors: Bagherzadeh H. S. Alireza , Qiao Ruoxi
Published: December 2024

A contributing student pedagogy in the form of creating multiple-choice questions, answering, rating, and commenting on the questions made by other learners is implemented in a fourth-year course. An innovative freely available web-based system known as PeerWise is used for developing and maintaining the question repository. Analyzing the level of engagement with PeerWise while controlling for prior students’ ability showed students of lower academic abilities, first quartile, benefited the most from this exercise. Those with higher levels of engagement performed significantly better in the course summative assessment. No significant impact was observed for students in the second, third and fourth quartiles. The quality of questions was assessed by mapping them to Bloom’s taxonomy cognitive levels. Students who developed higher-order MCQs performed significantly better than those who created lower-order MCQs. An online open educational resource in the form of an interactive question bank is also developed based on student-authored questions.
Relationships between grades and gender in student program preferences in engineering
Authors: Adam Emily , Harandi Negar , Ostafichuk Peter , D'Entremont Agnes
Published: December 2024

Engineering programs overall have underrepresentation of women, but variations exist between programs. We were interested in how grades influence students’ decisions related to program selection and if there were differences by gender. Using data from one large institution, we examine whether women students placed in their top-choice program tend to have higher averages than men, whether women are more successful at getting into their top-choice program, and if there is a relationship between gender, first-year grades, and program ranking patterns, which could impact gender imbalances between engineering disciplines. We found that women had higher rates of acceptance to first-choice programs and differences in patterns of program preference, with high-average men almost exclusively choosing competitive programs while high-average women choose a range of programs. Our findings suggest student decision-making for competitive program placement differs by gender and may be influenced by grades, both for an individual’s and historical program information.
Unveiling the Hidden Synergy Between Extra-Curriculars and Engineering Education within the Framework of CEAB Graduate Attributes: A Personal Reflection
Authors: Paul Prarthona , Variawa Chirag
Published: December 2024

Navigating undergraduate engineering education can be a challenging process, with students facing a multitude of expectations and pathways towards graduation. While core elements like courses are central, the significance of "extra-curricular" opportunities in enriching the learning experience is often undervalued. This paper challenges the notion of these activities as "extra" by examining their role in developing skills aligned with the 12 Canadian Graduate Attributes. Through an analysis of literature and a case study of a first-in-the-family female engineering student, this paper explores the skills that engineering students can acquire through extra-curricular involvement through a personal reflection. Furthermore, it investigates the relationship between these skills and the Canadian Engineering Graduate Attributes, aiming to redefine the connection between curricular and extra-curricular activities. Preliminary findings suggest a link between extra-curricular engagement and students' personal and academic development, yet there is a gap in understanding how these activities align with the Canadian Engineering Graduate Attributes. This study aims to bridge this gap, continuing the conversation on the importance of extra-curricular activities in engineering education. By redefining the role of extra-curricular activities, this research seeks to promote their integration into the curriculum, encouraging broader student participation and fostering learning beyond the classroom.
Engineering education: Nurturing a holistic skill set for future success through an introductory course
Authors: Vinayak Anil Kumar , Mohan Rao Harikrishna Rao
Published: December 2024

The choice of post-secondary courses is heavily influenced by individuals' perceptions of their chosen discipline. Freshmen often bring preconceived notions about engineering, impacting their course preferences. Students excelling in Physics and Mathematics typically gravitate towards engineering, believing it provides a competitive advantage. However, beyond technical skills, engineering demands proficiency in soft skills like problem-solving, teamwork, and creativity. This article, authored by teaching assistants of an introductory engineering design and communication course, delves into the holistic aspects of engineering. The course aims to provide a comprehensive understanding of engineering by emphasizing critical skills such as project management, communication, teamwork, adaptability, safety, and ethics. Despite the belief that a strong background in physics and mathematics suffices for engineering success, this course stresses the importance of a well-rounded skill set. The authors emphasize the necessity of developing non-technical skills for a successful engineering career, challenging the conventional narrative, and advocating for a more comprehensive approach to engineering education. The authors underscore the importance of students' perspectives on these concepts and provide their recommendations and a call to action to improve the student perception of such courses.
Transformative Pedagogy: Leveraging Generative AI Tools for Enhanced Learning Experiences
Authors: Dehkhoda Amir Mehdi , Kipp Dylan , Chow Cheuk Fan
Published: December 2024

This study employs generative AI to revamp a core engineering course, thermodynamics, to boost student engagement and comprehension. In collaboration with faculty, students, and AI specialists, the effort explores effective AI tools and strategies for question generation and the creation of digital aids, promising a significant impact on student participation and overall learning experience. This approach not only enhances learning experiences but also fosters a culture of innovation, suggesting significant potential for applying these methods across various courses. The initiative aims to refine pedagogical practices through strategic AI tool integration, highlighting the evolving role of technology in education. The study integrates AI models for educational content, employing advanced AI like GPT-3.5, 4, Gemini, DALL-E, Eduaide, and Llama 2. It fine-tunes AI settings for optimal performance and rigorously assesses the quality of generated content and images, revealing AI's potential in creating relevant educational materials. However, challenges in accurate visual representation persist.
Characterizing Computer Aided Design Performance: What can we learn from expert users?
Authors: Hassan Elizabeth , Jamieson Katherine
Published: December 2024

Students who participate in engineering technical extracurricular teams such as Mini Baja and Formula Electric tend to have excellent Computer Aided Design (CAD) skills that often exceed that of their curricular peers with similar levels of education. This study characterized the differences in CAD performance between student CAD “experts” and their more novice peers. It was initially hypothesized that the baseline spatial ability between groups will be similar, but that specific differences in the quality of the technical drawings would exist between the groups. Three groups of students were studied: “Senior” students (Year 3 or more and on an extracurricular technical team, n=12), “Novice” (Year 2, not on a team, n=13) and “Junior” (Year 2 and on a team, n=7). Participants completed the same CAD task and a spatial test. The task output, technical drawings, were rated against a rubric by an expert assessor blinded to group membership. The scores were analyzed in MATLAB with a Mann-Whitney U-test. Junior and Senior students scored higher on a spatial visualization test compared to Novices, but only the Novice-Junior comparison met the criteria for statistical significance. There were no significant differences on any technical drawing criteria between Juniors and Seniors. Seniors’ assembly drawings were significantly better than Novices on the criteria relating to parts list and labelling. This contributed to a statistically significant difference in the overall assembly drawing score between the Novice and Senior groups, even though there was no significant differences in total overall score (part design, part drawing, assembly drawing summed together) between any groups or any significant correlations with spatial ability (measured by PSVT-R). Differences relating to expertise level (group) were primarily related to the more complicated assembly drawing task.
Uses of Word Embeddings in Engineering Education
Authors: Kecman Tamara , McCahan Susan
Published: December 2024

Natural Language Processing (NLP) techniques comprise all methods for human language comprehension by machines and Large Language Models (LLMs) are generative Artificial Intelligence (AI) models that are used for NLP tasks. An important aspect of LLMs are word embeddings, a way of representing text in numerical form such that words and phrases can be mathematically compared. The purpose of this review paper is to consider the existing research on word embeddings in an engineering education context and discuss future applications. After a brief explanation of the technology, a literature review details current uses in education. Of the 96 papers identified in a literature search, 13 are discussed further which highlight the use of word embeddings for applications like summarization and qualitative analysis. Finally, other potential applications are identified and discussed including knowledge-based assessments and syllabus analysis. The work suggests that applying embeddings as a method is similar in all contexts, showcasing this technology as a potentially multi-use method the engineering education community can implement for future work both in pedagogical settings and potential research projects.
Fear and Loathing in Attribute Grading: Helping Students Gain Confidence and Learn Effectively
Authors: Cochran Sambea , Cohen Shai
Published: December 2024

Motivated by the need for more effective grading methodologies in university settings, this paper investigates students’ perception of and responses to Attribute Grading (AG). Focusing on a first-year undergraduate remedial calculus class for engineering students, we research and analyze the effect of this standards-based grading scheme on extrinsic motivation and learning practices, in attempts to discern whether the theoretical advantages of it manifest in reality. Findings suggest that students effectively leverage the uniquely nuanced feedback provided by AG to inform their learning strategies. Given the nature of this field of inquiry, we propose avenues for future research to further explore these issues and enhance understanding of effective grading practices in higher education.
A Proposed Case Study of Teamwork in a Canadian Mechanical Engineering Program
Authors: Balakrishnan Nishant , Seniuk Cicek Jillian , Hladik Stephanie
Published: December 2024

This paper describes a proposed case study of teamwork in a Canadian mechanical engineering program. This study builds on the knowledge about teamwork that exists in the broad engineering education research (EER) community and seeks to highlight some variations in teamwork experiences that students, educators, and professionals have observed in engineering programs. The study will use social constructivism as a framework to analyze student experiences qualitatively and contextually. The study aims to address a gap in EER by considering students’ teamwork experiences in a holistic sense, at a program level. Through thick descriptions of teamwork, it is the overarching goal of this study to highlight facets of teamwork that are affected by program design, as well as to provide insight into aspects of students’ teamwork experiences that have not been captured by existing research approaches found in the literature. Specifically, this study hopes to provide insight on the equity of student experiences in teamwork through holistic inquiry.
The Persistence of Mathematics: integrating mathematical problem solving into the first-year engineering curriculum
Authors: Cohen Shai , Karimian Pour Camelia , Kinsella Benjamin
Published: December 2024

Mathematics is more than a set of tools. It is a mode of thinking and a powerful and integral way to approach engineering. Over the course of this year, the authors of this paper, with help from our colleagues, were able to integrate multiple courses from the first-year curriculum. We were able to give novel exercises, assessments, and course material that showed the usefulness of mathematics as a way of thought. In this paper, we give the main examples of what we had done throughout the year, connecting calculus and linear algebra with programming, statics, design, and engineering orientation. These are interspersed with the lessons learned in creating these interventions.
Quand l’apprentissage collaboratif devient un outil puissant de motivation, de découverte et d’évaluation sommative
Authors: Zanoletti Massimiliano
Published: December 2024

Pour que l’alignement pédagogique soit constructif, l’enseignant dans son cours devrait rechercher la cohérence entre les apprentissages attendus, les activités d’enseignement et les évaluations. Si d’un côté les programmes de génie montrent une tendance générale vers une approche par compétence, dictée entre autres par l’agrément des programmes, l’évaluation sommative des cours est encore assez traditionnelle, constituée souvent par la résolution numérique d’exercices dans un examen. Il est évident que telle forme d’évaluation n’est pas cohérente avec la philosophie suggérée par une approche par compétence, ne permettant pas d’apprécier correctement la capacité des étudiants de mobiliser les différents apprentissages dans la résolution d’un problème ouvert. Cet article veut relater l’expérience positive de l’approche par projet sur la motivation et l’apprentissage des étudiants de deux cours du cheminement critique, en montrant que les formes d’évaluation traditionnelles peuvent être remplacées par d’autres formes d’évaluation, sans nécessairement nuire à la formation des étudiants.
[English version] For pedagogical alignment to be constructive, the teacher should seek coherence between expected learning, teaching activities and assessments. If on the one hand engineering programs show a general tendency towards a competency-based approach, dictated among other things by the accreditation of programs, the summative evaluation of courses is still quite traditional, often consisting of the numerical resolution of exercises in an exam. It is obvious that such a form of evaluation is not consistent with the philosophy suggested by a competency-based approach, making it impossible to correctly assess the students' ability to mobilize different learning in solving an open problem. This article aims to report the positive experience of the project approach on the motivation and learning of students in two critical path courses, showing that traditional forms of evaluation can be replaced by other forms of evaluation, without necessarily harming the students’ learning.
The Current Canadian Landscape on Learning Analytics
Authors: Lan Tu , Sowinski Andrew
Published: December 2024

The barriers to accessing electronic learning materials have significantly decreased in the rapidly evolving field of education technology. Learning Analytics (LA) has emerged as a valuable tool for improving institutional decision-making and student outcomes. This paper addresses the lack of detailed research focusing on the foundational stages of LA in Canadian universities by developing an automatic LA system to identify engineering students needing support. The initial phase involves examining LA practices in other institutions and evaluating the current landscape of LA implementation at scale among Canadian universities. Additionally, the paper explores the limitations of the LA features in Brightspace Learning Management System (LMS), specifically the Student Success System (S3), for detecting at-risk students and providing interventions. While statistical results demonstrating the effectiveness of LA in Canadian universities are lacking, proactive strides have been made, and more than 50% of universities investigated have implemented or planned to implement LA tools. This underscores the growing recognition of the need for LA to enhance academic performance and student success. The paper concludes by proposing a robust LA architecture as a reference model that prioritizes early identification of at-risk students which tackle the limitations of current LA features in Brightspace LMS.
A Teacher's Experience with Virtual Programming Lab
Authors: Smith James
Published: December 2024

Here I present the experiences gained from the development and deployment of auto-graded Virtual Programming Lab (VPL) exercises for flipped class exercises in an introductory class on object-oriented programming for engineering students. Augmenting the VPL system with a unit testing framework like Java’s jUnit allows for rapid development of assessments in a manner that is consistent with engineering approaches to software development, including allowing convenient application of battery of test conditions. The integration of this assessment tool with the institutions learning management system allows for a consistent, automated, and reliable link between the assessment tool and the student grade records. Furthermore, the automated nature of these assessments, and the close ties to the learning management system make this particularly well suited to generating learning outcome and graduate attribute data at a fine level of granularity for program audits such as those carried out by the Canadian Engineering Accreditation Board.
The development of consciousness and positionality of a recently immigrated international student in engineering education in Canada
Authors: Rodrigues Affonso Alves Paula , Zacharias Kari , Seniuk Cicek Jillian
Published: December 2024

The first engineering education institution in the American continent was the Royal Academy of Artillery, Fortification and Design, from Rio de Janeiro, Brazil [1]. The institution was funded in 1792 in a military context to build forts to protect the Portuguese colony from the local populations [2]. There are connections between engineering and colonization that persist today, and manifest in different ways. For example, for centuries, Canada has relied on settlers for labor. Many immigrants are professionals and students who develop knowledges, skills, and behaviours needed for jobs to support the Canadian economy. Immigrants may arrive with no historical background, ignorant of the history and current colonial situation in Canada. This can make international student immigrants an instrument for maintaining the colonial structure of the state. In the academia, there is not always time to reflect on the systems that the university assists in reproducing. This paper is a personal reflection on my experiences and my role as an international student in engineering education in the colonial Canadian context of the XXI century.
Using systems thinking to understand bio-product commercialization: The chemical engineer's perspective
Authors: Rana Khadija , Coll Fiona , Master Emma , Moore Emily
Published: December 2024

Graduate students in bioengineering engage stakeholders outside of the academic context on complex problems concerning Canada’s circular bio-economy. Clearer ways to communicate their work’s impact would be beneficial. Systems thinking affords a holistic awareness of influence that can be shared within teams. We introduce approaches for systems thinking to students at a 3-hour extracurricular workshop to explore their research impact. Participants illustrated bio-product commercialization using digital network maps and physical causal loop diagrams in teams of 3-8 people. Volunteer observers recorded notes about student engagement and thinking at a post-workshop reflection that is reported in this paper. A shared understanding was observed in the room when teams independently arrived at similar maps, highlighting technology-agnostic
From design as a socio-technological practice to design as an educational strategy
Authors: Ouerhani Abir , Bousadra Fatima , Langelier Eve
Published: December 2024

Recent high school curriculum reforms worldwide have integrated engineering design. However, the implementation of engineering design (ED) into high school curricula faces challenges due to teachers' misconceptions regarding engineering as well as their lack of knowledge and training. This study examines how the course at Université de Sherbrooke (UdeS) impacted preservice science teachers (PSTs). The main purpose was to examine 13 student’s perceptions of engineers and ED. Also, the study investigates how such a course enables preservice teachers to acquire fundamental ED skills. The data were analyzed through qualitative tools and techniques. Results indicate high levels of course satisfaction and deepened understanding of engineering practice among students. Participants valued the experience, were actively engaged, and expressed positive outcomes including enhanced thinking and interpersonal skill. However, students also observed difficulties such as time management and teamwork collaboration. This research provides an overview of the effect of integrating an ED course within pre-service teacher training.
Knowledge and Skill Retention in First-Year Engineering
Authors: Huang Shaobo , Mao Xiaoyi (Zoe) , Frey Joel
Published: December 2024

A new First-Year Engineering program was implemented in Fall 2021 at the University of Saskatchewan, featuring several unique features, such as modular, sequenced courses and competency-based assessment (CBA). The purpose of the work associated with this paper is to evaluate the effectiveness of the new First-Year Engineering program, specifically the retention of knowledge and skills in each course. A series of academic quizzes called Cohort Assessments were created for the key subject areas covered by the program. Quiz results from the first two cohorts to complete the new first-year program were collected. Knowledge retention in each subject area and its relationship with course grades were analyzed statistically for each year. This work can guide future course and program refinement. In general, the modular courses and the CBA assessment in the new first-year program have been well received by students. The potential influences of the unique program features on student knowledge retention will be discussed.
Assessing High School Preparedness for University Engineering Programs: A Study of First-Year Students at the University of Saskatchewan
Authors: Mao Xiaoyi (Zoe) , Maw Sean , Fredlund Peyton , Stickwood Andrea , Hill Madyson
Published: December 2024

The transition from high school to engineering school is notably challenging, exacerbated by the COVID-19 disruptions. The College of Engineering at the University of Saskatchewan introduced Summer Top Up (STU) quizzes to enhance incoming students' readiness, covering essential subjects like Math, Physics, Chemistry, Reading and Writing, Indigenous Culture, and Computer Programming. The perceived usefulness of these quizzes is analyzed using survey results from first-year engineering cohorts (2021-2022 and 2022-2023). The survey also examined students' self-confidence and self-perceived preparedness from high school upon entering first-year engineering, considering demographic factors. Findings revealed no gender disparities but noted differences in preparedness levels based on age, regional background, and community background. The STU quizzes were generally well-received, though their effectiveness varied across subjects. The study recommends targeted support for older, rural, and international students and emphasizes the importance of refining preparatory programs to align with students' needs.
Equitable Engagement Methodologies in Engineering Education: Innovative Teaching Strategies and Their Impact
Authors: Gomar Rose , Chan Adrian
Published: December 2024

Engineering programs involve extensive math, detailed problem-solving, and critical thinking posing challenges for students who may easily become distracted or lose motivation during the course. Given the diverse nature of learners, accommodating learners’ variability is crucial in effective teaching practices. Recognizing the difficulty students face in catching up once they miss essential information, we emphasize the significance of diverse teaching methodologies that significantly raise engagement and target the principles of universal design for learning to foster an equitable and inclusive learning environment. In this paper, we explore the teaching methods we employ to provide equitable learning opportunities for students. The outcomes of these methods and their impact on student learning will be revealed by sharing the students’ anonymous feedback and instructor observations. Moreover, we anticipate further refinement and enhancement of these methods in subsequent courses, thereby contributing to ongoing pedagogical improvement.
Taxonomy of a learning engineering organization
Authors: Sadek Hossam , Newland Franz
Published: December 2024

This paper presents the need, and a starting point, for identifying the key attributes of engineering organizations that support lifelong learners. It is proposed that effective support for developing or using lifelong learning skills requires the learner’s organizations to manifest at least some specific supportive attributes. This paper will propose the need for a framework for reviewing learning structures and spaces in all engineering organizations, to help improve and support learning in these organizations. It proposes an initial set of attributes to review in each organizational setting, ranging from learning leadership, knowledge exchange, support for learning from failure, and budgetary and other mechanimsms to support learning. Creating a taxonomy of such learning is expected to help organizations assess their own learning culture, better allowing engineering organizations to create and value the learning attributes they embody, and identify gaps they may wish to fill.
A reflection on Deep Tech Innovation Process: A Case Study on Instructors and Participants of a University Educational Program
Authors: Cao Tate , Kishchuk Tom , Friesen Kara , Harris Grant , Mao XiaoYi
Published: December 2024

The modern economies are driven by innovation to create key differentiators. As a result, Deep Tech that is being developed in academic and research institutions is receiving more attention as a potential new source of economic development as well as ways to solve industrial and societal challenges. In this paper, we will reflect on our experience to foster Deep Tech Entrepreneurship at the University of Saskatchewan. We will reflect on the progression of how the program has been set up and has evolved over time, the challenges and need for a common language, progress to develop the entrepreneurs, as well as how collaboration with broader non-academic communities was used to enhance the program. This paper aims to provide an overview of the program with the goal of fostering more conversations around best practices for entrepreneurial development.