scholarly journals Educating Engineering Students in the Arts

2013 ◽  
Author(s):  
Ken Tallman
Keyword(s):  
Engineering Students ◽  
Applied Science ◽  
Science And Engineering ◽  
University Of Toronto ◽  
Works Of Art ◽  
The Arts ◽  
Original Works ◽  
Elective Course ◽  
The University

The presentation will discuss a third-year engineering elective course, Engineering and Science inthe Arts, offered by the Faculty of Applied Science and Engineering at the University of Toronto. The presentation will detail the unique course deliverables, which require the engineering students to, first, create original works of art, and, secondly, to explain how these works connect to engineering and/or science. A key objective in the course was that the students eradicate the boundaries separating engineers and artists, and this presentation will consider the course’s success in this regard.

scholarly journals Development of the Graduate Attribute Quality Assurance Process at the University of Toronto

2011 ◽  
Author(s):  
Susan McCahan ◽  
Grant Allen ◽  
Lisa Romkey
Keyword(s):  
Quality Assurance ◽  
Applied Science ◽  
Science And Engineering ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
Quality Assurance Process ◽  
Assurance Process ◽  
Attribute Quality ◽  
The University ◽  
Work Done

This paper will describe the process that the University of Toronto is following in response to the Graduate Attributes recently introduced by CEAB. The Faculty of Applied Science and Engineering at the University of Toronto is using small teams to develop concise lists of global objectives and indicators for each attribute. This paper discusses the work done to date, including the indicators we have developed for the attributes. We will discuss the challenges we have encountered, and how we are meeting those challenges; and the positive collaborations and discussions that have resulted.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

scholarly journals UPDATE ON THE UNIVERSITY OF TORONTO GRADUATE ATTRIBUTE PROCESS

1969 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Development Process ◽  
Applied Science ◽  
Main Group ◽  
Science And Engineering ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The Past ◽  
Starting Point ◽  
The University

The Faculty of Applied Science and Engineering at the University of Toronto has been working through the development of a continuous curriculum improvement process for the past two years. The main group working on this is the Graduate Attributes Committee (GAC) which is made up of faculty representatives from each department. In this paper and presentation we will describe the process we have developed. In addition, we will show examples of the materials that the GAC has produced. Of particular interest are the extensive rubrics that have been developed that can be used as a starting point for professors tasked with assessing the learning outcomes identified for the Graduate Attributes. Faculty have begun to customize these generic rubrics for particular assignments, and examples will be shown of this work. The development process has resulted in reflection and discussion on our curriculum. The development process has also led to reflection on the difficulties involved in assessing the Graduate Attributes and compiling the data we collect. These issues will be explored briefly in the paper.

scholarly journals Experience with Online Delivery of an Engineering Technical Elective Course

2012 ◽  
Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal
Keyword(s):  
Alternative Energy ◽  
Online Courses ◽  
Lessons Learned ◽  
Online Delivery ◽  
University Of Toronto ◽  
Physical Presence ◽  
Elective Course ◽  
On Line ◽  
The University ◽  
First Time

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.

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