scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: SOME PRELIMINARY FINDINGS

2012 ◽  
Author(s):  
Roger Graves ◽  
Anne Parker ◽  
Kathryn Marcynuk
Keyword(s):  
Mechanical Engineering ◽  
Civil Engineering ◽  
Computer Engineering ◽  
Writing Assignments ◽  
Methods Of Evaluation ◽  
University Of Manitoba ◽  
The University

Based on our compilation of the course outlines from the Departments of Electrical and Computer Engineering, Civil Engineering and Mechanical Engineering, this paper will focus on our preliminary findings. This study – as part of a larger, multi- disciplinary project – analyzes how often students write in Engineering courses and, when they do, what genres of documents they are being asked to write. While each department includes writing components, their methods of evaluation are different. Consequently, each department emphasizes writing differently, as exemplified in their different evaluation weightings, and this emphasis has some important implications for the Faculty of Engineering at the University of Manitoba.

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quiteapart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba. In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

scholarly journals UNDERGRADUATE WRITING ASSIGNMENTS IN ENGINEERING: TRACKING ATTRIBUTE 7 IN TWO ACCREDITATION CYCLES

2019 ◽  
Author(s):  
Kathryn Marcynuk ◽  
Anne Parker
Keyword(s):  
Political Science ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
National Study ◽  
Writing Assignments ◽  
The Social ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
The University ◽  
Written Assignments

This paper reports on two iterations of our study of course syllabi in the Faculty of Engineering, University of Manitoba. The first iteration was part of a national study investigating the writing demands placed on students in a variety of disciplines, including those in the Social Sciences and the Humanities as well as Engineering. This first iteration followed an accreditation visit and the Faculty’s introduction of the C.E.A.B. graduate attributes and outcome-based assessment. Although one would expect Engineering to have far fewer written assignments than these other disciplines, such was not always the case. For example, the national study captured results for Political.  Science that closely matched those for Mechanical Engineering; Political Science students typically wrote, on average, 2.3 written assignments in year 2 of their program, 2.4 written assignments in year 3, and 4.2 written assignments in year 4, while Mechanical Engineering students wrote 4, 3 and 4.2 written assignments in those same years. Such a finding suggested that more writing was happening in the Faculty of Engineering than we might realize – and quite apart from that done in the mandatory communication class. So, our second iteration of the study followed another accreditation cycle, but this time we focused solely on the Faculty of Engineering at the University of Manitoba.  In this second iteration, our goal was to refresh the data so that we could clarify how Attribute 7, “communication skills,” is being met in the Faculty of Engineering at the University of Manitoba.  

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 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 INTEGRATING COMMUNICATION INTO SENIOR ENGINEERING DESIGN COURSES AT THE UNIVERSITY OF MANITOBA

2011 ◽  
Author(s):  
Anne Parker ◽  
Gary Wang ◽  
Kim Hewlett
Keyword(s):  
Engineering Design ◽  
Assessment Process ◽  
Design Element ◽  
Computer Engineering ◽  
Communication Course ◽  
Engineering Communication ◽  
University Of Manitoba ◽  
The University ◽  
Capstone Design Courses ◽  
Do So

In this paper, we will describe how we integrated communication into two capstone design courses in the Faculty of Engineering at the University of Manitoba. We will first look briefly at how the stand-alone technical communication course (offered early in the curriculum) serves as a cornerstone because it introduces students to the various genres of engineering communication and emphasizes the importance of communication within the practice of engineering. Integrating communication into courses like the Mechanical and Manufacturing Engineering design course (MECH 4860) and the Electrical and Computer Engineering design course (ENG 4600) means that technical and communications specialists work together toward helping senior engineering design students achieve their goal: designing a solution to an industry-based problem and then presenting their design in written, graphical and oral form. To do so, communications specialists become partners in the delivery of the course and in the assessment process. At the same time, the technical specialists can focus on assessing the design itself. Together, we can then evaluate a design according to what engineers must do on the job: solve problems and communicate solutions. The rubrics used to assess written communications are also intended as ways to help students see how each design element (like “project specifications”) is important to the “deliverable,” the report to the client. Finally, we will conclude with some observations about this past year and indicate what we would like to do next year.

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 INTRODUCTION OF AN ACTIVE LEARNING COMPONENT THROUGH RESEARCH REPORTS IN A LABORATORY COURSE

2018 ◽  
Author(s):  
Juan Abelló ◽  
Paul Labossière
Keyword(s):  
Active Learning ◽  
Mechanical Engineering ◽  
Student Feedback ◽  
Learning Skills ◽  
Laboratory Course ◽  
Credit Hours ◽  
Student Teams ◽  
University Of Manitoba ◽  
Upper Level ◽  
The University

Abstract –Mechanical Engineering Laboratories is a third-year course at the University of Manitoba that covers the application of mechanical engineering principles to relevant experimental problems. The course spans two terms, counts for two credit hours per term and traditionally required student teams to prepare formal laboratory reports only. An active learning component was introduced by assigning students to write research reports on topics that would otherwise have been covered in the lectures. This allowed us to enable additional laboratory groups during former lecture slots and accommodate the program’s enrollment increase from 80 to 120 students. Introducing research reports also allowed students to learn independently, research beyond the level of detail in the course if they wished, and practice their lifelong learning skills along with teamwork skills. Most students did well in this component of the course.  Student feedback comments on the research reports were mostly positive. This experience suggests that an active learning component through research reports in lieu of some lectures may be a useful active learning tool in an upper-level laboratory course.  

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 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.

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