bluuebunny/crossref_metadata_2025_split huggingface dataset:
17. Thinking Outside Discipline Boundaries to Integrate Indian Education for All Across the Curriculum
Authors: Carjuzaa Jioanna , Hunts Holly 
Published: April 2017

The Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty at a land grant university in the western United States while highlighting a faculty member’s personal efforts to integrate IEFA in a culturally responsive manner. We explain how, instead of limiting the transmission of ideas, expanding discipline boundaries has opened a flood-gate to new information and other ‘ways of knowing’ for the faculty member and her students.
12. Breaking Down the Boundary Between High School and University Chemistry
Authors: Cunningham Natashia , Knorr Kris J , Lock Pippa E , Vajoczki Susan L 
Published: April 2017

This study examined some of the factors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’ transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.” Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.
Engaging Undergraduates in Social Science Research: The Taking the Pulse of Saskatchewan Project
Authors: Berdahl Loleen 
Published: April 2017

Although student involvement in research and inquiry can advance undergraduate learning, there are limited opportunities for undergraduate students to be directly involved in social science research. Social science faculty typically work outside of laboratory settings, with the limited research assistance work being completed by graduate students. The challenge, therefore, is to find ways to involve undergraduate social science students in research projects that relate to their field of study and that allow them to develop career-relevant skills. The Taking the Pulse of Saskatchewan project presents a unique model for undergraduate student involvement in social science research. The project involved over 30 faculty members from across the University of Saskatchewan’s Division of Social Sciences and over 40 undergraduate students. Students were directly involved in data collection, data analysis, report writing and media communications. Through their involvement, students developed and applied research, inquiry and communications skills. Drawing on academic literature regarding undergraduate involvement in research, this paper will present an overview of the Taking the Pulse project, and reflect on the lessons of the project.
Balancing Openness and Interpretation in Active Listening
Authors: Topornycky Joseph , Golparian Shaya 
Published: April 2017

Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have allowed us to highlight the risks involved in applying techniques of active listening while engaging in our day to day practices as educational developers. In this paper, we share a short historical review of theories and approaches to active listening and identify its two inherent orientations: humanism and professionalism. We highlight openness and interpretation as two pillars of active listening and explore ways of maintaining a balance between those pillars as they relate to techniques of humanism and professionalism. We explain aspects of the interactive session we facilitated during STLHE 2015 where, as a group, we named and discussed ways that active listening could go wrong. We explore ways that we, as educators and educational developers, might recognize when we may be foregrounding technique over listening, and how to correct some of these issues.
A Case of Previously Unsuspected Huntington Disease Diagnosed at Autopsy
Authors: Miller Catherine R. , Mambo Nobby C. , Dong Jianli , Campbell Gerald A. 
Published: April 2017

Huntington disease (HD) is a neurodegenerative disorder with a worldwide prevalence of four to ten per 100 000. It is characterized by choreiform movements, behavioral/psychiatric disturbances, and eventual cognitive decline. Symptoms usually present between 30 and 50 years of age and the diagnosis is based on the combination of clinical symptoms, family history, and genetic testing. A variation of HD, juvenile Huntington disease (JHD), presents earlier, with more severe symptoms and with a worse prognosis. Symptoms are different in JHD, with personality changes and learning difficulties being the predominant presenting features. Seizures are common in JHD, and chorea is uncommon; movement disorders at presentation of JHD are predominantly nonchoreiform. The inheritance pattern for both HD and JHD is autosomal dominant and the disease is caused by an elongation of the CAG repeat in the huntingtin gene. There are many published case reports of Huntington disease that were confirmed at autopsy, but to our knowledge, there are no reports in the literature where the diagnosis of Huntington disease was first made at autopsy. We present a case of a 28-year-old African-American male who was in a state of neglect due to a lifetime of abuse, cognitive difficulties, and seizures, whose cause of death was pneumonia. The gross autopsy findings included bilateral caudate nucleus atrophy and lateral ventricular dilation. Microscopically, severe bilateral neuronal loss and gliosis of the caudate and putamen nuclei were seen. Genetic testing for the number of CAG repeats confirmed the diagnosis and was consistent with JHD.
Outcomes Assessment and Curriculum Improvement Through the Cyclical Review of Results - A Model to Satisfy CEAB-2009 Accreditation Requirements
Authors: Cloutier Guy M. , Sellens Richard W. , Hugo Ronald J. , Camarero Ricardo , Fortin Clement 
Published: April 2017

In Canada, engineering programs will soon have to
show that: i. graduates possess specific attributes,
ii. outcomes are assessed in their context, iii. results
are used to improve the program. This paper presents
a model to meet all three criteria, and provides
curriculum control options to fulfil CEAB conditions.

It defines proficiency levels and information flow,
from stakeholders’ surveys to the fusion of data.
Control modules, pre-graduation work experience and
post-graduation reviews gather internal and external
observations. Coverage of the CEAB attributes by the
CDIO Syllabus is summarised. Its utility for meeting
objectives about the 12 attributes is clarified. An XML
tool upholds coherence between learning objectives
and targeted proficiency levels. More than merely
instructive, this model displays the characteristics of a
convincing demonstration for the CEAB.
Requirements to Properties- Iterative Problem Solving
Authors: Eder W. Ernst 
Published: April 2017

Following papers by this author in recent CDEN conferences, the concept of a complete theory-based classification is presented for the properties of existing transformation processes TrfP, and of their existing driving technical systems TS. Requirements for future TrfP and TS must include requirements set by the designing and manufacturing organization(s), the first three life-cycle phases in the theory-based model. An engineering design process intends to translate these requirements in several stages to the desired properties of TrfP and TS, using conscious or sub-conscious procedures for creative and routine steps.
For novel systems, this translation progresses via models of structures of TrfP, technologies, TS-internal and cross-boundary functions, organs and construc-tional parts. For redesign, mainly the more concrete structures are useful. Superimposed on this progress is a frequent cycle of problem-solving, including search for alternative solution proposals. Recent insights have shown that the requirements can be iteratively translated into properties. The difference between achieved (anticipated) properties and the relevant requirements dictated the necessary iteration behaviour, and drive the process of establishing the final proposed solution.
Such a formalized experience of staged and iterative designing is a good methodical basis for novices, and for design applications in which the process must substantially depart from routine procedures. Some case studies are referenced to demonstrate the application of this systematic and methodical approach.
Three cases in using conceptual maps for teaching engineering
Authors: Forgues Daniel , Dore Sylvie 
Published: April 2017

Much of traditional teaching in engineering focuses on procedural learning. However, future engineers will face a rapidly evolving and complex environment that will require reflexive learning and cognitive transfer skills which require a deep learning approach as opposed to surface or even strategic learning. Concept maps are powerful tools that encourage deep learning, expand students’ ability to generate and exchange knowledge. This paper presents three cases in which concept maps were used, first to develop students’ ability to analyse and synthesize information from multiple sources and enhance deep learning, second to facilitate the generation and sharing of collective knowledge.
In the first two cases, students were asked to identify and organize key concepts from formal courses, presentations or texts within concept maps. It was found that students not only improved their ability to assimilate content from these sources, but also demonstrated better skills in analysing and communicating information. It was also found that they were more active in class, asked more questions and answered questions more frequently. In the last case, concept maps were used as boundary objects to mediate interactions and structuring collective knowledge in the design process of a sustainable house. The teaching in this last case was based on a socio-constructivist approach of situated learning, in which the students had to co-develop their understanding of sustainable construction within a design laboratory. Concept maps, used in combination with interactive boards and a knowledge portal proved to be quite effective in accelerating individual and collective learning of a complex topic, while also developing communication and transdisciplinary skills.
The three cases demonstrate the power and value of using concept maps in engineering teaching, both from a cognitivist or a socio-constructivist perspective. Concept maps are powerful tools not only to learn how to learn individually and collectively, it increases students ability to structure their though and exchange knowledge.
Enhanced Transfer of Design Skills using Professor in the Loop Structured Meetings
Authors: Moussa Medhat , David Lubitz William 
Published: April 2017

This paper presents an approach to teaching engineering
design that is based on involving instructors with
students during the design process using structured
meetings called Professor In The Loop (PITL) meetings.
The main idea is to enhance the transfer of design
skills from instructors to students by providing instructors
with a window for observing students working on
their design. The instructors are able to provide the students
with immediate feedback about their design approach
and skills on an ongoing basis throughout the
project.
PITL meetings have been tested in a third year engineering
design course taken by all students enrolled in
engineering programs at the University of Guelph. Information
is given on how a meeting is conducted, how
it is evaluated, and the types and nature of instructor
feedback. The effectiveness of these meetings is validated
using data from focussed end-of-term surveys.
A NEW APPROACH TO THE UNIT OPERATIONS LABORATORY
Authors: Norval Graeme , Szabo Paul , Wilson Glenn , Jowlabar Paul 
Published: April 2017

Unit operations laboratories are a standard feature of most chemical engineering programs. Students spend long hours running distillation columns, gas absorbers, and work with pumps, valves and heat exchangers. This provides much of the hands-on learning that they take into industry after graduation. Process control laboratories are often integrated into the unit operations laboratory. The most common control laboratory involves heating a tank with a steady inflow of cold water. Our laboratory has all of these features. Our approach can be described as using 20th century technology to control 19th century type processes in an 18th century learning environment while educating engineers for the 21st century. A different way to say it is that our approach is nothing like what a new graduate engineer sees when they arrive at a chemical facility. Several years ago, our department created a team tasked with upgrading the approach to the unit operations laboratory, and several guiding principles were created. It is important to retain a "hands-on" operational component – students need to open and close valves, read gauges, as well as start and stop pumps. It is equally important to introduce students to a proper distributed control system. It is also important that the DCS is not seen as a "black box" that does everything – the link between the equipment, the P&ID and the DCS needs to be reinforced.The equipment is now in regular operation, and we continue to expand its capabilities. This submission describes the genesis of the system and the staged approach that has been taken to manage the time and budget pressures.
TEACHING TEACHERS: COULD I DESIGN AND BUILD A TINY SMART ROBOT?
Authors: Kinsner Witold , Britton Ron , Cieszecki Jeff 
Published: April 2017

This paper describes a sample project that involves the construction and testing of a small robot. The projecthas been developed in the form of a workshop for both students and the teachers. The objectives of the workshop were to (i) attract new students to the electrical and computer engineering programs by exciting their imagination and fostering their innate curiosity, (ii) provide students with the background to build and test mechatronics devices, (iii) give students practical experience with sensors, electronics, soldering, mechanical construction, and test equipment, (iv) teach students how to work in small groups, and disseminate the experience to other students, as well as their teachers and parents. This workshop has been delivered directly to high-school students at both the Science and Engineering Symposium for the Peguis First Nation in Manitoba, and to grade 9 to 11 students at the Space Adventure Camp at the University of Manitoba. The events were developed to encourage senior highschool students to consider science, engineering and technology at the university and college levels.
DESIGN FOR THE FUTURE: INTEGRATING INTERNATIONAL DEVELOPMENT INTO CANADIAN UNDERGRADUATE ENGINEERING CURRICULUM
Authors: Hamilton Janna , Shultz Jenna 
Published: April 2017

With an ever-increasing need to address the future of engineered sustainability in our global communities, a simple, brief, study of sustainability factors in undergraduate engineering curriculum is no longer adequate. With exponentially rising problems in the global society such as water contamination and shortages, food processing needs, ineffective irrigation practices, technology shortfalls, and underdeveloped sanitation practices, engineering curriculum today must address these international development issues, along with sustainability concepts, using effective, hands-on methods to prepare Canadian graduates for the competitive and challenging workforce they will enter. In this contribution, the importance of considering international development problems in the engineering design component of undergraduate curriculum is analyzed. We then go on to discuss the various methods that can be utilized to implement and teach an international development curriculum. International development engineering curriculum should not only focus on the hands-on design requirements, but should introduce the student to issues such as education, health care, political stability, and economy in the developing world. Topics such as cultural sensitivity and community integration, which are concerns that must be an integral part of any international development project, should also be incorporated into this curriculum. Finally, a case study is presented in which a Canadian university has successfully enhanced their first-year engineering design curriculum by integrating international development problems into their syllabus.
AN INTERACTIVE WEB-BASED PEDAGOGICAL TOOL FOR THE TRAINING OF ENGINEERS IN ELECTRICAL ENGINEERING
Authors: Woodard Lyne , Limoges Alexandre Hatin , Constantin Nicolas , Ratte Sylvie , Nerguizian Vahe 
Published: April 2017

The electrical engi neering curriculum at ÉTS includes industrial training which introduces interruption periods in the academic training. In addition, as the program contains a broad range of related courses, theoretical concepts need continuous revision and followups by students. Thus, considerable effort is required from the students and professors to review t hese concepts through various courses. As a solution to this concern, a motivating web-based pedagogical tool has been created. This tool has been used in a linear control course with traditional laboratories and lecturing. The r esults of student satisfaction obtained so far show that this tool is attractive for students and help them in their revision and learning. Moreover, it provides statistics to the professor helping the evaluation of the understanding level of the group through the entire semester. This paper presents the main features, challenges and results of the web-based pedagogical developed tool.
Creating A Separate Introductory Computer Science Course For Engineers: An Experience In Moving From Java To Python
Authors: Morrison Jason , Andres Terry 
Published: April 2017

The University of Manitoba (U. of M.) 2011-12 curriculum has a new introductory programming/computer science course specifically for current or future engineering students. This course focuses on teaching fundamentals of programming and computer science through mathematical computation using Python. The need for this course came from a grass roots movement by engineering professors to evaluate the previous course and provide direction and/or assistance to the department of computer science. The committee felt it was time to abandon Java as the introductory language for engineers. This talk discussesthe resulting course; the challenges in selecting the version of Python to use; and the difficulties and rewards of the change to a new and previously untaught language at the U. of M.
A QUALIFICATIONS RECOGNITION PROGRAM FOR INTERNATIONALLY-EDUCATED ENGINEERS: A MODEL AND CRITICAL PERSPECTIVES
Authors: Friesen Marcia , Baxter Catherine 
Published: April 2017

Since 2003, the Internationally Educated Engineers Qualification Program (IEEQ) at the University of Manitoba has provided a pathway for formal recognition of foreign credentials for internationally-educated engineers. This paper reviews the program model and outlines four critical perspectives embedded within the model. The program componentsinclude academic requirements, an authentic practice experience, sociolinguistic language and communication development, and socialization to the profession. The critical perspectives embedded in these components are a difference model, assimilation to the profession, principles of equity or substantive equality, and appropriate recognition for internationally-educated engineers.
FACULTY BUY-IN AND THE BOTTOM-UP APPROACH: ACASE STUDY IN INTEGRATED ENGINEERING CURRICULUM REFORM ADVOCACY AND EWB'S GLOBAL ENGINEERING PROGRAM
Authors: Alajek Sal 
Published: April 2017

A recent Perdue University study identified faculty buy-in as the primary obstacle for engineering curriculum reform in North America. Delegates at the recent 2012 Engineers Without Borders (EWB) Global Engineering Symposium agreed, indicating it is one of the major challenges facing Canadian engineering education institutions today. For over 8 years, EWB Canada has been advocating for Global Engineer-focused education, successfully collaborating with faculty at over 20 Canadian, post-secondary institutions to promote these concepts skills and attitudes to thousands of engineering students. This paper describes the evolution of EWB’s approach to curriculum reform advocacy, which now focuses on building faculty relationships, student driven innovation, and incentivizing cooperation. This bottom-up strategy appropriately addresses the challenges of faculty buyin by promoting integrated curricular and extra-curricular education, which conforms to, but is not limited by, the CEAB attributes.
Hands-On Design and Construction of Light Frame Buildings in the Light Frame Building Systems Course
Authors: Dick Kris , Zhang Qiang 
Published: April 2017

A specialization in Sustainable Building Systems is offered in Biosystems Engineering. We have observed that many of our students have little practical knowledge of, nor experience with building construction. Since the introduction of this course a design project integrated with hands-on labs has been included. The importance of hands-on learning is reinforced constructing a small-scale building. Students use the knowledge from this class combined with skills learned in other courses in their program to design and build a prototype. Linking design to construction gives the students a unique opportunity to gain insight into the relationship between theory and practice, while also learning from their “mistakes”. This paper summarizes three yearsof experience teaching this course.
Assessment-focused Model for Monitoring Student Attributes
Authors: Macisaac Dawn , Diduch Chris , Hussein Esam 
Published: April 2017

Faculty at the University of New Brunswick have worked collaboratively to develop a streamlined monitoring process for graduate attributes intended to be easy to understand, efficient, and comply with intentions laid out by the Canadian Engineering Accreditation Board. The monitoring process is made up of two parts: An assessment-focused model for monitoring student progress, and a course mapping exercise for monitoring learning opportunities. In monitoring student progress, typical student assessments are used as opportunities for students to demonstrate that expectations are being met in the context of attributes. This provides a transparent mechanism for instructors to produce evidence that their students are developing attributes. To date, expectations for six of the twelve attributes have been articulated in a rubric, and four of the attributes have been tracked. Our experience thus far indicates that our monitoring process allows us 1) to uniformly express expectations regarding graduating student attributes across programs, 2) to indentify assessments which provide opportunities for our students to demonstrate the behaviors outlined in our expectations, and 3) to use results of the assessments to easily summarize data about the attributes of our graduating students.