bluuebunny/crossref_metadata_2025_split huggingface dataset:
5. Transcending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically
Authors: Jukier Rosalie 
Published: April 2017

Legal education has traditionally been defined by many boundaries. Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity. The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education. It will assess how teaching from multiple perspectives in an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers. Focusing on the transsystemic McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders and focuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.
23. Teaching Experience Preferred?” Preparing Graduate Students for Teaching Opportunities Beyond North America
Authors: Sheffield Suzanne Le-May 
Published: April 2017

Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish & Kaplan, 2008; Schonwetter, Taylor, & Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.
Educational Leadership in Teaching Excellence: The University of Guelph EnLITE Program
Authors: Buchholz Andrea , Wolstenholme Janet 
Published: April 2017

Educational Leadership in TeachingExcellence (EnLITE) is a one-year program (Sept to Aug) at the University ofGuelph. It is designed to engage mid-careerfaculty in the theory, practice and scholarship of teaching and learning, andto establish and support a faculty community of practice which providesmentorship and leadership in teaching and learning in higher education. Divided into two subprograms, faculty participantsenrolled in EnLITE I critically examine and discuss scholarly topics onteaching and learning and in their own disciplines; collaborate with a teachingmentor; engage in classroom observation and peer feedback; and demonstratecommitment to continual improvement through completion of an individual programlearning plan, critically reflective teaching practice, and creation of anelectronic teaching dossier (ePortfolio). Participants meet twice monthly, in the larger cohort and in smaller groupscalled “Action Learning Sets.” Those wishing to engage in pedagogicalresearch may concurrently or subsequently enrol in EnLITE II, also a one-yearprogram. Participants in EnLITE II develop, implement and disseminate researchon teaching and learning in higher education, and are expected to demonstratehow results of their research inform their teaching practice. Participants meetmonthly in Action Learning Sets. Eachparticipant in EnLITE I and II embarks upon a process unique to theirindividual goals and objectives. The expectedtime commitment for each program is approximately 5 hours per week. Participants’progress is evaluated on a pass/fail basis against their own individual learningplan, and program outcomes. We see commitment to teaching and learning as beingrewarded both in the classroom from students, as well as faculty satisfaction andincreasingly, in tenure and promotion decisions.
Building LGBTQ awareness and allies in our teacher education community and beyond
Authors: Kearns Laura-Lee , Mitton-Kukner Jennifer , Tompkins Joanne 
Published: April 2017

In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.
RANCANG BANGUN ALGORITMA DAN APLIKASINYA PADA AKUSTIK SINGLE BEAM UNTUK PENDETEKSIAN BAWAH AIR
Authors: Ma'mun Asep , Manik Henry M. , Hestirianoto Totok 
Published: April 2017

Aplikasi teknologi akustik untuk deteksi bawah laut dapat dibedakan menjadi empat tipe, yaitu singlebeam, dualbeam, splitbeam, dan multibeam. Semakin banyak beam yang digunakan pada instrumen, maka semakin mahal harganya dan detail serta akurasi yang didapat semakin tinggi. Meskipun demikian, singlebeam merupakan alat yang lebih banyak digunakan di negara berkembang. Kehadiran Cruzpro fishfinder digunakan sebagai alternatif pemakaian multibeam. Kedua instrumen akustik tersebut dapat memberikan hasil yang hampir sama baiknya. Penyimpanan data internal Cruzpro fishfinder cenderung mudah dilakukan, tetapi ketiadaan untuk pengolahan data mentah ini menjadi hal penting untuk selanjutnya dikembangkan. Penelitian ini mengembangkan algoritma untuk pengolahan sinyal akustik yang dibuat dalam bentuk package Matlab. Didapatkan akurasi dan presisi yang baik dari pengukuran terhadap bola sphere. Beberapa rumusan seperti beam width, koefisien absorbsi, dan kecepatan suara, digunakan selama pengembangan dan dalam pendeteksian bola sphere. Pengembangan algoritma ini telah terbukti efisien dan berguna untuk pengolahan data mentah singlebeam Cruzpro, dengan standar deviasi 0,13 dengan selang kepercayaan 95%.
The Mutimedia Enhanced Eletronic Teaching System
Authors: Cleghorn William , Dhariwal Harpreet 
Published: April 2017

This paper presents the Multimedia Enhanced Electronic Teaching System (MEETS), which was created for the teaching of engineering courses. The MEETS was developed in response to the growing need of allowing demonstrations to the teaching of courses with large enrolments, which have traditionally been limited to smaller classes. It was successfully implemented for a core undergraduate course in
Mechanical Engineering on mechanics. This paper includes feedback from the students on the use of MEETS and the plans for its future implementation.
Engaging Students in Meaningful Learning: Understanding Student Perspectives of Engineering Design Education
Authors: Aleong Richard , Strong David 
Published: April 2017

Learning how to design plays a vital role inengineering education to prepare students to solve openended,complex problems. To serve the continuousimprovement of engineering design education, a qualitative study of undergraduate engineering students’perspectives of engineering design was conducted. This research aims to understand the meaning students place on design in their engineering education and how thismeaning is described. By examining what students thinkabout learning and practicing design, engineeringeducators can be better positioned to enhanceinstructional strategies and curriculum development. The full extent of the research findings and implicationswill be presented in the researcher’s master’s thesis. This spaper serves to highlight the application of qualitativeresearch and the learning sciences in engineering education.
PRE-UNIVERSITY OUTREACH THROUGH A SATELLITE DESIGN COMPETITION
Authors: Schor Dario , Anderson Kane , Fazel-Darbandi Mohammadreza , Linton Greg , Woelk Matthew , Friesen Cody , McKay Scott , Soriano Katrina , Stasiuk Chad , Vilayvanh Johnson , Cade Brendan , Terrazas David , Denton Troy , Reid Stephanie , Kinsner Witold , Britton Ron , Weichel Dave , Leiter Debbie , Striemer Rob , Lee Norman 
Published: April 2017

The Engineering Profession is seen as a holistic discipline affecting many areas of everyday life. Even though practicing professionals would not dispute the statement, it is often hard to convey the idea to preuniversity students, as it appears overwhelming and presumptuous. Examples comprising of many different subjects such as bridges, airplanes, and computers, are used to reduce the anxiety. But, these examples are part of everyday life and thus fail to inspire a new generation ofengineers. To overcome this problem, the University of Manitoba Space Applications and Technology Society is using a student-designed nano-satellite, T-Sat, as a means to promote the profession and motivate a new generation by making space accessible to undergraduate and graduate students. This paper describes the outreach presentations and hands-on workshops organized through a satellite design competition that have reached more than 3,000 pre-university students, university students, and industry professionals between January 2011 and May 2012.
IN COLLISIONS AND COOPERATION THEY LEARNT: FINDING A BALANCE BETWEEN ONLINE AND IN PERSON TEACHING TOOLS
Authors: Weiss Peter , Bazylak Jason , McCahan Susan , Tallman Ken 
Published: April 2017

As our courses implement more online learning tools, we are facing both the opportunities and the challenges that such tools present. On the one hand, students can watch and re-watch streamable and downloadable lectures, in their own time and at their own pace, to get more benefit out of course material than they might in a single, in-person exposure. Moreover, by providing not only captured scheduled lectures, but also additional custom created lectures, we are able to expand our teaching opportunities in order to go into greater detail on topics relevant to students with particular interests or needs. At the same time as we have been moving toward online teaching tools, we have been developing more creative personal teaching methods. In our first year course, we introduced seminars, unusual for engineering education at the undergraduate level. The seminars get students used to learning through independent reading and small group discussion, facilitated by an expert. In a second year design course, instead of attending tutorials of 30 students, teams meet for half an hour a week with a Project Manager who is also their Communication Instructor. These deeply personal meetings both monitor the progress of their design and allow for individualized instruction on design documents. The question we are exploring here is whether we can use Marshall McLuhan’s concept of extending into technology to understand how in-person, interactive teaching modes balance the effects of on-line and remote methods. The idea of the in-person, physical dimension of learning is reflected in the title of this paper, which quotes The History of the World by J.M. Roberts. He suggests that what generated "civilization" out of roughly organized communities, was a combination of a critical mass – a certain, unstated number of settled humans –and movement, the addition of different humans from different places. It was both physical presence and interaction that created the basis for the kinds of astounding developments that led to writing, art, complex government and justice systems. Once certain numbers were achieved, civilization was enabled "by throwing together peoples of different tradition. In collision and cooperation they learnt from one another and so increased the potential of their society." (62) We have been intuitively moving forward on these two fronts: implementing new technological teaching tools, and developing innovative ways to balance these impersonal methods by “throwing together” students from all over the world and instructors at every level, from Teaching Assistants to Professors. We are now seeking a clearer understanding of how these forces balance, enable and/or augment one another
Enhancing Design Education Using Mid‐Program Strategies in Electronic Systems Engineering
Authors: Wagner Doug , Duguid Dave , Lafroge Paul 
Published: April 2017

The Electronic Systems Engineering program at the University of Regina has incorporated design content into its fifth semester to improve the design experience of the students. A problem was identified where the quality of final year design projects was lacking. It was proposed that adding design content into the fifth semester could bridge the gap in design content between the first and upper years. A concerted effort between the course and lab instructors of several courses within the ESE curriculum has been made to address this problem. In particular, the fifth semester analog circuits course was restructured as an analog design course where students are required to design circuits on assignments, in the lab, and on exams. The addition of this design content in the fifth semester of the program has improved the quality of the capstone and senior design courses and projects.
CULTURE AND COMMUNICATION IN THE ENGINEERING CLASSROOM
Authors: Clarke Kathleen 
Published: April 2017

This session will present successful strategies for instructors and internationally‐educated engineering graduates (IEGs) to manage issues of culture and communication in the engineering classroom with a focus on aspects of the innovative Internationally Educated Engineers Qualifications (IEEQ) Program at the University of Manitoba. The session will also be of interest to those working with international students and mature/adult learners.Several factors influence the successful integration of IEGs into Canadian engineering careers including, but not limited to achieving professional registration and navigating professional, cultural and communication differences. Many IEGs in Manitoba opt to take engineering courses at the University of Manitoba to fulfill the academic requirements for professional registration by enrolling as “special students not seeking degree”, or by completing the IEEQ Program. The classroom itself presents many challenges for IEGs in terms of differences in education systems and academic processes, and like the workplace, the classroom can also be replete with cultural and communication differences, and differences in professional practice. These complex challenges can be time consuming and costly for all parties. Kathleen Clarke will provide a helpful framework of effective practices and lessons learned from the ongoing IEEQ experience in Manitoba.
THE CORIOLIS EFFECT – WHAT’S GOING ON?
Authors: Dolovich Allan , Llewellyn Edward J , Sofko George , Wang Yu Pei 
Published: April 2017

The subject of dynamics is fundamental to engineering programs in general, and can be challenging to teach. In particular, the topic of Coriolis acceleration and the “Coriolis effect” may present the greatest challenge of all. Although mathematical formulations and physical explanations are available in many textbooks and technical articles, undergraduate students still have trouble making meaningful and long-lasting connections between the mathematical expressions and the physical manifestations of the phenomenon. In our opinion, a significant part of the problem can be attributed to the traditional formulation of kinematic equations using rotating frames of reference. Normally, the Coriolis acceleration is defined, derived, and explained using at least one noninertial frame. At the University of Saskatchewan, our approach is to express the equations of rigid body dynamics solely with respect to a single inertial frame of reference, and to thereby solve all the problems that would otherwise be solved using rotating frames. We also use this approach for deriving and explaining the Coriolis effect. Although our approach is, in a sense, equivalent to the traditional method, we have found that students are better able to understand and apply the principles of dynamics when working within a single inertial frame. In this paper, our pedagogical approach will be presented and then applied to the question of “what’s going on” with the Coriolis effect
TEACHING AND LEARNING MODES FOR DESIGN ENGINEERING
Authors: Eder W. Ernst 
Published: April 2017

Important learning outcomes include students’ ability for effective communication (verbal and written, but also graphical for sketching and data interpretation) and teamwork. The ability to apply a systematic engineering design method to design or re- design technical systems is not stated, yet that capability distinguishes engineers from scientists, and artistic designing from design engineering. It is to some extent related to creativity. Applying a systematic engineering design method includes the ability to use the engineering sciences heuristically for ‘order-of-magnitude’ and ‘what-if’ estimates of future configurations. This requires understanding the physical behavior of phenomena, individually and in their relationships, both by ‘visual feel’ and by mathematical exploration, in a student’s development of expertise. These requirements indicate a need for change in the teaching and learning procedures and methods, departing from the mainly science-oriented lecturing and examination assessment that has been conventional, and therefore changes in the curriculum. A guiding premiss, also valid for design engineering, is formulated by Klaus: ‘Both theory and method emerge from the phenomenon of the subject’.
SLICING AND DICING COMMUNITY ENGAGED LEARNING IN ENGINEERING EDUCATION
Authors: Jatana Lauren , Brennan Robert , Eggermont Marjan 
Published: April 2017

Community engaged learning (community engagement or service learning) is known to be an effective pedagogy to develop social responsibility and many engineering graduate attributes (outcomes). However, as community engaged learning is a pedagogy still establishing itself in engineering education the scope and boundaries are stillbeing defined.Studies that report on implementation of community engaged learning have sometimes been characterized as anecdotal and isolated. Before we increase focus on work that measures impact and suggests strategic use ofcommunity engaged learning pedagogy – we must begin to tie down the scope, terminology and types of community engaged learning to ensure that a cohesive body of knowledge is formed.This paper is largely a literature review of community engaged learning and how categorizing has been approached. The purpose of this paper is to call attention for the need of more systemized reporting of community engaged learning. In our review, we find that there are two general strategies for distinguishing one type of community engaged learning type from another. In a collaborative spirit, we use the merits of both pproaches to categorizing community engaged learning to conduct a thought- experiment towards finding a middle ground for conventions when reporting community engaged learning experiences.
Using R to Collect, Analyze and Visualize Graduate Attribute Data
Authors: Kaupp Jake 
Published: April 2017

This paper will cover the use of the opensource software R, a prevalent IDE (Rstudio) and many of the community built packages that can be used in concert to help collect, analyze and visualize graduate attribute data. Using these tools, developing user-focused workflows and applying effective information visualization principles this paper will illustrate how these tools can be used to quickly and effectively share a vast and complex amount of information to faculty and programs. This approach has been effective in building engagement and buy-in by placing the data in the hands of instructors and program committees. This paper will cover approaches tointerfacing and leveraging other systems to streamline and unify existing processes.
Understanding Capacity in Creativity and Problem Analysis among Engineering Students: A Preliminary Study
Authors: Missingha Dorothy , Strong David , Cheong Mei , Blazewicz Antoni 
Published: April 2017

Insight into student understanding of their own learning is a key element in being able to enhance curriculum design and implement effective approaches in student-centred learning. In this paper we examine the findings of a preliminary study into student perceptions of their own capacity for thinking creatively and analysing problems. This preliminary study serves as a pilot to a larger joint University study between Queens University, Canada and the University of Adelaide involving design engineering students. Results of the pilot study will inform the conduct of a longitudinal study, projected to be administered over a three year period. The aim of the longitudinal study relates to three specific categories: to serve as a catalyst for the participants to develop further skills in reflective practice, necessary to self-regulated learning and self-efficacy; to obtain data that will provide insight into the ways in which students think, feel about, and perceive their own learning related to aspects of their studies in design engineering and; to contribute to the field of knowledge related to student perception of learning, self-regulation of learning, self-efficacy and the links to life-long learning.This paper presents the results of phase one of the pilot study. The focii of this investigation consists of a) trialling the instrument in an authentic course environment to test implementation and applicability of the survey including ease of understanding by the respondents, and b) collection and analysis of preliminary data on second year engineering student perceptions of their own learning related to creative thinking and problem analysis skills. Examination of these results discusses emergent themes and makes initial recommendations on curriculum enhancement as well as recommendations on survey instrument design and implementation relating to the ongoing study