Proceedings of the Canadian Engineering Education Association 2017-04-06T11:44:17-04:00 Nasser Saleh Open Journal Systems <p>Conference Proceedings of the <a href="" target="_blank">Canadian Engineering Education Association  (CEEA</a>). The proceedings will include proceedings of the Canadian Design Engineering Nework (CDEN) and the Canadian Congress on Engineering Education (C2E2)</p><p>Currently Available: CEEA 2010-present, CDEN/C2E2 2004-09. For more information and inquiries contact <a href=""></a></p> Assessment of Teamwork in Laboratory Courses: What, When and How 2017-04-06T11:44:06-04:00 Salim Ahmed Darlene Spracklin-Reid Teamwork might be considered as one of the most desired attributes of engineering graduates. From an<br />assessment perspective, it might be one of the most difficult attributes to assess. Evaluation of teamwork<br />refers to the assessment of individuals on their ability to work in a team. However, in many cases the<br />performance of the team is taken as the only measure of teamwork. A plethora of literature has been<br />dedicated to the understanding of the attribute; nevertheless, many laboratory instructional team faces<br />the dilemma on whether the designed assessment meet its requirements. In this article, the concept of<br />teamwork will be explored in the context of engineering laboratories. Following an exploratory<br />understanding of the attribute, mechanism to assess teamwork will be proposed. The attribute will be<br />decomposed into component skills and each skill element will be explored to determine assessment<br />requirement by answering to a series of what, when and how questions. The outcome if the work will be<br />valuable for redesigning engineering laboratories which is the long-term objective of the work. 2017-01-28T21:08:58-05:00 ##submission.copyrightStatement## INNOVATIVE COURSE SCHEDULING AND CURRICULUM DESIGN 2017-04-06T11:44:07-04:00 Ali Akgunduz Yong Zeng Course scheduling is a challenging operations research problem that involves students, faculty members, availability of classrooms, class sizes and many other factors. As it is the case for most scheduling problems, course scheduling is an NP-Hard problem. Due to its challenging nature, frequently the main objective is only to find a feasible solution that satisfies students, faculty and classroom requirements rather than seeking the optimality which results in most effective teaching environment for most students. Such optimal learning environment requires the satisfaction of additional constraints such as the learning capacity of students and the capacity requirements of courses. In this research we investigate the possibility of quantifying course (curriculum) workload and the acquired capacity and suggest as curriculum and/or schedule design methodology that enables a near optimum learning environment for most students. 2017-01-28T21:08:58-05:00 ##submission.copyrightStatement## Making Informed Decisions: EXPLORE Engineering Design Program 2017-04-06T11:44:07-04:00 Holly Algra Libby Osgood Amanda MacLean Clifton Johnston Decisions must be made at the age of 16<br />and 17 that can have long-lasting effects. High school<br />students are asked to select a specific degree, a<br />university, and sometimes even a specific discipline with<br />very little basis for making the decision. The EXPLORE<br />program was piloted at Dalhousie University in the<br />Summer of 2014 and 2015 to help girls in high school<br />make an informed decision about whether or not to<br />pursue an engineering degree.<br />10 students signed up each summer to EXPLORE<br />engineering design in a compressed 2-week schedule<br />where they participated in 3 short design projects,<br />culminating in a major project for a client from the<br />community. The girls developed documentation,<br />presentation, leadership, and teamwork skills. They<br />learned CAD software, practiced 3-D printing, and were<br />exposed to robotic programming. They built and tested a<br />design for a community partner and defended the design<br />to a room of people. The students were introduced to<br />visualization techniques, the engineering design process,<br />log books, and other essential components that they<br />would only otherwise encounter during their first year in<br />an engineering program. This paper will document the<br />elements of the course that help the girls make an<br />informed decision about whether or not to pursue<br />engineering from two perspectives: the instructors' and<br />the student's. 2017-01-28T21:08:59-05:00 ##submission.copyrightStatement## Effectiveness of blended learning for an energy balance course 2017-04-06T11:44:06-04:00 Konstantinos Apostolou The effectiveness of on-line modules in a fundamental chemical engineering course is examined. An undergraduate second-year course on vapour-liquid equilibrium and energy balances is augmented by six online<br />modules. Each module consists of supplementary lecture material for the students in the form of screencasts and interactive simulations followed by on-line quizzing on the fundamental aspects of the content. The quizzes of three of the six modules count for a small percentage of the final course grade (2% each), whereas the quizzes of the other three are offered only for self-assessment. The primer mode of instruction is still “traditional” face-toface. Access to the on-line resources is monitored and<br />recorded. The major question that is being examined is whether students value the on-line resources and access them to enhance or clarify their learning, or simply try only the on-line “mandatory”, for grade, components. Correlations between students GPA, achievement in the course, attendance to class and on-line module access and quiz achievement are also investigated. Student qualitative feedback on the effectiveness and value of the on-line material is also collected.<br />Students in general value on-line resources: they let students work at their own pace, on their own schedule, and provide immediate feedback. This work assesses the degree to which such resources provide added value to a course that is phenomenologically outside the corecurriculum (the course is not taught to chemical engineer students) and within a busy study term 2017-01-28T21:08:59-05:00 ##submission.copyrightStatement## MENTORSHIP: LINKING INDUSTRY PROFESSIONALS WITH TOMORROW’S ENGINEERS 2017-04-06T11:44:06-04:00 Kathryn Atamanchuk Kristen Myles Morgann Becket In an effort to work towards the 30 by 30 goal<br />established by Engineers Canada [1], the Committee for<br />Increasing the Participation of Women in Engineering<br />(CIPWIE), an operating committee of Engineers<br />Geoscientists Manitoba, developed a Mentorship<br />Program aimed at providing female engineering students<br />with an opportunity to connect with female professional<br />engineers to help provide a vision of what a career in<br />engineering might look like. The CIPWIE Mentorship<br />Program paired 35 female engineering students (between<br />their second and fifth year of studies) with 33 female<br />professional engineers through both a formal (eventdriven)<br />and informal program carried out over the<br />2015/16 academic year. Surveys were used throughout<br />the pilot program to participant feedback. Results of these<br />surveys indicate that the program was a success with over<br />90% of participants indicating that they would reapply to<br />the program in future years. 2017-01-28T21:08:59-05:00 ##submission.copyrightStatement## LIFELONG LEARNING: A SKILL NEEDED TODAY FOR THE ENGINEERS OF THE FUTURE 2017-04-06T11:44:06-04:00 Sadegh Babaii Kochekseraii Libby Osgood This paper will focus on our efforts to introduce the lifelong learning graduate attribute into the classroom environment required by CEAB for engineering accreditation. ENGN334: Intro to Mechatronics is a third year focus area elective course in the new engineering degree at UPEI. It gave the opportunity to develop a syllabus in which the students were encouraged to proactively participate in developing their own weekly learning goals based on the proposed list of topics. From their weekly submissions and subsequent reflections, we tried to answer if the students were setting realistic goals, assessed against SMART learning goals, and how the balance of the short and long term goals changed over the semester. It is therefore the objective of this paper to examine how effective it could be to promote realistic goal setting through professional skill development (PSD) intervention and proactive self-directed learning. 2017-01-28T21:09:00-05:00 ##submission.copyrightStatement## A Qualitative Study of Team Level Factors Affecting Innovation 2017-04-06T11:44:06-04:00 Narges Balouchestani Asli Majd Zouda Kamran Behdinan Innovation is a necessity to embrace possibilities and face challenges and problems in our continuously changing world. Multidisciplinary capstones can be a place for students to be innovative. Students not only get a chance to work on a real project from industry, but they also work with students from different disciplines. This diversity of knowledge and perspectives can lead to team innovation. This paper explores team level factors affecting innovation in 4th year multidisciplinary capstone design at the University of Toronto. This paper is a qualitative study that explores the effect of diversity of knowledge, support for innovation from supervisor and client, team size, and team vision on innovation. Our research sheds some light on what behaviors in teams lead to innovation. Supporting and encouraging these behaviors from educational institutions provides an environment for students to be more innovative 2017-01-28T21:09:00-05:00 ##submission.copyrightStatement## ARE MULTIDISCIPLINARY DESIGN CAPSTONE'S STUDENTS MORE INNOVATIVE THAN MONODISCIPLINARY ONES? 2017-04-06T11:44:06-04:00 Narges Balouchestani Asli Kamran Behdinan Educating Innovative minds is one of the main objectives of educational institutions. In curricula, capstone design courses provide the biggest opportunity for students to be innovative and creative. To prepare students for the multidisciplinary workplace, many institutions have initiated multidisciplinary capstones besides their departmental capstones. This paper explores innovation in multidisciplinary and mechanical engineering capstone design courses. Comparing multidisciplinary and monodisciplinary capstones with regard to the students’ innovation will inform educational institutions about the best practices to prepare an environment for innovation to flourish. In this study, we define innovation as the ability to come up with creative ideas and being able to implement them. Our quantitative study measures innovation from rubrics that was assessed by supervisors and clients during the course of the projects. We also assessed innovation based on the students’ self-report. So innovation was measured from both external (supervisors) and internal (students) perspectives. Our results show that functional diversity of multidisciplinary capstones affects students' ability to be innovative. 2017-01-28T21:09:00-05:00 ##submission.copyrightStatement## BENEFITS AND BARRIERS TO INTERNATIONAL COLLABORATION FOR CAPSTONE DESIGN COURSE 2017-04-06T11:44:06-04:00 Narges Balouchestani Ali Sijia Zhu Kamran Behdinan In today’s world, engineering design is being conducted in a global environment. Recent research in engineering education shows that one of the competencies for engineering students is the ability to collaborate and communicate internationally. There is no better place in curricula than the 4th year design capstone to incorporate international experiences for students. University of Toronto has recently started international collaboration in capstone by partnering with universities in China, USA and Singapore. This is problem-based learning that allows students to experience collaboration with international partners. This paper explores the experiences of students in the international capstone design courses. We investigate the challenges, the risks, and the rewards associated with this international and cross cultural collaboration. 2017-01-28T21:09:01-05:00 ##submission.copyrightStatement## Online grading platform: A mixed methods approach to measuring impact on grading experience 2017-04-06T11:44:06-04:00 Jason Bazylak Kionne Aleman Nearly a decade ago a large first year engineering design course moved the collaboratively written<br />design report assignments to an online platform. The switch was made using an existing online word<br />processing tool, Google Drive, that allow for simple sharing and commenting. The students use the<br />online tool to write their assignments, and members of the teaching team use the same tool to coach and<br />grade the assignments. Anecdotally there was initially significant evaluator resistance to the<br />implementation of the online grading platform. This initial resistance has been overcome and the online<br />tool continues to be used today. Anecdotal feedback from the teaching team now praises the online<br />grading platform as increasing quality of feedback, but at the expense of increased marking time. Until<br />recently the exams in the same course are still written and marked on paper in the traditional style. For<br />the first time the teaching team has adopted another online grading platform, Crowdmark. This tool<br />allows for the digitization, online grading, and digital distribution of paper exams. In anticipation of<br />evaluator resistance, this study will explore how use of this system impacts the quality of the grading<br />experience for evaluators, including time on task and satisfaction with the process. This study will use a<br />multiphase mixed methods design with an initial phase of convergent parallel design focusing on<br />quantitative analysis. Time study data measuring time on task for evaluators will be converged with both<br />quantitative and qualitative survey data collected from the evaluators. In the second phase, individual<br />evaluators who struggled with the online grading platform, indicated either by low marking speed or<br />direct feedback, will be interviewed. These interviews will be analysed using a qualitative, thematic<br />analysis to determine the cause and severity of the issues. 2017-01-28T21:09:02-05:00 ##submission.copyrightStatement## A NOVEL PROJECT-BASED MULTIDISCIPLINARY DESIGN EXPERIENCE 2017-04-06T11:44:06-04:00 Kamran Behdinan Narges Balouchestani Asli This paper presents the new multidisciplinary project based course at the graduate level. We explore how this novel course has been evolved from our multidisciplinary capstone course in the undergraduate level. We also introduce a new addition to our framework for multidisciplinary project based design courses, which is the faculty expert zone. This addition will enhance the students' multidisciplinary project based experience by providing a support system for wide ranges of projects that is offered by these courses. We also investigate qualitative and quantitative feedback from our students regarding the proposed framework that reflect students’ experiences 2017-01-28T21:09:02-05:00 ##submission.copyrightStatement## AWARENESS OF SELF AND THE ENGINEERING FIELD: STUDENT MOTIVATION, ASSESSMENT OF ‘FIT’ AND PREPAREDNESS FOR ENGINEERING EDUCATION 2017-04-06T11:44:06-04:00 Claudia Bennett Minha R. Ha Julian Bennett Aleksander Czekanski Understanding factors that influence incoming students’ preparedness and success is critical in improving educational efficacy. Students’ prior experiences, assumptions, and habits influence their engagement in process of learning to become competent design engineers. A thematic analysis of students’ reasons for pursuing an engineering major revealed such decisions to be based on self-assessed personal fit. This paper indicates four common types of personal fit as described by students: matching skillsets, desirable activities, meaningful impact, and exploratory intrigue. From these, two key factors emerged: an awareness of self (ie. skills, interests, values) and an awareness of the engineering field (ie. nature of its work, its value to society, its value to the individual). These factors were influenced by: prior academic performance in core courses, authoritarian influence and the presence of engineers within their social networks. The paper also discusses incoming students’ perception of design engineering attributes as revealed in their survey responses. We argue that efforts are needed to provide students, before and during university, with opportunities to engage with career engineers or engineering exercises in order for them to be able to accurately establish an understanding of the engineering field, negotiate expected learning outcomes, master effective strategies to succeed, assess their strengths and limitations. The data are drawn from a larger study on student motivation and learning process in design engineering education. 2017-01-28T21:09:03-05:00 ##submission.copyrightStatement## The Impact of Student Location in a Global Design Project 2017-04-06T11:44:06-04:00 Keilah Bias Daniel Larsen Libby Osgood Various engineering programs in North America enable students to immerse in international projects. Some students travel with NGOs and perform engineering work as part of their curriculum, and some design projects for hypothetical clients in other parts of the world. The authors designed a charcoal press for Kenyan farmers as part of their 2nd year design class. Due to the success of the design, the project was brought to Kenya, and was modified to be built to the materials and equipment that were available in the rural communities. One of the authors travelled to deliver the design, participated in building the device, as well as trained the clients to perform the process. The second author stayed in Canada.<br />The authors present their experience on this two-stage design process, where the students were exposed in both designing from a distance and being immersed in the international setting of the project. Writing from students’ perspective, different points on how the project was effective on engraving design principles to students were shared. Students also reflected on their experience and developed recommendations on how the experience can be improved for future students who will take similar programs 2017-01-28T21:09:03-05:00 ##submission.copyrightStatement## Enhancing outreach through the University of Ottawa Maker Mobile 2017-04-06T11:44:06-04:00 François Bouchard Hanan Anis Claude Lagüe The Maker Mobile program is a new model<br />for outreach at the faculty of engineering at<br />the university of Ottawa that allows for<br />yearlong delivery of high quality technology<br />workshops to the community at<br />large. Through the transportation of rapid<br />prototyping technologies in a 12-foot orange<br />cube truck, the Maker Mobile delivered<br />more than 719 workshops and reached<br />more than 14000 youth in the past year. In<br />particular this program is helping teachers<br />incorporate engineering into their<br />classrooms through hands on design<br />activities. This fosters interest for<br />engineering while helping recruitment<br />efforts. The Maker Mobile is also helping<br />the faculty develop relationships with high<br />schools, teachers and school boards for the<br />development of new spin off outreach<br />initiatives. The Maker mobile builds on a<br />solid foundation for outreach at the faculty<br />of engineering. Three important factors<br />have contributed to the development of a<br />strong foundation for our outreach program.<br />These factors include developing processes<br />that ensure sustainability and scalability, a<br />strong association to the institution, which<br />creates demand for programs and an<br />internal support structure that ensures<br />programs have the necessary resources to<br />scale. 2017-01-28T21:09:03-05:00 ##submission.copyrightStatement## DIFFÉRENTES MÉTHODES D’APPRENTISSAGE ACTIF POUR UNE DIVERSITÉ D’APPRENANTS 2017-04-06T11:44:06-04:00 Yves Boudreault Catherine Carré Patrice Farand Lina Forest Pierre G. Lafleur Annie Ross Pédagogie active, enseignement actif ou apprentissage actif, sont des termes qui ont comme point commun<br />l’activité d’apprentissage proposée à l’étudiant, pour qu’il s’engage dans son processus d’apprentissage. La pédagogie<br />active offre un défi intéressant à l’enseignant qui doit concevoir son enseignement comme une scénarisation de situations<br />d’apprentissage. Depuis plusieurs années, les méthodes d’enseignement liées à la pédagogie active sont prisées à<br />Polytechnique Montréal. Ainsi, à chaque année depuis 10 ans, des enseignants sont invités à présenter à leurs pairs leur<br />expérience innovatrice d’enseignement dans le cadre d’une journée vouée à l’enseignement et à l’apprentissage.<br />L’objectif de cet article est de présenter deux expériences de classe inversée et de souligner leur impact sur l’étudiant en<br />ingénierie à l’aide d’observations. 2017-01-28T21:09:03-05:00 ##submission.copyrightStatement## EDUCATIONAL DATA MINING APPROACH FOR ENGINEERING GRADUATE ATTRIBUTES ANALYSIS 2017-04-06T11:44:07-04:00 Yassine Bouslimani Guillaume Durand Nabil Belacel Curriculum improvement and graduate attributes assessments have become recently a serious issue for many Canadian engineering schools. Collecting assessment data concerning graduate attributes and the students’ learning is an important step of curriculum evaluation and the continuous improvement process. To be successful, this improvement process needs appropriate methods and tools for data analysis.<br />Recent developments in the field of Psychometrics and Educational Data Mining (EDM) provide multidimensional item response models able to take into account student and curriculum attributes as parameters. The primary intent of these new models is to predict student successes based on students past performance and the assessment map underlying the tests they completed.<br />We demonstrate in this paper that these models can also be used to analyze the assessment map. In the psychometric and Educational Data mining literature, assessment maps are usually represented as a parameter that associates items to competencies in a matrix called Q-matrix. This concept draws its origins from the Rule-Space Model that was introduced in the eighties to statistically classify student item responses into a set of ideal response patterns associated to different cognitive skills.<br />A method based on the Additive Factor Model has been successfully implemented to analyse the Q-matrix corresponding to the assessment maps used in the graduate assessment process. The results of 17 volunteering anonymous students completing 36 courses at the Université de Moncton between winter 2010 and fall 2015 semesters was analysed with our method. Results obtained provided interesting and useful information regarding the assessment map and the overall assessment process that are presented and discussed in this paper. 2017-01-28T21:09:04-05:00 ##submission.copyrightStatement## Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment 2017-04-06T11:44:07-04:00 R.W. Brennan R. Hugo S. Li M. Taboun The research reported in this paper is<br />concerned with developing a software tool (the Integrated<br />Course Design Tool) based on the principle of<br />constructive alignment. This tool is intended to assist<br />instructors with course planning by linking together<br />course learning outcomes, teaching &amp; learning activities,<br />and assessments. The rationale is to report on student<br />achievement in the context of the Engineers Canada<br />Accreditation Board’s graduate attributes and use this<br />information for continual improvement. Our experience<br />with the ICDT has shown it to be a simple, intuitive tool<br />for course-based graduate attributes assessment and<br />continual improvement; however, further work is required<br />to extend the tool for program-wide usage. 2017-01-28T21:09:04-05:00 ##submission.copyrightStatement## THE ENGINEERING DESIGN PROCESS: AN “ENGINEERING PHILOSOPHY” COURSE AT THE GRADUATE LEVEL 2017-04-06T11:44:07-04:00 Ron Britton, Douglas Ruth Aidan Topping Marcia Friesen William Degagne Glenys MacLeod Since 2003, 117 students from all departments<br />in the Faculty, and beyond, have enrolled in a discussionbased<br />graduate course on “engineering philosophy.” The<br />course is non-traditional in both content and process.<br />Discussions are based on student input. Four books<br />and a series of professional sources set the tone for each<br />of five segments. Three hour long classes are held every<br />second week over two terms. Student input is compiled<br />and shared prior to each class. A technical<br />communications specialist is part of the academic<br />team. The specialist supports students’ growth in<br />communicative competence beyond the undergraduate<br />level.<br />Since the course falls outside the engineering norm,<br />this paper addresses how a less rigid, more philosophical<br />and wide-ranging, discussion-based course enhances<br />students’ ability to approach engineering as both a<br />functional discipline and social design model. 2017-01-28T21:09:04-05:00 ##submission.copyrightStatement## TEACHING FUNDAMENTAL COMPUTER PROGRAMMING CONCEPTS TO MECHANICAL ENGINEERING STUDENTS USING PALPABLE INTERACTIVE VISUAL LEARNING AIDS 2017-04-06T11:44:07-04:00 Kush Bubbar Yang Shi Pointers have long been the Achilles heel of mechanical engineering students attempting to master dynamic memory allocation in mechatronic applications. They are abstract and intangible, both opposing characteristics of a discipline based on the concrete (and often hands on) physical world. With this said, pointers are considered an important threshold concept opening the door to the implementation of complex microcontroller applications in our digitally connected world.<br />One of the primary challenges in learning the application of pointers is that the programming syntax and the abstract memory management concepts are often taught simultaneously. The natural progression of learning is to first comprehend the concepts followed by the syntax. Further newer learning theories suggest a conceptual understanding can only result through abstraction of experiences using metaphorical linkages.<br />The following research body is focused on proposing a new strategy for teaching this complex concept using low cost physical props as a palpable interactive visual medium to provide the requisite experiences for concept abstraction. The learning aids are designed to enforce a strict process flow mimicking the invisible actions occurring internal to the microprocessor. Data is collected via questionnaires administered pre and post lecture delivery. Analysis of the results suggest moderate to high improvement in student comprehension of computer memory allocation concepts 2017-01-28T21:09:05-05:00 ##submission.copyrightStatement## EVOLUTION OF THE DESIGN ENGINEERING MENTORSHIP PROGRAM 2017-04-06T11:44:07-04:00 Kush Bubbar Alexandros Dimopolous Roslyn Gaetz Peter Wild Michael McWilliam The Design Engineering Mentorship Program (DEMP) is a five-day intensive training program focused on developing appropriate competencies in graduate students required to effectively teach engineering design at the undergraduate level.<br />Evolution of the present program is discussed in context of feedback and observations from the now defunct Design Engineering &amp; Instruction program. The structure of the procedural based DEMP program is fully described including new experiential based workshops on creativity and coaching led by a PCC certified coach.<br />Motivating factors and implementation details of each of the workshops are described in detail in context of the competencies attributed to a design instructor.<br />The first instance of the DEMP program will be offered in September 2016. 2017-01-28T21:09:05-05:00 ##submission.copyrightStatement## BUILDING A MORE COMPLETE DESIGN EXPERIENCE: PHILOSOPHIES AND REFLECTIONS FROM A SECOND YEAR MECHANICAL ENGINEERING DESIGN PROJECT COURSE 2017-04-06T11:44:07-04:00 Roger Carrick Alex Czekanski Minha R. Ha For undergraduate engineering students,<br />earlier exposure to and training in the design engineering<br />process hold much value for an enriched experience and<br />an in-depth understanding of engineering design.<br />Simultaneously, students in their earlier years require<br />more guidance and frequent feedback to inform their own<br />expectations of learning objectives, as well as develop<br />effective learning strategies. This paper focuses on the<br />design and implementation of a second year Mechanical<br />Engineering “Mini-Design Project” course, which had<br />four main goals: (1) provide students with their first<br />“complete” design experience, allowing them to take a<br />project from problem to produced solution; (2) integrate<br />knowledge and skills from other courses in the curriculum;<br />(3) allow for the enhancement of under-represented CEAB<br />graduate attributes, particularly design and teamwork;<br />and (4) prepare students for high performance in their<br />capstone projects. Several learning needs were<br />addressed: Effective teamwork skills, effective project<br />management, and systematic practice of engineering<br />design with an emphasis on the process. Students were<br />placed in teams of 4-5 and given a design problem with<br />specified evaluation criteria, and strict restrictions on<br />construction materials. Students were given milestones<br />throughout the term that encouraged them to follow the<br />design process, as well as build, test and evaluate their<br />designs. Mechanisms for creating and supporting design<br />teams are described, and students’ feedback and<br />comments on these mechanism are discussed. 2017-01-28T21:09:06-05:00 ##submission.copyrightStatement## INCULCATING SAFETY MANAGEMENT THROUGH AN ELECTRONIC LEARNING MODULE 2017-04-06T11:44:07-04:00 Jeffrey S. Castrucci Graeme W. Norval Inculcating a safety focused mindset is an important part of an engineering education, as highlighted by the Canadian Engineering Accreditation Board curriculum requirement to cover occupational<br />health and safety. Despite the importance of covering<br />safety related material, many university faculty are<br />hesitant to cover elements of safety management due to<br />unfamiliarity with the material. In response, Minerva<br />Safety Management Education has developed teaching<br />module slide sets covering a wide range of safety<br />management topics that are freely available for<br />instructors to use in their classes.<br />In this paper, we report on the next phase of<br />module deployment: the transformation of a slide set into<br />an electronically facilitated, self-contained, independent<br />learning module. This new format includes narrated<br />lessons and automatic grading of comprehension tests.<br />The format removes the time burden from instructors and<br />teaching assistants, while enabling students to absorb the<br />material at their own pace outside of class instructional<br />hours. The module is designed to be compatible with<br />existing learning management systems and easily<br />incorporated into existing course websites. We report<br />student feedback on this new format and share findings<br />applicable to the development and conversion of future<br />self-contained electronic learning modules. 2017-01-28T21:09:06-05:00 ##submission.copyrightStatement## Testing Inter-Rater Reliability in Rubrics for Large Scale Undergraduate Independent Projects 2017-04-06T11:44:07-04:00 Alan Chong Lisa Romkey This work outlines the process of testing<br />inter-rater reliability in rubrics for large scale<br />undergraduate independent projects; more specifically,<br />the thesis program within the Division of Engineering<br />Science at the University of Toronto, in which 200<br />students work with over 100 supervisors on an<br />independent research project. Over the last few years,<br />rubrics have been developed to both guide the students in<br />the creation of their thesis deliverables, and to improve<br />the consistency of supervisor assessment. To examine<br />inter-rater reliability, 12 final thesis reports were<br />assessed using the course rubric by the two generalist<br />experts, who have worked extensively with the thesis<br />course and designed the rubrics, alongside the project<br />supervisor. We found substantial agreement between the<br />two generalist experts, but only fair agreement between<br />the generalist experts and the supervisors, suggesting that<br />while the rubric does help towards developing a common<br />set of expectations, there may be other aspects of the<br />supervisor’s assessment practice that need to be<br />considered. 2017-01-28T21:09:07-05:00 ##submission.copyrightStatement## THIRD-YEAR INTEGRATIVE PROJECTS FOR COMPUTER AND SOFTWARE ENGINEERING STUDENTS AT POLYTECHNIQUE MONTRÉAL 2017-04-06T11:44:07-04:00 Jérôme Collin Olivier Gendreau This paper presents the most important aspects of the third-year project for students in computer and software engineering at Polytechnique Montréal. In computer engineering, the third-year project mainly focusses on FPGA-based embedded systems, mobile application development (Android application), network communication and protocols, and user interface design. In software engineering, the third-year project mainly focusses on software reengineering (of the second-year project), mobile application development (iPad application), network communication and protocols, and user interface design. The important role of team and project management is also underlined. Teachers’ evaluation of students, as well as students’ evaluation of teachers are discussed. 2017-01-28T21:09:08-05:00 ##submission.copyrightStatement## HIGH SCHOOL STUDENTS’ VIEWS ON ENGINEERS CANADA’S DEFINITION OF PROFESSIONAL ENGINEERING WORK 2017-04-06T11:44:08-04:00 Scott Compeau David Strong The breadth of the engineering profession is illustrated by Engineers Canada’s (EC) recognition of over 120 accredited engineering programs across the country. Arguably, the work of a professional engineer spans over an even larger scope. However, synthesizing a description of engineering work that encompasses all aspects of the profession is extremely difficult. Applicants to engineering programs in Canadian universities require high standing in specific course pre-requisites. In order to make an informed decision with regard to engineering as a possible career path, it is critical that students clearly understand the engineering profession. The purpose of this paper is to describe how Grade 9/10 students’ perceptions of engineering work compares to EC’s description, based on the outcomes of a research study involving a questionnaire and interviews. The findings show that the emerging categories from these students’ descriptions of engineering work that aligns with EC’s description, involves design (42.3%) and helping people or the environment (16.5%). 2017-01-28T21:09:08-05:00 ##submission.copyrightStatement## Optimum Frequency of Peer Evaluations in Capstone Design Courses 2017-04-06T11:44:08-04:00 Michel F. Couturier Guida Bendrich Peer evaluations are commonly used in design courses for developmental and evaluative purposes. Peer ratings are however often higher than the instructor ratings and this can induce fears regarding their reliability. This study examined whether it may be possible to increase the agreement between peer and instructor ratings by increasing the frequency of the peer assessments. The premise was that peers may provide less lenient assessments if the impact of single evaluations on the final grade is reduced by increasing the number of evaluations. Increasing the number of peer evaluations in our senior design course from two to six per year did not increase the accuracy of the peer ratings but provided other benefits such as earlier identification of dysfunctional teams, elimination of free riding and more frequent developmental feedback. Peer and instructor ratings can be normalized however to yield similar indicators of the relative performance of teammates. The frequency and timing of peer evaluations are critical to obtain meaningful results and maximize impact on team dynamics 2017-01-28T21:09:09-05:00 ##submission.copyrightStatement## ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT 2017-04-06T11:44:08-04:00 Nikita Dawe Jeff Harris Melanie Stevenson Deborah Tihanyi The Engineering Communication Program<br />works with engineering TAs in the Department of<br />Mechanical and Industrial Engineering at the University<br />of Toronto to deliver communication instruction in core<br />design courses. Engineering TAs’ disciplinary expertise<br />affords increased credibility with students, and we have<br />had consistent anecdotal evidence from TAs that teaching<br />communication has made them better communicators.<br />Currently, training involves a combination of instruction<br />and mentorship, both from faculty and each other.<br />Here, we investigate TAs’ increased confidence and<br />skill in communication and teaching: what they find<br />useful, how the training has influenced their<br />communication and teaching practice, and what more<br />they would like to explore in the future. An initial survey<br />and discussion found that confidence was shaped by<br />experience, course-specific training, instructor feedback,<br />and peer learning. We hope to build on these findings in<br />future through a broader study of TAs in the Faculty and<br />further development of our TA training programs 2017-01-28T21:09:09-05:00 ##submission.copyrightStatement## DEVELOPMENT AND IMPLEMENTATION OF A CROSS DISCIPLINE CAPSTONE DESIGN EXPERIENCE AT THE UNIVERSITY OF MANITOBA 2017-04-06T11:44:08-04:00 W.C.D. DeGagne Paul Labossiere One of the most effective and efficient ways for an engineering program to facilitate compliance with the Canadian Engineering Accreditation Board (CEAB) accreditation criteria is through capstone design projects and courses. Currently, the University of Manitoba Faculty of Engineering has several capstone design courses; however, each is independently focused on its own respective discipline. The resulting educational experience for students, though rigorous and challenging, is maintained within the boundaries of the students’ engineering discipline, thereby neglecting to provide the opportunity for students to work with people from multiple disciplines and across multiple fields. This style/mode of education, where students work in silos, arguably does not reflect real world engineering. Program representatives from the Faculty of Engineering agree. An interdisciplinary capstone course would provide a more rounded engineering education for students. Exposing students to other disciplines and facilitating their learning of the knowledge, skills and behaviours required to work in a multidisciplinary capacity will more effectively prepare students for the real world. Thus, to better comply with CEAB requirements and to increase the breadth and depth of students’ engineering education, an interdisciplinary capstone pilot course will be launched at the University of Manitoba.<br />This paper explains how this multidisciplinary capstone pilot program has been developed, and touches on the early stages of its initiation and implementation. 2017-01-28T21:09:10-05:00 ##submission.copyrightStatement## IMAGERY AND GENDER IN CANADIAN ENGINEERING RECRUITMENT DOCUMENTS 2017-04-06T11:44:08-04:00 Agnes d’Entremont Kerry Greer Katherine Lyon Diana Demmers Kaitlyn Wamsteeker Gender imbalance is a persistent issue<br />across Canadian engineering programs. Efforts have<br />been made to increase the enrolment of undergraduate<br />women in engineering, but reaching gender parity in<br />engineering has been an elusive goal. This research<br />examines program recruitment images and videos from<br />18 Canadian engineering university websites. Using<br />content analysis and thematic coding of video<br />transcriptions, we coded 440 unique images and 37<br />recruitment videos. We find that women students are<br />overrepresented in images and in videos, at rates higher<br />than we expect given their proportion within programs.<br />We compare the presentation of women and men across<br />several dimensions and identify key differences in<br />women’s representation in relevant settings, attire, and<br />in the kinds of learning experiences they emphasize in<br />videos. We conclude with suggestions for ways programs<br />can present a more neutral portrayal of women in<br />recruitment materials. 2017-01-28T21:09:10-05:00 ##submission.copyrightStatement## DESIGN AND DEVELOPMENT OF AN INTERDISCIPLINARY GRADUATE PROGRAM IN ENGINEERING PRACTICE 2017-04-06T11:44:08-04:00 Megan Dodd Julie Conder David K. Potter Richard Allen Salman Bawa Robert Fleisig In Innovation Studio, students learn how to<br />make meaningful, creative contributions to their<br />communities as emerging practicing professionals working<br />on complex, multi-stakeholder problems involving<br />elements of technology, design, business, and public<br />policy.<br />Innovation Studio builds on McMaster University’s<br />longstanding commitment to relevance through community<br />engagement. In the Walter G. Booth School of Engineering<br />Practice (W Booth School) in the Faculty of Engineering,<br />we encourage our students to see not just the technical side<br />of the international problems such as energy<br />independence, food security and clean water, but as an<br />opportunity to co-create change with our global and local<br />communities for the good of all human beings, society, and<br />nature.<br />Students immerse themselves in the communities in<br />which challenges have been identified. Innovation Studio<br />is the place and time where students bring those<br />experiences back to the School, share their learnings and<br />explore new ideas in a safe and familiar environment.<br />W Booth students develop a deeper understanding of the<br />need for empathy as they move toward a new direction or<br />idea. Working within the context of problem identification,<br />the teams learn how to define a project and plan an<br />approach to produce meaningful work, prototypes, policy<br />analysis and new enterprises.<br />This paper reports on the design and development of<br />Innovation Studio as well as feedback collected from<br />students through focus groups. 2017-01-28T21:09:10-05:00 ##submission.copyrightStatement## Implementation of Service Learning into Engineering Design 2017-04-06T11:44:08-04:00 Peter Doiron Brady Gallant Libby Osgood This paper will discuss themes related<br />to the implementation of the engineering design<br />process by two second-year engineering students<br />while working in an international setting on a service<br />learning project. In February 2015, the authors of this<br />paper designed, tested, and implemented a novel<br />wheelchair attachment to improve the mobility of<br />persons with disabilities in Kenya. This project was<br />carried out in its entirety during a period of 2 weeks,<br />while staying in the small village of Mikinduri, located<br />in Kenya’s Eastern Province. The scope of this paper<br />will include benefits of implementing such projects<br />into engineering design curriculum, along with<br />recommendations based on the authors’ experiences.<br />Topics such as CEAB Graduate Attributes covered,<br />material availability, and communication barriers will<br />be compared and contrasted between standard and<br />service learning design projects 2017-01-28T21:09:11-05:00 ##submission.copyrightStatement## WHY DOES IT MATTER? EXPLAINING THE IMPORTANCE OF COMPLEMENTARY STUDIES TO FIRST-YEAR ENGINEERING STUDENTS 2017-04-06T11:44:08-04:00 John Donald Sofie Lachapelle Thomas Sasso Kyle Augusto M. Gloria Gonzalez-Morales While complementary studies are an accreditation requirement and feature prominently in the Canadian engineering curriculum, focus-group conversations with upper-year engineering students have indicated that a lack of awareness of, and appreciation for, soft skills development often prevents students from benefiting from complementary studies to the fullest. Given this reported difficulty to grasp the importance of complementary studies, a study was undertaken at the University of Guelph using a quasi-experimental design to explore the possibility that triggering self-assessment and awareness about career development early in the engineering curriculum promotes greater engagement with complementary studies and soft-skill development. First-year engineering students took part in a learner-centered activity focused on the importance of complementary studies for the development of soft skills. Through active learning exercises and case studies of successful engineering graduates, who described the skills and knowledge required to perform their daily work, the session was designed to encourage students to develop greater self-awareness and intentionality about complementary studies and their associated graduate attributes. The outcomes of this activity and issues on how to embed it in the Engineering first-year curriculum will be discussed 2017-01-28T21:09:11-05:00 ##submission.copyrightStatement## WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT 2017-04-06T11:44:08-04:00 Sylvie Doré The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.<br />A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course 2017-01-28T21:09:12-05:00 ##submission.copyrightStatement## FROM MECHANICAL ENGINEERING CAPSTONE DESIGN TO DESIGN IMPLEMENTATION 2017-04-06T11:44:08-04:00 Patrick Dumond Eric Lanteigne Traditionally, mechanical engineering capstone courses focused on teaching students the application of fundamental engineering theory to complex mechanical designs. Recently, there has been a transition towards experiential learning initiatives, such as prototyping, in engineering design. This paper looks at the relationship between the mechanical engineering design capstone course and a course in product design and development, which provides students with the opportunity to build prototypes of their designs, at the University of Ottawa. The importance of the traditional capstone course is considered and the implications of implementing these designs are examined. Many capstone design projects would require extensive work so that they could be implemented. A large hurdle appears to exist between analytical design and design implementation, and the term time constraints limit the complexity of designs intended for prototyping. In fact, students require many design iterations before they can build full-scale functional prototypes of their design. Therefore, we have observed that simple products work best for teaching design implementation. 2017-01-28T21:09:12-05:00 ##submission.copyrightStatement## PEER MENTORING IN ENGINEERING ENTREPRENEURSHIP: A LEARNING ENVIRONMENT FOR WOMEN STUDENTS 2017-04-06T11:44:08-04:00 Catherine Elliott Hanan Anis Catherine Mavriplis Entrepreneurship in engineering is an<br />intersection of two male-dominated domains and is<br />particularly prone to a gender gap. Entrepreneurship<br />education—the teaching of skills and cultivation of talents<br />that students need to start businesses, identify<br />opportunities, manage risk and innovate in the course of<br />their careers—is now a staple in many universities across<br />Canada and around the world. However, the<br />participation of women in such entrepreneurial programs<br />remains quite low. This paper presents the novel Women's<br />Start-up Network program at the University of Ottawa.<br />The objective of the program was to develop an<br />entrepreneurial mind-set and competencies in female<br />engineering and computer science students through<br />facilitated peer mentorship training. Participants were<br />surveyed to determine the degree to which a peer mentortraining<br />program could increase participants’ knowledge<br />about entrepreneurship and influence participants’<br />entrepreneurial self-efficacy and intentions. This paper<br />reports on the preliminary results of the program and the<br />implications for entrepreneurial learning and career<br />intentions among female engineering students. 2017-01-28T21:09:12-05:00 ##submission.copyrightStatement## CELBEST Project: Design and Implementation of the First Engineering Education-specific Assessment Tool for Professional Communicative Competence 2017-04-06T11:44:09-04:00 Cristina Fabretto Following the 2010 review of engineering programs in Canada by the Canadian Engineering Accreditation Board (CEAB), the Faculty of Engineering and Applied Science at Memorial University introduced a number of changes to its undergraduate program in order to align with the new CEAB outcome-based accreditation approach [1-3]. As programs’ accreditation begun to be reviewed for progress toward assessment of graduate attributes (G.A.), the 12 graduate attributes as defined by the CEAB became de facto the undergraduate program outcomes at Memorial. This paper provides an overview of the Faculty’s approach to the development and progressive assessment of communication skills as Graduate Attribute (G.A.: 07) in such a way that is aligned with CEAB accreditation requirements while taking into account the unique challenges and opportunities inherent in its program. 2017-01-28T21:09:13-05:00 ##submission.copyrightStatement## A Case Study in Incorporating Significant Design Content into a Third-Year Industrial Engineering Course “Design and Analysis of Production Systems” 2017-04-06T11:44:09-04:00 Scott Flemming In recent years the CEAB has ben communicating to Engineering Faculties in Canada that “Engineering Design” is a key attribute that graduates should have when they finish their undergraduate degree. It has<br />also been suggested that producing engineers with significant design skills is important for the Canadian economy as a whole and, in Dalhousie University’s context, Nova Scotia. Unfortunately “Design” is a<br />difficult skill to teach or transfer; a recent article in Maclean’s suggests many engineering graduates around the country are leaving the university with an uneasy feeling that all they have been taught to do<br />is “plug and chug.” How do we respond to this need? This paper offers a case study of how a third-year Industrial Engineering course shifted from a mainly book-and-formula based course to an offering which incorporated significant open-ended design content (25%) intended to both satisfy CEAB requirements and address the need for students to exercise their creative, hands-on problem-solving skills. Student project outcomes as well as anecdotal and SRI data suggest the shift to a design-focussed<br />course was a success. 2017-01-28T21:09:13-05:00 ##submission.copyrightStatement## A GRADUATE COURSE IN FIRE PROTECTIVE DESIGN AND BUILDING CODES AN INDUSTRY AND UNIVERSITY COLLABORATION 2017-04-06T11:44:09-04:00 M. J. Frye P. Zurkan Since the fall of 2013, the Faculty of Engineering has offered a graduate course in Fire Protective Design and Building Codes based on Part 3 of the National Building Code of Canada. The course is made available to graduate students in architecture and to all branches of engineering. It is also offered to off campus practicing architects and engineers who wish to either take the course for credit or who would like to audit the course.<br />Introduction of this course into the graduate studies program at the University of Manitoba was the direct result of collaboration between the university Centre for Engineering Professional Practice and Engineering Education and industry. Industry financial support for the course instructors was provided by the Winnipeg Construction Association and the Association of Professional Engineers and Geoscientists of Manitoba. (Engineers Geoscientists Manitoba).<br />This paper provides an overview of the course objectives, the course content and the expected and realized outcomes. The course proved to be very popular, with course registration averaging between fourteen and eighteen graduate students each year. It was highly rated by the year end student course evaluations. It was particularly popular with international graduate students, many who came from countries where exposure to fire protective design and building codes was limited or non-existent. As a spin off from the course, in 2015, the Winnipeg Construction Association began offering a workshop/seminar series of five half day courses. These workshop/seminars have been oversubscribed and are attended by a very diverse group of construction practitioners that includes architects, engineers, building officials and contractors. 2017-01-28T21:09:13-05:00 ##submission.copyrightStatement## The Impact of Makerspaces on Engineering Education 2017-04-06T11:44:09-04:00 Mohamed Galaleldin Francois Bouchard Hanan Anis Claude Lague Makerspaces are gaining more ground in universities and other educational institutions as a novel approach to boost creativity, innovation, and provide more opportunities for experiential and hands-on learning experience. Albeit being multidisciplinary, and open spaces in nature,<br />Makerspaces still lack integration to the curricula of engineering schools. With increasingly competitive markets, there is a need to educate future engineers with necessary skills to be more creative and to be able to compete in today’s global market. A twophase study was developed to study the integration of the Makerspace concept in engineering schools. The first phase was based on interviews with five North American University Makerspaces that vary in size, objective, business model, and management structure to identify best Makerspace practices in preparation<br />of the establishment of the University of Ottawa’s Richard L’Abbé Makerspace. The second phase was a survey administered to engineering students who have used the Richard L’Abbé Makerspace since its opening in the fall of 2014 to assess its impact on their engineering competencies, in particular design skills, problem analysis, communication and team<br />work skills, investigation skills, and entrepreneurial skills. This paper aims at studying best practices of Makerspaces on campus and their impacts on<br />engineering education and on the development ofdesired skills and competencies for engineering students. 2017-01-28T21:09:14-05:00 ##submission.copyrightStatement## The Study of Human Behavior in Fire Safety Engineering using Experiential Learning 2017-04-06T11:44:09-04:00 John Gales Lauren Folk Claudia Gaudreault Carleton University has re-launched one of its flag-ship courses in the field of Fire Safety Engineering: People in Fires. Detailed and concrete experiential learning activities created for this course are discussed. The activities are evaluated on their ability for the students to meet complicated learning objectives involving human behavior, with the overarching goal being to inform the students of applications for architectural and structural engineering design 2017-01-28T21:09:14-05:00 ##submission.copyrightStatement## ARGUMENTATION IN ENGINEERING EDUCATION 2017-04-06T11:44:09-04:00 Adriano J. Garcia Tarso B. Mazzotti Many engineering courses are disproportionately focused on the rigorous reasoning inherent in math, while professional practice requires further skills and competencies. Improving the effectiveness of teaching-learning processes in engineering requires a change in the instructional approach, a switch from exposition to argumentation. Research about the application of argumentation in the instruction of mathematics, science and related disciplines indicates that the articulation of reasons and theories through argumentative interventions stimulates the development of the reasoning agility that is required to justify, explain, respond and eliminate contradictions. By connecting these results to engineering education we<br />conclude that an educational process based in argumentation potentially provides the opportunity for students to build much needed professional competencies because it enables critical thinking, empowers decision<br />making among multiple possible solutions, and provides opportunities of presenting plausible justifications for chosen solutions. 2017-01-28T21:09:14-05:00 ##submission.copyrightStatement## GRADUATE ATTRIBUTE ASSESSMENT IN SOFTWARE ENGINEERING PROGRAM AT UNIVERSITY OF OTTAWA – CONTINUAL IMPROVEMENT PROCESS 2017-04-06T11:44:09-04:00 Aneta George Timothy Lethbridge Liam Peyton Management, measurement, and visualization of graduate attributes in a program can be complex and challenging. At the University of Ottawa, we have developed a Graduate Attribute Information Analysis system (GAIA) to support performance management of graduate attributes. It simplifies data collection and improves visualization of results with historical trend analysis at both the course level and the program level. Graduate attribute measurements are defined in a tool that can flexibly integrate internal indicators (such as tests, assignments, exam questions) or external indicators (such as surveys or feedback forms). We have mapped the assessment results with a four-scale rubric that allows the use of weighted grading when dominant and secondary components apply. And we support measurement-specific range boundaries to better match the expected level of knowledge students must achieve. 2017-01-28T21:09:15-05:00 ##submission.copyrightStatement## Work-term Experience and Graduate Attribute Assessment in Software Engineering Co-op Program at University of Ottawa 2017-04-06T11:44:09-04:00 Aneta George Liam Peyton A successful co-op program is a partnership between university, student and employer. At the University of Ottawa, we have chosen to use an Employer Evaluation form as a critical component of graduate attribute assessment. We also created a new first year course that introduced students to professional communication and responsibility in order to adequately prepare them for their first work term. The graduate attributes from both the coop work experience and the new course are imported into the Graduate Attributes Information Analysis system (GAIA) we have developed. We show the historical trend analysis at both the course level and the program level generated and provide a sample of how we are using these results to guide improvement of our overall program, as well as the co-op experience of students and employers. 2017-01-28T21:09:15-05:00 ##submission.copyrightStatement## INCORPORATING EMPLOYER AND STUDENT ASSESSMENTS INTO A GRADUATE ATTRIBUTE ASSESSMENT PLAN 2017-04-06T11:44:09-04:00 Margaret Gwyn When faced with assessing the Canadian Engineering Accreditation Board (CEAB) graduate attributes, most programs will start by focusing on<br />instructor assessments. Course instructors are uniquely positioned to assess their students’ learning, and instructor assessments are sufficient to meet CEAB accreditation requirements. However, for a full picture, data from multiple sources is always desirable. At the University of Victoria, we have chosen to include co-op employer and student assessments in our graduate<br />attribute assessment plan. In this paper, we present the assessment tools we have identified and created, and outline the system we have developed to sustainably produce assessment reports every term for every program. We highlight some of the challenges we have faced, and conclude by discussing our future plans 2017-01-28T21:09:16-05:00 ##submission.copyrightStatement## Impacting the teaching culture: Role of the department and the software tools 2017-04-06T11:44:10-04:00 Minha R. Ha Alidad Amirfazli Establishing a culture of teaching excellence among faculty with limited prior instructional training raises both practical and philosophical challenges. This paper argues that the departmental unit plays a critical role in setting the conditions necessary for faculty engagement, and that multiple strategies can be coordinated to target change in the teaching norms. The paper introduces the Integrated Course Design and<br />Documentation (ICDD) project at the Department of Mechanical Engineering, York University. The ICDD project demonstrates several of our approaches to effecting change in individual behaviour towards studentcentered pedagogy. They include: (1) making the solution easy for the faculty; (2) making the solution a stand-alone resource that the faculty themselves can develop over time; (3) speaking the language of the faculty (relevance, contextualization); and (4) providing the social, organizational, and practical support for faculty to make the transition. Overall, we argue that any effort to create and sustain change must be multi-faceted, and must include: enabling the instructors as the key agents of change; promoting collaboration among faculty; lowering practical barriers to change by developing technical, administrative, and educational resources that are fit to the local context. 2017-01-28T21:09:16-05:00 ##submission.copyrightStatement## Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving 2017-04-06T11:44:10-04:00 Minha R. Ha Shinya Nagasaki Justin Riddoch In this paper, we argue that it is essential to pay attention to the engineering students’ use of sound methodologies in approaching engineering problems. There are serious challenges created from surface<br />learning attitudes that undermine foundational, conceptual understanding and basic methods to solve technical problems. Moreover, such attitudes carry over to how students approach the complexity and human aspect of engineering problems. Senior undergraduate energy systems courses were redesigned to develop students’ inquiry and problem solving skills. Data from a post-course survey, completed by 58 senior engineering students, were analyzed using a thematic analysis and basic categorization. Findings suggest that inquiry learning (IL) and problem based learning (PBL) methods offer much value in the students’ development of research<br />and analytic skills. As well, students gained a deeper appreciation of complexity and the ethical issues in energy system challenges, which may have some impact on their assumed responsibility as engineers - during the process and in the aimed outcomes of their problem solving tasks. We reflect on the findings to propose how IL and PBL might be effectively designed and implemented for engineering students engaged in system level analyses. 2017-01-28T21:09:17-05:00 ##submission.copyrightStatement## A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION 2017-04-06T11:44:10-04:00 Jeffrey Harris Charles Park This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed. 2017-01-28T21:09:18-05:00 ##submission.copyrightStatement## AN OPEN-ENDED DESIGN-BASED LAB EXERCISE FOR A FIRST THERMOFLUIDS COURSE 2017-04-06T11:44:10-04:00 Michele Hastie Jan Haelssig The Thermo-Fluid Engineering I course provides all first-semester second-year engineering students at Dalhousie University with a basic introduction to thermodynamics and fluid mechanics. In the past three years, we have used a combination of six traditional laboratory exercises and a short four-week design project to provide students with hands-on learning experiences in this course. In general, these projects have been well-received by students as a welcome break from the many abstract theoretical concepts that are normally associated with introductory thermodynamics. However, two of the continuing challenges with these projects have been the students’ limited engineering design experience and the availability of time to perform a design project. To address these challenges, in the fall 2015 offering of Thermo-Fluid Engineering I, the four-week design project was replaced by an open-ended design-based lab exercise.<br />The open-ended lab exercise required groups of students to develop specific laboratory experiments related to thermodynamics and fluid dynamics, given a limited quantity of resources. While the focus shifted away from a traditional short design project, the open-ended lab exercise continues to allow students to develop their creative thinking, critical analysis, hands-on, communication, and team work skills, which was the primary purpose of the short design projects in the first place. 2017-01-28T21:09:18-05:00 ##submission.copyrightStatement## THE USE OF A SERIES OF ONLINE MINI-LECTURES TO DELIVER FACTS IN FIRST YEAR PROGRAMMING 2017-04-06T11:44:10-04:00 Carol Hulls Chris Rennick In the first year programming course given to ME and MTE students at uWaterloo, four hours of traditional classroom instruction have been replaced with a series of short online mini-lectures that deliver some of the basic facts necessary to be able to code programs. The students’ comprehension of this content is assessed online by quizzes and on the midterm exam. This approach was used in a course which was not otherwise delivered online. The goal was to front-load the course to make space for a design project later in the term. The online mini-lectures were designed to be “lecture-time neutral”. The accelerated start of term allowed threshold concepts to show up on assignments a week earlier than with the traditional approach, giving students an additional week of practice with these topics. This led to noticeable gains in understanding on the final exam. Survey data was collected, and focus groups were run, to capture student feedback on the approach; additionally, course grades were analyzed to assess impact on student knowledge of course material. 2017-01-28T21:09:19-05:00 ##submission.copyrightStatement## ASSESSMENT DESIGN THROUGH AN EXPERT SYSTEM AND ITS APPLICATION TO A COURSE OF HYDRAULICS 2017-04-06T11:44:10-04:00 Muhammad H. Imam Imran A. Tasadduq Muhammad H. Khan Abdul-Rahim Ahmad Fahd Aldosari An assessment consists of questions addressing the required learning outcomes of a course. If a pool of questions of various types is made available then assessment design reduces to selection of questions, one by one, from the pool. Since the number of possible questions for a course may be quite large, and several preferences have to be matched, manual selection of a suitable question is not possible. This paper presents an enhanced implementation of a previously presented idea of a methodology for assessment design with an application to a course of Hydraulics with an initial pool of 1,000 questions. Each question is tagged with a set of attributes. The rules are generated by the expert system itself. The idea of a score of relevance has been introduced. The enhanced implementation displays a set of questions with their relevance scores rather than a single question to let the instructor choose from them. An instance of MS SQL Server at Azure database is used for the web-based cloud implementation. 2017-01-28T21:09:19-05:00 ##submission.copyrightStatement## ENGINEERING PERSUASION: TEACHING RHETORICAL SAVVY FOR ENGINEERING LEADERSHIP 2017-04-06T11:44:10-04:00 Robert Irish This paper presents the concept of rhetorical savvy as being a valuable ability for engineering students to acquire. Rhetorical savvy is defined in terms of the broader concepts of rhetoric, including two key ideas of<br />“techné” and exigence, to create an understanding of the complex nature of developing rhetorical knowledge. These concepts are used to present an analysis of a course that directly teaches the students to develop their<br />rhetorical savvy by developing 1) a foundational understanding of their worldview, 2) an analytical understanding of rhetorical approaches, and 3) a<br />generative understanding of using rhetoric to create responses to rhetorical situations.<br />The concepts are connected to leadership by suggesting the inherently rhetorical nature of leadership, making rhetorical savvy an obvious asset. 2017-01-28T21:09:19-05:00 ##submission.copyrightStatement## OBACIS: Outcome Based Analytics and Continuous Improvement System 2017-04-06T11:44:10-04:00 Mohamed A. Ismail In this paper, an integrated system for outcome-based assessment and continuous improvement is presented. The system is designed and implemented as a suite of three integrated Apps: An Excel-App for creating Auto Grading Sheets (AGSs); a Web-App for building assessment<br />trees, updating server database(s), uploading associated documents, and conducting surveys; and a Win-App for program-wide and faculty-wide OBA data compilation, performance analysis, and data-informed continuous<br />improvement. The proposed system adopts a bottom-up approach for building assessment trees that define the structure and the smart logic embedded in AGSs. Some course assessment activities, possibly all, are mapped to graduate attributes, more precisely indicators, and course learning outcomes. The proposed system analyzes the collected data<br />from three different views: 1) Categorical Analysis view (CAs), 2) Learning Outcomes Analysis view (LOAs), and 3) Graduate Attributes Analysis (GAAs) view. The paper presents some principles related to the proposed system, demonstrates its multiple user interfaces, and digs more into<br />OBA analytics and its proposed closed-loop continues improvement process. The objective of the proposed system and its underlying framework is to set new grounds for the accreditation process by making it more appealing, more economical, and more fruitful for all involved stakeholders. 2017-01-28T21:09:20-05:00 ##submission.copyrightStatement## USING META-CASES FOR CAPSTONE LEARNING 2017-04-06T11:44:10-04:00 Stephen L. James Douglas W. Ruth The purpose of capstone courses and projects in engineering is to provide a learning experience that effectively and reliably solidifies earlier acquired understandings. It provides a culminating exercise that lies just beyond a student’s existing ability so that learning is furthered while motivation is preserved. Historically, individual engineering projects, practicums, and internships have been heavily used to provide that culminating experience; however, with often disappointing results. This has been particularly the case in attempting to cap off programs in systems engineering where the learning ideal would be to have a student experience a real-world complex multi-disciplinary engineering and program environment. Given the limitation, this paper proposes using a term-long, class-based, repeatable meta-case as the capstone learning venue, particularly in support of systems engineering programs where securing meaningful experiential learning is difficult. Case teaching is a classic approach in law, medicine and business faculties where the need to develop higher cognitive abilities—analyzing, synthesizing and judging—inside high ambiguity and across multi-disciplines is paramount. A meta-case, as opposed to other case types, is characterized by the use of a very complex, multi-factor (engineering) real-world challenge with a long, multi-stage solution scenario. In proposing the use of a capstone meta-case, the paper presents its use in an aerospace systems engineering environment where development timelines are very long, and where the engineering requirements and solutions are many and highly interdependent. It specifically discusses the course design structure and considerations associated with a meta-case based on the development of the Airbus A400 military transport aircraft. The paper is based on a year-long study into the use of the case method for teaching aerospace systems engineering. 2017-01-28T21:09:20-05:00 ##submission.copyrightStatement## TEAM MIDTERM IN AN INTRODUCTORY PROCESS DESIGN COURSE 2017-04-06T11:44:10-04:00 Marnie V. Jamieson John M. Shaw 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.<br />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 provided<br />students 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. 2017-01-28T21:09:20-05:00 ##submission.copyrightStatement## PRE AND POST COURSE STUDENT SELF ASSESSMENT OF CEAB GRADUATE ATTRIBUTES – A TOOL FOR OUTCOMES ASSESSMENT, STUDENT SKILL AND COURSE IMPROVEMENT 2017-04-06T11:44:11-04:00 Marnie V. Jamieson John M. Shaw In addition to instructor assessment, capstone and introductory design students self-assess their skill levels based on their perceived attainment of and confidence in their ability to perform categorized skills related to the CEAB Graduate Assessment Attributes pre and post both courses. The assessment levels are no or introductory experience, developing,<br />satisfactory and mastered. The goals of this initiative are to provide data for the CEAB mandated requirement for continuous course improvement, and to gauge student perceptions of their skill development as they progress through the design course sequence. The results from two sets of online surveys for each course have helped identify areas for course development and have helped prioritize course improvements in areas with the largest potential for attribute and skill improvement. Course delivery<br />effectiveness was evaluated by comparison with previous cohorts, pre and post course student self-assessment, and student engagement and satisfaction survey data. This report focuses on the results of the pre and post course student self-assessments, including outcomes for cohorts<br />completing all four surveys, and comparisons between students enrolled in the co-op program, who have an 8-month gap between courses, and traditional engineering program students, who are younger on average and only have a one-month gap between courses 2017-01-28T21:09:21-05:00 ##submission.copyrightStatement## ONLINE LEARNING ELEMENT DESIGN – DEVELOPMENT AND APPLICATION EXPERIENCES 2017-04-06T11:44:11-04:00 Marnie V. Jamieson John M. Shaw The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University of Alberta and elaborated in the Canadian Engineering Accreditation<br />Board (CEAB) Guidelines. Existing course lecture materials were redeveloped into an asynchronous online format for individual student engagement. Related inclass team-learning activities were prepared and<br />implemented. This report focuses on the design of online learning elements connected to in class active learning and project applications and our experiences with them over the course of a two-year pilot project. This paper is a follow up to “The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!” 2017-01-28T21:09:22-05:00 ##submission.copyrightStatement## The Impact of Entrepreneurship on Engineering Education 2017-04-06T11:44:11-04:00 Majed Jarrar Hanan Anis Engineering schools are integrating entrepreneurship within their curriculum in order to equip their students with the capacity to adapt quickly to technological innovation. The University of Ottawa has developed an entrepreneurship course that is open to all engineering students, and aims to provide them with a hands-on approach to starting and growing a technology start-up. This paper is centred on assessing the students who took this course. The results of the survey analyze the impact entrepreneurship has had on their engineering skillset. This skillset reflects the graduate attributes that the Canadian Engineering Accreditation Board (CEAB) expects engineering students to develop. We will observe whether this impact has changed since the inception of this course in 2012 and throughout 5 course cycles. Using the survey results as well as the direct observation during those semesters, we present our analysis on how these outcomes can be replicated in other environments. 2017-01-28T21:09:22-05:00 ##submission.copyrightStatement## SLICING AND DICING COMMUNITY ENGAGED LEARNING IN ENGINEERING EDUCATION 2017-04-06T11:44:11-04:00 Lauren Jatana Robert Brennan Marjan Eggermont 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 still<br />being defined.<br />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 of<br />community 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.<br />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. 2017-01-28T21:09:23-05:00 ##submission.copyrightStatement## SUPPORTED LEARNING GROUPS (SLGS) IN A FIRST-YEAR ENGINEERING CHEMISTRY COURSE 2017-04-06T11:44:11-04:00 Erin Jobidon William Owen Mary Robinson Andrea Prier The Engineering Undergraduate Office at the University of Waterloo first started using Supplemental Instruction (SI) in a common first-year chemistry course, ChE102, in September 2013 and continued in September<br />2014 and 2015. This paper shares the mechanics of how SI was implemented for 11 cohorts totaling approximately 3900 students over the past 3 fall terms. Findings suggest that students who attend SI after midterms have higher final grades in their CHE 102 course as well as a higher overall term average. As well, the academic standing of students (based on their midterm grades) can help to accurately predict which students will attend SI sessions.<br />Similarly, attending SI after midterms can also help a certain type of student improve their marks in ChE 102 and also their term average. 2017-01-28T21:09:23-05:00 ##submission.copyrightStatement## Using R to Collect, Analyze and Visualize Graduate Attribute Data 2017-04-06T11:44:11-04:00 Jake Kaupp 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 to<br />interfacing and leveraging other systems to streamline and  unify existing processes. 2017-01-28T21:09:23-05:00 ##submission.copyrightStatement## EGAD National Snapshot Survey: Change, Progress and Improvement 2017-04-06T11:44:11-04:00 Jake Kaupp Brian Frank Two years ago the EGAD group conducted a survey of institutional leaders of accreditation processes, which asked for a very brief summary of what the university is doing, and key issues or questions the university is facing. These results were presented in a special session at CEEA 2014. This past year, the survey was sent out again asking the same questions alongside some original ones in an effort to gauge how institutions priorities and concerns<br />have shifted in the past two years and to collectively look at how the community is maturing. One of the key goals for this survey is to form a basis for recommendations and key issues to continue the emerging dialogue with CEAB regarding accreditation, continuous improvement and achieving the balance between educational quality and educational innovation. 2017-01-28T21:09:24-05:00 ##submission.copyrightStatement## EXPOSING ENGINEERING STUDENTS TO ETHICAL CHALLENGES: A WEB-BASED LEARNING MODULE 2017-04-06T11:44:11-04:00 Leonnie Kavanagh Kim Laberinto Douglas Ruth This paper presents the development of an interactive web-based module on the ‘Code of Ethics’ for the practice of professional engineering in Manitoba.<br />The module highlights the importance of ethics, casestudies with ‘branching’ options for a variety of realworld scenarios of ethical or unethical choices, and tests with automatic feedback that track a students’ progress.<br />Once implemented, this module is expected to form the foundation for future e-modules in various engineering courses at the University of Manitoba. 2017-01-28T21:09:24-05:00 ##submission.copyrightStatement## Narrative as a Pedagogical Approach to Teaching Leadership and Engineering 2017-04-06T11:44:11-04:00 Penny Kinnear Annie Simpson 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.<br />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,<br />and as a tool for reflecting on and making meaning from experience, [2], and finally, as a means of sharing those meanings with others.<br />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. 2017-01-28T21:09:24-05:00 ##submission.copyrightStatement## USING INSTITUTIONAL ENTREPRENEURSHIP TO ‘REVERSEENGINEER’ A LARGE ENGINEERING LEADERSHIP INSTITUTE 2017-04-06T11:44:12-04:00 Mike Klassen Doug Reeve Annie Simpson Robin Sacks Greg Evans Leadership is poised to become a major feature of engineering education, but the question of how to grow programs within the institutional context of<br />engineering faculties remains largely unanswered by the literature. Our analysis of a single historic case study of Canada’s largest engineering leadership institute sheds light on some of the strategies used to grow from a small program to a stable educational unit. We find valuable insights on how to generalize these findings by applying concepts from institutional entrepreneurship to make sense of founder strategies. 2017-01-28T21:09:25-05:00 ##submission.copyrightStatement## Understanding Barriers to Student Success: What Students Have to Say 2017-04-06T11:44:12-04:00 Elizabeth Kuley Sean Maw Terry Fonstad 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 to<br />student success. 2017-01-28T21:09:25-05:00 ##submission.copyrightStatement## TEN YEARS OF ENHANCING ENGINEERING EDUCATION WITH CASE STUDIES: INSIGHTS, LESSONS AND RESULTS FROM A DESIGN CHAIR 2017-04-06T11:44:12-04:00 Steve Lambert Cheryl Newton David Effa Improving student learning and increasing connections between theory and engineering practice captures the main goals of Waterloo Cases in Design Engineering (WCDE). WCDE is a group at the University of Waterloo (Waterloo) that was established in 2005 as a part of the NSERC Chairs in Design Engineering program. WCDE works with instructors, industry and students to bring real life complexities to the classroom by using authentic case studies. Over the last ten years, more than 175 case studies have been developed and implemented in more than 100 courses with over 125 instructors, across all engineering disciplines. WCDE has collaborated with more than 140 industry, government, non-profit, and academic case partners for the development and implementation of case material.<br />Surveys are used to gauge students’ receptivity to case implementations and for continuous improvement. Student feedback from WCDE case implementations are presented and discussed. The benefits and challenges of case study teaching are discussed, along with reflections on the next steps towards extensive use of engineering cases in education. 2017-01-28T21:09:25-05:00 ##submission.copyrightStatement## Designing Rubrics to Assess Engineering Design, Professional Practice, and Communication Over Three Years of Study 2017-04-06T11:44:12-04:00 Natasha Lanziner David Strong When using rubric-based assessment of students’ understanding of design process in project based courses, it is important to provide specific feedback for major design process elements while avoiding overly prescriptive descriptors [8]. This paper details the development process of a sequence of rubrics used for assessment in successive second, third and fourth year project-based courses. A major consideration in the rubric development process was to ensure the alignment of assessment with course learning outcomes that can be easily mapped to the CEAB graduate attribute accreditation requirements. In the second year course, the rubrics are used to provide students with directed feedback as they learn the basics of engineering design process. The third and fourth year rubrics progress from the second year analytic rubrics by employing elements of holistic assessment. The purpose of evolving these rubrics year over year is to find a balance between the students’ learning and development in design process whilst accommodating variation in projects. This ultimately<br />provides students with greater flexibility and encourages responsibility as they progress through their program. 2017-01-28T21:09:26-05:00 ##submission.copyrightStatement## UPDATE ON THE DEVELOPMENT OF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT (DARCA) 2017-04-06T11:44:12-04:00 Gayle Lesmond Nikita Dawe Susan McCahan Lisa Romkey The shift towards outcomes-based assessment in higher education has necessitated the exploration and development of valid measurement tools. Given this trend, the current project seeks to develop a set of generic analytic rubrics for the purpose of assessing learning outcomes in the core competency areas of design, communication, teamwork, problem analysis and investigation. This paper will provide an update on the original paper presented at CEEA 2015, in which the approach to rubric development for communication, design and teamwork was discussed. The current paper will detail the process of testing the communication, design and teamwork rubrics. In particular, it will report on the progress achieved in shadow testing, where teaching assistants and/or course instructors with grading experience (“assessors”) are asked to evaluate samples of student work using selected rows from the rubrics. The results of shadow testing will be presented. 2017-01-28T21:09:26-05:00 ##submission.copyrightStatement## Speed Marking: Can intuitive skill replace conscious analysis? 2017-04-06T11:44:12-04:00 Denard Lynch This paper discusses the results of an experiment to determine the efficacy and accuracy of evaluating report-based assignments using intuitive cues versus conscious analysis.<br />The experiment involves the evaluation of typewritten reports an average of four pages in length. A conscious analysis requiring twelve to fifteen minutes was performed on each report. The reports were also evaluated using an intuitive technique averaging three to four minutes each. After normalizing, the grades were compared. The data show a moderate correlation (r = .47) between the intuitive and analytical assessments.<br />The paper concludes that the while the efficiency is attractive, the accuracy is inadequate for practical application.<br />Future work could include an investigation to determine ways to “train” intuition by utilizing identifiable cues 2017-01-28T21:09:26-05:00 ##submission.copyrightStatement## More than Marking: Experiences as Undergraduate Design Teaching Assistants 2017-04-06T11:44:12-04:00 Wyatt N. MacNevin Bridget McCloskey Libby Osgood Incorporating aspects of vertical integration into project based learning through the use of undergraduate design teaching assistants is a<br />complicated approach in engineering education. From a student's perspective, this paper will address topics of student assessment, qualifications and expectations, issues associated with rubrics, evaluation of fellow students, design subjectivity, and overall recommendations. This experience is valuable to engineering educators as it not only highlights the development of students with undergraduate teaching assistants, but also the development of the teaching assistants themselves. This paper examines the benefits, challenges, and considerations experienced in engineering design courses with undergraduate TA's from the perspective of an undergraduate student – first as a student, and then from a teaching role as a teaching assistant. 2017-01-28T21:09:27-05:00 ##submission.copyrightStatement## Design of a teachers’ training workshop for improving technology integration skills 2017-04-06T11:44:12-04:00 Madhuri Mavinkurve Mahesh Patil Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement of<br />conceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flipped<br />classroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training  workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be useful<br />in designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve  electronics circuit problems. 2017-01-28T21:09:27-05:00 ##submission.copyrightStatement## Lessons Learned from Teaching a Pilot Multidisciplinary Entrepreneurial 4th Year Capstone Design Course 2017-04-06T11:44:13-04:00 Sean Maw During the 2015/16 academic year, a pilot course at the University of Saskatchewan was offered to senior engineering students. The pilot course was meant to offer an entrepreneurial version of the standard 4th year capstone design course. It also created an opportunity for students to work with students from engineering disciplines other than their own. Two design groups, each consisting of four students, were formed. This paper describes the structure of the course, how the entrepreneurial content and multidisciplinary aspects were handled, and a variety of lessons that were learned that may be of value to other institutions considering similar ventures.<br />The College’s capstone design courses had the weightings of two regular 3-credit courses, running from the start of the Fall term to the end of the Winter term. The most fundamental differences between this course and the standard 4th year capstone course were i) the students identified their own design problem, and ii) they formed multidisciplinary teams to solve their problem. Both of these differences created significant challenges in terms of organizing and running the course. Students from Electrical Engineering, Computer Engineering, and Engineering Physics were full participants in the course. Students from Mechanical Engineering were given the opportunity to participate on a one course credit basis i.e. they still had to take the standard 4th year design course in addition to the entrepreneurial version.<br />Many lessons have been learned from the experience of developing and teaching this course. Issues that will be discussed in the paper include, but will not be limited to: integrating the different learning outcome needs of the different departments involved, managing the uncertainty of the design problems undertaken, integrating entrepreneurship into the design course, talking about design to students from different disciplines, managing “sub-contractor” students in capstone projects, evaluation, scheduling of classes, multidisciplinary supervision, client interaction and evaluation of student work, peer assessment, and student group dynamics. 2017-01-28T21:09:27-05:00 ##submission.copyrightStatement## CONCEPTS ONLY PLEASE! INNOVATING A FIRST YEAR ENGINEERING COURSE 2017-04-06T11:44:13-04:00 Kenneth N. McKay Samar Mohamed Lyndia Stacey MSCI 100, a first year course dedicated to Management Engineering, introduces the main concepts of this discipline to students in their first term. The course’s main goals are introducing core principles that students will apply throughout their undergraduate studies and also preparing them for their first co-operative education term. In Fall 2015, this course was pedagogically redesigned based on authentic self-directed learning, accommodating different learners, and providing students with opportunities to develop professional skills (especially teamwork, project planning, time management and critical thinking).<br />The course was designed holistically with emphasis on integrating concepts and communicating the course plan to students. Although engineering design was an inherent part of the course, there were no memory-driven tests and no math. The course’s learning outcomes were instead formulated around students’ understanding of improving effectiveness and efficiency in various facets of business through the development of their professional skills.<br />There were numerous teaching innovations from the perspective of a first year engineering course. The essence of many course deliverables was for students to experience constructive failure-recovery cycles. This allowed them to learn from their mistakes as they completed case study challenges, hands-on activities, unique assessments and a final team project requiring integration of knowledge and skills. These activities were supported by various groups on campus.<br />A panel of educators was formed near the end of the term so students could reflect on their learning process and be provided with the educators' feedback.. Moreover, the results from the course evaluations indicated that the restructuring of MSCI 100 was largely successful. Most students were able to fully grasp fundamental concepts and apply critical thinking skills. In this paper, we share reasons for redesigning the course, our experience in delivery and assessment, the impact of different teaching and learning methods and finally feedback on switching to in-depth, student-centered learning. 2017-01-28T21:09:28-05:00 ##submission.copyrightStatement## FIRST-YEAR VERSUS FOURTH-YEAR AND ONLINE VERSUS PAPER-AND-PENCIL RESPONSES TO A GRADUATE ATTRIBUTE SELF-ASSESSMENT TOOL AND EXIT SURVEY 2017-04-06T11:44:13-04:00 Andrew J. B. Milne Roydon Fraser Natalie Chow A tool has been created that allows students to self-assess how well their program helped them achieve CEAB graduate attributes. These indirect self-assessments are used at the University of Waterloo in the Mechanical<br />and Mechatronics Engineering (MME) Department along with more direct measurements to inform analysis of programs. The tool uses an online survey platform to allow for randomized presentation of a subset of prompts related to the graduate attributes to each student in order to reduce the number of questions posed to any one student while ensuring coverage of all attributes.<br />This tool has been deployed to first-year and fourth-year cohorts, and the differences in students’ self-assessments are discussed, in particular the increase in self-awareness that is expected to occur between first and fourth-year. The tool has also been deployed as part of an online exit survey administered to fourth-year students only, and similarities and differences in survey responses for online versus paper-and-pencil are discussed especially as they relate to free-form responses 2017-01-28T21:09:28-05:00 ##submission.copyrightStatement## Understanding Capacity in Creativity and Problem Analysis among Engineering Students: A Preliminary Study 2017-04-06T11:44:13-04:00 Dorothy Missingha David Strong Mei Cheong Antoni Blazewicz <p>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.</p><p>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</p> 2017-01-28T21:09:28-05:00 ##submission.copyrightStatement## BUILDING BRIDGES: AN APPROACH TO THE INTEGRATION OF ENGLISH LANGUAGE EDUCATION IN FIRST-YEAR APPLIED SCIENCE COURSES FOR INTERNATIONAL STUDENTS 2017-04-06T11:44:13-04:00 Mike Murphy Gabriel Potvin Vantage College at UBC offers innovative specialized first-year programs for international students that integrate core content courses with complementary language education to allow participants to hone their communication skills while meeting regular academic requirements. In the Applied Science stream of the Vantage program, each first-year engineering course is paired with a language enrichment course, and their respective instructors collaborate, tailoring their content and delivery to improve both the learning of technical material and the effective development of communication skills. This paper outlines the partnership between two physical chemistry courses and their linked language courses. Insights into the nature and logistics of this type of collaboration are presented, and the effectiveness of this training approach is evaluated in relation to the students’ mastery of technical content and improvement of English communication skills. Specific challenges and future improvements of the program are also discussed. 2017-01-28T21:09:29-05:00 ##submission.copyrightStatement## Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors 2017-04-06T11:44:13-04:00 Paul Neufeld Omid Mirzaei Mark Runco Sean Maw Is creativity important in engineering design? If it is, then why do most undergraduate engineering programs spend so little time teaching creativity? And therefore, as a result of our programs, do our students emerge more creative, less creative or no different compared to when they arrived? If creativity is worth developing, can we accurately measure it in our students, and can we enhance it systematically?<br />These were some of the questions that motivated the initiation of a creativity research program in the College of Engineering at the University of Saskatchewan. The assumption was that creativity is important in engineering, especially in design. The intent was to understand how we could assess creativity in our students and then enhance it.<br />The focus of this initial study is a precursor to many of these more applied questions. We had students and faculty from a variety of Colleges, including Engineering, answer an online survey that probed attitudes towards creativity, respondent personality characteristics, opinions regarding conditional influences on creativity, and potential demographic factors influencing the creativity of individuals. As well, we employed a validated creativity attitudes and beliefs measurement tool (rCAB) as an accepted benchmark for assessment.<br />The survey included both closed- and open-ended questions. The results from some of the open-ended questions have been analyzed to determine emerging groups of similar types of answers, and then efforts have been made to relate the groups in a meaningful framework.<br />The results for the Engineering students are emphasized, but they are also compared with students and faculty from other Colleges. Closed questions were analyzed using inferential statistical tests (distributions, means, standard deviations, t-tests, ANOVA, Cronbach’s alpha), while the open-ended responses are compared more qualitatively when they cannot be quantified easily.<br />The survey went through ethics approval and was distributed in the latter half of the Fall 2015 term. 2017-01-28T21:09:29-05:00 ##submission.copyrightStatement## LISTERIOSIS CASE STUDY – VARIATION AND LONGEVITY FOR CURRICULUM ENHANCEMENT 2017-04-06T11:44:13-04:00 Cheryl Newton Christine Moresoli Mary Robinson Katharina Hassel Both teaching and learning from case studies enriches the engineering curriculum by connecting the classroom to real world complexities. A case study about the 2008 Listeriosis outbreak at the Maple Leaf Foods facility in Toronto was developed for the Food Process Engineering course, ChE 564. ChE 564 is a fourth-year technical elective in Chemical Engineering at the University of Waterloo (Waterloo), offered once every winter term. The Listeriosis case was developed by Waterloo Cases in Design Engineering (WCDE) from publicly-available sources.<br />The WCDE Listeriosis case study has been used in four offerings of ChE 564 by three instructors, from 2013 to 2016. Factors that influenced the successful transfer of teaching material are explored using instructor reflection, classroom observations, and student feedback. The three instructors reflected on these factors between each offering of the course and adapted their teaching methodologies to align with the learning outcomes for the course.<br />The evolution of the WCDE Listeriosis case study and its longevity will be discussed over the four course offerings. Issues such as student expectations, the role of the instructor, the open-ended nature of the case, class size, and class engagement are discussed as well. The success and challenges of the Listeriosis case study have broader implications on the difficulties of transferring material between terms and instructors while balancing variation for different cohorts. One challenge when developing case study material is balancing the time invested with the rewards in the classroom and the uptake by different instructors and/or courses. 2017-01-28T21:09:30-05:00 ##submission.copyrightStatement## TECHNOLOGY ENTREPRENEURSHIP @ SFU: EXPERIENTIAL, INTERDISCIPLINARY LEARNING THROUGH AN IMMERSIVE TWO-YEAR PROGRAM 2017-04-06T11:44:13-04:00 Kevin Oldknow Sarah Lubik This paper provides an overview of experiences to date in developing and delivering the Technology Entrepreneurship @ SFU program - an interdisciplinary program in which Mechatronic Systems Engineering and Business students at Simon Fraser University collaborate on market-driven, entrepreneurial initiatives that simultaneously satisfy their respective<br />capstone project requirements. The paper includes a discussion of program scope and objectives, design, implementation and revisions. The role of the program in providing experiential, interdisciplinary learning for Engineering and Business students through an immersive experience is discussed. Qualitative and quantitative program results to date are reviewed, with program enrollment and completion trends, course evaluation data and key stakeholder metrics indicating a level of success<br />in: (1) creating an interdisciplinary, entrepreneurial culture amongst the students, (2) preparing students for future career paths that may include entrepreneurship and (3) potential further commercialization of prototypes<br />developed in the Technology Entrepreneurship program. Longer-term measures of success are also considered and discussed in light of the experiences to date. 2017-01-28T21:09:30-05:00 ##submission.copyrightStatement## USING AN ONLINE MARKING SYSTEM FOR A LARGE CLASS ENVIRONMENT 2017-04-06T11:44:14-04:00 Peter M. Ostafichuk Carol P. Jaeger 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).<br />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 have<br />observed 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 Crowdmark<br />for all of the other benefits it offers. 2017-01-28T21:09:30-05:00 ##submission.copyrightStatement## REDESIGNING THE UBC FIRST YEAR INTRODUCTION TO ENGINEERING: SUCCESSES AND CHALLENGES 2017-04-06T11:44:14-04:00 Peter M. Ostafichuk Carol P. Jaeger Jon Nakane Susan Nesbit Naoko Ellis Jim Sibley A new first year introduction to engineering experience was developed at the University of British Columbia. This paper provides an overview of the two new courses and the lessons learned both in developing and delivering the courses. Several key problematic areas in the previous curriculum were addressed, namely, to improve student connection with the engineering profession, increase design and practical engineering experiences, more effectively integrate sustainability into the curriculum, and better emphasize the human and social connection to engineering.<br />The courses operate in a flexible learning framework with a sequence of online, lecture, and studio components arranged in a whole-part-whole format delivered to a class of 850 students. Elements of numerous effective course design, teaching and learning practices, including integrated course design, constructive alignment, components of Team-Based Learning, classroom assessment techniques, peer evaluation, and peer grading were incorporated into these courses. Student feedback<br />through surveys has shown that the new format has been highly successful in addressing most of the key high-level goals, such as establishing a student connection to the engineering profession, helping students understand what engineers do and how they do it, and providing an introduction and appreciation for design, sustainability, decision-making, professionalism, and ethics.. 2017-01-28T21:09:31-05:00 ##submission.copyrightStatement## UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TARGETING COMMUNICATION SKILLS (Attribute 7) 2017-04-06T11:44:14-04:00 Anne Parker Kathryn Marcynuk <p>This paper will report on some of our findings from a national study investigating the writing demands placed on students in various disciplines,   including   Engineering.   This  is  a  timely study given that Reave notes that a “well-­‐designed program  [in  Engineering]  will  include  a  solid foundation  in  communication  skills,”  something  she says also requires high quality feedback. For our part of the study, we investigated which courses in our Engineering school target Attribute 7 (A7, Communication Skills) and then analyzed the course syllabi to determine whether they required written assignments. We then described these assignments according to 20 variables, such as the total number of assignments  written per year, feedback provided and genre.</p><p>Ever   since   the   accreditation   board introduced them, the graduate attributes and their assessment  have  become  the  focus  of  most Engineering   schools,   so  much  so  that  Engineering course syllabi will necessarily include both a series of course outcomes and a complex chart of the expected competency levels. However, information on the assignments themselves can be far less detailed. Consequently,     our    findings    tend    to    be    more suggestive than definitive, though certain trends do stand out. For example, while many writing scholars, such as Paretti and Reave, would argue that students should   learn   the  various   discipline-­‐specific   writing genres  and  then  be  able  to  shape  their  material  to satisfy the specific rhetorical demands, many course syllabi in our study simply listed “assignments”  rather than  specifying  the  kind  of  assignment:  Civil Engineering listed 16 “assignments” of 33 (total) and Mechanical Engineering 47 of 105.</p>Finally,  even  though  this  paucity  of  detail may  reflect  what  Broadhead  calls  the  general “paucity of requirements for writing instruction” in an Engineering  school,  one of the goals  of the national study   was   to   initiate   discussions   about   the   way writing     is    taught     and     supported     within     the departments   of   the   schools   involved.   Our   study’s findings,   suggestive   as   they   are,   may   be   able   to initiate that discussion. 2017-01-28T21:09:31-05:00 ##submission.copyrightStatement## TEACHING AND ASSESSING “LIFELONG LEARNING” IN ENGINEERING COMMUNICATION COURSES 2017-04-06T11:44:14-04:00 Laura Patterson Carolyn Labun Jannik Eikenaar Recent changes to CEAB’s accreditation process have resulted in the need for engineering programs in Canada to find ways to assess critical graduate attributes. While many of the attributes can be measured through traditional methods, others are more subtle and challenging to assess. One that can be particularly challenging both to teach and assess is lifelong learning. As its name suggests, lifelong learning is a process that begins before and continues after a person’s formal education; it is a learner-initiated activity or habit of mind. As such, educators must develop ways to ensure that students understand the importance of learning itself, both during and after their formal engineering studies.<br />Technical Communication courses are excellent vehicles for delivering and reinforcing the skills and competencies associated with lifelong learning. This paper will explore how “Lifelong Learning” as a CEAB graduate attribute can be taught and assessed in communication courses (APSC 176 and APSC 201) housed in an engineering program at UBC’s School of Engineering. This paper will also explore the next steps in developing appropriate metrics for determining the success of these courses in  meeting this element of accreditation. 2017-01-28T21:09:34-05:00 ##submission.copyrightStatement## Acquiring Skills for Academic Success through Project-Based Learning in First-year Engineering 2017-04-06T11:44:14-04:00 Brian Peach Darlene Spracklin-Reid Steve Bruneau This paper presents the development of a ballista-themed project that comprises part of the pilot of a redeveloped first-year engineering course at Memorial University. The course aims to teach students to “think like an engineer” and provide them with skills and tools to support them throughout their engineering education. Students learn to use tools such as Microsoft Excel and Matlab through the use of meaningful, yet accessible, technical assignments.<br />Students are acquiring requisite engineering knowledge while developing a skill set that will support further learning. The ballista project requires students to design a simple numerical computer model linking the launch and trajectory of a projectile in order to calculate the launch settings required to hit a series of targets. In preparation for the project, instruction is offered on topics including the conservation of mechanical energy, projectile motion and numerical integration. Students compete using an assembled, moderately sized ballista prototype to launch wooden spheres at a castle-like structure. Student use their computer models along with experiment-based model corrections to account for discrepancies in  theoretical and actual trajectories. 2017-01-28T21:09:35-05:00 ##submission.copyrightStatement## PREREQUISITE EVALUATION OF ENGINEERING SKILLS 2017-04-06T11:44:14-04:00 Gérard J. Poitras Eric G. Poitras Preliminary findings obtained from a three-year study are presented where different cohorts of undergraduate civil engineering students are followed for three consecutive years while completing the Civil Engineering program at the Université de Moncton. This study outlines how a set of problem instances were developed, wherein a student performs a series of steps to formulate a solution. These steps are mapped to one or more skills, also known as procedural knowledge components, which are essential for students to have mastered from one or more previous courses in order to successfully complete the course in question. Over a hundred students from the second, third, or fourth year performed a series of problem-solving tasks that assess a common set of skills at the beginning of their respected courses. The findings obtained from the first year of this study show that students vary in their abilities to correctly solve instances of a problem on their first attempt. This suggests that there is a pressing need for assessment tools that target progressions for specific courses using the range of standards outlined by the Canadian Engineering Accreditation Board as progress indicators while providing individualized instructional modules developed on the basis of research-based understanding of how these skills develop over time for all students. 2017-01-28T21:09:36-05:00 ##submission.copyrightStatement## THE INTEGRATED CURRICULUM OF UBC’S MASTER OF ENGINEERING LEADERSHIP PROGRAM IN CLEAN ENERGY ENGINEERING 2017-04-06T11:44:14-04:00 Vladan Prodanovic Walter Mérida A new professional degree, Master of Engineering Leadership (MEL) has been introduced at the University of British Columbia. This collaborative effort between the Faculty of Applied Science and Sauder School of Business provides an innovative, integrated curriculum tailored to accelerate experienced engineers and early career professionals toward effective, sectorrelevant leadership roles. This integrated curriculum includes a rigorous engineering content as well as project management, communication and business development modules.<br />One area of specialisation, the MEL in Clean Energy Engineering (CEEN), provides advanced training across the energy industry value-chain: from sustainable energy generation and conversion technologies, to distribution,<br />storage and management, smart distribution networks and energy policy. The program places students in an active learner’s position and challenges them to critical thinking about topics related to energy conservation and<br />efficiency, energy and environment, and social impact.<br />This paper will provide an overview of the curriculum and discuss different options for integration of course contents. It will discuss the impact of the program on the community, report on student reflections and feedback<br />from industrial partners in the energy sector. 2017-01-28T21:09:36-05:00 ##submission.copyrightStatement## Some Epistemological Groundwork for a Qualitative Analysis of a Communication Community of Practice 2017-04-06T11:44:14-04:00 Debora Rolfes Corey Owen This paper describes a study that attempts to assess learning transfer in an engineering communication programme through a qualitative study using narrative and rhetorical theory, both of which are humanistic theories that have only recently been considered in such assessment. The communication<br />programme attempts to foster a communication community of practice among its students, and thereby ensure that the skills they cultivate in the classroom can be applied in the various contexts provided by the engineering profession. The researchers use narrative and rhetorical theory to analyze transcripts of in-depth interviews, in order to detect evidence of what Etienne<br />Wenger would regard as an identity of participation. 2017-01-28T21:09:37-05:00 ##submission.copyrightStatement## Providing a Uniform Design Experience in an Undergraduate Mechanical Engineering Program 2017-04-06T11:44:15-04:00 Filippo A. Salustri Patrick W. Neumann The design experience of 3rd year undergraduates in Mechanical Engineering at Ryerson University, and the assessment of student design work, was found to be disjointed and highly variable across the program. To attempt to address this, the authors are constructing courseware to help instructors of non-design engineering courses embed rich and consistent design projects into their courses. A “lightweight” Fast-Design process was<br />developed. Course-specific design project examples of the process are being developed for five 3rd year courses using his design process. Current versions of all courseware are freely available. This paper details the nature of the courseware and how it was designed, developed, and deployed for the project. To date, one case has been deployed, two developed, and two more are under development. While results are so far only anecdotal, there is reason to believe that our approach can noticeably<br />improve the design experience of students in nondesign engineering  courses. 2017-01-28T21:09:37-05:00 ##submission.copyrightStatement## Assessing Semester-Long Student Team Design Reports in Large Classes to Provide Individual Student Grades 2017-04-06T11:44:15-04:00 Filippo A. Salustri Patrick W. Neumann This paper presents a method and tool to achieve a trade-off between workload on assessors of semester-long team-based design projects in large classes, with the need for fair and comprehensive assessments<br />of each student individually. Students “book time” throughout the semester, recording their level of input into each project element. They each provide totals for time spent on each element of their final reports. The instructor assesses each design report as if one person wrote it. These data are combined into a single rubric/ spreadsheet. The rubric scales report assessments to accommodate differences in team size, and generates a unique grade for each student in a team. Examples are given in the paper, as are details from the implementation of the method in a Fall 2015 introductory design course. There is anecdotal evidence that the method works, but there is always room for improvement. Several ideas for future modifications to method are discussed. All spreadsheets, documentation, and examples are freely available via the Web. Links are provided. 2017-01-28T21:09:38-05:00 ##submission.copyrightStatement## CHARACTERIZING THE ENGINEERING EDUCATION GRADUATE STUDENT EXPERIENCE IN CANADA: RESEARCH DEVELOPMENT & REFLECTIONS 2017-04-06T11:44:15-04:00 Jillian Seniuk Ciceka Liz Kuleyb Patricia Sheridan Robyn Mae Paul Four Canadian Engineering Education students from the Universities of Manitoba, Saskatchewan, Toronto and Calgary have conceptualized conducting a national study to characterize the identities of graduate students studying Engineering Education in Canada. We developed the Canadian Engineering Education Student Identity Study (CEESIS). This is a mixed methods cross-case comparison research study designed to explore how Canadian Engineering Education graduate students’ identities are  formed through the intersection of our intellectual, institutional and  networking academic experiences nested within our personal lives.<br />In this paper, we detail the realization, purpose, benefits, theoretical design and methodology of this study. The development of our theoretical framework and survey through the use of McAlpine’s identity-trajectory construct is discussed. We conclude with individual personal reflections on how this research process has shaped our own growth as Engineering Education graduate students and how participation in this research group has influenced our understanding and identity of being Engineering Education graduate students and emerging Engineering Education  researchers in Canada 2017-01-28T21:09:38-05:00 ##submission.copyrightStatement## LINKING THE CEAB GRADUATE ATTRIBUTE COMPETENCIES TO EMPLOYABILITY SKILLS 2000+: EQUIPPING STUDENTS WITH THE LANGUAGE AND TOOLS FOR CAREER/EMPLOYMENT SUCCESS 2017-04-06T11:44:15-04:00 Jillian Seniuk Ciceka Lynda Peto Sandra Ingram Graduate attributes are a relevant and pressing topic for engineering educators as we work to find innovative ways to teach and assess them in our courses and programs. The graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB) are left to faculty of accredited Canadian Engineering programs to characterize into manageable,authentic and assessable indicators. Faculty are then responsible for demonstrating that their students possess these competencies, and that their programs are effective in training students in the skills, knowledge, behaviours, attitudes and values that are fundamental to the 12 graduate attributes. It has been a mammoth task that is still, in many cases, in its inception.<br />What if we could approach identifying and assessing the CEAB graduate attributes in another way? Should we be expecting faculty to be solely responsible for assessing students’ graduate attribute competencies? Applying Knowles Theory of Andragogy and Super’s Theory on Developmental Process of Vocational Behaviour, we are able to explain how students, as adult learners, are motivated to identify and assess their own skills and competencies, influenced by their life situations and the<br />relevance of employment to their immediate and future career goals.<br />If we provide the framework for establishing the transference of the CEAB graduate attributes to their employment and career goals, students can be given the motivation to identify, and indeed, showcase their own competencies. Connecting the CEAB graduate attributes to the Conference Board of Canada Employability Skills 2000+ translates the attributes into a language recognizable and relevant to all engineering stakeholders, and may inspire students to seek understanding of the required engineering competencies as they focus on gaining employment, and ultimately achieving career success 2017-01-28T21:09:39-05:00 ##submission.copyrightStatement## SUPPORTING A CLASS’ DEVELOPMENT IN TEAMWORK 2017-04-06T11:44:15-04:00 Patricia K. Sheridan Navid Korhani Doug Reeve Greg Evans This paper presents the design and initial adoption of a new class-level interface that has been added to the on-line Team-effectiveness Learning System (TELS) at the University of Toronto. TELS is an on-line self- and peer-assessment system that allows students to provide intra-team feedback within their project teams. This class-level interface responds to instructor interest in having a better way of assessing and supporting their class’ performance in teamwork as a whole. The interface allows an instructor to assess whether the class has demonstrated sufficient proficiency at teamwork, and/or which areas the class needs to improve to demonstrate proficiency.<br />Launched in September 2015, the class-level interface is currently being used in 5 courses. Preliminary findings indicate the feature to be a useful tool in supporting instructors to tailor their teamwork instruction and activities to the needs of the class. 2017-01-28T21:09:40-05:00 ##submission.copyrightStatement## INFORMATION VISUALISATION IN EDUCATION: A REVIEW OF CURRENT TOOLS AND PRACTICES 2017-04-06T11:44:15-04:00 Ajay Sivanand Brian Frank Faculties at post-secondary institutions have employed systems to gather vast amounts of assessment data with the ultimate goal of using the data to improve the student learning experience. Unfortunately, the large<br />amount of data and complex relationships make it difficult for instructors and administrators to interpret and enact program and policy changes based on it. Worse yet, this is still a nascent problem and there are few supports upon which they may lean. Information Visualization (IV) is<br />one technique that has shown promise in facilitating the extraction of meaningful information, and a tool that can support a faculty’s extraction and application processes would be highly beneficial.<br />This paper looks at the current work of IV in education. We look at what applications these visualizations are being used in, what considerations went into designing them, and how they were evaluated. This information will hopefully provide insight into how to build visualizations for a variety of other educational contexts. 2017-01-28T21:09:40-05:00 ##submission.copyrightStatement## A Literature Review on the Culture of Cheating in Undergraduate Engineering Programs 2017-04-06T11:44:15-04:00 David M. Smith Susan Bens Douglas Wagner Sean Maw Anecdotally, cheating is perceived to happen in all Canadian engineering programs in varying degrees. The authors of this study want to understand the cultures of cheating in the Engineering Colleges at the Universities of Saskatchewan and Regina, to inform efforts to reduce the prevalence of cheating. The first step that has been undertaken in this process is a literature review of previous studies on the general topic of cheating in undergraduate engineering programs.<br />As it happens, virtually all of these studies have taken place in the United States, further motivating parallel work here in Canada. Surveys have recently been distributed to students and faculty at the Universities of Saskatchewan and Regina, where the content of those surveys has been strongly influenced by high-quality work carried out by American researchers of this topic.<br />In this paper, we will describe the research work that has been performed previously, and the survey and measurement tools that have been utilized in past studies e.g. PACES-1, PACES-2 and SEED. The general and specific methods that have been employed will be described, and the results will be summarized. For example, it is known that faculty and students often have very different definitions of, and beliefs around, cheating. In practical terms, this manifests itself in the differing attributions of responsibility for cheating.<br />We conclude our paper by constructing a concise framework that summarizes the current understandings of how cheating is defined in an academic context for engineering, the most common ethical footings that underlie those definitions, and the conditional behaviours that result from them. Finally, we speculate on the potential differences that may arise in a Canadian context, and we describe the approach that we have taken to studying cheating at our own institutions using surveys and other evaluative processes. 2017-01-28T21:09:41-05:00 ##submission.copyrightStatement## Group and individual evaluation in engineering project courses 2017-04-06T11:44:16-04:00 Calin Stoicoiu In engineering programs of study, students often work in small to medium size groups. In particular, programs designed on the project –based learning principle rely heavier on structured group work for projects and integrated courses. There are incontestable benefits surfacing from group work, particularly seen as the increase of critical thinking and problem solving skills and development of social interaction abilities.<br />Challenges occur more often than expected with the assessment and evaluation of the individual performance and participation of each group member in contrast with the whole group results. The final result can be outstanding but it might realistically belong to only one or two group members. The result of the individual assessment must not only reflect accurately and fairly one’s effort but also fit properly in the whole group diversity landscape. Alternatively, group members may have valuable but rather inconspicuous contributions that might easily be undetected and go unrecognized.<br />How to identify sooner rather than later the non-participating students within the group and correct the situation? Which is the best method of fair detection and praise for considerable contribution? The extraction of peer evaluation data and its incorporation in the overall group assessment, represents another often difficult or misinterpreted task. These are questions and challenges yet to be properly addressed. This paper provides a synopsis of existing evaluation techniques for engineering students working in groups, both from a psychological and academic point of view, including examples of current practices from existing project –based learning programs. 2017-01-28T21:09:41-05:00 ##submission.copyrightStatement## STUDENTS LEARNING TO LEARN THROUGH DESIGN 2017-04-06T11:44:16-04:00 Ken Tallman Research being conducted in an engineering capstone design course analyzes student creativity and its connection to metacognition. Data collected from questionnaires, video recordings, and interviews will<br />attempt to show that creativity in the design process and metacognitive understanding of creative activity are important factors in successful engineering design.<br />Motivation for this research comes from the observation that undergraduate engineering students, including those in senior years, have difficulty explaining their design processes. They often have limited understanding of their creative accomplishments as well as a limited ability to explain what makes their approach distinctive or effective.<br />Future research will build on the methodology described here, including a more explicit framework for identifying and assessing creativity in engineering design. 2017-01-28T21:09:42-05:00 ##submission.copyrightStatement## Educating Aerospace Design Engineers: Perspectives from Design Creativity Theory 2017-04-06T11:44:16-04:00 Suo Tana Catharine Marsden Yong Zeng When seeking candidates for engineering design positions, aerospace companies usually seek to hire high qualified professionals while overlooking recent graduates from engineering schools. The reason for this is the opinion that most of the engineers graduating from universities do not possess the skill sets the companies are seeking and that it takes too long to train recent graduates in the complexities of the aerospace design process. There is a need to minimize the gap between the needs of the aerospace industry and the training of engineers at the university level and this need cannot be met without the collaboration of aerospace firms, universities and government. In this paper, we propose an approach to<br />educating undergraduate aerospace engineering students based on design creativity theory. The NSERC Chair in Aerospace Design Engineering (NCADE) at Concordia University will be used as a test bed to implement, validate, improve and promote this educational strategy. 2017-01-28T21:09:42-05:00 ##submission.copyrightStatement## Coaching for Communicative Competence: A Student-Focused Approach 2017-04-06T11:44:16-04:00 Aidan Topping This paper focuses on instructor led, student-focused coaching sessions undertaken in the senior (capstone) design classes at the University of Manitoba. The team-based design approach used in capstone courses allows students to work in a manner more closely reflecting industry practice; however, team writing does not allow for individualized scaffolding which could ensure each graduate meets the standard for communicative competence. Rather than allow students to rely on the team’s collective communication skills, we developed an approach that incorporates individual coaching sessions at multiple stages in the writing process. These sessions require students to reflect upon their work, and allow them to discuss it in a meaningful way with the instructor. Doing so at various stages affords students the opportunity to engage in an iterative approach to developing communicative competence: applying what they learn, reflecting on their work, and discussing communicative gains and new methodologies.<br />While integrating individual coaching and directed instruction into the curriculum can be challenging, this paper demonstrates how student-focused coaching sessions provide a platform from which senior design students can increase both communicative competence and their value to industry as future engineers 2017-01-28T21:09:42-05:00 ##submission.copyrightStatement## Introductory Fluid Mechanics taught using a carburetor 2017-04-06T11:44:16-04:00 Andrew Trivett Andrew Milne Cecile Devaud Tyler Gallant 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.<br />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.<br />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. 2017-01-28T21:09:42-05:00 ##submission.copyrightStatement## DESIGN OF MASTERY-BASED TUTORIAL IN THE BRIGHTSPACE LEARNING ENVIRONMENT FOR A FIRST YEAR THERMODYNAMICS COURSE 2017-04-06T11:44:16-04:00 Joyce Valencerina Douglas Ruth Jillian Seniuk Cicek University level studies can be a daunting experience for students in their first year, especially for students pursuing engineering. Not only are students expected to adapt to a new and intense learning environment, they need to develop a critical thinking approach for their coursework, which is essential in solving engineering problems. The Faculty of Engineering at the University of Manitoba uses the Brightspace Learning Environment by D2L Corporation (UM Learn) as a primary means for delivering course content, communicating with students, and assessing student performance. Of interest are the assessment tools, which can be adapted to enforce good problem solving habits and check students’ learning progress. This paper discusses the design of a mastery-based tutorial for a first year thermodynamics course that provides supplementary formative assessments to ensure students have mastered course content. A survey was distributed to evaluate the online tutorial in which students expressed mixed responses to its usefulness, although many agreed that it supported learning. 2017-01-28T21:09:43-05:00 ##submission.copyrightStatement## AN INVESTIGATION OF STUDENT DEFINITIONS AND VALUE OF CREATIVITY IN ENGINEERING EDUCATION 2017-04-06T11:44:16-04:00 David R. Waller David Strong strongd@queensu.cs There appears to be an existing disconnect between engineering education and creativity that is partly caused by a lack of understanding of creativity’s<br />role in engineering as well as the lack of value placed on creativity in the academic environment. This paper used mixed methods research to investigate this disconnect through the perceptions of undergraduate engineering students. A survey was used to gather definitions of engineering creativity and to measure the value students place on creativity in engineering.<br />Results indicated that students have a wide variety of definitions and understanding of engineering creativity. It was found that students generally valued creativity in an engineering context, but Year 4+ students had statistically significant less value for creativity than all other years of<br />study. The findings support the need for a well-developed and universally accepted definition of engineering creativity. Causation for the difference in value Year 4+ students place on engineering creativity should be further<br />investigated. 2017-01-28T21:09:44-05:00 ##submission.copyrightStatement## ASSESSING STUDENT EXPERIENCES: ASSIGNMENT DESIGN TO ENCOURAGE STUDENT REFLECTION AND FEEDBACK ON PROGRAM-LEVEL EFFECTIVENESS 2017-04-06T11:44:16-04:00 Lydia Wilkinson Alison McGuigan Within our second year communication course in Chemical Engineering an assignment asks students to reflect upon their experience through the<br />second year to identify courses and suggest course or program-level recommendations that deserve funding. Student presentations for this assignment provide a method of capturing student responses to their current curriculum and integrating their values and ideas into future planning.<br />These presentations propose a range of initiatives to improve the educational experience: cross-curricular integration, opportunities for professional development and exposure to industry, increased lab time, hands-on learning through practical projects, introduction or increased use of engineering software, improvements to facilities or equipment, increased teaching assistant support, and better use of instructional technology. The responses as a whole indicate that this activity helps<br />students to better understand the interconnectedness of their curriculum, and the challenge of orchestrating program-level change. 2017-01-28T21:09:44-05:00 ##submission.copyrightStatement## INCORPORATING A COMMUNITY-BASED RAPID MANUFACTURING FACILITY INTO A FIRST YEAR ENGINEERING DESIGN COURSE 2017-04-06T11:44:17-04:00 Mark Wlodyka Bruno Tomberli University engineering departments are often challenged to maintain state of the art manufacturing facilities due to the rapid technological changes that are occurring in industry. Older or obsolete engineering laboratory equipment, manufacturing machines, and design tools are difficult to replace due to limited department budgets, space, and staff resources.<br />At Capilano University, where a hands-on project-based one semester first year engineering design class is offered, the Engineering department has taken a novel approach to meet the above challenge.<br />The Engineering Design students are required to design, build, and test original prototype electrical circuits, and mechanical structures as part of their design projects. Construction of these student-designed units requires a rapid turnaround manufacturing facility to meet the peak demands of the students, capabilities that smaller universities are often limited in their ability to provide.<br />To meet this specific requirement, a community-based private rapid prototyping design and manufacturing facility, Zen Maker Labs, was approached, and a partnership agreement has been developed. The agreement consisted of cooperation between the university and the Zen Maker Lab to support up to 60 engineering design students. The students were provided with tools, safety training, and support for manufacturing. The facility has provided CAD design stations, several 3D printers, laser cutters, and numerically controlled milling machines to support manufacturing of student designs. Access to the manufacturing facility was initially provided on subscription basis, where students used the library to “sign-out” membership cards, and access the facility on a controlled,  supervised basis. The controlling of student numbers through the  university library provided a method for managing student access to the<br />manufacturing facility over a period of 8-10 weeks. This arrangement for laboratory access has recently been expanded through a revised collaboration arrangement, and has provided engineering design students with handson experience with several manufacturing technologies and CAD engineering modelling and design tools. 2017-01-28T21:09:45-05:00 ##submission.copyrightStatement## INTEGRATED LEARNING DESIGN OF AN ENGINEERING TECHNOLOGY SUSTAINABILITY AND ETHICS COURSE 2017-04-06T11:44:17-04:00 Greg Zilberbrant Allan MacKenzie McMaster University’s School of Engineering Technology (SET) offered a unique course structure to students in their final undergraduate term in the 2015-2016 academic year. The intention of the program chair and instructor was to deliver a course that taught sustainability and ethics in a context that would be applicable to 105 Bachelor of Technology (B.Tech.) engineering technology students preparing to commence their careers at the end of the term. The course focused on the delivery of a final project of the students’ choosing that connected to a real-world sustainability issue supported by weekly lectures and testing. The unique delivery style was an experiential learning approach mimicking the dynamics of a real-world project involving client and stakeholder management – concepts that the students were introduced to in prerequisite courses. The project criteria stipulated a “new-worthy” topic which forced the students to be up-to-date and adjust their project work throughout the term based on changes in the media interest, public opinion, or political involvement. Students were challenged to not only look at the problem and address the applicable environmental, social, and economic aspects but to further develop communication strategies within the political context and societal acceptance/understanding of the issue. The evaluation of the course success is reviewed based on student feedback and a formal focus-group session conducted by McMaster Institute for Innovation &amp; Excellence in Teaching &amp; Learning (MIIETL) which highlighted students “felt engaged with the material and described the project as their ‘greatest intellectual challenge’ of the B.Tech. program.” For the purpose of knowledge sharing, this paper will discuss the course design, innovative instructional approach, group project attributes and outcomes from a student the focus-group. 2017-01-28T21:09:45-05:00 ##submission.copyrightStatement##