scholarly journals Integrated Learning in First-Year Engineering: Preliminary Findings and Impressions from a New Project-Based Design Course

2018 ◽  
Author(s):  
Colin P McDonald
Keyword(s):  
Biomedical Engineering ◽  
Materials Science ◽  
Health Sciences ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Profession ◽  
Design Computing ◽  
Design Projects ◽  
Second Year ◽  
Required Courses

The first-year engineering curriculum at McMaster University is a common curriculum that introduces students to the field of engineering through discrete courses focused in graphics design, computing, materials science, and the engineering profession. While these courses provide an important foundation for entry into second year (in addition to the required courses in math and science), course topics are isolated and there is very little cross-over in content from one course to the next. This paper will present initial findings and impressions of “Health Solutions Design Projects I”, a project-based first-year course in McMaster’s new Integrated Biomedical Engineering and Health Sciences (iBiomed) program. This new course, first offered in Fall 2017, integrates the aforementioned topics in first-year engineering into one course, and further reinforces these concepts through a series of design projects.

scholarly journals A DESIGN-CENTERED LABORATORY CURRICULUM FOR FIRST-YEAR BIOMEDICAL ENGINEERING STUDENTS

2019 ◽  
Author(s):  
Gabrielle Lam
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
First Year ◽  
Learning Approach ◽  
Laboratory Course ◽  
Structured Design ◽  
Survey Results ◽  
Design Projects

A new first-year biomedical engineering laboratory course was created using a problem-based learning approach. Centered on four semi-structured design projects and experiments, the laboratory course was designed to facilitate meaningful experiential learning. Preliminary analyses of survey results suggest that the semi-structured nature of lab activities is viewed both positively and negatively by students, depending on their perception of preparedness for the project. Its correlation with student performance will be better understood with thorough study of other components of survey results.

scholarly journals FIRST-YEAR COMMON ENGINEERING CURRICULUM FOR THE BC POST-SECONDARY SECTOR

2018 ◽  
Author(s):  
Brian Dick
Keyword(s):  
British Columbia ◽  
Engineering Education ◽  
Degree Completion ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Post Secondary ◽  
Secondary Sector ◽  
Second Year ◽  
Consultative Process

Abstract – Demand for engineering education has grown in recognition of its importance to the provincial economy, while engineering education capacity continues to lag.  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. 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.  

scholarly journals A DESIGN CHALLENGE - INCORPORATING DESIGN INTO THE FIRST YEAR ENGINEERING CURRICULUM

2011 ◽  
Author(s):  
Scott B. Nokleby ◽  
Remon Pop-Iliev
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Engineering Curriculum ◽  
Solid Modelling ◽  
Dual Nature ◽  
Engineering Graphics ◽  
Engineering Design Process ◽  
Design Projects ◽  
Institute Of Technology ◽  
The University

This paper outlines a novel engineering graphics and design course at the University of Ontario Institute of Technology (UOIT). The course is designed to enable first year engineering students to learn the engineering design process while at the same time developing strong free-hand sketching and 3-D solid modelling skills. The dual nature of the graphics-design course enables students to learn engineering graphics in a non-isolated manner. The results after two years of offering the course show that first-year team-based projects are feasible and manageable and that first-year engineering students are capable of completing rather complex and innovative solid modelling design projects.

scholarly journals An Engineering Design-Oriented First Year Biomedical Engineering Curriculum

2020 ◽  
Author(s):  
Kay C. Dee ◽  
Patricia Brackin ◽  
Anneliese Watt ◽  
Alan Chiu ◽  
Glen Livesay ◽  
...  
Keyword(s):  
Engineering Design ◽  
Biomedical Engineering ◽  
First Year ◽  
Engineering Curriculum

scholarly journals A FRAMEWORK FOR EXPLORING ETHICAL DILEMMAS IN A FIRST YEAR ENGINEERING COURSE

2018 ◽  
Author(s):  
Carol P. Jaeger ◽  
Peter M. Ostafichuk
Keyword(s):  
Student Development ◽  
Engineering Students ◽  
Student Feedback ◽  
First Year ◽  
Motivating Factors ◽  
Engineering Curriculum ◽  
Engineering Profession ◽  
Graduate Attributes ◽  
University Of British Columbia ◽  
The University

Abstract 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.  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.

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

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