bluuebunny/crossref_metadata_2025_split huggingface dataset:
3. Support for New Faculty Members: What do They Perceive They Need?
Authors: Boman Jennifer , Yeo Michelle , Matus Theresa 
Published: April 2017

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution’s support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university). Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development. We review the key themes in faculty members’ self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research.
Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto
Authors: Bolan John , Bellamy Patricia , Rolheiser Carol , Szurmak Joanna , Vine Rita 
Published: April 2017

In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need. The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.
Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing
Authors: Riddell Jessica 
Published: April 2017

Abstract
This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.
Basic Electricity Courses Revisited
Authors: Arfa Khaled , Olivier Guy , April Georges-Emile 
Published: April 2017

Teaching basic electricity courses to engineering students
from other fields is a difficult task. Several factors
compound the problem such as: large student
groups, lack of interest, the high level of abstract
thinking required, the varied topics to be covered and
the use of complex arithmetics. New approaches have
been implemented to alleviate the problem. Amongst
them, avoiding the use of complex numbers significantly
reduces the student apprehension and passive
resistance to the topic.
Interactive Learning Applied in Undergraduate Mechanical and Mechatronics Courses at the University of Waterloo
Authors: Imbert Jose , Jahed Hamid , Owen William , Stubley Gordon 
Published: April 2017

It has been shown that when students are actively
involved in the learning process they learn the
concepts presented better than with “traditional”
learning techniques where the students do not
participate or participate very little. Ideal
implementations of this approach require significant
one to one interaction with students, which can be
relatively easily done in small classes; however, this
can be very challenging in undergraduate engineering
courses that can have anywhere from forty to one
hundred students. Interactive teaching techniques
have been implemented in four undergraduate courses
at the Department of Mechanical and Mechatronics
Engineering of the University of Waterloo.
External Assessment of Engineering Programs
Authors: Ferens Ken 
Published: April 2017

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

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

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

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

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

Having offered a computer vision course as a 4th year undergraduate elective for almost a decade now prompt me to re-evaluate it, not just with the idea of adding new trends seen at international symposia on a yearly basis but evaluating the course taking into consideration what can be seen as needed outside academia and within academia as a preparation for industry jobs and further studies and research. Thus, this paper suggests the different topics that such a course must cover in order to have a strong background on the necessary steps needed to successfully implement a computer vision system. A discussion regarding software and hardware tools involves what I perceive to be an importance towards covering computer vision based on mobile devices.
BEING A TEACHING ASSISTANT (TA) IN FIRST-YEAR ENGINEERING COURSE: PERSPECTIVES, CHALLENGES, REWARDS AND RECOMMENDATIONS
Authors: Choi Jong Sook 
Published: April 2017

The CEN100 Introduction to Engineeringteaching assistantship experience is examined from aTA ’s perspective. In addition to generic duties, CEN100TAs are primary deliverers of the engineering design component of the course and assessors of 55% of the course materials. Challenges faced by CEN100 TAs include changing students ’ perception of the course and effectively managing expectations from students and the course instructors. Also, maintaining fair and consistent grading is a big challenge to TAs. However, being CEN100 TAs has many rewards, such as improving organizational skills and public speaking skills, and obtaining real life teaching experience. Considering the degree of importance TAs play for the course, it is recommended that proper TA training is offered using available resources from the Learning and Teaching Office. Also, feedback from TAs should be rigorously collected and incorporated in CEN100 in addition to having proper TA evaluations from both students and the course instructor.
TEAM MIDTERM IN AN INTRODUCTORY PROCESS DESIGN COURSE
Authors: Jamieson Marnie V. , Shaw John M. 
Published: April 2017

The introductory design course combines team and individual formative and summative assessment techniques. Individual summative midterm and final examinations were used to assess individual performance.Students were given the opportunity to increase their individual midterm examination marks by rewriting the same examination as a team following the individual summative assessment. This formative exercise providedstudents with a comparison of the efficacy and quality of teamwork versus individual work, and provided immediate feedback and correction for many conceptual and mechanical errors on the summative midterm examination. This paper reports on the strategy and set up of the midterm examination, the results obtained by individual students and student teams, and learning outcomes (including anecdotal comments from students regarding the experience and reduced time spent reviewing examinations with students) based on two iterations of the course.
Narrative as a Pedagogical Approach to Teaching Leadership and Engineering
Authors: Kinnear Penny , Simpson Annie 
Published: April 2017

Making the link between theory and practice remains one of the most challenging tasks in engineering education. Leadership, as one of the desired educational outcomes, presents the same challenge: how to move from theory to practice or how to leverage theory and practice to develop leadership skills and attitudes.Simply learning about leadership does not guarantee a student can act as a leader effectively in a variety of situations. “The Power of Story: Discovering Your Leadership Narrative” uses narrative to link theory and practice. Narrative provides opportunities for students to learn about relational and authentic leadership as they examine, reflect on personal experiences and learn about themselves as leaders. Narrative is used both as a source of information about leadership and leadership practices,and as a tool for reflecting on and making meaning from experience, [2], and finally, as a means of sharing those meanings with others.This paper examines the design and development of a course grounded in narrative as both process and product of learning. Pedagogical decision made in the design of the course will be discussed. These include decisions made to foster the trust and commitment to the class necessary to establish a safe space for personal exploration, the tension between the need to evaluate student subject knowledge and evaluating personal growth, the challenge moving students from learning as product to learning as process and product.
Understanding Barriers to Student Success: What Students Have to Say
Authors: Kuley Elizabeth , Maw Sean , Fonstad Terry 
Published: April 2017

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.
Introductory Fluid Mechanics taught using a carburetor
Authors: Trivett Andrew , Milne Andrew , Devaud Cecile , Gallant Tyler 
Published: April 2017

The typical fluid mechanics introduction in mechanical engineering covers basic fluid statics, forces on submerged bodies, control volumes, continuity, conservation of momentum, conservation of energy, Reynolds' transport theorem, internal and external flows. Students often struggle with the basic concepts and how they might apply to a real system.In the winter of 2015, a new set of open-ended labs were created for mechanical engineering students. Teams of 3 or 4 students in a third-year class of 110 were each given a small engine, and removed the carburetors. The series of labs had them discover some of the principles within the small carburetor from a single-cylinder 4-stroke gasoline engine. Students were asked to explore and explain how the carburetor worked, and then progressed through a set of hands-on labs culminating with a design modification and performance measurement of a real carburetor. At each stage, the students applied principles of fluid statics, control volumes, internal flow losses, and external flow drag to the physical device.The paper will describe the specific activities, and track the evolution of refinements to the experience through three implementations of the same course by three different instructors. Student feedback and measured evidence of learning will be reported to help justify the evolution of the activity. The scalability of the activity will be discussed.
Allergen-Specific Immunoglobulin E and Allergic Rhinitis Severity
Authors: Corsico Angelo G. , De Amici Mara , Ronzoni Vanessa , Giunta Vania , Mennitti Maria Chiara , Viscardi Arianna , Marseglia Gian Luigi , Ciprandi Giorgio 
Published: April 2017

Background Allergic rhinitis (AR) is a common disorder. The diagnosis is based on the concordance between allergy sensitization and history. Serum allergen specific immunoglobulin E (sIgE) assessment allows characterization of the relevant sensitizing allergens. Presently, Allergic Rhinitis and its Impact on Asthma (ARIA) classification subdivides AR based on symptoms severity and duration. However, the relationship between sIgE levels and symptom severity is still a matter of debate. Objective Therefore, this study aimed at relating sIgE levels with symptom severity assessed by ARIA classification in a group of patients with AR. Methods We enrolled 217 patients with AR (123 women; median age, 39.5 years). The sIgE levels (expressed in kUA/L) to house-dust mite were detected by the fluorescence enzyme immunoassay in peripheral blood samples. The IgE calibrators were traceable to the second international reference preparation 75/502 of human serum IgE from the World Health Organization. Symptom severity was assessed by ARIA classification. Results We found a significant difference in sIgE levels in patients with mild intermittent versus mild persistent symptoms (p < 0.05), mild intermittent versus moderate-to-severe persistent symptoms (p < 0.001), moderate-to-severe intermittent versus moderate-to-severe persistent symptoms (p < 0.01), and mild persistent versus moderate-to-severe persistent symptoms (p < 0.05). Conclusion Analysis of these findings indicated that the sIgE level to house-dust mite might be a reliable biomarker for symptom severity in patients with AR. This outcome might be clinically relevant, particularly in candidates for immunotherapy.
A Giant Soft Tissue Fibrosarcoma of Posterior Head and Neck: A Case Report
Authors: Arman DM , Ekramullah SM , Mukherjee SK 
Published: April 2017

Sarcomas are malignant neoplasms originating from mesodermal tissues that constitute connective tissues of the body. This seven years old girl was born after an uncomplicated full term pregnancy. Her physical status at birth was unremarkable. Her younger sister is healthy. At age of one and a half year she developed swelling over posterior head and neck region that was gradually increasing. The rate of growth was more rapid from October 2014. She was admitted in National Institute of Neurosciences & Hospital (NINS). Local examination showed a giant swelling 22X17X21 cm in size over posterior head and neck region, fixed to the sub-occipital bone, firm in consistency. Her general and neurological examination revealed no abnormalities.The authors present a case of a giant soft tissue fibrosarcoma of posterior head and neck of a seven years old girl. The case has been discussed.Journal of National Institute of Neurosciences Bangladesh 2015;1(2): 65-68
Meningioma mimicking Haemangiopericytoma: A Rare Case Report
Authors: Alamgir Md. Abdullah , Abadin Md. Jainul 
Published: April 2017

A wide spectrum of dural lesions occurs which is mimicking meningioma. The meningeal haemangiopericytoma is a rare tumor of meninges that is difficult to distinguish from meningioma; however both are treated similarly with surgical resection with or without radiotherapy to reduce the risk of recurrence. Macroscopically many haemangiopericytoma resemble to meningioma but are distinct histologically. These tumors show more aggressive natural history. Vascular nature of tumor suggests a different therapeutic approach thus fore warning a surgeon to a potentially more challenging resection.Journal of National Institute of Neurosciences Bangladesh 2015;1(2): 69-71
Assessing the Habitability of the TRAPPIST-1 System Using a 3D Climate Model
Authors: Wolf Eric T. 
Published: April 2017

Abstract
The TRAPPIST-1 system provides an extraordinary opportunity to study multiple terrestrial extrasolar planets and their atmospheres. Here, we use the National Center for Atmospheric Research Community Atmosphere Model version 4 to study the possible climate and habitability of the planets in the TRAPPIST-1 system. We assume the worlds are ocean-covered, with atmospheres composed of N2, CO2, and H2O, and with orbital and geophysical properties defined from observation. Model results indicate that the inner three planets (b, c, and d) presently reside interior to the inner edge of the traditional liquid water habitable zone. Thus, if water ever existed on the inner planets, they would have undergone a runaway greenhouse and lost their water to space, leaving them dry today. Conversely, the outer three planets (f, g, and h) fall beyond the maximum CO2 greenhouse outer edge of the habitable zone. Model results indicate that the outer planets cannot be warmed, despite having as much as 30 bar CO2 atmospheres, instead entering a snowball state. The middle planet (e) represents the best chance for a presently habitable ocean-covered world in the TRAPPIST-1 system. Planet e can maintain at least some habitable surface area with 0–2 bar CO2, depending on the background N2 content. Near-present-day Earth surface temperatures can be maintained for an ocean-covered planet e with either 1 bar N2 + 0.4 bar CO2, or a 1.3 bar pure CO2 atmosphere.