scholarly journals A DESIGN PROJECT THAT HELPS STUDENTS TO CHOOSE BETWEEN DIFFERENT FIELDS OF ENGINEERING

2011 ◽  
Author(s):  
Rudolf Seethaler
Keyword(s):  
British Columbia ◽  
Electrical Engineering ◽  
Design Project ◽  
Engineering Program ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

A new Engineering program has been started in the fall of 2005 at the University of British Columbia, Okanagan Campus. There is a common curriculum for all first and second year students in Civil, Mechanical, and Electrical Engineering. A design project hosted by two separate courses and spanning topics of all three fields of Engineering helps students to decide at the end of their second year, which Engineering program suits them best.

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 COMPARING STUDENT ASSESSED COMPETENCIES IN PBL AND TRADITIONAL ECE PROGRAMS

2011 ◽  
Author(s):  
P. D. Lawrence ◽  
C. A. Hennessey ◽  
J. Calviño-Fraga ◽  
A. Ivanov ◽  
D.L. Pulfrey ◽  
...  
Keyword(s):  
British Columbia ◽  
Student Evaluation ◽  
Traditional Students ◽  
Project Based Learning ◽  
University Of British Columbia ◽  
Traditional Program ◽  
Second Year ◽  
The University

Since 1999, both traditional and project based learning (PBL) programs have been offered to second year ECE students at the University of British Columbia. This paper describes the structure of the PBL program and a student evaluation of their competencies. The evaluation was carried out by a survey of third and fourth year students who passed through either the PBL or the traditional program. Results of the evaluation indicate that the former PBL students felt significantly more improved than the traditional students in their design-related abilities and some of their teamwork abilities evaluated by the survey.

scholarly journals TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

2019 ◽  
Author(s):  
Dhaneshwarie Kannangara ◽  
James Sibley
Keyword(s):  
British Columbia ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
Biological Engineering ◽  
Laboratory Experience ◽  
Laboratory Course ◽  
The Past ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

Critical thinking or common sense?

2016 ◽  
Vol 179 (7) ◽  
pp. i-ii
Author(s):  
Vicki Adams
Keyword(s):  
British Columbia ◽  
Critical Thinking ◽  
Common Sense ◽  
Animal Science ◽  
University Of British Columbia ◽  
The University

Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi

A nursing model in action: the University of British Columbia experience

1993 ◽  
Vol 18 (8) ◽  
pp. 1259-1266
Author(s):  
Sally Thorne ◽  
Carol Jillings ◽  
Donelda Ellis ◽  
JoAnn Perry
Keyword(s):  
British Columbia ◽  
University Of British Columbia ◽  
The University

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

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