scholarly journals REALIZING CEAB GRADUATE ATTRIBUTES USING THE CASE METHOD

2012 ◽  
Author(s):  
David Effa ◽  
Steve Lambert ◽  
Oscar Nespoli
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Case Studies ◽  
Work Experience ◽  
Primary Objective ◽  
Engineering Problem ◽  
Engineering Practice ◽  
Graduate Attributes ◽  
New Perspective ◽  
Undergraduate Programs

The University of Waterloo (UW) offers seven fully accredited and internationally competitive engineering undergraduate programs. It has the largest undergraduate co-operative education program in the world, and the largest Engineering program in Canada. All UW engineering departments are refining and evaluating their undergraduate curricula in order to address the new Canadian Engineering Accreditation Board (CEAB) requirements, with its focus on learning outcomes and graduate attributes. This new perspective provides an opportunity for alternative pedagogical approaches for developing and assessing graduate attributes. Over the past several years, the Waterloo Cases in Design Engineering (WCDE) group at UW has been developing and promoting the use of engineering design cases throughout the curriculum. These cases are developed primarily from our own students’ work term experience. Cases provide an effective pedagogical method to integrate students’ technical knowledge as well as develop appropriate engineering skills. Engineering cases help students understand and better appreciate the complexity of engineering practice, and gain valuable experience in engineering problem solving and working in teams. They naturally complement the real-world work experience they get on their co-op terms. The primary objective of this paper is to present the use of case studies to promote active learning and assessment of engineering design with a focus on the CEAB graduate attributes. Some case studies have been developed to focus on specific CEAB attributes. An example case study will be presented, its implementation discussed, and the effectiveness of achieving the targeted learning outcomes will be discussed.

scholarly journals DESIGN DAYS BOOT CAMP 2.0: IMPROVEMENTS AND CONNECTIONS TO CEAB GRADUATE ATTRIBUTES

2019 ◽  
Author(s):  
Jennifer Howcroft ◽  
Igor Ivkovic ◽  
Matthew J. Borland ◽  
Maud Gorbet
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Systems Design ◽  
Boot Camp ◽  
First Year ◽  
Design Activity ◽  
Graduate Attributes ◽  
Design Activities ◽  
Intended Learning Outcomes

Engineering design is a critical skill that all engineering students are expected to learn and is often the focus of final year capstone projects and first-year cornerstone projects. In the Systems Design Engineering Department at the University of Waterloo, engineering design is introduced to the students during an intense two-day Design Days Boot Camp. Design Days was originally conceived of and run in Fall 2016. The Fall 2018 version, Design Days 2.0, included substantial improvements focused on adding two additional design activities and a writing activity, strengthening the connection with first year content, and providing a greater variety of team experiences. The methods of achieving the nine intended learning outcomes of Design Days 2.0 are discussed and connected to CEAB graduate attributes. This demonstrates that meaningful learning can be achieved during a two-day boot camp that will starts students on the path towards professional engineering. Other departments are encouraged to use the presented intended learning outcomes, graduate attributes connections, and Design Days 2.0 descriptions as a template for their own design boot camp. Finally, Design Days 2.0 inspired ideas for further improvements including the incorporation of a software-focused design activity, adding budgetary constraints, and providing an opportunity for student reflection.

scholarly journals Graduate Attributes: Intentional Mapping and Assessment Portfolios

2011 ◽  
Author(s):  
Peter Wolf ◽  
Warren Stiver
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
White Paper ◽  
Current Status ◽  
Program Leaders ◽  
Graduate Attributes ◽  
Faculty Input ◽  
Course Outcomes ◽  
Undergraduate Programs ◽  
The University

In 1987, the University of Guelph introduced Learning1. CurricKit Outcomes Mapping has been created to support intentional curriculum development through aggregating faculty input on course outcomes to a program perspective.2. Progression Maps have been created to aid in the visualization of a program’s curriculum structure, through courses, semesters and program years3. A Portfolio System has been developed to permit student, educator and program portfolios to be built. These portfolios allow for reflection and for assessment of learning outcomes based on the artefacts of student work.This presentation will share current status and Guelph’s visions for the future - a future in which every student has a learning outcomes based portfolio and every program has an intentional curriculum map and a program level portfolio.By the end of this session, participants will be able to:• Describe the processes and tools being used at the University of Guelph,• Consider how to apply or adapt them for use in theirObjectives for all of its undergraduate programs. In 2004, the NSERC Chairs in Design Engineering released a white paper on Engineering Design Competencies. In 2009, the Province of Ontario mandated University Undergraduate Degree Level Expectations (UUDLEs). And finally, in 2010, the Canadian Engineering Accreditation Board (CEAB) began reviewing and assessing progress towards twelve graduate attributes. These initiatives are based on an outcomes philosophy towards curriculum development that is distinctly different from our historical, and still common, inputs based approach. Success in a learning outcomes approach relies on engaging students,educators and program leaders and is data-informed, educator- and student-driven, intentional and assessed. Guelph has been developing a combination of tools and processes to advance learning outcomes pedagogy:local context.

A natural-language approach to biomimetic design

2010 ◽  
Vol 24 (4) ◽  
pp. 507-519 ◽  
Author(s):  
L.H. Shu
Keyword(s):  
Problem Solving ◽  
Natural Language ◽  
Engineering Design ◽  
Case Studies ◽  
Engineering Problem ◽  
Biological Database ◽  
Biological Knowledge ◽  
Biomimetic Design ◽  
Biological Phenomena

AbstractThis paper summarizes various aspects of identifying and applying biological analogies in engineering design using a natural-language approach. To avoid the immense as well as potentially biased task of creating a biological database specifically for engineering design, the chosen approach searches biological knowledge in natural-language format, such as books and papers, for instances of keywords describing the engineering problem. Strategies developed to facilitate this search are identified, and how text descriptions of biological phenomena are used in problem solving is summarized. Several application case studies are reported to illustrate the approach. The value of the natural-language approach is demonstrated by its ability to identify relevant biological analogies that are not limited to those entered into a database specifically for engineering design.

scholarly journals USE OF EPORTFOLIO TOOL FOR REFLECTION IN ENGINEERING DESIGN

2015 ◽  
Author(s):  
Ryan Clemmer ◽  
Jennifer Spencer ◽  
Dale Lackeyram ◽  
Jason Thompson ◽  
Bahram Gharabaghi ◽  
...  
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Electronic Portfolios ◽  
Group Project ◽  
Soft Skill ◽  
Graduate Attributes ◽  
The Third ◽  
Lecture Material ◽  
The University ◽  
Insight Into

Electronic portfolios (ePortfolios) can be a beneficial tool to facilitate student learning, evaluate learning outcomes and showcase skills and experience. At the University of Guelph, the School of Engineering piloted the use of ePortfolios within the third year design course of the engineering design sequence of courses. With the implementation of graduate attributes by the CEAB, more “soft skill” attributes like individual and teamwork, project management, and lifelong learning are important skills developed by students within the design courses and can be assessed within an ePortfolio environment.Students submitted guided reflections related to major deliverables within the course. The reflections were assessed for the level of insight through rubrics in the learning management system. Overall, students improved their ability to reflect and provided good insight into their learning and roles within their group project. The response to the reflections by students was mixed. Many students found value in reflecting on their experience while other students were frustrated by the method of filling the reflection form.In the future, the objectives for reflection should be made clearer with supplementary documentation to the lecture material. Adjusting the timing of the reflections to correspond to less stressful periods of the semester and improving the ePortfolio process will help with student engagement.

scholarly journals USING BIOLOGICAL ANALOGIES FOR ENGINEERING PROBLEM SOLVING AND DESIGN

2011 ◽  
Author(s):  
L. H. Shu
Keyword(s):  
Problem Solving ◽  
Natural Language ◽  
Engineering Design ◽  
Case Studies ◽  
Engineering Problem ◽  
Biological Knowledge ◽  
Biological Phenomena ◽  
Design For Remanufacture ◽  
Engineering Problem Solving

This paper summarizes various aspects of identifying and using biological analogies in engineering design. To avoid the immense as well as potentially biased task of creating a database specifically for this purpose, the chosen approach searches biological knowledge in natural language format, e.g., books, papers, etc., for instances of functional keywords describing the engineering problem. Strategies developed to facilitate this search as well how text descriptions of biological phenomena were used in problem solving are summarized. Case studies in design for remanufacture and microassembly are used to provide an overview of the method.

scholarly journals The Development and Teaching of Corrosion Course in an Engineering Program

2015 ◽  
Author(s):  
Susan Caines ◽  
John Shirokoff
Keyword(s):  
Learning Outcomes ◽  
Measured Data ◽  
Engineering Practice ◽  
Laboratory Course ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Course Of Study

The development and teaching of a corrosion course that includes laboratories in a senior level engineering program is outlined and discussed with respect to their learning outcomes, graduate attributes, assessment and practical value. The laboratory course of study complements the overall course in terms of building on a student’s background in electrochemical theory, corrosion concepts, engineering practice, analyzing data, and comparing measured data to theory.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

scholarly journals The Trending Academic Library Job Market: An Analysis of Library Position Announcements from 2011 with Comparisons to 1996 and 1988

2015 ◽  
Vol 76 (6) ◽  
pp. 716-739 ◽  
Author(s):  
Therese F. Triumph ◽  
Penny M. Beile
Keyword(s):  
Work Experience ◽  
Academic Library ◽  
The United States ◽  
Primary Objective ◽  
Job Market ◽  
Current State ◽  
Emerging Trends ◽  
Job Advertisements ◽  
Salary Information ◽  
Over Time

The primary objective of the study was to describe the number, types and titles, requested qualifications and skills, salary information, and locations of positions advertised in 2011 on the ALA JobLIST and ARL Job Announcements websites and in the print version of the Chronicle of Higher Education for purposes of determining the current state of the academic library job market in the United States. To investigate changes in the academic library job market and identify emerging trends over a 23-year period, results also were compared to studies that analyzed position announcements from 1996 and 1988. Content analysis of 957 unique academic library job advertisements revealed relative stasis in the market regarding the number of positions advertised, presence of administrative duties, geographic distribution of positions, and, to some extent, educational requirements. However, other comparisons were more dynamic. Specifically, there has been a decline in foreign language skills and prior work experience requirements over time while computer skills are increasingly sought. Perhaps most striking is the proliferation of new position titles that have emerged over time, which serves as an indication that library positions are becoming increasingly specialized.

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