scholarly journals CURRICULUM ENHANCEMENT AND EVALUATION OF GRADUATE ATTRIBUTES AND OUTCOMES THROUGH STUDENT-RUN FORUMS

2011 ◽  
Author(s):  
Dario Schor ◽  
Kathryn Marcynuk ◽  
Matthew Sebastian ◽  
Witold Kinsner ◽  
Ken Ferens ◽  
...  
Keyword(s):  
Student Performance ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Educational Institutions ◽  
Computer Engineering ◽  
Graduate Attributes ◽  
Capstone Project ◽  
University Of Manitoba ◽  
Areas Of Interest ◽  
The University

The evolution of a curriculum involves changes at many different levels such as daily changes to reflect questions or areas of interest of a particular class, improvements to an established course based on observations from the professor, or more significant changes to streams of courses at a departmental level, or adaptation to suggested accreditation guidelines such the recent new Canadian Engineering Accreditation Board (CEAB) graduate attributes and outcomes. Most educational institutions have means of collecting data and assessing individual courses or streams of courses based on student performance, course evaluations, and professor assessments. However, since more can be done to gauge the collective effect of changes before students get to their final year capstone project or go into industry, a student-run curriculum forum has been established.This paper presents some of the lessons learned from the bi-annual student-run curriculum forums in the Department of Electrical and Computer Engineering at the University of Manitoba. Based on the experience acquired so far, this paper outlines the organization of the curriculum forums, suggestions on guided discussions, ways to present feedback, and means of communicating to students how their feedback is being used to improve the curriculum.

scholarly journals THE FACULTY OF ENGINEERING ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA: SUGGESTIONS FOR CLOSING THE LOOP

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Longitudinal Study ◽  
Assessment Process ◽  
Computer Engineering ◽  
Final Phase ◽  
Graduate Attributes ◽  
Closing The Loop ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the findings from athree-year longitudinal study at the University ofManitoba designed to explore how the CanadianEngineering Accreditation Board (CEAB) graduateattributes are manifested and measured in the Faculty ofEngineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Mechanical, andElectrical and Computer Engineering were asked toconsider the presence of four of the 12 CEAB attributesand their subsequent indicators in one engineering coursetaught in one academic year. Each year, four differentattributes were targeted, chosen to reflect both thetraditional/technical and the professional/workplacecompetencies. Data were collected using a selfadministeredchecklist, which evolved over the three yearsof the study in an effort to more clearly define studentattribute competency levels, and to develop a commonlanguage and understanding in regards to the graduateattributes and the process of outcomes-based assessment.This final phase of the study enables us to understand howall 12 of the CEAB graduate attributes are manifest andmeasured across our engineering curricula, to discussour findings within the context of outcomes-basedassessment and accreditation protocols, and to strategizeways to close the loop.

scholarly journals Teaching Embedded System Design

2012 ◽  
Author(s):  
Ken Ferens
Keyword(s):  
Embedded System ◽  
System Design ◽  
Student Performance ◽  
Problem Analysis ◽  
Computer Engineering ◽  
Embedded System Design ◽  
Hands On ◽  
University Of Manitoba ◽  
The University ◽  
First Time

For the first time in the Department of Electrical and Computer Engineering at the University of Manitoba, a 100% hands-on course was implemented in the winter term of the 2011/2012 year. This course ECE 3730 Embedded System Design was introduced into the curriculum and designed specifically to correct an imbalance between computer and electrical engineering student pre-requisites; to address students studying only for the exam problem; and to directly assess student performance particularly in the CEAB attributes of Design, Investigation, Problem Analysis, and Tools.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA

1969 ◽  
Author(s):  
Sandra Ingram ◽  
Jillian Seniuk Cicek ◽  
Nariman Sepehri
Keyword(s):  
Assessment Process ◽  
Recent Effort ◽  
Computer Engineering ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Graduate Attributes ◽  
Hard Skills ◽  
University Of Manitoba ◽  
The University ◽  
Target Attributes

This paper describes a recent effort at the University of Manitoba to identify how CEAB graduate attributes are manifested and measured in the engineering curriculum. For this study, four attributes were chosen: Investigation and Design, part of the engineering hard skills, and Professionalism and Lifelong learning as representative of the professional skills of engineering. One third year course each from the Departments of Biosystems, Civil, Mechanical, and Electrical and Computer Engineering were selected to examine the four target attributes during the 2011 Fall term. The respective instructors were involved in completing a self-administered checklist with the intent to survey instructors’ understanding of how the four CEAB attributes were manifest in their courses, and mapping the targeted attributes to the identified courses. Results show that there is much more research needed in this area, with continued emphasis on the manifestation of the twelve CEAB attributes in individual courses, as well as research on student proficiency, and methods of communicating assessment. Although this study did not set out to compare the attributes to one another, there was some evidence that of the four attributes being measured across the four courses, hard skills were more prominently assessed than professional skills.

scholarly journals Sustainable Implementation of Interprofessional Education Using an Adoption Model Framework

2017 ◽  
Vol 46 (4) ◽  
pp. 76-93
Author(s):  
Ruby Grymonpre ◽  
Christine Ateah ◽  
Heather Dean ◽  
Tuula Heinonen ◽  
Maxine Holmqvist ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Healthcare Delivery ◽  
Lessons Learned ◽  
Academic Programs ◽  
Key Factors ◽  
Model Framework ◽  
Implementation Framework ◽  
Sustainable Implementation ◽  
University Of Manitoba ◽  
The University

Interprofessional education (IPE) is a growing focus for educators in health professional academic programs. Recommendations to successfully implement IPE are emerging in the literature, but there remains a dearth of evidence informing the bigger challenges of sustainability and scalability. Transformation to interprofessional education for collaborative person-centred practice (IECPCP) is complex and requires “harmonization of motivations” within and between academia, governments, healthcare delivery sectors, and consumers. The main lesson learned at the University of Manitoba was the value of using a formal implementation framework to guide its work. This framework identifies key factors that must be addressed at the micro, meso, and macro levels and emphasizes that interventions occurring only at any single level will likely not lead to sustainable change. This paper describes lessons learned when using the framework and offers recommendations to support other institutions in their efforts to enable the roll out and integration of IECPCP.  

Lessons Learned Building an Online Degree Program

2017 ◽  
pp. 172-182
Author(s):  
Ottilie F. Austin ◽  
Gail M. Hunger ◽  
Julie J. Gray
Keyword(s):  
Reading Program ◽  
Degree Program ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Online Reading ◽  
Master's Programs ◽  
Course Work ◽  
History Of ◽  
Online Degree ◽  
The University

Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

scholarly journals Computer Music research at FEEC/Unicamp: a snapshot of 2019

2019 ◽  
Author(s):  
Tiago Tavares ◽  
Bruno Masiero
Keyword(s):  
Computer Music ◽  
Research Work ◽  
Lessons Learned ◽  
Computer Engineering ◽  
The Past ◽  
The People ◽  
Music Research ◽  
State Of Affairs ◽  
The University ◽  
Future Work

This is a lab report paper about the state of affairs in the computer music research group at the School of Electrical and Computer Engineering of the University of Campinas (FEEC/Unicamp). This report discusses the people involved in the group, the efforts in teaching and the current research work performed. Last, it provides some discussions on the lessons learned from the past few years and some pointers for future work.

scholarly journals INDUSTRY PERCEPTIONS OF GRADUATE ATTRIBUTE REQUIREMENTS FOR THE WORKPLACE

2015 ◽  
Author(s):  
Donald S. Petkau
Keyword(s):  
Accreditation Process ◽  
The Other ◽  
Alternative View ◽  
Professional Skills ◽  
Graduate Attributes ◽  
New Graduates ◽  
New Graduate ◽  
University Of Manitoba ◽  
Areas Of Concern ◽  
The University

At the Faculty of Engineering at the University of Manitoba research has been undertaken to determine the level of student competency in the graduate attributes as set forth by the CEAB accreditation process. This study takes an alternative view and seeks to understand the current industry requirements for a new graduate employee based on the graduate attributes. It consisted of a questionnaire completed by two groups of engineers working in a major energy corporation in the Province of Manitoba. One group consisted of senior engineers with a minimum of 15 years experience while the other was of new graduates with at minimum 18 months of service. The groups were asked to complete a questionnaire on the level of competency they felt was required for new graduates entering the workplace. This paper describes the process and the analysis of the information. Results were compared with an assessment of a new graduate’s competency levels. The information shows that while a student’s competency levels at graduation may be lower than expected they still generally meet the requirements of the workplace. Information also shows that areas of concern are not in the technical areas but rather in the professional skills.

scholarly journals A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

CAPSTONE DESIGN PROJECTS WITH INDUSTRY PARTNERS: A 6-YEAR EXPERIENCE REPORT

2019 ◽  
Author(s):  
Philippe Kruchten ◽  
Paul Lusina
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Lessons Learned ◽  
Computer Engineering ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Capstone Courses ◽  
Evaluation Scheme ◽  
Capstone Design Courses ◽  
Capstone Design

Since 2013, the fourth-year capstone design courses for the electrical and computer engineering programs at UBC are working only with projects defined by industrial partners. These capstone courses run over two terms (September to April) and are worth 10 credits. The projects involves teams of five students, which follow a common timeline, produce a common set of deliverables, and have a common evaluation scheme –with some latitude for variation based on the nature of the project and the type of partner. A key objective is to include non-technical graduate attributes, the so-called “soft skills”, in our learning outcomes. In this paper, we describe our current course framework, our constraints and design choices, and we report lessons learned and improvements implemented over 6 years.  

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