bluuebunny/crossref_metadata_2025_split huggingface dataset:
ENHANCING THE ENGINEERING CURRICULUM THROUGH HOLISTIC ENGINEERING
Authors: MacDougall Janelle , Ham Alan , Pop-Iliev Remon 
Published: April 2017

The idea of a holistic approach to engineering design and education has been envisioned as a means to meet the perceived and emerging needs for innovation in the 21st century. Many engineering educators, practicing engineers and engineering students have already recognized the gaps and areas of potential improvements in the knowledge acquisition process implemented in current engineering degree programs when compared to current societal and technological issues and developments. We have explored opportunities to integrate practical communication and professional engineering experience through topics such as:sustainability, globalization, public policy, innovative design, health and safety, and ethical implications of emerging technologies into the current engineering curriculum. To achieve this, an experimental course was designed focusing on the aforementioned topics. Using real-life case studies to combine these themes, the course allows for group problem-solving exercises that would enhance the collaborative experience for students, and increase the appreciation for the profession of engineering. The results of the effectiveness of the holistic approach and case-based learning are discussed and respective recommendations are being made upon thefindings. This paper also provides insight as to how educators can incorporate these themes into the preexisting classes at university or into a stand alone course.
APROGRAM FOR BUILDING ENERGY AND ENVIRONMENT AWARENESS FOR GRADE-5STUDENTS
Authors: Haque Anis , Bagchi Palash , Garcha Preetinder 
Published: April 2017

Energy and environment are the two sides of a coin. Turning on a light bulb or indeed anything that consumes electricity at the user end, burns coal or natural gas at the power plant on the other end. Major components of research directed towards saving energy and the environment are production of green energy, reduction of system power losses, improvement of technology for reduced pollution, etc. Relatively less attention is being given to reducing the wastage of electricity, which is one of the major components. Reduction of wasted electricity would be completely user-implemented, with the driving forces being enforcement, encouragement and building awareness. Among these three, the most effective one is building awareness, in other words making a habit or culture of saving energy.In this study, an effective, fun activity for building energy and environment awareness is developed and tested for grade 5 students. This program does not ignore the adults but adopts an integrated approach where parents, teachers and students work together where the young students get the leadership role. The students participating in this program do two weeks of various home and school activities along with their parents and teachers. The program has been carefully designed so that it matches with the existing curriculum at the appropriate level. The science curriculum across Canada was extensively reviewed. Each student is required to do mathematical analysis, which is also at the appropriate level in the curriculum. As part of this program two teaching modules have been developed: one for the students and the other to be presented to their parents. The teaching module for the students includes the following key components: energy and its importance, the environment and its importance, making a link between energy and environment, various means of electricity generation, problems with fossil fuels, global warming and its effect, how kids can contribute, and energy--‐saving tips. All the technical terms and facts are carefully designed not only to keep them at the appropriate level but also to make the activity interesting to the students by expressing facts in ways that suit their style of learning. Even the PowerPoint slides, background colors, images and animations are carefully chosen. Monetary savings were translated in terms of kids’ favorite toys or games instead of expressing them in dollars. In developing this program the authors consulted with elementary school teachers. Besides learning various aspects of energy and the environment, the biggest outcome would be a permanent change in habits of saving energy and caring for the environment. A test result shows a significant improvement in students who participated in this program.
Take Out Your Cell Phones - Class is Starting
Authors: Bazylak Jason , Mccahan Susan , Wiess Peter , Anderson Phil 
Published: April 2017

Traditionally, cell phones have been considered disruptive to classroom learning. Two years ago, a survey of students in a large first year design course indicated that 88% of students possessed cell phones in the classroom. Instead of trying to enforce acell phone ban, and fight a losing battle, we decided to use the cell phones to our pedagogical advantage. Previously, student interaction in the classroom was a challenge, due to a large class of students in a singlelecture theater. A primary issue was the inability of all except a few students with booming voices to ask questions. Informed primarily by a student design team (from the very course being discussed), we implemented a simple and inexpensive system that allowed students to use their cell phones in the classroom to send questions via Short Message Service (SMS), commonly referred to as “text messages”, to the instructor at the front of the classroom This system has been piloted through its first year of full implementation. Quantitative data on the usage of the system, student and instructor impressions of the system, and future work will be discussed.
INNOVATIVE TEACHING METHODS AND ENGINEERING EDUCATION RESEARCH
Authors: Van Barneveld Angela , Strobel Johannes 
Published: April 2017

Problem-based learning approaches have been deemed by research literature to be an optimal approach to develop engineering graduate competencies and attributes. While project-based capstone courses tend to be the norm, PBL has a lesser although highly recommended presence in the early years of an engineering program. With early year implementations of innovative pedagogies, engineering educators who persist in their PBL implementations encounter tensions at various levels and are required to devise strategies to manage the tensions.This qualitative study focused on the variation in engineering educators’ ways of experiencing tensions in PBL implementations, as well as how they managed the tensions (n=14). In the specific context of the first two years of undergraduate engineering education, the research questions were (1) based on their teaching practices, what are the predominant tensions encountered by engineering educators? (2) What are the qualitatively different ways in which engineering educators experience tensions with a PBL implementation in their teaching practices? (3) How do engineering educators manage these tensions?Results revealed tensions at both the classroom and system level. Examples of a classroom tension included the transitioning of students not only into engineering but also into PBL-oriented learning environments. System-level tensions included a misalignment in the perceived value assigned to teaching by the individual instructor and the organization.For engineering educators considering the implementation of PBL, this study offered not only insights into potential tensions, but also the management strategies used to mitigate the tension. Implications for administrators, faculty development specialists, and curriculum designers are also discussed.
The Role of Biology in an Engineering Program
Authors: Mann Danny 
Published: April 2017

Biology may not be a typical subject in the traditional engineering disciplines (i.e., civil, electrical, or mechanical), however, it is a fundamental component of disciplines such as biosystems engineering. Biosystems engineering emphasizes the application of engineering principles to biologically-based systems (i.e., systems that include plants, animals, microorganisms, or humans). A biosystems engineering program is designed to give students knowledge of the fundamental principles of engineering and to introduce biological concepts to enable these engineers to successfully interact with relevant professionals when solving engineering problems involving biological systems. The Department of Biosystems Enginering at the University of Manitoba offers five specializations (agricultural,biomedical, bioprocessing, environmental, and sustainable building systems) that can be taken within the biosystems engineering program. The purpose of this paper is to discuss the biology content of the biosystems engineering program at the University of Manitoba and to highlight the importance of biology to each of the five specializations.
THE EFFECT OF EXTREME INTER-CULTURAL EXPERIENCES ON THE DEVELOPMENT OF THE PROFESSIONAL LEADERSHIP AND DESIGN SKILLS OF FUTURE ENGINEERS
Authors: Gheorghe Florin , Van der Loos H.F Machiel 
Published: April 2017

There is a growing focus today in universities on enriching extra--curricular opportunities for students. In engineering departments, these include international exchange, community service learning, and work with organizations such as Engineers Without Borders.During the same period, the move towards outcomes-based accreditation requirements by the Canadian Engineering Accreditation Board (CEAB) has challenged institutions to deliver curricular interventions and measure their effectiveness on their graduating classes. As the CEAB is exploring new pedagogical approaches for developing young engineers’ acumen in the areas of leadership, communication, and design, this paper examines the impact of overseas work experience in “extreme” inter-cultural settings on those same attributes.We define an extreme experience as marked not only by what students are doing, but also the geographic and socio-economic context in which they must practice. When students are exposed to situations that defy their expected norms, instincts, and social cues, we expect a resulting cognitive adaptation and growth in collaborative technological interactions. Being engineers, they will manifest this learning when tackling future complex,human-centred design problems.In this study, students who have had an extreme inter-cultural experience are tasked, upon their return, with a team-based design challenge, and then compared with students who have completed an equally engaging but local activity. We propose a methodology for identifying changes in performance on various CEAB outcome areas through the use of qualitative in-situ observation, interviews, and analysis of design outputs. Participants will be surveyed in order to identify specific mechanisms that triggered and contributed to the observed professional development while overseas.Preliminary results are expected on what mechanisms result in observed changes as measured through the CEAB accreditation lens. These results will inform pedagogy and decisions on the integration of similar experiential mechanisms into the engineering curriculum to accelerate student learning and develop the engineering leaders of tomorrow.
INNOVATIVE TEACHING METHODS AND ENGINEERING EDUCATION RESEARCH
Authors: Van Barneveld Angela 
Published: April 2017

In 2011, I conducted a research study that focused on the experiences of engineering educators who were implementing innovative pedagogies such as problem-based learning (or its variations) in undergraduate engineering education on a consistent and committed basis. The intent of the study was to identify not only the tensions encountered but also the management of tensions that arose when implementing these pedagogies. I specifically sought out this group of educators on the assumption that their belief in the benefits and outcomes of PBL outweighed the challenges that they faced at a classroom and system level when they, in essence, turned away from what may be considered a ‘traditional’ approach to engineering education.A survey was designed to capture data relevant to the research questions around implementation of PBL and tensions encountered. The data collection (1 month) period resulted in 313 valid survey responses who met inclusion criteria. Sixty-five engineering educators were interviewed on their teaching practices and management of tensions encountered when implementing PBL. At the end of the data collection period, I was left a sense of admiration for these educators who, despite having to address predictable and unpredictable tensions because of their pedagogical beliefs, maintained a course that they believed would best serve their students and society. So, between March 1 and July 29, 2011, a follow-up question was sent to all the educators who had been interviewed (n=65; response rate = 100%) and to those who not interviewed but had provided contact information (n=172; response rate = 33%). They were asked the following question: For an engineering educator wanting to implement PBL into their teaching practice, what words of wisdom (lessons learned) would you offer them (3‐5 bullet points)?The benefit of aggregating this sort of information may prove very useful for engineering educators and educational institutions planning the implementation of innovative pedagogies such as PBL.
Mismatch between Anthropometric Body Dimensions and Classroom Furniture in Malaysian Universities
Authors: Aminian Negin Ozve , Romli Fairuz 
Published: April 2017

The main objective of study is to highlight possible mismatch between the student’s body dimensionsand the dimensions of classroom furniture used in most Malaysian universities. This issue is pertinent due to the notable increase in the number of international students who are enrolled in Malaysian universities each year. The matching of body dimensions and classroom furniture is vital to promote proper sitting posture. Body dimensions of the people from the few different countries that are perceived to make up the current student’s population in Malaysia are measured against dimensions of prevalent chairs and desks used in the classroom. The sample case study is done in Faculty of Engineering, Universiti Putra Malaysia but it is believed that the derived conclusion can also be extended to other universities in Malaysia. All in all, several mismatches have been found and highlighted for a better planning and design of classroom furniture.
A Compiler Project with Learning Progression
Authors: Rayside Derek 
Published: April 2017

We describe the design of an undergraduate compilers course for computer engineering students in which the projectis to write a simulator and synthesizer for (a subset of) VHDL. The traditional project for such a course is to write a compiler for (a subset of) some procedural programming language. The choice of source language is superficially intended to drive student engagement for computer engineers. The main pedagogical advantage of this project is that item bodies a learning progression: repetition with increasing complexity.This project involves two additional languages: a regular language for boolean waveforms (used for circuit simulator inputand output), and a context-free language for boolean formulas. Parsing and transformations are performed on these simpler languages before attempting them on the subset of VHDL. At the end of the project the students can simulate and synthesize simple circuits such as a ripple-carry adder or a multiplexer.
UN MANUEL LIBRE POUR L’ENSEIGNEMENT DU DÉVELOPPEMENT DURABLE : LA GENÈSE D’UN PROJET COLLABORATIF
Authors: Francoeur Éric 
Published: April 2017

Au Québec, l’offre de manuels de base adéquats pour l’enseignement du développement durable dans les programmes degénie (1 er cycle) est actuellement très limitée et incomplète. Cet article discute de la possibilité de mettre sur pied une collaboration interinstitutionnelle afin de produire un manuel libre pour combler cette lacune.
Using Career Education to Help Students Build and Articulate Employability Skills
Authors: Peto Lynda , Geddert Carolyn 
Published: April 2017

For 80% of first-year students, the highestmotivators for attending University are related to gettinga good job and preparing for a career. Research hasshown that post-secondary students with some careergoals and engaged in career development experienceshave higher levels of engagement, academic performance,mental health, and persistence. Employers are placing agreater emphasis on a student’s skills and experience intheir recruitment process. No longer does a Universitydegree guarantee employment success upon graduation.Career education can provide the foundation andframework to help students make these connections andbe successful in transitioning into the world of work. Byunderstanding what employers’ value and knowing howto build and gain skills and experiences while inUniversity, students can enhance their employabilityoutcomes and successfully launch into their career upongraduation.The Faculty of Engineering along with Career Services atthe University of Manitoba, have developed an innovativepartnership to deliver career education embedded inrequired 1st and 2nd year Engineering courses. Theprogram called “Your Career Starts Here” wasintroduced in the Fall 2013 term in Design inEngineering (Eng 1430) and Technical Communications(Eng 2010) courses. The learning outcomes of theseinteractive modules for students include: recognizingcareer development as a life-long process of learning;identifying and describing employability skills; identifyingwhat employers value in the recruitment process;matching skills with an employer’s needs as well asidentifying gaps; and reflecting on opportunities atUniversity to build, enhance and develop skills andexperiences. Academic courses, work experiences,cooperative education and internship programs, researchexperiences, and involvement in campus groups and cocurricularprogramming are identified as careerdevelopment opportunities at the University of Manitoba.The modules include group discussions and acitivities to help students understand and identify ways to build theirskills and experiences as well as how to articulate theseskills to increase their employability outcomes upongraduation.
USING AN ONLINE MARKING SYSTEM FOR A LARGE CLASS ENVIRONMENT
Authors: Ostafichuk Peter M. , Jaeger Carol P. 
Published: April 2017

The use of online team marking has the potential to both simplify and expedite the process of marking exams, papers, and other artifacts. An online team marking tool (Crowdmark) has been piloted at UBC in Mechanical Engineering (125 student midterm) and two common first year introduction to engineering courses (840 student final exam, and 730 student midterm and final exam).Crowdmark, the particular software tool used, printed a unique QR code on each page of each exam and then exams were written by students in a conventional pencil-andpaper fashion. After the exam, papers were digitized and uploaded to the Crowdmark system. Following a brief training and orientation session, all marking took place by teaching assistants through the Crowdmark interface. Overall grader preference was positive, with the majority of graders expressing a strong preference for the Crowdmark system over conventional paper-based grading. In MECH 223, extensive historical data for marking time was available, and a significant reduction in marking time per exam (30%) was observed. This time savings included time saved handling papers and entering grades. Additional benefits were also observed through the use of this system: grades and histograms are available per question in real-time; time and grader tracking data is available; exam regrading is simplified; and there is a digital record of each exam for archiving purposes as well as to prevent issues of students altering papers prior to requesting regrading. Special safeguards had to be put in place due to freedom of information and privacy protection (FOIPP) requirements in British Columbia. We haveobserved a slightly lower cost per graded page with Crowdmark ($0.426/page) compared to a conventional exam ($0.439/page), but this includes outsourcing printing and scanning to an industrial-scale printing company. We consider this essentially cost-neutral, but like Crowdmarkfor all of the other benefits it offers.
Efficacy and Safety of an Intravenous C1-Inhibitor Concentrate for Long-Term Prophylaxis in Hereditary angioedema
Authors: Craig Timothy , Shapiro Ralph , Vegh Arthur , Baker James W. , Bernstein Jonathan A. , Busse Paula , Magerl Markus , Martinez-Saguer Inmaculada , Riedl Marc A. , Lumry William , Williams-Herman Debora , Edelman Jonathan , Feuersenger Henrike , Machnig Thomas , Rojavin Mikhail 
Published: April 2017

Background The plasma-derived, pasteurized, nanofiltered C1-inhibitor concentrate (pnfC1-INH) is approved in the United States as an intravenous (IV) on-demand treatment for hereditary angioedema (HAE) attacks, and, in Europe, as on demand and short-term prophylaxis. Objective This analysis evaluated Berinert Patient Registry data regarding IV pnfC1-INH used as long-term prophylaxis (LTP). Methods The international registry (2010–2014) collected prospective and retrospective usage, dosing, and safety data on individuals who used pnfC1-INH for any reason. Results The registry included data on 47 subjects (80.9% female subjects; mean age, 44.8 years), which reflected 4082 infusions categorized as LTP and a total of 430.2 months of LTP administration. The median absolute dose of pnfC1-INH given for LTP was 1000 IU (range, 500–3000 IU), with a median time interval between infusion and a subsequent pnfC1-INH–treated attack of 72.0 hours (range, 0.0–166.4 hours). Fifteen subjects (31.9%) had no pnfC1-INH–treated HAE attacks within 7 days after pnfC1-INH infusion for LTP; 32 subjects (68.1%) experienced 246 attacks, with rates of 0.06 attacks per infusion and 0.57 attacks per month. A total of 81 adverse events were reported in 16 subjects (34.0%) (0.02 events per infusion; 0.19 events per month); only 3 adverse events were considered related to pnfC1-INH (noncardiac chest pain, postinfusion headache, deep vein thrombosis in a subject with an IV port). Conclusion In this international registry, IV pnf-C1-INH given as LTP for HAE was safe and efficacious, with a low rate of attacks that required pnfC1-INH treatment, particularly within the first several days after LTP administration.
Flexible Microsensor Technology for Real-Time Navigation Tracking in Balloon Sinus Ostial Dilation
Authors: Lam Kent , Bigcas Jo-Lawrence , Luong Amber , Yao William , Citardi Martin J. 
Published: April 2017

Background Microsensor navigation has the potential to aid balloon sinus ostial dilation by providing real-time tracking of balloon devices within the complex anatomy of the sinonasal cavities. Objective This feasibility study evaluated the incorporation of a new microsensor technology into a flexible guidewire for use with current instruments in balloon sinus ostial dilation. Methods A retrospective study was conducted to include seven men and one woman (age range, 33–68 years), who underwent balloon sinus ostial dilation with flexible microsensor navigation in the operating room setting. All the procedures were performed at target sinuses with the patient under general anesthesia, in conjunction with subsequent endoscopic sinus surgery. Results Balloon dilation was attempted at the maxillary (n = 3), frontal (n = 14), and sphenoid (n = 1) sinuses. In all the cases, the surgical navigation system displayed the flexible wire tip as it was advanced to the target sinus ostia; this visual feedback for wire position guided the balloon placement. Successful balloon dilation with assistance of flexible microsensor navigation was performed on most sinuses, except a single frontal sinus with adjacent type 2 frontal cells. Conclusion Flexible navigation technology may be combined with balloon sinus technology to facilitate localization of instruments in the sinus anatomy. Additional optimization of both the device and software technology is warranted.