scholarly journals The Elephant and the Mouse: making a large department feel small and a small department feel large

2018 ◽  
Author(s):  
Andrew Trivett
Keyword(s):  
Engineering Education ◽  
Student Experience ◽  
Size Spectrum ◽  
University Programs ◽  
Large Schools ◽  
Small Department

Engineering Education in Canada is carried out at 44 currently accredited university programs.  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?  

scholarly journals Experiences of Students Enrolled in Integrated Collaborative College/University Programs

2017 ◽  
Vol 47 (2) ◽  
pp. 135-155
Author(s):  
Janet Landeen ◽  
Nancy Matthew-Maich ◽  
Leslie Marshall ◽  
Lisa-Anne Hagerman ◽  
Lindsay Bolan ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Integrated Curriculum ◽  
Life Experiences ◽  
Student Experience ◽  
Academic Programs ◽  
Universities And Colleges ◽  
Power And Control ◽  
University Programs ◽  
The University ◽  
And Control

Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students’ perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.  

scholarly journals A Systematic Review of Project Allocation Methods in Undergraduate Transnational Engineering Education

2019 ◽  
Vol 9 (4) ◽  
pp. 258 ◽  
Author(s):  
Hussain ◽  
Gamage ◽  
Sagor ◽  
Tariq ◽  
Ma ◽  
...  
Keyword(s):  
Systematic Review ◽  
Engineering Education ◽  
Student Experience ◽  
Future Prospects ◽  
Design Project ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Wide Range ◽  
Feasible Solutions ◽  
Allocation Strategies

The final year design project is one of the most important components of any undergraduate engineering program. Fair and efficient project allocation procedures can be vital in ensuring a great student experience and exceptional learning out of these projects, which then could contribute in shaping students’ future prospects. In this paper, we review a wide range of project allocation strategies used in various universities at undergraduate levels. We then focus on the project allocations in transnational education (TNE) contexts, which inherit additional allocation challenges. We highlight these challenges and provide recommendations to solve them. We present and compare project allocation strategies adopted at two of the largest TNE programs in China. We also present the factors that influence the project allocations, particularly regarding TNE provisions. Finally, we describe the challenges associated with the project allocations in the TNE scenario, along with proposing some feasible solutions to address these challenges.

scholarly journals BLURRING THE LINE BETWEEN FOR-CREDIT CURRICULAR AND NOT-FOR-CREDIT EXTRACURRICULAR ENINGEERING LEARNING ENVIRONMENTS

2013 ◽  
Author(s):  
Sal Alajek ◽  
Alan Ham ◽  
Heather Murdock ◽  
Jonathan Verrett
Keyword(s):  
Engineering Education ◽  
Learning Environments ◽  
Systems Thinking ◽  
Extracurricular Activities ◽  
Student Experience ◽  
Engineering Student ◽  
Curricular Content ◽  
Global Engineering ◽  
Communications Skills ◽  
Engineers Without Borders

Engineering student experience is highly influenced by the interplay between curricular and extracurricular learning environments on campus. Bridging between the two spaces, Engineers Without Borders (EWB) Canada builds on curricular content with extracurricular opportunities which not only reinforce leadership and communications skills, but also focus on complexity and systems thinking, globalization trends,and foundational attitudes of service to society. In recent years, EWB has been working collaboratively with specific engineering faculties in an attempt to bring these attributes to the classroom. This paper examines the efficacy of these opportunities, which blur the line between for-credit engineering curricular interactions and not-for-credit extracurricular engineering focused activities. Drawing on examples from institutions that have implemented credit for extracurricular activities andbuilding on the 2013 Global Engineering Symposium’s engineering education focused discussions at the Engineers Without Borders Canada annual national conference in Calgary, Alberta, we highlight the potential for the concept from the perspective of the student and the faculty.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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