scholarly journals Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom

2018 ◽  
Author(s):  
Susan Nesbit ◽  
Naoko Ellis ◽  
Pete Ostafichuk
Keyword(s):  
Personal Development ◽  
Engineering Students ◽  
Preliminary Test ◽  
First Year ◽  
Test Results ◽  
First Year Students ◽  
University Of British Columbia ◽  
Structured Problems ◽  
The University ◽  
Current Engineering

Abstract While engineering education excels at 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.  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. 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 first year students. In this paper we, a subset of UBC’s 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.  

scholarly journals TEACHING ENGINEERING COMMUNICATION TO FIRST YEAR ENGINEERING STUDENTS

2011 ◽  
Author(s):  
Carolyn Labun
Keyword(s):  
British Columbia ◽  
Engineering Students ◽  
First Year ◽  
Written Communication ◽  
First Year Students ◽  
Design Project ◽  
Engineering Communication ◽  
University Of British Columbia ◽  
The University ◽  
Written Assignments

At the University of British Columbia Okanagan School of Engineering (SOE), first year engineering students take a 3-credit course in Engineering Communication. Designed to replace the traditional 3-credits of English taken by other first year students, APSC 176 introduces students to the fundamentals of engineering communication, with a strong emphasis on written communication. The paper is describes the types of assignments given to first year students, the techniques used to encourage meaningful revision of written assignments, and the methods used to evaluate written assignments. Particular attention will be paid to a two-week first term design project (such as the assignment, supplemental materials including exercises, and marking guidelines). It should be noted that the design is entirely conceptual - students are not required to develop a prototype, but rather to work with a team to develop (and subsequently, explain and market) a concept in response to an RFP.

scholarly journals A MODEL TO DEVELOP PEER FEEDBACK SKILLS IN FIRST-YEAR ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Stephen Mattucci ◽  
Jim Sibley ◽  
Jonathan Nakane ◽  
Peter Ostafichuk
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Face To Face ◽  
University Of British Columbia ◽  
Feedback Model ◽  
Poster Presentations ◽  
The University ◽  
Proper Interpretation

Abstract – 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. The full feedback model highlighted the nuances of face-to-face communication, and was called the "3×3", 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. 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 3×3 model. 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. 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.  

scholarly journals DEVELOPMENT OF AN INTERACTIVE ONLINE ETHICS SCENARIO ACTIVITY FOR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jonathan Nakane
Keyword(s):  
Decision Making ◽  
Engineering Students ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Student Feedback ◽  
First Year ◽  
Survey Tool ◽  
Unethical Behaviour ◽  
University Of British Columbia ◽  
The University

This paper describes development and deployment of an online interactive ethical decision-making simulation.  This tool was piloted in a first-year introduction to engineering course at the University of British Columbia.  It used a “choose your own adventure” style of decision-making and narrative to add realism and engagement to what was otherwise viewed by students as dry, uninteresting content.  After storyboarding using sticky notes and Visio, the final tool used by students was implemented and deployed using a survey tool (Qualtrics). It featured a scenario with initially incomplete information and the appearance of unethical behaviour by others.  It included decision-based branching, but also randomization such that different groups had the story unfold differently, even if they made the same initial decisions.  Student feedback on this tool was very positive, suggesting this style of interactive online ethics simulation could be an effective tool for enhancing engagement and learning.

scholarly journals Territorial Self-Determination of Magadan Students at Different Stages of Education in the University

2020 ◽  
Vol 11 (4) ◽  
pp. 182-197
Author(s):  
S.A. Kuznetsova
Keyword(s):  
Social Psychology ◽  
Social Behavior ◽  
Personal Development ◽  
Rank Correlation ◽  
Self Determination ◽  
First Year ◽  
First Year Students ◽  
Eastern State ◽  
The University

Objectives. Determination of dynamics of correlation of territorial self-determination of the person with coping and value-semantic mechanisms of regulation of social behavior in students. Background. In social-psychological studies of migration, the concept of territorial self-determination is practically not used, although it may be productive for systematizing existing research in the field of social psychology of migration, social psychology of personality and development, and setting new hypotheses. The article deals with the problem of territorial self-determination at different stages of personal development. Study design. We studied the difference between the correlation of migration intentions and attitudes with life orientations and coping in students of 1st and 5th years: we used the R-Spearman rank correlation coefficient, the U-Mann-Whitney criterion, and the φ*-Fisher angular transformation criterion. Participants. 59 first-year students and 87 fifth-year students of North-Eastern state University (Magadan), a total of 146 people. Measurements. Questionnaire for studying migration intentions, author’s scale of migration attitudes, test of life orientations by D.A. Leontiev, questionnaire of coping with stress COPE in adaptation by T.O. Gordeeva, etc. Results. It is established that as the University studies, the place of migration intentions and attitudes changes in the system of regulators of social behavior of the person. For first-year students, the correlation of migration intentions and attitudes with life orientations are more typical; they act as dispositions of the highest level, on the scale of the life path. Fifth-year students are more likely to associate migration intentions and attitudes with coping strategies, and they become regulators of behavior on the scale of activities. Conclusions. Migration intentions and attitudes can act as regulators of social behavior of a person at different levels, depending on the scale of the individual’s activity at this stage of its development and depending on the tasks solved by the person.

scholarly journals Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Helen Alfaro Viquez ◽  
Jorma Joutsenlahti
Keyword(s):  
Mathematics Teaching ◽  
Engineering Students ◽  
Mathematical Thinking ◽  
First Year ◽  
Logical Thinking ◽  
Mathematical Skills ◽  
First Year Students ◽  
Basic Calculus ◽  
University Level ◽  
The University

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.

Assessment of Individual and Teamwork Attributes in Undergraduate Engineering Students

2018 ◽  
Author(s):  
Thomas O'Neill
Keyword(s):  
Engineering Students ◽  
Team Work ◽  
First Year ◽  
First Year Students ◽  
Personal Support ◽  
Program Accreditation ◽  
Team Projects ◽  
University Of Calgary ◽  
Teamwork Skills ◽  
The University

Engineers Canada Accreditation Board lists12 Canadian Engineering Graduate Attributes necessaryfor program accreditation. One of these is the Individualand Team Work attribute. At the University of Calgary anannual survey has been developed to assess studentperceptions of teamwork. The survey examines students’overall satisfaction with teamwork activities, attitudestowards teamwork, perceived emphasis and supportreceived from the department, teamwork skills(competence and importance), and personal support forteamwork initiatives. Based on the responses from pastyears two trends can be identified: students perceive agap between their competence in teamwork skills and theimportance of those skills, and students show high levelsof support for more teamwork initiatives. Following thesetrends three recommendations can be made: teamworkskills development activities for the students, moreopportunities for peer feedback in team projects, andsupport for first year students. By annually administeringassessments engineering departments can evaluate theirsuccess in developing the necessary Individual and TeamWork attribute required by Engineers CanadaAccreditation Board for program accreditation.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

AN ENGINEERING DESIGN PROJECT TO PROVIDE MULTI-DISCIPLINARY EXPERIENTIAL LEARNING

2019 ◽  
Author(s):  
Seach Chyr (Ernest) Goh ◽  
Sumi Siddiqua
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Project Teams ◽  
First Year ◽  
Final Exam ◽  
Sustainable Engineering ◽  
Design Project ◽  
University Of British Columbia ◽  
Negative Comments ◽  
The University

First year engineering students at the University of British Columbia Okanagan, take the Fundamentals of Sustainable Engineering Design course as part of the suite of common courses for all engineering students regardless of discipline. The largest assessment components of the course are the final exam (40%) and the design project (40%). For the design project, teams of 4 – 6 students build a scaled-down prototype of a Well Ventilated yet Energy Efficient Room (WeVeyEER) that must be able to maintain its interior temperature at 10°C above ambient and at the same time continuously exchange stale air from within with fresh air from outside. It also has to meet load-bearing, size and power supply constraints. The energy consumption, rate of air exchange and weight are parameters for comparing performance of the prototypes. The majority of teams (55 out of 64) could achieve the requirements. Feedback about the project was mixed, with 57 positive and 56 negative comments.  

Comprehension of Textbook Vocabulary by First Year Students

1976 ◽  
Vol 38 (2) ◽  
pp. 388-390 ◽  
Author(s):  
Robert E. Knox
Keyword(s):  
British Columbia ◽  
Introductory Psychology ◽  
First Year ◽  
First Year Students ◽  
University Of British Columbia ◽  
The University

First-year students in an English course at the University of British Columbia were asked to define 53 non-technical words from Munn's introductory psychology text. In spite of generous scoring standards performance, over-all, was alarmingly poor. Half of the students could correctly identify no more than 29 of the 53 words, and such common words as “incidental” and “spontaneously” were missed by over 50% of our 57 subjects. Results are comparable to Hoffman's findings which were reported in this Journal 18 years ago.

scholarly journals HOW FIRST YEAR ENGINEERING STUDENTS SELECT THEIR SPECIALIZATION AND HOW WE CAN BETTER SUPPORT THEM

2018 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Agnes D’Entremont
Keyword(s):  
Decision Making ◽  
Engineering Students ◽  
Information Source ◽  
First Year ◽  
Limited Information ◽  
Short Term ◽  
Engineering Programs ◽  
University Of British Columbia ◽  
Online Tools ◽  
The University

  Abstract 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).  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.  

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