Proceedings of the Canadian Engineering Education Association (CEEA) <p>Conference Proceedings of the <a href="" target="_blank" rel="noopener">Canadian Engineering Education Association&nbsp; (CEEA</a>). The proceedings will&nbsp;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> en-US (Nasser Saleh) (OJS Administrator) Tue, 12 Dec 2017 00:00:00 -0500 OJS 60 EMPOWERING ENGINEERING STUDENTS IN ETHICAL RISK MANAGEMENT <p>The purpose of our study is to assess to what extent engineers are empowered by their professional training to engage in ethical risk management. Using the concept of self-efficacy and the results from a questionnaire answered by 200 engineering students, we suggest that the present engineering education fails to induce such empowerment.<br>We therefore propose an innovative method to help in this matter. Carried out through workshops with 34 students, the efficiency of this method has been evaluated using group interviews and questionnaires. Our results suggest that such an approach is efficient, at least in the short run, to motivate students to engage in ethical risk management. Maybe more importantly, it triggers reflectivity on what it means to be an engineer today, a first step in engaging into the ultimate Grand Challenge of self-knowledge.</p> Yoann Guntzburger ##submission.copyrightStatement## Mon, 25 Sep 2017 07:07:38 -0400 USING THE CLA+ TO TRACK DEVELOPMENT OF COGNITIVE SKILLS FROM FIRST TO THIRD YEAR: ACCESSIBILITY AND FACTORS FOR SUCCESS <p>This paper provides results from the first three years of a 4-year longitudinal assessment project on the development of cognitive skills using the Collegiate Learning Assessment (CLA+). The CLA+ is an online test, designed to measure cognitive skills (CS) (critical thinking, problem solving and written communication, with sub-scores reporting scientific and quantitative reasoning, critical reading and evaluation, and critiquing an argument). Cognitive skills are fundamental elements of engineering programs and central to the practice of engineering. The Canadian Engineering Accreditation Board’s (CEAB) requires programs to assess their student’s graduate attributes and have a system in place to use the assessment for curriculum improvement. CLA+ assessment constructs relate to the CEAB attributes of problem analysis, investigation and communication. The testing was initiated as part of a strategy to track development of cognitive skills and to inform course improvement efforts. The testing was embedded in a range of engineering courses. Student achievement on written communication outcomes appeared to fall over time, and critiquing an argument was identified as an area of weakness, specifically for the first year students. Strategies were subsequently implemented as part of a curriculum improvement initiative. With the goal of maximizing success for all students, we investigated differences in achievement based on sex, language, and parental education, as well as the amount of effort put into the test. There were significant differences in achievement, prompting concerns about motivation and relevance to the engineering discipline. Students without English as a first language demonstrated negative gains over time. Parental education level was the strongest predictor of performance, but the most significant factor impacting on students’ scores was self-reported effort.</p> Natalie Simper, Brian Frank, Jake Kaupp, Nerissa Mulligan ##submission.copyrightStatement## Tue, 21 Nov 2017 13:06:31 -0500 LESSONS FROM ENGINEERING PHILOSOPHY <p>Current educational literature calls for a shift in educational paradigm from a system of facts and tests to a system of curiosity, innovation and entrepreneurialism. Harvard psychologist Howard Gardner defines intelligence for students today as “the ability to solve problems that one encounters in real life, the ability to generate new problems to solve and the ability to make something or offer a service that is valued in one’s culture” [2]. Engineers in the field are models of learners for life. They have blended content knowledge, skills and competencies into an intuitive engineering sense. Engineers work collaboratively with others knowing that the best possible solution will be a negotiation between perspectives, boundaries and possibilities. They are flexible in their approach to new tasks, they learn from failures and they welcome uncertainty. Engineers are able to assess a situation, identify a component or process that could be improved, gather data, develop ideas, and create something, an item, process or service that is valued. What might education learn from engineering?</p> Glenys MacLeod ##submission.copyrightStatement## Tue, 21 Nov 2017 13:12:09 -0500 An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants <p>As engineering education strives to progress towards a student-centric learning model, a competency gap with future educators becomes more apparent. In particular, the expectation of graduate student teaching assistants (GTAs) in attaining teaching competency to support this dynamic learning environment, often without sufficient training, is unrealistic.<br>In the following paper, we present an implementation of the flexible Teaching Assistant Consultant (TAC) program, which serves to support the development of novice GTA competencies using a discipline-specific model with emphasis on assisting the unique challenges of international teaching assistants.<br>We introduce the specific role of the TAC in terms of core principles and deliverables, and the strategic structure of the campus wide program at the University of Victoria. We conclude by detailing the specific implementation of the program in engineering by illustrating the role and deliverables of the engineering TAC.</p> Kush Bubbar, Alexandros Dimopoulos, Cynthia Korpan, Peter Wild ##submission.copyrightStatement## Tue, 21 Nov 2017 13:19:08 -0500 OPENCHEME: OPEN EDUCATIONAL RESOURCES FOR MATERIAL AND ENERGY BALANCES <p>A survey of student opinions around open educational resources, with a focus on open textbooks, was undertaken in a second year material and energy balances course. Roughly one third of the class of 200 students participated in a voluntary online survey. One sixth of students reported having no easy access to a textbook. Students believed that free online resources and a low-cost online textbook would significantly improve their learning. Students were generally in favour, although not as strongly, of contributing to these free online resources. When asked which resources would be most valuable to improve their learning, students most often called for sample problems and solutions as well as videos of problem solutions or concept explanations. A search was then undertaken to find open educational resources that could be used to meet student requests. This search was successful in finding a variety of appropriate resources that could be adopted and built upon to meet student requests as well as finding a gap in terms of sample problems and solutions for students to practice applying their knowledge.</p> Jonathan Verrett ##submission.copyrightStatement## Tue, 21 Nov 2017 00:00:00 -0500 INTEGRATING ELEMENTS OF TEAM-BASED LEARNING AND INCREASING INDEPENDENCE IN A 4TH-YEAR LAB COURSE TO PROMOTE THE DEVELOPMENT OF CRITICAL THINKING, PROBLEM-SOLVING AND TROUBLESHOOTING SKILLS <p>Although conventional labs provide good opportunities to develop technical communication and analytical skills, they offer few avenues to develop creative problem-solving or experimental design skills. Even when an open-ended Problem-Based Lab (PBL) format is followed, many students remain reliant on TAs or instructors and when problems arise are reluctant to attempt a solution themselves. This paper describes a new design for a 4th-year chemical engineering PBL-based lab course that incorporates elements of Team-Based Learning (TBL), flexibility, and greatly reduces formal supervision to promote independence, problem-solving, troubleshooting, and critical thinking skills. The course structure and deliverables are described. Student feedback, collected from surveys, indicates that they preferred this approach compared to regular labs and felt it was quite successful in developing the aforementioned skills and in increasing their confidence in their engineering judgement. It will therefore be expanded in the future.</p> Gabriel Potvin ##submission.copyrightStatement## Tue, 21 Nov 2017 13:26:55 -0500 LANGUAGE AS AN ENGINEERING LEARNING TOOL: INTEGRATION OF LANGUAGE AND ENGINEERING EDUCATION FOR FIRST-YEAR STUDENTS TO IMPROVE BOTH TECHNICAL LEARNING OUTCOMES AND COMMUNICATION SKILLS <p>Vantage College (VC) 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 their regular academic requirements. In the Applied Science stream of VC, each engineering course is linked to a complementary language course and the instructors collaborate closely. In this paper, three examples of writing tasks are presented that deal with the intersection of language training and technical engineering content, all in the context of writing lab reports for two engineering chemistry courses. A description of each task is provided, and the benefits to students both in terms of improved communication skills and enhanced understanding of technical content is provided from the perspective of language and engineering instructors, as well as from students based on feedback on each activity collected through surveys. The integrated approach was found to be quite effective in improving learning outcomes.</p> Mike Murphy, Gabriel Potvin ##submission.copyrightStatement## Tue, 21 Nov 2017 13:32:56 -0500 Tron Days: Horizontal Integration and Authentic Learning <p>Abstract—First year Mechatronics students at the University of<br>Waterloo consistently do not see the connection between their fundamental<br>math and science courses with the practise of engineering.<br>To address this issue, the first year instructors came together to<br>launch a two day Hackathon style project for the students called<br>Tron Days. Tron Days featured small warm up problems dealing<br>with advanced concepts in each of the courses, and big problems<br>that drew from all of the first year courses. The challenges only<br>had communication marks associated with them and provided an<br>opportunity for sustained engagement with the concepts. The metrics<br>used to measure the event showed that it was successful at addressing<br>the desired outcomes, but could be further enhanced to address more<br>material.</p> Eugene Li, Chris Rennick, Carol Hulls, Mary Robinson, Michael Cooper-Stachowsky, Eline Boghaert, William Melek, Sanjeev Bedi ##submission.copyrightStatement## Tue, 21 Nov 2017 13:44:44 -0500 INCREASING SYSTEM UNDERSTANDING AND MOTIVATION IN STUDENTS USING NOVEL INTERACTIVE LEARNING METHODS <p>Undergraduate engineering design students face the challenge of proving the durability of complex mechanical systems. Students are burdened with an excess of existing information. The key challenge lies in making a dry subject interesting to undergraduate students to increase fundamental skills and motivate students towards self-determined learning. This paper presents a newly developed didactic approach that uses interactive learning methods for courses with large student numbers to increase learning success. The novel learning concept focuses on improving student motivation using interactive learning methods to achieve the intended learning outcomes and promote selfdetermined learning. Learning methods within the interactive learning concept are applied to prove the durability of welded joints. The paper highlights experiences from teaching practice gained while using these novel interactive learning methods in large engineering courses of more than 900 undergraduate engineering design students.</p> Ilyas Mattmann ##submission.copyrightStatement## Tue, 21 Nov 2017 13:49:43 -0500 ACOMPARISON OF ACCESS AND DIRECT ENTRY STUDENT SUCCESS IN ELECTRICAL ENGINEERING TECHNOLOGY <p>This paper provides an overview of the Introduction to Electrical Engineering Technology program, analyzes its success, and provides observations for administrators considering a similar initiative.<br>A barrier to access for Science Technology Engineering and Math-based careers is the requirement for high school math and physics courses. To address this shortcoming, an Electrical Engineering Technology (EET) program at a major Manitoba college implemented a one term Introduction to Electrical Engineering Technology (Introduction to EET) program to upgrade student mathematical abilities, reduce the first-year workload, and help them identify a career that interest and motivate them.<br>Student success is evaluated by comparing the retention and relative performance of the Introduction to EET students who entered the regular EET program with the performance of direct entry students in the same classes. The grades were analyzed using an ANOVA approach to determine if the two groups were statistically different. In the first cohort, statistical differences were observed in three courses with the direct entry students performing lower. In the second cohort, the Introduction to EET students performed poorer in mathematics than their direct entry peers. As students continued through the program, performance differences became harder to detect.</p> Andrew Roncin, Husam Elsaid, Michael Krywy, Joe Carey ##submission.copyrightStatement## Tue, 21 Nov 2017 13:56:46 -0500 THE ART OF THE POSSIBLE: DEVELOPING A COURSE TO INTRODUCE ENGINEERING TO NON-ENGINEERS <p>Understanding engineering is an important factor in fully participating in civic decision-making, however there are few opportunities for those outside engineering to learn about it. We developed and offered a course on engineering for Arts (and Commerce) students, to increase technical literacy, which counted toward the Arts degree Science requirement. A teaching team from three disciplines presented four technical modules themed around specific technologies, and covering a wide range of engineering practice topics. Students participated in many hands-on activities and demonstrations, and instructors used flipped classroom techniques. Assessment for each module consisted of both a short technical online quiz and a blog post about a topic in the news, which allowed students to bring in their own disciplinary knowledge. The final assessment was a group video project where students aimed to advocate for a position on a technical/civic issue related to one of the modules. We detail in this paper the results of our consultations with Arts; the course structure and goals; some of the specific content and activities designed (with an emphasison correctly targeting pre-existing knowledge of the students); a reflection on the successes and challenges in the first offering, including student feedback; and suggestions for others who might want to develop such a course.</p> Agnes G. d'Entremont, Patrick Kirchen, Naoko Ellis, Cristian Grecu, Sheldon Green ##submission.copyrightStatement## Wed, 22 Nov 2017 10:04:45 -0500 IMAGES OF THE FUTURE: GENDER AND PORTRAYALS OF FACULTY AND INDUSTRY MEMBERS IN CANADIAN ENGINEERING SCHOOL RECRUITMENT MATERIALS <p>Engineering remains a male-dominated profession, despite efforts toward change. It is possible that the images used in undergraduate recruitment materials could influence how an individual might perceive their “fit” within engineering. We considered both the representation and context of individuals shown in images and videos collected from 18 Canadian English-language engineering schools, using content analysis. In this paper, we focus on individuals coded as either faculty or industry members, as they illustrate the future possibilities of a career in engineering in this material. We found an overrepresentation of women faculty and women industry members compared to their population percentages at the schools (faculty) and in the profession (industry). We also found that women professionals of both types were under-represented among those professionals wearing business attire, and women industry members were over-represented among those industry members whose names and credentials were given, in both the images and videos. We encountered a similar overall over-representation of women among student imagery, and suspect that it is the result of intentionally highlighting women within the schools and the field of engineering. However, we believe<br>that context, as well as presence, matters. The underrepresentation of women in some cases is worth examining for the message it may send about the future prospects of a student considering engineering.</p> Agnes G. d'Entremont, Kerry Greer, Katherine A. Lyon ##submission.copyrightStatement## Wed, 22 Nov 2017 10:11:11 -0500 INTERNATIONALLY-EDUCATED ENGINEERS’ INSIGHTS INTO THE SOCIAL RESPONSIBILITIES EMBEDDED IN THE CANADIAN ENGINEERING PROFESSION <p>Drawing from data collected as part of a larger study, this paper focusses specifically on internationally-educated engineers’ (newcomers to Canada) insights and experiences of the social role and social responsibility inherent in the Canadian engineering profession. The study participants were individuals who had completed a formal foreign credentials recognition process through a qualifications recognition program at the University of Manitoba, and who have achieved professional licensure in Manitoba. Data were collected from 23 internationally-educated engineers through long one-on-one and group interviews over a period of two years. The work uses a conceptual framework of professional practice as the development of moral conscience. The data demonstrate that through engagement with the regulatory process including right-to-title, right-to-practice, and the Code of Ethics, and through one’s day to day engineering practice, participants assimilated an understanding of the practice of professional engineering in Canada as being rooted in a professional community with explicit and stable social responsibilities.</p> Marcia R. Friesen, Jillian SemiukCicek ##submission.copyrightStatement## Wed, 22 Nov 2017 10:15:34 -0500 PUZZLE-BASED LEARNING: AN APPROACH TO CREATIVITY, DESIGN THINKING & PROBLEM SOLVING. IMPLICATIONS FOR ENGINEERING EDUCATION. <p>This paper will explore research practices already being conducted in various institutions, strengthening this paper's position that puzzle-based learning is a foundational methodology which assists newly admitted undergraduate engineering students, how to best approach critical problem solving. Furthermore, this paper will provide recommendations for an introductory protocol to introduce the incorporation of puzzle-based learning into a seminar-style course for First Year Introductory Engineering, and as a component of the engineering degree. The paper results in an exploratory analysis of what could be a starting place for future studies or classes to be conducted.</p> Stacy A Costa ##submission.copyrightStatement## Wed, 22 Nov 2017 10:18:32 -0500 Engineering the Future: A Conceptual Framework for Evolving Engineering Education <p>Today, we live in a world of unprecedented challenges, opportunities, and complexities, where advances in technology are transforming the very fabric of our culture, economy, and environment. Engineering education is responsible for preparing students for the unprecedented challenges, opportunities, and complexities of this emerging future. Here, we share our current perspective on the evolution needed in engineering education via a conceptual model we have developed. In particular, we highlight the need for engineers to engage in social agency over technology, which requires them to understand the social context in which they live and work, and explore the kind of ingenuity needed to create a future where technology meets society’s need. We use the model to analyze a number of educational initiatives we have developed at the Lassonde School of Engineering.</p> Kai Hua Zhuang, Franc Newland ##submission.copyrightStatement## Wed, 22 Nov 2017 10:22:33 -0500 CREATIVE TRANSFER IN THE ENGINEERING CLASSROOM <p>This research on creativity in undergraduate engineering education asks whether undergraduate engineering students in a Fall 2016 course will develop enriched creative skills in other learning and professional environments as a result of having taken the course. The motivation for this study comes from the need for a clearer understanding of how and where to teach creativity in the undergraduate curriculum and a clearer understanding of how students transfer skills and knowledge from one setting to another. As well as studying students’ creative growth, the research will analyze students’ metacognitive development. What do students learn about how they learn by taking this<br>course? Is this knowledge valuable? Are students able to better articulate their creative processes once they have finished the course? Have they found ways to make use of this advanced knowledge? The results from this research are preliminary and inconclusive, but appear promising. Research data at present consists primarily of audiorecorded interviews with consenting students, and more data is likely required to provide better certainty about whether students have been able to transfer their creative activity from this course to other situations.</p> Ken Tallman, Christina Mei ##submission.copyrightStatement## Wed, 22 Nov 2017 10:27:36 -0500 AN INSTRUCTOR’S EXPERIENCE OF IMPLEMENTING BLENDED LEARNING IN ENGINEERING: BENEFITS AND CHALLENGES <p>This paper discusses how a blended learning approach was implemented in two courses in the Civil and Environmental Engineering program at the University of Alberta: CivE 398 (Introduction to Continuum Mechanics); and CivE 295 (Civil Engineering Analysis II). During the blend, two approaches were used to convert content to an online format: first was the development of online videos that were used to complement either in-class or laboratory activities. The second approach was the development of an online textbook ( with interactive examples which replaced a traditional paper textbook. For each approach, the tools that were used along with the associated costs will be presented. Changes to in-class or lab activities will be also be discussed, along with the associated challenges, and perceived advantages of the blended approach, from the instructor perspective. In addition, the preliminary results of student surveys related</p> Samer Adeeb, Carol Brown, Norma Nocente ##submission.copyrightStatement## Wed, 22 Nov 2017 10:32:45 -0500 ENGINEERING EDUCATION FOR SUSTAINABLE CITIES IN AFRICA: A CASE FOR RWANDA <p>Rwanda’s rates of urban growth and urbanization are unprecedented [1]. This change in the number of urban-dwellers will require increased engineering talent and resources to support resulting demands on the urban infrastructure. This study builds on the engineering education literature in Rwanda, explores how the country is prepared to manage current and future urban growth rates through engineering education, and examines the processes universities undergo when reforming their engineering curriculum in Rwanda. A research team travelled to Rwanda in July, 2016 to study engineering programs and interview two faculty members at two universities. Four significant subjects emerged from this study: the involvement of the political institutions in the curriculum design and approval processes, the need for allocating new resources to meet an increase in student enrolment, the importance of considering the historical and regional contexts in the curriculum, and the need for more hands-on training in engineering education. Further study is recommended on the political involvement in engineering curriculum reform, the government-led student and faculty funding initiatives, the impacts of the historical and regional contexts on the tertiary education system, and the increase</p> Antoine Despres-Bedward ##submission.copyrightStatement## Wed, 22 Nov 2017 10:35:29 -0500 STEM OUTREACH FOR INDIGENOUS YOUTH – LESSONS LEARNED IN OVER A DECADE OF PROGRAMMING <p>With over a decade of conducting outreach programs for Indigenous youth, the Waterloo Engineering Outreach (WEO) office has gained insight and understanding through a reflective and analytical lens. We outline mistakes and lessons that we’ve learned over the years so others can benefit from our work. This includes the importance of community relationships, delivery and leadership styles, and balancing Western and Indigenous worldviews. The goal of sharing our practices is threefold: provide resources to any group planning to start their own outreach program, offer insight to Western educators to better support Indigenous youth pursuing science, technology, engineering and math (STEM), and highlight the necessity of cultural inclusivity and a communal approach in STEM education.</p> Lyndia Stacey, Cheryl Maksymyk, Martin Scherer, Mary Wells ##submission.copyrightStatement## Wed, 22 Nov 2017 10:41:30 -0500 ONE BIG HAPPY ENGINEERING FAMILY? THE INFLUENCE OF PSYCHOLOGICAL CONTRACTS ON TEAM OUTCOMES AND THE MEDIATING ROLE OF PERSON-TEAM FIT <p>Teamwork is frequently used to tackle complex and demanding tasks in organizational and educational settings. While teamwork may offer substantial benefits, the challenges of working effectively in teams are considerable. This study examines the roles of psychological contract breach and person-team fit in relation to teams’ effectiveness. Twelve teams of electrical and computer engineering students were surveyed at three time points to assess their perceptions of personteam fit and psychological contract breach.<br>Results of a longitudinal mediation model supported our hypotheses that team level psychological contract breach would result in decreased supplementary fit and increased complementary fit. Regarding team outcomes, we found that perceptions of supplementary fit increased team member peer feedback ratings, while perceptions of complementary fit increased team potency. Follow-up analyses revealed that psychological safety was positively related to psychological contract breach. Implications for practice are discussed.</p> Katherine Gibbard, Yannick Griep, Genevieve Hoffart, Denis Onen ##submission.copyrightStatement## Wed, 22 Nov 2017 10:48:03 -0500 PROFESSIONAL PRACTICE AND ENGINEERING INTERNS: THREE CASES FOR DISCUSSION <p>A key phrase in discipline findings of professional misconduct is "The engineer knew or ought to have known". By virtue of being members of the engineering profession, Engineers are expected to demonstrate both technical competence and professionalism. The three cases in this paper look at professionalism from the standpoint of trust from the perspective of the regulator, the client, and peers.<br>When that trust is broken, complaints against the engineer can ensue and unless the member has worked with the investigation committee or been investigated before, it is unlikely that they would know the disciplinary process and the scope within which they operate.<br>This paper is aimed at fostering classroom discussions about the ethical situations Engineering Interns could find themselves in and offers ideas on how the investigation/discipline process can be brought to the classroom.</p> A. Roncin, M. G. Britton, G. Koropatnick ##submission.copyrightStatement## Wed, 22 Nov 2017 10:59:43 -0500 ASSESSING AND DEVELOPING THE INDIVIDUAL AND TEAM WORK ATTRIBUTE <p>Working effectively in teams is an essential skill that must be developed over the course of an engineering degree program. However, soft skills such as effective team behaviours can be difficult to assess and develop in students. Accordingly, the paper outlines our efforts to operationalize the Individual and Team Work attribute with the intention of outlining best practices in assessing, tracking, and enhancing the graduate attribute for both student development and accreditation purposes.<br>A survey comprised of 40 Likert-scale items and 3 open-ended response questions was administered to all undergraduate students at a large North American university. The survey resulted in key findings, including that students rated their team work competencies significantly lower than they rated the perceived importance of those competencies for success in the workplace. Additionally, females reported significantly lower satisfaction and support in their team experiences than male students. These findings and others resulted in 12 evidence-based recommendations to strategically support the Individual and Team Work attribute.</p> Genevieve Hoffart, Katherine Gibbard, Thomas O'Neill, Anders Nygren, William Rosehart ##submission.copyrightStatement## Wed, 22 Nov 2017 11:07:16 -0500 TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING <p>This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.</p> Joshua Woods, Natalie Mazur, John Gales ##submission.copyrightStatement## Wed, 22 Nov 2017 11:11:48 -0500 DEVELOPMENT OF THE CANADIAN ENGINEERING ETHICS GAME: FEEDBACK FROM PROFESSIONAL ENGINEERS <p>Researchers at the University of Manitoba developed a prototype video game to assess the question, could Engineering Ethics in Canada be effectively taught using a video game. Based on the feedback of twenty professional engineers and engineering interns who play tested the game, the method is valid and worthy of future work. This paper breaks down the specific feedback given and the considerations for improvement that resulted.</p> Andrew Roncin ##submission.copyrightStatement## Wed, 22 Nov 2017 11:14:58 -0500 Assessing the Efficacy of Online Lecture Modules in a Core Mechanical Engineering Undergraduate Course <p>In recent years, there has been a growing interest in flipped delivery of undergraduate courses. There has also been an interest in blending online learning with traditional, in-class learning. In this paper, the efficacy of a blended online course is assessed based on the second-year mechanical engineering course “Computing Tools for Engineering Design” for the Fall 2016 semester. This is an extension of a Fall 2015 study in the same course where traditional lectures were used. This study examines how the online modules are used by the students, as well as students’ opinions on the video effectiveness. The results of the study painted a picture of a typical flipped delivery student: one who streams the content on a personal device/computer before the in-class session, and tends to stop/rewind the content rather than playing it continuously. Student impressions of the mode of delivery were generally positive, indicating that a combination of online lectures and in-class practice sessions support learning.</p> Mohammed S. Taboun, Robert W. Brennan ##submission.copyrightStatement## Wed, 22 Nov 2017 11:23:21 -0500 TEAMWORK FOR ENGINEERING STUDENTS: IMPROVING SKILLS THROUGH EXPERIENTIAL TEACHING MODULES <p align="LEFT"><span style="font-size: medium;">&nbsp;<strong><em>Abstract </em></strong></span><em><span style="font-size: small;"><strong>– </strong></span><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Motivated by a perceived deficiency in teamwork skills of graduating engineering students, a series of six teamwork training modules are being designed for each of the students’ first six academic terms. A careful pilot-revise-implement design cycle has resulted in the development of a number of variations of each module, catering to different disciplines’ needs for integration with the curriculum.</span></em></p> <p>The project is at its midpoint, having designed, delivered, and revised the first three modules: an introduction to teamwork, communication in teams, and team conflict. The fourth module - giving and receiving feedback in teams - was piloted in early 2017. The last two remaining modules are envisioned to cover teamwork topics at a more advanced level.</p> <p>So far, all modules have been delivered in host courses with instructors receptive to the need for teamwork training. It is observed that the modules’ success and long term sustainability depend on their ability to easily integrate with or wrap around existing course activities.</p> <p>&nbsp;</p> <p>&nbsp;</p> Rania Al-Hammoud, Ada Hurst, Andrea Prier, Mehrnaz Mostafapour, Chris Rennick, Carol Hulls, Erin Jobidon, Eugene Li, Jason Grove, Sanjeev Bedi ##submission.copyrightStatement## Wed, 21 Feb 2018 16:47:47 -0500 STUDENT FEEDBACK AND PROBLEM DEVELOPMENT FOR WEBWORK IN A SECOND-YEAR MECHANICAL ENGINEERING PROGRAM <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">WeBWorK is a widely-used open-source,</span></p> <p align="LEFT">online homework tool where instructors may author their</p> <p align="LEFT">own problems, or select problems from an Open Problem</p> <p align="LEFT">Library. While it is extensively and globally used in</p> <p align="LEFT">mathematics, there are few problems available for</p> <p align="LEFT">engineering subjects. Due to initial student feedback</p> <p align="LEFT">based on mathematics problems, we decided to compare</p> <p align="LEFT">WeBWorK directly to our Blackboard Learn LMS for</p> <p align="LEFT">online homework during an integrated second-year</p> <p align="LEFT">Mechanical Engineering program.</p> <p align="LEFT">Students were assigned two problem sets in</p> <p align="LEFT">Blackboard and two problem sets in WeBWorK, and then</p> <p align="LEFT">completed a survey. Results show a strong preference for</p> <p align="LEFT">WeBWorK in all areas, including ease of use, ease of</p> <p align="LEFT">navigation, clear feedback, reported enhancement of</p> <p align="LEFT">learning, etc.</p> <p align="LEFT">We outline the primary benefits and drawbacks of</p> <p align="LEFT">using WeBWorK, and conclude by recommending</p> <p>WeBWorK for online homework in engineering courses.</p> <p>&nbsp;</p> Agnes G. d'Entremont, Patrick J. Walls, Peter A. Cripton ##submission.copyrightStatement## Thu, 22 Feb 2018 10:35:23 -0500 DESIGN OF AN INTRODUCTORY ENGINEERING DESIGN AND COMMUNICATION COURSE WHICH INTEGRATES FIRST SEMESTER COURSES <p align="LEFT">&nbsp;</p> <p><strong><em><span style="font-size: medium;">Abstract - </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">In their first semester at UWaterloo, Mechatronics Engineering students take a course which introduces them to their chosen discipline, and which has a focus on communication skills (MTE 100 – Mechatronics Engineering). In 2010, a multi-year refresh of MTE 100 was initiated to address shortcomings in both the course, and the semester as a whole.&nbsp; </span></em>The first semester instructors have now completed the refresh of MTE 100. Multiple hands-on, integrative activities that connect the other first semester courses to MTE 100 were added throughout the first semester.&nbsp; The introduction of these integrative activities has improved the first semester of the Mechatronics program. Survey data and feedback from end of term course critiques show an increased appreciation of foundational courses like Chemistry. From focus groups conducted with upper year students, there is a strong desire for similar experiences in upper years.</p> <p>&nbsp;</p> Sanjeev Bedi, Carol Hulls, Chris Rennick, Mary Robinson, William Melek ##submission.copyrightStatement## Thu, 22 Feb 2018 10:50:34 -0500 HOW DO FIRST YEAR STUDENTS FORM THEIR PROJECT TEAMS? <p align="LEFT">&nbsp;</p> <p><strong><em><span style="font-size: medium;">Abstract - </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Common wisdom of how students, form their teams for projects is "who they know", not necessarily who would make a good teammate, nor someone they can actually work with.&nbsp;&nbsp; </span></em>In their first semester on campus, Mechatronics students have multiple opportunities to work with their classmates, any of which could have contributed to how they formed their course project team. The activities range in scope from straightforward assignments to challenging projects, and vary in length from one, to several weeks.&nbsp; This research was conducted as a sequential explanatory, mixed-methods study. First semester team formation data was cross-checked with survey responses, and student self-reporting on satisfaction with their choice of team members. Focus groups were then conducted to investigate external forces on team formation.&nbsp; Conclusions from the initial work show that students are much more strategic with who they work with than initially hypothesized and the motivations behind the choice of teammates are diverse, and complex. Further work needs to be completed to see how widespread these motivations are across Engineering at UWaterloo.</p> <p>&nbsp;</p> Elizabeth Maggs, Carol Hulls, Chris Rennick, Mary Robinson ##submission.copyrightStatement## Thu, 22 Feb 2018 11:01:11 -0500 WHERE LANGUAGE AND ENGINEERING MEET: FOSTERING EMERGING ENGINEERING IDENTITIES AMONG INTERNATIONAL ENGLISH LANGUAGE LEARNERS <p align="LEFT">&nbsp;</p> <p><strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">This paper explores the impact of incorporating discipline-specific content into a university pathways program designed for first-year engineering English language learners.&nbsp; </span></em>In an effort to increase feelings of connectedness and encourage the development of student identity for students who must complete the bridging program before beginning full-degree studies, a collaboration with First-Year Engineering, FIRST Lego League and the Engineering IDEAS Clinics began whereby students worked with instructors, professors, and students from the Engineering Faculty as part of their language courses.&nbsp; Student motivation and sense of faculty connection increased through the integration of these discipline-specific assessments and activities, and, overall the students reflected positively on these experiences.</p> <p>&nbsp;</p> Keely Cook, Raveet Jacob ##submission.copyrightStatement## Thu, 22 Feb 2018 11:10:35 -0500 TEACHING TEAMWORK TO ENGINEERING TECHNOLOGY STUDENTS: THE IMPORTANCE OF SELF-REFLECTION AND ACKNOWLEDGING DIVERSITY IN TEAMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">In their quest to find work-ready graduates, employers are increasingly prioritizing graduates with so-called transferable skills. These transferable skills include critical thinking and problem-solving skills, communication skills, and the ability to work in diverse teams. With the plethora of engineering education literature on the topic of developing undergraduates’ teamwork abilities, there are numerous suggestions and little consensus on the best way to develop these skills in engineering classrooms. This paper adds to this literature and provides an overview of group work workshops for first-year undergraduates. The hope for these workshops was to better equip students for future group work activities by providing them easy-to-remember teamwork tools that were first learned and practiced in low-stakes workshop environments. Following their participation in these workshops, students participated in focus groups and feedback demonstrated an appreciation for these workshops as well as the opportunity to self-reflect on their role as a team member. Further, there appeared to be a shift in the awareness and tolerance of the diversity found among group members, which demonstrates a potential area for further investigation. The authors conclude with a call for more research in order to better understand the role of teamwork as a means for developing tolerance toward diversity among first-year undergraduate students. </span></em></p> Jennifer Long, Amin Reza Rajabzadeh, Allan MacKenzie ##submission.copyrightStatement## Thu, 22 Feb 2018 11:23:58 -0500 USING DESCRIBED AUDIO TOURS TO ENHANCE CONSTRUCTION ENGINEERING EDUCATION <p>&nbsp;</p> <p align="LEFT"><span style="font-family: TimesNewRoman,BoldItalic;"><strong>Abstract </strong></span><span style="font-family: TimesNewRoman,Italic; font-size: small;">– In 2015, legislation was enacted to require </span>mandatory ‘Working at Heights’ training for all construction workers in Ontario. While the legislation has been successful in reducing lost time injuries due to falls, it inadvertently raised barriers for engineering instructors wishing to give their students a field-related learning experience. Although construction management students completed WHMIS, safety awareness, and fall awareness training, the liability related to the risk of injury was sufficient to motivate construction companies to deny student requests to visit their sites.&nbsp; To adapt to the situation, a novel program of described audio tours was developed, thereby allowing students to visit and learn about different construction sites without jeopardizing their safety or the risk tolerance of hosting contractors. The resulting program improved the learning experience in that students visited 20 to 25 sites during the term instead of one.</p> <p>&nbsp;</p> Brenda Y. McCabe ##submission.copyrightStatement## Thu, 22 Feb 2018 11:52:09 -0500 A STUDENT-DESIGNED LABORATORY COMPANION BOARD FOR A COURSE ON MICROPROCESSOR INTERFACING AND EMBEDDED SYSTEMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper describes the production and usage of a student-designed laboratory companion board for a core course on microprocessor interfacing and em-bedded systems in the Department of Electrical and Com-puter Engineering at Queen’s University. The companion board connects to existing digital-only hardware in order to provide analog-digital conversion and other features. The design and prototype implementation of the compan-ion board was pursued as a capstone design project by three students during the 2014-2015 academic session. The student designers had agreed from the outset to allow their intellectual property to be used for educational pur-poses. In mid-2015, a production run of 30 boards was completed. A total of more than 300 students then used the companion board in laboratory activity during the Fall 2015 and Fall 2016 terms. The introduction of this student-designed equipment into the laboratory has been a positive development that provides an example to stu-dents of how material learned in multiple courses can be integrated together to produce a valuable outcome. </span></em></p> David King, Brendan Montgomery, Matt Sippert, Naraig Manjikian ##submission.copyrightStatement## Thu, 22 Feb 2018 12:02:22 -0500 USING POST COURSE ASSESSMENTS TO INVOLVE INSTRUCTORS IN THE CONTINUOUS IMPROVEMENT PROCESS <p align="LEFT"><strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Continuous improvement is a critical aspect of engineering program development and accreditation. Instructors are important stakeholders who can provide valuable feedback with regards to courses and curriculum; however, obtaining this information can be problematic. Here we present a post course assessment system (PCAS) that enables all instructors to provide timely and specific feedback about their courses as well as pause to reflect on the pedagogical successes and challenges they have faced over the course of a semester. The PCAS also serves a number of program specific uses (triggers, graduate attributes, consistency). The system has been very successful if providing course-based information and, taken in aggregate, program-based insight. The system continues to be adapted but is a good model of instructor engagement and feedback mechanism. </span></em></p> M. Ivey, S. Dew, M. Mandal, Y. Mohamed, J.A. Nychka, D. Raboud, J.P. Carey ##submission.copyrightStatement## Thu, 22 Feb 2018 12:15:51 -0500 Practices and Beliefs about Educational Data Usage <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">As programs drive to innovate in educational delivery they are increasingly seeking to apply and connect diverse data sets, including student performance data arising from learning outcomes assessment, student activity data in learning management systems, and survey data. This research study is aimed at developing a model to support visualization of educational data to support a range of data needs from individual reflection to program improvement and change management. A literature review around assessment data usage indicated that there is currently a gap in the assessment cycle between collecting the educational data and putting it to use towards educational data needs. Facilitating ways to close this gap served as the motivation for the study. The first phase of this study, as approved by the instructional research ethics board, was to find out how instructors, faculty administration, and educational developers use data and the role it has in improving the student experience.&nbsp; </span></em>We conducted semi-structured interviews of twelve faculty and educational staff who collect, analyze, and reflect on educational data. Interviews were created according to McCracken and analyzed using Charmaz’s abductive approach to grounded theory. The emerging data presents a number of emergent themes around the affective aspects of how stakeholders feel about how data is and is not being used.&nbsp; This paper will describe the method to approach to the qualitative data gathering and analysis procedure, and the ideas that emerged from the interviews that we think are of interest to readers.</p> <p>&nbsp;</p> Ajay Sivanand, Dr. Brian Frank ##submission.copyrightStatement## Thu, 22 Feb 2018 12:29:40 -0500 SUPPORTING ENGINEERING STUDENT LEADERS TO INFLUENCE ORGANIZATIONAL CULTURE THROUGH A CO-CURRICULAR LEADERSHIP PROGRAM <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Engineering students develop leadership </span>skills and identity through campus activities such as student government, clubs and design teams. We developed a program to enhance experiential learning of student club leaders related to organizational leadership.&nbsp; In this paper, we examine elements of this program related to the topic of organizational culture, a concept that has received little attention in engineering education.&nbsp; Students reported making use of program learning to implement and influence impactful structural and process changes in their organizations. This paper reports on the results of this teaching approach with hopes of informing and inspiring other leadership programs that aim to leverage the rich learning environment that student clubs provide.</p> <p>&nbsp;</p> Jordan Daniow, Mike Klassen ##submission.copyrightStatement## Thu, 22 Feb 2018 12:36:43 -0500 HOLDING THE CRUCIBLE: GROWING A PORTFOLIO OF ENGINEERING LEADERSHIP ELECTIVE COURSES AND A COMMUNITY OF EDUCATORS <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Engineering leadership programs in Canada </span>have grown in recent years, captured by a literature that mostly documents course design and outcomes. This paper addresses a gap in understanding how courses evolve over time, and how instructors can be better supported to teach engineering leadership. Findings show detailed trajectory of elective course development, instructor profiles, results of learning outcomes mapping, and approaches to supporting a group of leadership instructors.</p> <p>&nbsp;</p> Annie Simpson, Mike Klassen, Doug Reeve ##submission.copyrightStatement## Thu, 22 Feb 2018 12:44:08 -0500 APPLYING METACOGNITIVE STRATEGIES TO TEACHING ENGINEERING INNOVATION, DESIGN, AND LEADERSHIP <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">To encourage innovation and positive team </span>behavior, a bonus innovation assignment is included at the start of the introductory design course. Students are encouraged to choose from a reading list and insert themselves in the material to explore how leadership, creativity, and innovation might impact their design team experience. Students are then introduced to CATME and asked to evaluate themselves and their team members on a monthly basis as they work on lab assignments and project work in a cooperative learning environment. Capstone and introductory design students assess their individual skills relative to the Canadian Engineering Accreditation Board (CEAB) graduate attributes (GA) pre and post course, including teamwork skills. In addition, capstone student design teams use reflection to self-assess team function based on their perceived attainment of team level, and confidence in their ability to perform categorized skills related to team performance, technical performance, planning and logistics performance. The goals of these changes are to provide a collaborative framework for students to construct activities to learn and develop innovation, team, and leadership skills. This report focuses on the structure of the cooperative learning framework and the development of five cooperative learning criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of interpersonal skills, and regular assessment of group functioning. Assignment effectiveness is demonstrated.</p> <p>&nbsp;</p> Marnie Vegessi Jamieson, John M. Shaw ##submission.copyrightStatement## Thu, 22 Feb 2018 12:50:51 -0500 DESIGNING YOUR ENGINEERING CAREER: THE APPLICATION OF THE DESIGN PROCESS TO CAREER DEVELOPMENT <p align="LEFT">&nbsp;<strong><em><span style="font-size: small;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Students have often reported feeling unprepared for career planning, development and decision-making. The open-ended nature of career development may be analogous to the design space, and may therefore benefit from the application of the engineering design process. This teaching practice report discusses the authors’ experience implementing a seminar in an engineering program, which guides students to apply the engineering design process to their career development. The application of the design process to student career development may improve students’ confidence and success by reframing the problem into a structure that they are already proficient with. </span></em></p> Dr. Sean O' Brien, Carolyn Geddert ##submission.copyrightStatement## Thu, 22 Feb 2018 12:58:11 -0500 CHARACTERIZING THE ENGINEERING EDUCATION GRADUATE STUDENT EXPERIENCE IN CANADA: DESCRIPTIVES <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– F</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">our Canadian Engineering Education graduate students from the Universities of Manitoba, Saskatchewan, Toronto, and Calgary are conducting a national mixed-methods research study to characterize the identity of graduate students studying engineering education in Canada. The first phase of this study comprised of the dissemination of a survey designed using McAlpine’s Identity-Trajectory framework to explore whom our engineering education graduate students are, how our graduate studies are manifest in this field, and how our academic identities are formed through the construction of our unique intellectual, institutional, and networking experiences. This paper presents select findings and descriptive analyses from these survey data. Findings show that participants in our study predominantly identify as female, come from engineering backgrounds, are over-stretched in terms of commitments, need better access to research funding and peer communities, actively present at conferences, and are sufficiently supported by their institutions and supervisors to feel that they can conduct quality research in engineering education. Noteworthy, is that the gender demographic in our study participants, which is predominantly female, is in contrast to the minority female demographic found in engineering graduate studies. Significantly, findings suggest that graduate students pursuing degrees in engineering education may be guided by a potentially unconscious positivistic approach to their research. </span></em></p> Patricia Sheridan, Jillian Seniuk Cicek, Liz Kuley, Robyn Mae Paul ##submission.copyrightStatement## Thu, 22 Feb 2018 13:15:37 -0500 Teaching Engineering Conferences <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">This article is on a university course </span>called Engineering Conferences. It has been developed by the authors and installed as a mandatory part of the curriculum in three master’s degree programs for engineering students. The participants of the course are postgraduates with different nationalities, mostly German, and different technical backgrounds. They study Mechanical Engineering, Simulation and Experimental Technology, or International Business Engineering.&nbsp; The basic idea of the course concept goes far beyond simply teaching the standards of academic writing and skills for using scientific publications. By using a learnercentered approach, the students get engaged in typical activities around an active attendance of a real conference. Students learn to locate the field of their bachelor thesis or project report in the world of research communities, scientific journals and engineering conferences. They learn about conferences matching their bachelor/project topic. They write a paper complying with common academic standards, submit it to a mock-up conference, and review submissions of their fellow students. Students also produce a poster and have to defend it in a poster session held publicly on the campus. Engineering Conferences is a course on scientific communication and presentation that also aims at the development of other skills and competences needed in the world of modern engineering.</p> <p>&nbsp;</p> Thomas Zielke, Matthias Neef, Claudia Fussenecker ##submission.copyrightStatement## Thu, 22 Feb 2018 13:28:26 -0500 TRAINING TEACHING ASSISTANTS AS COACHES <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The role of graduate teaching assistants </span>(GTAs) is becoming more demanding as engineering education places an increased emphasis on teamwork and design. For undergraduate students to excel, GTAs must help them form well-functioning teams and encourage them to operate as self-directed learners. In other words, GTAs should operate more as coaches rather than teachers. Many GTAs, unfortunately, lack the basic competencies of to perform as a coach. In this work, we present a 3-hour workshop designed to address this skills gap. The role of a coach and basic theoretical concepts, as well as a simple tool to elicit self-reflection in students are presented through a series of experiential exercises and discussions. The exercises also give participants an opportunity to practice these newly acquired skills while developing confidence in identifying scenarios where the tool may be applied. This workshop has been executed once with a group of 10 graduate engineering students at the University of Victoria. Survey results have been encouraging, we believe that the participants successfully acquired basic coaching competencies and applied them to their interactions with undergraduate students.</p> <p>&nbsp;</p> Alexandros Dimopoulos, Kush Bubbar, Roslyn Gaetz, Peter Wild ##submission.copyrightStatement## Thu, 22 Feb 2018 13:44:07 -0500 STUDENT AND FACULTY EXPERIENCE WITH BLENDED LEARNING IN A FIRST-YEAR CHEMISTRY FOR ENGINEERS COURSE <p align="LEFT">&nbsp;<strong><span style="font-size: medium;">Abstract </span></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">CHE 102, Chemistry for Engineers, is an introductory chemistry course taken by most engineering students at the University of Waterloo during their first term of study. In an effort to create time for more valuable instructor-student interaction and to allow students to explore course content at their own pace, some lecture sections piloted a blended learning model for approximately half the Fall 2016 term. Data from surveys administered throughout the term were combined with course grade data in an effort to compare and contrast student experience, satisfaction and performance between a blended learning and traditional lecture model of instruction. While the results from the Fall 2016 study are inconclusive due to challenges with survey administration and implementing the blended learning model, lessons were learned with respect to the readiness of the students for self-directed learning and the integration of the online and in-class components. We plan on continuing this study during the Fall 2017 term. </span></em></p> Eline Boghaert, Jason Grove, Marios Ioannidis, Felicia Pantazi, Mary Power ##submission.copyrightStatement## Thu, 22 Feb 2018 15:27:38 -0500 BEHAVIOURAL DIFFERENCES OF HIGH AND LOW PERFORMING TEAMS: A MULTI-INSTITUTIONAL STUDY OF FIRST-YEAR ENGINEERING DESIGN TEAMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">This paper compares student intra-team feedback to identify behaviours that differentiate high and low performing teams. Data from two universities’ first-year engineering design courses was analysed and demonstrated that the ways in which students discussed high and low performing teams was similar. This paper discusses some of the issues with which low performing teams struggled. Both high and low performing teams experienced a lack of quality and quantity of communication, whereas low-performing teams struggled with hoarding work, leveraging team members and supporting others. High-performing teams may have a more collective team mindset that values the skills and perspectives of all team members more. </span></em></p> Patricia K. Sheridan, Adam Goodman, Todd Murphy, Doug Reeve, Greg Evans ##submission.copyrightStatement## Thu, 22 Feb 2018 15:37:49 -0500 Adapting CEAB Graduate Attributes to Promote Graduate Student Success in the Canadian Engineering Community <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Graduate engineering programs at Memorial University’s Faculty of Engineering and Applied Science are not accredited and as such there is no information available on non-technical professional skills development. These skills are essential for successful entry into the Canadian engineering community. To assess the current graduate program, an assessment methodology was developed based on the CEAB graduate attribute assessment process used for undergraduate program accreditation. An initial application of this methodology to Process Engineering indicates that all professional skills are not covered for all students. This lead to modifications for current programing that will ensure all students are exposed to the skills needed for a successful career in engineering. </span></em></p> Susan Caines, Leonard M. Lye ##submission.copyrightStatement## Thu, 22 Feb 2018 15:43:27 -0500 LEARNING THE LIFE SKILL: CEAB LIFELONG LEARNING GRADUATE ATTRIBUTE <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">The focus of this paper is to present a baseline to a proposed longevity project for enhanced introduction of lifelong learning skill to engineering students. Lifelong learning is one of the twelve graduate attributes identified and evaluated by CEAB in the accreditation process of Canadian engineering programs. ENGN 326: Materials, Mechanics and Manufacturing is a third year core course with a broad scope of topics Students’ learning experience could be enriched if they adopt a proactive learning effort of setting weekly learning goals that could go beyond the set of topics given in the course syllabus. From their weekly submissions and their subsequent reflections, we tried to answer how realistic goals were set by the students and how much they were related to course materials. Comparisons to a similar study [1], presented in CEEA16 by the authors, have been made to show the effectiveness of SMART goal setting intervention to be given in an appropriate time before the first mid-term. </span></em></p> Sadegh Babaii Kochekseraii, Libby Osgood ##submission.copyrightStatement## Thu, 22 Feb 2018 15:51:27 -0500 BACKING UP A TRAILER – AN APPLICATION-BASED VECTOR ANALYSIS PROJECT FOR 2ND YEAR CALCULUS <p><strong>Abstract – </strong>A project for the second year calculus course, ME201, will be presented. Students worked in groups, make measurements using physical prototypes and performed analysis to predict behavior for the physical situation of reversing (backing up) a vehicle attached to a single axle trailer. The objectives of the project were to reinforce concepts from previous courses, including physics (vector components) and linear algebra (matrices), to demonstrate key concepts from the current course (vector products, moment vector), and to generate interest in future courses (sensors and feedback, control systems). This paper will outline the development process for the project, including the design and fabrication of the physical prototypes and the selection of test conditions.&nbsp; Measurements and analysis from the project, including samples of student work, will be presented.</p> Peter Teertstra, Sanjeev Bedi ##submission.copyrightStatement## Thu, 22 Feb 2018 15:59:13 -0500 Reviewing a decade of research on Engineering Leadership <p align="LEFT"><strong><span style="font-family: Times-BoldItalic;">Abstract </span><span style="font-family: Times-BoldItalic; font-size: small;">– </span></strong><span style="font-family: Times-Italic; font-size: small;">Academics, industry professionals, and </span>policy makers across North America have shown increasing interest in the topic of engineering leadership.&nbsp; The demand from industries for engineers with diversified skills in a hypercompetitive market as well as the need to produce engineers attuned to the challenges of globalization are pushing universities to invest in engineering leadership education programs. In this context, this article engages with the following two questions: How have scholars addressed the concept of engineering leadership over the past decade? And how could the field of engineering leadership be constructively pursued in the future? The goal of this article is to map the structure of this nascent field by analyzing its scope, geography of application, methodology, relations, contradictions, gaps, and inconsistencies in the literature.&nbsp; By doing so, we explore reasons for the field’s structural particularities while also considering new avenues for future studies. We offer some tentative conclusions: articles predominantly presented the results of a pilot program or the outcomes of integration of leadership topics into current courses but in the process the concept of engineering leadership is seldom understood in a situated manner within wider shifts in economy and society. This points to a potential avenue for further research that incorporates a macro level of analysis that adopts a multi-dimensional view of leadership engineering.</p> <p>&nbsp;</p> Hami Yousefdehi, Artur M. Alves, Brandiff R. Caron, Govind Gopakumar ##submission.copyrightStatement## Thu, 22 Feb 2018 16:09:46 -0500 OUTCOME COMPARISON FRAMEWORK FOR DESIGN COURSES IN ENGINEERING AND TECHNOLOGY <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Inconsistent transfer policies, lack of </span>articulated syllabi, and subsequent differences on the delivery of comparable courses are a few examples of the obstacles that Ontario students face when trying to change programs. This study sought to develop a framework to support transfer between engineering and engineering technology programs in Ontario using explicit and implicit course outcomes to help develop and define new pathways.&nbsp; Primarily focusing on program expectations in introductory design courses this study compared the content and context of design projects in different institutions and programs across the province. The contextual framework, namely the “Outcome Comparison Framework for Engineering and Technology”, synthesized relevant elements from existing frameworks which can collectively identify the differences in the context of learning in engineering and technology disciplines. This framework looks into disciplinarity, use of tools and design thinking required to successfully finish a design project.&nbsp; We collected design projects from 5 technology programs and 4 engineering programs across the province and coded them based on the content targeted by the project description and the three dimensions of the framework.&nbsp; Content analysis for design courses showed an overall low percentage of alignment between the learning outcomes and the project descriptions across the board.&nbsp; It was found that engineering design courses were more focused on principles of engineering design (problem definition, stakeholder needs, idea generation, decision making) and development of professional characteristics (workplace communication skills, ethics, etc.); but technology design courses, focused on the use of more “hands-on”' skills (building/implementation, troubleshooting, etc.)</p> <p>&nbsp;</p> Sima Zakani, Jake Kaupp, Roderick Turner, Brian Frank ##submission.copyrightStatement## Thu, 22 Feb 2018 16:23:34 -0500 INCREMENTAL IMPROVEMENT OF COURSE OUTCOMES THROUGH INTERIM COURSE EVALUATIONS <p><strong>Abstract – </strong>With every new term, the method in which a course is delivered may need to be adjusted to reflect the changing needs of engineering students towards improving student engagement and learning. The information provided through standard end-of-the-term course evaluations is made available after the term is finished, so the instructors are unable to apply the feedback to the cohort that actually provided it. In this paper, we propose a method for incremental improvementof outcomes in engineering courses through the use of short, customizable, interim course evaluations that are coupled with short, in-class reflection sessions. The questions on the evaluations are related to the questions used on standard course evaluations, so that there is congruence between formative and summative instruments of feedback. The proposed method was applied on more than one occasion to improve student engagement, decrease failure rates, and align the learning objectives with students’ interest.</p> Igor Ivkovic ##submission.copyrightStatement## Thu, 22 Feb 2018 16:38:18 -0500 DEVELOPMENT AND VALIDATION OF DESCRIPTORS FOR UNIVERSAL PROBLEM-ANALYSIS RUBRIC <p align="LEFT"><span>Abstract </span><span>–</span><span style="font-size: small;">This paper describes the process for creating and </span>validating descriptors for a universal problem-analysis rubric. Our objective is to create descriptors that provide effective feedback to students on assessments that have been designed to elicit the demonstration of metacognitive problem-analysis skills.&nbsp; Building on previously tested and validated indicators as well as benchmarking descriptors from credible and cited rubrics (e.g. the VALUE rubrics), the descriptors were developed through decomposition of global outcome statements and expansion into separate dimensions. The descriptors were then iteratively revised through consultation with faculty experts who teach in fields where assessment of problem-analysis is common. This involved individual faculty and focus group sessions held with engineering faculty members.&nbsp; The universal problem-analysis rubric created could serve as a resource for engineering faculty to accompany their problem-analysis learning activities (e.g. problem sets) and to elicit student work that is aligned with learning outcomes students need to demonstrate to fulfill CEAB assessment needs. They could also use them as an evaluation tool to increase consistency and reliability of evaluation especially in large classes with multiple assessors.</p> <p>&nbsp;</p> Bahar Memarian, Susan McCahan ##submission.copyrightStatement## Thu, 22 Feb 2018 16:44:36 -0500 COMPARING AND ALIGNING OUTCOMES OF TWO ENGINEERING AND TECHNOLOGY DISCIPLINES IN ONTARIO <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The separate development of engineering </span>and technology programs in Ontario has made transfer between these program types a complicated process. The process often requires assessment on a case-by-case basis and considers different aspects of knowledge, skills, and performance. This study was conducted to determine the level equivalency between two engineering and technology disciplines with the purpose of informing the development of transfer policy and comprehensive bridging programs in the province.&nbsp; Outcomes, content, and function of engineering and technology programs in Ontario were analyzed using a common framework in two disciplines: mechanical and electrical.&nbsp; Material from 7 engineering and 10 technology programs, including syllabi, learning outcomes, and reports was collected and analyzed, along with publically available information about programs. Slightly less than 40% of the courses in representative first year Mechanical and first and second year Electrical/Electronics Technology programs had equivalency to courses in engineering degree programs.&nbsp; The level of cognitive process expected for problemsolving outcomes is higher in the engineering programs than technology programs, and vice versa for outcomes related to hands-on skills.&nbsp; Overall, the analysis indicated sufficient alignment between engineering and technology programs to suggest transfer students may have acquired the necessary skills and knowledge of introductory level courses that are similar in content. Through hybrid bridging subjects and tests on prior knowledge, engineering programs can ensure incoming transfer students meet all CEAB accreditation criteria.</p> <p>&nbsp;</p> David R. Waller, Sima Zakani, Nerissa Mulligan, Brian Frank, Jake Kaupp, Roderick Turner, Richard Hornsey ##submission.copyrightStatement## Thu, 22 Feb 2018 16:57:19 -0500 Using Role-Playing Simulations to Teach Quality Control in the Design of Medical Devices <p align="LEFT"><strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">A simulation is used to facilitate cooperative and team-based learning to introduce concepts of human factors, risk analysis, and quality control applied to the design of medical devices. We further use a friendly game-based approach to simulate the dynamics between a customer, a regulatory agency, and competitive manufacturers. Students are divided into manufacturing teams/companies and teaching assistants act as the customer and regulator. To promote positive interdependence and individual accountability, each student within a company is assigned roles of CEO, inspector, marketer, and designer. The goal for each company is to design and produce as many eye patch medical devices as possible, which must be approved by the regulator, within a tight deadline. Products are evaluated by the customer, who decides what price to pay for each unit, at the end of production. The most successful company is determined by the greatest amount of money earned after two rounds of production and sales. </span></em></p> J. Christopher Bouwmeester, Vicki Komisar, Arushri Swarup ##submission.copyrightStatement## Thu, 22 Feb 2018 17:14:30 -0500 Using a Multidisciplinary Team-Based Challenge to Promote Brainstorming and Prototyping of Medical Devices <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Multidisciplinary teams of engineering and life science students are challenged to remove a foreign object from a child’s ear canal. Each group is provided with a model ear canal and asked to remove objects of different shapes and materials. The experience of iterative problem solving serves to encourage brainstorming and practice the prototyping process, which each team should complete in their over-arching design projects to be successful. Surveys taken from the students before and after the prototype challenge showed they learned more about the brainstorming method they used, but also learned what worked well for other groups. Student feedback indicates that this activity prepared them to be creative and tackle the larger challenge of developing a solution to their own design project as part of the Biomedical Engineering Capstone Design course. </span></em></p> Arushri Swarup, Vicki Komisar, J. Christopher Bouwmeester ##submission.copyrightStatement## Fri, 23 Feb 2018 11:35:39 -0500 DO CARROTS MAKE YOU STRONG? MOTIVATIONAL AND TEAMWORK EFFECTS OF GAMIFICATION OF PROFESSIONAL DEVELOPMENT FOR FIRST YEAR ENGINEERING STUDENTS <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">There is an increasing interest in developing </span>leadership capacity among engineering students, but these efforts are often split between curricular and cocurricular initiatives. This paper reports on an attempt to bridge these two worlds by using in-class incentives for first-year students to participate in leadership workshops.&nbsp; Findings are that team leaders participate at higher than average rates, that students surveyed had attended a large number of workshops and gave on average more detailed feedback than previous cohorts. However, there was no major evidence of greater team-member effectiveness among those who participated in workshops.</p> <p>&nbsp;</p> Mike Klassen, Jason Bazylak, Patricia K. Sheridan, Albert Huynh ##submission.copyrightStatement## Fri, 23 Feb 2018 11:48:22 -0500 HOW FIRST YEAR ENGINEERING STUDENTS SELECT THEIR SPECIALIZATION AND HOW WE CAN BETTER SUPPORT THEM <p align="LEFT">&nbsp;</p> <p><strong><em><span style="font-size: medium;">Abstract </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper explores the student experience of discipline selection, through the perspective of students in a common first year engineering program at the University of British Columbia. It also presents and examines a number of new innovations have been introduced to the UBC curriculum to support students in this regard. In general, there is limited information in the literature about how and when engineering students decide on their specific engineering discipline. What seems to be clear though is that many, if not most, students come into common first year engineering programs with a good idea (if not a decision) of what their specialization will be. In addition, short-term factors (such as courses and program experiences) dominate decision-making rather than long-term factors (such as career potential).&nbsp; </span></em>The innovations we have introduced include program introduction videos, various online tools and resources, coordinated in-class presentations, program fairs, and more. Through a number of surveys to different cohorts of engineering students at UBC, several clear and encouraging trends have emerged. Most of our students report feeling well-prepared to choose their discipline by the end of first year; most students are not choosing their discipline until Term 2, after they have received information and presentations from all programs (having this time to gather information and decide is a key motivation behind a common first year); and most students report finding the new resources we are providing (online materials and tools, videos, Program Fairs, etc.) useful in their decision-making. Consistent with the literature, short-term considerations appear to dominate our students’ decision-making, although there are indications that longer-term career considerations are also starting to influence their information gathering. Having opportunities to speak to current and former students in a discipline was cited by our students as the most important information source in their decision-making. Also important was information provided by programs, both within our coordinated introduction to engineering course, and through websites and other program materials.</p> <p>&nbsp;</p> Peter M. Ostafichuk, Carol P. Jaeger, Agnes d’Entremont ##submission.copyrightStatement## Fri, 23 Feb 2018 11:55:07 -0500 POWER OF PEERS: EXPERIENCES USING AN ONLINE PEER ASSESSMENT TOOL TO GRADE STUDENT WORK <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper explores the implementation, outcomes, and student perceptions of the use of an online tool for anonymous peer assessment of student work. Peer assessment, where one student assesses the work of another, provides an opportunity for important skill development, as well as a fully-scalable strategy for rich, timely, and frequent feedback.&nbsp; </span></em>In first and third year engineering courses at the University of British Columbia, we have begun using an online peer assessment tool (peerScholar). The tool divides the peer assessment process into three phases: a creation phase where the work is written or uploaded, an assessment phase where students are randomly assigned to assess the work of a set number of their peers, and a review phase where students review the feedback they received, with options to revise their work or assess the quality of feedback received. We have successfully used this tool in two large (n = 750) classes and one moderate-sized (n = 130) class, with a wide range of different types of student work, including letters, technical memoranda, detailed design reports, and video presentations.&nbsp; Through surveys, student feedback with the tool and the process has been positive. Students at both year levels overwhelmingly recognize the importance of peer assessment—over 90% identified it as an essential skill for an engineer, and over 85% felt opportunities for peer assessment should be embedded in the curriculum. Both groups indicate that they felt the process of reviewing others’ work was beneficial for their own understanding of the material; however, first year students were more likely than third year students to put more effort into their work knowing it would be peer assessed, and that they found the content of the feedback received more helpful to their learning. Student acceptance has been good.&nbsp; In a third year mechanical design course, three different design assignments were independently assessed by students using peerScholar and by teaching assistants. The outcomes across all measures were encouraging: for each assignment, the students and teaching assistants had similar mean, standard deviation, minimum, and maximum values, as well as reasonable correlation (r = 0.5 overall).&nbsp; Overall, we consider the adoption of peerScholar a success. Students have been receptive, challenges have been minor, and feedback is more detailed and frequent.</p> <p>&nbsp;</p> Peter M. Ostafichuk, Carol P. Jaeger ##submission.copyrightStatement## Fri, 23 Feb 2018 12:01:02 -0500 INTRODUCTION OF AN ACTIVE LEARNING COMPONENT THROUGH RESEARCH REPORTS IN A LABORATORY COURSE <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Mechanical Engineering Laboratories is a </span>third-year course at the University of Manitoba that covers the application of mechanical engineering principles to relevant experimental problems. The course spans two terms, counts for two credit hours per term and traditionally required student teams to prepare formal laboratory reports only.</p> <p align="LEFT">An active learning component was introduced by assigning students to write research reports on topics that would otherwise have been covered in the lectures. This allowed us to enable additional laboratory groups during former lecture slots and accommodate the program’s enrollment increase from 80 to 120 students. Introducing research reports also allowed students to learn independently, research beyond the level of detail in the course if they wished, and practice their lifelong learning skills along with teamwork skills.</p> <p align="LEFT">Most students did well in this component of the course.&nbsp; Student feedback comments on the research reports were mostly positive. This experience suggests that an active learning component through research reports in lieu of some lectures may be a useful active learning tool in an upper-level laboratory course.</p> <p>&nbsp;</p> Juan Abelló, Paul Labossière ##submission.copyrightStatement## Fri, 23 Feb 2018 12:12:17 -0500 COMPARISON OF STUDENT PERFORMANCE WHEN SOLVING A THERMODYNAMIC CYCLE AFTER IMPLEMENTING AN ALTERNATIVE TEACHING METHOD <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">First-year engineering students at the </span>University of Manitoba take a thermodynamics course.&nbsp; The summer instructor taught the course differently from the fall and winter terms. He combined tutorials with lectures to introduce active learning to the course, implemented an online problem library and increased the number of term tests.</p> <p align="LEFT">Students in the summer 2016 term were given a similar thermodynamic cycle question in their final exam as students in the winter 2016 term. Student performance inthe cycle question was compared in order to evaluate the effectiveness of the new teaching method.</p> <p align="LEFT">Both groups had similar question averages with generally similar question score histograms. However, winter students scored an average of 10% below their GPA, while summer students scored an average of 1% below their GPA. The difference between these averages is statistically significant (97.5% confidence). These results suggest that the new teaching approach leads to better student performance when solving thermodynamic cycles.</p> <p>&nbsp;</p> Juan Abelló, Douglas Ruth ##submission.copyrightStatement## Fri, 23 Feb 2018 12:26:19 -0500 ENHANCING CO-OP AND CAREER DEVELOPMENT ACTIVITIES THROUGH A STUDENT-DRIVEN MENTORSHIP PROGRAM <p align="LEFT">&nbsp;<strong><span style="font-size: medium;">Abstract – </span></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">McMaster’s University Bachelor of Technology (B.Tech.) Program has a mandatory 12-month cooperative (co-op) work experience as part of its academic requirements for graduation. To assist students in attaining co-op opportunities they must enroll in a career development credit course to equip them with vital knowledge and tools necessary to obtain and retain co-op work experiences. Students also receive ongoing support and guidance from Engineering Co-op &amp; Career Services (ECCS) department, which connects students with employers and provides individual career counselling services. Despite this training and the availability of services, many students struggle to obtain workplace co-ops. In response the School of Engineering Practice and Technology (SEPT) implemented an undergraduate career peer co-op mentoring program as a further support mechanism to engage and motivate students. A pilot mentorship program was launched in 2014-15 for a select group of students and based on the positive response; an ongoing program was adopted and has run for the last two years. The program is formal in nature with a senior student mentor randomly matched with approximately 10-12 junior students as their mentees. To date, the program has impacted 362 second-year students (the mentees) and 36 senior students (the mentors). For the purposes of knowledge sharing, the paper will discuss the benefits of peer mentoring, the design and structure of the SEPT undergraduate career co-op peer mentoring program, feedback from participants, along with lessons learned from the outcomes of the last three years. </span></em></p> Allan MacKenzie, Fei Geng ##submission.copyrightStatement## Fri, 23 Feb 2018 12:35:55 -0500 Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The paper presents student perceptions about </span>learning objectives of laboratories. Three focus group sessions were conducted with chemical engineering undergraduate students at UofT as part of a larger project to enhance the learning outcomes of laboratories.</p> <p align="LEFT">In this study, thirteen laboratory learning objectives developed at the ABET colloquy in 2002, were used as a framework to determine the strengths and limitations of the laboratories. These learning objectives cover cognition, psychomotor and affective domains of knowledge.</p> <p align="LEFT">The results indicate that improvements are needed with respect to providing opportunities for students to be creative, devise their own procedures, repeat experiments and improve communication skills. In addition, ethics in the lab and safety need more emphasis.</p> <p>&nbsp;</p> Kimia Moozeh, Deborah Tihanyi, Jennifer Farmer, Greg Evans ##submission.copyrightStatement## Fri, 23 Feb 2018 12:44:26 -0500 DESIGN DAYS BOOT CAMP: ENHANCING STUDENT MOTIVATION TO START THINKING IN ENGINEERING DESIGN TERMS IN THE FIRST YEAR <p><strong>Abstract – </strong>Engineering design is a core aspect of engineering education. Students might not appreciate the importance of engineering design early on, especially in the first term of their academic study. In this paper, we propose an approach for motivating students to think early about engineering design, namely at the start of their first academic term. The approach entails organizing an immersive design boot camp –“Design Days” – that replaces lectures for the first two days of the term. During the two days, students are divided into randomly assigned teams, and provided specifications to work on a design challenge. As part of the challenge, students are incentivized to fully understand the problem before attempting to solve it, instructed to follow a design process and apply iterative design, and asked to document their design and its rationale. The proposed method was successfully applied in Fall 2016. The approach will be applied again in Fall 2017 with minor modifications based on student feedback.</p> Igor Ivkovic, Thomas L. Willett, Matthew J. Borland, Maud Gorbet ##submission.copyrightStatement## Fri, 23 Feb 2018 12:53:22 -0500 ASSESSMENT OF ENTREPRENEURIAL SKILLS: EXPERIENCE FROM A JOINT ENGINEERING-BUSINESS CLASS EXPERIMENT <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper discusses selected preliminary results from a collaborative efforts between undergraduate engineering and business students working together on a joint semester-long project. The project, though common for all students, was simultaneously a requirement in two, parallel run courses, one in engineering and another one in business. The cohort of participating students was fairly large, and involved about 240 second year students from engineering and 50 fourth year from business. </span></em></p> <p>The information about students’ attitudes and project teams dynamics was collected by means of two surveys, one at the beginning and the other at the end of the courses, and also through a peer-evaluation software platform.</p> <p>This experiential learning efforts is one of the first in North America of this size to combine multidisciplinary entrepreneurial teams at the undergraduate level.</p> <p>&nbsp;</p> Zbigniew J. Pasek ##submission.copyrightStatement## Fri, 23 Feb 2018 12:56:45 -0500 Towards Scalable and Sustainable Active Learning in a Large Engineering Department <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Students entering undergraduate engineering </span>programs lack the formative experiences of their precursors and are demanding more hands-on, practical, and engaging experiences as part of their education[1].&nbsp; Starting in 2013, the University of Waterloo engaged in a pilot project to address these needs and to improve the student experience. This paper will discuss the challenges encountered in the establishment of the MME Clinic initiative, the implementation methods used to address these challenges, and lessons learned through the first four years of this project.</p> <p>&nbsp;</p> Jen Rathlin, Eugene Li, Andrew Trivett ##submission.copyrightStatement## Fri, 23 Feb 2018 13:08:31 -0500 A FRAMEWORK FOR EXPLORING ETHICAL DILEMMAS IN A FIRST YEAR ENGINEERING COURSE <p><strong>Abstract </strong>A module on professionalism and ethics was developed and introduced in a recent redesign of the first year engineering curriculum at The University of British Columbia (UBC). Motivating factors for including this content in first year included providing students with a fuller understanding of the engineering profession, introducing content to support student development in multiple Canadian Engineering Accreditation Board (CEAB) graduate attributes, and providing education and support for students in the responsible use of peer review.&nbsp; Additionally, feedback from senior engineering students indicated that students would benefit from inclusion of professionalism and ethics content earlier in the curriculum. In this paper, the structure and content of the module specifically related to ethics will be described, student feedback for the module will be presented, and key learnings will be discussed.</p> Carol P. Jaeger, Peter M. Ostafichuk ##submission.copyrightStatement## Fri, 23 Feb 2018 13:18:29 -0500 A REFLECTION ON USING FACE-TO-FACE PEER REVIEW AS A METHOD OF PROVIDING FORMATIVE FEEDBACK <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Face-to-face peer review was introduced into a third-year engineering course as a mechanism for providing formative feedback on written reports and oral presentations. </span></em></p> <p>The design of the peer review exercises are a work-in-progress, and in this paper we present our reflections on the first experience of using peer review in this course. As authors, we are the course lecturer and three students, and so we present our reflections from both instructor and student perspectives.</p> <p>Through our reflections, we identified that peer review was a valuable tool for formative feedback. We suggested that student engagement could be increased by improving the structure how peer review was implemented in the course.</p> <p>&nbsp;</p> Jeffrey Harris, Julia Filiplic, Hema Nookala, Nicholas Petrelli ##submission.copyrightStatement## Fri, 23 Feb 2018 13:36:45 -0500 Creating a Human-Centric Engineering Design Course <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">In 2009, the Department of Mechanical and </span>Industrial Engineering at Ryerson University introduced a new course, MEC325: Introduction to Engineering Design, intended to address various perceived shortcomings in the Mechanical Engineering and Industrial Engineering undergraduate programs.&nbsp; The authors realized that there is very little literature on how human factors can be embedded ubiquitously in engineering design processes. As a result, MEC325 has become anchored on the concept of “human-centric engineering design.” This paper will describe the course’s initial state and summarize many of the efforts taken by the authors to tightly integrate engineering design and human factors, and to provide a valuable learning experience to both mechanical&nbsp; and industrial engineering undergraduate students.</p> <p>&nbsp;</p> Filippo A. Salustri, W. Patrick Neumann ##submission.copyrightStatement## Fri, 23 Feb 2018 13:44:07 -0500 EXPERIENCE WITH CAPSTONE PROJECTS BASED ON COLDFIRE MICROCONTROLLERS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">This paper describes the experience of the author in supervising capstone undergraduate projects that have used microcontroller chips based on the Cold-Fire processor architecture, along with supporting hard-ware and software. Six capstone design projects are se-lected for illustration, and these projects have been pur-sued by a total of nineteen students under the supervision of the author in the Department of Electrical and Com-puter Engineering at Queen’s University between 2013 and 2017. After summarizing the selected projects to pro-vide the context, this paper highlights the supervisory role of the author to provide potentially useful insights to oth-er potential project supervisors. A retrospective assess-ment is provided for the decision to use ColdFire-based platforms in these projects, along with some reflections on the experience. Considerations for platform selection by the author in future projects are also outlined. </span></em></p> Naraig Manjikian ##submission.copyrightStatement## Fri, 23 Feb 2018 13:47:58 -0500 Teaching Physics for Engineers using an Active Learning approach <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">The teaching technique of project-based learning (PBL) has been part of the academic curriculum for sophomore Engineering students of Maua Institute of Technology since 2014. </span></em></p> <p>Such an approach, which required substantial changes in the teaching and learning methods, had a significant impact on students’ learning and motivation. Every year a new PBL project is proposed.As part of the evaluation process, reflecting on the past experiences and merits of the PBL experiences is very important.</p> <p>After presenting the overview of PBL in the context of teaching Physics, we discuss in this paper the merits of this approach by analyzing the quantitative and qualitative survey results of the last three PBL editions.</p> <p>&nbsp;</p> Rodrigo Cutri, Luiz Roberto Marim, José Roberto Cardoso ##submission.copyrightStatement## Thu, 01 Mar 2018 11:04:44 -0500 A Tool for Systematically Accessing the Level of Readiness of Engineering Design in Product Development <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: medium;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">This paper introduces a top down, system-engineering approach to develop a quantifiable and systematic tool, referred to as Design Readiness Level (DRL), to gauge design at each stage of product development. It is developed to facilitate communication between different stockholders of a design project and to address the complexities arising during all the phases of product design, from initiation to completion. The design process as one of the pillars of DRL has been studied thoroughly and is categorized into nine stages to reflect the technical flow in product development. The design stages are iterative at any level from 1 to 9 and have distinctive deliverables at the end of each stage. The deliverables simplify and characterize the assessment of the design from the technical point of view. Developing a comprehensive DRL metrics that encompasses all the stockholders’ perspectives in a design is a work in progress. </span></em></p> K. Behdinan, M. Fahimian, R. Pop-Iliev ##submission.copyrightStatement## Thu, 01 Mar 2018 11:11:22 -0500 TEACHING AND ASSESSING LIFELONG LEARNING IN LABORATORY COURSES <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Lifelong learning might be one of the most important attributes for students pursuing a professional degree, e.g. medicine, law or engineering. From teaching and assessment point of view, it may be one of the most challenging attributes. In engineering programs, it is one of the required graduate attributes identified by the Canadian Engineering Accreditation Board (CEAB), the Accreditation Board for Engineering and Technology (ABET) in the USA and other accreditation bodies around the world. In this article we present a laboratory procedure to teach and assess lifelong learning in an engineering program. The concept of lifelong learning as defined by different accreditation bodies is discussed first and corresponding learning outcomes are developed using the revised Bloom’s taxonomy. Student activities required to achieve the outcomes are then devised. The links between pre-, in- and post-lab activities and the learning outcomes are established and the approach to run a laboratory course is designed. Finally, the assessment is planned using the so-called VALUE rubric by mapping the learning outcomes on the six dimensions of the rubric. The procedure is being implemented phase by phase in the laboratory component of a senior level course on process dynamics and control in the process engineering program at Memorial University of Newfoundland. </span></em></p> Salim Ahmed ##submission.copyrightStatement## Thu, 01 Mar 2018 11:14:28 -0500 Experience on Implementing a Project for Educating Students on Runaway Reaction Dynamics <p align="LEFT"><span style="font-family: TimesNewRoman,BoldItalic;"><strong>Abstract </strong></span><span style="font-family: TimesNewRoman,Italic; font-size: small;">– To build awareness in second-year </span>chemical engineering undergraduate students on runaway reaction dynamics and associated safety concerns, and to help students better identify crossovers between two different courses, a combined team project between the Heat and Mass Transfer and Applied Differential Equations courses at the University of Toronto has been implemented. To evaluate the effectiveness of this combined project on students learning, a survey was conducted around four different perspectives: (A) Contribution to learning, (B) Motivation and awareness, (C) Project structure and support, and (D) Personal experience and skills development. The results of the survey demonstrated that the project was effective at bringing awareness about safety issues and the role of students as future professional engineers. It helped them better learn the concepts seen in both courses and develop their team skills. A critical analysis of these results helped to provide guidance for improvement in future years are discussed.</p> <p>&nbsp;</p> A. Stammitti-Scarpone, E. Passeport, G. Evans, R. Mahadevan ##submission.copyrightStatement## Thu, 01 Mar 2018 11:30:32 -0500 PEER FEEDBACK OVER TIME <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Given the ubiquity of teamwork in </span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">engineering education and industry</span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: xx-small;">1</span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">, developing </span>teamwork skills in undergraduate students is a critical component of their training. This is supported by the inclusion of ‘individual and teamwork’ as a graduate attribute by the Canadian Engineering Accreditation <span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Board</span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: xx-small;">2</span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">. The current work explores the development of </span>teamwork skills through the use of multiple administrations of peer feedback, in order to explore the value of using several administrations and support past findings that have suggested increased administrations provide incremental improvements.</p> <p align="LEFT">Additionally, the paper discusses the use of an empirically validated and user-friendly tool used to deliver the peer feedback assessments. The results suggest that students find the tool easy to use and that they believed the feedback they received and gave was accurate and useful. Together, these results suggest that peer feedback, delivered using the platform, is an effective and well-received method of fostering soft-skill development in engineering students.</p> <p>&nbsp;</p> Julia N. Smith, Thomas A. O’Neill ##submission.copyrightStatement## Thu, 01 Mar 2018 11:49:26 -0500 Online learning: Best practices in practice <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper provides a summary the predominant best practices for asynchronous online teaching and learning, as well as the characteristics of an effective online instructor. The author then shares implementation strategies and experiences of integration of these best practices into her online teaching practice, explaining what is done and how it is done, and how that relates to learner engagement. </span></em></p> Angela van Barneveld ##submission.copyrightStatement## Thu, 01 Mar 2018 11:52:25 -0500 CENTRALIZED OUTCOME-BASED ASSESSMENT PROCESS AT MCGILL UNIVERSITY <p align="LEFT"><span>Abstract </span><span style="font-size: small;">- </span><span style="font-size: small;">Compliance with the Graduate Attributes </span>and Continual Improvement criteria is an essential component of the accreditation of engineering programs in Canada. In response to this requirement, McGill University’s Faculty of Engineering established a centralized process in which 1) a uniform organizational structure was established, 2) a set of common graduate attribute indicators was developed, 3) the current Learning Management System (D2L) was integrated into the assessment of the graduate attributes, 4) universal indirect assessments for all programs were designed, 5) consistent data analysis and interpretation processes were implemented, and 6) standardized guidelines for continual improvement were created. The implementation of this process, its strengths, and recommendations to increase its efficiency and sustainability are discussed in this paper.</p> <p>&nbsp;</p> Nasim Razavinia, Laurent Mydlarski ##submission.copyrightStatement## Thu, 01 Mar 2018 11:58:45 -0500 Online Evolution: Advantages and Challenges of Online Course Components <p align="LEFT"><span style="font-size: medium;">&nbsp;<strong><em>Abstract </em></strong></span><em><span style="font-size: small;"><strong>–</strong></span><span style="font-family: Times New Roman,Times New Roman; font-size: small;">"For a Copernican revolution to take place it does not matter what means are used provided this goal is achieved: a shift in what counts as centre and what counts as periphery." – Bruno Latour [1]&nbsp;&nbsp; </span></em>As Michael Wesch pointed out in his 2008 talk at the University of Manitoba, "A Portal to Media Literacy," the conventional lecture hall set-up reinforces an authoritarian view of education as the passive reception of scarce and valuable bits of information. [2] This is the opposite of the exploratory, questioning discovery we would like our students to has as their learning experience. The problem of the conventional lecture hall is, as well, exacerbated in large classes of 800 or more students. However, the evolution of media, from television through to online media of today, has created opportunities, challenges and obstacles that lecturers today continue to experiment with to create relevant, interactive classes - of whatever size.</p> <p>At the same time, the numbers of students who can be reached with Massive Open Online Courses (MOOCs) dwarfs even our largest lecture courses and there are definite advantages that can be gained through online learning - reaching people in remote areas, enabling working people to take courses, providing credible, university-level information to any curious person who wants to learn. And while so far MOOCs may not have been uniformly living up to their promise, we do have evidence that students are using them to augment their lecture experience.</p> <p>This teaching case will investigate how one large first year design/communication course has slowly incorporated online elements to shift the power dynamic from the instructor as centre of focus to the student and their learning experience as central. Begun simply, in the beginning, with audio capture of lectures, we have moved on to video lecture capture, live and recorded online help session, and supplementary videos. This last, importantly, are developed not only by the lecturers, but by interested Teaching Assistants (TA) and even students still in the course. We are, step-by-step, finding the components that will best allow students to be able to construct their own learning experience.</p> <p>&nbsp;</p> Jason Bazylak, Peter Eliot Weiss ##submission.copyrightStatement## Thu, 01 Mar 2018 12:05:53 -0500 WHICH DESIGN METHODOLOGIES ARE EFFECTIVE TO SUPPORT A CAPSTONE PROJECT IN AEROSPACE DESIGN ENGINEERING? <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Considering the challenges in the aerospace industry, the NSERC (Natural Sciences and Engineering Research Council of Canada) Chair in Aerospace Design Engineering (NCADE) has launched its own version of a final year undergraduate engineering capstone project at Concordia University. NCADE’s objective is to expose students to the immense complexity of an aircraft design, thereby better meeting the industry needs of newly graduated students. Four design methodologies (i.e., systems engineering – SE, quality function deployment – QFD, theory of inventive problem solving – TRIZ, and environment-based design – EBD) were evaluated in the context of the NCADE project to answer the research question such as "to what extent do these methodologies provide effective support across the activities in the capstone project?" The evaluation was subjective discussing whether the design methodologies support the activities in the project. From the evaluation, it can be concluded that the studied design methodologies perform poorly to support the activities in the capstone project. Therefore, future research should investigate a better support for the capstone project to achieve NCADE’s goals. </span></em></p> Ronaldo Gutierrez, Lixin Liu, Dalvir Singh, Catharine Marsden, Yong Zeng ##submission.copyrightStatement## Thu, 01 Mar 2018 12:24:01 -0500 Building Better Together: Engineering Design with Occupational Therapists and End Users <p align="LEFT"><strong><span style="font-size: medium;">&nbsp;Abstract </span><span style="font-size: small;">- </span></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper presents Building Better Together (BBT), an interdisciplinary project-based teaching and learning experience that facilitated a collaboration between the engineering and occupational therapy programs within Queen’s, a Canadian University. We share the inter-professional and discipline-specific learning objectives, resources utilized, weekly course format, and outcomes of this experience. This project integrated different frameworks to develop competencies for students from both programs which included: an engineering design process, a clinical process framework used by occupational therapists, and an inter-professional framework. Feedback from students who participated in BBT is provided. </span></em></p> Elizabeth Delarosa, Catherine Donnelly, Susanne Murphy, Claire Davies ##submission.copyrightStatement## Thu, 01 Mar 2018 12:37:25 -0500 Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldMT;"><strong>Abstract </strong></span><em><span style="color: rgb(51, 51, 51); font-family: TimesNewRomanPS-ItalicMT; font-size: small;">While engineering education excels at </span></em>training students to solve well-defined and highly structured problems, it struggles to support the development of students’ abilities to address highly complex, ill-structured, and contested engineering problems that lack in definite solutions, where engineers are called on to work with non-engineers in a transdisciplinary environment.&nbsp; The challenge for engineering educators is to develop and teach constructively aligned curricula aimed at developing transdisciplinary skills so that, as practitioners, graduating engineering students contribute to addressing these types of problems within transdisciplinary environments.</p> <p align="LEFT">Efforts are underway in many institutions to close the gap between the transdisciplinary needs in practice and current engineering curricula. At the University of British Columbia (UBC), a team of faculty members and engineering practitioners have recently developed and are teaching a design-focused engineering course to all <span style="color: rgb(51, 51, 51); font-family: TimesNewRomanPS-ItalicMT; font-size: small;">first year students. </span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">In this paper we, a subset of UBC’s </span>teaching team, present the argument for teaching skills to engineering students that support transdisciplinary. Wesummarize the definitions of these skills found in the literature, and we speculate that the development of one aspect of transdisciplinary is related to personal development. Specifically, we hypothesize that systems thinking is correlated to metacognition. We describe an experimental strategy for testing the hypothesis within a first year engineering program, then we present and discuss preliminary test results.</p> <p>&nbsp;</p> Susan Nesbit, Naoko Ellis, Pete Ostafichuk ##submission.copyrightStatement## Thu, 01 Mar 2018 12:47:30 -0500 A MODEL TO DEVELOP PEER FEEDBACK SKILLS IN FIRST-YEAR ENGINEERING STUDENTS <p align="LEFT"><strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Giving and receiving feedback is a necessary, but often difficult skill for young engineers to acquire. We developed and piloted the delivery of a feedback model as part of the first-year engineering experience at the University of British Columbia. The approach is based on recognizing feedback as a form of professional communication, and that it requires practice to improve. We wove different aspects of communication skill development through two large newly-designed first-year introduction to engineering courses, building towards face-to-face feedback through a staged series of communication experiences. </span></em></p> <p><em>The full feedback model highlighted the nuances of face-to-face communication, and was called the "3</em>×<em>3", since it includes the three components involved in face-to-face feedback (sender, message, and receiver), each with three associated aspects. The sender uses appropriate words and body language, ensures proper interpretation, and is empathetic; the message is objective and non-judgmental, sufficiently detailed, and contains suggestions for improvement; and the receiver remains open and listening, acknowledges to the sender that they are listening, and clarifies to ensure understanding. </em></p> <p><em>Students applied what they had learned through an activity reviewing poster presentations from a major course design project. In the activity, they each had an opportunity to craft a feedback message before delivering the message face-to-face to a peer. Students then reflected on the feedback they received by summarizing the message, recognizing how the sender delivered the feedback, and identifying why the feedback was helpful. Student reflections were analyzed for themes from the 3</em>×<em>3 model. </em></p> <p>Students found feedback from peers particularly helpful when it was delivered in an appropriate and courteous manner, checked for proper interpretation, provided clear suggestions for improvement, and was coupled with praise of something that was done well.</p> <p>Providing students with a structured model allows them to follow a process in both providing effective face-to-face feedback, but also better appreciate why receiving feedback is beneficial in helping them improve.</p> <p>&nbsp;</p> Stephen Mattucci, Jim Sibley, Jonathan Nakane, Peter Ostafichuk ##submission.copyrightStatement## Thu, 01 Mar 2018 12:55:17 -0500 Measuring Students’ Motivation to Engage in Sustainable Engineering Practice <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldMT;"><strong>Abstract – </strong></span><em><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Worldwide, political and professional </span></em>organizations consider engineering to be a key profession in the application of sustainable development to solve global problems. In order for engineering professionals to play a key role in sustainable development, they must be motivated to engage in such practice. The purpose of this study is to develop a measure of students’ motivation to engage in sustainable engineering practice. A survey instrument was developed by applying a mixed-method approach consisting of a survey instrument design phase, small pilot study, and national study.</p> <p align="LEFT">The proposed survey instrument includes 3 openended and 40 closed-ended questions to measure previous experiences and stereotypes, self-concept of abilities, and subjective task value with respect to sustainable engineering practice. Factor analyses of the closed-ended questions resulted in the identification of 7 factors, 5 of which can be considered to be strong factors. Evidence for validity and reliability is established through the pilot study and factor analyses.</p> <p>&nbsp;</p> Natasha Lanziner, David S. Strong ##submission.copyrightStatement## Thu, 01 Mar 2018 13:01:31 -0500 MOVING BEYOND THE BOUNDARIES OF ENGINEERING COMMUNICATION: TEACHING MEDIA SAVVINESS TO ENGINEERING STUDENTS <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Engineering communication is most </span>frequently thought of and taught as technical communication for academic and industrial purposes, and considered best taught in deeply integrated and discipline specific contexts. While productive, this focus neglects an increasingly important aspect of the communication many engineers will need to do in their careers – communication with and to the public.</p> <p align="LEFT">This paper describes an elective course for undergraduate engineers designed to fill this gap through a media literacy approach, developing a theoretical foundation for popular science communication and applying it to various high profile case studies. This approach has been effective in developing a positive learning environment within a small seminar classroom and engaging students on the topic of how their work is communicated to non-expert audiences.</p> <p>&nbsp;</p> Alan Chong ##submission.copyrightStatement## Thu, 01 Mar 2018 13:05:55 -0500 HELPING ENGINEERS DEVELOP AND EXERCISE CREATIVE MUSCLES <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">A recent IBM-conducted survey of CEOs of multinational corporations indicated that creativity trumps other leadership characteristics. Across industries, organizations operate in increasingly complex and uncertain environments. Existing solutions are quickly exhausted or become obsolete, thus replacing them requires continuous innovation. Teaching existing solutions, the mainstay of formal education, is not enough. Students must learn how to consciously frame and reframe problems, create new knowledge and generate creative solutions on an ongoing basis. Most important, students must learn ways to motivate themselves to recognize and seek out problems as opportunities for generating creative solutions. </span></em></p> <p>While in higher education importance of creativity is recognized, practical implementation of teaching it is still an afterthought or a sideline. While creativity as an academic subject is somewhat elusive, in particular in engineering education, recent accumulation of knowledge enables implementation of more systematic approaches.</p> <p>&nbsp;</p> Zbigniew J. Pasek ##submission.copyrightStatement## Thu, 01 Mar 2018 13:09:24 -0500 ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span></em><span style="font-family: Times New Roman,Times New Roman PS; font-size: medium;">– </span></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students. </span></em></p> Maria Orjuela-Laverde, Nasim Razavinia, Laurent Mydlarski ##submission.copyrightStatement## Thu, 01 Mar 2018 13:21:27 -0500 Engineering educators’ perceptions of the influence of professional/industry experience on their teaching practice <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This preliminary study explored engineering educators’ perceptions of the influence of industry experience on their teaching practice. Fifty American engineering educators were interviewed. There appeared to be a distinction in the extent to which influence on practice was reported, based on years of industry experience. Three themes emerged – influence on content and curriculum, influence on instructional strategies and the integration of real world components, and benefits of being a practitioner/educator. Implications and future research are discussed. </span></em></p> Angela van Barneveld, Johannes Strobel ##submission.copyrightStatement## Thu, 01 Mar 2018 13:50:14 -0500 DEVELOPMENT OF PEER TEACHING SUPPORTED DESIGN FOR X MODULES FOR SENIOR ENGINEERING DESIGN PROJECTS <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">This paper presents initial results from a </span>series of modules introducing Design for X (DfX) concepts to student project teams. DfX methods are recognised as a means to facilitate decision making throughout the design process and directly support the “Design” graduate attribute as defined by the Canandian Enginering Accreditation Board.</p> <p align="LEFT">In this senior design course, third and fourth year students are integrated into the same project teams, with the aim of promoting peer learning and leadership.&nbsp; Therefore, a flipped classroom approach was applied to the modules, followed by team-based reflection and discussion after which the appropriate DfX methods were to be applied within the projects. In the second semester third year students from each team were required to update the class on how these methods had been implemented in their projects.</p> <p align="LEFT">Preliminary results show active participation by the fourth year students, with varying levels of application of the tools within the projects. This paper will present specific examples of student led discussion and exercises surrounding DfX topics, as well as a qualitative evaluation of the application of DfX methods by the student teams. Recommendations for future improvement include the development of additional short duration, concrete, formative DfX activities for inclusion in the modules.</p> <p>&nbsp;</p> Grant McSorley ##submission.copyrightStatement## Thu, 01 Mar 2018 13:56:07 -0500 Building Indicators by Consensus for Common Attributes <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong>To address the new process of graduate attributes (GAs) assessment as required by the Canadian Engineering Accreditation Board (CEAB), the University of Waterloo (UW) employed six Graduate Attributes Lecturers (GALs) and four Accreditation Assistants (AAs) with a key role of leading the outcomes assessment process in each of the engineering departments. The GALs work collaboratively with each other and their departments to come up with a process of outcomes assessment. The collaboration methods and techniques used by the GALs in developing shared indicators for the common GAs are proving to be highly effective, and have led to significant progress. One of these methods is a structured brainstorming sessions for developing measurable performance indicators for the common GAs.</p> <p>The following paper describes in detail the collaboration methods and techniques used by the GALs and AAs to develop shared indicators for the professional skills GAs. The paper also discusses the factors that proved to be successful in the whole process as well as the challenges faced by the team.</p> <p>&nbsp;</p> Rania Al-Hammoud, Jason Grove, Andrew Milne, Mehrdad Pirnia, Derek Wright, Samanthi Sooriyabandara ##submission.copyrightStatement## Thu, 01 Mar 2018 14:04:05 -0500 SURVEYS FOR SIMULTANEOUS DIRECT AND INDIRECT ASSESSMENT <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">As the Canadian Engineering Accreditation Board moves toward outcomes-based assessment, engineering institutions are employing a variety of assessment tools and methods. Surveys are usually thought of as indirect measures. However, survey tools can easily provide direct measures as well, and can therefore simultaneously present direct and indirect assessments to students. This paper examines the benefits and possibilities of exploiting such simultaneous direct and indirect assessment. </span></em></p> Derek Wright, Emma Markoff, Jason Grove, Rania Al-Hammoud, Andrew Milne, Mehrdad Pirnia ##submission.copyrightStatement## Thu, 01 Mar 2018 14:12:49 -0500 DISCOVERY PROGRAM: INTEGRATING BIOMEDICAL ENGINEERING GRADUATE INSTRUCTORS WITH HIGH SCHOOL STEM CURRICULUM <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">With the diverse nature of the biomedical </span>engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity- and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration.&nbsp; These results provide a strong foundation for program growth and quantitative assessment.</p> <p>&nbsp;</p> Locke Davenport Huyer, Genevieve Conant, Cindy V. Bui, Ben G. Kinsella, Andrea Vegh, Sherif Ramadan, Brittany Lauton, Andrey I. Shukalyuk, Dawn M. Kilkenny ##submission.copyrightStatement## Thu, 01 Mar 2018 14:24:50 -0500 Engineering Education through a Flipped Classroom Model <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">A flipped classroom model is used to teach a </span>4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.</p> <p>&nbsp;</p> David Wang, Adam Gomes ##submission.copyrightStatement## Thu, 01 Mar 2018 14:33:43 -0500 THREE QUARTERS OF A LOOP: CO-OP WORK TERM EVALUATIONS AND WORK REPORTS TO MEASURE THE COMMUNICATION ATTRIBUTE <p align="LEFT">&nbsp;<strong><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></strong><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This research analyzes the available data (student work term evaluations performed by employers, and work reports evaluated by the program) to triangulate and understand student performance on the CEAB Communication attribute. In this way we aim to innovate in the field of co-operative education to leverage the diverse work experiences of our students and understand their diverse backgrounds to suggest means of improving their communication skills. In this paper, we analyze employer feedback by grouping responses in several ways (binning by engineering program, term of study, level of performance, and criteria) to assess student performances at the faculty and program levels. We also assess student work reports for communication and analytical skills. We find a notable contrast between the evaluations given for the performance criteria. Students appear to perform at a higher level in areas such as </span><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Interpersonal Communication</span></em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">, </span><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Teamwork</span></em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">, and </span><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Appreciation of Diversity</span></em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">, while evaluations for criteria such as </span><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Problem Solving </span></em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">and </span><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Oral and Written Communication </span></em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">are relatively lower. This is supported by work report assessments showing that some students continue to struggle with written communication and analysis. Future work will include focus groups with employers and students to add meaning to the data. Throughout the process, writing and communication experts are involved to help interpret data and recommend solutions. </span></p> A. Milne, M. Pirnia, R. Al-Hammoud, J. Grove ##submission.copyrightStatement## Fri, 02 Mar 2018 10:29:23 -0500 SHIFTING RESPONSIBILITIES: USING PEER ASSESSMENT IN SENIOR, ENGINEERING DESIGN TO PROVIDE EFFECTIVE SUPPORT AND MEANINGFUL FEEDBACK DESPITE LARGE CLASS SIZE <p><strong>Abstract – </strong><em>Urban Water Systems Design is a </em>required, senior engineering design course for undergraduate students in the Water Resources and Environmental Engineering programs at the University of Guelph. A central component to this course has been a challenging, stormwater management design and simulation project. Recently, enrollment has increased from approximately 50 to 90 students. With these increased numbers, it is no longer feasible for the instructor to provide individualized, rich and robust feedback on the project. Rather than eliminating or simplifying the project, which is a highly valuable learning activity, peer assessment was investigated as an option.</p> <p>In Fall 2016, peer assessment was implemented for two term tests and a design project. In addition to addressing resource constraints, this shift in responsibilities takes advantage of the active, collaborative, learning opportunities provided by grading tests in class and giving feedback to and receiving feedback from others on design work and report writing.&nbsp; To achieve the largest benefit possible, best practices suggested in the literature were followed, such as training peer assessors, including developing a rubric with the class to enhance understanding of expectations; using multiple assessors to address student concerns about fairness; and incorporating reflection on the peer assessment activities.</p> <p>Data were collected through two surveys administered before and after the course’s peer evaluation activities and through graded reflections on peer evaluation activities. Most students thought they learned as much or more than they would have without the incorporation of peer evaluation. Based on predominantly positive student comments and fair grading, peer grading of tests will be used in future with a few minor modifications. Most students also found the peer assessment of design reports to be fair, with a reasonable time commitment. Some students were troubled by the variability of grades given by peers. Enhanced training was suggested to help students grade more consistently and provide more effective feedback.</p> Andrea Bradford, Julie Vale ##submission.copyrightStatement## Fri, 02 Mar 2018 10:43:48 -0500 Knowledge Building in robotics for STEM education <p align="LEFT">&nbsp;<strong><span style="font-size: medium;">Abstract –</span></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Robotics, with its multidisciplinary nature, has been considered as a great tool for teaching and learning Science, Technology, Engineering, and Mathematics (STEM) subjects. However, educational robotics often goes on a competitive way which may diminish its potentials. The purpose of this study is to take another approach to use robotics for teaching STEM subjects, which might be more effective than competition based learning. </span></em></p> Ahmad Khanlari ##submission.copyrightStatement## Fri, 02 Mar 2018 10:46:55 -0500 WRITTEN ASSIGNMENTS, UNDERGRADUATE LEVELS OF CONFIDENCE AND THE ENGINEERING PORTFOLIO <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract – </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">In this paper, we will summarize some </span>of the results, first, from our course syllabi project that we conducted at the University of Manitoba and, secondly, from our study of second-year students’ levels of confidence in a communication class. In the course syllabi project, we discovered that course outlines in our Engineering school gave little information on the assignments expected of students, so much so that students may have found completing them to be difficult. In the second study, we found that students generally lacked confidence in writing tasks, especially at the beginning of term.&nbsp; These two studies suggest that we need to find a way to guide students in the writing of the assignments that we expect of them if they are to develop the necessary confidence in their ability to write well within a professional context.</p> <p align="LEFT">One way to do that may be the introduction of a portfolio requirement within the Engineering curriculum, A portfolio will serve as a record of students’ ongoing achievements in written assignments throughout their academic programs and, as they compile their portfolios, they can reflect on that achievement and move forward – more communicatively competent and more confident.</p> <p>&nbsp;</p> Anne Parker, Kathryn Marcynuk ##submission.copyrightStatement## Fri, 02 Mar 2018 11:04:43 -0500 Integrating Mentorship in a Communication Capstone Class to Support the Development of a Community of Practice in the College of Engineering <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The Certificate in Professional </span>Communication programme at the University of Saskatchewan concludes with a capstone class that requires students to design a mentorship project to solve a communication problem involving junior students. This course was designed to fulfill two objectives. First, the act of mentoring should reinforce the rhetorical theory and practice learned in the previous courses in the programme. Second, the act of mentoring should move the senior students from a position of novice to that of peer within a community of practitioners of effective rhetorical communication. If these two objectives are met, RCM 495 Rhetorical Peer Mentorship enables learning transfer from an academic setting to a professional environment.</p> <p>&nbsp;</p> Debora Rolfes, Julie Hunchak ##submission.copyrightStatement## Fri, 02 Mar 2018 11:10:20 -0500 Criss-Crossing STEM Fields through Knowledge Building Discourse: an Explanatory Study <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract –</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Studies show that Knowledge Building discourses result in producing knowledge of value to others, and advancing the knowledge of the community. This explatory work in progress study aims to examine how knowledge building discourse on science can result exceeding expectations, so that not only the community knowledge about science advanced, but also students criss-cross STEM domains</span></em><span style="font-family: Times New Roman,Times New Roman PSMT; font-size: small;">. </span></p> Ahmad Khanlari, Stacy Costa ##submission.copyrightStatement## Fri, 02 Mar 2018 11:18:50 -0500 FINDING THE GAPS: THE DEVELOPMENT OF A NETWORK FOR GRADUATE ATTRIBUTE PROFESSIONALS <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">To help fulfill the Canadian Engineering </span>Accreditation Board’s new requirements, many institutions are creating positions focused on graduate attributes and the continual improvement process (GACIP). Due to the very recent development of this role, people hired as graduate attribute professionals (GAPs) have no established community in which to network and develop.&nbsp; In addition, the very nature of these positions is not well defined. This paper describes the development of the Graduate Attribute Professional Network, an informal community of people whose jobs are focused on GACIP, and the results of a survey conducted with its members. GAPs are found to generally be highly educated people, usually with an engineering background, many of whom have experience as educators. They tend to be new to their roles, to be spending 50% or less of full-time hours on GACIP-related duties, and to be involved in every aspect of graduate attribute assessment and the continual improvement process. GAPNet is an important resource to support these individuals who are so involved in engineering education and accreditation in Canada.</p> <p>&nbsp;</p> Margaret Gwyn ##submission.copyrightStatement## Fri, 02 Mar 2018 11:27:54 -0500 DESIGN OF A CONSISTENT INTERDISCIPLINARY AND DUAL FACULTY CAPSTONE EXPERIENCE AT THE UNIVERSITY OF MANITOBA <p align="LEFT"><strong><span style="font-size: small;">Abstract - </span></strong><span style="font-family: Times New Roman,Times New Roman PSMT; font-size: small;">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, [1]. 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 different faculties. This style/mode of education, where students work in silos, arguably does not reflect real world engineering. Program representatives from the Faculty of Engineering at the University of Manitoba agree that the capstones should be more reflective of real life situations. </span></p> <p>For this paper, we were hoping to present the research results of a pilot interdisciplinary capstone that was to be launch in the winter of 2017. Unfortunately, the pilot course was not offered because of low student enrollment. So we decided to take an innovative and creative approach to the research. Since, at the University of Manitoba, the Dean of Engineering is also the Dean of the Faculty of Architecture, rather than team with an outside industry focus group, we decided to develop a holistic course with the Faculty of Architecture. The Dean supports this strategy. Interdisciplinary courses are most important because they "…articulate the difference between educational problems and workplace problems" [2]. And allow "(students) persons from different disciplines to work collaboratively and are integrated to combine their knowledge to solve a problem"[3].</p> <p>This paper explores and explains how that Engineering/Architecture Multidiscipline Capstone and Dual Faculty course will be developed, touches on the early stages of its initiation and implementation, and outlines how the success of the new course will be evaluated.</p> <p>&nbsp;</p> W.C.D. DeGagne, Paul E. Labossiere ##submission.copyrightStatement## Fri, 02 Mar 2018 11:32:36 -0500 DESIGN PROBLEM PERCEPTION IN ENGINEERING DESIGN TEAMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Engineering design is a decision making process that needs a good perception of the design problem to be solved. Design problems are usually solved in a team. Teams need the existence of a good design problem perception to create design solutions. This study provides an approach for elaborating a descriptive model to describe how the perception process works within a design team. This study is going to propose an approach for integrating a theoretical model of design creativity with team mental models, so they can be used for elaborating the descriptive model of perception in design teams. The NSERC Chair in Aerospace Design Engineering (NCADE) at Concordia University holds a capstone project which will be considered to be used as a test bed for validating proposed model through experimental analysis. Proposed experiments and further research are introduced at the end of paper. </span></em></p> Amirali Ommi, Yong Zeng, Catharine C. Marsden ##submission.copyrightStatement## Fri, 02 Mar 2018 11:41:45 -0500 THE ROLE OF ENGINEERING TEACHING AND LEARNING FELLOWS IN THE TRANSFORMATION PROCESS OF ECE COURSES <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">This paper presents work in progress of a </span>participatory action research project of transforming some Electrical and Computer Engineering (ECE) courses with the help of Engineering Teaching and Learning Fellows (ETLF). The objective of this paper is to highlight the effectiveness of incorporating an ETLF, with expertise in both the engineering and education fields, in the process, and their accountability throughout the three phases: pre-transformation, transformation and post-transformation.</p> <p>&nbsp;</p> Deena Salem, Brian Frank ##submission.copyrightStatement## Fri, 02 Mar 2018 11:45:39 -0500 COMPARITIVE STUDY OF THE ORGANIZATIONAL STRUCTURE OF ENGINEERING STUDENT TEAMS AND TEAM EFFECTIVENESS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Design-and-build competitions are integral to effective higher engineering education. Yet, there is not much research investigating if the organizational structures of engineering student teams and team effectiveness follow any trends. </span></em></p> <p><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper delves into the possibility of this correlation by measuring parameters that contribute to effective teams. This research provides data that is used to judge best practices for engineering student teams. The findings from this paper can then be used as a basis for action when the students find a need for organization development in the future. Additionally, this analysis provides insight into teamwork in engineering. This could benefit 4</span><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;">th </span><span style="font-family: Times New Roman,Times New Roman; font-size: small;">year design (a.k.a capstone) projects as well as innovative companies with similar settings. </span></p> <p>The core contributors to a team's effectiveness are leadership, direction, planning, knowledge transfer, and meetings for engineering student teams. Although parameters like communication and team culture are important, student teams generally have no problems in these areas. By comparing three organizational structures, it is concluded that in general engineering student teams are best when they follow a holocratic or flatter organizational structure as opposed to a strictly flat organizational structure.</p> <p>&nbsp;</p> Radhika R. Kartha, Dr Michael W. Fowler, Dr Roydon A. Fraser ##submission.copyrightStatement## Fri, 02 Mar 2018 11:57:51 -0500 USING A PROJECT ON ASSISTIVE TECHNOLOGY TO TEACH CAD AND RAPID PROTOTYPING <p><strong>Abstract - </strong><em>This paper describes a novel approach </em>used in a first year engineering at UBC to teach computer-aided design (CAD) and rapid prototyping as part of a real-world design project. It is centred on the design of an assistive technology device for a real client who is a quadriplegic and has limited use of his hands.&nbsp; Notably, students were able to create their designs in CAD without receiving any formal instruction on the use of the tool. In addition to CAD and rapid prototyping,the project integrated elements of stakeholder engagement, design, decision-making, and communication. By the end of the three-week module, students submitted a technical memorandum recommending their design, and they were able to submit their CAD files for 3D printing and for entry into an inaugural assistive technology design competition.</p> Shalaleh Rismani, Peter Ostafichuk, Carol Jaeger, Jonathan Nakane ##submission.copyrightStatement## Fri, 02 Mar 2018 12:07:08 -0500 DIVERSIFYING THE ENGINEERING VOICES: BRINGING DIVERSE PROFESSIONALS TO THE CLASSROOM THROUGH VIDEO INTERVIEWS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">This paper will discuss the importance of using videos in the classroom and the significance of adding diversity to teaching and learning, particularly in engineering and technology. Increasing diversity is a common goal seen in many institutions, including the Faculty of Engineering at McMaster University. Beginning in Fall 2017, instructors from the Bachelor of Technology program, in the School of Engineering Practice and Technology (SEPT) will integrate recorded video interviews of diverse professionals into the classroom, hopefully putting the goal more within reach. These videos will depict professionals in engineering fields who identify as young, female or visible minorities. In these interviews, the participants will discuss a variety of topics including: the importance of communication skills in a professional environment; the advantages of participating in co-op programs; life after graduation; as well as other topical issues. In addition to the proven benefits of learning through videos, students will hear from various professionals of different backgrounds thereby adding diversity to the engineering classroom. </span></em></p> Grace Couper, Jennifer Long ##submission.copyrightStatement## Fri, 02 Mar 2018 12:14:14 -0500 Teaching Societal Leadership Through Design: Case Study of a Cohort-Based Social Innovation Engineering Leadership Program <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Engineering students are well equipped with a technical background to become agents of social change. This paper highlights a co-curricular social innovation program that aims to foster that potential through team-based project-based learning. Key teaching methods are described, such as how students establish a vision, scope complex projects, effectively build teams, and leverage failure and iteration for learning. The program faces challenges maintaining student engagement and getting them to fully embrace learning through failure, but has had significant success in fostering self-reflection. It has also been successful in creating a structure whereby personal and leadership learning happen alongside design and project-oriented learning. There is opportunity for the teaching methods and structure of this program to be applied to other contexts in an effort to improve student team learning outcomes and find ways to integrate leadership learning into core technical and design courses. </span></em></p> Albert Huynh, Mike Klassen ##submission.copyrightStatement## Fri, 02 Mar 2018 12:18:52 -0500 CO-DESIGNING CURRICULUM: FIRST-HAND EXPERIENCES OF UNDERGRADUATES CREATING EXPERIENTIAL LEARNING ACTIVITIES FOR THEIR PEERS <p align="LEFT">&nbsp;<strong><span style="font-size: medium;">Abstract – </span></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">The Bachelor of Technology (B.Tech.) program at McMaster University, W. Booth School of Engineering Practice and Technology differentiates itself through its experiential and industry-driven approach to teaching and learning. The B.Tech program initiated a pilot faculty-student co-design project for the Project Management course delivered to third-year engineering technology students. In the past, the faculty has struggled to find a major project assignment that gives students workplace readiness skills in project management in a real-world context. The faculty and a fourth-year undergraduate student worked together to co-design a term long project, which treated their personal educational deliverables (e.g. course work, assessment deadlines, financial accountabilities), as a project to manage. The paper will bring together key perspectives from this pilot co-design experience, namely, the undergraduate course developer, faculty liaison, as well as feedback from the students in the course. The authors found that while students appreciated the accompanying project documentation, the co-design team must continue to demonstrate the usefulness of working with MS Project as software enabling workplace readiness. </span></em></p> Allan MacKenzie, Jan Boer ##submission.copyrightStatement## Fri, 02 Mar 2018 12:23:16 -0500 COGNITION AND TRANSDISCIPLINARY DESIGN: AN EDUCATIONAL FRAMEWORK FOR UNDERGRADUATE ENGINEERING DESIGN CURRICULUM DEVELOPMENT <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span></em><span style="font-family: Times New Roman,Times New Roman; font-size: medium;">- </span></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">Contemporary engineering product design and development no longer adheres to the boundaries of a single discipline and has become tightly integrated, often relying on interaction of multiple disciplines for completion of integrated product design projects. In order to design these products, design and development practice has transcended the discipline boundaries to become a transdisciplinary engineering design process. A collaboration of specialists from different engineering disciplines is required to develop efficient solutions to interdisciplinary problems of product design. Despite this shift from mono-disciplinary to transdisciplinary, the engineering design curriculum remains focused on teaching discipline specific design practice through skill based subject specific pedagogy with a limited emphasis on the importance of design process and transdisciplinarity in the design process. As a result, new graduates starting in design and development organizations face a difficulty finding a common basis of understanding of disciplines’ interactions and must go through a process of often implicit ‘onboarding’ to understand the transdisciplinary engineering design process. This can be avoided by developing and adapting undergraduate design process education in line with industrial demands. This paper proposes a theoretical framework based on empirical engineering design research in industry, educational psychology and teaching approaches such as Bloom’s Taxonomy and Kolb’s Model of Experiential Learning for developing the core elements of a transdisciplinary engineering design process curriculum. </span></em></p> Alyona Sharunova, Mehwish Butt, Suzanne Kresta, Jason Carey, Loren Wyard-Scott, Samer Adeeb, Luciënne Blessing, A.J. Qureshi ##submission.copyrightStatement## Fri, 02 Mar 2018 12:40:19 -0500 USING AUGMENTED REALITY AND HOLOGRAPHIC TECHNOLOGY IN AN INTRODUCTORY COURSE ON DATA STRUCTURES AND ALGORITHMS <p><strong>Abstract – </strong>Augmented reality (AR) technology facilitates augmentation of current views with digital artifacts, such as information, three-dimensional objects, audio, and video. Mixed reality (MR) represents an enhanced version of AR, where advanced spatial mapping is used to anchor digital artifacts in physical space. Using MR technology, digital artifacts can be more closely integrated into the natural environment, thereby transcending physical limitations and creating enhanced blended learning environments. In this paper, we propose an approach for integration of MR technology into engineering education. Specifically, we propose to integrate Microsoft HoloLens into a first-year course on data structures and algorithms to improve student engagement and learning outcomes. In the pilot study, students were assigned to implement A* algorithm and then given a chance to visualize their implementation using Microsoft HoloLens. The feedback provided by students indicated increased engagement and interest in graph-based path-finding algorithms as well as MR technology.</p> Igor Ivkovic, Sage Franch ##submission.copyrightStatement## Fri, 02 Mar 2018 12:45:34 -0500 RELATIONAL LEADERSHIP IN DESIGN PROJECTS <p><strong><span style="font-family: Times New Roman,Times New Roman PS; font-size: medium;">Abstract </span><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">– </span></strong><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">As a continuation of previous research pertaining to the self-assessed effectiveness in various interpersonal aspects by undergraduate Mechanical Engineering students as the Lassonde School of Engineering, the authors present in this paper, the findings of new research elaborating upon areas of concern surmised from the prior study. Motivation for this new research stems from the previous data relating to interpersonal and team relational skills inadequacies and the experiences of this paper, the authors present the findings of new research continue upon previous research pertaining to undergraduate students in Mechanical Engineering program self-assessment of effectiveness. The main objective of this paper is to present upon the common challenges of design team projects according to students, and the influence (or relation) effective and/or ineffective interpersonal relationship skills have upon those challenges. Results from this investigation indicates that human-related challenges experienced in team projects stem largely from ineffective manipulation of communication and relational skills and the various facets of team dynamics directly and indirectly affected by them. Additionally, research indicated that females team members had more gendered experiences with their teams. The author found there to be correlations between the negative female experiences and ineffective relational / interpersonal skills. </span></p> <p>&nbsp;</p> Claudia Bennett, Minha R. Ha ##submission.copyrightStatement## Fri, 02 Mar 2018 12:51:55 -0500 COLLABORATIVE DIGITAL DESIGN NOTEBOOKS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">– Many design courses require students to maintain a paper-based personal design notebook or journal. The potential advantages of a digital notebook have been described in the literature, but few reports can be found on the use of digital notebooks in practice. This paper describes the design and implementation of a cloud-based collaborative workspace to provide a shared team design notebook. The shared workspace uses Microsoft SharePoint sites and Microsoft OneNote notebooks as the main components. SharePoint sites were created for 34 design teams in a 2</span><span style="font-family: Times New Roman,Times New Roman PS; font-size: xx-small;">nd</span><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">-year engineering design course. Each site had a team notebook, document library, discussion forum, and task scheduler. Instructions and training were provided at the beginning of the course. Students were able to use the tools with little difficulty, and were able to use them as an effective replacement for a paper notebook. However, many teams did not make full use of the available capabilities, and there was little evidence of higher-level collaborative activities. The described implementation is technically and financially feasible, is scalable to large classes, and satisfies most of the requirements of a collaborative design notebook. However, scaffolding and training are needed to ensure that students collaborate effectively. </span></em></p> Ralph O. Buchal ##submission.copyrightStatement## Fri, 02 Mar 2018 12:56:17 -0500 Self Evaluation: Building Student Self-awareness and Competence <p align="LEFT">This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence.</p> <p align="LEFT">The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence.</p> <p align="LEFT">The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent.</p> <p align="LEFT">The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.</p> <p>&nbsp;</p> Denard Lynch ##submission.copyrightStatement## Fri, 02 Mar 2018 13:01:28 -0500 Peer Evaluation: Enhancing learning Opportunities and Reducing Marking Effort <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Evaluation of report-based assignments, </span>especially in larger classes, adds a considerable marking load. Even with detailed rubrics, subjectivity may lead to grading variations and inaccuracies. Evaluation of others’ work can also be a very informative and educational experience, improving their skill through exposure to a broader performance range. Involving students in peer evaluation can potentially address both of these issues by reducing marking load, providing alternate (and increased number of) assessments, and by exposing students to a broader spectrum of report skills thus enhancing their own knowledge.</p> <p align="LEFT">This paper discusses the results of an experiment in peer assessment and whether it can be exploited to reduce marking effort, improve accuracy for report assignment evaluation and improve student skill. The data was gathered from assignments in two different engineering classes: a second year course on safety and environmental stewardship, and a senior course on engineering economics.</p> <p align="LEFT">For the second-year course, an individual essay assignment was marked by the instructor and two peers.&nbsp; The three evaluations were analyzed to assess the accuracy and assign a grade. For the senior course, a group report on a case study was self and peer evaluated.&nbsp; These evaluations were used to derive a grade for the report directly if the self and peer results were within a prescribed tolerance; other cases were resolved by instructor intervention. The results were analyzed considering the number of outliers, range of scores, and the number of cases which had to be resolved by theinstructor.</p> <p align="LEFT">Parameters considered in assessing the results of the experiment included: the correlation between assessments, the learning opportunities for students, and instructor marking effort required. (preliminary analysis) Results suggest positive gains in reducing effort.&nbsp; Improved accuracy and enhanced student learning are also expected.</p> <p>&nbsp;</p> Denard Lynch, Bradley Schmid ##submission.copyrightStatement## Fri, 02 Mar 2018 13:09:33 -0500 Effective Coordination of Capstone Design Work Using Milestones <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing. </span></em></p> Michel F. Couturier, Guida Bendrich, Francis Lang ##submission.copyrightStatement## Fri, 02 Mar 2018 13:22:20 -0500 A TALE OF TWO PEDAGOGICAL PERSPECTIVES: A LITERATURE REVIEW OF WRITING PROGRAM ADMINISTRATION WITHIN ENGINEERING PROGRAMS <p align="LEFT"><strong><span style="font-family: Times-BoldItalic;">Abstract </span><span style="font-family: Times-BoldItalic; font-size: small;">–</span></strong><span style="font-family: Times-Italic; font-size: small;">While communication and writing programs </span>are typically housed in humanities-focused departments, engineering programs often employ full-time writing specialists to teach their students effective communication in engineering-specific contexts. However, bringing together humanities-focused writing instruction within a science-focused engineering program has some inherent complications in administering a program within a program.</p> <p align="LEFT">The challenge of these writing programs is the misunderstanding that can arise between communication faculty and engineering faculty and administration. The opportunities and challenges embedded within communication and writing pedagogy is not always understood by the engineering-educated administrators, nor sold particularly well by the communication faculty. These challenges are made evident when we see that the modern conversation around engineering communication has morphed from convincing a composition audience to broaden their conception of writing for the unique writing needs of their engineering students, to a post-outcomes based world where engineering identity and culture are the center of curricular discussions aimed at fellow engineering educators.</p> <p align="LEFT">While the complete history of writing program administration in engineering education is much longer, this literature review explores key works in the last 25 years to demonstrate themes in current curricular programming challenges in administering writing and communication programs within engineering departments in Canada and the United States.</p> <p>&nbsp;</p> Laura M. Patterson ##submission.copyrightStatement## Fri, 02 Mar 2018 13:35:40 -0500 TEACHING AIRCRAFT DESIGN:A CASE STUDY ON AN ALTERNATIVE ENGINEERING UNDERGRADUATE CAPSTONE FINAL YEAR PROJECT <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT;">– </span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The effectiveness of aerospace design </span>engineering education has received a great deal of anecdotal feedback from its stakeholders. The aerospace industry, the Canadian government, the University, and the enrolled engineering students have expressed customer needs and expectations of design engineering training.&nbsp; While numerous curriculum reform initiatives have been developed and implemented, their impact has not yet beenstudied quantitatively. This paper proposes to use a theoretical model on design creativity, the statistical Q methodology, and an aerospace undergraduate capstone team case study to develop a tool for the quantitative evaluation for the effectiveness of aerospace design engineering education.</p> <p>&nbsp;</p> Andrea Cartile, Catharine C. Marsden, Yong Zeng, Brandiff Caron ##submission.copyrightStatement## Fri, 02 Mar 2018 13:43:38 -0500 DESCRIBING AND MEASURING THE ENGINEERING KNOWLEDGE BASED USING CONCEPT DOMAINS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">We describe the chemical engineering knowledge base in terms of five distinct concept domains: i) mathematics and computation, ii) conservation, iii) equilibrium and spontaneity, iv) rates, and v) the structure and property of materials. These concept domains underpin the curriculum and evolve from disparate subject domains presented in the first year into a cohesive whole by graduation. The knowledge base for chemical engineering can thus be expressed in terms of achieving threshold concepts related to each of these domains. </span></em></p> <p>This formulation of the knowledge base suggests that it may be examined using concept inventory testing. We provide examples of how such testing can be implemented in order to produce meaningful data on students’ level of concept attainment. We believe that this approach may be of interest to others as a robust and sustainable method for the ongoing assessment of CEAB Graduate Attribute 1.</p> <p>&nbsp;</p> Jason Grove, Marios Ioannidis, Derek Wright ##submission.copyrightStatement## Fri, 02 Mar 2018 13:49:20 -0500 TOWARDS THE HCI LIVING CURRICULUM <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">–</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The Association of Computing Machinery </span>(ACM) Special Interest Group on Computer-Human Interaction (SIGCHI) has been supporting research into HCI education for many years, most actively in the last six years. At its CHI2014 conference, a workshop on developing a new Human-Computer Interaction (HCI) living curriculum was held, building on three years of research and collaboration. We believe the time is now right to design and build the proposed HCI living curriculum. This paper proposes the preliminary framework for a concrete active social network of HCI scholars and educators, sharing and collaborating to develop course outlines, curricula, and teaching materials. In particular, this paper presents the use cases and design requirements of the HCI living curriculum, based on data collected from HCI educators and practitioners. Future initiatives to move the designforward by prototyping a first version of the living curriculum are also discussed.</p> <p>&nbsp;</p> Andrea Jovanovic, Olivier St-Cyr, Mark Chignell ##submission.copyrightStatement## Fri, 02 Mar 2018 13:54:54 -0500 EXPERIENCING ENGINEERING EDUCATION: LESSONS FROM THE COMPREHENSIVE/QUALIFYING EXAMINATIONS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">One of the requirements of students’ candidacy in the doctoral program is to pass the comprehensive, or qualifying, examinations. This paper shares some of the experiences of doctoral candidates who have recently completed these examinations as part of the Collaborative Specialization in Engineering Education at the University of Toronto, and the observed differences in these candidacy assessments. The pedagogical aim, or purpose, of these exams, and how candidates’ experiences compare, on both an inter- and extra-disciplinary level is explored. The goal of this paper is to share some of what is in the literature, to investigate and outline the challenges from candidates’ own experiences, and to offer suggestions for future comprehensive, or qualifying, examinations. </span></em></p> Sasha Gollish, Kimia Moozeh, Bahar Memarian, Stacy Costa, Darlee Gerrard, Kristin Newfield, Deborah Tihanyi ##submission.copyrightStatement## Fri, 02 Mar 2018 16:12:04 -0500 VALUE OF LANGUAGE BACKGROUND ON IDEA GENERATION SESSIONS IN FIRST-YEAR ENGINEERING DESIGN TEAMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– A</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">n ongoing debate around classroom organization decisions, particularly with regard to team formation, involves the value associated with team-member diversity. Diversity can be defined, for example, in terms of discipline, marks, race, gender, language, age, experience, or goals. For the researchers in this case, this debate around the impact of diversity motivated further analysis of just what, if any, impact linguistic diversity had on teams in first-year engineering design courses. This is of particular concern given the dramatic increase in the percentage of multilingual students that make up current student bodies across Canada. Our analysis indicates that the effect of having non-native speakers of English (NNSE) on a team is not a de facto detriment to idea generation and discussions within the team. Thus, this paper reports on the effects of multilingualism on team dynamics and idea generation. The authors present here a subset of the data from of a much larger study on effective teamwork behaviours, that highlights two multilingual dominant teams from the larger study. The analysis examines how multilingualism and values associated with it contributed to and developed an integrated understanding of both the problem being addressed and potential solutions to that problem. </span></em></p> Penny Kinnear, Patricia Sheridan, Doug Reeve, Greg Evans ##submission.copyrightStatement## Fri, 02 Mar 2018 16:26:26 -0500 ONE-MINUTE QUIZZES TO IDENTIFY POTENTIAL STUDENTS AT RISK IN ENGINEERING COURSES <p>&nbsp;<strong>Abstract – </strong>Recent years have witnessed increased interest in reducing student attrition at universities due&nbsp;both to matters of improved student outcomes and the practical fiscal benefits accrued from improved retention.&nbsp; The reason for student attrition can be due to many contributing factors (maturity, motivation, external stresses, etc.) and may be difficult to predict. Usually the home Faculty (and sometimes even the student) is only aware of risked academic failure at the end of the semester.&nbsp; At this point it is generally too late for an intervention to&nbsp;be effective.</p> <p>Although there are numerous intervention models that can be used to help students, these interventions are only effective if students can be identified early in their studies.&nbsp; One method to address this is to assess all students as frequently as possible and in as many courses as possible to create a map of student academic engagement and performance. This paper focuses on the first phase of a long-term study to create such an early warning system to help find students at risk. The first phase consisted of using one-minute quizzes during classes and general attendance to determine the level of engagement of each student. This data was then used to try to identify students in advance that risk academic failure.</p> <p>It was found that students who regularly missed 30% of class within the first 5 to 8 classes provided an indication of the likelihood of failure of the student.</p> Andrew Sowinski, Marcel Turcotte, Gilbert Arbez, David Taylor ##submission.copyrightStatement## Fri, 02 Mar 2018 16:45:02 -0500 Innovative Use of Media to Increase Student Engagement for a Large Second-year Core Course: “Engineering Economics” <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">As most practitioners are aware, student </span>engagement in large first- or second-year engineering classes is difficult. In a traditional lecture-style presentation instructors are given the challenging task of explaining difficult technical material to several hundred students in such a way that they are not distracted by their friends, cellphones, or the lecture hall atmosphere.&nbsp; In the literature, various solutions to student engagement are suggested: flipped classrooms, design projects, brainstorming sessions, paraphrasing exercises, and selfrating exercises [1].&nbsp; The author attempted to implement various of these interventions with little anecdotal success. However, a modification of the “think-pairshare” idea as described by Karl Smith, from a subjective point of view, seemed to capture the class more than the default lecture/powerpoint method.&nbsp; Enumeration of student comments about the intervention and a comparison of means from student self reports of “stimulation of learning” suggests that the intervention was successful. Future work is planned to further refine the lectures in terms of student engagement in the lecture theatre and the tutorial classroom.</p> <p>&nbsp;</p> Scott A.C. Flemming ##submission.copyrightStatement## Fri, 02 Mar 2018 16:50:19 -0500 REFLECTIONS FROM TEACHING ASSISTANTS IN COMBINED LEARNING ASSISTANT AND COURSE GRADER ROLES <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">– </span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Integrating the roles of learning assistants </span>and course graders into a single teaching assistant position can be beneficial both to students and to teaching assistants. A critical reflection of teaching assistant experience in undergraduate design courses was undertaken. Benefits to students include meaningful, individualized guidance in assessment, the communication of expectations and concepts from a unique perspective, and increased approachability.</p> <p align="LEFT">The teaching assistants also benefit from practical experience in teaching and mentoring, gaining skills in leadership and communications. However, integrating learning assistant and course grader roles creates a more challenging position, requiring deep understanding of course content and communication strategies to be successful. This insight may be used to improve or develop design courses using the combined model and to help prepare teaching assistants for this demanding but rewarding role.</p> <p>&nbsp;</p> Natasha Lanziner, Hannah Smith, David Waller ##submission.copyrightStatement## Fri, 02 Mar 2018 16:57:05 -0500 INVESTIGATING THE RELATIVE IMPORTANCE OF THE CEAB GRADUATE ATTRIBUTES: STUDY DESIGN AND INITIAL FINDINGS <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;"><strong>Abstract - </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">This study represents the PhD thesis research </span>of the lead author. The greater study is designed as a mixed-methods explanatory case study. The overarching objective is to explore whether the CEAB graduate attributes are emphasized in the engineering programs in the Faculty of Engineering at the University of Manitoba in the most optimal way. The first phase of the study is designed to determine the relative importance and the levels of dependencies of the graduate attributes across three engineering stakeholder groups: faculty, students, and industry members.&nbsp; In this paper, the design and methodology of the first phase of this mixed methods research study are explained, and the preliminary findings from the participation rates and participants’ familiarity with the graduate attributes on the survey data are presented.&nbsp; Results show that a sizable percentage of students, faculty and industry members are not highly familiar with the CEAB graduate attributes.&nbsp; Therefore, work to develop a common knowledge about the CEAB graduate attributes needs to continue.</p> <p>&nbsp;</p> Jillian Seniuk Cicek, Sandra Ingram, Danny Mann, Robert Renaud ##submission.copyrightStatement## Fri, 02 Mar 2018 17:04:14 -0500 A THREE-TIER EVALUATION RUBRIC FOR THE ASSESSMENT OF GROUP PROJECTS IN CHEMICAL ENGINEERING DESIGN COURSES <p><strong>Abstract – </strong>Group projects are often key to engineering design courses since they simultaneously develop teamwork and communication skills in the context of solving difficult engineering problems. However, fair, consistent, and transparent grading of these projects are difficult to achieve, and the individual contribution of students can likewise be difficult to evaluate.</p> <p>Standardized marking rubrics are often used to increase the consistency and fairness of project evaluations; however, these frequently lack a systematic means for evaluating individual effort within group work. Rubrics also are difficult to employ when there are numerous possible solutions and where some solutions are more elegant or challenging when compared to others.</p> <p>To provide a consistent accounting of individual effort and the difficulty of a submitted group design solution, a three-tier marking rubric was developed. Comparing the project grades between two cohorts in the same course showed that there was a broader distribution of grades when using the three-tier marking scheme.</p> <p>&nbsp;</p> Andrew Sowinski, David Taylor ##submission.copyrightStatement## Wed, 07 Mar 2018 10:36:18 -0500 Re-engaging Students by Teaching from the Middle and Back of a 500-seat Lecture Hall <p align="LEFT"><span>Abstract </span><span style="font-size: small;">– </span><span style="font-size: small;">To better engage with students, especially in </span>a large traditional classroom, one should consider teaching from multiple locations within the classroom, not just in the front. In classes where computers can be used to project material to the front of the classroom teachers should consider wireless peripherals or computers to achieve dynamic content delivery from beyond the podium. A variety of technologies were examined here, with wireless Wacom drawing tablets paired with either Apple or Windows computers, Miracast-enabled Windows tablets, and Doceri’s Whiteboard mode on Windows tablets and Apple iPads yielding the best results. The Wacom Tablet and Apple Trackpad were found to enable greater engagement of students, from the front to the rear of the classroom. More rigorous tests with the other technologies is to be carried out in the future.</p> <p>&nbsp;</p> James Andrew Smith ##submission.copyrightStatement## Wed, 07 Mar 2018 10:41:18 -0500 REFLECTIONS ON FIVE YEARS OF COHERENT TEACHING ACROSS THREE COURSES ON DIGITAL LOGIC AND COMPUTER SYSTEMS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper describes a concerted effort over a five-year period to provide a coherent learning experi-ence in a three-course sequence in the areas of digital logic and computer systems. Among other ways, the co-herence across the courses stems from having the same instructor, the same laboratory hardware, the same soft-ware tools, and the same expectations and approach for assessment of individual learning. Based on the five-year history of academic performance by students on final ex-aminations, the overall outcome is judged as being mixed, where perennial challenges for students in programming have been difficult to address and where other factors such as reduced attendance and interference from other courses have also had adverse effects. To obtain better outcomes, the author recommends higher-level institu-tional attention to developing more personal learning responsibility in students, as well as more focused efforts to address programming challenges in particular. </span></em></p> Naraig Manjikian ##submission.copyrightStatement## Wed, 07 Mar 2018 10:46:51 -0500 TEACHING CREDIBLE VALIDATION AND VERIFICATION METHODS TO A LARGE, MULTIDISCIPLINARY FIRST-YEAR ENGINEERING DESIGN CLASS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">This paper describes our experiences in teaching credible validation and verification methods to a class of 250 first-year Engineering Science students at the University of Toronto. While our students have previously developed proof-of-concept prototypes, this was the first year that testing their prototypes against key design requirements – and substantially integrating stakeholder feedback into their projects – were course expectations.&nbsp; </span></em></p> <p>Core strategies to support our students included leveraging the expertise of a multidisciplinary teaching team; training students to collect and interpret data from community stakeholders; demystifying prototyping and testing through small-scale activities; and legitimizing our expectations through real-world examples.</p> <p>Student design teams generally performed well with respect to validation and verification criteria on their summative project evaluations. Most teams effectively integrated stakeholder feedback with other research into developing and refining their designs, and demonstrated that their prototypes addressed key metrics. Challenges to be addressed in future course iterations are discussed.</p> <p>&nbsp;</p> Vicki Komisar, Andrew Flood, Noosheen Walji, Jason Foster, Robert Irish ##submission.copyrightStatement## Wed, 07 Mar 2018 11:08:53 -0500 HOW FINE ARE THE EMPEROR’S CLOTHES? – MOTIVATING CRITICAL AND ETHICAL DESIGN PRACTICES BY DECONSTRUCTING ENGINEERING CODES AND STANDARDS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">At the University of Toronto, Engineering Science students are typically introduced to the engineering codes and standards that they are expected to incorporate into framing and responding to engineering design challenges in their first year of study. In our experience, however, students do not always appreciate that these codes and standards may not reflect the interests of key (and potentially under-represented) stakeholders, and thus may not be appropriate for their engineering context. To encourage our students to adopt a more critical perspective when working with codes and standards, we exposed them to case examples of contentious regulations, and highlighted the objectives, people, and processes behind the development of these works. Our examples focus on common products to which first-year students can relate, such as handrails and stairs. </span><span style="font-family: Times New Roman,Times; font-size: small;">By exposing our students to the people and processes by which codes and standards are developed, and to the controversies associated with contentious policy decisions, we expect that students will adopt a rigorous approach to using engineering codes and standards in their design activities. </span></em></p> Vicki Komisar, Robert Irish, Jason Foster ##submission.copyrightStatement## Wed, 07 Mar 2018 11:24:54 -0500 A COURSE BASED APPROACH TO RECOGNIZING STUDENT EFFORTS IN ENGINEERING DESIGN COMPETITIONS <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Recently, the University of Ottawa has sought to increase experiential learning opportunities for its engineering students. A great deal of effort has been made to remove barriers and increase resources for students participating in large-scale international engineering design competitions. However, so far students involved have participated in these extracurricular activities purely out of interest and to gain experience. </span></em></p> <p>In this paper, we seek to recognize this immense effort made by students by developing a course in which students can receive credits for working on these projects. The course was split into two sessions per week involving three hours of lecturing, practical learning activities and group meetings with full guidance from the instructor and three hours of laboratory time for students to work on their project.</p> <p>A few key aspects of the course were found to highly benefit the teams that had participating members in the course. A technical skill development project requiring each student to develop a new skill considered useful by their teams, proved to be the course highlight. Inter-team collaboration developed and continued after the course ended. Other aspects, while beneficial, would require improvement in future offerings the course. Extensive design report writing and presentations in the course solidified participating students’ abilities in these aspects, which was made evidently clear during these portions of each competition, but drew extensive complaints from students. Customized quizzes related to the specific competition rules for each team, given early on, gave poor results but helped strengthen rule compliance compared to previous years. Finally, improved team organization and a significant increase in team performance at competition was achieved by all teams who had students participating in the course, demonstrating the course’s success.</p> <p>&nbsp;</p> Patrick Dumond ##submission.copyrightStatement## Wed, 07 Mar 2018 11:30:01 -0500 On-line Modules for Energy Balance Courses: Effectiveness Study <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">- </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">The effectiveness of a series of online quizzes use to "blend" a traditional face-to-face fundamental chemical engineering course is examined. Six quizzes were offered to the students: four counting for grade and two optional, followed by in-class quizzes. All quizzes focused on foundational course concepts. Students were also asked to complete two surveys: one at the beginning of the course to examine their previous experiences with online homework and testing and one at the end of the course to investigate their perceptions about the value and the logistics of this course’s quizzes. </span></em></p> <p align="LEFT">Results indicate that students use multiple attempts on the quizzes counting for grade, but do not try the optional quizzes. That happens even though they value the quizzes highly in terms of helping them keep on track with the course material, build problem-solving skills, and improve their critical thinking. Evidence indicates that students favour having similar quizzes in other fundamental engineering courses.</p> <p>&nbsp;</p> Konstantinos Apostolou, Stephanie Bertolo ##submission.copyrightStatement## Wed, 07 Mar 2018 11:37:21 -0500 SCAFFOLDING STRATEGIES FOR TEACHING ENGINEERING DESIGN IN A COLLABORATIVE PROJECT-BASED LEARNING ENVIRONMENT <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Collaborative Project Based Learning (CPBL) is known for enhancing deep learning, professional skills development, student engagement and motivation, cultivating interdependence in learning, thinking, problem solving, and creating interest and excitement in learning. This article describes the impact of an engineering design course on first-year engineering students. Student performance was evaluated before and after taking the course using a pre-and-post design skill assessment test, peer feedback evaluations, and thematic analysis of each student’s self-reflection of lessons learned. Initial analysis of the data indicates that a CPBL environment has a significantly positive impact on the development of engineering students’ ability to describe the engineering design process and relate it directly to real-world problems. Students also realized the importance of communication, team work, investigation and project management skills. </span></em></p> Mohamed Galaleldin, Hanan Anis, Patrick Dumond, David Knox ##submission.copyrightStatement## Wed, 07 Mar 2018 11:49:55 -0500 USING ACCOUNTABILITY LOGS TO ASSESS INDIVIDUAL STUDENT CONTRIBUTIONS TO CAPSTONE PROJECTS: WHAT HAPPENS WHEN ONE STUDENT ON A TEAM FAILS? <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract – </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">To discourage social loafing, the need for fair differential grading among team members led to the development and use of Accountability Logs(ALs) and associated evidence-based rubrics as tools to help Capstone Coordinators identify individual students failing to make meaningful and competent technical contributions. While traditional Engineering logbooks tend to be hard-covered notebooks documenting the design analysis, sketches, calculations, and results of a project, ALs can be in electronic format to allow for importing of multi-media examples of works in-progress or completed. ALs must contain a) Evidence - explicit accounting of the student’s independent technical contributions to the project on a minimum weekly basis; b) Learning - reflection on value added from personal contributions to the overall project goals; and c) Planning - articulation of logical next steps for moving forward with technical contributions to meet project goals. The AL components align with the Graduate Attribute of Life-Long Learning. Through experience with three cohorts of students (Fall 2014 – Winter 2017), we explain the evolving use of ALs; how ALs are currently situated in the overall assessment of the student team members of Capstone Engineering Projects; and our current recovery options for students who receive failing grades in the Capstone course. </span></em></p> Carolyn G. MacGregor, Stacey Scott, Matthew J. Borland ##submission.copyrightStatement## Wed, 07 Mar 2018 12:00:09 -0500 Integration of English Language Modules into the Introduction to Engineering Design Course in the Vantage College 1st Year Engineering Program at the University of British Columbia <p><strong><em>Abstract </em>– </strong><em>Vantage College at the University of British </em>Columbia (UBC) offers a unique undergraduate first-year program to international students, built around the integration of English language education with academic degree-focused courses. The particular emphasis of this program is on creating an effective learning environment for students with varying levels of English language proficiency and diverse cultural backgrounds. In the engineering design course, which demands a high level of student engagement and collaboration, this Academic English support in an adjunct course is tailored towards the improvement of presentation skills, verbal and written literacy, and group work. This paper provides an overview of the partnership between the engineering design course and its linked language-enrichment course.&nbsp; Some of the language-based practices are described and their successes are evaluated based on observations and student feedback through a survey. The overall student response on the effectiveness of language activities is found to be positive and oral presentation exercises are considered to be particularly helpful in improving the students’ experience in the design course.</p> Saloome Motavas, Liet Hellwig, Vladan Prodanovic ##submission.copyrightStatement## Wed, 07 Mar 2018 12:14:44 -0500 Synthetic Biology for Teaching Control Engineering: A Case Study in a Student-Directed, Collaborative Environment <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">–</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">As the bio-based economy expands, Chemical Engineering graduates will find themselves in new contexts for which they must be prepared. The broad shift toward including biology in departmental research and teaching activities reflects this, but relatively little formal thought has been given to the pedagogy of biology within Chemical Engineering curricula. The case study presented here is centered on the use of a biological control system in a lab setting as the means by which advanced control concepts can be taught to upper-year and graduate students within a constructivist framework. This approach was successfully applied to achieve all of the learning outcomes for the lab, but student feedback indicated that structured collaboration and metacognitive activities should have been given higher priority to improve student experiences. A re-iteration of this framework for upper-year lab curriculum design based on student feedback is presented. </span></em></p> Christian Euler, Radhakrishnan Mahadevan ##submission.copyrightStatement## Wed, 07 Mar 2018 12:21:13 -0500 PREPARING STUDENTS FOR SUCCESS THROUGH IMPLEMENTATION OF A UNIFIED CURRICULUM DESIGN SPINE <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span></em></strong><span style="font-family: Times New Roman,Times New Roman PSMT; font-size: small;">- </span><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Preparing students for the technical aspects of engineering practice has not been difficult, as the teaching strategies and learning outcomes are well developed. The teaching of so-called "soft-skills" such as communication, teamwork, project management, and design, however, are more difficult and varied in their strategies. </span></em></p> <p align="LEFT">In this paper, we examine the design curriculum as implemented by York University’s Department of Mechanical Engineering and discuss the advantages of promoting soft-skills development through team design projects, and outline continuous improvement processes we undergo to ensure we are giving students the training they need to practice engineering. Finally, we discuss our planned studies that will track the effectiveness of the design spine as students enter the workforce.</p> <p>&nbsp;</p> Roger Carrick, Alex Czekanski ##submission.copyrightStatement## Wed, 07 Mar 2018 12:26:20 -0500 Supplementary Results of the CAIS-1 Survey on Cheating in Undergraduate Engineering Programs in Saskatchewan <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">In early 2016, engineering students and staff at the Universities of Saskatchewan and Regina were surveyed regarding their views and experiences as they relate to academic dishonesty. This paper summarizes some of the results from the gathered data.&nbsp; </span></em>Our first version of the Canadian Academic Integrity Survey (CAIS-1) was very similar to the Perceptions and Attitudes toward Cheating among Engineering Students (PACES-1) survey, as discussed in Carpenter et al [2]. With CAIS-1, a different set of demographic questions was posed along with some minor additions to the main bank of PACES-1 academic integrity questions, including three additional open-ended questions. The focus of this paper is on the results that came from the new questions as well as on those results that were not covered in the Carpenter paper although they did come from the original PACES-1 questions.</p> <p align="LEFT">&nbsp;<em><span style="font-size: small;">Certain demographics were found to be predictors of self-reported cheating frequency. There was a small but significant difference in cheating frequency based on gender, with males reporting cheating slightly more often than females. Academic average was found to negatively correlate with cheating frequency. The frequency of cheating in high school was a significant predictor for the frequency of cheating in university. These demographic results agreed with the results of PACES-1 and other research on academic integrity. One demographic result that did not agree with prior research was that cheating frequency did not increase with increased extracurricular involvement. </span></em></p> <p>To better understand what influences engineering students to cheat, each respondent was given a score based on their self-reported frequency of cheating. This score was used to compare student responses in each of the following four categories: "situational cheating", "diffusion of responsibility", "personal responsibility", and "no choice but to cheat". The first three of these were used to analyze respondents to PACES-1 in Passow et al [11] and the construct "no choice to but to cheat" was added in the analysis of our CAIS-1 data. Situational cheating sub-scale scores were found to be a significant predictor of academic dishonesty. The other three were significant, but accounted for only a small portion of variance. In short, situations where a student judges the <em><span style="font-size: small;">benefits of cheating to outweigh the risks are predictors of student cheating. </span></em></p> <p>When asked if there was an acceptable time to cheat, most student respondents said that it was "never" OK to cheat. Despite this, many of these respondents reported engaging in cheating. Neutralizations were used to justify such behaviours, usually by putting the responsibility on instructors e.g. the workload forced us to cheat. For those who did say that there were acceptable times to cheat, a sizeable portion of the respondents said that they cheated to "help with their learning". Approximately 50% of the students felt that faculty did not care about or were not engaged in preventing cheating behaviours. The students who held those views most strongly tended to care about cheating more than most other students.</p> <p>Few statistical differences were found between students enrolled in ethics courses and those that were not. The differences that were found were similar to those between upper year and lower year students. These differences were confounded as the students in ethics courses were almost always upper year students.</p> <p>Overall, the Canadians surveyed in this initial CAIS-1 study were similar to Americans surveyed over a decade ago. However, there were some notable differences and we found some new results that were not discussed in the earlier American studies.</p> <p>&nbsp;</p> <p>&nbsp;</p> David M. Smith, Sean Maw ##submission.copyrightStatement## Wed, 07 Mar 2018 12:34:09 -0500 Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors – Part II <p>.<strong><em><span style="font-size: medium;">Abstract </span></em><span style="font-family: Times New Roman,Times New Roman; font-size: medium;">– </span></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">In the latter half of 2015, a survey looking at attitudes and beliefs about creativity was distributed on the campus of the University of Saskatchewan. Over 2000 responses were gathered, including more than 200 in the College of Engineering. Initial quantitative results from this study were reported in 2016 in Neufeld et al [2].&nbsp; </span></em>In terms of the methods used in the study, as discussed in Neufeld et al [2], an online pilot survey was distributed to students and faculty from a variety of the Colleges at the University. Survey questions probed respondents’ affinity for creativity, their personality characteristics, their opinions on state, trait and skill-based viewpoints on creativity, and demographic details.&nbsp; <span style="font-family: Times New Roman,Times New Roman; font-size: small;">The first part of the survey was a validated Creative Attitudes and Values measurement tool (part of the Runco Creativity Assessment Battery (rCAB)</span><span style="font-family: Times New Roman,Times New Roman; font-size: xx-small;">© </span><span style="font-family: Times New Roman,Times New Roman; font-size: small;">2012), as discussed in Acar and Runco [1]. This tool consists of 25, 5-point Likert scale items. Of these 25 items, 15 and 10 were indicative and contraindicative items, respectively. Contraindicative items were reverse coded so that they could be used along with the indicative ones. Both past research and our results showed good inter-item reliability scores for this measurement tool.&nbsp; </span>In Neufeld et al [2] we presented results covering all of the closed-form, quantitative questions along with some correlational calculations with the rCAB scores. The focus of the current paper is on the qualitative results, as well as on a factor analysis of the rCAB questions.&nbsp; The factor analysis was quite successful. We used SPSS and forced a correlation of items, reducing to three factors. We have just over 29% of variance accounted for, with 10% non-redundant residuals. We have strong anti-correlation between one factor and the other two, and no correlation between the other two. These results will be compared to those of the rCAB authors [3].&nbsp; As for the qualitative data, we asked several open-ended questions to probe how respondents defined creativity, whether they regarded it as a positive behavior, as well as how they felt about creativity in terms of it being a skill, trait and/or state. For example, pairs of questions asked when creativity is difficult and easy, when it should and should not be used, and when it grows and diminishes. For each of the 9 questions that had open-ended answers, concepts were extracted from individual responses. Concepts were then grouped into themes. Themes and <em><span style="font-size: small;">concepts were compared across questions and were aligned. Responses were then coded for concepts and themes. At this point, the text data could be quantitatively examined. This paper presents those results, and discusses the implications of the concepts, themes, and their statistics for how we talk about creativity, and how we can teach it. Comparisons will be made between the results from engineering students and staff versus non-engineers.&nbsp; </span></em>This paper completes the first level of evaluation of the results of this initial survey focused on attitudes and beliefs about creativity. Future work will focus on examining correlations between the results of different questions, including the rCAB scores.</p> <p>&nbsp;</p> Omid Mirzaei, Paul Neufeld, Jade Knoblauch, Jessica Gerbrandt, Mark Runco, Sean Maw ##submission.copyrightStatement## Wed, 07 Mar 2018 12:57:20 -0500 FIRST-YEAR COMMON ENGINEERING CURRICULUM FOR THE BC POST-SECONDARY SECTOR <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract – </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">Demand for engineering education has grown </span>in recognition of its importance to the provincial economy, while engineering education capacity continues to lag.&nbsp; Engineering schools in British Columbia traditionally offer a common first-year of study that provides a foundation of science, mathematics, and engineering design before students specialize in second year. The British Columbia Council on Admission and Transfer (BCCAT) Engineering Articulation committee believed this transition served as a natural transfer point and undertook a year-long consultative process to establish the feasibility of developing a common, first-year engineering curriculum within the BC post-secondary sector.</p> <p align="LEFT">This study found that although there exists some diversity within the first-year engineering programs at accredited receiving institutions, sufficient curriculum overlap allowed for a sector-wide common first-year engineering curriculum. This proposed curriculum suggests a content framework for students in all regions of the province to begin the first year of engineering studies at their institution of choice, and subsequently transfer to any of the major research institutions for degree completion.</p> <p>&nbsp;</p> Brian Dick ##submission.copyrightStatement## Wed, 07 Mar 2018 13:03:25 -0500 PROMOTING INTERCULTURAL EXCHANGE THROUGH A CORNERSTONE ENGINEERING DESIGN PROJECT <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract – </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">First-year engineering students at Vancouver </span>Island University in Canada and second-year engineering students at Tra Vinh University in Vietnam have been brought together to work on a cooperative cornerstone design project as a means to introduce intercultural competencies early in the students' academic experience.&nbsp; Student teams at each institution were partnered, whereby a design proposal developed by a team at one institution was constructed by their partner team at the other institution. Each team provided stakeholder input early in the design stage, and team pairs established a change management structure to respond to challenges occurring during the construction phase of the project.</p> <p align="LEFT">We explore the challenges and successes of the students experience as they navigated the linguistic, cultural, technical, and geographic barriers towards successfully completing this major design project.</p> <p>&nbsp;</p> Brian Dick, Thai Son Nguyen ##submission.copyrightStatement## Wed, 07 Mar 2018 13:24:50 -0500 OBACIS Phase II: Catalogs and Auto-Generated Course Information Sheets <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract—</span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">OBACIS is an integrated framework being developed to accelerate the accreditation reporting workflow, cut down the reporting cost by an order of magnitude, and close the data-driven continuous improvement loop. The framework integrates three different pieces of software: 1) an Excel Add-in, or the "Xl-App", for simultaneous grade and OBA reporting; 2) A Windows Application, or the "Win-App" for program and faculty-level template creation, document compilation, and program assessment; and, 3) a web-tool, or the "Web-App", for document compilation and reporting. This paper focuses on creating a centralized database for compiling raw data related to accreditation reporting from various resources such as previous visit accreditation reports, academic calendars, course schedules, and a handful of other resources are used to create what we call OBACIS Catalogs. The Catalogs framework is a part of the bigger OBACIS framework proposed in CEEA 2016 [1]. The framework has been implemented as a module of the Win-App. Automating the creation process of Course Information Sheets (CIS) was the original goal and is still one of the main outputs of the proposed framework. The OBACIS Catalogs are supposed to save a sheer amount of time needed for accreditation reporting and should act as an instrumental tool for accelerating accreditation data collection, creating insightful analyses, and identifying gaps for continuous improvement initiatives at both program and faculty levels. </span></em></p> Mohamed A. Ismail ##submission.copyrightStatement## Wed, 07 Mar 2018 13:29:38 -0500 OBACIS Phase III: Accreditation and Grading Sheets (AGSs) — The Excel-App <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman; font-size: small;">In this paper, an Excel Add-in for automating grade recording and graduate attributes assessment at the course level is presented. Course learning outcomes, accreditation units (AU) input parameters and some other course-specific related data are documented as well. A set of student performance reports are generated and are utilized for closing the loop of the continuous improvement activities mandated by the new CEAB accreditation process. The add-in or the Xl-App is one of the three major constituents of the OBACIS framework. The other two are the Windows application or the Win-App; for accreditation administration operations and the web tool or the Web-App; for data compilation reporting process. The Win-App parse the data collected by the add-in (presumably collected via the Web-App as xlsx files or XML files) and integrate them with other program and faculty-level performance assessment and continuous improvement activities. In addition to the role for which it was created, the xl-App can emit the data collected to suit the learning management systems grade books and web marking systems</span><span style="font-family: Times New Roman,Times New Roman; font-size: small;">. </span></em></p> Mohamed A. Ismail ##submission.copyrightStatement## Wed, 07 Mar 2018 13:33:13 -0500 STRUCTURAL IMPEDIMENTS TO LEARNING: INVESTIGATING LEARNING ENVIRONMENTS INSIDE THE BAHEN CENTRE <p align="LEFT"><span style="font-family: TimesNewRomanPS-BoldItalicMT;"><strong>Abstract </strong></span><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">– This paper investigates the physical features </span>that affect the learning process of students within the lecture halls in the Bahen centre. The impacts of any drawbacks or shortcomings due to structural design of the Bahen building on students’ learning qualities are considered. Primary research including physical measurements and opinion surveys of students and professors comprise the basis of discussion. Results indicate that a number of lecture halls do not meet the University's classroom design standards. Tutorial rooms fare better by design-standards but a lack of electrical access ignores the growing dependency on computers in the classrooms. The authors discuss a set of identified issues – from obstructed viewing angles to damaged accessibility equipment, and list recommendations to address learning challenges. Implementing some of the recommendation will require trivial effort, while future educational structures for others may be considered.</p> <p>&nbsp;</p> Saif Abid, David Almond, Hamid S. Timorabadi ##submission.copyrightStatement## Wed, 07 Mar 2018 13:40:14 -0500 WE NEVER TALK: PEER TO PEER OBSERVATION AND FORMATIVE FEEDBACK AS STEPS TO EVOLVING ACADEMIC CULTURE <p><strong>Abstract – </strong>This paper advocates for the introduction of peer-to-peer feedback between instructors as a way to promote increased discussion about teaching. A framework for peer observation is presented along with some guidelines for formative feedback. These tools are very much works in progress that are being refined, in part, through a “teaching triad” initiative being introduced in the Department of Chemical Engineering and Applied Chemistry at the University of Toronto. The hope is that increase conversations about teaching will promote a shift in culture that will encourage and support the exploration of new instructional pedagogies.</p> Greg Evans, Grant Allen, Tim Bender, William Cluett ##submission.copyrightStatement## Wed, 07 Mar 2018 13:47:37 -0500 A Framework for MOOC Content Generation <p align="LEFT"><strong><span style="font-family: TimesNewRoman,BoldItalic;">Abstract </span><span style="font-family: TimesNewRoman,BoldItalic; font-size: small;">– </span></strong><span style="font-family: TimesNewRoman,Italic; font-size: small;">Massive Open Online Course (MOOC) is </span>becoming increasingly popular. There are different forms of MOOC and many online courses created by various institutions around the world. The traditional methods of generating high quality MOOC content tend to be timeconsuming and are not easy for the lecturers to engage in natural interaction with the content. This paper presents a framework and proposes the use of the Chroma-Keying technique that would enable the lecturers to see the outcome in real-time and the use of simple hand gestures to control changing of slides.</p> <p>&nbsp;</p> Kanmanus Ongvisatepaiboon, Jonathan H. Chan ##submission.copyrightStatement## Wed, 07 Mar 2018 13:56:56 -0500 SIT Academy: Online learning using the MOOC approach <p align="LEFT"><strong><span style="font-family: TimesNewRoman,BoldItalic;">Abstract </span><span style="font-family: TimesNewRoman,BoldItalic; font-size: small;">– </span></strong><span style="font-family: TimesNewRoman,Italic; font-size: small;">At present, there are several online or elearning </span>opportunities in Thailand that serve Thai students. However, e-learning alone is not sufficient for providing an effective learning environment. The students lack proper continual learning guidance. Similarly, there is usually a gap in communication between students and instructors. Moreover, e-learning alone does not provide a tool to help instructors measure the effectiveness of teaching or manage the course content. In this discussion paper, we present the SIT Academy learning system that is based on a MOOC framework to enhance the learning experience of students and provide a set of useful tools for instructors to manage MOOC course efficiently. Test trials will be undertaken in the fall semester of 2017.</p> <p>&nbsp;</p> Theeranuch Sirikojakorn, Jirayu Chamamahattana, Vajirasak Vanijja, Nipon Charoenkitkarn, Jonathan H. Chan ##submission.copyrightStatement## Wed, 07 Mar 2018 14:06:51 -0500 CLASSROOM ON DEMAND: FAST AND FRESH VIDEO CONTENT GENERATOR <p align="LEFT"><strong><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: medium;">Abstract </span><span style="font-family: TimesNewRomanPS-BoldItalicMT; font-size: small;">--</span></strong><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: small;">The Classroom on Demand (CoD) is a </span>classroom video recording and streaming system that allows the students to revise their class contents. CoD is a tool to improve the effectiveness of the study; especially for those contents that change at a fast pace like information technology. All the classrooms of the School of Information Technology, KMUTT are equipped with the CoD system. In this paper we present the overall system architecture along with the teaching pedagogy used. Some statistical data is also presented for the entire system.</p> <p>&nbsp;</p> P. Kanthamanon, W. Chutimaskul, V. Vanijja ##submission.copyrightStatement## Wed, 07 Mar 2018 14:14:04 -0500 STAKEHOLDER INVOLVEMENT IN TEACHING AND LEARNING <p align="LEFT">&nbsp;<strong><em><span style="font-size: medium;">Abstract </span><span style="font-size: small;">– </span></em></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: medium;">To connect with the students of the 21</span><span style="font-family: Times New Roman,Times New Roman PS; font-size: xx-small;">st </span><span style="font-family: Times New Roman,Times New Roman PS; font-size: medium;">century, lecturers must understand their characteristics and know how to motivate them. Traditional approach, i.e., lecture-based approach, is usually not an effective approach in this century. At the School of Information Technology (SIT), we bring in stakeholders in education, such as alumni and professionals to help us in the teaching-learning process. It shows that stakeholder involvement in teaching and learning complements the traditional approach in education. </span></em></p> Umaporn Supasitthimethee, Narongrit Waraporn, Kriengkrai Porkaew, Nipon Charoenkitkarn ##submission.copyrightStatement## Wed, 07 Mar 2018 14:23:58 -0500 Innovation, Industry Engagement, and Entrepreneurship in Engineering Programs <p align="LEFT"><strong><span style="font-size: small;">Abstract - </span></strong><em><span style="font-family: Times New Roman,Times New Roman PS; font-size: small;">Engineering Innovation and Entrepreneurship have become priority areas in many engineering faculties. As of yet, there are little cross-program sharing of lessons or benchmarking. There is no consensus on how to integrate these subjects into the core curriculum. The purpose of the paper is to explore entrepreneurship and innovation within engineering faculties. </span></em></p> Beth-Anne Schuelke-Leech ##submission.copyrightStatement## Wed, 07 Mar 2018 14:32:21 -0500 The Elephant and the Mouse: making a large department feel small and a small department feel large <p align="LEFT">Engineering Education in Canada is carried out at 44 currently accredited university programs.&nbsp; Collectively, the system graduates more than 12,000 new engineers each year. One quarter of those students study at a large schools having more than 1000 students in each yearly cohort. Many more study in medium-sized classes having more than 300 students each year. There also campuses where an engineering class is fewer than 30 students. How does the student experience differ from the opposite ends of this size spectrum?</p> <p>&nbsp;</p> Andrew Trivett ##submission.copyrightStatement## Wed, 07 Mar 2018 16:22:31 -0500 SUCCEED: Summer Center for Climate, Energy, and Environmental Decision Making <p align="LEFT">&nbsp;<span style="font-size: medium;">ABTRACT&nbsp; - </span><span style="font-size: medium;">Preparing a literate public to critically evaluate issues related to climate change, energy and the environment is an important pillar towards more sustainable societies. The Summer Center for Climate, Energy, and Environmental Decision-Making (SUCCEED) is a K-12 Outreach program created by - University’s Department of Engineering and Public Policy (EPP). The program was originally proposed and created under the auspices of the Climate and Energy Decision Making Center (CEDM), a multi-institution collaborative agreement anchored at- University, and supported by the U.S. National Science Foundation. The program objectives are a) to improve scientific literacy by providing a free summer program focusing on climate, energy, and environmental decision-making for both students entering tenth grade, and K-12 teachers, b) encourage pursuit of STEM-related careers, and c) to help teachers prepare curriculum in this area to be used in class. SUCCEED consists of two programs: a five- day workshop with approximately twenty students entering 10th grade, and a two-day workshop with approximately ten math and science educators to improve teacher curriculum. SUCCEED has been held every summer from 2011 to 2016, and is planned to be held again in 2017. Through this submission, we plan to describe the general characteristics of SUCCEED, discuss program outcomes, and explore lessons learned.</span></p> Daniel Posen, Kelly Klima, Ines Azevedo, Steve Gradeck, Sabrina Larkin ##submission.copyrightStatement## Wed, 07 Mar 2018 16:50:45 -0500 EMPLOYING MULTIFACETED TEACHING AND LEARNING COMPONENTS TO FOSTER CEAB GRADUATE ATTRIBUTE DEVELOPMENT <p>ENGG404 Engineering Safety and Risk Management at the University of Alberta was restructured from a traditional lecture format to a blended learning format employing multifaceted teaching and learning components. Key objectives were: to foster Canadian Engineering Accreditation Board Graduate Attribute development, to include the collaborative team project, and to maintain course quality while enabling course management with an enrollment increase to over 1,100 students per academic year.&nbsp;</p> <p>The new course structure focuses on the collaborative team project, as was implemented in Fall 2016. The new structure was observed to have developed student competencies in four Graduate Attributes, maintained course quality, delivered content specific to students’ field-of-study, managed enrollment increases, and improved course quality by maximizing face-to-face student-instructor and peer-to-peer discussions&nbsp;</p> Neil Anderson, John R. Cocchio, Ellen Watson, Lianne Lefsrud, Leijun Li ##submission.copyrightStatement## Wed, 14 Mar 2018 00:00:00 -0400 EMPLOYING MULTIFACETED TEACHING AND LEARNING COMPONENTS TO FOSTER CEAB GRADUATE ATTRIBUTE DEVELOPMENT <p>ENGG404 Engineering Safety and Risk Management at the University of Alberta was restructured from a traditional lecture format to a blended learning format employing multifaceted teaching and learning components. Key objectives were: to foster Canadian Engineering Accreditation Board Graduate Attribute development, to include the collaborative team project, and to maintain course quality while enabling course management with an enrollment increase to over 1,100 students per academic year.&nbsp;</p> <p>The new course structure focuses on the collaborative team project, as was implemented in Fall 2016. The new structure was observed to have developed student competencies in four Graduate Attributes, maintained course quality, delivered content specific to students’ field-of-study, managed enrollment increases, and improved course quality by maximizing face-to-face student-instructor and peer-to-peer discussions&nbsp;</p> Neil Anderson, John Cocchio, Ellen Watson, Lianne Lefsrud, Leijun Li ##submission.copyrightStatement## Wed, 14 Mar 2018 00:00:00 -0400 EXPLORING ENGINEERING CREATIVITY AND STUDENT EXTRACURRICULAR EXPERIENCES: A REVIEW OF THE LITERATURE <p>There is a noted disparity between the open-ended problem solving skills required of engineers, and the creative thinking skills possessed by graduating engineering students. Barriers to creativity exist, often grounded in students’ difficulty with an open-minded approach and a lack of internal motivation to engage in creative thinking.&nbsp;</p> <p>Extra-curricular activities (particularly the creative and performing arts) could be viewed as opportunities for students to incrementally combat fears that hinder creative thinking. Are students involved in certain extra-curricular activities more confident in their capacity to successfully engage in creative thinking or problem solving?&nbsp;</p> <p>There is limited research literature regarding the potential relationship between creative arts activities and creativity in engineering students. A thorough understanding of this relationship could provide a means to build confidence in creative ability throughout undergraduate engineering, improving the intrinsic motivation of a student to engage in creative thinking.&nbsp;</p> Hannah Smith, David Strong ##submission.copyrightStatement## Wed, 14 Mar 2018 00:00:00 -0400 EFFECTIVENESS OF STUDENT LEARNING IN AN AEROSPACE ENGINEERING CAPSTONE PROJECT: INVESTIGATION OF ASSESSMENT METHODS <p><em>&nbsp;</em>A deep learning approach is focused on understanding concepts, analyzing ideas, and creating a strong connection between them and prior knowledge to solve real problems. A capstone project, considered as deep learning approach, is a widely-adopted educational strategy designed to teach students to use their engineering knowledge to solve real-life engineering problems. An aerospace capstone project has been introduced at Concordia University through the NSERC Chair in Aerospace Design Engineering (NCADE) program. The goal of this paper is to investigate assessment methods to measure the effectiveness of students’ learning considering cognitive (knowledge and skills) and affective domains of learning during the NCADE capstone project. To achieve the goal, four assessment methods (i.e., Study Process Questionnaire (SPQ), Approaches to Study Inventory (ASI), Concept Mapping Technique (CMT) and Recursive Object Model (ROM)) have been investigated. The paper also discusses the methods with the purpose of implementing an ongoing continuous improvement process during the capstone project.&nbsp;</p> Shahriar Taheri, Ronaldo Gutierrez, Yong Zeng, Catharine Marsden ##submission.copyrightStatement## Wed, 14 Mar 2018 00:00:00 -0400 Faculty Level Support of Graduate Attribute Assessment and Continuous Improvement Process <p>We survey the approaches taken at several universities for faculty level support of graduate attribute assessment and continuous improvement process and present the approach taken at the University of Ottawa. Our approach consists of a common process for continuous improvement across programs, supported by templates for key tasks, and a common set of performance indicators for graduate attribute assessment supported by our Graduate Attribute Information Analysis system. We demonstrate our approach across three engineering programs (electrical engineering, computer engineering and software engineering) and report on specific issues encountered and results obtained.&nbsp;</p> Aneta George, Liam Peyton ##submission.copyrightStatement## Wed, 14 Mar 2018 00:00:00 -0400